Island Survival: Selecting 5 Essential Items

Created byPhillip Charles Alcock

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Island Survival: Selecting 5 Essential Items

Grade 7Science3 days

In this project, 7th-grade students explore survival strategies on a deserted island by determining which five essential items are most critical for maintaining life and aiding rescue. The project encourages teamwork, communication, and an understanding of environmental factors impacting survival choices. Students engage in practical activities to prioritize survival items, evaluate environmental challenges, and propose strategies for signaling rescue, aligning with the Next Generation Science Standards. The experience culminates in the creation of survival essentials posters, reflecting their newfound knowledge of resource management and problem-solving in a wilderness setting.

SurvivalResource ManagementEnvironmental FactorsTeamworkCommunicationProblem Solving

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can a group of individuals effectively prioritize and utilize limited resources for survival and rescue on a deserted island, considering environmental factors and the importance of teamwork?

Essential Questions

Supporting questions that break down major concepts.

What are the most essential items for survival in a wilderness setting?
How do different environmental factors affect survival?
What strategies can be employed to signal for rescue?
How can teamwork and effective communication assist in survival situations?
How do the physical properties of materials influence their utility in survival scenarios?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Students will be able to identify and prioritize essential survival items based on individual and group needs.
Students will analyze how environmental factors influence their survival choices.
Students will develop a plan for signaling for rescue based on the materials they have.
Students will demonstrate teamwork and communication skills in a group setting to work towards a common goal.

Next Generation Science Standards (NGSS)

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.Reason: This standard aligns with assessing the criteria for selecting resources for survival.

MS-ETS1-3

Primary

Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution.Reason: Students will analyze various resources and their utility, contributing to problem-solving for survival.

MS-LS1-3

Secondary

Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.Reason: Relevant in understanding the biological aspects of survival, though indirectly connected to the project.

MS-PS1-3

Secondary

Gather and make sense of information to describe that synthetic materials come from natural resources.Reason: Understanding the properties of materials can influence item selection for survival, making this standard useful.

Entry Events

Events that will be used to introduce the project to students

Survival Scenario Unveiling

Students walk into the classroom to find it transformed into a deserted island scene, with props like sand, fake palm trees, and labeled boxes containing various survival items. The teacher shares a dramatic video of a shipwreck and the necessity for survival. Students must choose five items to ensure their survival, fueling immediate discussion.

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Portfolio Activities

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

Activity 1

Survival Essentials Exploration

Students will begin by brainstorming items they could potentially have in their pockets and those that could wash up on shore. This activity ignites imagination while introducing concepts of survival needs and resource management.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Individually list five items you would carry in your pocket if you were stranded on an island.

2. In small groups, discuss the practicality of each item based on survival needs (food, water, shelter).

3. Gather as a class and compile a master list of items that could potentially wash up on the shore.

4. Have each student select five items from the collective list that they believe are essential for survival.

Final Product

What students will submit as the final product of the activityA survival essentials poster featuring their selected items and a brief rationale for each choice.

Alignment

How this activity aligns with the learning objectives & standardsCovers NGSS MS-LS1-3 (Plan and conduct an investigation to provide evidence that living things are made of cells, and that these cells carry out the functions needed to support life).

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Survival Essentials Rubric for 7th Grade Science

Category 1

Critical Selection of Survival Items

Evaluates the student's ability to critically select essential items for survival based on specific criteria and reasoning.

Criterion 1

Item Selection and Justification

Students demonstrate the ability to select appropriate survival items and provide sound reasoning for their choices.

Exemplary

4 Points

All selected items are highly relevant to survival needs, with insightful reasoning provided for each choice, showing an understanding of their importance.

Proficient

3 Points

Most selected items are relevant and accompanied by clear justifications that reflect a grasp of basic survival priorities.

Developing

2 Points

Some selected items are relevant, though justifications may lack depth or clarity, indicating partial understanding of survival priorities.

Beginning

1 Points

Selected items have limited relevance to survival needs, with weak or unclear justifications provided.

Criterion 2

Real-World Application

Measures students' ability to connect survival item choices to real-world environmental challenges.

Exemplary

4 Points

Consistently applies understanding of environmental challenges to justify item selection, showing depth of thought.

Proficient

3 Points

Applies understanding of environmental challenges to item selection in most cases, with solid reasoning.

Developing

2 Points

Applies understanding sporadically, with justifications showing some connection to environmental challenges.

Beginning

1 Points

Limited connection between item choice and environmental challenges, with minimal reasoning.

Category 2

Communication and Collaboration

Assesses students' communication in group discussions and ability to collaboratively select essential items.

Criterion 1

Effective Communication

Quality and clarity of communication during group discussions and presentations.

Exemplary

4 Points

Communicates ideas clearly and persuasively, demonstrating leadership in discussions.

Proficient

3 Points

Communicates ideas clearly and participates actively in group discussions.

Developing

2 Points

Communicates ideas with some clarity, participating inconsistently in discussions.

Beginning

1 Points

Struggles to communicate ideas, with minimal participation

Criterion 2

Teamwork and Collaboration

Evaluates the student’s ability to work collaboratively to achieve a shared goal.

Exemplary

4 Points

Demonstrates leadership and supports team members, contributing to a positive group dynamic.

Proficient

3 Points

Works well with others, contributing meaningfully to group goals.

Developing

2 Points

Participates in teamwork with some challenges, contributing unevenly to group progress.

Beginning

1 Points

Limited contribution to group tasks, with reliance on others.

Reflection Prompts

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

Question 1

Reflect on how your understanding of survival and resource management has evolved throughout this project. What were the most surprising insights you gained?

Text

Required

Question 2

On a scale from 1 to 5, how confident do you feel about using teamwork to solve real-world survival problems after completing this project?

Scale

Required

Question 3

Which item did you originally think was essential, but later changed your mind about during the project? What influenced your change of perspective?

Text

Required

Question 4

How did environmental factors influence your choices of survival items, and how did you address those challenges?

Text

Required

Question 5

Select the strategies you found most effective for signaling rescue in a survival scenario. (Choose all that apply)

Multiple choice

Optional

Options

Creating a large SOS sign on the beach

Using reflective materials to signal planes

Building a fire to produce smoke

Using brightly colored items to attract attention