Lesson

Title: A Covered Wagon Design Challenge, Day 1

Challenge Description:
Students work collaboratively to create a covered wagon. The wagon may not be larger than 18
inches in length. It should be able to turn by using a rope or a falling yoke attached to the axle, it
must use wheels, and hold at least 6 heavy washers. It must also have a cover.

Suggested Grade Level: 4th or 5th

Learning Objectives:
Students use the first step of the
engineering design process, ask, to make
observations and gather information that
allows formulation of ideas regarding the
design of a covered wagon.

Introduction/Background:
The covered wagon was the main form of
transportation for the hundreds of
American Pioneers who journeyed west
across the United States. A familiarity with
the United States Westward Movement is
not essential. This challenge may be
conducted in fourth grade as a preview to
the required social science unit in fourth
grade or it can be used as a follow-up
lesson later in the school year.
Play the video from NASA for Kids, which
introduces the engineering design process.

Lesson Links: (click on the photo)

Materials: Sample cardboard covered wagon,

chromebooks, teacher computer, Internet
connection, student journals.

Key Vocabulary:
Axle- the muscle of the wagon. Connects the wheels
and allows them to turn.
Hub-supports the spokes of the wheel and holds the
axle.
Rim-On the covered wagon, the rims surrounded the
wheel and were generally steel.
Bolsters- These sit on the front and back axles.
Chassis-The framework that holds the wagon box flat
and balances the weight.
Wagon box-The part of the wagon that carries the
load.
Canopy-Fabric that covers the wagon and protects
the goods being transported.
Falling Tongue-The guide that is used to pull the
wagon or to attach the wagon to the oxen.

Appendix F - Science and Engineering Practices in the NGSS:

Asking questions and Defining Practices
Define a simple design problem that can be solved through the development of an object, tool, or
process
Developing and Using Models
Planning and Carrying Out Investigations
Analyzing and Interpreting Data
Using Mathematical Thinking
Constructing Explanation and Designing Solutions
Engaging in Argument from Evidence
Obtaining, Evaluating, and Communicating Information
Standards:

Next Generation Science Standards: Engineering Design

3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified
criteria for success and constraints on materials, time, or cost.
3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each
is likely to meet the criteria and constraints of the problem.
California Fourth Grade History Social Studies Standards
1. Discuss immigration and migration to California between 1850 and 1900, including the diverse
composition of those who came; the countries of origin and their relative locations; and conflicts

and accords among the diverse groups (e.g., the 1882 Chinese Exclusion Act).
ISTE Standards for Students
3. Research and Information Fluency
Students apply digital tools to gather, evaluate and use information.
4. Critical Thinking, Problem Solving and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems,
and make informed decisions using appropriate digital tools and resources.
Lesson Procedure: (Suggested time: 1 hour)

1. Share the video from NASA for Kids, Intro to Engineering

2. Pass out the project requirement sheet. Allow time for the students to discover the
constraints, and provide clarification for misunderstandings.
3. Allow time for students to research covered wagons (*use the links below).
4. Discuss the requirements and constraints.
5. Students should clarify the problem. Lead a discussion regarding the parts of the design
that may have been a problem for the pioneers, and then discuss the design challenges
they may arise from this assignment.
6. Ask students to share their thoughts, wonderings and questions through a google
document or padlet.
Mary Pat Vargas, California State University, Monterey Bay, December 2016
Licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Lesson
Title: A Covered Wagon Design Challenge, Day 2
Challenge Description:
Students work collaboratively to create a covered wagon. The wagon may not be larger than 18
inches in length. It should be able to turn by using a rope or a falling yoke attached to the axle, it
must use wheels, and hold at least 6 heavy washers. It must also have a cover.

Suggested Grade Level: 4th or 5th

Learning Objectives:
Students share creative ideas to solve
the problem of designing covered wagon
that turns. They use the second step of
the design process, imagine, to
brainstorm solutions. Students continue
as a team to develop simple diagrams to
convey their ideas. This collaboration
continues throughout the design
challenge and students are encouraged
to revisit the brainstorming process as
they improve their model.
Introduction/Background:
The covered wagon was the main form of
transportation for the hundreds of
American Pioneers who journeyed west
across the United States. A familiarity with
the United States Westward Movement is
not essential. This challenge may be
conducted in fourth grade as a preview to
the required social science unit in fourth
grade or it can be used as a follow-up
lesson later in the school year.

Lesson Links: (click on the photo)

Materials: Student journals, chromebooks, Internet

connection, cardboard, tape, hot glue, round things
to be used as wheels, fabric, wire, sticks for axles,
small boxes, clay, bamboo skewers, stryofoam, and
other scraps of material.

Key Vocabulary:
Axle- the muscle of the wagon. Connects the wheels
and allows them to turn.
Hub-supports the spokes of the wheel and holds the
axle.
Rim-On the covered wagon, the rims surrounded the
wheel and were generally steel.
Bolsters- These sit on the front and back axles.
Chassis-The framework that holds the wagon box flat
and balances the weight.
Wagon box-The part of the wagon that carries the
load.
Canopy-Fabric that covers the wagon and protects
the goods being transported.
Falling Tongue-The guide that is used to pull the
wagon or to attach the wagon to the oxen.

Appendix F - Science and Engineering Practices in the NGSS:

Asking questions and Defining Practices
Developing and Using Models
Models include diagrams, physical replicas, mathematical representations, analogies, and
computer simulations.
Planning and Carrying Out Investigations
Whether students are doing science or engineering, it is always important for them to state the
goal of an investigation, predict outcomes, and plan a course of action that will provide the best
evidence to support their conclusions.
Analyzing and Interpreting Data
Using Mathematical Thinking
Constructing Explanation and Designing Solutions
Engaging in Argument from Evidence
Obtaining, Evaluating, and Communicating Information
Standards:

Next Generation Science Standards: Engineering Design

3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified
criteria for success and constraints on materials, time, or cost.

3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each
is likely to meet the criteria and constraints of the problem.
California Fourth Grade History Social Studies Standards
1. Discuss immigration and migration to California between 1850 and 1900, including the diverse
composition of those who came; the countries of origin and their relative locations; and conflicts
and accords among the diverse groups (e.g., the 1882 Chinese Exclusion Act).
ISTE Standards for Students
3. Research and Information Fluency
Students apply digital tools to gather, evaluate and use information.
4. Critical Thinking, Problem Solving and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems,
and make informed decisions using appropriate digital tools and resources.
Lesson Procedure: (Suggested time: 1 hour)

1. Ask students to share what they discovered about covered wagons.

2. Share the Whats an Engineer Movie?
3. Have a short discussion regarding previous misunderstandings or new ideas about
engineers and their jobs.
4. Students should begin brainstorming. Direct the students to the website and guide students
as they follow the steps.
5. Students should clarify the problem. Lead a discussion regarding the parts of the design
that may have been a problem for the pioneers, and then discuss the design challenges
they may arise from this assignment.
6. Share the video demonstrating how to make a long box shorter.
7. Pass out the cardboard boxes. Help the students change the size.
8. Students begin drawing their plans. Direct them to a drawing program such a google draw.
Mary Pat Vargas, California State University, Monterey Bay, December 2016
Licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Lesson
Title: A Covered Wagon Design Challenge, Day 3
Challenge Description:
Students work collaboratively to create a covered wagon. The wagon may not be larger than 18
inches in length. It should be able to turn by using a rope or a falling yoke attached to the axle, it
must use wheels, and hold at least 6 heavy washers. It must also have a cover.

Suggested Grade Level: 4th or 5th

Learning Objectives:
Draw plans and share a vision for the
wagon design. Students use the third
step of the engineering design process,
plan, to draw and collaboratively share
ideas for solving the challenge. Students
improve their abilities to interpret data
by identifying significant features of the
covered wagon that may help or hinder
the solution of designing a wagon that
turns.
Introduction/Background:
The covered wagon was the main form of
transportation for the hundreds of
American Pioneers who journeyed west
across the United States. A familiarity with
the United States Westward Movement is
not essential. This challenge may be
conducted in fourth grade as a preview to
the required social science unit in fourth
grade or it can be used as a follow-up
lesson later in the school year.

Lesson Links: (click on the photo)

Materials: Student journals, chromebooks, Internet

connection, cardboard, tape, hot glue, round things
to be used as wheels, fabric, wire, sticks for axles,
small boxes, clay, bamboo skewers, stryofoam, and
other scraps of material.

Key Vocabulary:
Axle- the muscle of the wagon. Connects the wheels
and allows them to turn.
Hub-supports the spokes of the wheel and holds the
axle.
Rim-On the covered wagon, the rims surrounded the
wheel and were generally steel.
Bolsters- These sit on the front and back axles.
Chassis-The framework that holds the wagon box flat
and balances the weight.
Wagon box-The part of the wagon that carries the
load.
Canopy-Fabric that covers the wagon and protects
the goods being transported.
Falling Tongue-The guide that is used to pull the
wagon or to attach the wagon to the oxen.

Appendix F - Science and Engineering Practices in the NGSS:

Asking questions and Defining Practices
Developing and Using Models
Planning and Carrying Out Investigations
Analyzing and Interpreting Data
Analyze data to refine a problem statement or the design of a proposed object, tool, or process.
Using Mathematical Thinking
Constructing Explanation and Designing Solutions
Engaging in Argument from Evidence
Obtaining, Evaluating, and Communicating Information
Standards:

Next Generation Science Standards: Engineering Design

3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified
criteria for success and constraints on materials, time, or cost.
3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each
is likely to meet the criteria and constraints of the problem.
California Fourth Grade History Social Studies Standards
1. Discuss immigration and migration to California between 1850 and 1900, including the diverse
composition of those who came; the countries of origin and their relative locations; and conflicts
and accords among the diverse groups (e.g., the 1882 Chinese Exclusion Act).
ISTE Standards for Students
3. Research and Information Fluency
Students apply digital tools to gather, evaluate and use information.
4. Critical Thinking, Problem Solving and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems,
and make informed decisions using appropriate digital tools and resources.
Lesson Procedure: (Suggested time: 1 hour)

1. Share the video regarding one solution to creating a cardboard covered wagon.
2. Direct students to refer to their plans from last week.

3.
4.
5.
6.
7.

Students should each share their plans and decide if their design is possible.
Allow students search the Internet for photos of the underpinnings of a covered wagon.
Allow time for students to pose questions regarding supply availability.
Students begin building according to their written and drawn plans.
Care should be taken with low-temp glue guns, and with poking holes in cardboard or
plastic.
Mary Pat Vargas, California State University, Monterey Bay, December 2016
Licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Lesson
Title: A Covered Wagon Design Challenge, Days 4/5
Challenge Description:
Students work collaboratively to create a covered wagon. The wagon may not be larger than 18
inches in length. It should be able to turn by using a rope or a falling yoke attached to the axle, it
must use wheels, and hold at least 6 heavy washers. It must also have a cover.

Suggested Grade Level: 4th or 5th

Learning Objectives:
During the fifth step of the engineering
design, process, create, students
demonstrate that developing solutions is
iterative and systematic. Students quickly
determine necessary skills to successfully
build and they assign tasks according to
individual talents. Students also discover
that their design solution can be achieved
by refining their ideas based on the
performance of their prototypes.
Introduction/Background:
The covered wagon was the main form of
transportation for the hundreds of American
Pioneers who journeyed west across the
United States. A familiarity with the United
States Westward Movement is not essential.
This challenge may be conducted in fourth
grade as a preview to the required social
science unit in fourth grade or it can be used
as a follow-up lesson later in the school
year.

Materials: Student journals, chromebooks, Internet

connection, cardboard, tape, hot glue, round things
to be used as wheels, fabric, wire, sticks for axles,
small boxes, clay, bamboo skewers, stryofoam, and
other scraps of material.

Key Vocabulary:
Axle- the muscle of the wagon. Connects the wheels
and allows them to turn.
Hub-supports the spokes of the wheel and holds the
axle.
Rim-On the covered wagon, the rims surrounded the
wheel and were generally steel.
Bolsters- These sit on the front and back axles.
Chassis-The framework that holds the wagon box flat
and balances the weight.
Wagon box-The part of the wagon that carries the
load.
Canopy-Fabric that covers the wagon and protects
the goods being transported.
Falling Tongue-The guide that is used to pull the
wagon or to attach the wagon to the oxen.

Lesson Links: (you may also click on the photo)

Appendix F - Science and Engineering Practices in the NGSS:

Asking questions and Defining Practices
Developing and Using Models
Planning and Carrying Out Investigations
Analyzing and Interpreting Data
Using Mathematical Thinking
Constructing Explanation and Designing Solutions
Apply scientific ideas to solve design problems.
Engaging in Argument from Evidence
Make a claim about the merit of a solution to a problem by citing relevant evidence about how it
meets the criteria and constraints of the problem.
Obtaining, Evaluating, and Communicating Information
Standards:

Next Generation Science Standards: Engineering Design

3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified
criteria for success and constraints on materials, time, or cost.
3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is
likely to meet the criteria and constraints of the problem.
California Fourth Grade History Social Studies Standards

1. Discuss immigration and migration to California between 1850 and 1900, including the diverse
composition of those who came; the countries of origin and their relative locations; and conflicts
and accords among the diverse groups (e.g., the 1882 Chinese Exclusion Act).
ISTE Standards for Students
3. Research and Information Fluency
Students apply digital tools to gather, evaluate and use information.
4. Critical Thinking, Problem Solving and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems,
and make informed decisions using appropriate digital tools and resources.
Lesson Procedure: (Suggested time: 2 hours)

1. Students should be reminded of the importance of improvement. Guide them towards

using the website link found above regarding historical improvements to the covered
wagon.
2. Students continue building and then testing their designs. They should use the project
requirement sheet to check off each design conditions as they are met.
3. Assist students who need help with hot glue guns, taping, engineering, poking holes, and
cutting cardboard.
4. Continue questioning students as they create.
5. Remind students to use the web page of the engineering design process: Ask. This page
provides several examples of bonnets found on wagons. Students may also use their
chromebooks to search for other pictures for inspiration.
6. Encourage students to watch the video demonstrating one solution to attaching a

bonnet to the wagon.

Mary Pat Vargas, California State University, Monterey Bay, December 2016
Licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Lesson
Title: A Covered Wagon Design Challenge, Day 6
Challenge Description:
Students work collaboratively to create a covered wagon. The wagon may not be larger than 18
inches in length. It should be able to turn by using a rope or a falling yoke attached to the axle, it
must use wheels, and hold at least 6 heavy washers. It must also have a cover.

Suggested Grade Level: 4th or 5th

Materials: Student journals, chromebooks, Internet

connection, projector or apple TV to share slides.

Learning Objectives:
The last step of the engineering design
process provides students an opportunity
to share. Students will collaboratively
highlight the process and the information
gained during the project. Student
vocabulary will reflect how the process has
contributed to their development and the
accumulation of social science information.

Introduction/Background:
The covered wagon was the main form of
transportation for the hundreds of
American Pioneers who journeyed west
across the United States. A familiarity with
the United States Westward Movement is
not essential. This challenge may be
conducted in fourth grade as a preview to
the required social science unit in fourth
grade or it can be used as a follow-up
lesson later in the school year.

Lesson Links: (click on the photo)

Key Vocabulary:
Axle- the muscle of the wagon. Connects the wheels
and allows them to turn.
Hub-supports the spokes of the wheel and holds the
axle.
Rim-On the covered wagon, the rims surrounded the
wheel and were generally steel.
Bolsters- These sit on the front and back axles.
Chassis-The framework that holds the wagon box flat
and balances the weight.
Wagon box-The part of the wagon that carries the
load.
Canopy-Fabric that covers the wagon and protects
the goods being transported.
Falling Tongue-The guide that is used to pull the
wagon or to attach the wagon to the oxen.

Appendix F - Science and Engineering Practices in the NGSS:

Asking questions and Defining Practices
Developing and Using Models
Planning and Carrying Out Investigations
Analyzing and Interpreting Data
Using Mathematical Thinking
Constructing Explanation and Designing Solutions
Engaging in Argument from Evidence
Obtaining, Evaluating, and Communicating Information
Communicate scientific and/or technical information orally and/or in written formats.
Standards:

Next Generation Science Standards: Engineering Design

3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified
criteria for success and constraints on materials, time, or cost.
3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each
is likely to meet the criteria and constraints of the problem.
California Fourth Grade History Social Studies Standards
1. Discuss immigration and migration to California between 1850 and 1900, including the diverse
composition of those who came; the countries of origin and their relative locations; and conflicts

and accords among the diverse groups (e.g., the 1882 Chinese Exclusion Act).
ISTE Standards for Students
3. Research and Information Fluency
Students apply digital tools to gather, evaluate and use information.
4. Critical Thinking, Problem Solving and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems,
and make informed decisions using appropriate digital tools and resources.
Lesson Procedure: (Suggested time: 2 hours)

Share the YouTube Video: Tips on Giving Oral Presentations (link is above)
Direct students to the website regarding the engineering design process.
Students then watch the video regarding how to create a slide deck (link is above)
Students collaboratively create slide decks that highlight their research, creating, and ideas
regarding the process.
5. Direct students to the website for information regarding presentations and tips on making a
slide deck.
6. Students present their slide decks.
1.
2.
3.
4.

Mary Pat Vargas, California State University, Monterey Bay, December 2016
Licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Lesson
Title: A Covered Wagon Design Challenge, Evaluation
Challenge Description:
Students work collaboratively to create a covered wagon. The wagon may not be larger than 18
inches in length. It should be able to turn by using a rope or a falling yoke attached to the axle, it
must use wheels, and hold at least 6 heavy washers. It must also have a cover.

Suggested Grade Level: 4th or 5th

Materials: Student chromebooks and Internet

connection

Formative Evaluation:
During the training, fourth grade students will:
1. Make observations and gather information to formulate a familiarity with the design of a
covered wagon. (The instructor will listen to the conversations and vocabulary of the
students as they research and discuss their findings).
2. Develop diagrams to convey the designs of their proposed covered wagons. Students will
then collaboratively develop and/or revise their drawings and agree on one prototype to
build. (The instructor will encourage and comment on the various designs and
conversations that occur
during the imagine step of the engineering design process.
3. Students improve their abilities to identify features that will lead to a successful design.
4. Students will achieve their design by refining their ideas based on the performance of
their prototypes. (The instructor will observe the reworking of designs during the creating
process).
5. Students reflect on how the engineering design process has contributed to their own
development and the accumulation of scientific knowledge. (The instructor will observe
the increased vocabulary of understanding during presentations).

Subjective Evaluation:
After completing the training, fourth grade students will be able to:
1. Read a scenario that describes a challenge, analyze several brief anecdotes of the
various steps from the engineering design process, and with 100% accuracy, write
the engineering design step that corresponds to the description.
2. Use an engineering notebook to elaborate details, which may include drawing pictures,
of the six steps of the engineering design process with 100% accuracy.
3. Answer the e-learning quiz questions relating to the various steps of the engineering
design process, with 80% accuracy.
4. Use the engineering design process, work collaboratively, and solve all design problems
with experimentation and compromise without the help of a facilitator, 100% of the time.
5. Finish the e-learning training by completing the six tasks related to the engineering design
process without assistance within a 60 minute time period.

E-learning project: (click on the photo)

Appendix F - Science and Engineering Practices in the NGSS:

Asking questions and Defining Practices
Developing and Using Models
Planning and Carrying Out Investigations
Analyzing and Interpreting Data
Using Mathematical Thinking
Constructing Explanation and Designing Solutions
Engaging in Argument from Evidence
Obtaining, Evaluating, and Communicating Information
Communicate scientific and/or technical information orally and/or in written formats.
Standards:

Next Generation Science Standards: Engineering Design

3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified
criteria for success and constraints on materials, time, or cost.
3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each
is likely to meet the criteria and constraints of the problem.
California Fourth Grade History Social Studies Standards
1. Discuss immigration and migration to California between 1850 and 1900, including the diverse
composition of those who came; the countries of origin and their relative locations; and conflicts
and accords among the diverse groups (e.g., the 1882 Chinese Exclusion Act).
ISTE Standards for Students
3. Research and Information Fluency
Students apply digital tools to gather, evaluate and use information.
4. Critical Thinking, Problem Solving and Decision Making

Students use critical thinking skills to plan and conduct research, manage projects, solve problems,
and make informed decisions using appropriate digital tools and resources.
Lesson Procedure: (Suggested time: 1 hour)

1. Students access the link to the e-learning project.

2. Allow 1 hour for students to complete.
Mary Pat Vargas, California State University, Monterey Bay, December 2016
Licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.