(grades 4-8)

Project-based learning meets STEAM in a fun and new way. Incorporating communication skills, inquiry, collaboration, exploration, analytical skills, investigative skills, models, and simulations. All will get your students thinking in fun new ways!

What Is Effective Project-Based Learning (PBL)?

► PBL engages hearts and minds: Through active engagement, PBL provides real-world relevance for learning, as students solve problems that are important to them and their communities.
► PBL provides deeper learning: PBL builds deeper understanding and retention.
► PBL provides exposure to adults and careers: Students can interact with mentors in their communities and develop career interests.
► PBL provides a sense of purpose: Seeing the real-world impact of a project gives students a greater sense of purpose.
► PBL builds 21st-century workplace skills: Students learn to take initiative and responsibility, solve problems, and communicate ideas.
► PBL provides rewarding teacher-student relationships: Teachers, too, discover meaning and rediscover the joy of learning while working with students engaged in PBL.
► PBL engages creativity and technology: Students use a variety of approaches and technology tools throughout the course of their projects.

A literature review by MDRC (Condliffe, 2017) described PBL as "promising but not proven" (p. iii). Notably, however, Condliffe did not find overwhelming evidence of PBL's effectiveness. This is because not all PBL is created equally. Just because someone claims to be "doing PBL" in his or her classroom does not mean he or she is doing so with the best practices in mind (p. 20). There are certain elements needed for effective PBL, including (Menzies, Hewitt, Kokotsaki, Collyer, & Wiggins, 2016):

Student support: pupils need to be effectively guided and supported through the PBL process; emphasis should be given on effective time management and student self-management, including making safe and productive use of technological resources.

Teacher support: regular support needs to be offered to teachers through regular networking and professional development opportunities. Support from the school senior management is crucial.

Effective group work: high quality group work will help ensure that pupils share equal levels of agency and participation.

Independent work: Balancing didactic instruction with independent inquiry will ensure that pupils develop a certain level of knowledge and skills allowing them to comfortably engage in independent work.

Assessment emphasis on reflection, self, and peer evaluation: evidence of progress needs to be regularly monitored and recorded. An element of student choice and autonomy throughout the PBL process will help pupils develop a sense of ownership and control over their learning, (pp. 10-11)

These elements all need to be in play as you utilize project-based learning in the classroom. As you dive into the projects in this book, you will find they are well laid out for you, but there are certain things that you will have to independently ensure are accomplished, such as managing students, giving them enough space to learn how to learn, and giving them guidance on how to reflect upon what they have learned (Stanley, 2015).

STEAM (science, technology, engineering, art, and math) education is much more than the mashing together of these subject areas. In this book, students will utilize STEAM principles to engage in project-based learning through performance-based projects. These projects will involve:

► Designing, developing, and utilizing technological systems
► Open-ended, problem-based design activities
► Cognitive, manipulative, and effective learning strategies
► Applying technological knowledge and processes to real-world experiences using up-to-date resources
► Working individually as well as in a team to solve problems
                                    (International Technology and Engineering Educators Association, 2016, para. 3)

Typically, students utilizing STEAM principles to engage in PBL will:

► Access and synthesize prior knowledge in science, math, art, and technology to solve a real-world problem.
► Research and collect evidence to solve a problem.
► Gain firsthand experience on how science, math, art, and technology solve problems in the real world.
► Conceptualize, build, and test concrete models of solutions.
► Work collaboratively to critique and build on their peers' ideas.
► Communicate and defend solutions based on evidence.
                                        (Advancement Courses, 2015, para. 3)

STEAM-based PBL provides students with authentic learning experiences. Through such experiences, students understand the context of how what they are learning fits into the real world. This means that students are better equipped to apply a concept or skill in a later project or unit, as well as when they go on to college or enter the workforce. By developing authentic products and solving real-world problems, students are able to experience and see firsthand how classroom concepts work in real-world settings. By utilizing STEAM principles, they are also able to see how concepts connect across subject areas.

Traditionally, students might work on math for 45 minutes. Then, the bell rings, and the math books and work go away, only to be replaced by science books and assignments. When the bell rings again, everything students have been learning about is put on hold, and they transition into learning about something else. This is a very unnatural way to learn about science and math—and any other subject, for that matter. Math and science are subject areas that are very close cousins, with a lot of overlap between the two of them. Why do we try so hard to separate them?

Anyone who lives in the real world knows this is not how it works. Oftentimes, you employ several different areas of learning while working on a single project. For example, the simple act of making dinner uses several disciplines:

► English Language Arts: Reading the recipe or the directions for preparing the meal.
► Math: Measuring out what is needed to create the meal and using a timer to determine how long it should cook.
► Science: Understanding when water is boiling, an oven is warmed, or what to mix and what not to mix together to get the desired results.

By completing almost any task, you integrate different subject areas to be able to achieve a goal. That is the way our lives work, and it is how classrooms should work as well. If the STEAM education initiative has done anything, it has taught teachers and students how all of these areas work together and how they can be used collectively to achieve a greater accomplishment than if using a single subject area.

You can also use STEAM-based PBL to engage students in the engineering design process (Engineering is Elementary, 2018). 

For example, if you have asked students to write an essay on what their favorite color is, they could easily go through these steps in order to complete their task:

► Ask: Students ask and consider, "What is my favorite color?"
► Imagine: Students ask and consider, "Why is it my favorite color?"
► Plan: Students ask and consider, "How could I explain to others why it is my favorite color, and what examples could I use?"
► Create: Students write their essays.
► Improve: Students read through their essays, looking for clarity, as well as spelling and grammar errors.

Good Luck and Have Fun STEAM punks!

🔍 Problem 1: Cipher Wars – The Turing Threshold

Background Knowledge Needed:
Students should understand the basics of World War II-era cryptography (especially the Enigma machine), Caesar ciphers, modular arithmetic, and the concept of frequency analysis.

Scenario:
In 1942, a prototype version of the Enigma machine was captured—but it operated with a modified Caesar cipher that shifted each letter by a different amount based on the day of the week. Today is Friday, and you have intercepted this message:

objectivec

CopyEdit

LRC WKX RJ QNBKSR!

The key:

• Monday shifts A → D (3 letters forward)

• Tuesday shifts A → E (4 letters forward)

• …

• Friday shifts A → H (7 letters forward)

However, the agent who encrypted the message embedded a hidden pattern: each word resets the cipher shift to a day earlier in the week.

Task:

1. Decode the message using logic, not trial and error.

2. Explain how the shifting cipher pattern would change based on which day of the week the message was encrypted.

3. Write a general algorithm or rule for encoding/decrypting messages using this method for any day.

4. Reflect: Why might shifting patterns based on the weekday make this cipher stronger or weaker?

🔧 Problem 3: Da Vinci’s Drone – A Renaissance Reimagined

Background Knowledge Needed:
Leonardo da Vinci’s mechanical sketches, basic aerodynamics (lift/thrust), vector forces, principles of torque and rotational motion, and knowledge of rubber-band energy storage.

Scenario:
You’ve discovered da Vinci’s forgotten design for a spiral-shaped aerial device—a precursor to the modern drone. The sketches include top-view rotational measurements and torque equations scrawled in mirror writing.

The twist?
His prototype was rubber-band powered and failed to lift due to material limitations in 1490.

Task:

1. Evaluate da Vinci’s design using modern physics: calculate the minimum torque required for lift using provided measurements (you generate them).

2. Redesign the device using 3 modern materials and explain your substitutions based on tensile strength, elasticity, and mass.

3. Write a first-person journal entry as da Vinci, revising your design and justifying each change using engineering logic.

4. Final challenge: Create a labeled model or schematic for a 2025 version of “da Vinci’s drone” and predict 3 real-world STEAM applications for it today.

⚙️ Problem 5: Soundwaves of the Revolution – The Harmonic Weapon

Background Knowledge Needed:
Wave theory (amplitude, frequency, resonance), Fourier transformations (basic concept), sound engineering, and historical inventions (e.g., Tesla’s oscillation experiments).

Scenario:
You are tasked with investigating rumors that an 18th-century inventor embedded a low-frequency sound-based defense mechanism in a bell tower, designed to incapacitate invaders using harmonic resonance. Legend says it could “shatter steel at the wrong pitch.”

Task:

1. Using modern wave theory, calculate the resonant frequency of a 20-meter metal beam and describe how a sonic weapon could target it.

2. Analyze whether such a weapon could feasibly be created with 1700s technology.

3. Reconstruct a plausible fictional blueprint for this device based on physics and historical materials.

4. Reflect: Should such devices ever be developed today? Why or why not? Include historical parallels and potential future consequences.

Big Idea
Design thinking and testing through iterative inquiry can help us solve real-world engineering problems.

Essential Question
How can we use the engineering design process to develop and refine a system that delivers supplies accurately and safely in emergency scenarios?

Project Overview
Disasters strike without warning. After a flood, wildfire, or earthquake, communities may be inaccessible by road. Air drop systems—like those used by the Red Cross and U.S. Military—become essential to delivering life-saving supplies such as water, medicine, or blankets.

In this challenge, your team will design and build a launch device that delivers an "emergency payload" (a small container with fragile cargo) to a target zone. The goal: maximum accuracy, safety of cargo, and range of delivery. You’ll test, collect data, analyze variables, and redesign using real engineering methods.

Deliverables

• A functioning launch system that delivers a safe payload

• A technical design plan and annotated blueprint

• A written team report that includes testing data and analysis

• A live demonstration of your system in action

• A brief engineering pitch explaining your process and revisions

Roles (Team of 4–5 students)

1. Systems Engineer – Oversees all technical design work and sketches

2. Materials Specialist – Manages inventory and material selections

3. Payload Specialist – Designs and secures the protective capsule

4. Field Analyst – Conducts all testing and records quantitative data

5. Team Lead – Coordinates schedule and mediates team decisions

Constraints

• Your launch system must be hands-free (self-triggered or lever-activated)

• Your payload must land inside a 1.5 ft x 1.5 ft target zone

• Your payload must contain a fragile object (e.g., raw egg or plastic "medkit")

• The payload must survive the drop with no cracks or leaks

• The launch must occur from a fixed location 8–10 ft from the target

• No explosive propulsion (e.g., no firecrackers or combustion)

Background Knowledge Needed

Students should explore:

• Projectile motion (angle, speed, distance, parabolic arcs)

• Impact forces and cushioning (force = mass × acceleration; impulse; padding materials)

• Volume, mass, and balance in design stability

• Historical use of air drops in humanitarian relief

• The engineering design cycle (Ask, Imagine, Plan, Create, Improve, Reflect)

🧠 DOK 4 Guiding Questions

• How might your launch design change if the payload weight were doubled?

• What design principles from military and humanitarian supply drops can be ethically applied here?

• How does weather or wind affect your launch system? How would you adjust for that?

• Can you redesign your system to be biodegradable, reusable, or zero-waste?

• What trade-offs are you willing to accept between accuracy and distance?

• How do the laws of physics inform the maximum efficiency of your design?

📐 Suggested Timeline

Day - Activity

1 - Introduce project, show disaster relief videos, pose essential question: How do we get help where it’s needed fast?

2 - Conduct mini-lessons: projectile motion, mass and velocity, impact and padding

3 - Brainstorm designs. Sketch multiple concepts. Analyze pros/cons of each.

4 - Decide on materials and construction method. Assign roles.

5/6 - Build first prototypes

7 - Test launches. Record accuracy, impact, and observations

8 - Redesign based on findings (revise angles, material, stability)

9 - Final test, prepare demonstration and pitch

10 - Live Demo Day + Peer Feedback + Team Reflections

💡 Optional Differentiation/Extensions

• Create a multistage launch system for farther distances

• Include wind simulation (e.g., a fan blowing across the path)

• Add a real-world client scenario (e.g., design for UNICEF, Red Cross, or SpaceX)

• Require a cost analysis of materials for ethical decision-making

• Include environmental sustainability analysis in team reflection

🧾 Reflection Prompts

• What design challenge surprised your team the most?

• What feedback helped you rethink your design?

• What would you do differently with unlimited materials?

• How does your design compare to real-world systems like NASA’s payload delivery or airdrop relief systems?

🎯 Rubric Snapshot

PROJECT TITLE
Beyond the Equation: Real-World Problems at the Crossroads of Science and Math

Big Idea
Scientific understanding deepens when math is used to model, interpret, and predict real-world phenomena.

Essential Question
How can mathematical models be used to solve real problems in science, and what happens when they fail?

Project Overview
In this advanced STEAM challenge, you will explore a pressing real-world scientific problem where math plays a critical role—such as climate modeling, epidemiology, sustainable architecture, rocket trajectory design, or artificial intelligence. Your task is not just to research but to analyze, model, evaluate, and create a new proposal or innovation to address the problem. This project is completed in four deep-thinking phases.

Deliverables (Advanced Version):

Part 1: Conceptual Research and Framing the Problem (DOK 3-4)

• Choose a real-world science problem with high mathematical significance (see background knowledge below).

• Write a position paper (or multimedia equivalent) including:

  • An explanation of the scientific problem and its social relevance.

  • A clear summary of how math is currently used to model or solve this problem (include at least one key equation, graph, or simulation model used in the field).

  • Limitations of current mathematical models.

  • Proposed research question that your project will attempt to investigate or improve.

DOK 4 Guiding Prompt
How might altering variables in current models change predicted outcomes, and what are the potential real-world consequences?

Part 2: Mathematical Modeling and Visual Representation (DOK 4)

• Design a conceptual or physical model that visualizes your topic and the math behind it. This can be:

  • An interactive simulation using Desmos, GeoGebra, or Scratch.

  • A 3D model or drawing with applied formulas and data annotations.

  • A video demonstration using mathematical explanations (e.g., how changing variables impacts greenhouse gas modeling).

• Include a mathematical walkthrough that explains your design choices and how math interacts with the scientific concept.

DOK 4 Challenge
What would happen to your model’s outcome if one variable (such as time, gravity, or population size) doubled or was halved? Use math to justify your prediction.

Part 3: Expert Collaboration and Critique

• Conduct an interview or asynchronous Q&A with an expert in your topic’s field.

• In addition to learning how math is used in the real world, ask:

  • What are the biggest ethical dilemmas or limitations they face using math in their work?

  • What improvements do they wish math could make to their field?

• Reflect on the interview and integrate it into your model or final product.

DOK 4 Prompt
Evaluate the credibility of your expert’s responses by comparing them to your research findings. How did the expert challenge or reinforce your assumptions?

Part 4: Final Presentation – Call to Action (DOK 4)

• Develop a 10–15 minute persuasive presentation or TED-style talk that:

  • Introduces your scientific challenge.

  • Explains your model with supporting visuals and math.

  • Describes how the math applies and why it matters.

  • Presents your proposed innovation or improvement and its global or local impact.

• Include all sources, model annotations, and expert interview analysis.

• Prepare to answer audience questions and defend your model and conclusions with evidence.

DOK 4 Question Stems for This Project:

• How might applying an alternate mathematical approach change the conclusions about this scientific problem?

• In what ways do real-world constraints affect the success or failure of a math-based solution?

• Design a new or modified version of a current scientific tool or system using math to justify its improvement.

• What ethical implications arise when math models inaccurately predict real-world outcomes?

• Analyze the trade-offs between precision and efficiency in your proposed solution.

🚀 PROJECT TITLE
Migration Nation: Mapping the Impact of 100 Years of U.S. Immigration

Big Idea
Immigration has shaped—and continues to shape—the economic, cultural, and political identity of the United States.

Essential Question
How have patterns of U.S. immigration over the past 100 years influenced American society, and what implications do they have for our future?

Project Objective (Advanced Redesign)
You will explore the complex relationship between historical immigration trends, socio-political events, and cultural identity in the United States from 1924 to the present. Through a rigorous analysis of data and primary/secondary sources, you will construct a multi-layered, data-informed visual narrative that both reflects and critiques national immigration trends—and their consequences.

You will then propose a new immigration-related policy, community action project, or public education campaign, supported by your data and historical insight.

Deliverables (High-Depth Version):

🔍 Part 1: Historical Inquiry + Data Analysis (DOK 3–4)

You will select three key time periods of immigration history from the past 100 years and analyze:

• Push/pull factors affecting immigration at the time

• Changes in U.S. immigration policy

• Shifts in national origin, population size, or reasons for migration

• Cultural, political, or economic effects on American society

You must use at least five credible sources, including one primary source and one dataset. Your analysis will be summarized in a written brief (3–4 paragraphs) or audio narrative (3–4 minutes) that includes both factual summary and reflective insight.

DOK 4 Prompt
How did U.S. immigration policy reflect the social values of the time—and in what ways did it challenge or contradict them?

🧮 Part 2: Visual Mapping and Mathematical Interpretation (DOK 4)

You will design an interactive visual model showing immigration changes by nationality and geographic region. You must:

• Choose one or more of the following to visually represent:
  ◦ Historical flow maps of immigration by region or country
  ◦ Time series graphs or infographics tracking changes in immigrant populations
  ◦ A choropleth or heat map showing state-by-state immigration impacts
  ◦ A mathematical prediction model of immigration growth/decline through 2050 using historical trends

• Include a mathematical analysis, such as calculating rates of change, population ratios, or correlations between immigration and job growth, housing, or education.

DOK 4 Prompt
Based on your data model, predict future immigration trends. What assumptions are you making, and how might different global or national events alter your projections?

🎤 Part 3: Empathy + Personal Narrative Interview (DOK 3–4)

Interview someone with a personal or familial immigration story OR a local policy expert/advocate. Prepare at least five DOK 3–4 questions, such as:

• How did immigration affect your educational or economic opportunities?

• What challenges did you or your family face, and how were they overcome?

• In what ways do you see yourself as both a member of your original culture and American culture?

You will reflect on the interview and draw connections between the personal narrative and your historical research.

DOK 4 Prompt:
How does the personal story you heard support or contradict the national immigration data or dominant historical narratives?

🎯 Part 4: Policy Design / Action Campaign Proposal (DOK 4)

Based on your research, model, and interview insights, propose a policy change, school/community awareness campaign, or grassroots advocacy initiative. Your proposal must include:

• A description of the issue you’re addressing

• Who it affects and how

• What historical patterns support your proposed change

• What data supports your idea

• How you would implement and assess its success

Format: Infographic + pitch deck, or short documentary + campaign video, or a written proposal + visual campaign

DOK 4 Prompt
What obstacles might arise in implementing your idea—and how can you adapt based on historical lessons learned?

🎓 Background Knowledge Students May Need:

• U.S. Immigration Acts (e.g., 1924 National Origins Act, 1965 Immigration and Nationality Act, DREAM Act proposals)

• Key global conflicts (e.g., WWII refugees, Cold War asylum seekers, Middle Eastern and Central American migration waves)

• Immigration policy impacts (e.g., family reunification, brain drain, border security)

• Use of census and Pew Research data

• Data visualization tools (e.g., Canva, Datawrapper, Tableau Public, Google Sheets)

🔁 Integration & Cross-Curricular Connections:

Subject - Application

Math - Data analysis, trend forecasting, statistical comparisons, creating infographics

ELA - Interviewing, persuasive writing, synthesis of sources, narrative voice

Social Studies - Historical immigration patterns, policy analysis, civic engagement

Art/Design - Visual storytelling, mapping, infographics, multimedia production

Technology - Use of GIS tools, interactive maps, digital storytelling

✏️ DOK 4 Student Reflection Prompts:

• How does your project challenge common perceptions of immigration?

• In what ways can a visual model tell a story better than written words alone?

• How does immigration shape identity at both a national and personal level?

• What trade-offs exist in your policy proposal, and how do you justify your choices?

🧠 ISN’T IT A WONDER? — GT Version

A Cross-Curricular, DOK 4 STEAM Project for Gifted Learners

Big Idea
Human innovation, vision, and cultural identity are expressed through the architecture and symbolism of monumental structures across time.

Essential Question
What makes a structure not only a feat of engineering but also a cultural and historical “wonder”?

Project Overview
You and your team of visionary designers will reverse-engineer one of the Seven Ancient Wonders of the World and use it as inspiration to propose a brand-new, culturally significant 21st-century wonder. Your new Wonder must be engineered with purpose, rooted in its cultural and environmental context, and demonstrate symbolic significance.

Final Deliverables

1. Analysis of an Ancient Wonder

• Investigate the original Wonder using historical and archaeological sources.

• Produce a documentary short (5–7 min) or digital museum exhibit that answers:

  • What historical needs, beliefs, and technologies influenced its construction?

  • How did it represent power, identity, or spirituality?

  • What were its engineering innovations or limitations?

  • Could it be replicated with modern methods?

2. Nomination of a Modern Wonder

• Select a current structure that qualifies as a “modern wonder.”

• Justify your choice using the following criteria:

  • Engineering ingenuity

  • Environmental adaptation

  • Cultural symbolism

  • Global significance

• Submit a research report or TED-style persuasive speech with visual aids (8–10 min).

3. Design a Future Wonder (Your Team’s Original Idea)

• Collaboratively propose a Wonder of the Future (realistic or speculative).

• You must:

  • Identify a real global problem your Wonder addresses (e.g., climate change, peacekeeping, AI-human collaboration).

  • Justify your location using climate, population, and cultural data.

  • Model your Wonder using CAD software or physical prototyping.

  • Present your Wonder in an immersive format (e.g., 3D printed model, AR/VR tour, or interactive presentation).

Embedded DOK 4 Tasks

🔎 Analyze

• Compare and contrast two ancient wonders: What commonalities exist in purpose, design, or cultural meaning?

• Deconstruct how geography, materials, labor, and mythology affected each wonder’s form and legacy.

💡 Synthesize

• Design a rubric that defines what qualifies as a Wonder in today’s world—apply it to 3 modern structures.

📈 Evaluate

• Argue whether cultural or technological impact is more important in determining a Wonder.

• Evaluate the ethical, social, and ecological implications of your team’s proposed structure.

🔧 Create

• Construct a scale model of your Wonder using accurate geometry and materials science principles.

• Include renewable energy, smart technologies, or sustainable design where possible.

Optional Extensions (for students needing more challenge)

• Interview a structural engineer, architect, or cultural anthropologist.

• Create a podcast or blog series that explores how “Wonders” reflect civilizations' values.

• Use geographic data (GIS) to plot historical wonders and modern ones—identify geographic or resource patterns.

• Write a fictional short story set inside your future Wonder, showing how it shapes daily life or diplomacy.

Background Knowledge Students May Need

• Ancient civilizations and the original Seven Wonders (geography, materials, historical context)

• Basic architectural and engineering principles (load distribution, sustainability, materials)

• Research methods (primary vs. secondary sources, citations)

• Persuasive writing and speaking techniques

• Scale drawing and 3D modeling (can be scaffolded with tools like Tinkercad or SketchUp)

• Concepts from geography, sociology, world history, and environmental science

Challenge: Create Your Own Predictive Sports Analytics Model

Big Idea
Data is powerful not only for understanding what has happened but for predicting what will happen — an essential skill in STEM fields such as engineering, computer science, and business analytics.

Essential Question
How can you use collected sports data to build a model that predicts player performance and convinces others that your predictions are accurate and actionable?

Overview
You will take on the role of a professional sports data analyst tasked with building a predictive model to forecast player performance in an upcoming 3-week period of a baseball season. You will collect, organize, and analyze real player data, then design your own model for predicting future outcomes. Finally, you will present your model and its predictions to a panel of “team managers” (your peers), convincing them that your approach can help draft the best team.

Materials Needed

• Internet access for research (MLB or other sports stats sites)

• Spreadsheet software or graphing tools (Google Sheets, Excel, etc.)

• Presentation tools (slides, poster, or video)

Project Steps

Day 1-3: Research & Data Collection

• Select 9 players to form your baseball team.

• Gather at least 3 weeks of real historical data on each player: hits, at bats, walks, home runs, RBIs, runs scored.

• Record data in organized tables with clear labels, units, and a key.

Day 4-6: Analyze & Calculate

• Calculate standard statistics: batting average, on-base percentage, total home runs, RBIs, and runs scored for each player and the team.

• Look for trends or patterns: Does a player improve after a rest day? Does performance dip during away games? Are certain players consistent under pressure?

Day 7-9: Build Your Predictive Model

• Based on your data, design a simple predictive model to forecast each player’s stats for the next 3 weeks. Examples:

  • Use moving averages

  • Weight recent performance more heavily

  • Include variables like player position, injury status, opponent strength, weather conditions (if you want to get fancy!)

• Use your model to predict your team's overall stats for the upcoming period.

Day 10-12: Test & Refine

• Check your model’s predictions against actual data as the next 3 weeks unfold (if timing allows) or test against a previous 3-week period.

• Adjust your model to improve accuracy.

Day 13-15: Presentation & Reflection

• Create a compelling presentation that includes:

  • Your data collection methods and organization

  • The math/statistics behind your calculations

  • The design and logic of your predictive model

  • Predictions for player/team performance with justification

  • Reflection on what you learned, challenges you faced, and how your thinking evolved.

• Present to peers who will act as “team managers” deciding which predictive model is most reliable for drafting players.

Constraints & Guidelines

• All data must be clearly labeled and organized with appropriate keys/legends.

• Your predictive model should use math and logic derived from your collected data.

• The presentation should be understandable to someone with no prior knowledge of baseball.

• Use at least one visualization (graph, chart, or table) to support your predictions.

• Reflect honestly on the limitations of your model.

Extension Ideas for Deeper Challenge

• Incorporate player injury reports and test how this changes predictions.

• Compare your predictive model to a real-world analytics approach like WAR (Wins Above Replacement).

• Add a financial aspect: Predict the value of drafting each player based on projected performance and salary.

• Include “what-if” scenarios: What if a star player is traded mid-season? How does your model adjust?

Challenge: Iterative Engineering - Designing the Ultimate Impact Protector

Big Idea
Engineering isn’t just about building something that works once — it’s about analyzing patterns in your results, learning from failures, and refining your designs over multiple iterations. Patterns help us improve and innovate.

Essential Question
How can analyzing patterns of failure and success over multiple test drops help you engineer a more effective egg protection device?

Overview
Work in teams to engineer a structure that protects a raw egg dropped from increasing heights. Unlike a single test, you will:

• Design and test your device multiple times,

• Collect detailed data on each test (impact forces, damage, design changes),

• Analyze patterns and trends across your test drops,

• Use your data and analysis to predict the maximum safe drop height for your device,

• Reflect on how your engineering and data analysis skills improved your design over time.

Materials

Choose only five of the following to build your impact protector:

• 5 plastic straws

• 5 craft sticks

• 16-inch strip of tape

• 5 sheets of paper

• Small bottle of glue

• 1 plastic bag

• 8.5 x 11-inch piece of cardboard

• 1 sock

• 1 balloon

Project Steps

Day 1-2: Plan & Design

• Form teams and select your five materials.

• Sketch your initial design with proper labels and notes about how each material will function.

Day 3-4: Build & Initial Test

• Build your first prototype.

• Drop from 5 feet and record:

  • Did the egg break?

  • Describe damage and any visible signs of impact force (cracks, dents, deformation).

  • Note any unexpected behavior (device rotation, bounce, etc.).

Day 5-7: Iterative Testing & Data Collection

• Increase drop height by increments of 2 feet (e.g., 7 ft, 9 ft, 11 ft).

• After each drop:

  • Record all data above plus any modifications made to the device.

  • Photograph or sketch the device condition post-drop.

• Keep detailed logs in a shared team journal.

Day 8-9: Analyze Patterns

• Organize your data in tables and charts.

• Look for patterns in when and why the egg breaks or the device fails.

• Identify which design features correlate with success or failure.

• Predict the maximum drop height your device can survive without breaking the egg.

Day 10-11: Refine & Final Test

• Based on your analysis, redesign your device to maximize protection.

• Conduct a final test drop from the maximum height predicted.

• Record results and compare with your prediction.

Day 12: Present & Reflect

• Prepare a presentation including:

  • Your design evolution with sketches/photos

  • Data tables and visualizations showing patterns

  • Explanation of how analyzing data improved your design

  • What you learned about engineering through iterative testing

  • Suggestions for future improvements or new experiments

Constraints & Expectations

• Limit yourself to exactly 5 materials from the list—no substitutions.

• Record data meticulously and honestly.

• Use at least one graph or chart to display your data trends.

• Collaborate as a team and assign roles (e.g., data recorder, designer, tester).

• Reflect deeply on the engineering design process and the role of data analysis in innovation.

Extension Challenges (for advanced learners)

• Use a smartphone app or sensor to measure impact force numerically.

• Model your device using physics concepts like energy absorption or momentum transfer.

• Compare your iterative approach with real-world engineering projects (e.g., car crash tests).

• Write a technical report or scientific paper summarizing your findings.

Challenge: Alternate Histories - Designing Interactive Simulations of What-If Worlds

Big Idea

Technology allows us to explore “what if” scenarios safely and dynamically by simulating consequences of changing key events. Understanding cause and effect helps us predict outcomes and think critically about history and decisions.

Essential Question
How would the world change if a major historical event had a different outcome, and how can you use technology to simulate and communicate these changes?

Overview
You will act as a historian-engineer, creating an interactive simulation or animated story that changes a major historical event and then clearly demonstrates five plausible consequences of this change. Your simulation should bring these alternate outcomes to life in an engaging, research-backed way.

Materials

• Access to a computer with software for creating animations or simulations (Scratch, Tynker, PowerPoint, Google Slides, or other platforms)

• Research materials (books, websites, documentaries)

• Project Outline & Cause and Effect lesson handouts

Project Steps

Day 1-2: Understand Cause & Effect

• Study how causes lead to effects and how changing causes can alter outcomes.

Day 3-4: Research Historical Events

• Choose a significant historical event you understand well.

• Research its actual causes and consequences.

Day 5-7: Imagine Alternate History

• Change one major factor or decision in that event (“What if…?”).

• Predict 5 consequences that would realistically follow this new outcome, based on your research.

Day 8-11: Design & Create Your Simulation

• Plan how to visually and interactively show each consequence in your simulation.

• Develop your simulation or animation with clear visuals, narration, or interactivity.

• Ensure viewers can see how the change in history leads to each effect.

Day 12-13: Peer Review & Revise

• Share your simulation with classmates to gather feedback on clarity, engagement, and accuracy.

• Make improvements based on constructive feedback.

Day 14-15: Present & Reflect

• Present your simulation to the class or a panel.

• Explain your research, your reasoning for the alternate consequences, and what you learned about cause and effect.

• Reflect on how simulations help us understand complex historical relationships and decisions.

Constraints & Guidelines

• Your alternate history must be plausible and research-based — no pure fiction or fantasy without logical justification.

• You must clearly explain the cause(s) that changed and show the five effects with supporting evidence.

• Use technology to create a visually engaging and interactive simulation or animation — storytelling is key!

• Cite your sources for research.

• Include a brief explanation of the original event and the new event you created.

Extension Ideas (for advanced challenge)

• Add multiple decision points, allowing viewers to choose different paths and see varying outcomes.

• Include social, economic, political, and environmental consequences in your simulation.

• Compare your simulation’s predictions to historians’ alternate history theories or similar “counterfactuals.”

• Create a written policy brief or essay explaining how studying alternate histories can inform present-day decisions.

Challenge: “Design Your Own Economic System Game”

Big Idea
Complex systems—like economies, ecosystems, or governments—can be understood better by breaking down their parts and interactions. Creating a game to teach economic concepts helps clarify how systems work and how decisions impact outcomes.

Essential Question
How can you demonstrate a complex economic concept or system through an engaging, original game that others can understand and play independently?

Overview
In groups, you will research one or two economic concepts and design an original game that teaches players about those concepts through gameplay and strategy. Your game must include math, economic decision-making, and clear, well-organized instructions so anyone can learn and enjoy it.

Materials

• Variety of economic board games (for inspiration and analysis)

• Computers with Internet access

• Supplies to build game components (cardboard, paper, markers, dice, tokens, etc.)

• Project Outline & Lessons on Economics and Writing Instructions

Project Steps

Days 1-2: Explore Economics in Games

• Play and analyze existing economic games like Monopoly, Settlers of Catan, or Ticket to Ride.

• Discuss which economic concepts appear and how math is integrated.

Days 3-4: Research Your Concepts

• Each group is assigned 1–2 economic concepts (e.g., supply and demand, scarcity, trade-offs).

• Research these concepts deeply. Ensure everyone understands them.

Days 5-7: Brainstorm & Plan

• Brainstorm how to represent your economic concept(s) in a game format.

• Decide on game type: board, card, role-play, or digital.

• Create a detailed plan including:

  • Game objective

  • Rules and mechanics

  • How math and economics influence gameplay

  • Components needed

Days 8-12: Build & Test

• Construct your game pieces, board, cards, or digital components.

• Playtest your game within the group and make improvements.

Days 13-14: Finalize Instructions & Packaging

• Write clear, step-by-step instructions divided into logical sections (setup, gameplay, winning conditions).

• Design a container or box for your game.

• Make sure instructions include examples and illustrations if possible.

Day 15: Share & Reflect

• Present your game to other groups and facilitate play sessions.

• Collect feedback and reflect on how well your game teaches the economic concepts.

• Discuss what systems thinking you used to develop your game and how understanding the parts helped create the whole.

Constraints & Expectations

• Game must clearly teach the assigned economic concept(s).

• Must include math elements relevant to the economics being taught (e.g., calculating costs, probabilities, percentages).

• Instructions must be clear and comprehensive so the game can be played without additional explanation.

• Everyone in the group must contribute (design, research, writing, building, testing).

• Your game should be original, though it can be inspired by existing games.

Extension Ideas (for advanced learners)

• Create a digital version of your game (using Scratch, Python, or other tools).

• Analyze your game using economic models or systems diagrams to show flow of resources or money.

• Add elements of economic interdependence by designing multiplayer cooperative or competitive dynamics.

• Write a reflective essay on how economic systems mirror real-world complexity and how games help us understand them.