Build a Earthquake-Proof House
Created byAlexia Ambriz
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Build a Earthquake-Proof House

Grade 3Science1 days
★★★★★
5.0 (1 rating)
In this project, third-grade students take on the role of architects and engineers to design and build an earthquake-proof model house using classroom materials. The project emphasizes the engineering design process, encouraging students to research, plan, construct, and improve their models based on real-world constraints and testing. Through activities such as blueprint creation, model construction, and shake table testing, students learn about structural stability, material properties, and iterative design improvements while aligning with educational standards. Collaboration, problem-solving, and reflection are integral parts of the learning experience as students work to understand how buildings can be designed to withstand natural disasters like earthquakes.
Earthquake-ProofEngineering DesignStructural StabilityMaterial PropertiesIterative DesignCollaborationNatural Disasters
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we, as architects and engineers, design and construct a model house using classroom materials that is strong and stable enough to withstand an earthquake?

Essential Questions

Supporting questions that break down major concepts.
  • How do architects and engineers ensure buildings are safe and can withstand natural disasters?
  • What materials and design principles can we use to build a structure that is strong and stable?
  • How does the engineering design process help us improve our building designs?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will understand and apply the engineering design process to solve a real-world problem.
  • Students will identify and select appropriate materials for structural strength and stability in building design.
  • Students will evaluate their building designs through testing, reflecting on both successes and areas for improvement.
  • Students will understand how natural phenomena, like earthquakes, influence architectural engineering decisions.

Texas Essential Knowledge and Skills

3.10C
Primary
Identify and compare different landforms, including mountains, hills, valleys, and plains.Reason: Understanding landforms and natural phenomena like earthquakes helps students apply scientific concepts to engineering problems.

Next Generation Science Standards

3-5-ETS1-1
Primary
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.Reason: The project requires students to define the problem, considering constraints and criteria for success, which aligns directly with this standard.
3-5-ETS1-2
Primary
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.Reason: Students will brainstorm and compare different design ideas, which aligns with generating and evaluating solutions against constraints and criteria.
3-5-ETS1-3
Primary
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.Reason: Students will test their models, consider failures, and make improvements, which aligns perfectly with this standard.

Entry Events

Events that will be used to introduce the project to students

Classroom Earthquake Simulation

Transform the classroom into an earthquake zone using a DIY shake table. Tell students there's a 'quake' scheduled and their task is to immediately design a prototype dwelling that can withstand the tremors using only classroom resources. This event drives home the urgency and real-world application of their mission.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Blueprint Designers

Students will plan and draw blueprints for their model houses using the insights gained from the Material Explorers activity. This step emphasizes the 'imagine' and 'plan' portions of the engineering design process.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Review the materials properties chart created previously to select appropriate materials.
2. Draw a detailed blueprint of the house, labeling the materials intended for different portions of the structure.
3. Consider how each design element contributes to the stability and strength to withstand an earthquake.
4. Share the blueprint with a classmate for feedback and possible suggestions for improvement.

Final Product

What students will submit as the final product of the activityA detailed, labeled blueprint of the proposed house design.

Alignment

How this activity aligns with the learning objectives & standardsThis activity aligns with NGSS 3-5-ETS1-1 as it requires the students to define the problem and set criteria for success within constraints (classroom materials).
Activity 2

Prototype Builders

Students will follow their blueprints to build a 3D model of their house. This involves applying the building and creating phases of the engineering design process.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Gather the materials as outlined in the blueprint.
2. Build the structure layer by layer, closely following the plan.
3. Monitor the construction process to ensure stability and make adjustments as needed.
4. Complete the construction and prepare for testing.

Final Product

What students will submit as the final product of the activityA 3D model house constructed from available classroom materials.

Alignment

How this activity aligns with the learning objectives & standardsThis activity aligns with NGSS 3-5-ETS1-2 by implementing design solutions and evaluating the model based on criteria and constraints.
Activity 3

Shake Test Challenge

Students will test their models against simulated earthquake conditions using a DIY shake table, examining how their designs withstand the force.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Place the model house on a DIY shake table.
2. Simulate an earthquake by gently shaking the table and observe the model's performance.
3. Record observations about how different parts of the model withstand the shaking.
4. Discuss with peers about potential improvements to enhance stability.

Final Product

What students will submit as the final product of the activityObservation notes from the shake test, detailing the strengths and weaknesses observed in their model houses.

Alignment

How this activity aligns with the learning objectives & standardsThis activity aligns with NGSS 3-5-ETS1-3 by conducting fair tests, identifying failure points, and developing strategies for improvement.
Activity 4

Improvement Engineers

Based on the results from the shake test, students will iterate on their designs to enhance stability and structural integrity, demonstrating the improvement phase of the engineering design process.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Review the observations from the shake test to identify weaknesses in the design.
2. Brainstorm potential improvements or modifications to address these weaknesses.
3. Rebuild the model incorporating the proposed improvements.
4. Retest the improved model to assess effectiveness of modifications.

Final Product

What students will submit as the final product of the activityAn improved model house that addresses the weaknesses identified in initial tests, as well as a reflection journal entry on changes made and their impacts.

Alignment

How this activity aligns with the learning objectives & standardsThis activity reinforces NGSS 3-5-ETS1-3 by encouraging innovation and improvement based on test observations.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Engineering Design Process Rubric

Category 1

Blueprint Design and Planning

Assessment of the student's ability to create a detailed and thoughtful design blueprint that fulfills the project's criteria and constraints, demonstrating an understanding of architectural stability and material properties.
Criterion 1

Detail and Clarity of Blueprint

Evaluates the completeness and clarity of the blueprint, focusing on the labeling of materials and design elements.

Exemplary
4 Points

Blueprint is exceptionally detailed, with all materials accurately labeled and design elements clearly marked, enhancing structural understanding.

Proficient
3 Points

Blueprint is adequately detailed, with most materials labeled and design elements clear, demonstrating a solid understanding of the task.

Developing
2 Points

Blueprint has some details, but lacks clarity or misses some labels, indicating partial understanding.

Beginning
1 Points

Blueprint is incomplete or unclear with few materials labeled, suggesting a need for further guidance.

Criterion 2

Material Selection and Justification

Evaluates the choice of materials based on their properties and suitability for the project.

Exemplary
4 Points

Consistently selects materials with keen insight into their properties, providing thorough justifications linked to project success.

Proficient
3 Points

Selects appropriate materials with sound justification related to project goals.

Developing
2 Points

Material selection is somewhat appropriate, with limited justification.

Beginning
1 Points

Selects materials without clear justification, needing significant guidance.

Category 2

Construction and Building Phase

Assessment of the students’ ability to construct their model, focusing on execution of the plan and adjustments made during building.
Criterion 1

Adherence to Blueprint

Evaluates how well the student followed their blueprint during construction.

Exemplary
4 Points

Construction closely follows the blueprint with precise execution and thoughtful adjustments improving the design.

Proficient
3 Points

Construction generally follows the blueprint with necessary and effective adjustments during the process.

Developing
2 Points

Construction deviates from the blueprint, but some coherent adjustments are made.

Beginning
1 Points

Construction poorly reflects the blueprint with minimal effective adjustments.

Criterion 2

Structural Integrity

Evaluates the stability and durability of the constructed model house.

Exemplary
4 Points

Model house demonstrates exceptional stability and durability under testing conditions, surpassing project requirements.

Proficient
3 Points

Model house is stable and durable, meeting the project's criteria effectively.

Developing
2 Points

Model house shows some stability but has notable weaknesses affecting durability.

Beginning
1 Points

Model house lacks stability and fails to meet durability criteria.

Category 3

Testing and Improvement Phase

Assessment of the students’ ability to test and improve their models, focusing on critical analysis and reflection on performance.
Criterion 1

Testing Process and Observations

Evaluates how the student conducts tests and documents observations about the model's performance.

Exemplary
4 Points

Conducts tests methodically, with comprehensive observation notes providing deep insights into performance strengths and weaknesses.

Proficient
3 Points

Conducts tests adequately, with clear observations about model performance and areas needing improvement.

Developing
2 Points

Tests are somewhat disorganized, with limited observations recorded.

Beginning
1 Points

Tests are incomplete with few or unclear observations noted.

Criterion 2

Improvement Strategies and Implementation

Evaluates the student’s ability to propose and implement improvements based on testing outcomes.

Exemplary
4 Points

Innovative and effective improvements are proposed and implemented with clear evidence of significant enhancement to model performance.

Proficient
3 Points

Proposes and implements sensible improvements that enhance the model's performance.

Developing
2 Points

Some improvements are proposed and tried, with limited impact on model performance.

Beginning
1 Points

Struggles to propose or implement effective improvements.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

What was the most challenging part of designing and building a model house that can withstand an earthquake, and how did you overcome it?

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Question 2

How well do you think you applied the engineering design process to improve your model house after initial tests?

Scale
Required
Question 3

Which materials used in your model house do you believe contributed most to its stability and why?

Multiple choice
Required
Options
Clay
Paper clips
Popsicle sticks
Tape
Index cards
White printer paper
Question 4

What changes did you make to your model house design after the shake test, and what were the results?

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Required
Question 5

How did collaborating with your classmates influence your approach to solving the problem of building an earthquake-resistant house?

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Required