Design Thinking Challenge

Grade Levels

6th & 8th Grade (Middle School)

Duration

45 Minutes

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Learning Objectives

By the end of this lesson, students will be able to:

• LO1: Define and describe the five key stages of the engineering design process: Ask, Imagine, Plan, Create, and Improve.
• LO2: Apply critical thinking and collaborative problem-solving skills to design a prototype in response to a real-world problem.
• LO3: Evaluate and iterate on a simple design based on peer feedback and observation.

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Common Core State Standards Alignment

Mathematics – Standards for Mathematical Practice (Applicable to STEM):

• CCSS.MATH.PRACTICE.MP1: Make sense of problems and persevere in solving them.
• CCSS.MATH.PRACTICE.MP3: Construct viable arguments and critique the reasoning of others.
• CCSS.MATH.PRACTICE.MP4: Model with mathematics (modeling with engineering and design problems).
• CCSS.MATH.PRACTICE.MP6: Attend to precision in both communication and measurement.

English Language Arts – Speaking & Listening (Supporting collaborative problem solving):

• CCSS.ELA-LITERACY.SL.6.1 / SL.8.1: Engage effectively in collaborative discussions, building on others’ ideas and expressing their own clearly.
• CCSS.ELA-LITERACY.SL.6.4 / SL.8.4: Report on a topic or text in an organized manner with relevant facts and clear details.

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Materials Needed

• Small craft materials (paper, straws, tape, string, popsicle sticks)
• Whiteboard and markers
• Timer or stopwatch
• Worksheets for recording design steps (provided by teacher)

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Lesson Breakdown

1. Warm-up (7 minutes)

"Design Detective" Brain Teaser

Activity:
Present students with a common, broken item scenario—e.g., a plastic spoon snapped in half. Ask:

• "If you had to redesign the spoon using only these materials (paper, tape, popsicle sticks), how would you do it?"
• Students brainstorm silently for 2 minutes, then share one idea with a partner.
• Call on 3-4 volunteers to share quick ideas aloud.

Purpose:
Activates prior knowledge of design challenges and gets students thinking about problem-solving using limited resources.

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2. Mini-Lecture & Discussion (8 minutes)

Topic: The Engineering Design Process

• Introduce the five steps: Ask, Imagine, Plan, Create, Improve. Write these on the board with a simple icon for each.
• Give a quick real-world engineering example (e.g., designing a water filter for clean drinking water).
• Emphasize the iterative nature of design—getting feedback and improving the prototype multiple times.
• Ask students: "Why do you think engineers don’t get it perfect the first time?" Encourage a few student responses.

Purpose:
Builds conceptual understanding and vocabulary about engineering design aligned to STEM inquiry.

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3. Guided Practice (15 minutes)

Challenge: Build a Simple Bridge (or Tower)

Activity Details:

• Split students into 5 groups of 5. Give each group the same set of craft materials.
• Task: Build a bridge (or tower) across a 12-inch gap that can hold a small weight (e.g., a toy car or a textbook).
• Groups follow the engineering design process:
  • Ask: What’s the problem? (Bridge must span 12 inches and hold weight)
  • Imagine: Brainstorm ideas within the group.
  • Plan: Choose the best design and sketch it on their worksheet.
  • Create: Build the bridge/tower within 7 minutes.
• Teacher circulates, prompts students with questions about their choices, materials, and dimensions to encourage precision and reasoning.

Purpose:
Students practice collaboration, critical thinking, and hands-on application of the design process.

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4. Independent Practice (10 minutes)

Peer Testing and Redesign

• Each group tests their bridge/tower using a weight.
• Observe: Did it hold the weight? What failed and why?
• Groups discuss and identify one improvement they would make.
• Use the Improve step from the engineering design process to sketch or write down the change.
• Optionally, if time allows, groups attempt a quick redesign with any leftover materials.

Purpose:
Reinforces iteration, critical evaluation, and application of feedback to improve engineering solutions.

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5. Summary and Assessment (5 minutes)

Exit Ticket: (Written or Verbal)
Each student answers one or two of the following:

• Name the five steps of the engineering design process.
• Describe one challenge your group faced and how you solved it.
• Why is it important to keep improving your design even after building it?

Formative Assessment:
Teacher reviews responses to gauge individual understanding and adjust future instruction as needed.

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Extensions & Differentiation

• For advanced learners: Introduce basic concepts of forces (tension, compression) related to the bridge design.
• For ELL or special needs: Provide vocabulary cards with definitions and pictures for the design process steps.
• At-home connection: Challenge students to find an everyday object that could be redesigned and draw the steps of a possible improved design.

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Teacher Tips

• Encourage positive teamwork and patience with trial and error.
• Model thinking aloud during mini-lecture to connect abstract concepts with real-world scenarios.
• Use questioning to guide students toward reasoning about why certain design choices may fail/succeed.
• Capture photos of student prototypes for digital portfolios or class documentation.

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This lesson blends active exploration with critical thinking and real-world problem solving, all aligned to Common Core math practices related to perseverance, modeling, and argumentation, as well as ELA standards for communication and collaboration. It offers both structured guidance and creative freedom to engage middle school students deeply in the engineering design process within 45 minutes.