Disaster-Resilient Community Design Project
Created byCarrie Beach
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Disaster-Resilient Community Design Project

Grade 6Technology10 days
The Disaster-Resilient Community Design Project is an interdisciplinary, project-based learning experience for sixth-grade students, focusing on creating sustainable and resilient buildings in the aftermath of natural disasters. Students explore and apply renewable energy sources, eco-friendly materials, and innovative design practices through research, model construction, and presentations. The project fosters critical thinking, problem-solving, and communication skills, encouraging students to develop practical solutions that benefit disaster-stricken communities.
SustainabilityRenewable EnergyEco-friendly MaterialsResilienceNatural DisastersBuilding DesignCritical Thinking
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we design and build sustainable and resilient homes and community buildings after a natural disaster while focusing on renewable energy and eco-friendly materials?

Essential Questions

Supporting questions that break down major concepts.
  • What are the sustainable building practices that can be implemented to withstand natural disasters?
  • How can renewable energy sources be utilized effectively in different geographic locations?
  • What factors should be considered when choosing eco-friendly building materials?
  • How do buildings and utilities support a community's recovery after a natural disaster?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will understand and apply principles of sustainable building practices that can mitigate the impact of natural disasters.
  • Students will learn to evaluate and select appropriate renewable energy systems for different geographic locations.
  • Students will design and construct scale models of buildings using eco-friendly materials.
  • Students will develop skills in critical thinking and problem-solving by addressing real-world challenges.
  • Students will enhance their communication skills by presenting their designs and justifying their choices based on evidence and research.
  • Students will be able to discuss the differences between natural and manmade disasters.

Next Generation Science Standards

MS-ETS1-1
Primary
Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.Reason: The project involves defining the criteria for sustainable and disaster-resilient buildings, considering environmental impacts.
MS-ETS1-2
Primary
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.Reason: Students need to evaluate different building designs based on sustainability and resilience criteria.
MS-ESS3-3
Primary
Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.Reason: The project focuses on using eco-friendly materials and renewable energy to minimize environmental impact.
MS-PS3-3
Secondary
Apply scientific principles to design, construct, and test a device that either releases or absorbs thermal energy by chemical processes.Reason: Understanding the application of renewable energy sources in building design is key to this project.

Common Core Standards

CCSS.ELA-LITERACY.W.6.1
Supporting
Write arguments to support claims with clear reasons and relevant evidence.Reason: Students will need to articulate their design choices and argue why they are the most effective solutions.

Entry Events

Events that will be used to introduce the project to students

Virtual Reality Tour of Disaster Zones

Students will embark on a virtual reality tour of various global locations impacted by different natural disasters. As they explore the aftermath and engage with survivor stories, they’ll start thinking about how architecture, technology, and innovative building practices can transform these spaces into resilient communities.
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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

Resilient Structure Designers

Students will work in groups to define the criteria for creating disaster-resilient buildings. This exercise introduces students to the concept of building resilient and sustainable communities by setting criteria and constraints based on the impacts of various environmental factors and the needs of urban recovery.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Discuss in groups the characteristics of disaster-resilient buildings.
2. Research various natural disasters and their impact on building design.
3. Compile a list of key criteria that a resilient building design must meet.
4. Create a written document outlining the criteria and constraints of your building designs.

Final Product

What students will submit as the final product of the activityA document detailing the criteria and constraints for resilient building designs.

Alignment

How this activity aligns with the learning objectives & standardsAligns with MS-ETS1-1: Define criteria and constraints of a design problem considering scientific principles.
Activity 2

Eco-Energy Investigators

Students will investigate different renewable energy sources suitable for their specific project location, evaluating their effectiveness and sustainability. This helps to integrate scientific principles into the design process, promoting environmental awareness and practical application of energy sciences.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research different types of renewable energy sources.
2. Identify the most effective energy source for the geographic location of your project.
3. Create an energy strategy plan that includes how the energy source will be integrated into your building design.

Final Product

What students will submit as the final product of the activityAn energy strategy plan document detailing the renewable energy sources chosen and their integration into building designs.

Alignment

How this activity aligns with the learning objectives & standardsAligns with MS-ESS3-3 & MS-PS3-3: Applying scientific principles for energy integration and environmental impact.
Activity 3

Sustainable Material Scouts

In this activity, students will research and select eco-friendly building materials for their scale model projects. By analyzing the environmental implications of different materials, they gain insight into how material choice affects long-term sustainability.

Steps

Here is some basic scaffolding to help students complete the activity.
1. List various building materials commonly used in construction.
2. Research the environmental impact of each material.
3. Evaluate and select materials that align with eco-friendly and sustainable practices.
4. Document reasons for material selection based on eco-criteria.

Final Product

What students will submit as the final product of the activityA materials dossier that lists and justifies selected building materials.

Alignment

How this activity aligns with the learning objectives & standardsAligns with MS-ESS3-3: Monitoring and minimizing human environmental impact.
Activity 4

Model Makers Mastery

Students will now use their research to construct scale models of their designed resilient home and utility building. This activity focuses on the application of research in tangible product creation.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Draft a detailed scale model plan incorporating previous research.
2. Gather chosen materials to construct the model.
3. Build the scale model of the house and utility building as per design.

Final Product

What students will submit as the final product of the activityA physical scale model of a resilient home and a utility building using chosen materials.

Alignment

How this activity aligns with the learning objectives & standardsAligns with MS-ETS1-1 & MS-ETS1-2: Designing and constructing solutions to meet defined criteria.
Activity 5

Design Justification Presenters

In the final phase, students will present their models and articulate the research and design choices made. This enhances their communication skills and understanding of design effectiveness.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Prepare a presentation detailing your design choices and their justification.
2. Include reasons, evidence, and research that support your design decisions.
3. Present to peers or community members, inviting feedback.

Final Product

What students will submit as the final product of the activityA comprehensive presentation detailing design choices and justifications.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.W.6.1: Writing arguments with clear reasons and relevant evidence.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Disaster Resilience and Sustainability Project Rubric

Category 1

Criteria Development

Evaluation of students' ability to define clear and precise criteria for disaster-resilient buildings using scientific principles and constraints.
Criterion 1

Understanding of Resilience and Sustainability

Measures students' understanding of sustainable building practices that improve resilience to natural disasters.

Exemplary
4 Points

Demonstrates a sophisticated understanding of sustainable and resilient building practices with comprehensive criteria that incorporate forward-thinking solutions for natural disaster mitigation.

Proficient
3 Points

Exhibits thorough understanding of key sustainable building practices with criteria that clearly address resilience to natural disasters.

Developing
2 Points

Shows emerging understanding of sustainable practices with some relevant criteria for resilience, though lacking depth.

Beginning
1 Points

Displays minimal understanding of sustainability and resilience with incomplete or vague criteria.

Criterion 2

Scientific Integration

Assess the ability to integrate scientific principles and environmental impacts into building criteria.

Exemplary
4 Points

Critically integrates scientific principles and environment impacts, showing deep insight into sustainable design choices.

Proficient
3 Points

Successfully incorporates scientific principles and relevant environmental impacts into design criteria.

Developing
2 Points

Incorporates some scientific principles and understanding of environmental impacts but lacks consistency.

Beginning
1 Points

Limited integration of scientific principles, with minimal consideration of environmental impacts.

Category 2

Renewable Energy Strategy

Assessment of students' ability to research, select, and justify renewable energy solutions suitable for their project's geographic context.
Criterion 1

Research and Selection of Energy Sources

Evaluates the research and selection process of suitable renewable energy sources.

Exemplary
4 Points

Conducts extensive research and selects energy solutions superbly tailored to geographic context with innovative strategy.

Proficient
3 Points

Selects appropriate renewable energy sources that fit the project context, showing a solid research foundation.

Developing
2 Points

Researches and selects basic renewable energy solutions with limited relevance or innovation.

Beginning
1 Points

Conducts minimal research with inappropriate or poorly justified energy selections.

Category 3

Sustainable Material Selection

The students' ability to evaluate and justify eco-friendly materials for building construction is assessed.
Criterion 1

Material Evaluation and Justification

Assessment of material selection based on environmental impact and sustainability.

Exemplary
4 Points

Provides a comprehensive evaluation and thoughtful selection of eco-friendly materials with high environmental consideration.

Proficient
3 Points

Presents sound evaluation and selection of materials that meet eco-friendly standards.

Developing
2 Points

Demonstrates basic evaluation of materials, with partial alignment to eco-friendly standards.

Beginning
1 Points

Shows minimal evaluation, with poorly justified or unsustainable material choices.

Category 4

Model Construction and Presentation

Evaluates the construction quality, design, and effectiveness of the final scale model alongside presentation skills.
Criterion 1

Model Design and Construction

Assesses the design, quality, and fidelity of the constructed scale models.

Exemplary
4 Points

Creates an exceptionally detailed and accurate scale model that fulfills all design criteria with originality and precision.

Proficient
3 Points

Constructs a detailed and coherent model that effectively adheres to design criteria.

Developing
2 Points

Produces a basic model with partial alignment to design criteria, occasionally lacking in detail.

Beginning
1 Points

Develops an incomplete or inaccurate model that struggles to meet design criteria.

Criterion 2

Presentation and Justification

The effectiveness and clarity of the presentation, and how well design choices are justified and supported by evidence.

Exemplary
4 Points

Delivers a highly persuasive presentation with comprehensive justification of design choices supported by robust research.

Proficient
3 Points

Presents a clear and coherent argument, justifying design choices with relevant evidence.

Developing
2 Points

Offers a basic presentation with some attempts to justify design choices, but lacks strong evidence.

Beginning
1 Points

Struggles to present and justify design choices effectively, with weak or unsupported evidence.

Reflection Prompts

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

Reflect on the process of designing a building to withstand natural disasters. What challenges did you face, and how did you address them?

Text
Required
Question 2

How confident do you feel about your understanding of renewable energy sources after completing this project?

Scale
Required
Question 3

Which sustainable building materials do you think are the most effective for minimizing environmental impact, and why?

Text
Required
Question 4

How effectively did your group work together to create the scale model and develop your project presentations?

Multiple choice
Required
Options
Very effectively
Somewhat effectively
Not effectively
Question 5

To what extent do you think your design solutions could help a community recover from a natural disaster?

Scale
Required
Question 6

What is the most impactful lesson you learned from this project regarding sustainable and resilient building practices?

Text
Required