--- title: Engineering Litter Collectors | 1st Grade Science Lessons description: In this lesson, students apply what they know about the external structures of different animals to design a prototype to pick up litter. --- More Lessons for Your State Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Washington Washington DC West Virginia Wisconsin Wyoming Other NGSS # Engineering Litter Collectors In this unit, students explore the science phenomena of engineers mimicking plant and animal structures. Students apply what they have learned about the structures of plants and animals to mimic those structures to solve problems facing people. Once students have explored the relationship between the structure of a bird’s beak and its ability to pick up different kinds of food, they apply that knowledge to an engineering problem. This page is a high-level extract showcasing sections of the curriculum. In this lesson, students use what they know about how plants and animals have different structures to help them get what they need to survive to design a prototype that can pick up litter. 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It helps teachers understand the “why” and “how” of the topic being explored, in this case, engineering litter collectors. Like scientists, engineers follow a process to help them move from a defined problem to a solution that solves the problem. Engineers use the engineering process—the set of eight steps that engineers follow to solve problems by creating new technologies. Similar to the scientific process, the engineering process provides engineers with a logical framework to help them move from a problem that needs to be solved to a technology that solves the problem. Engineers always begin with a problem. A problem is a need or a want that people have. This is the primary difference between scientists and engineers. Scientists begin with a question, while engineers begin with a problem. For example, one problem is how to pick up different objects, such as toys in a game. When engineers are defining a problem, they include the criteria and constraints. The criteria are the needs the solution must meet, and constraints are ways the solution is limited. Materials and cost are two common engineering constraints. Once they have identified the problem, engineers need to research the problem to find out what is known about the problem. For example, engineers who want to design a technology to pick up toys in a game might look to nature for inspiration. They might have seen an eagle swoop down to catch prey using its giant claws. A claw is a body part at the end of an animal’s toes that is sharp and curved. #### Supports Grade 1 ![Sneak Peek Seal with Arrow](https://www.knowatom.com/hubfs/Sneak%20Peek%20Seal%20with%20Arrow.svg) ## Science Lesson: Engineering Litter Collectors In this lesson, students apply what they know about the external structures of different animals to design a prototype to pick up litter. Students act as engineers as they go through the complete engineering process of designing, testing, and evaluating a prototype to solve a problem.   [Download a Sample Unit ](https://www.knowatom.com/stem-curriculum#state) ## Science Big Ideas - The biggest difference between scientists and engineers is that while scientists begin with a question they want to answer, engineers begin with a problem they want to solve. - Engineers sometimes use what they know about the structures of living things to help them design technologies. ![sample unit-k8 science curriculum-knowatom](https://www.knowatom.com/hs-fs/hubfs/Sample%20Unit%20CTA-2.png?width=327&height=264&name=Sample%20Unit%20CTA-2.png) ###### Discover Complete Hands-on Screens-off Core Science Curriculum for K-8 Classrooms Prepared hands-on materials, full year grade-specific curriculum, and personalized live professional development designed to support mastery of current state science standards. [Click Here to Learn More](https://www.knowatom.com/talk-to-knowatom-sales) ## Science Essential Questions - What do engineers do? - What are some examples of technologies in our everyday lives that solve problems? - Why do engineers design prototypes first? - How does the shape of the eagle’s claw make it useful to mimic (copy) in a technology for picking up trash? - How does the shape of a beak make it able to pick up things? ## Common Science Misconceptions ![close-circle-red](https://www.knowatom.com/hubfs/Icon%20ionic-ios-close-circle-red-1.svg) **Misconception:** Technologies never mimic nature because engineers need to come up with completely new ideas to solve problems. ![checkmark-circle-green](https://www.knowatom.com/hubfs/Icon%20ionic-ios-checkmark-circle-green.svg) **Fact:** Many engineers look to nature, including the structures of plants and animals, to help them design technologies that solve problems. ## Science Vocabulary **Beak :** the hard, pointed body part that sticks out of a bird’s face **Claw :** a body part at the end of an animal’s toes that is sharp and curved **Engineer : ** anyone who uses scientific knowledge and mathematics to solve a problem by creating new technologies **Mimic : ** to copy **Prototype : ** a smaller version of what will be engineered **Thorn :** ta hard, sharp part of a plant that sticks out of a plant’s roots, stem, or leaves ## Lexile(R) Certified Non-Fiction Science Reading (Excerpt) **Solving a Problem ** Miguel is designing a game. He wants to create a game where players try to pick up a toy inside a closed box. Miguel is an engineer. Engineers solve problems. This is different from scientists. Scientists answer questions. Engineers create new technologies. A technology is anything that people make to meet their needs and wants. **Looking to Nature ** Miguel’s problem is how to pick up toys in the game. Engineers use scientific knowledge to help them solve the problem. Miguel can mimic an animal or plant’s body parts to solve the problem. To mimic means to copy. Miguel knows that eagles use their claws to catch fish. He sees that claws are good at picking up many different shapes. Miguel also knows that some birds use their beaks to pick up things. He sees that the shape of the beak affects what the bird can pick up. And Miguel knows that a plant’s thorns can pierce some things. After looking at claws, beaks, and thorns, Miguel decides to design a solution that mimics a bird’s claw to pick up toys. Miguel builds a prototype of his design solution. A prototype is a first draft. It is a smaller version of the final technology. ![bird-beak-structure-and-function](https://www.knowatom.com/hs-fs/hubfs/bird-beak-structure-and-function.jpg?width=261&height=340&name=bird-beak-structure-and-function.jpg) ![bird1](https://www.knowatom.com/hs-fs/hubfs/bird1.jpg?width=256&height=340&name=bird1.jpg) ![bird2](https://www.knowatom.com/hs-fs/hubfs/bird2.jpg?width=260&height=340&name=bird2.jpg) ## Hands-on Science Activity In this lesson, students will engage as engineers to design and test a prototype of a litter collector. Students summarize a problem presented in an engineering scenario, which is that someone needs a way to pick up litter from the ground without touching it with their hands. Students draw a visual model of two possible solutions to the problem. They then choose one of the solutions and draw a scientific diagram of it, using their diagram as a guide for creating their litter collector prototype. Once students build their litter collector prototype, they test it to determine how well it solved the problem, meeting the requirements of the problem within the constraints. Finally, students communicate their results to the class, drawing conclusions about how people can solve problems with technology. [ Learn More About KnowAtom ](https://www.knowatom.com/stem-curriculum) ## Science Assessments KnowAtom incorporates formative and summative assessments designed to make students thinking visible for deeper student-centered learning. - Vocabulary Check - Lab Checkpoints - Concept Check Assessment  - Concept Map Assessment  - And More... [Download a Sample Unit ](https://www.knowatom.com/stem-curriculum#state) ![Screenshot (2)](https://www.knowatom.com/hs-fs/hubfs/Screenshot%20(2).png?width=303&height=404&name=Screenshot%20(2).png) ![alabama state standard](https://www.knowatom.com/hs-fs/hubfs/Alabama-State-Standards-Alignment-1.png?width=540&height=402&name=Alabama-State-Standards-Alignment-1.png) ###### See How KnowAtom Aligns to NGSS Science Standards Discover hands-on screens-off core science curriculum for student centered K-8 classrooms. KnowAtom supports classrooms with all hands-on materials, curriculum, and professional development to support mastery of the standards. [Download the Alignment to NGSS](https://www.knowatom.com/stem-curriculum) ** Standards Tags: ** [1-LS1-1](https://www.knowatom.com/1-ls1-1) , [K-2-ETS1-1](https://www.knowatom.com/k-2-ets1-1) , [K-2-ETS1-2](https://www.knowatom.com/k-2-ets1-2) , [K-2-ETS1-3](https://www.knowatom.com/k-2-ets1-3) , [1-K-2-ETS1-1](https://www.knowatom.com/1-k-2-ets1-1) , [1-K-2-ETS1-2](https://www.knowatom.com/1-k-2-ets1-2) , [1-ESS3-1](https://www.knowatom.com/1-ess3-1) , [K.2.4](https://www.knowatom.com/k.2.4) , [K.ESS3.1](https://www.knowatom.com/k.ess3.1) , [1.ETS1.1](https://www.knowatom.com/1.ets1.1) , [1.ETS2.1](https://www.knowatom.com/1.ets2.1) , [2.LS1.1](https://www.knowatom.com/2.ls1.1) , [S1L1](https://www.knowatom.com/s1l1) , [1.E1U1.5](https://www.knowatom.com/1.e1u1.5) , [1L.3.1.1.1](https://www.knowatom.com/1l.3.1.1.1) , [1L.3.2.2.2](https://www.knowatom.com/1l.3.2.2.2) , [ETS1](https://www.knowatom.com/ets1) , [ETS2](https://www.knowatom.com/ets2) , [ETS3](https://www.knowatom.com/ets3) , [1.LS1.A.1](https://www.knowatom.com/1.ls1.a.1) , [1.ETS1.A.1](https://www.knowatom.com/1.ets1.a.1) , [1.ETS1.B.1](https://www.knowatom.com/1.ets1.b.1) , [1.ETS1.C.1](https://www.knowatom.com/1.ets1.c.1) , [3.1.1.A](https://www.knowatom.com/3.1.1.a) , [3.4.K-2.D](https://www.knowatom.com/3.4.k-2.d) , [3.5.K-2.A](https://www.knowatom.com/3.5.k-2.a) , [3.5.K-2.B](https://www.knowatom.com/3.5.k-2.b) , [3.5.K-2.C](https://www.knowatom.com/3.5.k-2.c) , [3.5.K-2.D](https://www.knowatom.com/3.5.k-2.d) , [3.5.K-2.E](https://www.knowatom.com/3.5.k-2.e) , [3.5.K-2.F](https://www.knowatom.com/3.5.k-2.f) , [3.5.K-2.G](https://www.knowatom.com/3.5.k-2.g) , [3.5.K-2.H](https://www.knowatom.com/3.5.k-2.h) , [3.5.K-2.I](https://www.knowatom.com/3.5.k-2.i) , [3.5.K-2.J](https://www.knowatom.com/3.5.k-2.j) , [3.5.K-2.M](https://www.knowatom.com/3.5.k-2.m) , [3.5.K-2.N](https://www.knowatom.com/3.5.k-2.n) , [3.5.K-2.O](https://www.knowatom.com/3.5.k-2.o) , [3.5.K-2.P](https://www.knowatom.com/3.5.k-2.p) , [3.5.K-2.Q](https://www.knowatom.com/3.5.k-2.q) , [3.5.K-2.R](https://www.knowatom.com/3.5.k-2.r) , [3.5.K-2.S](https://www.knowatom.com/3.5.k-2.s) , [3.5.K-2.T](https://www.knowatom.com/3.5.k-2.t) , [3.5.K-2.U](https://www.knowatom.com/3.5.k-2.u) , [3.5.K-2.V](https://www.knowatom.com/3.5.k-2.v) , [3.5.K-2.W](https://www.knowatom.com/3.5.k-2.w) , [3.5.K-2.X](https://www.knowatom.com/3.5.k-2.x) , [3.5.K-2.Y](https://www.knowatom.com/3.5.k-2.y) , [3.5.K-2.Z](https://www.knowatom.com/3.5.k-2.z) , [3.5.K-2.AA](https://www.knowatom.com/3.5.k-2.aa) , [3.5.K-2.BB](https://www.knowatom.com/3.5.k-2.bb) , [3.5.K-2.CC](https://www.knowatom.com/3.5.k-2.cc) , [3.5.K-2.DD](https://www.knowatom.com/3.5.k-2.dd) , [1.LS.1](https://www.knowatom.com/1.ls.1) , [Asking questions and defining problems](https://www.knowatom.com/asking-questions-and-defining-problems) , [Developing and using models](https://www.knowatom.com/developing-and-using-models) , [Planning and carrying out investigations](https://www.knowatom.com/planning-and-carrying-out-investigations) , [Analyzing and interpreting data](https://www.knowatom.com/analyzing-and-interpreting-data) , [Constructing explanations and designing solutions](https://www.knowatom.com/constructing-explanations-and-designing-solutions) , [Engaging in argument from evidence](https://www.knowatom.com/engaging-in-argument-from-evidence) , [Obtaining evaluating and communicating information](https://www.knowatom.com/obtaining-evaluating-and-communicating-information) , [Defining and Delimiting Engineering Problems](https://www.knowatom.com/defining-and-delimiting-engineering-problems) , [Developing Possible Solutions](https://www.knowatom.com/developing-possible-solutions) , [Optimizing the Design Solution](https://www.knowatom.com/optimizing-the-design-solution) , [Structure and Function](https://www.knowatom.com/structure-and-function) , [From Molecules to Organisms: Structures and Processes 5](https://www.knowatom.com/from-molecules-to-organisms-structures-and-processes-5) , ### Supports Grade 1 #### Science Standards - [1-LS1-1](https://www.knowatom.com/1-ls1-1) - [K-2-ETS1-1](https://www.knowatom.com/k-2-ets1-1) - [K-2-ETS1-2](https://www.knowatom.com/k-2-ets1-2) - [K-2-ETS1-3](https://www.knowatom.com/k-2-ets1-3) - [1-K-2-ETS1-1](https://www.knowatom.com/1-k-2-ets1-1) - [1-K-2-ETS1-2](https://www.knowatom.com/1-k-2-ets1-2) - [1-ESS3-1](https://www.knowatom.com/1-ess3-1) - [K.2.4](https://www.knowatom.com/k.2.4) - [K.ESS3.1](https://www.knowatom.com/k.ess3.1) - [1.ETS1.1](https://www.knowatom.com/1.ets1.1) - [1.ETS2.1](https://www.knowatom.com/1.ets2.1) - [1.ETS2.1](https://www.knowatom.com/1.ets2.1) - [2.LS1.1](https://www.knowatom.com/2.ls1.1) - [S1L1](https://www.knowatom.com/s1l1) - [1L.3.1.1.1](https://www.knowatom.com/1l.3.1.1.1) - [1.E1U1.5](https://www.knowatom.com/1.e1u1.5) - [1L.3.2.2.2](https://www.knowatom.com/1l.3.2.2.2) - [ETS1](https://www.knowatom.com/ets1) - [ETS2](https://www.knowatom.com/ets2) - [ETS3](https://www.knowatom.com/ets3) - [1.LS1.A.1](https://www.knowatom.com/1.ls1.a.1) - [1.ETS1.A.1](https://www.knowatom.com/1.ets1.a.1) - [1.ETS1.B.1](https://www.knowatom.com/1.ets1.b.1) - [1.ETS1.C.1](https://www.knowatom.com/1.ets1.c.1) - [3.1.1.A](https://www.knowatom.com/3.1.1.a) - [3.4.K-2.D](https://www.knowatom.com/3.4.k-2.d) - [3.5.K-2.A](https://www.knowatom.com/3.5.k-2.a) - [3.5.K-2.B](https://www.knowatom.com/3.5.k-2.b) - [3.5.K-2.C](https://www.knowatom.com/3.5.k-2.c) - [3.5.K-2.D](https://www.knowatom.com/3.5.k-2.d) - [Structure and Function](https://www.knowatom.com/structure-and-function) - [3.5.K-2.E](https://www.knowatom.com/3.5.k-2.e) - [3.5.K-2.G](https://www.knowatom.com/3.5.k-2.g) - [3.5.K-2.H](https://www.knowatom.com/3.5.k-2.h) - [3.5.K-2.J](https://www.knowatom.com/3.5.k-2.j) - [3.5.K-2.M](https://www.knowatom.com/3.5.k-2.m) - [3.5.K-2.N](https://www.knowatom.com/3.5.k-2.n) - [3.5.K-2.O](https://www.knowatom.com/3.5.k-2.o) - [3.5.K-2.P](https://www.knowatom.com/3.5.k-2.p) - [3.5.K-2.Q](https://www.knowatom.com/3.5.k-2.q) - [3.5.K-2.R](https://www.knowatom.com/3.5.k-2.r) - [3.5.K-2.S](https://www.knowatom.com/3.5.k-2.s) - [3.5.K-2.T](https://www.knowatom.com/3.5.k-2.t) - [3.5.K-2.U](https://www.knowatom.com/3.5.k-2.u) - [3.5.K-2.V](https://www.knowatom.com/3.5.k-2.v) - [3.5.K-2.W](https://www.knowatom.com/3.5.k-2.w) - [3.5.K-2.X](https://www.knowatom.com/3.5.k-2.x) - [3.5.K-2.Y](https://www.knowatom.com/3.5.k-2.y) - [3.5.K-2.Z](https://www.knowatom.com/3.5.k-2.z) - [3.5.K-2.AA](https://www.knowatom.com/3.5.k-2.aa) - [3.5.K-2.BB](https://www.knowatom.com/3.5.k-2.bb) - [3.5.K-2.CC](https://www.knowatom.com/3.5.k-2.cc) - [3.5.K-2.DD](https://www.knowatom.com/3.5.k-2.dd) - [1.LS.1](https://www.knowatom.com/1.ls.1) - [Asking questions and defining problems](https://www.knowatom.com/asking-questions-and-defining-problems) - [Developing and using models](https://www.knowatom.com/developing-and-using-models) - [Planning and carrying out investigations](https://www.knowatom.com/planning-and-carrying-out-investigations) - [From Molecules to Organisms: Structures and Processes 5](https://www.knowatom.com/from-molecules-to-organisms-structures-and-processes-5) - [Developing Possible Solutions](https://www.knowatom.com/developing-possible-solutions) - [Analyzing and interpreting data](https://www.knowatom.com/analyzing-and-interpreting-data) - [Structure and Function](https://www.knowatom.com/structure-and-function) - [Optimizing the Design Solution](https://www.knowatom.com/optimizing-the-design-solution) - [Constructing explanations and designing solutions](https://www.knowatom.com/constructing-explanations-and-designing-solutions) - [Defining and Delimiting Engineering Problems](https://www.knowatom.com/defining-and-delimiting-engineering-problems) - [Engaging in argument from evidence](https://www.knowatom.com/engaging-in-argument-from-evidence) - [Obtaining evaluating and communicating information](https://www.knowatom.com/obtaining-evaluating-and-communicating-information) [![New call-to-action](https://no-cache.hubspot.com/cta/default/347944/b5a1446e-d782-4a5f-a019-0b3b98c8304f.png)](https://cta-redirect.hubspot.com/cta/redirect/347944/b5a1446e-d782-4a5f-a019-0b3b98c8304f) Standards citation: NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. 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