Building a Hurricane Barrier

Last updated over 7 years ago

5 questions

Note from the author:

This formative is by Susan Castigliego! Below, she describes how each 3rd grade NGSS standard is assessed in it so you can see how it fits into what you are already teaching!

3-ESS2-2 Earth's Systems Obtain and combine information to describe
Obtaining, Evaluating, and Communicating Information

Students will read the article and gather information about Hurricane  Katrina that they can use to help solve a problem for Rising water.

3-ESS3-1 Earth and Human Activity 1. Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.*

In this formative, students are asked to make a claim about the effectiveness of their design solution for protecting New Orleans from rising waters

3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

Students will design a protype of a hurricane barrier with criteria and constraints.

3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

Students will generate and compare multiple possible solutions to a hurricane problem in New Orleans with rising water based on how well each is likely to build and meet the criteria and constraints of the problem.

3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

Students will test their protype and make necessary changes to improve their overall ability to keep New Orleans safe.

Building a Hurricane Barrier

Last updated over 7 years ago

5 questions

Note from the author:

This formative is by Susan Castigliego! Below, she describes how each 3rd grade NGSS standard is assessed in it so you can see how it fits into what you are already teaching!

3-ESS2-2 Earth's Systems Obtain and combine information to describe
Obtaining, Evaluating, and Communicating Information

Students will read the article and gather information about Hurricane  Katrina that they can use to help solve a problem for Rising water.

3-ESS3-1 Earth and Human Activity 1. Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.*

In this formative, students are asked to make a claim about the effectiveness of their design solution for protecting New Orleans from rising waters

3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

Students will design a protype of a hurricane barrier with criteria and constraints.

3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

Students will generate and compare multiple possible solutions to a hurricane problem in New Orleans with rising water based on how well each is likely to build and meet the criteria and constraints of the problem.

3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

Students will test their protype and make necessary changes to improve their overall ability to keep New Orleans safe.

Standards that will be addressed
3-ESS2-1.Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
3-ESS3-1.Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.
3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
3-5 3-Phenomena and solutions

Reusable 1 Paint tray (per group) 
Container for Water (400 ml per group) 
Suggested building materials: 
Modeling clay or Play dough
Craft sticks (various sizes) 
Tape (masking, transparent, duct, etc) 
sand/gravel 

HURRICANE KATRINA: STORM AND FLOODING by http://www.history.com/topics/hurricane-katrina
By the time Hurricane Katrina struck New Orleans early in the morning on Monday, August 29, it had already been raining heavily for hours. When the storm surge (as high as 9 meters in some places) arrived, it overwhelmed many of the city’s unstable levees and drainage canals. Water seeped through the soil underneath some levees and swept others away altogether. By 9 a.m., low-lying places like St. Bernard Parish and the Ninth Ward were under so much water that people had to scramble to attics and rooftops for safety. Eventually, nearly 80 percent of the city was under some quantity of water.

Based on what you learned about the rising water during the Hurricane Katrina in New Orleans, Make a claim whether or not your groups intentions to protect New Orleans from rising water is accurate and effective.

Design and construct a way to protect New Orleans from rising water due to a hurricane in the future.
Criteria and Constraints
• Your prototype must be built in a paint tray.
• When the paint tray is leveled, the water must be contained. You have to use all your water provided (400ml)
*Make a list below to the steps you will have to take to attempt tp make this successful

Make your prototype and remember to take note of changes you had to make according to your original plan.

How does your original design plan compare to your final prototype? What did you change, and why did you make those changes?

What did you learn by completing this activity?

What would you change about your design if you could do it again and why?

History.com Staff, Hurricane Katrina 2009