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What standard(s) am I teaching?

What do I want students to know and understand?

What are my lesson objective(s)?

What do my students need before coming into this lesson?

How will I focus on rigor and relevance in this lesson?

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What am I going to use/not use?

What do I need to adjust?

What is my plan for implementation with the materials?

Are these materials and my instructional design meeting all students' needs?

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What instructional delivery method will I use?

How will I create opportunities for strategic productive struggle?

What teacher moves will I use (e.g., explicit teacher talk, modeling, providing support based on specific student struggles)?

How will I provide opportunities for cooperative learning in my lesson?

Where will students be leading the work?

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What resources am I using to teach the standard(s) and move students toward mastery of my lesson objective(s)?

What resources in my curriculum are useful here?

What is missing from my curriculum resources?

Where can I find resources to support the curriculum I already have?

Where can I make connections to other subject areas and find the resources to do so?

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What do I have?

What is missing?

How am I supporting diverse student needs?

How will I provide multiple access points for equitable student engagement?

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How can we build a structure that will withstand a hurricane or big storm?

After reading "When the Wind Blows", children will be challenged to create a house that would withstand a storm, testing their structures out with a fan to make sure that it will keep standing.

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Materials
Process
Demonstrate the speed for the students. Place the hut design on a table or stool. The hair dryer or small fan should be held 12 inches away from the hut design. Point the hair dryer or small fan on full speed toward the hut design for 10 seconds. If the hut does not blow off the table or stool and stays in place for 10 seconds, they have succeeded.

Design Challenge

You are a team of engineers all working together to design and build a hut that can withstand a wind storm. The hut must be no bigger than 36 square inches and at least 5 inches high. It must have a working door.

Criteria

The hut cannot be bigger than 36 square inches

The hut must be at least 5 inches high

The hut has to have a working door

The hut must withstand a windstorm for 10 seconds

Use the tape sparingly

Constraints

The hut cannot be taped to the table or stool during construction or testing

Use only the materials provided

Procedure

1. Break class into teams of 4.

2. Review the Engineering Design Process, Design Challenge, Criteria, Constraints and Materials.

3. Instruct students to start brainstorming and sketching their designs.

4. Provide each team with their materials.

5. Explain to the students that they have to create a hut that is not bigger than 36 square inches - that is at least 5 inches high - and has a working door. The hut must withstand a windstorm for 10 seconds. The windstorm will be created by using a hair dryer or small fan on full speed.

6. Announce the amount of time they have to design and build (20-25 minutes recommended).

7. Use a timer or an on-line stopwatch (count down feature) to ensure you keep on time. (www.online-stopwatch.com/full-screen-stopwatch). Give students regular "time checks" so they stay on task. If they are struggling, ask questions that will lead them to a solution quicker.

8. Students meet and develop a plan for their hut. They agree on materials they will need, write/draw their plan, and present their plan to the class.

9. Teams build their designs.

10. Test the hut designs using the hair dryer or small fan.

11. Teams should document the results using the rubric.

12. As a class, discuss the student reflection questions.

Student Reflection (engineering notebook)

1. What would you change if you could change your design?

2. What did you learn from the other team's designs?

3. How did you work together as a group?

Time Modification
The lesson can be done in as little as 1 class period for older students. However, to help students from feeling rushed and to ensure student success (especially for younger students), split the lesson into two periods giving students more time to brainstorm, test ideas and finalize their design. Conduct the testing and debrief in the next class period.

The lesson can be done in as little as 1 class period for older students. However, to help students from feeling rushed and to ensure student success (especially for younger students), split the lesson into two periods giving students more time to brainstorm, test ideas and finalize their design. Conduct the testing and debrief in the next class period.

The Engineering Design Process

1. What is the problem you want to solve? What is your challenge?

2. Develop Solutions
Think about all the possible options you can identify to solve the challenge. Brainstorm as many solutions as possible.

3. Compare your solutions, test them, and consider which one will do the best job of solving the problem.

And, throughout....Communicate
At each step in the process talk with your team members so everyone can contribute ideas and be a part of the process. Good communication is very important to the engineering design process.
Your Challenge

1. Define
Your challenge is to develop a hut out of provided materials that will withstand a windstorm.

2. Develop Solutions
As a team, look at the materials you have to work with, and consider lots of solutions to the challenge. Be sure to talk about options and consider the materials.

3. Optimize
Agree on which design solutions are most likely to work, sketch them, and then build your design. You may make changes as necessary... and be sure to test how wind impacts the design

Vocabulary

Criteria: Conditions that the design must satisfy like its overall size, etc.

Engineering Design Process: Process engineers use to solve problems.

Engineering Habits of Mind (EHM): Six unique ways that engineers think.

Iteration: Test & redesign is one iteration. Repeat (multiple iterations).

Prototype: A working model of the solution to be tested.

Rubric: A scoring guide used to evaluate performance, a product, or a project.

Alignment to Curriculum Frameworks

Note: Lesson plans in this series are aligned to one or more of the following sets of standards:

Next Generation Science Standards - Grades K-2 (Ages 5-8)
K-2-ETS1-1 Engineering Design

Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
K-2-ETS1-2 Engineering Design

Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

Standards for Technological Literacy - All Ages
Design

Standard 8: Students will develop an understanding of the attributes of design.

Standard 9: Students will develop an understanding of engineering design.

Standard 10: Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving.

1. Define
What is the problem you want to solve? What is your challenge?

2. Develop Solutions
Think about all the possible options you can identify to solve the challenge. Brainstorm as many solutions as possible.

3. Optimize
Compare your solutions, test them, and consider which one will do the best job of solving the problem.

And, throughout....Communicate
At each step in the process talk with your team members so everyone can contribute ideas and be a part of the process. Good communication is very important to the engineering design process.

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Process Demonstrate the speed for the students. Place the hut design on a table or stool. The hair dryer or small fan should be held 12 inches away from the hut design. Point the hair dryer or small fan on full speed toward the hut design for 10 seconds.

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Stormy Skies Unit | Lesson 4 of 4

Stormy Skies Unit | Lesson 4 of 4

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DISCUSS (1 of 2):

Do you have strong winds where you live?

Have you ever experienced a natural hazard like a tornado, hurricane, or dust storm?

DISCUSS (2 of 2):

What kind of problems do you think strong winds cause?

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DISCUSS:

How could you protect your house during a windstorm?

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How can you keep a house from blowing away in a windstorm?

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In this lesson, students explore the effects of natural hazards, such as tornadoes, hurricanes, and dust storms.

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Mystery Science respects the intellectual property rights of the owners of visual assets. We make every effort to use images and videos under appropriate licenses from the owner or by reaching out to the owner to get explicit permission. If you are the owner of a visual and believe we are using it without permission, please contact us -we will reply promptly and make things right.

sunnny path in park by Image used under license from Shutterstock.com: Adam MeInyk

kid staring at the sky by Image used under license from Shutterstock.com: Zurijeta

morning storm by Ali A , used under CC BY

thunder audio clip by juskiddink , used under CC BY

elderly man on porch by Image used under license from Shutterstock.com: All kind of people

lightning in the distance by Margaret Nissen

leaves blowing in the wind by Mike Seidel

boy shivering cold by Showface

severe thunderstorm by BikeGeedMTDX

clouds in the sky by epSos.de

cumulonimbus mushroom cloud by Sfortis

flag waving in the wind by M.D. Rusch , used under CC BY

boy looking at sky with binoculars by Image used under license from Shutterstock.com: Blacqbook

boy looking out at the sea by Image used under license from Shutterstock.com: urbans

boy pointing at sky by Image used under license from Shutterstock.com: Michael Levy

boy with windmill by Image used under license from Shutterstock.com: mimagephotography

little boy thinking by Image used under license from Shutterstock.com: Olena Zaskochenko

little boy pointing up by Image used under license from Shutterstock.com: Olena Zaskochenko

kid looking out the window by Image used under license from Shutterstock.com: Tomsickova Tatyana

boy riding a bike by Image used under license from Shutterstock.com: AlexussK

hiker on a mountain by Image used under license from Shutterstock.com: Olga Danylenko

american flag by Image used under license from Shutterstock.com: Quang Ho

cumulus cloud by Phillip Halling , used under CC BY

little girl on a windy day by Image used under license from 123rf.com: Franck Boston

heavy rain by Image used under license from Shutterstock.com: bikeriderlondon

snowy bench by Image used under license from Shutterstock.com: Adam Gryko

sunny park by David Mark , used under Public Domain

view outside the window by Phillip Brewer

storm watching crew by Hokiestorm

hand pointing to the sky by Image used under license from Shutterstock.com: quingquing

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Mystery Science respects the intellectual property rights of the owners of visual assets. We make every effort to use images and videos under appropriate licenses from the owner or by reaching out to the owner to get explicit permission.

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Testing Materials - Activity 2 - Shade the Groundhog Process
Shut off all the lights, have the students put the groundhog in their structure and test the opacity of the structure using a flashlight.

Design Challenge
Activity 1 - Shadow Walk

You are a team of engineers learning how to compare shadows. You will learn why shadows are bigger or smaller and why they can be different shapes.

Activity 2 - Shade the Groundhog

You are a team of engineers working together to design and build a structure to keep a groundhog from seeing its shadow. Your structure needs to have a door so the groundhog can enter for shelter.
Criteria Constraints

Use only the materials your teacher has given you

Activity 1 - Shadow Walk (this activity needs to be done on a nice, sunny day)

1. Break class into teams of pairs.

2. Give each pair a clipboard, one or two crayons, and a piece of paper labeled "shadows."

3. Tell students that they are going on a walk around the block. As they walk, ask them to pay attention to the shadows shape and location.

4. Have student teams draw the object, the shadow, and the location of the sun on their paper. Find some interesting shadows that are close to each other. Have them compare shadows, consider which ones are bigger, or different shapes, and why. Ask students to see whether all shadows are the same size as its object.

5. Ask questions regarding the different shapes and sizes of shadows that they see.

6. Bring the students back to classroom and have them share their work with the class - record observations.

7. Discuss - Where were the shadows? Will they be in the same place after school? Why not? Why were shadows different sizes?

Activity 2 - Shade the Groundhog

1. Break the class into teams of 2-3.

2. Hand out the Student Resource and Design Space worksheet.

3. Display the toy animal to students and ask them to write down the dimensions of the toy.

4. Explain that the students will be working in teams to design and build a structure to prevent the groundhog from seeing it shadow. Add that the structure needs to be designed with a door that the toy they see can fit through to enter the shelter.

5. Explain to students that they will have 40 minutes to design and build their structure.

6. Use a timer or an on-line stopwatch (count down feature) to ensure you keep on time. (www.online-stopwatch.com/full-screen-stopwatch). Give students regular "time checks" so they stay on task. If they are struggling, ask questions that will lead them to a solution quicker.

7. Explain that they have limited materials to use, and provide the size of the toy/stuffed animal, but do not allow students to test their design using the actual toy animal...just provide the size.

8. After students look at all the materials available, they should be encouraged to brainstorm and sketch their initial design on the worksheet.

9. Once they all agree on the design for their structure, they can gather materials and begin building.

10. Encourage students to carefully measure their door opening and use a flashlight to test the opacity of their design.

11. Once all groups are done, shut off all the lights, have the students put the groundhog in their structure and test the opacity of the structure using a flashlight.

12. Lead a group discussion touching on questions in the Reflection Section below.

Optional Extension
Shadow Puppets: Have students cut figures from paper and glue to a craft stick to make puppets. Create shadows on the wall using a flashlight. Students can create a story to accompany their puppets and present as a play to the class.

Playground Chalk Drawing: Encourage students to create, trace, and label shadows on the playground with chalk. If the shadow traced is from a permanent object (basketball stand, trash barrel, mailbox), take students out a few hours later to see the how the shadows have moved from the chalk lines created earlier.
Student Reflection

1. What materials did your group use? Why?

2. After testing your structure, would you have changed the original design?

3. How? What could have been improved?

4. Which designs of other teams inspired you? Why?

The lesson can be done in as little as 1 class period for older students. However, to help students from feeling rushed and to ensure student success (especially for younger students), split the lesson into two periods giving students more time to brainstorm, test ideas and finalize their design. Conduct the testing and debrief in the next class period.

Criteria: Conditions that the design must satisfy like its overall size, etc.

Engineers: Inventors and problem-solvers of the world. Twenty-five major specialties are recognized in engineering ( see infographic ).

Engineering Design Process: Process engineers use to solve problems.

Engineering Habits of Mind (EHM): Six unique ways that engineers think.

Iteration: Test & redesign is one iteration. Repeat (multiple iterations).

Opaque: A material that does not allow light to pass through it

Prototype: A working model of the solution to be tested.

Shade: Darkness and coolness caused by shelter

Shadow: A dark shape made when an object comes between light and surface

Solar Power: Energy that comes from the sun

Sun: A ball of gas that gives us heat and light

Recommended Reading

"Groundhog's Runaway Shadow," by David Biedrzycki (ISBN-13: 978-1580897341)

"What Makes a Shadow?," by Clyde Robert Bulla (ISBN-13: 978-006022916

Alignment to Curriculum Frameworks

Note: Lesson plans in this series are aligned to one or more of the following sets of standards:

Next Generation Science Standards - Grades K-2 (Ages 5-8)
K-PS3-1 Energy

Make observations to determine the effect of sunlight on Earth's surface/
K-PS3-2 Energy

Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on Earth's surface.
K-2-ETS1-1 Engineering Design

Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
K-2-ETS1-2 Engineering Design

Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

Next Generation Science Standards - Grades K-2 (Ages 5-8)
K-2-ETS1-1 Engineering Design

Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
K-2-ETS1-2 Engineering Design

Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

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Testing Materials - Activity 2 - Shade the Groundhog Process Shut off all the lights, have the students put the groundhog in their structure and test the opacity of the structure using a flashlight. Design Challenge Activity 1 - Shadow Walk You are a team of engineers learning how to compare shadows.

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II.C.1. Approaches daily activities with creativity and inventiveness
II.D.1. Demonstrates some planning and learning from experiences

VI.F.1. Shows interest and understanding of how simple tools and machines assist with solving problems or creating objects and structures
Benchmark a.
Identifies problems and tries to solve them by designing or using tools (e.g., makes a simple tent with a chair and cloth for protection from the sun)
Benchmark d.
Invents and constructs simple objects or more complex structures and investigates concepts of motion and stability of structures (e.g., ramps, pathways, structure, Legos, block building and play)

VI.F.1. Demonstrates knowledge related to the dynamic properties of earth and sky
Benchmark e.
Uses appropriate vocabulary to discuss climate and changes in the weather and the impact it has on their daily lives (e.g., types of clothing for different environments)

VI.C.1. Demonstrates knowledge related to physical science
Benchmark e.
Explores the relationship of objects to light (e.g., light and shadows)

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Spring weather can be exciting!

When wind chimes start singing and clouds race across the sky, one little guy knows just what to do-grab his kite!

But as the kite soars, the wind picks up even more, and soon he and his grandma are chasing the runaway kite into town. As they pass swirling leaves, bobbing boats, and flapping scarves, breezes become gusts and the sky darkens. Rain is on the way! Can they squeeze in one more adventure before the downpour?

Scenes rich with springtime details for little eyes to follow and lyrical verse that captures the changeable mood of the weather make this perfect for spring story times.

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When the Wind Blows [Sweeney, Linda Booth, Christy, Jana] on Amazon.com. *FREE* shipping on qualifying offers. When the Wind Blows

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A storm and its sunny aftermath come to life through gorgeous art and lyrical text.

What do you do when the clouds roll in,
When the wind chimes clang and the weather vanes spin?

When stormy skies threaten, people stock up on supplies, bring in their outside toys, and check the news for updates. And during the storm, if the power goes out, they can play games and tell stories by candlelight. But what do animals do? They watch and listen, look for a cozy den or some other sheltered spot, and hunker down to wait. After the storm, while the people are cleaning up their yards, making repairs, and checking on the neighbors, the animals emerge from their hiding places and shake off the rain. And everyone is happy to be out in the sunshine again, grateful for better weather and the company of friends.

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Amazon.com: When the Storm Comes: 9780399546099: Ashman, Linda, Yoo, Taeeun: Books

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Cloudy With a Chance of Meatballs [Barrett, Judi, Barrett, Ronald] on Amazon.com. *FREE* shipping on qualifying offers. Cloudy With a Chance of Meatballs

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How can we create a structure to protect us from sun/wind/rain storm?

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Children will explore with materials to figure out what they will need to do to create a structure that will withstand wind.

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Children can plan and design their structure based on the type of weather they will be protecting themselves from. What does it need to block the sun? Protect from rain? Stay standing in windy weather?

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Children will build their structures. Possible materials: paper, tape, cardboard, wood, string?, glue, sticks

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Children will test their structures. Possible ways to test it out: if they are protecting from sun, they can use a flashlight - does the test subject stay out of light when shined on structure. Wind: use a fan to see if it stays standing. Rain: spray bottle to test.

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Students will improve their structures if they don't work.

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This resource has children create a structure so that the groundhog does not see his shadow. This would not be the right time for this, but could be adapted to protect someone from being in the direct sunlight. Maybe they need to design a structure where some can still be outside but not in sunlight.

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Desert Island Survival/How can You Keep a House From Blowing Away...? 

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Desert Island Survival/How can You Keep a House From Blowing Away...? 

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These resources are both activities that address a how to build a structure that will not blow down/away. The Desert Island Survival activity was better, I thought, since it seems more open ended to students and provides more creativity.

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This didn't really use the engineering design process, however I thought students could potentially build a structure that would protect someone from rain/rain storm.

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When the Storm Comes/When the Wind Blows

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When the Storm Comes/When the Wind Blows

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These could both be good books to launch this lesson, thinking about how they could create a structure to protect them in a storm.

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This is another option for a direction for the lesson to go. After reading this book, children could be challenged to create a structure that protects them from meatballs and other food falling from the sky, such as in the book. They could test it out with throwing pom poms for meatballs at the structure? Do they get inside?