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Notes for Teachers

This is a problem-based unit that can take up to 2 weeks to finish if done within several 60-70 minute class periods.

Students will need access to a makerspace where they can get creative with a variety of different materials to create their models or prototypes.

List of Materials:

***Basic Makerspace materials, such as:

Cardboard (boxes)
popsicle sticks or small wood pieces
string
wire
various plastic pieces (recyclables)
metal pieces
rubber
foam
paint or other art supplies
fabric scraps
recyclable materials including chip bags, plastic bags, etc.
duct tape
sewing kit

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Standards

ISTE Standards:

Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.

Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.

Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.

Engineering:

MS-ETS1-1.

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 that may limit possible solutions.

MS-ETS1-2.

Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

MS-ETS1-3.

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 to better meet the criteria for success.

MS-ETS1-4.

Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

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Standards

Science:

6.L2U3.11

Use evidence to construct an argument regarding the impact of human activities on the environment and how they positively and negatively affect the competition for energy and resources in ecosystems

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Objective(s):

You will only have a backpack when you get dropped off in your chosen location. What items will you take with you? (LIMITED TO 10 ITEMS) Make sure they can fit inside the backpack. Be thoughtful in what you pack and that it addresses the needs you identified through your research. (See below for suggestions on what you could engineer to help you survive.) ***NO FIREARMS***

Please note~ You are limited to items that will help you survive in the environment. You are imagining that you’re far from civilization, so no electronics.

Create a mini survival handbook of the top 10 tips for survival in your environment.

Make a plan for what you will do first when you arrive at your destination. Will you build a shelter? Get food? Etc. What will you need to engineer to make sure that you survive?

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Agenda

Project based learning unit can be done once weekly for 9 weeks, or could be done over a two-week period in classes that are 60-70 minutes in length.

For example, I did “STEAM Fridays” where we dedicated this day each week to STEAM.

My school also often did “STEAM Week” where we spent the entire week working on a project such as this.

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Intro/Driving Question/Opening

Introduction:

What would you do if you were dropped into the wilderness, with nothing but what you could fit into a backpack, and had to survive harsh weather, a hostile location, and possibly aggressive wildlife? Could you survive?

In this STEAM project, you will need to research a chosen location in order to best know the equipment and abilities you will need in order to survive.

Location choices: desert, mountain, island, rainforest, or arctic.

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Intro/Driving Question/Opening

***Please create slides with the following headings for you to document your Engineering & Design Process.

ASK PHASE

IMAGINE PHASE

PLAN PHASE

CREATE PHASE

IMPROVE PHASE

COMMUNICATE PHASE

Suggested group structure (3-5 students)

Start here~ ASK PHASE

Choose one location to research (see choices above)
Answer the following driving questions:
What is the landscape like there? (Landforms, trees and plants, etc.)
What animals live in the region? What do you need to know to hunt them? Are there any regulations or laws in place that you should be aware of and follow?
What is the climate like in this location? What should your shelter look like in this climate?
What resources are available to build a shelter?
How will you keep warm when it’s cold? Stay cool when it’s hot?
What food sources are available? How will you make sure you have food to eat and clean water to drink?
What other considerations are important?

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Hands-on Activity Instructions

Next~IMAGINE/PLAN PHASE

You will only have a backpack when you get dropped off in your chosen location. What items will you take with you? (LIMITED TO 10 ITEMS) Make sure they can fit inside the backpack. Be thoughtful in what you pack and that it addresses the needs you identified through your research. (See below for suggestions on what you could engineer to help you survive.) ***NO FIREARMS***

Please note~ You are limited to items that will help you survive in the environment. You are imagining that you’re far from civilization, so no electronics.

Create a mini survival handbook of the top 10 tips for survival in your environment.

Make a plan for what you will do first when you arrive at your destination. Will you build a shelter? Get food? Etc. What will you need to engineer to make sure that you survive?

Choose one item to engineer and build. Examples are as follows:

primitive shelter
boat
place to cook and/or store food
a way to catch fish or other animals for meat (no firearms)
a method to keep your body warm (or cool)...

PLEASE NOTE~

***All engineered prototypes must be small-scale and fit within a >>> by >>> size box lid. (Teacher determines the size)

The following STEAM building materials represent the following in the wild, for the sake of your model~

(Some items we won’t need substitutions for; we are open to suggestions here as well if you think of more items)

Trees/Wood= Popsicle Sticks or Dowels

Rocks= Small pebbles or gravel

Sand= Sand :)

Leaves= Various plants

Container of Water= Body of Water :)

Plastic sheets (cut from garbage bag)= Tarp/Protective covering

Cloth= Bedsheets or other fabric

String= Rope

Aluminum Foil= Aluminum siding or roofing

Fishing line= wire or cable (or actual fishing line)

Paper clips= Fishing hooks/lures

Duct tape= Duct tape 🙂

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Hands-on Activity Instructions

Then~CREATE/IMPROVE PHASE

You have arrived at your chosen environment. You must build your item in order to survive the harsh elements and other hazardous conditions. If possible, test it to ensure its durability and effectiveness. Improve as needed.

Finally~ COMMUNICATE PHASE

Communicate your ideas to a far-reaching audience including your classmates, teachers, and community members
Share your engineering design process including research, imagining and planning solutions, creating and improving an innovative and creative design by building a prototype to aid in survival, and ensuring that you CITE YOUR SOURCES!!! Must have 3!
Create your presentation by making sure it’s readable, appropriate and professional with all spelling and grammar checked. Check the rubric for the project requirements.

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Differentiation

Support with Research:

Survival Skills for Kids

Bushcraft for Kids

Outdoor Skills for Youth

More Survival Skills for Kids

Use strategic partnering as needed.

Provide students with an outline to follow.

Extensions:

Create a survival course for kids: slides, a book, or a public service announcement video.

Remediation

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