In some jurisdictions, third grade learns about weather in
one of the science units. The curriculum expectations include an
engineering component that is a shoe-in for outdoor hands-on
experimenting: "Make a claim about the merit of a design solution that
reduces the impacts of a weather-related hazard (eg. flooding)."
I
made sure that a lot of found materials were available: branches, bark,
rocks, mud; the only other material we made available was twine and
rubber mallets.
In a ditch leading from a downspout which fills
with rushing water during a rainfall, groups of four designed and worked
on a structure that would still be standing after dealing with flooding
and possibly wind.
I
told students that each person in the group had a specific role:
project leader, supply leader, note taker, and problem solver/peace
keeper, and I explained that each student had responsibilities besides their role. They could also choose to switch
roles.
First,
we briefly brainstormed about the problem the problem of flooding for
buildings, and about solutions that would allow a building stay standing
during flooding. Each group took some pre-briefing notes under the
headings 'Problem' and 'Possible Solutions'. After that, I decided that planning on
paper before the build was not productive or helpful, and I will not do bother with that again.
It was during the build that the problem-solving happened. With trial-and-error, students discovered the importance of rocks and especially dams that might divert water around the structure.
Students spent several wonderful science periods on the builds, and I am pretty
sure that they will go down as some of the highlights of their school
year. The students worked well together, they were very invested and
enthusiastic, and during the weekend after they finished their builds,
there was a crazy rainstorm. On Monday morning, before we did anything
else, we went outside to check out the structures. All of them had
withstood the wind and the flooding!
We surrounded the area of the build with yellow caution tape attached to
wooden stakes. I also sent an email to all school staff requesting
them to keep students away from that part of the school grounds during
their outdoor classes as well as recess.
Each
group took some debriefing notes on their Possible Solutions after
their builds had been tried and tested. Their notes were part of my
assessment of this curriculum expectation.
I made a slideshow
of effective shelters that people and animals have built using natural
materials, and I wondered if I should show it to students before or
after their builds. I decided on the latter, so that they would
problem-solve without any preconceived ideas, but also not be
discouraged if they could not build the same kinds of structures. I
don't know what is best; I could try showing it before their builds next
year to give students ideas.
This
activity was evidence again of the benefits of outdoor learning.
Students who often act bored or negative were at their very best, even
taking the lead in positive ways. There was no end to their enthusiasm
or focus. While they were engaged in what probably felt like playing,
they were actually engaged in a good deal of experiential learning.
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