STEM Challenge: Hazardous Hurricanes!2nd Grade Grade: Unit 1

Original Challenge: Marcia Gridine, Delsy Brazell, Nicole Hydara, Jaclyn Neil: Modified by Kim SpiveyChallenge Beep! Beep! Beep! Your mom’s phone just made this very loud noise! “What is that?” Mom explained that it was an electronic alarm

provided by the National Weather Service warning us to prepare for the possibility of a hurricane. She continued to explain that because of technology, people are able to communicate all over the world. Mom continued to tell us that now the world has provided us with important apps that can give us instant information to keep our community safe. So, using her IPhone 8, she typed in www.wistv.com weather app to find out what exactly was happening! Ben Tanner, our local meteorologist, explained that our community needed to prepare for this hurricane because it has maximum sustained winds of 100 miles per hour! He also warned us of potential and damaging flooding too! WOW! What can we do to help?GOAL: Create a structure that can withstand hurricane-forced winds (blow dryer!) and dangerous rain which could cause flooding. You will work in groups of 3 to develop a model of a structure that could keep people within our community safe from strong winds or dangerous flooding. (Be sure to emphasize the flood of 2016!)

Standard 2.E.2A.1-Analyze and interpret data from observations and measurements to describe local weather conditions (including temperature, wind, and forms of precipitation2.E.2A.3-Develop and use models to describe and compare the effects of wind (moving air) on objects2.S.1B-Construct devices or design solutions to solve specific problems or needs: (1) ask questions to identify problems or needs, (2) ask questions about the criteria and constraints of the devices or solutions, (3) generate and communicate ideas for possible devices or solutions, (4) build and test devices or solutions, (5) determine if the devices or solutions solved the problem, and (6) communicate the results. ISTE:Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

1. Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

2. Students apply digital tools to gather, evaluate, and use information. 3. Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions

using appropriate digital tools and resources. **Special Note: Teachers should discuss and display the South Carolina Profile of a Graduate Poster daily so that students understand that they are preparing for college and career readiness through world class knowledge and life skills. Teacher will be looking for this during constructing and sharing time. Teacher may want to provide a rubric so that students learn and demonstrate on a daily basis. Day 1 Day 2 Day 3 Day 4/5

Materials Read Aloud BooksHurricane Hotlists available on computers/IPads

Read Aloud BooksHurricane Hotlists available on computers/IPads

Construction paper/cardstockFoamCardboardPopsickle SticksPlywoodTape/GlueScissors

Design Challenge Rubric(Developed by teacher)Camera for photos or recordingsOptional: Student Critique Sheet (as they listen to others present)

ClayToilet/Paper Towel RollsToothpicksClothespinsBlow DryerPipe Cleaners

Engage(Hook or Launch)

Read Aloud: Have a video playing when students come into the room with strong winds (Wizard of Oz Tornado would be great if it would frighten the kids) or have this quick setup ready to show your kids:https://youtu.be/bTFcgtCAXVE (pose questions like: “What happens when I stir it faster? Slower? Different ways? Hot water? Cold water?) This really hooks their interest!Magic School Bus: Inside a Hurricane; Yesterday We Had a Hurricane Ask: T.T.W. prepare posing questions with varied levels of DOK so that students understand the vocabulary/definition of a hurricane. Teacher will build background using the resources within the Pacing Guide and Units of Study so that they thoroughly understand hurricanes. The teacher will use advanced organizers such as a Tree Map or Multi-Flow Map to teach the crosscutting concepts of Cause-N-Effect and patterns.

Read Aloud: Online book about hurricanes. (www.getepic.com) good resource.Ask: Prepared questions and discuss misconceptions so that students have a greater understanding; especially the effects of hurricanes on communities. Teacher will address vocabulary using a variety of strategies within the lesson. Active Literacy: Complete the Extension Activity listed below

Pose Challenge:(See Above)Review: Vocabulary and Design ChallengeAsk: Questions for Clarification

Share and test structuresProvide students with a recording sheet for observations or have them use their science note-booking for recording observations/results/effects

Explore Parameters/Constraints: Parameters/Constraints: Parameters/Constraints: Parameters/Constraints:

Teachers need to provide opportunities to:Turn and Talk Stop and JotImplement Discourse Strategies such as:*Gallery Walk *Snowball*Jigsaw*Fish BowlGet the kids talking about what they are learning!Use progress monitoring tools to document conversations/understandingsor misunderstandings.

Extension Activity Constraints:*Can use paper or technology*Must have drawings, headings, subheadings, narrative*All grammar and spelling must be correct*Neat and organized*Must have 4 safety facts (researched with credit listed)*Sharing must be clear, loud, fun, and creative!

Design Challenge Day*Must complete the design process template before constructing (illustrate and write)*Everyone must have a role and participate*Build a structure using at least 6 of the materials provided* Must have a roof, 4 walls, a door*8 Minutes to plan your design*25 Minutes to construct*Must be able to write down 3 questions you have about the design*Determine if your product was a success and why (in writing)*Communicate results by explain your design to your classmates

*Students will demonstrate world class knowledge and life skills as they present and listen to others.

Extend/Explain The teacher will facilitate a discussion about hurricanes and their effects on the community. The teacher will use an advanced organizer to teach cause and effect. The teacher will model using the advanced organizer and then provide opportunities for students to practice together and then independently for a thorough understanding. Teacher will assess understanding by providing an advanced organizer of cause and effect for students to complete. Teacher will pose the following questions to students:*How does the weather affect our community?*How do people prepare for certain weather conditions?*How does the weather in different regions vary, and how would those structures be built?*What materials would be better for different kinds of structures?The teacher will continue to build background, ask questions, and clarify misconceptions. The teacher will use the resources within the Units of Study to support instruction. The teacher will be sure to connect to real-world by sharing stories/photos/experiences of past hurricanes in our state or community. Students will then begin to use the Design Process to plan for their structure. They will then construct, test, and communicate results. After testing the plan students must discuss and write in 2 column notes in their science notebooks: What Worked, What didn’t Work, and add changes to their design picture in a different color.

Students get to test their final design, after explaining their original findings and changes to the teacher/class.Extension Activity: The students can use paper or technology to create a safety Info-graphic (www.easel.ly.com) about hurricane safety tips. They can include where the community can go for their “new” hurricane-safe structure. Make sure they prepare a rough draft and integrate the writing process along with the development of their final product. The students could advertise their structure (teach about advertisement) by creating a commercial, television spot, role-play, etc.

Evaluate Provide a Design Rubric for Final Product that includes:*Design Process Utilization*Participation/Teamwork*Adherence to Constraints of final product*Communication (Listening and Speaking when sharing) *Research*Active Literacy (Note-booking or journaling)*Create a Student Recording Sheet (Time/Parts/Observations/Etc.)

Evaluate the group’s sturdiness of their product by using a blow dryer as the hurricane force wind. Have students draw their observations of what happens when you use low air, medium air, and high air. Record how long their structure held up the longest with the least damage and discuss whose structure would be best to keep our community safe. Take photographs of structures and put in www.seesaw.comFor students to label which parts of their structure did not hold up and to make comments about each other’s structures.

Appropriate Design Challenge Templatehttp://www.childrensengineering.com/CEEDesignLoop2010.pdf

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