Zoo Engineering Challenge Pilot

Zoo Pilot: Upper Elementary Research Pilot

By: Antonia Llull, MOT, OTR/L │ Founder and Clinical and Program Director

Inclusive, OT-Informed Project-Based Learning (PBL): Strengthening Executive Function, Collaboration, and Problem-Solving in K–5 Learners

Findings from One of Two Pilot Studies Using Hands-On, Multisensory PBL Experiences in Diverse Learning Settings

Pilot Overview

Upper Elementary PBL: Hands-On Habitat Design Challenge

Build a Zoo Pilot Summary

Children ages 8–10 (Grades 3–5 functioning range) from microschool, private, and homeschool settings participated in a six-session OT-informed engineering PBL unit focused on designing animal habitats.

Students represented diverse learning profiles, including autism, ADHD, anxiety, dyslexia, dyscalculia, OCD, and typically developing learners. The project emphasized iterative building, testing, collaboration, and reflection, strengthening executive function, problem-solving, and social-emotional learning.

Overview of the Zoo Pilot

Participants & Design

16 students across two classes
Small collaborative groups (2–4 students)
Six structured engineering PBL sessions
Warm-ups targeting motor planning and material fluency
Reflection routines supporting metacognition and SEL
Moderate scaffolding to promote independence and creativity

Problem, Need & Rationale

Across K–5 classrooms, many students struggle with planning, sequencing, frustration tolerance, and collaborative problem-solving. While PBL offers powerful learning opportunities, educators often need models that intentionally integrate executive function, SEL, and inclusion.

This pilot explored how structured, hands-on engineering challenges support whole-child development in both general education and neurodiverse learners.

Quantitative Findings

Zoo Engineering Challenge Outcomes

Overall Growth by Skill Domain
Students demonstrated measurable growth across all 11 developmental domains, with strongest gains in executive function skills such as planning, organization, cognitive flexibility, and self-regulation. Warm-up analysis revealed that brief preparatory tasks significantly improved material fluency, design decision-making, and engineering readiness – PDF available below with further details.

Graph 1

Graph 2:

Children showed steady gains in:

Planning
Working memory
Cognitive flexibility
Task initiation
Goal-directed behavior
Self-regulation

Graph 3

Consistent improvements were observed in collaboration, communication, and perspective-taking as students engaged in team-based engineering challenges.

Qualitative Findings

Student Voice & Educator Insights

As the project progressed, children expressed increased confidence, ownership, and creativity. Many described learning through mistakes and improving designs through teamwork.

Photo 1

Children’s Reflections

“At first I didn’t think I could build it.”
“We got better every time.”
“Mistakes helped us find a better way.”
“I didn’t know I was a good engineer.”

Students also began using engineering vocabulary such as structure, base, support, angle, and stability, reflecting emerging STEM identity.

Photo 3

Facilitator Observations

“Children stayed focused longer during building.”
“Leadership emerged in unexpected ways.”
“Warm-ups reduced frustration.”
“Problem-solving discussions grew more complex.”

Implications for Schools

Hands-on, OT-informed PBL supports:

Executive Function Activation through authentic planning and problem-solving
Whole-Child Engagement by integrating motor, cognitive, and SEL systems
Inclusive Practice aligned with UDL principles
STEM Identity Development
Scalable Classroom Implementation with high engagement and minimal prep

Key Takeaway

Photo 4

OT-informed project-based learning meaningfully strengthens executive function, collaboration, and problem-solving for diverse learners. When engineering challenges are hands-on, structured, and iterative, students thrive academically and emotionally.