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Name ofActivity Shipwrecked: Insulating Shelters
Author STOMP
Keywords insulation, heat, IEL
Subject Building/EDP
Grade Level 4, 5
Time 1 Hour
Brief Description PREMISE: The Endurance crew now has a method to acquire safe drinking water. But it is cold outside and very windy! The crew needs shelter soon before they freeze!

CHALLENGE: A crew member salvages blankets, a ripped pair of pants, and an old food box from the shore near the shipwreck. Team must build a simple structure with these materials to keep the crew warm while learning to work around communication challenges.

Learning Goals: Explore insulating materials and the idea of heat exchange
Develop communication skills
Materials: Materials per group:

2 soda cans
Hot/warm water
Wool cloth or felt
Styrofoam or packing peanuts
2 sheets of newspaper
2 sheets of printer paper
1 sheet aluminum foil
Pieces of cloth
2 thermometers
Rubber bands
1 ft duct tape

Preparation: Heat hot water in an electric hot water heater to warm, but not boiling.
Knowledge Background Activity was adapted from PEAK Student Energy Actions Unit 5 – Insulation activity. See attached document.
  1. Class discussion about what heat is and how we keep heat in (5 min)
  2. Introduce and discuss importance of communication skills in engineering settings (5 min)
  3. Break students into groups of four
  4. Assign two students in each group to be able to only use their non-dominant hand for all tasks. The other two students can only communicate in pictures (no speaking, no writing down words).
  5. Distribute materials
  6. Groups get to design and build an insulation system for their cans (~10 minutes)
  7. After everyone has built a prototype, pour warm/hot water into each group’s cans.
  8. Every 2 minutes, each group reads and records the temperature on their thermometers and draws a dot on a class graph of temperature vs. time.
  9. While measuring temperature of the hot water, have each group share their design. Discuss what materials students think keep heat in the best.
  10. Debrief the communication challenge portion of the activity. What was hard? Why is communication so important?
Reference 1
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PreviousActivity (if applicable) Shipwrecked: Water Filters
Umbrella Unit/Curriculum (if applicable) Shipwrecked!
Name ofActivity Shipwrecked: Dirty Water
Author STOMP
Keywords environmental engineering, water, IEL
Subject Building/EDP, Earth Science
Grade Level 4, 5
Time 1 Hour
Brief Description PREMISE:
The HMSS Endurance just shipwrecked 100 miles from Antarctica. Sir Shackleton and his crew (the class) are stranded and must engineer essential survival needs from items they have on their boat.

SCENARIO: In order to survive, the crew recognizes the need for water before anything else (shelter, food) can be built. Their matches sunk with the ship, so the crew cannot build a fire to melt ice for drinking. The crew finds a bucket of dirty water in the galley wreckage, but it is filled with oil, rice, tea, and other nondrinkable materials. The deck captain finds a medicine kit with cloth, medical tape, cotton balls, eye droppers, sticks, and a few other items.

ENGINEERING: The crew must design a solution using these materials to create clean, drinkable water.
ENGINEERING DESIGN PROCESS CHALLENGE: sketch a plan before the team receives materials or builds anything.

Learning Goals: Students learn about water filtration, water quality, and teamwork in the context of “Shipwrecked at the Bottom of the World” by Jennifer Armstrong

Based off of Detective – Environmental Engineering

Materials: Materials:

- Classroom presentation about scenario, engineering design process, and discussion of importance of clean water
- Rinsed plastic bottles to hold dirty water
- Dirty water: mixture of sand, rice oil, glitter, tea, etc

Materials per group:
- 3 plastic cups (1 will hold dirty water)
-Square of cheese cloth
-1 ft duct tape
-Handful of cotton balls
-Length of string
-3 sheets printer paper
-1-2 sheets thicker paper
-3-4 popsicle sticks
-1 mL plastic pipette or eye dropper

Preparation: -Mix dirty water ahead of time
-Divide materials into bags for each group
-Arrange students in groups of 3
Knowledge Background 1. Design scenario in context of Shipwrecked 2. Discuss importance of water quality with students
Procedure 1. Students discussed the importance of clean water and health.

2. Class was presented with Shipwrecked scenario and design challenge

3. In groups, students sketched a plan for their water filter design.

4. Students worked in groups with the materials provided to design and test their water filter.

5. STOMPers rotated around classroom, prompting questions to guide discussion and reflection about results.

6. Last 10 minutes of class, each group took turns sharing their designs, successes, and challenges.

Umbrella Unit/Curriculum (if applicable) Shipwrecked!

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