Author:
Carrie Robledo, Elizabeth Alderson
Subject:
Science
Material Type:
Activity/Lab
Level:
Upper Primary
Tags:
  • 5th Grade
  • NCEngineers
  • Science
  • Stem
  • k5engineers
  • License:
    Creative Commons Attribution Non-Commercial Share Alike
    Language:
    English

    Education Standards

    5th Grade Science Design Project

    5th Grade Science Design Project

    Overview

    This is an end of the year culminating project . Students will work on their own or in pairs to create a house that will help their family to survive the climate of a randomly chosen location. Students will use their knowledge or ecosystems, heating and cooling, and weather prediction and tracking to determine the proper supplies that will be needed to build a house for survival. The project will include weather research, house build planning, creating a mock-up, and presentation to the class. The project will conclude with a video detailing what they would change after collaboration with the class.

    Instructor Directions

     

    5th Grade Science Design Project

    Elizabeth Alderson

    Moore County Schools

     

    Driving Question / ScenarioHow can you use what you know about heating/cooling, weather, and Ecosystems to build a house that will help your family survive?
    Project SummaryThis is an end of the year culminating project . Students will work on their own or in pairs to create a house that will help their family to survive the climate of a randomly chosen location. Students will use their knowledge or ecosystems, heating and cooling, and weather prediction and tracking to determine the proper supplies that will be needed to build a house for survival. The project will include weather research, house build planning, creating a mock-up, and presentation to the class. The project will conclude with a video detailing what they would change after collaboration with the class.
    Estimated TimeThe planning/building part of the project will take approx. 6 hours (6 class periods). You may shorten or lengthen as you see fit. You will also have to add a couple of days on the end for presentation. The following is a recommended schedule:Day 1- Introduction, location picking, possible review of standards.Day 2- Weather data researchDay 3- Mock-up Design planningDay 4/5- Build/Design Mock-upDay 6- Presentation Design/Creation
    Materials / ResourcesAttached are the planning/research documents for you to print and use with students. The materials used to build their home mock-ups can be basic engineering supplies such as cardboard, construction paper, and felt. Remembering that the materials they use to build their mock-up must be comparable to the real materials they would use in the real-world build. Allowing students to bring supplies from home or even do some of the build at home will allow for more accurate mock-ups. If students have issues finding the supplies, have them submit a materials need list.
    Grade5
    Subject(s)Science
    Educational Standards5.L.2.1- Compare the characteristics of several common ecosystems.5.P.3.1- Explain the effects of the transfer of heat that occurs between objects at different temperatures.5.P.3.2- Explain how heating and cooling affect some materials and how this relates to their purpose and practical applications. 5.E.1.1- Compare daily and seasonal changes in weather conditions and patterns.5.E.1.2- Predict upcoming weather events from weather data collected through observation and measurements.
    Project Outline
    AskWhat is the best house you can create to keep your family safe from weather conditions?
    ImagineYou are the world’s greatest home engineer. You have been contracted to design a house for a client in a far away place. You now have to use what you know about weather, heating, and ecosystems to design the perfect house for your client.
    PlanAfter picking a location at random, have the students use the weather research document to record weather data for their location over the past year. They will use this information to design their home. After they have done their research they will need to use their mock-up design document to plan what materials they will need both real-life and for their mock-up as well as draw a plan for building their house. You may supply them with materials as well as allowing the students to bring supplies from home if they wish. They will also need to use the presentation planning document to plan out the flow of their presentation to the class to justify their build and the materials they chose to use.
    CreateThe student will create and build mock-ups of their house with supplies  either/or/both  you provide and supplies they have brought from home. I give students 2 class periods to build their mock-ups as well as create their presentations for the class. The houses should be as real to life as they can do with the supplies they have. If possible have students create a wish list of supplies and see if they can be gotten for the student. The mock-ups should be used as part of the presentation to explain to the class how to stay safe in their climate. Check in with students during the creation process to ensure the houses are purposeful and all materials have a reason.
    ImproveOn presentation days, the students will present their houses and their presentations with the information on the planning document. The goal of the student will be to convince their classmates that they would be safe in their location with the house that was built. Allow time for classmates to ask clarifying questions of the presenter. Really make them prove it. AFTER presentations and after the students have had a chance to collaborate with their peers, give them time to justify any changes to their design in writing or in video form by way of Flipgrid.
    Closure / Student ReflectionsUsing Flipgrid to allow the students a 30sec to 1min debrief will allow the students time to reflect and make any changes they feel are necessary. If you would like to add a writing component this part can be done in written reflection formation.
    Possible Modifications / ExtensionsYou can add a math component by making the student come up with a building budget and selling price for their house. You can include an audio visual aspect by having the student make a video selling their house to the masses even as far as using a green screen with their location in the background. If you would like to limit your student to building supplies that only you have you can do that as well.