Provocation: The Egg Drop

The egg drop is a well-known physical science experiment used to help students apply their knowledge about physics, materials and crash science. Often it is used midway or last in the sequence of learning as an opportunity for practice.

But what if it was the first activity of a unit, not the last?

Our first Design & Technology unit introduces the Design Cycle and its processes to Middle School students (see below).

Image taken from IBO website.

To activate prior knowledge and provoke next-level inquiry, I had the students in my class complete a timed design challenge. They knew what an egg drop is, but I wanted them to make connections to other concepts they have been studying; the 7th graders are starting a unit on gravitational forces.

Before introducing the materials and procedures, I showed video clips of Mars Rovers landings on the red planet. The kids were asked to consider the design elements that were used to help the Mars Rovers land safely.

After showing the recycled building materials and explaining the procedure, I let the students decide if they wanted planning time and gave them 10 minutes to plan and 25 minutes to design.

This group of kids are risk-takers and sometimes impulsive, but they felt pretty confident about their designs. The ones who planned, burned through the extra time drawing goofy cartoons and chatting.

Every single one of the machines failed. No eggs survived.

And I was glad.

Why do this?

Why set up my own students for failure?

1. Reflective practice: Instead of dragging my students through explanations of good design, I want them to actively engage in the development process and understand why different processes in the design cycle are essential.
2. Schema activation: Design is natural in any creative process, and many of us engage in it without being conscious of how we are doing it. Expecting 12-13 year olds to be able to verbalize steps in this process during the first week of school is like pulling teeth. Giving them a hands-on experience is one of the best ways to help them break a complex process into steps.
3. Question inspiration: Inquiry-based units begin with creating questions. By a few months into the year, children are experts at this process, but the beginning of the year presents some challenges. This active, visual experiment provides the students with a common experience from which they can begin to create questions.