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¿Cómo puedes salvar a un pueblo de un huracán?
Watery Planet Unit | Lesson 5 of 5

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¿Cómo puedes salvar a un pueblo de un huracán?

Watery Planet Unit | Lesson 5 of 5
Lesson narration:
English Spanish
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CONVERSEMOS (1 de 2):

¿De dónde viene el agua de un huracán?

CONVERSEMOS (2 de 2):

¿Por qué llueve tanto cuando hay un huracán?

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CONVERSEMOS:

¿Por qué crees que ciertas áreas de Nueva Orleáns se inundaron pero otras no?

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Paso
01/23
Si estás en una clase, forma un equipo de cuatro personas y
luego elijan a un líder del equipo.
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Paso
02/23
Obtén estos materiales. Recibirás otros más adelante, pero
cada equipo necesita estás cosas.
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Paso
03/23
Cada persona en el equipo será un tipo diferente de ingeniero/a
y necesitará una hoja. Tómense 15 segundos para elegir qué
ingeniero/a serán y obtengan la hoja correspondiente.
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Paso
04/23
En el mapa, encuentra las inundaciones causadas por la
marejada ciclónica del océano. Pon una pequeña X roja al
lado de cada edificio histórico inundado por la marejada ciclónica.
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Paso
05/23
En tu mapa, encuentra las inundaciones causadas por el río.
Pon una pequeña X azul al lado de cada edificio histórico que
quedó inundado cuando se desbordó el río.
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Paso
06/23
Los edificios históricos que quedaron inundados a causa de
las tormentas y del río deben de tener una X roja y una X azul.
Intercambia tu hoja de trabajo con alguien y revisen su trabajo.
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Paso
07/23
Líder de equipo: divide esta hoja en cuatro partes cortando a lo
largo de las líneas gruesas. Ingenieros/as: tomen la parte que les
pertenece.
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Paso
08/23
Cada ingeniero debe de leer sobre su solución a las inundaciones
en su hoja de Ingeniería. Luego, sigue las instrucciones del uno al
cuatro en tu hoja.
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Paso
09/23
Consigue estos otros materiales. Tu equipo necesita cada una
de estas cosas.
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Paso
10/23
Póngale un nombre a su empresa de ingeniería y escríbalo en la
pregunta número uno en esta hoja.
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Paso
11/23
El ayuntamiento decidió que tienen un presupuesto de $1,000,000.
Escriban este número en la pregunta número dos.
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Paso
12/23
Pongan sus mapas en la mesa para que todos los puedan ver.
Y asegúrense de que sus soluciones para prevenir inundaciones
estén donde las quieren.
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Paso
13/23
Ingeniero de rompeolas: cuéntanos sobre tus paredes.
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Paso
14/23
Contesta la pregunta número tres en tu hoja de trabajo. (Anota el
número de rompeolas que el Ingeniero de rompeolas tiene en su
mapa. Luego calcula el costo total y escribe la respuesta.)
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Paso
15/23
Ingeniero ambiental: Cuéntale al equipo sobre los humedales.
Todos: escriban el número y el costo de los humedales en la
pregunta número cuatro en su hoja de trabajo.
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Paso
16/23
Ingeniero de diques: cuéntale al equipo sobre los diques usando
estas oraciones. Todos: escriban el número y el costo de los diques
en la pregunta número cinco en su hoja de trabajo.
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Paso
17/23
Ingeniero estructural: cuéntales sobre cómo poner edificios sobre
pilotes. Todos: escriban el número y el costo de poner edificios
sobre pilotes en la pregunta número seis en su hoja de trabajo.
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Paso
18/23
Suma los costos de todas las soluciones. Luego escribe la
respuesta en la pregunta número siete.
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Paso
19/23
Platiquen sobre cómo podrían gastar menos dinero y aún así
salvar todos los edificios históricos. Escriban sus ideas de cómo
ahorrar dinero en la pregunta número ocho.
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Paso
19b/23
Aquí tienen algunas pistas para la pregunta número ocho.
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Paso
20/23
Pongan las imágenes recortadas en el mapa del Plan Final.
Muévanlas hasta tener un plan que les guste.
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Paso
21/23
Usen círculos adhesivos para pegar las imágenes recortadas
al mapa, de esta manera. Luego, el líder del equipo debe
completar la hoja del plan final, con la ayuda de su equipo.
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Paso
22/23
Ve los planes de los demás.
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23/23
Ahora platiquen sobre sus respuestas a estas preguntas.
Después, vean el último video.
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Slide Image
Slide Image

huracán


1 de 13

una tormenta de viento que comienza como una tormenta pequeña en el océano
Slide Image

riesgo natural


2 de 13

algo que sucede en la naturaleza (como un derrumbe, un terremoto, un huracán, o un incendio forestal) que es peligroso para los seres vivos
Slide Image

desastre natural


3 de 13

los efectos nocivos de un riesgo natural (como un derrumbe, un terremoto, un huracán, o un incendio forestal) para los humanos

marejada ciclónica


4 de 13

cuando los niveles del agua aumentan rápidamente debido a una tormenta
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Slide Image

inundanción


5 de 13

cuando un área se llena de agua, un desbordamiento de agua
Slide Image

dique


6 de 13

una barrera construida para prevenir que un río se desborde
Slide Image

rompeolas


7 de 13

una barrera construida para prevenir el desbordamiento de agua de una masa de agua grande (como el océano)
Slide Image

humedal


8 de 13

hábitat donde la tierra está cubierta por agua poco profunda, por ejemplo, un pantano

elevación


9 de 13

lo alto que es algo
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evaporación


10 de 13

cuando un líquido se convierte en un gas
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Slide Image

ingeniero/a


11 de 13

una persona que utiliza la ciencia para diseñar soluciones a ciertos problemas
Slide Image

limitación


12 de 13

algo que limita lo que puedes hacer
Slide Image

presupuesto


13 de 13

la cantidad de dinero que puedes usar o gastar en algo
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Featured Reviews

“Super engaging- liked having something for each student to do within the group. Kept everyone occupied. Also liked the budget constraints, and working together to come up with solution within that. Very cool!”
· Joy · Teacher
“Engaging! Complicated (in a good way)! Collaborative! Organized! Authentic! Hands-on! More mysteries like these, please!!!!”
· Garrett · Teacher
“My students loved the real-world application of this engineering design problem! They were highly engaged in conversations in their teams to solve this problem. They were so proud of their solutions! Great lesson! ”
· · Teacher
“I loved the activity Saving Beachtown From A Hurricane! It really gave kid's perspective on the destruction such weather events cause. It gave hands-on opportunities to work in groups to develop engineering plans in how to prevent a town from hurricane damage. ”
· Julie · Teacher
“Great way for students to work together to analyze a real dilemma - and perfect for this time of year when hurricanes are active.”
· Denise · Teacher
“The group activities are great! Students really enjoy working together and combining their math skills with science. Thank you Mystery Science!”
· Angelica · Teacher
“The students were engaged in the lesson from the beginning to the end. This lesson was very informative on the topic of hurricanes and flooding.”
· Yolanda · Teacher
“The students love the challenge of saving Beachtown. Participation was at a peak level for all students.”
· Allison · Teacher
“The real world application and problem solving skills needed to complete the activity. It created a lot of excitement and the budget fit in to our math curriculum perfectly! I will definitely do it again!”
· Kelly · Teacher
“The students were able to use problem-solving strategies, math skills, and work together as a team. ”
· Courtney · Teacher
“I loved how each student in a group was an individual engineer but then had to cooperate with the other engineers to complete the activity!”
· Amy · Teacher
“The way the lesson was broken into segments. It was very easy to implement with little preparation!”
· Sydney · Teacher
“This activity on Beachtown was amazing for my fifth graders. I had six groups of four working together as Engineers. They decided in each group who was going to be the Environmental,Seawall, Levee and Structural Engineers and came up with their plan, then worked together on their final plan. The students loved working together and deciding how to spend one million dollars to keep Beachtown safe from flooding. All groups had different answers and shared their reasons for their answers. Fantastic activity.”
· Wanda · Teacher
“This was an awesome lesson that incorporated math! The best part was when the students had to balance the budget. Lots of interaction and engagement.”
· · Teacher
“This was an AWESOME activity! I loved the real-world connections: solving a real-world problem, learning about the jobs of 4 different types of engineers, looking at the problem through different perspectives of the 4 types of engineers, being given constraints (budget) to solve the problem the best way possible. Just like in real-life, there were many possible solutions which led to a rich discussion about other non-monetary factors to consider (aesthetics, functionality, etc). (As a side note: Glue sticks and tape would work just as well as the gummy dots for step 21 if teachers don't have the gummy dots on hand. Unfortunately, I went through and purchased materials for all of the units with supply money at the beginning of the year based on the Activity Prep list before actually being able to go through all of the mysteries. This is one case where I could have saved money and not purchased the gummy dots.)”
· Erica · Teacher
“Great teamworking activity! This was a very challenging activity. I liked how it integrated science, math, and cooperation into a real life activity.”
· Kim · Teacher
“Another FANTASTIC mystery that challenges students to apply information (decision-making skills, reasoning) in a real-world situation. Placing students in groups requires students to explain their ideas, listen to others ideas, and come to a compromise solution as a group! Great job Mystery Science!”
· Christopher · Teacher
“loved to see how my students were working collaboratively, making arguments, and using evidence to support their claims. A great lesson to teach teamwork!”
· Erin · Teacher
“I loved that they had to solve the problem with a budget constraint. There was such great discussion and collaboration. Thoughtful questions were asked as students examined each other's plans.”
· Jamie · Teacher
“I loved how there was math involved in the science. The kids were engaged and had some really great discussions trying to make decisions! This was an amazing way to have the kids consider engineering and how water on Earth. ”
· Kendra · Teacher
“My kids loved working together as a team to solve this mystery. We had a great time trying to resolve the problem of Beachtown while also learning the tricky work engineers do daily. I loved the discussion of constraints at the end of the video; this was a tangible way for kids to relate engineering problems to their own daily struggles. ”
· Karen · Homeschooler
“This was challenging for the students. It was such a great lesson. I loved how engaged they were. How they learned from their mistakes and misunderstandings. Such a wonderful lesson. Loved the add-ons too.”
· Ofelia · Teacher
“It's a very engaging lesson. The students worked well together and played their engineering roles. Great conversations were led. Learned how to budget and advocate for their needs. Videos were informative and overall it was easy to prep and follow. ”
· Myrna · Teacher
“Students were completely engaged! Working in groups, students had in-depth discussions regarding the real-world engineering applications.”
· Sarah · Teacher
“I cannot say enough about the organization of this program.”
· Helene · Teacher
“Very clear directions and good details on the worksheets. The class discussions were the best for changing reasons why the students wanted their ideas to be the master plan.”
· Anne · Teacher
Lesson narration:
English Spanish

Grade 5

Water Cycle & Earth's Systems

Natural Disasters & Engineering

3-5-ETS1-1, 3-5-ETS1-2, 3-5-ETS1-3

Activity Prep

Print Prep
In this lesson, students examine the causes of flooding using the real-world example of Hurricane Katrina. In the activity, Save Beachtown, students propose plans to prevent flooding and save historic buildings in a coastal town–all while staying within budget!
Preview activity

I have a Mystery Pack

Beachtown Budget worksheet 30 copies
Beachtown Engineers printout Print 8 copies
Beachtown Final Plan worksheet 8 copies
Colored Pencils
Each student needs one red and one blue. If you don’t have enough, you can substitute similar colors. Crayons or Markers will also work.
Details
60 pencils
Scissors
30 pairs
Glue Dots
180 dots
Prep Instructions

We suggest students work in groups of four. Homeschool students can do the activity on their own, but we think it’s more fun with a few friends.

Plan Ahead

This simulation is very engaging and may take more than 20 minutes for students to complete. Consider dividing this lesson into two class periods. We’ve provided challenge questions in the Extensions for those who want to extend the activity.

Prep Glue Dots

Each student will need 6-7 glue dots. You may want to prep this prior to class to make distribution easier.

Separate Worksheets For Easier Distribution

At the start of the activity, students will need the Beachtown Engineers printout, scissors, and colored pencils. They will later need the Beachtown Budget, Final Plan, and some sticky glue dots. You may want to separate these supplies into two piles for easier classroom distribution.

Display Student Work

You may want students to post their work so that each group can see the similarities and differences in the engineering solutions. If you decide to do this, you’ll need wall space and supplies (tape or push pins) to display The Final Plan of each group.

Exploration

15 mins

Hands-On Activity

35 mins

Wrap-Up

5 mins

Grade 5

Water Cycle & Earth's Systems

Natural Disasters & Engineering

3-5-ETS1-1, 3-5-ETS1-2, 3-5-ETS1-3

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Credits
 
Earth Lesson 5: How can you save a town from a hurricane?

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