Duration: 45 minutes
SPIRIT Skills:
- Problem-solving
- Creativity
- Critical thinking
Brief Description:
Working in teams, students take on defined engineering roles and analyse the design constraints of the bridge challenge (no glue, self-supporting structure, limited materials). They create planning sketches, discuss possible solutions, and predict which designs might work best. Emphasis is placed on teamwork, decision-making, and justifying ideas before building begins.
How does this develop particular SPIRIT skills?
This stage strongly develops problem-solving, collaboration, critical thinking, and responsibility. Students learn to slow down before acting, analyse constraints, and make intentional decisions as a team. By discussing ideas, negotiating roles, and justifying design choices, they practice respectful communication and shared ownership of the task. Planning before building also supports resilience, as students understand that redesign is part of an expected process rather than a sign of failure.
What do we want to achieve regarding SPIRIT skill development (student understanding and/or behaviour)?
As a result of the activities, students:
- understand that engineering begins with planning, not immediate construction.
- identify and respect design constraints (self-supporting structure, no glue or nails, limited materials).
- generate and discuss multiple design ideas before selecting one.
- justify design choices using simple reasoning and evidence from Stage 2 discoveries.
- take responsibility for a specific role within their team and collaborate effectively.
Academic/Curriculum Objective connection
- Technology and Engineering: Applying the engineering design process: define the problem, plan a solution, and prepare for testing. Understanding the role of constraints and criteria in engineering challenges.
- Mathematics: Measuring and estimating distances (bridge span, gap width). Comparing quantities (number of pieces used, planned height or width).
- Arts / Visual Literacy: Creating clear planning sketches and diagrams to communicate ideas visually.
- Language and Literacy: Using structured oral language to explain plans, roles, and decisions.
Materials and tools needed for implementation
- Planning sheets with space for bridge sketch, list of materials, predicted strengths and weak points
- Unsharpened pencils, wooden rods, or sticks (for testing ideas while planning)
- Rulers or measuring tape
- Images of Leonardo da Vinci bridge sketches and real bridge examples (for inspiration)
- Role cards or labels (Engineer, Builder, Tester, Recorder, Safety Lead)
- Board or flipchart for recording shared constraints and success criteria.
Preparation notes
- Decide on the standard gap size that all teams will plan for.
- Prepare and copy planning sheets in advance.
- Create clear role descriptions so students understand expectations.
- Review Stage 2 findings and select 2–3 key ideas to remind students of (e.g. balance, contact points).
- Prepare example sketches only as inspiration, not as models to copy exactly.
Guided Questions
- Understanding the Challenge: What exactly is our problem to solve today? What are the rules and limits we must follow
- Planning and Design: How will the pieces hold together without glue or tape? Where might the bridge be weakest? How can we use balance or shape to make it stronger?
- Teamwork and Roles: Who will focus on which task in your team? How will you make decisions if you disagree?
- Prediction: What do you think will work best in your design? Why?
Stage Debriefing Questions (Optional)
- What was the most important decision your team made during planning?
- Did everyone have a role? How did that help?
- What part of your plan are you most confident about?
- What do you think might be challenging when you start building?
Tips and Tricks for dealing with stage challenges
- If students want to start building immediately, remind them that engineers always plan first.
- Encourage teams to keep plans simple rather than complex.
- If disagreements arise, suggest testing ideas later instead of arguing now.
- Support students who struggle with drawing by allowing symbols or labels instead of detailed sketches.
- Reinforce that plans can change; planning is a guide, not a final answer.
- Keep time visible and give a 5-minute warning before moving to the next stage.