# data[].attributes.body
This awesome online program allows users to create engaging presentations, graphs, infographics, surveys, and heaps more!

# data[].attributes.attachment_link.readable_text
Asset management

Easily store, organize and search the assets and designs for your team's projects. Whether you're creating a presentation, report, or infographic, find all your uploaded assets in one place.

# data[].attributes.attachment_link.title
Create Presentations, Infographics, Design & Video | Visme

# data[].attributes.attachment_link.description
Create professional presentations, interactive infographics, beautiful design and engaging videos, all in one place. Start using Visme today.

# data[].attributes.body
Nearpod in an interactive lesson creator designed with simplicity in mind for educators to build a digital classroom!

# data[].attributes.attachment_link.title
Nearpod: Foster a love of learning in every student

# data[].attributes.attachment_link.description
Create active learning experiences students can’t wait to be a part of.

# data[].attributes.body
An array of different concept maps and how to use them correctly

# data[].attributes.attachment_link.title
Concept Maps and How To Use Them - Educational Technology

# data[].attributes.attachment_link.description
Concept maps help our brains take in information, mostly when there is visual information. The maps help us to see the big picture along with the

# data[].attributes.body
This awesome online program allows users to create engaging presentations, graphs, infographics, surveys, and heaps more!

# data[].attributes.attachment_link.readable_text
Asset management

Easily store, organize and search the assets and designs for your team's projects. Whether you're creating a presentation, report, or infographic, find all your uploaded assets in one place.

# data[].attributes.attachment_link.title
Create Presentations, Infographics, Design & Video | Visme

# data[].attributes.attachment_link.description
Create professional presentations, interactive infographics, beautiful design and engaging videos, all in one place. Start using Visme today.

# data[].attributes.body
Nearpod in an interactive lesson creator designed with simplicity in mind for educators to build a digital classroom!

# data[].attributes.attachment_link.title
Nearpod: Foster a love of learning in every student

# data[].attributes.attachment_link.description
Create active learning experiences students can’t wait to be a part of.

# data[].attributes.body
CapCut makes video and audio recording and editing a breeze! A definite must for podcasts, vlogs, and documentaries!

# data[].attributes.body
Great lesson ideas for educators integrating digital technologies into the classroom!

# data[].attributes.attachment_link.readable_text
These lesson ideas can be used to teach the key concepts of the Digital Technologies curriculum.

Elemental learning design

Many of the lessons are based on the Elemental learning design. Take a closer look at the learning design.

# data[].attributes.attachment_link.description
These lesson ideas can be used to teach the key concepts of the Digital Technologies curriculum. Many of the lessons are based on the Elemental learning design. Take a closer look at the learning design.

# data[].attributes.body
More than 20 possible lesson ideas to assisted teachers in making classes more engaging with use of digital technologies!

# data[].attributes.attachment_link.title
20+ interactive digital lessons for class tomorrow

# data[].attributes.attachment_link.description
Need some lesson ideas for class tomorrow? The Applied Digital Skills curriculum from Google for Education teaches practical digital skills with free

# data[].attributes.body
A teaching resource based solely around the Australian Curriculum, with lesson plans designed to satisfy the general capabilities set by ACARA!

# data[].attributes.attachment_link.title
Australian Curriculum Lessons - Lesson Plans, Teaching Resources and more

# data[].attributes.attachment_link.description
Australian Curriculum Lessons provides teachers with free English, Mathematics, Science, History, PE, Health, Art, Geography and Technology lesson plans.

# data[].attributes.body
25 lesson plans designed to integrate digital technologies in the classroom!

# data[].attributes.attachment_link.readable_text
With the digitization of learning and education, teachers have a wider variety of creative tools that can impact student learning. Digital lesson plans give teachers a ready-to-go resource to use that can engage students in fostering growth and learning. Even though using digital multimedia tools may be intimidating at first, there isn't any reason why you can't start learning how to incorporate these tools today.

In this article, we'll discuss digital lesson plans and how to create digital lesson plans of your own. We'll also provide you with 25 digital lesson plans that you can try right now, so get ready to incorporate some new learning tools into your professional tool belt!

Know what you need? Jump to it below:

What are digital lesson plans?

While most teachers know how to write lesson plans and may even be required to do so daily, digital lesson plans are a little different. Digital lesson plans are instructional materials designed for learning that leverages technology or digital tools in some way, shape, or form.

Digital lesson plans open up a whole new realm for educators and learners. With traditional lesson plans, teachers may focus on learning using textbooks or activities in the classroom; the problem with this is that these plans can exclude an entire world of information and creativity.

However, using digital tools and lesson plans, students are only limited by their imagination and teachers can afford students the freedom to create and learn in completely new and engaging ways.

A digital lesson plan may include some form of the following elements:

Multimedia content: Audio, video, animation, images, or any combination of digital media can be used in a digital lesson plan and may be used to present information in a fun and engaging way.

Online platforms: The surge of online learning platforms has become a staple for digital lessons. Platforms like WeVideo give students a place to think, create, and develop simple or complex multimedia projects in one place.

Interactive activities: Online digital lesson plans give teachers the power to create interactive activities. This isn't like traditional teaching where developing interactive activities is labor intensive; with online platforms, educators can quickly design and develop interactive discussions and activities .

Collaborative tools: Collaboration is an essential 21st-century learning skill. Digital learning enables students to collaborate across time and even across the world. Students can work together, both inside and outside of school, to develop various digital projects.

Real-world connections: The digital nature of online learning allows for more real-world connections. Many digital lesson plans ask students to incorporate elements from multiple content areas while also developing skills related to creating videos or other media productions.

Accessibility features: Digital lesson plans can be endlessly customized to meet the accessibility needs of all learners. These features may include adding closed captions to videos, allowing students to slow videos down, and giving built-in accommodations or modifications.

How to create digital lesson plans

Creating digital lesson plans doesn't have to be hard. For teachers, the key is to start with the end in mind. By starting with the standard that you hope for students to reach and working backward, you can keep your digital lesson on track and ensure that it hits your specific learning targets along the way.

Once you have chosen your end goal, it's time to start developing a basic outline of what you want students to accomplish. This may include a checklist or a rubric that breaks down the lesson into smaller, more manageable chunks giving the students a pathway to success. It may also be a good idea to provide students with an example to refer back to as they work.

After students have created their final product, it's time for them to show it off and get some feedback. Feedback is a critical part of the learning process and should be included in your digital lesson plans. This allows students to make edits or changes as needed to hit the learning target.

The important thing is to give students the freedom to be creative and develop a final product that is uniquely theirs. No two end products should look exactly alike, that would be boring!

25 digital lesson plans to try right now

For both veteran and beginner teachers alike, it's nice to have a few digital lesson plans in your back pocket, so to speak. Here are 25 digital lesson plans from WeVideo that you can try right now!

1. Stop-Motion Science

Try this project with students in WeVideo.

Students develop engaging stop-motion videos to explain complex topics in science.

2. Create Your Digital Self

Try this project with students in WeVideo.

Have students think of an experience or event in their lives and share it through a vlog or digital journal.

3. Screencast Your Thinking

Try this project with students in WeVideo.

Students can show their thought processes by having them screencast and narrate their thinking.

4. Make an Impact

Harness your students' power and passion by having them create a video to raise awareness about a topic.

5. Sell Me Something

For this digital lesson plan, students design and create a short two-minute video advertisement that sells their audience on an invention, idea, or product.

6. Key Concepts

After reflecting on their learning, students create a GIF representing a key concept or idea from a lesson or unit.

7. Literary Character Analysis Video

Turn character analysis papers on their head and have students create video analyses with audio, video, and fun animations.

8. Video Haiku

Students write haikus, then bring them to life with video, images, or audio clips.

9. Real-World Math Challenge

Challenge students to create a video that illustrates and analyzes a real-world math problem. Students can creatively show the problem and analyze how to solve it using mathematical concepts.

10. Digital Portfolio

This project has students show what they know using a 3-5 minute video to highlight their learning over a period of time.

11. Call for Change

Participate in the KQED Media Showcase with your students and have students identify a change that would like to see on the local or global level and create a short video advocating for that change.

12. Digital Citizen Superheroes

Have students create their digital citizen superheroes and design a GIF to go with their hero.

13. Summer Stories Podcast

Kick the traditional, "Tell me about your summer," prompt up a notch by having students create a podcast that highlights a summer story.

14. TED-Style Talks

Students design their own TED-Style talks and show their expertise on a topic and look good doing it using high-quality video and audio editing tools.

15. Music Videos Examining Content

Add a little music to your classroom by having students pair a song with a current topic, using images and animations to create a music video.

16. My Personality GIF

Having students create a GIF of themselves that represents their personality is a great way to break the ice at the beginning of the year, or reflect on their learning before summer break.

17. WeVideo Scavenger Hunt

For students new to WeVideo, developing a scavenger hunt and having students search for different features and functions is a great way to learn how to use the tools to their fullest.

18. Design Your Name

Students design their names and add motion and animations to bring them to life.

19. Cross-Cutting Concepts - Cause and Effect

Student show their understanding of concepts such as cause and effect by creating a video that shows examples of the concept in action.

20. History Biographies

Students choose a historical figure and create a short video biography all about them to bring the person to life.

21. Science Experiment

Have students create a video account of what happened during the experiment.

22. Science Documentary

Students become teachers when they create a documentary that teaches others about a specific concept in science.

23. Amazing Animals

Learners create a fun and informative video on an animal after doing some research.

24. Narrative Storytelling - Short Films

Students tell stories either from their lives or their imaginations by creating and staring in their short films.

25. Animated Books

Students take their favorite book and turn it into an animated classic by animating pages, zooming, and adding in fun effects.

Remember, these lesson plans are only a starting point, and with digital lesson plans there are countless opportunities to engage students through multimedia. By keeping the end goal and standard in mind you can develop lessons that inspire creativity and tap into students' natural desire to explore while continuing to push students to grow and learn. If you are wondering where to start, check out the WeVideo for some ideas!

# data[].attributes.attachment_link.title
25 Digital Lesson Plans You Can Use Right Now - WeVideo

# data[].attributes.attachment_link.description
Digital lesson plans are engaging and fun for students. Here are 25 digital lesson plans that teachers can use in their classrooms right now!

# data[].attributes.body
A good breakdown of how groupwork is beneficial in the classroom and how to correctly implement it

# data[].attributes.attachment_link.title
Group Work | UNSW Teaching Staff Gateway

# data[].attributes.attachment_link.description
Overview Group work or cooperative learning is a method of instruction that gets students to work together in groups. Employers value a person’s ability to work cooperatively. Indeed, studies show that they value it more highly than the ability to work independently. This is because, in most contemp…

# data[].attributes.body
An array of different concept maps and how to use them correctly

# data[].attributes.attachment_link.title
Concept Maps and How To Use Them - Educational Technology

# data[].attributes.attachment_link.description
Concept maps help our brains take in information, mostly when there is visual information. The maps help us to see the big picture along with the

# data[].attributes.body
A summary of the SAMR model and examples of each catagory

# data[].attributes.attachment_link.title
SAMR Model: Substitution, Augmentation, Modification, and Redefinition - Educational Technology

# data[].attributes.attachment_link.description
When integrating technology into education, the SAMR model serves as a foundational guide. Crafted by Ruben R. Puentedura, SAMR offers educators a

# data[].attributes.body
A definition of authentic learning and the processes taken to successfully implement it

# data[].attributes.attachment_link.description
Authentic learning is real life learning. It is a style of learning that encourages students to create a tangible, useful, quality product/outcome to be shared with their world. Once an educator…

# data[].attributes.body
An article on how educators can adapt to the classroom of today and better engages students

# data[].attributes.attachment_link.readable_text
These days, students often expect us to pour information and understanding into them, without them having to do the tough stuff-like studying and learning. I expect my students to actively participate, but it isn't always easy.

Being a 21st-century educator is a tall order. In my 15 years in the classroom, my most important "helpers" are technology, movement, and networking. Here's why.

1. Use technology to get students interested and involved.

I believe in the importance of face-to-face conversations, but for our students, technology is a major part of the way they communicate and learn. Why not use the mini-computers they carry with them?
Here are my technology must-haves:
I was taught early to make sure I call on all students daily. They like being recognized. Technology helps. Technology allows all students to have a voice and a chance to show what they know.

Google Docs: Our school uses Google Docs, making it easy to share and collaborate with other teachers and students.

YouTube

TES teach with blendspace for lessons

Quizlet and Kahoot to engage students in learning vocabulary.

The Remind app to remind students of homework assignments. My students are turning in homework more than ever before! And having a class website makes it easy for my students to find important documents, rubrics, lessons, sites and projects.

Additionally, while using technology is a part of what we do, it shouldn't be everything. I like using non-technology games from my teacher toolbox for vocabulary and sentence-building, and my students always enjoy it when I bring these games out from time to time. In fact, they're always asking when we can play them again. It is important to have routines, but also to change things up now and again and have fun doing so with students. If we are excited about the lesson, students will be, too.

2. Movement: Know when to shake things up-literally.

Aside from being a language teacher, I am also a Zumba instructor. And since I teach music as part of the Spanish culture, I do " brain breaks " with simple dance moves for salsa, merengue, cumbia and more to get students out of a slump and get oxygen flowing to their brains.
You are the company that you keep, so reach out to other like-minded professionals who are always learning and trying to stay positive.
3. Connect with others in our profession to stay encouraged.

Connecting with other educators to share and collaborate helps ensure our success. We can of course do this face to face or in curriculum groups, but we can also stay in touch via Twitter (you can reach me at Project Spotlight @edspotlightdiv or @MountainsTeresa) and other social networks.

I found that being involved in the Teacher Leadership Initiative this past year helped me connect with excellent teachers across my state and our nation. I also stepped up to take on more leadership in the Billings Education Association (I am a director at large), went to Jump Start training to start the process for National Board Certification and attended AP training for Spanish.

The first couple of years for the 21st-century educator can be stressful, but also rewarding. Each year, you will get closer to becoming a master teacher. Always believe that each of your students can and will succeed. Best wishes in your teaching journey, for it truly is a calling.

# data[].attributes.attachment_link.description
These days, students often expect us to pour information and understanding into them, without them having to do the tough stuff-like studying and learning. I expect my students to actively participate, but it isn't always easy. Being a 21st-century educator is a tall order.

# data[].attributes.headline
Preparing 21st Century Students for a Global Society: NEA

# data[].attributes.subject
Preparing 21st Century Students for a Global Society: NEA

# data[].attributes.body
A great resource that outlines the transition from "the 3 A's" to "the 4 C's and the importance of each

# data[].attributes.headline
AITSL Professional Standards for Teachers

# data[].attributes.subject
AITSL Professional Standards for Teachers

# data[].attributes.attachment_link.readable_text
Three dimensions of the Australian Curriculum

The Australian Curriculum is 3-dimensional; it includes learning areas, general capabilities, and cross-curriculum priorities. Together, the 3 dimensions set out essential knowledge, understanding and skills all young Australians need so they will be able to learn, contribute and shape their world now and in the future.

Download and print out our 3 dimensions Australian Curriculum infographic.

# data[].attributes.attachment_link.description
Why we have an Australian Curriculum; the 3 dimensions of the Australian Curriculum; planning, teaching and assessing the curriculum; and implementing the curriculum.

# data[].attributes.headline
15+ Chemical Reactions to Explore: Science Buddies

# data[].attributes.subject
15+ Chemical Reactions to Explore: Science Buddies

# data[].attributes.body
A collection of resources to help science teachers explain and demonstrate chemical reactions and energy change

# data[].attributes.attachment_link.readable_text
By Amy Cowen on August 20, 2020 8:00 AM
Use these free STEM lesson plans and activities to teach and explore chemical reactions with K-12 students.
The best way to teach chemical reactions is to show them in action or, when possible, let students get hands-on with exploring the reactions. If you are planning to teach a unit on chemical reactions, you might find just what you need in one the 15+ free STEM lessons and activities listed below.

Lesson Plans to Explore Chemical Reactions

Lesson Plans contain materials to support educators leading hands-on STEM learning with students. Lesson Plans offer NGSS alignment, contain background materials to inspire confidence in teachers even in areas that may be new to them, and include supplemental resources like worksheets, videos, discussion questions, and assessment materials. (In some cases, we have both an activity and a lesson plan available on a similar topic. Lesson Plans offer additional support for educators, but we've noted activity versions, too.)

Activities to Explore Chemical Reactions

5. Bath Bombs

In the Making Homemade Bath Bombs activity, students explore different recipes and ingredients to see which will produce the fizziest bath bomb - and why. (A convenient Bath Bomb Kit is available for students doing science projects about this chemical reaction.)

Explore More

Learn more about types of chemical reactions from our partners at ChemTalk.

Thematic Collections

Collections like this help educators find themed activities in a specific subject area or discover activities and lessons that meet a curriculum need. We hope these collections make it convenient for teachers to browse related lessons and activities. For other collections, see the Teaching Science Units and Thematic Collections lists. We encourage you to browse the complete STEM Activities for Kids and Lesson Plans areas, too. Filters are available to help you narrow your search.

You Might Also Enjoy These Related Posts:

# data[].attributes.attachment_link.title
15+ STEM Lessons and Activities to Teach Chemical Reactions | Science Buddies Blog

# data[].attributes.attachment_link.description
By Amy Cowen on August 20, 2020 8:00 AM Use these free STEM lesson plans and activities to teach and explore chemical reactions with K-12 students. The best way to teach chemical reactions is to show them in action or, when possible, let students get hands-on with exploring the reactions.

# data[].attributes.attachment_link.title
Video Projects for Teachers - Stop-Motion Science - WeVideo

# data[].attributes.attachment_link.description
Infuse creativity into a vocab or science lesson with this stop-motion video project. Try WeVideo free for 30 days to tailor this assignment to your class!

# data[].attributes.headline
Testing Model Structures: Teach Engineering

# data[].attributes.subject
Testing Model Structures: Teach Engineering

# data[].attributes.attachment_link.readable_text
Quick Look

Grade Level: 3 (3-5)

Time Required: 45 minutes

Expendable Cost/Group: US $1.00

Group Size: 1

Activity Dependency: None

Subject Areas: Earth and Space

NGSS Performance Expectations:

Students make sense of the design challenges engineers face that arise from earthquake phenomena. Students work as engineering teams to explore concepts of how engineers design and construct buildings to withstand earthquake damage by applying elements of the engineering design process by building their own model structures using toothpicks and marshmallows. The groups design, build, and test their model buildings and then determine how earthquake-proof their designs are by testing them on an earthquake simulator pan of Jell-O®.
This engineering curriculum aligns to Next Generation Science Standards (NGSS).

Learning Objectives

After this activity, students should be able to:

Identify some of the factors that make buildings earthquake-proof, including cross bracing, large "footprints," and tapered geometry.

Model an earthquake-proof structure using simple materials.

Compare a model structure with what it represents.

Understand why engineers need to learn about earthquakes.

Learn what causes earthquakes and how engineers use this knowledge to design more 'earthquake-proof' structures.

Educational Standards
Suggest an alignment not listed above

Materials List

Each student needs:

For the entire class to share:

8 square baking dishes, 21.5 cm x 21.5 cm (8 ½ inch x 8 ½ inch) or 1 oblong baking dish, 21.5 cm x 28 cm (8 ½ in x 11 inch)

8 boxes Jell-O, prepared according to package directions

Worksheets and Attachments
Visit [www.teachengineering.org/activities/view/cub_natdis_lesson03_activity1] to print or download.

Introduction/Motivation

Show students parts of the following video of the ground moving during an earthquake (see minute 5:45): https://www.youtube.com/watch?v=ZMXuFm1opJM.

Tell students to draw a T-Chart in their notebooks. Label the first column "What I Notice" and the second column "What I Wonder". Have students write down what they notice (observations) and wonder (questions) about the ground motion.

Ask students to share their observations and the questions they have.

Now show students the following video of various skyscrapers moving during an earthquake: https://www.youtube.com/watch?v=iGtRko8y4Fo.

Have students use their T-Charts to write down what they notice and wonder about the skyscrapers' motion. Ask students to make sense of the motion and if they can detect a pattern. Ask students, "Is the reason the ground moves (seen in the first video) the same reason that is making the buildings move in this video? What is causing this motion?" Allow students to share their ideas and compile a list of ideas and common themes.

Upside down damaged house among debris following a 9.0 magnitude earthquake in Ofunato, Japan.

Earthquakes are a natural hazard that results in the very sudden and forceful shaking of the Earth's crust. Earthquakes happen frequently at the convergence of tectonic plates. When these plates hit or slide past each other, they release built up stress. The surface where the tectonic plates slip is called a fault. The point where an earthquake occurs is called the focus of the earthquake, which can be close to or far below the Earth's surface.

The location on the Earth's surface that is directly above the focus is called the epicenter of the earthquake. The epicenter is where most damage occurs. The release of force at the earthquake's focus creates vibrations that travel in seismic waves away from the epicenter. Earthquakes can crack walls and move foundations and may cause entire buildings to crumble. Large earthquakes can even cause loss of life and millions of dollars' worth of damage. (Note: USGS's "Earthquakes for Kids" offers additional information)

To keep people inside and outside of building safe in areas of high earthquake risk, civil engineers strive to design buildings that are more resilient to the damaging forces of earthquakes.

Ask students, "How do you think engineers design earthquake-proof buildings?"

Ask a few students to share their ideas, and then briefly introduce the engineering design process.

Explain that engineers ask critical questions about what they want to create or what specific problem they are trying to solve. These questions include: What are the project requirements (criteria)? What are the limitations (constraints)? This also requires conducting research on the problem. For example, civil engineers work together with scientists, as well as engineers from different backgrounds, to better understand the problem of how to design earthquake-proof buildings.

The engineering team then imagines possible solutions to the problem. This takes a lot of creative brainstorming! After making a list of solutions and some sketches of their ideas, the team of engineers plan and select their best idea.

Once the team decides on the details of the final design, they create the prototype and test it out! Prototypes are smaller models that are used by engineers to test a design. In the testing phase, the team pays attention to what needs to be changed to the model to make the product work better. The last step of the engineering design process is to improve (iterate) their design.

The basic steps of the engineering design process.

Tell students, "To better how our buildings must be designed to withstand the strong vibrations that occur because of earthquakes, you will become engineers and use the engineering design process to imagine possible solutions/designs, plan, create your prototype, and test it by simulating an earthquake in your classroom/home!"

Procedure

Before the Activity

Prepare the Jell-O the night before the activity so that it is fully set when students begin the activity. Pour the Jell-O into eight 21.5 cm (8½-inch) square pans to be shared by four students, or in one large pan for the entire class to share.

Gather materials.

With the Students

1. Explain to students that they will play the role of civil engineers and take on an engineering design challenge. Their challenge is to design and build models of earthquake-proof buildings, and then test their models to assess how well their structures stand up to ground motion during a simulated earthquake.

2. Explain that engineers creatively work within constraints, such as limited resources, materials, time, or money. For this engineering design challenge, students are limited to using only mini marshmallows and toothpicks to build their model structures. In addition to the material constraints, students must also meet each of the following design constraints:

Buildings must be at least 2 toothpick levels high

Buildings must contain at least 1 triangle

Buildings must contain at least 1 square

1. Before starting to build their models, have students brainstorm and draw sketches of their building designs in their notebooks. For background knowledge, explain that cubes and triangles are like building blocks that may be stacked in different ways to make towers, and that buildings can have small or large "footprints" (bases). Have students draw and label the shapes in their designs (cube, triangle, etc.).

2. Once students have drawn and labelled their sketches, distribute 30 toothpicks and 30 marshmallows to each student or team, and have them build their first model prototype.

3. Before testing their models, show students the pan of Jell-O (without a structure on top) and tell them this represents the ground. Shake the pan back and forth in a shearing motion to simulate an earthquake. For fair testing, place two marks on the table indicating the distance the pans can be shaken with an even force and speed over a set a time for the duration of the "earthquake".

4. Next, have students test their structures one at a time on the Jell-O pan earthquake simulator. Shake the pan for the set time, force and distance.

5. After the earthquake is over, have students make a quick sketch of their model building before removing it from the pan of Jell-O.

6. As a class, have students compare and contrast their before-and-after sketches. Ask students to share and reflect on what worked and what did not work for their first model prototypes. Explain that engineers learn from "failure" and that this is essential information that helps them to design even better products and solutions. Ask students:

Did their model structure stay the same, break, or fall?

What ideas do students have to make their structure stronger?

Which variable(s) would students change in their building design?

Now that students have gone through their first design, build, and test cycle, show students the following photographs of different earthquake-proof buildings: https://www.frontiersin.org/files/Articles/272020/fbuil-03-00049-HTML/image_m/fbuil-03-00049-g005.jpg

Ask students:

What do you notice about the design of the structures?

What similarities do you see in building designs?

What features do you think help make the buildings earthquake-proof?

Have students share their observations. Help students notice that the structures have a large base (smaller at the top) and a cross-bracing design.

Follow-up with asking students:

What do you think the term "cross-bracing" means?

How do you think a cross-bracing design helps buildings withstand earthquake damage?

After students share their responses, tell students, "Earthquake-proof buildings typically have cross-bracing which are made by two diagonals supports placed in an X manner that forms triangles, which are the strongest geometric shape. This design geometry is often seen in bracing on bridges, and it helps keep the building steady by providing lateral stability. Cross-bracing supports and balances tension and compression forces to help prevent the structure from collapsing during an earthquake."

1. Now, based on the results of their first prototype and applying the above structural design tips, have students iterate (improve) on their original structure by redesigning and rebuilding a second prototype that is even more earthquake-proof. If needed, resupply students with replacement materials. For students that had a successful initial design, challenge them to add a third level to their model.

2. Once students have designed and built their second building prototype, repeat steps 6 and 7.

3. Have a class discussion on the results of their second prototypes. Which design elements were most effective at withstanding the earthquake forces and which parts failed. Reinforce that failing and learning from failure are keys to success in engineering, and that failure is not "bad" or "wrong" but valuable information. Ask students if they had more time and materials how would they improve their next model.

4. Have students reflect about the science phenomena they explored and the science and engineering skills they used today by completing the Making Sense Assessment.

Figure 1. A student's marshmallow-toothpick structure resting on a bed of Jell-O®.

Assessment

Pre-Activity Assessment

Discussion: Discuss with students how natural processes create earthquake hazards. Teachers can also use the Earthquakes Rock! lesson to demonstrate how earthquakes cause waves of movement in the ground.

T-Charts: Have students make T-charts as described in the Introduction/Motivation section.
Activity Embedded Assessment
Measurement: Have students measure the length, width, and height of their structures and calculate the volume using the equation V = L x W x H.

Before/After: Have students list types of changes they expect to see in their structures before they test them, then illustrate changes in their structures, after they complete the simulations. Ask students to identify one variable and discuss what happened when they changed the variable. They could reflect on these changes and their causes in a post-activity science journal entry.

As another option, show students before and after pictures of earthquake damage, comparing buildings which remained standing with the least damage to those which did not survive. Students could discuss possible reasons for the damage, observing structure (height, etc.) of the buildings.
Post-Activity Assessment
Drawing the Geometry: Have students make drawings and label the shapes in their designs (cube, pyramid, triangle, etc.).

Making Sense: Have students reflect about the science phenomena they explored and/or the science and engineering skills they used by completing the Making Sense Assessment.

Safety Issues

Inform students that in an experimental testing lab or during science experiments, nothing should ever be put into their mouths. The marshmallows and Jell-O ® are not for consumption. Instead, set some aside for a treat after the activity.

Troubleshooting Tips

The activity works best with fresh (soft) marshmallows. As the marshmallows sit out and dry out, they and the structures become stable and rigid.

Do not leave the Jell-O ® uncovered too long, as it dries out and becomes less fluid, which affects the activity results.

Activity Extensions

Have students make observations about buildings in the community or a nearby city. Ask students to observe the design of the buildings and whether they appear to be earthquake-proof.

Research how to obtain fault maps of the area. The U.S. Geological Survey ( https://www.usgs.gov) or the Federal Emergency Management Agency ( https://www.fema.gov) are good places to search. Is the area in a zone at risk for earthquakes? Do local building codes and architecture plan for this?

Activity Scaling

For higher grades, give students more requirements and constraints for their model buildings.

References

http://earthquake.usgs.gov/4kids/

Copyright © 2004 by Regents of the University of Colorado

Contributors Jessica Todd; Melissa Straten; Malinda Schaefer Zarske; Janet Yowell

Supporting Program Integrated Teaching and Learning Program, College of Engineering, University of Colorado Boulder

Acknowledgements

The contents of this digital library curriculum were developed under grants from the Fund for the Improvement of Postsecondary Education (FIPSE), U.S. Department of Education, and National Science Foundation (GK-12 grant no 0338326). However, these contents do not necessarily represent the policies of the Department of Education or National Science Foundation, and you should not assume endorsement by the federal government.

Last modified: September 24, 2021

# data[].attributes.attachment_link.title
Testing Model Structures: Jell-O Earthquake in the Classroom - Activity

# data[].attributes.attachment_link.description
Students make sense of the design challenges engineers face that arise from earthquake phenomena. Students work as engineering teams to explore concepts of how engineers design and construct buildings to withstand earthquake damage by applying elements of the engineering design process by building their own model structures using toothpicks and marshmallows.

# data[].attributes.body
CapCut makes video and audio recording and editing a breeze! A definite must for podcasts, vlogs, and documentaries!

# data[].attributes.headline
What is Transformative Learning: Meridian University

# data[].attributes.subject
What is Transformative Learning: Meridian University

# data[].attributes.body
A summary of transformative learning and a step by step of how to support the practice

# data[].attributes.attachment_link.readable_text
Transformative learning occurs when an individual experiences a significant structural shift in the way they perceive and understand the world around them. It is a process that is conducive to a change in the individual's perspective and a re-evaluation of their beliefs, values, and assumptions.

Read on to learn why transformative learning is increasingly recognized as an essential component of adult learning, professional development, and transformative education.

Transformative Learning: The Key to Personal Growth and Professional Development

Jack Mezirow developed the concept of transformative learning, defining it as "The process by which we transform problematic frames of reference (mindsets, habits of mind, meaning perspectives) - sets of assumption and expectation - to make them more inclusive, discriminating, open, reflective and emotionally able to change. Such frames are better because they are more likely to generate beliefs and opinions that will prove more true or justified to guide action".

Our cultural and linguistic frameworks, known as frames of reference, influence the meaning we attribute to our experiences. These frameworks predetermine our thoughts, perceptions, and emotions by influencing our beliefs and intentions. This set of preconceived notions determines the course of action we might take and what set of ideas we might vehemently resist.

A frame of reference is a mental structure that shapes how individuals interpret and understand their experiences and the world around them. It might not be conscious and is made up of two parts: a habit of mind and a resulting point of view. Habits of mind are abstract ways of thinking, feeling, and acting and are shaped by cultural and social norms. For instance, believing in Buddhism and adhering to Buddhist principles could be considered a habit of mind.

A point of view is more noticeable and can change through the feedback of others. For example, ethnocentrism, the belief that one's group is superior, can be altered through positive experiences with other groups.

Transformative learning is made possible through the presence of several components of the transformative learning theory. Two major components are critical reflection and full and free participation in dialectical discourse to determine the best reflective judgment.

Transformative learning is important because it allows individuals to undergo a profound change in their lives, perspectives, and values.

What are the 10 steps of transformative learning?

There are ten stages involved in transformative learning that make it possible. They were developed by the researcher Jack Mezirow when he examined adult learning related to people who choose to pursue college only after several gap years.

He observed that their college experience forced them to critically re-evaluate their assumptions and the underlying principles that had previously defined their worldviews, having been presented with a new piece of the puzzle of reality. They developed a new perspective to reframe the new existential territory that was standing before them.

This fresh perspective of reality was born through transformative learning and can be understood through the following ten steps:

A disorienting dilemma. This is a situation or experience that makes an individual question their beliefs, values, and assumptions. It might trigger feelings of confusion and discomfort, and it is generally caused by major life events such as a crisis. A hypothetical person named Jack, who believes that everyone is fundamentally selfish, could one day, while feeling ill on his way home, be driven to the hospital by a random stranger. This spontaneous and sincere act of kindness leads to a perspective transformation and a general shift of perspective toward the world.

Conducting self-examination. This step involves reflecting on one's emotions and feelings in response to the disorienting dilemma. In the case of Jack, who believes that everyone is egotistical, this might give rise to feelings of anger as it challenges one of his core beliefs. Jack might also feel guilty because of the actions he undertook under the premise that if everyone is an egoist, he can also act as one.

A critical assessment of present assumptions. In this step, individuals assess their beliefs, values, and assumptions that contributed to the dilemma. For Jack, this could mean looking back at his life experiences and how they led to him believing everyone is egotistical. This might have been the highly competitive school environment of his childhood, where everyone prioritized their own interests. Because he formed the opinion that everyone is an egoist, he might also have misinterpreted many of the actions of people around him.

Recognized shared experiences. This step involves realizing that others might be facing similar challenges and that the transformative learning process is not unique to a single individual. Jack might now realize that his situation is not unique and that others with the same background as him may also be faced with these life-altering realizations.

Exploration of options for new roles and actions. This step involves considering different ways of approaching the disorienting dilemma, testing new ideas, and trying out new attitudes and behaviors to help address the dilemma. Jack could start to believe that people are not necessarily egotistical but simply look out for their own well-being. People could, in fact, also be compassionate and help other people for no other reason than to do something good.

Planning a course of action. This involves creating a specific plan of action for addressing the disorienting dilemma. Jack might set a specific goal, such as reading about acts of kindness done by others to learn more about the part of humanity he dismissed. He could also practice altruism himself and choose to see the previously ignored acts of kindness around him.

Acquiring knowledge and skills for implementing one's plan. In Jack's case, this step could entail learning about how compassion and kindness are developed and nurtured according to a spiritual tradition such as Buddhism. He could also talk with a mental health specialist who could help him understand why he had such a strong conviction about all the people around him being egoists.

Provisionally trying new roles or behaviors. Individuals at this stage will experiment with new behaviors and attitudes in a provisional manner, allowing them to test their approach before fully commenting on it. Jack might try to be more compassionate with his family, helping them and learning how he can best support other people. After that, based on how the experiment went, he could adapt his approach or use the same one and extend his help to his friends and other people.

Building competence and self-confidence. Then, individuals develop self-confidence in their attitudes and their newly implemented habits by consistently practicing the new behaviors established in the previous step and receiving feedback from others. Jack might consistently choose to support other people and be compassionate. He might also ask his friends and other people close to him to clarify their intentions when it might seem that they are behaving egotistically.

Reintegration into one's life. This final step entails the integration of newly found perspectives and behaviors into daily life. Jack could make compassion a normal part of his life and could regularly choose to see the good in others.

These steps highlight the essential components of the transformative learning theory and make it possible for this type of learning to occur. Transformative learning is one of many similar learning theories that have developed over the years.

Frameworks such as constructivism are similar to transformative learning theory in that they acknowledge that learners construct their understanding and meaning through their experiences and self-reflection. Each theory has its strengths and weaknesses, and they all offer different perspectives on how learning occurs. However, transformative learning theory stands as one of the most comprehensive and holistic theories regarding adult education and learning.

What are the four processes of transformative learning?

According to the Nestrom Transformative Learning Model, which seeks to provide a simplified approach to comprehend and explain transformative learning, the four phases are:

Having experiences. An experience is considered anything that might have happened during our lifetime. This is the result of the interaction between ourselves and the environment, an interaction from which knowledge, skills, and insights emerge.

Making assumptions. Based on our experiences, we construct assumptions that become our beliefs and values. They are part of the filter through which we see reality, shaping our worldview.

Challenging perspectives: New experiences and challenges, combined with critical reflection, can lead to questioning our fundamental beliefs and assumptions about the world and considering a new perspective.

Experiencing transformative learning. Implementing or acting upon a new perspective does not only change our previous perspectives but also changes the fundamental beliefs and assumptions related to them. For example, a person could be fearful of all cats because once they were seriously injured by one. Nevertheless, if the same person has a radically positive experience with a cat and critically evaluates their previous assumptions, they might change their opinion on all cats.

An approach to learning that leads to professional and personal development

One's learning environment plays a crucial role in the emergence of transformative learning. A supportive and inclusive environment can facilitate the exploration of new perspectives leading to the introduction of disorienting dilemmas that can be overcome through critical self-assessment and personal transformation. On the other hand, a hostile or inhibiting environment can prevent the possibility of the emergence of transformative learning.

Having an environment that promotes transformative learning can be important for the professional development of people. As sociologist Jack Mirow discovered, when people are exposed to a new set of rules and expectations, they need to create perspectives and frames of reference to accommodate the new reality around them.

Many young graduates do not have any work experience and have to adapt quickly to a new set of rules and expectations as well as new roles and relationships upon entering the workforce. A supportive environment will encourage transformative learning by promoting curiosity, critical thinking, and openness, helping these budding employees accommodate the new reality around their jobs.

Having a work environment that facilitates the spontaneous emergence of transformative learning can be beneficial for a company, as it helps workers to be more flexible, better decision-makers, and effective problem-solvers.

Discover how transformative learning can be used for self-transformation and within work environments by checking out our transformative learning course. You can also email an advisor to learn more about our programs.

References:

1. Mezirow, J. (2008). An overview on transformative learning. Lifelong learning, 40-54.

2. King, P. M., & Kitchener, K. S. (1994). Developing Reflective Judgment: Understanding and Promoting Intellectual Growth and Critical Thinking in Adolescents and Adults. Jossey-Bass Higher and Adult Education Series and Jossey-Bass Social and Behavioral Science Series. Jossey-Bass, 350 Sansome Street, San Francisco, CA 94104-1310.

3. Kitchenham, A. (2008). The evolution of John Mezirow's transformative learning theory. Journal of transformative education, 6(2), 104-123.

4. Sherman, G. L. (2021). Transformative learning and well-being for emerging adults in higher education. Journal of Transformative Education, 19(1), 29-49.

5. Meerts-Brandsma, L., & Sibthorp, J. (2021). Considering transformative learning for adolescents enrolled at semester schools. Journal of Transformative Education, 19(1), 7-28.

6. Stone, B. (2013). The Everything Store: Jeff Bezos and the Age of Amazon. Little, Brown and Company

What is an example of transformative learning?

A compelling example of transformative learning in the realm of online retail and technology is Jeff Bezos's decision to delve into the e-commerce industry. Bezos founded Amazon with the vision of creating an "everything store" that would leverage the power of the Internet to serve customers globally.

However, he was met with a formidable and nearly insurmountable problem. The competition in the retail industry was fierce, and given that Amazon was a new player, the company did not have the financial means to establish a wide physical presence, nor was it an easy task to source and sell a diverse range of products without a network of physical stores. Bezos stepped back, critically assessed the situation, and realized that leveraging the power of the internet could be the solution.

Bezos and his team built an online platform, and after facing numerous hurdles, which helped them build their competence and self-confidence, they succeeded. Amazon managed not only to offer a wide range of products but also later managed to expand into areas such as cloud computing with Amazon Web Services. A significant part of their success was due to Bezos's transformative learning and how he managed to challenge the fundamental belief that retail companies had to have a network of physical stores.

What is transformational teaching?

Transformational teaching refers to an approach to teaching that empowers students to realize their full potential and become lifelong learners. This way of teaching opposes the traditional mechanical mode, wherein the teacher preaches what is right and wrong, and the students passively nod and write down the information.

The transformative model of education is an organic way of allowing students to become part of the process of discovering and learning new information. Instead of asking students to memorize a particular lesson, a teacher using a transformative approach will challenge the students to question what they have just been told and to find out the truth together.

This approach allows students to become active actors in the process of learning, which in turn develops their critical thinking and makes them more engaged with the lesson's materials.

Transformative learning emphasizes the crucial role of struggle and the need to embrace it as part of the learning process. Many students fear asking questions or giving the wrong answers, which impedes their ability to test and improve their current knowledge. Nevertheless, a transformational approach could help students open up and realize that failure, struggle, and making mistakes are all part of the journey toward mastery and finding the truth about the world. According to a study published in the Journal of Transformative Education, transformative learning helps students understand themselves better and gain more initiative and autonomy in their studies.

Implementing transformational teaching requires a lot of dedication and commitment from teachers. However, it is a worthwhile pursuit, backed by scientific research, that facilitates an experience that transforms the way students view studying. Once students start to enjoy learning, their performance and engagement increase.

What is the goal of transformative learning?

The fundamental goal of transformative learning is to empower individuals to change their beliefs and assumptions of the world.

This capacity to change is essential because it allows one to remain flexible in the face of the world's uncertainty. This is highly relevant in today's society, where the speed at which technology changes our reality is astonishing.

We are continually faced with new technological innovations that change entire fields and eliminate various domains of the workforce. For example, it was barely imaginable a few decades ago that you could replace a cashier with an automated machine, but now it's a reality that many supermarkets have embraced.

Adapting to the latest developments within the technological revolution that is our current reality can lead to personal development and professional development.

# data[].attributes.attachment_link.title
What is Transformative Learning? | Meridian University

# data[].attributes.attachment_link.description
Change your perspective about the world with transformative learning: the most comprehensive and holistic theory of adult learning.

# data[].attributes.headline
Testing Model Structures: Teach Engineering

# data[].attributes.subject
Testing Model Structures: Teach Engineering

# data[].attributes.attachment_link.readable_text
Quick Look

Grade Level: 3 (3-5)

Time Required: 45 minutes

Expendable Cost/Group: US $1.00

Group Size: 1

Activity Dependency: None

Subject Areas: Earth and Space

NGSS Performance Expectations:

Students make sense of the design challenges engineers face that arise from earthquake phenomena. Students work as engineering teams to explore concepts of how engineers design and construct buildings to withstand earthquake damage by applying elements of the engineering design process by building their own model structures using toothpicks and marshmallows. The groups design, build, and test their model buildings and then determine how earthquake-proof their designs are by testing them on an earthquake simulator pan of Jell-O®.
This engineering curriculum aligns to Next Generation Science Standards (NGSS).

Learning Objectives

After this activity, students should be able to:

Identify some of the factors that make buildings earthquake-proof, including cross bracing, large "footprints," and tapered geometry.

Model an earthquake-proof structure using simple materials.

Compare a model structure with what it represents.

Understand why engineers need to learn about earthquakes.

Learn what causes earthquakes and how engineers use this knowledge to design more 'earthquake-proof' structures.

Educational Standards
Suggest an alignment not listed above

Materials List

Each student needs:

For the entire class to share:

8 square baking dishes, 21.5 cm x 21.5 cm (8 ½ inch x 8 ½ inch) or 1 oblong baking dish, 21.5 cm x 28 cm (8 ½ in x 11 inch)

8 boxes Jell-O, prepared according to package directions

Worksheets and Attachments
Visit [www.teachengineering.org/activities/view/cub_natdis_lesson03_activity1] to print or download.

Introduction/Motivation

Show students parts of the following video of the ground moving during an earthquake (see minute 5:45): https://www.youtube.com/watch?v=ZMXuFm1opJM.

Tell students to draw a T-Chart in their notebooks. Label the first column "What I Notice" and the second column "What I Wonder". Have students write down what they notice (observations) and wonder (questions) about the ground motion.

Ask students to share their observations and the questions they have.

Now show students the following video of various skyscrapers moving during an earthquake: https://www.youtube.com/watch?v=iGtRko8y4Fo.

Have students use their T-Charts to write down what they notice and wonder about the skyscrapers' motion. Ask students to make sense of the motion and if they can detect a pattern. Ask students, "Is the reason the ground moves (seen in the first video) the same reason that is making the buildings move in this video? What is causing this motion?" Allow students to share their ideas and compile a list of ideas and common themes.

Upside down damaged house among debris following a 9.0 magnitude earthquake in Ofunato, Japan.

Earthquakes are a natural hazard that results in the very sudden and forceful shaking of the Earth's crust. Earthquakes happen frequently at the convergence of tectonic plates. When these plates hit or slide past each other, they release built up stress. The surface where the tectonic plates slip is called a fault. The point where an earthquake occurs is called the focus of the earthquake, which can be close to or far below the Earth's surface.

The location on the Earth's surface that is directly above the focus is called the epicenter of the earthquake. The epicenter is where most damage occurs. The release of force at the earthquake's focus creates vibrations that travel in seismic waves away from the epicenter. Earthquakes can crack walls and move foundations and may cause entire buildings to crumble. Large earthquakes can even cause loss of life and millions of dollars' worth of damage. (Note: USGS's "Earthquakes for Kids" offers additional information)

To keep people inside and outside of building safe in areas of high earthquake risk, civil engineers strive to design buildings that are more resilient to the damaging forces of earthquakes.

Ask students, "How do you think engineers design earthquake-proof buildings?"

Ask a few students to share their ideas, and then briefly introduce the engineering design process.

Explain that engineers ask critical questions about what they want to create or what specific problem they are trying to solve. These questions include: What are the project requirements (criteria)? What are the limitations (constraints)? This also requires conducting research on the problem. For example, civil engineers work together with scientists, as well as engineers from different backgrounds, to better understand the problem of how to design earthquake-proof buildings.

The engineering team then imagines possible solutions to the problem. This takes a lot of creative brainstorming! After making a list of solutions and some sketches of their ideas, the team of engineers plan and select their best idea.

Once the team decides on the details of the final design, they create the prototype and test it out! Prototypes are smaller models that are used by engineers to test a design. In the testing phase, the team pays attention to what needs to be changed to the model to make the product work better. The last step of the engineering design process is to improve (iterate) their design.

The basic steps of the engineering design process.

Tell students, "To better how our buildings must be designed to withstand the strong vibrations that occur because of earthquakes, you will become engineers and use the engineering design process to imagine possible solutions/designs, plan, create your prototype, and test it by simulating an earthquake in your classroom/home!"

Procedure

Before the Activity

Prepare the Jell-O the night before the activity so that it is fully set when students begin the activity. Pour the Jell-O into eight 21.5 cm (8½-inch) square pans to be shared by four students, or in one large pan for the entire class to share.

Gather materials.

With the Students

1. Explain to students that they will play the role of civil engineers and take on an engineering design challenge. Their challenge is to design and build models of earthquake-proof buildings, and then test their models to assess how well their structures stand up to ground motion during a simulated earthquake.

2. Explain that engineers creatively work within constraints, such as limited resources, materials, time, or money. For this engineering design challenge, students are limited to using only mini marshmallows and toothpicks to build their model structures. In addition to the material constraints, students must also meet each of the following design constraints:

Buildings must be at least 2 toothpick levels high

Buildings must contain at least 1 triangle

Buildings must contain at least 1 square

1. Before starting to build their models, have students brainstorm and draw sketches of their building designs in their notebooks. For background knowledge, explain that cubes and triangles are like building blocks that may be stacked in different ways to make towers, and that buildings can have small or large "footprints" (bases). Have students draw and label the shapes in their designs (cube, triangle, etc.).

2. Once students have drawn and labelled their sketches, distribute 30 toothpicks and 30 marshmallows to each student or team, and have them build their first model prototype.

3. Before testing their models, show students the pan of Jell-O (without a structure on top) and tell them this represents the ground. Shake the pan back and forth in a shearing motion to simulate an earthquake. For fair testing, place two marks on the table indicating the distance the pans can be shaken with an even force and speed over a set a time for the duration of the "earthquake".

4. Next, have students test their structures one at a time on the Jell-O pan earthquake simulator. Shake the pan for the set time, force and distance.

5. After the earthquake is over, have students make a quick sketch of their model building before removing it from the pan of Jell-O.

6. As a class, have students compare and contrast their before-and-after sketches. Ask students to share and reflect on what worked and what did not work for their first model prototypes. Explain that engineers learn from "failure" and that this is essential information that helps them to design even better products and solutions. Ask students:

Did their model structure stay the same, break, or fall?

What ideas do students have to make their structure stronger?

Which variable(s) would students change in their building design?

Now that students have gone through their first design, build, and test cycle, show students the following photographs of different earthquake-proof buildings: https://www.frontiersin.org/files/Articles/272020/fbuil-03-00049-HTML/image_m/fbuil-03-00049-g005.jpg

Ask students:

What do you notice about the design of the structures?

What similarities do you see in building designs?

What features do you think help make the buildings earthquake-proof?

Have students share their observations. Help students notice that the structures have a large base (smaller at the top) and a cross-bracing design.

Follow-up with asking students:

What do you think the term "cross-bracing" means?

How do you think a cross-bracing design helps buildings withstand earthquake damage?

After students share their responses, tell students, "Earthquake-proof buildings typically have cross-bracing which are made by two diagonals supports placed in an X manner that forms triangles, which are the strongest geometric shape. This design geometry is often seen in bracing on bridges, and it helps keep the building steady by providing lateral stability. Cross-bracing supports and balances tension and compression forces to help prevent the structure from collapsing during an earthquake."

1. Now, based on the results of their first prototype and applying the above structural design tips, have students iterate (improve) on their original structure by redesigning and rebuilding a second prototype that is even more earthquake-proof. If needed, resupply students with replacement materials. For students that had a successful initial design, challenge them to add a third level to their model.

2. Once students have designed and built their second building prototype, repeat steps 6 and 7.

3. Have a class discussion on the results of their second prototypes. Which design elements were most effective at withstanding the earthquake forces and which parts failed. Reinforce that failing and learning from failure are keys to success in engineering, and that failure is not "bad" or "wrong" but valuable information. Ask students if they had more time and materials how would they improve their next model.

4. Have students reflect about the science phenomena they explored and the science and engineering skills they used today by completing the Making Sense Assessment.

Figure 1. A student's marshmallow-toothpick structure resting on a bed of Jell-O®.

Assessment

Pre-Activity Assessment

Discussion: Discuss with students how natural processes create earthquake hazards. Teachers can also use the Earthquakes Rock! lesson to demonstrate how earthquakes cause waves of movement in the ground.

T-Charts: Have students make T-charts as described in the Introduction/Motivation section.
Activity Embedded Assessment
Measurement: Have students measure the length, width, and height of their structures and calculate the volume using the equation V = L x W x H.

Before/After: Have students list types of changes they expect to see in their structures before they test them, then illustrate changes in their structures, after they complete the simulations. Ask students to identify one variable and discuss what happened when they changed the variable. They could reflect on these changes and their causes in a post-activity science journal entry.

As another option, show students before and after pictures of earthquake damage, comparing buildings which remained standing with the least damage to those which did not survive. Students could discuss possible reasons for the damage, observing structure (height, etc.) of the buildings.
Post-Activity Assessment
Drawing the Geometry: Have students make drawings and label the shapes in their designs (cube, pyramid, triangle, etc.).

Making Sense: Have students reflect about the science phenomena they explored and/or the science and engineering skills they used by completing the Making Sense Assessment.

Safety Issues

Inform students that in an experimental testing lab or during science experiments, nothing should ever be put into their mouths. The marshmallows and Jell-O ® are not for consumption. Instead, set some aside for a treat after the activity.

Troubleshooting Tips

The activity works best with fresh (soft) marshmallows. As the marshmallows sit out and dry out, they and the structures become stable and rigid.

Do not leave the Jell-O ® uncovered too long, as it dries out and becomes less fluid, which affects the activity results.

Activity Extensions

Have students make observations about buildings in the community or a nearby city. Ask students to observe the design of the buildings and whether they appear to be earthquake-proof.

Research how to obtain fault maps of the area. The U.S. Geological Survey ( https://www.usgs.gov) or the Federal Emergency Management Agency ( https://www.fema.gov) are good places to search. Is the area in a zone at risk for earthquakes? Do local building codes and architecture plan for this?

Activity Scaling

For higher grades, give students more requirements and constraints for their model buildings.

References

http://earthquake.usgs.gov/4kids/

Copyright © 2004 by Regents of the University of Colorado

Contributors Jessica Todd; Melissa Straten; Malinda Schaefer Zarske; Janet Yowell

Supporting Program Integrated Teaching and Learning Program, College of Engineering, University of Colorado Boulder

Acknowledgements

The contents of this digital library curriculum were developed under grants from the Fund for the Improvement of Postsecondary Education (FIPSE), U.S. Department of Education, and National Science Foundation (GK-12 grant no 0338326). However, these contents do not necessarily represent the policies of the Department of Education or National Science Foundation, and you should not assume endorsement by the federal government.

Last modified: September 24, 2021

# data[].attributes.attachment_link.title
Testing Model Structures: Jell-O Earthquake in the Classroom - Activity

# data[].attributes.attachment_link.description
Students make sense of the design challenges engineers face that arise from earthquake phenomena. Students work as engineering teams to explore concepts of how engineers design and construct buildings to withstand earthquake damage by applying elements of the engineering design process by building their own model structures using toothpicks and marshmallows.

# data[].attributes.headline
A Lesson to Support Transformative Learning

# data[].attributes.subject
A Lesson to Support Transformative Learning

# data[].attributes.body
My chosen resources/artifacts have been chosen as a foundation of my lesson sequence for Year 8 science. Within the Australian Curriculum, the students learn to investigate tectonic activity including the formation of geological features at divergent, convergent and transform plate boundaries and describe the scientific evidence for the theory of plate tectonics. Part of this investigation is Hess’ theory of plate tectonics, and modelling interactions at plate boundaries, and investigating the relative significance of different forces involved in tectonic plate movement, along with evaluating the impact of tectonic events on human populations and examining engineering solutions designed to reduce the impact of said events (ACARA 2025). Having firsthand experience in teaching the subject at my first placement, I observed that students had significant difficulty comprehending the concepts, as the evidence to support Hess’ theory is:

a)      Hard to model in a conventional sense, and

b)      There are few photographs and solid visual representations of the process

While modelling engineering solutions are:

a)      Resource prohibitive on a class wide scale, and

b)      The scale of the actual models makes it difficult to visually capture the effects of seismic activity on structures

Having since discovered new and more engaging ways to successfully convey the concepts, I believe that the use of digital technology could enhance the learning outcomes of the unit, and help students understand the theories to greater affect.

These activities are designed to challenge the students’ perspectives and assumptions made regarding the curriculum content, the new experiences seeing the students critically reflect on the activities and form transformative learning experiences (Meridian University 2023), the science curriculum being one of inquiry and critical thinking processes lending itself to the practice naturally. By having the students concept map the topics to help identify what they already know and what still needs to be understood (Kurt, S. 2020), follow a Visme (2025) presentation on each topic to refresh their knowledge, then engage in two experiments taken part in separate groups, each student will film the scientific process in action and collate their videos into one edited video using collaborative software to be shown to the class, demonstrating the different theories in action. I’ve chosen the convection current experiment 1 (AESE 2025) and the jell-o earthquake experiment (Teach Engineering 2023) as the science portion of the lesson sequence, with Cap Cut (2025) to be used as the tech portion as it allows for collaborative editing of videos within groups. CapCut will then be used to facilitate the stop motion science activity (WeVideo 2025), slowing the processes down allowing students to better visualise and understand the theories in action.

References

ACARA (2025), Science: Year 8, F-10 Curriculum, Australian Curriculum, The Australian Curriculum Assessment and Reporting Authority, Retrieved From https://v9.australiancurriculum.edu.au/f-10-curriculum/learning-areas/science/year-8?view=quick&detailed-content-descriptions=0&hide-ccp=0&hide-gc=0&side-by-side=1&strands-start-index=0&load-extra-subject=SCISCIY8&achievement-standard=371cd925-8b33-429e-a37c-7de4475f9089

AESE (2025), Convection Currents Student Activities, Australian Earth Science Education, Retrieved From https://ausearthed.com.au/wp-content/uploads/2020/06/Convection-Currents-Student-Activities.pdf

Kurt, S. (2020), Concept Maps and How To Use Them, Educational Technology, Retrieved From https://educationaltechnology.net/concept-maps-and-how-to-use-them/

Meridian University (2023), What is Transformative Learning, Psychology, Meridian University, Retrieved From https://meridianuniversity.edu/content/what-is-transformative-learning

Teach Engineering (2023), Testing Model Structures: Jell-o Earthquakes in the Classroom, Teach Engineering, NGSS, Retrieved From https://www.teachengineering.org/activities/view/cub_natdis_lesson03_activity1

Visme (2025), Design, Manage, and Publish All Your Business Content, Visme, Retrieved From https://www.visme.co/

WeVideo (2025), Stop Motion Science, WeVideo, Retrieved From https://www.wevideo.com/education/video-projects/stop-motion-science

# data[].attributes.headline
Teaching Strategies: Edith Cowan University

# data[].attributes.subject
Teaching Strategies: Edith Cowan University

# data[].attributes.attachment_link.readable_text
Teaching Strategies

Teaching strategies refer to the methods, techniques, procedures and processes that a teacher uses during instruction. It is generally recognised that teaching strategies are multidimensional and their effectiveness depends on the context in which they are applied. There is no single strategy that can guarantee better student outcomes, however, research has highlighted a number of practices that enable learning among students (Hattie, 2009; Marzano et al., 2001; Wayne and Young, 2003).

The effect of these strategies is influenced by how the teacher adapts and applies the right strategy to deal with the target group and help students learn the desired course content and achieve the intended learning outcomes. The intended learning outcomes should guide which approach best suits the achievement of those outcomes.

The Centre for Learning and Teaching supports the development of excellence in teaching and learning at ECU by working collaboratively with both individual staff members and course teaching teams to broaden their repertoire teaching strategies. These resources provide useful practices to guide teaching staff in their interactions and communications with students, individual and group learning activities as well as tips that can be recommended to students requiring specific support.

# data[].attributes.attachment_link.description
Teaching and Learning support including First Year experience and teaching tips for Academic staff.