The Power of Failure: Engineering Freshwater Success

I wanted to share two recent activities with my Grade 5 students that truly captured the heart of scientific and engineering thinking. The students were completely immersed, asking thoughtful questions and experiencing some fantastic “aha” moments. This post is all about embracing iteration and exploring the powerful interactions that shape our planet.

The Power of Failure: Engineering Freshwater Systems

This project has been redesigned numerous times over the years. It actually began when a Grade 5 teacher came to me with a question: How can we create a hands on investigation about salt water that includes STEAM engineering principles and focuses on data collection and iteration?

That challenge became the foundation for what is now one of our favorite science projects. I was inspired by a MythBusters episode on solar stills, which I now use as a hook to launch the lesson. You can watch it here: MythBusters: Turning Salt Water into Fresh Water.

From there, we worked together to design a project that gave students space to think like engineers while exploring real scientific concepts. I helped to build the structure of the design challenge and guided students as they applied engineering principles to develop their freshwater collection systems.

Designing the Challenge

We began with a simple but powerful goal: design a system that can turn salt water into fresh water through evaporation and condensation.

Students brainstormed, planned, and constructed their initial designs using everyday materials. The first tests almost always end in disappointment — little to no water collected — but this moment of failure is where the learning really begins.

It gave us the perfect opportunity to talk about what engineers actually do: they iterate. We discussed examples of engineers who had to test, fail, and redesign. My students quickly embraced this mindset and were eager to improve their systems.

Iteration in Action

Students evaluated their systems using four key criteria:

1. Collect as much freshwater as possible.

2. Collect the water in a container.

3. Condense water vapor into liquid water.

4. Prevent water vapor from escaping.

Then came the redesigns. Some groups used black paper to absorb more sunlight and heat the water faster, though a few accidentally covered their containers entirely, blocking the sunlight completely. Others used aluminum foil to reflect sunlight and direct more heat into their systems. A few of these designs worked impressively well.

Students recorded their results in graduated cylinders, compared data, and discussed which variables seemed to make the biggest difference. This stage was filled with curiosity and problem solving as students debated what changes to make next.

What We Learned

Through this hands on investigation, students learned that engineering and science share the same heart — observation, testing, and iteration. They began to understand that real progress often happens through small, thoughtful adjustments rather than perfect first attempts.

The project also connected directly to our Earth systems unit, linking the process of evaporation and condensation in their models to the natural water cycle powered by the sun.

Why It Worked

This project worked because it had a purpose and because it gave students freedom to explore within clear constraints. They had to apply scientific reasoning, collect and analyze data, and communicate their results. But most importantly, they got to experience the process of learning through design.

The classroom was full of excitement, laughter, and a fair share of surprises, but underneath it all was genuine discovery.

Teacher Tips: Try This in Your Classroom

• Timing: The project works best over two to three class periods, one for building, one for testing, and one for redesign and data analysis.

• Materials: Clear plastic wrap, tape, bowls, salt water, cups, black paper, aluminum foil, small rocks, and a heat source (sunlight or lamps).

• Data Collection: Use graduated cylinders or syringes to measure freshwater collected. This keeps the math and science integration strong.

• Discussion Hook: Show the MythBusters video to inspire curiosity before revealing the challenge.

• Encourage Iteration: Celebrate first failures and invite redesigns. Ask questions like, “What could you change?” or “What variable might make the biggest difference?”

• Real World Connection: Link the experiment to global water issues and the importance of engineering in solving real environmental challenges.