Problem Solution Projects
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Kindergarten Forces and Motion Project Based Assessment | PBL |Push Pull Gravity
Make science meaningful and engaging with this Project-Based Assessment for Forces and Motion—perfect for Kindergarten! This hands-on PBL activity allows students to explore real-world playground problems while demonstrating their understanding of push, pull, gravity, friction, and motion. Students take ownership of their learning by choosing one of three relatable problems: The slide is too slow—kids can’t slide! The swing won’t move! The ball rolls into unsafe places! 🧠 What Students Do:
Kindergarten
Physical Science, Physics, Writing
NGSS
K-PS2-2
, K-PS2-1
Save the Egg STEM Challenge | Engineering Design Lab | Team Building Activity
Get your students collaborating, building, and problem-solving with this exciting Save the Egg Colony STEM Challenge! In this hands-on engineering activity, students work in teams to design a structure that protects an egg from multiple environmental disasters including a drop test, earthquake simulation, and windstorm challenge. This engaging STEM project combines: ✔ Engineering Design ✔ Forces & Motion ✔ Problem Solving ✔ Teamwork & Collaboration ✔ Scientific Reasoning ✔ Real-World STE
5th - 8th
Engineering, General Science, Physics
Across the Divide: An Engineering Design Challenge
Bring real-world engineering and creativity to your classroom with this hands-on “Across the Divide” design challenge where learners must solve a canyon crisis problem! Bring real-world engineering and creativity to your classroom with this hands-on canyon crisis design challenge! Students take on the role of engineers tasked with helping a village reconnect with its school across a dangerous canyon. Using the Design Thinking process—Empathize, Define, Ideate, Prototype, and Test—they brainsto
K - 8th
Engineering, Physics
NGSS
K-2-ETS1-2
, K-2-ETS1-3
, K-2-ETS1-1
+3
PBL - Engineering in Orbit - Complete PBL Unit - Biblical Integration
Engage your students in an authentic, high-impact Project-Based Learning (PBL) experience where they become microgravity researchers and space engineers, designing solutions for life aboard the International Space Station. In this unit, students explore gravity, forces, motion, and Earth–space systems while applying scientific concepts to real-world engineering challenges. Through both individual and team projects, students design meaningful solutions that improve astronaut safety, efficiency,
5th - 8th
Engineering, Physical Science, Physics
NGSS
MS-ESS2-3
, MS-ESS2-2
, MS-ESS1-2
+4
Water Filtration STEM Sprint – Environmental Engineering | Grade 3
In the Water Filtration Conservation Sprint, students become Wildlife Documentary environmental engineers as they design a layered filtration system that cleans visibly dirty water for their field crew and the animals they study. Set inside the Wildlife Documentary Crew narrative theme and connected to UN SDG 14 (Life Below Water), this 2-week unit challenges Grade 3 students to think strategically about filter layer order, test their design, observe output clarity, and make one evidence-based
3rd
Engineering, General Science, Physics
NGSS
3-PS2-1
, 3-5-ETS1-3
, 3-PS2-3
+4
Engineering Presentation STEM Sprint – Jungle Design Communication | Grade 2
In the Brand Studio Poster & Pitch Design unit, students become engineering communicators as they design a conservation company brand identity — including a company name, logo concept, and conservation mission poster — and present it to an audience. Set inside the Jungle Rangers narrative theme and tied to UN Sustainable Development Goal 15 (Life on Land), this 2-week unit challenges Grade 2 students to communicate their engineering work through visual design and persuasive presentation. What S
2nd
Engineering, General Science, Physics
NGSS
K-2-ETS1-2
, K-2-ETS1-3
, K-2-ETS1-1
+4
Pi-Day Catapult — Optimize Angle & Tension (Predict vs. Measure) | MS–HS NGSS
Description (NGSS included) Celebrate Pi-Day with a data-driven projectile challenge! Students tune angle and tension on a simple launcher, then predict vs. measure range and compute percent error. Teams graph Range vs. Angle (and optional Range vs. Pullback) and explain results with CER. 🧠📈 🔬 Investigate: hold one variable constant to fairly test the other. 🧮 Model: use a calibration shot or R ≈ (v²·sin(2θ))/g to predict. 📊 Analyze: compare predicted vs. measured; percent error
3rd - 12th
Engineering, General Science, Physics
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