LF-08 · TEACHER LESSON PLAN

Egg drop challenge

Compare padding designs with the same safe, controlled drop

PhysicsGrades 5–945–60 min build + 20 min testHazard low; raw egg and falling objectsNGSS MS-ETS1-2

01 //

Driving question

START THE LESSON WITH THISHow does padding amount affect egg damage when matched capsules are released from the same safe height?

02 //

Learning objectives

Students build three matched containers that differ only in padding amount: one, three or five layers.
Students test each design in three independent trials at one adult-reachable 0.9 m (3 ft) height, using a fresh egg for every drop.
Students compare pass counts and visible damage as evidence about this setup, not as a force measurement or safety certification.

03 //

Standards

Dimension	Alignment
Performance expectation	MS-ETS1-2Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. (Partial alignment: students compare three padding designs against egg survival and visible damage at one fixed, low height, but the class does not jointly define a broader set of criteria and constraints or complete a redesign cycle.)
Practices	SEP 3Plan and carry out investigations. SEP 4Analyze and interpret data.
Core idea	ETS1.BA solution needs to be tested, and then modified on the basis of the test results, in order to improve it.
Crosscutting	Structure and functionThe way an object is shaped or structured determines many of its properties and functions.

Standard text paraphrased from the Next Generation Science Standards. Alignment is partial because this lesson compares tested designs but does not require students to revise and retest a solution.

03A //

State standards crosswalk

Use the row as a planning crosswalk, then confirm local district pacing and grade placement. “Partial” labels describe a skill connection, not full mastery of the complete standard.

State	Verified standard	How this lesson aligns	Official source
California	CA NGSS MS-ETS1-2	Partial connection: students compare competing protective designs with test evidence, but do not jointly define all criteria and constraints or redesign the selected solution.	Open standard ↗
Texas	Science.7.1(B)	Strong practice connection: students plan a comparative investigation and use engineering practices to design solutions; this is a practice standard, not a content-specific impact standard.	Open standard ↗
Florida	SC.6.N.1.1	Partial connection: students define the design question, identify the changed condition, collect and interpret results, and defend a conclusion; the lesson is not a full investigation sequence across all listed skills.	Open standard ↗
New York	NYSSLS MS-ETS1-2	Partial connection: the pass/fail table is a systematic comparison, but the class does not jointly set multiple criteria and constraints or redesign after testing.	Open standard ↗
Pennsylvania	STEELS 3.5.6-8.P	Partial connection: teams use a repeated height test to compare designs, but do not evaluate a complete set of jointly specified criteria and constraints.	Open standard ↗

04 //

Materials and prep timeline

PER GROUP

Nine fresh, similar-size raw eggs, one per drop
Matched outer containers with one, three or five padding layers
Paper, cardboard, straws, tape and rubber bands
Scissors, ruler and design labels
Same stable floor-level landing tray or padded area
Goggles and cleanup gloves

TEACHER ONLY

Choose a low height the adult can reach while standing on the floor; use 0.9 m (3 ft) only if comfortable. Do not use a ladder, stairs, chair, balcony or raised platform.
Quarantine and mark the drop zone; keep students and bystanders outside the fall path. The adult performs all releases straight down.
Require eye protection and closed-toe shoes; provide gloves for egg cleanup and at least nine fresh eggs per group.

CLASS-SIZE KIT PLANNER

One per-group kit contains every item in the team materials list above. Groups are balanced around the listed 3–4 students target.

Students	Groups	Per-group kits	Student sheets	Suggested group split
20	6	6 complete kits	20 copies	2 groups of 4 and 4 groups of 3
25	7	7 complete kits	25 copies	4 groups of 4 and 3 groups of 3
30	8	8 complete kits	30 copies	6 groups of 4 and 2 groups of 3

BUILD · 45–60 MINConstruct matched designs

Build one-, three- and five-layer versions with the same shell and payload placement. Label each version and inspect for loose parts.

TEST · 0–4 MINSet up safely

The adult chooses a low height they can reach while standing on the floor, marks 0.9 m (3 ft) only if comfortable, lays the landing area and clears the drop zone. No climbing or elevated platform.

TEST · 4–15 MINRun nine matched drops

At the same height, the adult releases three fresh eggs per design straight down without throwing. Record PASS/FAIL and visible crack location after every drop.

TEST · 15–20 MINCompare the designs

Count passes out of three for each padding amount and compare the damage notes. Describe the observed pattern without calling any design a guaranteed winner.

04A //

Lab figures and data visuals

Reviewed article images support the lesson flow. Use the tables and student sheet to record actual observations; pictured patterns are not target results.

Three matched capsule designs compare one, three and five padding layers in nine fresh-egg trials at the same adult-reachable 0.9 m release height. — **Keep every drop condition matched.**An adult releases each capsule from the floor at one fixed height; each trial uses a fresh egg and the same landing area.

A hard surface stops a falling egg abruptly, while a cushioned surface lets another egg slow over a longer distance and time. — **A cushion can lengthen the stopping interval.**Conceptual model, not measured forces: well-fitted padding may lengthen stopping time or spread contact; fit and construction affect a particular test.

A matched egg capsule with a crumple zone beside a second capsule showing a visible shell crack, with a simple impact-time inset. — **Well-fitted padding may soften the stop.**Padding may lengthen stopping time or spread contact, but fit and construction affect the result. Compare three fresh-egg trials per design at the same low adult-reachable height.

04B //

Printable shopping list

TEACHER PREP · Egg drop challenge

Shopping and staging checklist

Multiply the per-group kit contents by the class-size planner. The teacher section includes teacher-provided materials and setup or safety notes.

PER-GROUP KITS

Nine fresh, similar-size raw eggs, one per drop
Matched outer containers with one, three or five padding layers
Paper, cardboard, straws, tape and rubber bands
Scissors, ruler and design labels
Same stable floor-level landing tray or padded area
Goggles and cleanup gloves

TEACHER-PROVIDED MATERIALS + SETUP RULES

Choose a low height the adult can reach while standing on the floor; use 0.9 m (3 ft) only if comfortable. Do not use a ladder, stairs, chair, balcony or raised platform.
Quarantine and mark the drop zone; keep students and bystanders outside the fall path. The adult performs all releases straight down.
Require eye protection and closed-toe shoes; provide gloves for egg cleanup and at least nine fresh eggs per group.

QUANTITIES BY CLASS SIZE

Material	Per group kit	20 students	25 students	30 students
Fresh raw eggs for nine drops	9	54	63	72
Matched outer containers	3	18	21	24
Padding stock for 1, 3 and 5 layers	9 layer units	54 layer units	63 layer units	72 layer units
Tape, rubber bands and labels	1 group set	6 group sets	7 group sets	8 group sets
Scissors, ruler and catch tray	1 of each	6 of each	7 of each	8 of each
Safety glasses	1 per student	20	25	30
Adult floor-level release point and drop-zone barrier	1 shared classroom station	1	1	1

Prepare 6 kits for 20 · 7 kits for 25 · 8 kits for 30 students.

05 //

Lesson flow

Minutes	What happens
Build · 0–8	Engage Identify the planned variable (padding layers) and response (survival and visible damage). Review matched eggs, fixed adult-reachable release height, capsule and landing area.
Build · 8–30	Explore Construct matched one-, three- and five-layer containers. Label the versions and record where each layer is placed.
Build · 30–45/60	Inspect every container and prepare nine fresh, similar-size eggs per group, one for each drop. The adult marks a floor-level release height they can reach safely, clears the drop zone and checks the landing area; nobody climbs.
Test · 0–4	Explore Confirm eye protection, tray or padded landing area, boundary and one low release height the adult can reach from the floor. Lower the height if there is any need to stretch, climb or use a platform.
Test · 4–15	Run three trials for each padding design at the same marked height. The adult releases a fresh egg straight down each time; students record PASS/FAIL and crack location from outside the boundary.
Test · 15–18	Explain Report passes out of three for each design and compare the observed damage. Describe the pattern as a result from these trials, not a guarantee.
Test · 18–20	Evaluate Explain how well-fitted padding may lengthen stopping time or spread contact; egg survival is not a force measurement or real-world safety certification.

06 //

Discussion questions

1. How do you compare the results?

SAMPLE ANSWERCount PASS results out of three for each design and note where cracks appeared. Three trials are a small sample; describe the pattern you observed rather than claiming a guaranteed winner.

2. Why use a fresh egg for every drop?

SAMPLE ANSWERA hidden crack from an earlier trial could make a later result fail for the wrong reason. Use a new, similar-size egg for each individual drop.

3. Why use one fixed, low height?

SAMPLE ANSWERThe same release height, landing area and method keep conditions matched so padding is the planned difference. An adult should only release from a height they can reach while standing on the floor.

4. How might cushioning help, and what does this test not measure?

SAMPLE ANSWERCushioning can lengthen the time or distance over which the egg slows and spread contact. PASS/FAIL does not directly measure force and cannot certify protective equipment.

07 //

Common misconceptions

STUDENTS OFTEN SAY“The five-layer design must win every time.”

BETTER IDEAMore padding often helps in this lab, but shell fit, movement, added bulk and construction can change results. Use the recorded comparisons.

STUDENTS OFTEN SAY“A PASS proves this design is safe.”

BETTER IDEAIt shows only that one fresh egg survived one drop in this setup; it does not measure force or establish real-world protection.

STUDENTS OFTEN SAY“A cracked egg can be reused if the crack is small.”

BETTER IDEAEven a hidden crack weakens the next test. Use a fresh egg for every individual drop.

08 //

Differentiation

SUPPORT

Provide a three-row padding checklist and a nine-cell PASS/FAIL recording card before testing.
Use green PASS and red FAIL cards for each of the three trials per design, then count passes out of three.
Offer the frame: “The ___-layer design passed ___ of 3 trials; I observed ___ damage at the same release height.”

EXTEND

After comparing the results, change one feature such as an internal restraint and repeat at the same adult-reachable height with fresh eggs.
Weigh the three designs and discuss how extra padding changes both protection and capsule mass.
Repeat with more matched fresh eggs per design and compare whether the pass-rate pattern holds.

09 //

Assessment rubric

Criterion	Beginning	Developing	Secure
Matched designs	Does not identify padding amount or uses unmatched containers.	Labels padding amounts but omits an important controlled condition.	Compares one, three and five layers with matched shell, egg size, release and landing surface.
Trial record	Leaves results blank or reuses an egg.	Records most trials but misses a fresh egg or crack note.	Records three PASS/FAIL trials per design with a fresh egg each time and notes visible damage.
Evidence comparison	Names a winner without using the table.	Counts passes but does not compare damage notes.	Compares pass counts out of three and visible crack patterns without claiming a guaranteed result.
Explanation and safety	Claims universal protection or ignores the drop-zone rules.	Names cushioning but gives an incomplete safety account.	Explains that padding may lengthen stopping or spread contact; follows adult floor-level release, clear-zone, and cleanup rules.

10 //

Vocabulary

Cushioning – Material around a payload that can lengthen stopping time and spread contact during impact.
Impact – A collision in which objects exert forces on one another.
Payload – The item a designed container carries or protects; here, the egg.

Controlled condition – A factor kept the same so the planned comparison is meaningful.
Pass rate – The number of successful trials divided by the total number of trials in the comparison.
Trial – One individual drop under the planned conditions, using a fresh egg.

11 //

Safety, cleanup and troubleshooting

BEFORE STUDENTS TOUCH ANYTHING

Choose one low release height that the adult can reach while standing on the floor; use 0.9 m (3 ft) only if it is comfortable and controlled. Never use a ladder, stairs, chair, balcony or elevated platform. The adult performs every release; lower the height if needed.
Mark and clear the drop zone so students and bystanders stay out of the fall path. Release straight down without throwing onto the same stable floor-level landing area. Wear eye protection and closed-toe shoes; use gloves for broken-egg cleanup.
Use one new, similar-size egg for every drop. Raw egg can carry Salmonella; keep eggs away from food, wash hands with soap and water, and clean/disinfect the landing area after a break.

Troubleshooting: If an egg breaks, keep students outside the boundary while the adult uses gloves to clean and disinfect the landing area. If the release point, landing area or barrier is unstable, stop and reset it. Never use a ladder or platform, and never reuse a dropped egg.