Abstract
Problem-based learning (PBL) instruction tasks students with solving a real-world, relevant problem and provides a motivating context for learning science content. It also affords a natural opportunity for students to intentionally engage in a variety of engineering practices and components of engineering design if the problem scenario purposefully includes solution constraints and criteria. In this article, we describe a classroom-tested engineering (E)-PBL scenario unit that will allow teachers to authentically include engineering concepts while helping students understand the physical science concept that the faster an object is moving the more energy it has (4-PS3.A). This unit description will help teachers take the classic egg drop activity to an instructional and learning level that reflects authentic three dimensional learning.
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