Smart City Homes: Tech for Safety Design Challenge
Created byAmy Moler
14 views0 downloads

Smart City Homes: Tech for Safety Design Challenge

Grade 1ScienceEnglishMathSocial Studies1 days
In this interdisciplinary project for first graders, students act as smart city planners to design and compare home models incorporating safety technologies. Through a series of activities, they research existing home safety technologies, create sketches, and construct 3D models using recyclable materials. The project emphasizes collaboration, data collection, and analysis to evaluate the effectiveness of different designs, culminating in a community presentation where students share their innovative solutions for safer homes.
Smart CitiesHome SafetyDesign ChallengeCollaborationTechnology IntegrationData AnalysisCreative Expression
Want to create your own PBL Recipe?Use our AI-powered tools to design engaging project-based learning experiences for your students.
📝

Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we, as smart city planners, design and compare models of homes with technology improvements to make them safer and more functional for our community?

Essential Questions

Supporting questions that break down major concepts.
  • What are some ways technology can be used to make homes safer?
  • How does the shape or design of a house affect its functionality and safety?
  • What are the steps to gather information about safety needs in a home?
  • How can we compare two different technologically improved home designs to determine which is more effective?
  • In what ways can science and technology work together to solve problems in our communities?
  • How does collaboration and sharing ideas help in planning and designing safer homes?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will understand how technology can enhance home safety and functionality.
  • Students will create simple sketches or models to illustrate how the design of a home impacts its functionality and safety.
  • Students will gather and analyze data to determine safety needs in homes and propose technological improvements.
  • Students will compare different home design models to evaluate their effectiveness in addressing safety issues.
  • Students will collaborate and share ideas to improve design models and learn from each other's perspectives.
  • Students will explore the role of science and technology in solving community problems.

Next Generation Science Standards

1.ETS1.A
Primary
Gather information about what you want to change to develop a new or improved object.Reason: The project involves gathering information on technological improvements to make homes safer, which aligns with researching changes for object improvement.
1.ETS1.B
Primary
Develop a simple sketch, or model to illustrate how the shape of an object helps it function.Reason: Students are required to create models of homes, demonstrating how design impacts home functionality and safety.
1.ETS1.C
Primary
Analyze data from two objects designed to solve the same problem of how each performs.Reason: The project includes comparing different house designs based on data analysis, reflecting on their effectiveness in improving safety.

Common Core Standards

CCSS.ELA-LITERACY.SL.1.1
Secondary
Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.Reason: Collaboration and idea sharing is integral to the project, enhancing communication skills through discussions.
CCSS.ELA-LITERACY.SL.1.5
Secondary
Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.Reason: Students will create visual models which help in explaining and clarifying their home design ideas.
CCSS.MATH.CONTENT.1.MD.C.4
Secondary
Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points.Reason: Analyzing and interpreting data from different home design models connects to mathematical data competencies.

Entry Events

Events that will be used to introduce the project to students

NASA’s Message from Mars

Students receive a fictional 'message from Mars,' asking for help in designing safe homes for human settlers using available technology. This scenario ignites imagination and asks them to think about applicable technology for safety in homes on Earth.

Virtual Tour of a Tech City

Take students on a virtual tour of an existing smart city. Highlight the ways technology is integrated to improve safety, and ask them to pick ideas they would like to implement in their own smart home designs.
📚

Portfolio Activities

Portfolio Activities

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

Tech Needs Detective

In this activity, students embark on an exciting mission to identify technological tools that can enhance the safety of homes. By gathering information, they'll act like detectives to understand what changes are needed for improvement. Through classroom discussions and exploration, students will brainstorm and determine what technological features are most beneficial.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Introduce the 'mission' inspired by a fictional message from Mars, sparking excitement to gather information on current home safety technologies.
2. Engage students in a classroom discussion about various technologies (like smoke detectors, smart locks, etc.) and how they make homes safer.
3. Divide students into pairs to research and collect information on three technologies that improve home safety using age-appropriate resources.
4. Collect and compile students' findings on a classroom chart, discussing the benefits of each technology.

Final Product

What students will submit as the final product of the activityA classroom chart displaying a list of gathered home safety technologies and their advantages.

Alignment

How this activity aligns with the learning objectives & standardsThis activity aligns with 1.ETS1.A as students gather information on safety technologies to improve home features.
Activity 2

Designer's Sketch Pad

Students transition from detectives to designers as they use their gathered information to begin sketching innovative home designs. They will illustrate how the shape and inclusion of safety technologies can improve home safety and functionality. This visual representation promotes hands-on learning and creative expression.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Provide students with materials to sketch their home design inspired by their research, emphasizing creativity and practicality.
2. Guide students to include at least three technological improvements in their design, adding details to show how these changes enhance safety.
3. Encourage students to share and explain their sketches to peers in small groups, discussing their ideas and learning from others.
4. Allow time for adjustments and improvements based on peer feedback.

Final Product

What students will submit as the final product of the activityDetailed sketches of homes with technological improvements, showcasing creativity and safety considerations.

Alignment

How this activity aligns with the learning objectives & standardsThis activity aligns with 1.ETS1.B as it involves developing sketches to represent how design influences functionality and safety.
Activity 3

Model Makers Challenge

In this hands-on activity, students build simple 3D models of their sketched home designs using recyclable materials. This challenge involves implementing their sketches into tangible models and analyzing the effectiveness of their design choices. The focus is on enhancing spatial awareness and problem-solving skills.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Provide students with recyclable materials such as cardboard, plastic bottles, etc., for model construction based on their sketches.
2. Students work independently or in small groups to construct a 3D model that incorporates technological and safety features.
3. Facilitate a classroom 'gallery walk' where students display and explain their models to peers, observing different ideas and features.
4. Invite feedback and allow students to make improvements on their models, focusing on practical and creative solutions.

Final Product

What students will submit as the final product of the activity3D models of smart home designs incorporating safety technologies, displayed for peer review.

Alignment

How this activity aligns with the learning objectives & standardsThis activity aligns with both 1.ETS1.B, as students create physical models, and CCSS.ELA-LITERACY.SL.1.5, by adding visual displays to clarify ideas.
Activity 4

Data Detectives

Students become 'data detectives,' analyzing the functionality and safety of the created models. They will gather and compare data from different models to discern which designs best meet safety and functionality criteria. This analytical activity encourages critical thinking and data interpretation skills.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Introduce students to the concept of data analysis and guide them on collecting meaningful data from their and their peers' models.
2. Ask students to use simple checklists to evaluate features such as stability, creativity, and safety enhancements of the models.
3. Organize a discussion where students compare models and debate which designs work best and why, promoting analytical discussion.
4. Compile the data into a simple chart, identifying key trends and constructions that effectively enhance home safety.

Final Product

What students will submit as the final product of the activityA compiled data chart and evaluation findings from model analysis, showing trends in home safety design.

Alignment

How this activity aligns with the learning objectives & standardsThis activity aligns with 1.ETS1.C by analyzing data from models and CCSS.MATH.CONTENT.1.MD.C.4 by organizing and interpreting data.
Activity 5

Community Connection Forum

Students showcase their designs and findings through a community forum, inviting peers, teachers, and family to view and discuss the projects. This wrap-up activity emphasizes communication skills and the ability to share ideas effectively.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Organize a classroom event where students present their models and charts to an audience, explaining their design process and findings.
2. Encourage students to answer questions from the audience, facilitating a dialog about their ideas and improvements for home safety.
3. Invite feedback from the audience to help students refine their understanding and gain insights into real-world applications.
4. Celebrate the completion of the project, acknowledging each student's contribution and creativity.

Final Product

What students will submit as the final product of the activityA community event presentation, showcasing students' smart home designs and analysis to a broader audience.

Alignment

How this activity aligns with the learning objectives & standardsThis activity aligns with CCSS.ELA-LITERACY.SL.1.1 in engaging students in collaborative conversation and CCSS.ELA-LITERACY.SL.1.5 in using visual displays to clarify and present ideas.
🏆

Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Smart City Planners: Evaluation Rubric

Category 1

Research and Information Gathering

Assessment of students' ability to gather relevant information on home safety technologies.
Criterion 1

Information Relevance

Evaluates the relevance of the information gathered about home safety technologies.

Exemplary
4 Points

The student gathers highly relevant and accurate information about home safety technologies from a variety of sources.

Proficient
3 Points

The student gathers relevant information about home safety technologies from appropriate sources.

Developing
2 Points

The student gathers some relevant information, but it may lack depth or variety.

Beginning
1 Points

The student gathers limited or irrelevant information about home safety technologies.

Criterion 2

Participation in Discussions

Evaluates contribution to classroom discussions about safety technologies.

Exemplary
4 Points

Actively engages in discussions, offering insightful ideas and asking meaningful questions.

Proficient
3 Points

Participates in discussions with relevant ideas and questions.

Developing
2 Points

Participates passively with some relevant contributions.

Beginning
1 Points

Rarely participates or makes off-topic contributions.

Category 2

Design and Creativity

Assessment of students' ability to design a home that incorporates technology for functionality and safety.
Criterion 1

Creativity and Innovation

Evaluates innovative use of design and technology in home sketches and models.

Exemplary
4 Points

Displays exceptional creativity with innovative use of technology enhancing home design effectively.

Proficient
3 Points

Creates a thoughtful design incorporating technology effectively.

Developing
2 Points

Incorporates some creative ideas but the use of technology may be basic or unclear.

Beginning
1 Points

Design lacks creativity and coherent integration of technology.

Criterion 2

Sketch Clarity and Details

Evaluates the clarity and details present in home sketches.

Exemplary
4 Points

Detailed sketches clearly illustrate technological applications and design functionality.

Proficient
3 Points

Sketches are clear with most necessary details depicted.

Developing
2 Points

Sketches include basic designs with limited details.

Beginning
1 Points

Sketches are unclear or lack essential details.

Category 3

Model Construction

Assessment of students' construction of 3D models reflecting their designs.
Criterion 1

Model Construction and Innovation

Evaluates the quality and innovation of the 3D models constructed.

Exemplary
4 Points

Constructs an innovative and well-crafted model effectively demonstrating safety features.

Proficient
3 Points

Constructs a clear and functional model demonstrating safety features.

Developing
2 Points

Constructs a basic model with some safety features lacking clarity.

Beginning
1 Points

Constructs an unclear model with limited safety features.

Criterion 2

Use of Materials

Evaluates effective and creative use of materials in model creation.

Exemplary
4 Points

Uses materials creatively and effectively, maximizing their potential in the model.

Proficient
3 Points

Uses materials appropriately to create an effective model.

Developing
2 Points

Uses materials for model construction, but lacks creativity or proper understanding.

Beginning
1 Points

Uses materials ineffectively with minimal construction success.

Category 4

Data Analysis and Interpretation

Assessment of students' ability to analyze data from their models and those of peers.
Criterion 1

Data Collection and Organization

Evaluates the success in collecting and organizing relevant data from models.

Exemplary
4 Points

Collects and organizes comprehensive data efficiently and accurately.

Proficient
3 Points

Collects and organizes relevant data sufficiently.

Developing
2 Points

Collects some relevant data with basic organization.

Beginning
1 Points

Collects limited or irrelevant data with poor organization.

Criterion 2

Analytical Discussion

Evaluates participation in discussions comparing various models.

Exemplary
4 Points

Actively leads discussions with insightful analysis comparing model features.

Proficient
3 Points

Participates actively with relevant analysis and comparisons.

Developing
2 Points

Participates in discussions with basic analysis and comparisons.

Beginning
1 Points

Participates minimally with limited analysis.

Category 5

Communication and Presentation

Assessment of students' communication skills in presenting their designs to the class or community.
Criterion 1

Presentation Skills

Evaluates the effectiveness of presenting model designs to an audience.

Exemplary
4 Points

Delivers a clear, engaging, and confident presentation, effectively communicating design ideas.

Proficient
3 Points

Delivers a clear presentation, communicating design ideas effectively.

Developing
2 Points

Presents with basic clarity, but lacks engagement or depth in communication.

Beginning
1 Points

Presents with unclear communication and lacks audience engagement.

Reflection Prompts

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

What was the most interesting or surprising thing you learned about using technology to improve home safety during this project?

Text
Required
Question 2

On a scale from 1 to 5, how do you feel about your ability to effectively gather and analyze data in this project?

Scale
Required
Question 3

Which technological feature did you and your peers find most effective in enhancing home safety? Why do you think it was considered most effective?

Text
Required
Question 4

How did working in teams to design and model homes enhance your learning experience? Select the option that best describes your experience.

Multiple choice
Required
Options
Led to better understanding through shared ideas
Fostered creativity through collaboration
Helped in balancing individual strengths and weaknesses
Challenged my communication skills in a positive way
Question 5

Reflect on the community event presentation. What feedback did you receive that you found most useful for improving your design?

Text
Optional