Design A Helmet
GRADES 3-5

Design A Helmet

Driving Question:

How can we use nature’s ideas to create a protective helmet?

Activity Overview:

Nature's been designing protection for millions of years. Now it's your turn! Students explore how plants and animals use external parts to stay safe, then borrow those ideas to design a helmet for a stuffed friend. Students choose a biological inspiration (shell, quill, feather, root, leaf, or scales), sketch a plan, and build a cardboard prototype using the ChompSaw. Then they put it to the test with a soft-ball drop and share what worked and what they'd change.

Vocabulary
Assessment

Learning Objectives

  • I can name an animal or plant part and tell how it helps keep that organism safe.
  • I can make a helmet that copies that part to protect someone’s head.
  • I can show how my helmet works and say one thing I will improve.

Slide Deck

Download Slides

Full Materials List

Lesson Plan

Lesson Slides

Vocabulary Slides for frontloading

Brainstorming Worksheet

1 per student

Testing Worksheet

1 per student

Assessment

1 per student

Chompsaw(s)

1 per 5 students

Cardboard

1 sheet per student

Tape, glue

1 per group

Medium sized stuffed animal (Students can bring their own in to test on)

1 per student

Supplies to create a helmet strap (Possible Options: yarn, paper clips, brad fasteners, hole punch & pipe cleaners, cardboard connectors, Makedo screws)

Varies

Preview/Background Knowledge

  • Students should have a basic understanding that animals and plants have external parts (shells, feathers, quills, roots, scales)
  • Students should be able to explain that external parts can serve a purpose, such as keeping an organism safe
  • Students should have an introductory understanding of what a prototype is and that designs can be tested and improved
Prep Instructions

1. Print and Prep

  • Brainstorming Worksheet (one per student)
  • Testing Worksheet (one per student)
  • Assessment (one per student)

2. Gather Materials

  • ChompSaw(s) and cardboard
  • Tape and glue
  • Helmet strap supplies — choose one or offer a few options: yarn, paper clips, brad fasteners, hole punch and pipe cleaners, cardboard connectors, or Makedo screws
  • Medium sized stuffed animals for testing (ask students to bring one from home ahead of time, or have a few on hand as backups). Tip: A stuffed animal with a bigger head will be easier for students to design a helmet for.
  • A soft ball for the drop test

3. Set up your slides

  • Pull up the Vocabulary Slides ahead of time for any students who need language frontloading
  • Have the lesson slides ready in slideshow view. Several slides use animations that reveal labels and features, so clicking order matters
  • On the materials slide, edit the list to reflect what's actually available in your classroom

4. Prep your ChompSaw station

  • If you have multiple ChompSaws, group students in fives for the cutting step
  • If you only have one, plan to call students up individually as they finish designing on their cardboard, while the rest of the class continues brainstorming or sketching

5. Set up your test station

  • Designate a spot where students can drop the soft ball onto their stuffed animal's helmeted head
  • If the class is sharing one stuffed animal, plan to rotate groups through the station

(Optional) prep for differentiation:

  • Pre-cut shell or scale shapes and prepare strap kits for students who need fine motor support
  • For advanced students, prepare a second recording sheet so they can document a two-part test (ball drop and desk fall) and sketch a Version 2 design
Extensions

Invent a New Animal Challenge

  • Students invent a brand-new animal with its own unique protective feature, then design a helmet based on that made-up feature.
    • Students must:
      • describe their invented animal and its protective feature
      • explain how that feature inspired their helmet design
      • sketch and label their helmet plan
    • Example
      • "My animal has bouncy skin that makes things bounce off — so my helmet has a curved, springy outer layer!"

Shark Tank Pitch

  • Students turn their helmet into a mini product pitch and present to the class.
    • Presentations must include:
      • the plant or animal that inspired the design
      • how that feature protects
      • why their helmet is the best
    • After all presentations, the class votes on:
      • Most Creative Design
      • Most Protective Design

Redesign Challenge

  • Students review their test results, sketch a Version 2 design, and improve their helmet.
    • Students must:
      • identify at least one thing that didn't work in their first design
      • draw and label their Version 2 plan
      • rebuild at least one part of their helmet and retest