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Notes for Teachers

Situation: As a team, students will use the engineering design process steps to create a system of harvesting rainwater for residents to meet their needs. Timeline: 3-6 weeks

Students will be completing an Informational Essay at the end of the project.

(You will find many background informational links on Slide 9: Rainwater Harvesting Background Information - Rainwater Harvesting in Water Scarce Areas - Writing: Informational Essay Prompt).

Rainwater Harvesting in Water Scarce Communities Design Challenge (slides/printable handouts)

Materials: �
-Student Device
-Poster Board
-Audio/Video

-Possible supplies: Tape, glue, tin foil, toothpicks, rubber bands, boxes, craft sticks, dirt, cups, fake grass, trees, etc. can be provided with teacher discretion.

Note: Students will need to determine their supplies based on their research & design they create to meet the criteria of the project.

Engineering Design Guided Notes

Engineering Design Blank Notes

DESIGN CHALLENGE.

Rainwater

Harvesting

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Standards

Science:

6.L2U1.13 Develop and use models to demonstrate the

interdependence of organisms and their environment

including biotic and abiotic factors.

Science & Engineering Practices:

Ask questions (for science) and define problems (for engineering)
Develop and use models
Plan and carrying out investigations
Analyze and interpret data
Use mathematics and computational thinking
Construct explanations and design solutions
Engage in argument from evidence
Obtain evaluate, and communicate information

Educational Technology:

6-8.6.c. Students create artifacts using digital tools to communicate complex ideas textually, visually, graphically, and auditorily.

ELA:

6.W.7: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate

6.W.8:Gather relevant information from multiple print and digital sources;assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

6.W.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

6.SL.1: Engage effectively in a range of collaborative discussions (1:1, groups, teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

6.SL.2: Interpret information presented in diverse media and formats (e.g., visually, quantitatively, and orally) and explain how it contributes to a topic, text, or issue under study.

6.SL.4:Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

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Standards

Next Generation Science Standards (NGSS)

MS-ESS3-3: Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.

Connection: Students research water scarcity and design a rainwater harvesting system to minimize water waste and provide a sustainable resource for a community. * MS-ETS1-1: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution.
Connection: Students work within specific criteria (must include home food garden, storage, livestock area, etc.) to design a functional system.

MS-ETS1-4: Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process.

Connection: Students build a physical 3D model and test it using a "rain simulation" to see if water is successfully directed to the required locations, then modify if needed.

Common Core English Language Arts (CCSS.ELA)

W.6.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Connection: Students complete a "paragraph essay" (Informational Essay) explaining their research and design choices.

W.6.7: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

Connection: Students conduct research on their community and water harvesting methods ("active" vs. "passive") to inform their design.

Common Core Mathematics (CCSS.MATH)

6.G.A.4: Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures.

Connection: Students create a "2D Drawing of Model" before building the "3D Model," translating 2D plans into 3D structures.

MP4: Model with mathematics.

Connection: Students create a scale or physical model representing a real-world system to solve a practical problem.

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Objective(s):

Water-Scarce

Communities

Create a working model

to harvest rainwater for a

water scarce community

You will be creating a system of harvesting rainwater for residents to meet these needs.

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Agenda

Time: 4-6 weeks

1: Infographic about

Water Scarcity

2: Essay on Water

Scarcity

3: 2D & 3D Working Model

Components of PROJECT

SEE NEXT PAGE

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Components of PROJECT

1: Infographic about Water Scarcity

Research rainwater harvesting and water scarcity and communities that are water scarce
Create an infographic that includes:

a water scarcity icon
facts about water scarcity (see “How to Make in Infographic”)
passive and active systems for rainwater harvesting

2: Essay on Water Scarcity

Write an essay with this prompt using articles about the topic: What are the benefits of harvesting rainwater in water scarce communities?

3: 2D & 3D Working Model

Research water scarce communities in the world and choose one to be your focus for the project
2D Overhead drawing of all components that will be included in working model
Home similar to homes in your community with a room/toilet that will use the harvested rain for the toilet bowl (what will be the system to get water to the toilet each time?)
Home garden with at least one tree that shades the house where it gets the most sun

Include one unique way your specific water scarce community would have a need for rainwater.
Label each part of your rainwater harvesting system as
“PASSIVE” or “ACTIVE”
Working model of rainwater harvesting to meet all the needs of your community List that includes a system of: (be sure it actually works by trying to make it “rain” with water)

Collection: What surface will rain fall on that you can collect from?
Redirection: What system will carry the water from the collection point to the storage point?
Storage: What will you use for storing the rainwater that is realistic for your community? tank, barrell, metal water basin, wells, chambers. What is your plan for overflow?
Use: How do you use water? Will it work automatically or need to be done manually? How will you build basins and berms to keep house from flooding and keep plants watered?

4: Display of Design Thinking Process

Not every step needs to be listed, but focus on what did you do to research your community, and how did you change and adjust along the way?

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Intro/Driving Question/Opening

Residents in some communities have a scarce water supply (shortage of water) due to natural disasters disrupting the water supply and distribution system, or just lack of systems in place to get water to residents. People in these areas do not have enough water to create home gardens to grow their own food, provide water for livestock to survive, water trees that provide shade for homes to reduce heat, and have water for sanitary purposes. You will be creating a system of harvesting rainwater for residents to meet these needs.

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Hands-on Activity Instructions

Informational Text

Rainwater Harvesting Background Information

A Beginner’s Guide to Rainwater Harvesting

Rainwater Harvesting Essay

Rainwater Harvesting Facts for Kids

What is Rainwater Harvesting?

10 Lines (facts) on Rainwater Harvesting for Kids

A Guide to Teaching Kids about Rainwater Harvesting

Rainwater Harvesting in Water Scarce Areas

Rainwater Harvesting System

Rainwater Harvesting in Yemen

How Rainwater Harvesting can Help Drought Regions

Study Paves Way for Rainwater Harvesting in Mexico City

Rainwater Harvesting: A Viable Means to Prevent Water Crisis

Harvesting Rainwater: A Sustainable Solution to the Water Challenges we Face

Writing: Informational Essay Prompt

What are the benefits of harvesting rainwater specifically for water scarce areas?

How to Make an Infographic

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Design Your own Water Scarcity Icon Water Scarcity Icon Link

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Researching

A water scarce community

Link to Researching a Water Scarce Community

Handout #1

Link to Researching a Water Scarce Community

Handout #2

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DESIGN CHALLENGE.

Rainwater Harvesting

Grade sheet Link

Item		Due Date	Point Value	Points Earned
Infographic on Water Scarcity Include a water scarcity icon you created		/	10
Essay on Benefits of Rainwater Harvesting 5 paragraph essay		/	50
Research on your Community 2-sided worksheet		/	5
2D Drawing of Model include details and labels		/	10
3D Model	Model includes all required components: labeled home food garden, tree, storage for rainwater, house with toilet, area for livestock with water basin, one additional way water is used, places that used water labeled as an “active” or “passive” system	/	25
	Model is working when tested with rain simulation that directs water to all needed locations	/	20
	Rainwater harvesting structure includes a system of collection, redirection, storage and use	/	10
	Model is quality work and detailed; It should look nice and be easy to understand	/	5
Display of Design Thinking Process focus should be on research and change & adjust		/	15
Total			150

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Differentiation

Limit the number of research sites
Decrease the number of steps to complete this project
Create a folder for materials & check list with frequent check-in
Give a copy of the Design Process Steps (as a checklist)
Process Check - Have student submit questions via a regular 1:1 meeting
Modify the number of Components
Research -partner or have students share out research sites
Use text to speech for typing research or taking research notes
Provide digital resources- Google Slides, Video, etc.

Remediation

Extension/Enrichment

Include more features
Additional Research
Use TinkerCad - make a 3D Model
Make a Stop-Motion Film