Little Lab Coats

Define the Storm Shelter Problem

Engineering — Disaster-Resistant Design | Unit 1, Lesson 1 of 6

📚 Grade: 4th Grade⏱️ Duration: 45–60 minutes🛠️ Subject: Engineering — Disaster-Resistant Design

🏠🌧️🎯

Engineers start by naming the need, the user, the criteria, and the limits.

📋 NGSS Standard:
3-5-ETS1-1 / 3-5-ETS1-2 / 3-5-ETS1-3 — Define a design problem with criteria and constraints, generate and compare solutions, and plan fair tests with variables controlled and failure points considered.

🎯 Learning Objective

Students will define a design problem for a small storm shelter that protects a paper figure from wind and rain.

💡 The Big Idea

A strong engineering challenge begins with a precise problem statement, not random building.

🔬 Engineering Thinking

Science Snapshot

Engineering starts by turning a general need into a testable problem statement.

What is happening?

A storm-shelter challenge begins with a clearly defined problem: protect a small user or model from wind and rain within specific limits. Clear engineering problems are testable because they describe what success will look like.

Why it works that way

Criteria are the goals the shelter must meet, such as staying upright or keeping the inside dry. Constraints are the limits, such as a small set of materials, short build time, or limited table space. Mixing those up makes weak designs.

Look for this in the lesson

Students should practice writing design briefs that include both kinds of information. The better the problem definition, the easier it is to compare later prototypes fairly.

Ask while you read: Which parts of this challenge are success goals, and which parts are limits?

Materials

Printed lesson pages and worksheet
Pencil
Paper figure or small toy
Sample materials basket optional

Let's Get Started

Step 1 — Launch the challenge
Present the need: build a small shelter that helps protect a paper figure from model wind and rain.

Step 2 — Name criteria
List success targets such as staying upright, blocking rain, and not blowing away.

Step 3 — Name constraints
Limit materials, build time, and table space.

Step 4 — Compare weak vs strong problem statements
Show why vague goals create weak designs.

Step 5 — Write the design brief
Students write a problem statement using need, criteria, and constraints.

Discussion Questions

Why do engineers define the problem first?It keeps later plans and tests focused.

What makes a criterion different from a constraint?A criterion is a success goal; a constraint is a limit.

Why should a shelter problem be specific?Specific problems are easier to test fairly.

How will we know a design worked?We need clear evidence from testing.

Extensions

Extension: Look around home for places where people use shelters or coverings to reduce weather impacts.

Parent/Teacher Notes

Teaching note: Push students to say exactly what success should look like.

Misconception to catch: A good idea is not the same thing as a defined problem.

Student Worksheet

Name: ________________________ Date: ________________________

1️⃣ Write the need

2️⃣ Criteria and constraints

Criteria	Constraints

3️⃣ Write a design brief

✂️ PARENT ANSWER KEY — Detach before giving worksheet to students

Sample ideas

Strong answers name the user, the weather problem, criteria such as protection and stability, and limits such as materials and time.

✅ What Success Looks Like

Student defines the shelter problem clearly.
Student separates criteria from constraints.
Student writes a problem statement that can be tested.