Since the adoption of the Next Generation Science Standards, we have been including more engineering activities in our third-grade curriculum. During these activities, our students have been embodying many science and engineering practices and even testing out new ideas without our prompting. Yet, when we asked students what they learned about the activity, they said, "We learned to make a bridge" or "We learned how to make a good parachute." Students had learned seemingly little about science or engineering from the activities -- and that bothered us. Sometimes classroom activities that appear to be effective on the surface do not help students deeply understand science concepts, which Moscovici and Nelson (1998) refer to as "activitymania." We wanted our students to go deeper. To move beyond "activitymania," we engaged our students with nature of technology and engineering.