Created bySmriti Vasistha
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Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How can we creatively integrate STEM disciplines to innovate sustainable and efficient survival strategies on a deserted island while considering environmental impacts and utilizing local resources?Essential Questions
Supporting questions that break down major concepts.- How can we utilize STEM concepts to ensure survival on a deserted island?
- In what ways can technology and computer science aid in building sustainable solutions in isolated environments?
- What mathematical calculations are necessary for resource management and survival strategies on a deserted island?
- How can understanding of environmental science and chemistry impact our ability to interact with and alter natural surroundings for survival?
- What role does the integration of art play in the development of innovative solutions in primitive conditions?
- How can language and communication skills support team collaboration and problem-solving in survival scenarios?
- What are the critical factors to consider when designing structures and technologies that are efficient, sustainable, and eco-friendly on a deserted island?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Apply integrated STEM knowledge to develop sustainable survival strategies on a deserted island.
- Utilize mathematical models and computations for effective resource management.
- Design and refine technological solutions that minimize environmental impact.
- Investigate chemical properties and reactions relevant to survival scenarios.
- Collaborate effectively using language and communication skills to enhance team problem-solving abilities.
- Incorporate artistic design principles to foster innovation in solution development.
NGSS
HS-ETS1-1
Primary
Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.Reason: Students will analyze the challenge of surviving on a deserted island, specifying criteria and constraints for sustainable solutions.
HS-ESS3-4
Primary
Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.Reason: The project involves creating technologies that minimize environmental impact, aligning with the standard.
HS-PS1-3
Secondary
Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.Reason: Understanding chemistry to manipulate substances for survival on the island directly relates to this standard.
Common Core
CCSS.ELA-LITERACY.CCRA.W.4
Secondary
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.Reason: Writing will be crucial as students document and present their findings and solutions.
CCSS.MATH.PRACTICE.MP4
Primary
Model with mathematics.Reason: Mathematics will be used to model resource allocation and survival strategies.
CCSS.ELA-LITERACY.SL.9-10.1
Primary
Initiate and participate effectively in a range of collaborative discussions with diverse partners.Reason: Collaboration and communication are essential in resolving survival challenges.
Entry Events
Events that will be used to introduce the project to studentsStranded: Survival Simulation
Students are presented with a live-action simulation where they are 'stranded' on a deserted island. They must use math to calculate resources, environmental science to find sustainable food sources, and technology to design a shelter, while documenting their journey in a survival diary, integrating English and Art.Escape Room: Island Challenge
Set up an escape room scenario where students must solve interdisciplinary challenges in chemistry, math, and computer science to 'escape' the deserted island. Art skills will be needed to design clues and technology for automating game elements.Island in a Lab: Virtual Reality Expedition
Introduce students to a virtual reality experience that immerses them in a deserted island environment. They will explore and analyze the ecosystem using biology and chemistry principles, create solutions using computer science and technology, and present their findings through a digital storytelling platform.📚
Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.Activity 1
Resource Recon: Calculate & Conserve
Students will apply mathematical models to calculate and manage resources such as food, water, and shelter materials on a deserted island.Steps
Here is some basic scaffolding to help students complete the activity.1. List all available resources that can be found on a deserted island (e.g., coconuts, water sources, natural materials for shelter).
2. Use mathematical models to estimate daily needs for each resource type based on average human consumption rates.
3. Create a resource management plan that includes a timeline and strategies for conservation to ensure long-term survival.
Final Product
What students will submit as the final product of the activityA comprehensive resource management plan with calculations and conservation strategies.Alignment
How this activity aligns with the learning objectives & standardsAligns with CCSS.MATH.PRACTICE.MP4 by modeling resource management with mathematical calculations, and NGSS HS-ETS1-1 by specifying constraints and criteria for solutions.Activity 2
Eco-Shelter Design: Building for Survival
Using principles from technology, art, and environmental science, students design an eco-friendly shelter that integrates sustainable practices.Steps
Here is some basic scaffolding to help students complete the activity.1. Research various materials available on a deserted island and their properties.
2. Sketch different shelter designs using artistic principles while considering environmental impact and efficiency.
3. Prototype the chosen design using available technology tools or software, ensuring it meets survival needs.
Final Product
What students will submit as the final product of the activityA tech-based prototype or model of an eco-shelter supported by artistic sketches and environmental impact analysis.Alignment
How this activity aligns with the learning objectives & standardsAddresses NGSS HS-ESS3-4 by evaluating technological solutions for reduced environmental impact, while incorporating artistic design aligns with integrating art.Activity 3
Chemical Investigation: Substances for Survival
Students conduct experiments to investigate which local substances can be used for basic needs such as purification and energy.Steps
Here is some basic scaffolding to help students complete the activity.1. Identify common substances found on a deserted island, such as saltwater, sand, and plant materials.
2. Design and conduct experiments to test how these substances can be used, like purifying water or creating fire.
3. Document results in a detailed lab report that explains experiments and outlines potential uses for survival.
Final Product
What students will submit as the final product of the activityA comprehensive lab report documenting experiments and results of using substances for survival needs.Alignment
How this activity aligns with the learning objectives & standardsAligns with NGSS HS-PS1-3 by planning investigations to understand and utilize chemical properties for survival.Activity 4
Survival Diary: Language & Reflections
Students maintain a diary documenting their STEM survival strategies, narratives, and reflections integrating English skills.Steps
Here is some basic scaffolding to help students complete the activity.1. Set up a diary framework to organize thoughts, reflections, and documentation of survival activities.
2. Write daily entries documenting the use of STEM strategies for survival, challenges faced, and reflections on learning.
3. Incorporate narrative techniques and descriptive language for engaging storytelling in the diary.
Final Product
What students will submit as the final product of the activityA well-organized and engaging survival diary integrating STEM learnings and reflections.Alignment
How this activity aligns with the learning objectives & standardsSupports CCSS.ELA-LITERACY.CCRA.W.4 by emphasizing clear writing and integration of STEM with English.Activity 5
Tech-Talk Collaborative Workspace
Students use digital communication tools to collaborate and design cutting-edge technology solutions, facilitating team-based problem solving.Steps
Here is some basic scaffolding to help students complete the activity.1. Form diverse teams and select digital communication platforms for collaborative project development.
2. Design a technological solution that addresses a specific survival challenge leveraging STEM concepts.
3. Conduct virtual meetings to plan, implement, and refine the chosen technology solution with team input.
Final Product
What students will submit as the final product of the activityA collaborative presentation showcasing the technological solution developed by the team.Alignment
How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.SL.9-10.1 on collaboration and NGSS HS-ETS1-1 by refining solutions for survival scenarios.🏆
Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioDeserted Island STEM Survival Rubric
Category 1
STEM Integration and Application
Assessing the student's ability to integrate STEM knowledge to develop sustainable survival strategies.Criterion 1
Innovative Use of STEM Concepts
Assesses the student's ability to apply integrated STEM concepts innovatively for survival solutions.
Exemplary
4 PointsDemonstrates exceptional innovation by seamlessly integrating STEM concepts to create novel and effective survival strategies.
Proficient
3 PointsEffectively integrates STEM concepts to develop well-reasoned survival strategies.
Developing
2 PointsShows basic integration of STEM concepts with some creative elements in survival strategies.
Beginning
1 PointsLimited integration of STEM concepts with minimal evidence of innovative thinking.
Criterion 2
Environmental Impact Consideration
Evaluates the extent to which students consider environmental impacts when designing solutions.
Exemplary
4 PointsIllustrates profound understanding and prioritization of environmental considerations in all solutions.
Proficient
3 PointsShows thorough consideration of environmental impacts in proposed solutions.
Developing
2 PointsDisplays partial consideration of environmental impacts with room for enhancement.
Beginning
1 PointsLimited attention to environmental impacts with negligible influence on design.
Category 2
Resource Management and Mathematical Modeling
Evaluating the ability to model resource management using mathematical principles.Criterion 1
Accuracy of Mathematical Models
Assesses the accuracy and effectiveness of mathematical models used in resource management.
Exemplary
4 PointsExceptional accuracy and sophistication in mathematical modeling for resource management.
Proficient
3 PointsDemonstrates accurate and effective use of mathematical models for resource management.
Developing
2 PointsShows basic accuracy in mathematical modeling with some inconsistencies.
Beginning
1 PointsLimited accuracy in mathematical models with frequent inconsistencies.
Category 3
Communication and Collaboration
Critical evaluation of students' ability to communicate effectively and collaborate within teams.Criterion 1
Clarity of Written Communication
Evaluates the clarity, coherence, and engagement in written communication, such as survival diaries.
Exemplary
4 PointsExhibits exceptional clarity, coherence, and engagement in written communication, enhancing storytelling impact.
Proficient
3 PointsShows clear, coherent, and consistently engaging written communication.
Developing
2 PointsDisplays basic clarity and coherence with some engagement variability in writing.
Beginning
1 PointsWriting lacks clarity, coherence, and engagement, requiring significant improvement.
Category 4
Art and Design
Assessment of creative use of art and design in STEM projects for innovative solutions.Criterion 1
Innovation in Artistic Design
Assesses creativity and practicality in the use of art and design for developing survival solutions.
Exemplary
4 PointsDemonstrates exceptional creativity and practicality in artistic design, significantly enhancing project impact.
Proficient
3 PointsShows effective use of art and design principles to enhance project creativity and practicality.
Developing
2 PointsDisplays basic creativity in design with potential for more innovative applications.
Beginning
1 PointsLimited creative application of art and design principles in projects.
Reflection Prompts
End-of-project reflection questions to get students to think about their learningQuestion 1
Reflect on how integrating various STEM disciplines improved your problem-solving strategies during the island survival project.
Text
Required
Question 2
Rate your confidence in utilizing mathematical models to manage resources based on this project experience.
Scale
Required
Question 3
What was the most challenging subject to integrate into your survival strategy and how did you address it?
Text
Optional
Question 4
Select the subject that you found most engaging during the project and explain why.
Multiple choice
Required
Options
English
Math
Art
Technology
Computer Science
Science
Environmental Science
Chemistry
Question 5
Describe how the understanding of environmental science and chemistry impacted your approach to utilizing natural resources.
Text
Optional
Question 6
On a scale from 1 to 5, how effective was your collaboration and communication within your team throughout the project?
Scale
Required
Question 7
How has this project influenced your view on the importance of interdisciplinary learning in addressing real-world problems?
Text
Required