Engineering with Zoob Kits Learning Plan!

Topic:
Objective:

Next
Generation
Science
Standards:

Materials
Required:

Safety
Hazards:

Grades: 2-5
Students will work together to successfully achieve at least two of the Zoob challenges
presented during the lesson, through building Zoob block creations that meet challenge
criteria.
3-5Define a simple design problem reflecting a need or a want that includes
ETS1-1.
specified criteria for success and constraints on materials, time, or cost.
3-5ETS1-2.

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.

3-5ETS1-3.

Plan and carry out fair tests in which variables are controlled and failure points
are considered to identify aspects of a model or prototype that can be improved.

Zoob kits 1 for every team of 2-4 students

Zoob Team numbers & student names taped to Zoob kit boxes (for easy identification)
Example Zoob person (for Challenge 2)
Camera
PowerPoint presentation Engineering Mini-Lesson
Additional Materials/Resources: 1 Volunteer helper for every team. Sign-off sheet so
students can show they got all the Zoob kits pieces back into the box before they leave.
Engineering books, lab coats, other explorative materials for students who finish early.
Students sticking Zoob kit pieces (including rubber wheels, rubber bands, and blocks) in
their mouths, pieces breaking when forced together inappropriately, students hitting or
poking each other with blocks, Zoob balls flying across room, student frustration.

Step 1: Setup
1. Have the necessary Zoob kit pieces ready to go, with all plastic bags opened and unnecessary pieces
(perhaps challenge cards or rubber bands) removed. Move suggested challenge cards to the front of the
stack or mark in some way so volunteers can recommend those. Tape Zoob Team page to each box, with
team number and group members names.
2. Group students in teams of 2-4 students (preferably at tables or on the floor) throughout the room.
Volunteer helpers are each assigned a group. They will monitor correct use of the blocks and teamwork
(encourage all students to actively participate) while letting students do the actual designing and building.
Volunteer helpers will hold kits until step 3.
3. Start PowerPoint presentation for Anticipatory Set.

Step 2: Anticipatory Set

1. Hold up a few Zoob kit blocks. Ask if students have used them before. Explain that today they will get to
solve challenges with these blocks!
2. Ask: How many have thought about becoming an engineer? Stand up or raise your hand if you ever
want to build robots or airplanes or bridges or skyscrapers or create a brand-new thing no one has ever
used before. Engineers get to think up ideas and design how to make all of these things work.

Step 3: Engineering Mini-Lesson

1. Mini-Lesson PowerPoint talks students through several applications of engineering: bridges, airplanes,
robotics teams, and space missions (the Mars Curiosity land rover and Apollo 13s air filter solution).
Describe all the great thinking that went into making these projects work. Get students excited about
solving problems through design.

Step 4: Outline the Activity

1. Teach students basics of Zoob blocks. Model careful use of blocks. Describe how all of the pieces need
to be back in the box before a group can be finished; they can sign off with their volunteer helper.
2. Explain Challenge 1: Make the numbers 1 9 out of Zoob blocks. Remember: teams work together.
Make sure everyone on your team gets to build.
3. Explain Challenge 2: Show the example Zoob Man. The challenge: Build a Zoob machine that can knock
over the Zoob Man without them holding onto the machine (after they start it moving, from at least 2 feet
away).
4. Explain that at a robotics competition, judges decide if a robotics team really completed each challenge.
Today, your volunteer helper will get to be the judge. When the volunteer says you completed the
challenge, then the teacher will take a picture of what you built and you can start the next challenge. (No
need to photograph Challenge 1.)
5. Explain that after finishing Challenge 1 & 2, students can pick another challenge to work on. (Suggested
challenges are marked for volunteers to explain.)

Step 5: Activity Time! Zoob Kit Challenges (and assessment)

2. Teams spread out, volunteers give the Zoob kit to team members.
3. After completing Challenge 2, volunteers/students signal teacher to come take picture. Then students can
move on to next challenge. (Note: to make group identification easier later on, make sure group number
or group members are visible in every picture.)
4. Assessment: Did every group successfully complete Challenges 1 & 2, as approved by their volunteer
and documented through a photo of Challenge 2? Did all group members participate, as monitored by
volunteer and shown by actively giving ideas, building pieces, and working on designs throughout the
activity?

Step 6: Pick-Up and Wrap-Up

1. After teams finish the challenges and any additional challenges ( or a few minutes before class ends),
initiate clean-up time. Groups can leave when all their Zoob kit pieces are back in the box (as approved
by their volunteer).
2. Note: If groups end early, they can assist other groups, read books on engineering, or find other design
projects to work on.
3. Optional: After cleaning up, students can gather to talk about what they created. What was their favorite
challenge? What worked? What didnt work? Did people have different ideas?
4. Afterward, teacher can compile pictures in a slideshow to show during the next class or to show to
parents.