Student-Centered Project-Based Activity

Student-Centered Project-Based Activity

These lessons are part of a larger unit (slides can be found here) on hurricanes and hurricane-resistant structures. We have already learned about the science of hurricanes, how they form, how they are categorized, and the types of damage they can inflict. Students will now research a hurricane of their choice (of three provided choices) and will write a short report with a partner on the hurricane, presenting their findings to the class. The research component will allow students to effectively utilize digital sources to locate information.  

Following this research, students will work in groups to design a hurricane resistant structure. We have also already learned about structural design and the choices engineers make to ensure that a building is safe. Students will design their structure, drawing a plan and justifying their choices in this writing assignment before engaging in the building process. Once students create their structures, we will test them under hurricane conditions using a spray bottle and fan to simulate a rain and wind. Students will then complete the reflection portion of the writing assignment.

Guiding questions:

• How can you build a hurricane-resistant structure?
• What building designs are best suited for heavy winds?
• How can you build a free-standing structure out of the materials provided?
• What can you learn from the hurricane damage you read about in your research to inform your design?
• How can you make the most out of limited materials? What considerations do you need to keep in mind when designing your building because of these limitations?

I selected a project-based activity because I wanted to combine research and academics with a hands-on project in which students could engage. Because I teach emergent bilinguals, many of them feel discouraged and lose their confidence in assignments that are language heavy, regardless of the scaffolds provided. This project is an opportunity for them to make proposals and share their ideas based on knowledge they have built over time. I incorporated a lot of videos and provided some home language scaffolds for students (i.e. videos and articles in Spanish that they could explore during independent work time) so they are all fully prepared to engage in this project.

Technology was integrated as a tool for authentic learning because the research component empowered students to use their research skills to investigate a topic about which they were passionate and in which they were interested. The videos we watched about building techniques and structural design provided authentic applications of the information we were learning and combined a STEM design project with science content on the formation of and destructive qualities of hurricanes..

Assessments:
Formative: KWL Chart

• Students will all have access to a digital version of this KWL chart through Google Classroom and will be asked to update it on a daily basis as we move through our weather and climate unit. This is a helpful tool for me to identify misconceptions or misunderstandings and to formatively assess students’ comprehension of the material. In scientific inquiry, it is key that students are constantly revising their hypotheses and prior knowledge/understandings of topics and concepts.

Summative: Hurricane Writing Reflection

• This assignment asks students to justify their engineering and design choices and to reflect on the entire process following the investigation. The rubric allows for consistency and clear criteria which students can reference as they work. This task was authentic because it asked students to propose a building design and justify their reasoning. The reflection questions also allowed them to think through what went well and what they would change moving forward, which is an important component of STEM education, and is also an important skill for students to have as they move into the workforce.