Unit Plan 26 (Grade 3 Science): Engineering for Weather Safety

Focus: Plan and test design solutions (e.g., flood barriers, windproofing, hail protection) to improve weather safety using fair tests.

Grade Level: 3

Subject Area: Science (Engineering • Earth & Space Science Applications)

Total Unit Duration: 5 sessions (one week), 45–60 minutes per session

I. Introduction

In this engineering-focused unit, students apply what they know about weather hazards to design and test safety solutions. They explore examples such as flood barriers, windproof structures, and hail protectors for plants or vehicles. The emphasis is on planning and carrying out fair tests, keeping variables controlled so results are trustworthy, and then using data to improve designs.

Essential Questions

• How can engineers design solutions that reduce the impact of hazardous weather on people and communities?
• What makes a test “fair” when comparing two different design solutions?
• How can we use data from tests to decide which solution works better—or how to improve a design?
• Why is it important for communities to prepare for weather hazards before they happen?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Describe at least one weather-related safety problem (e.g., flooding, strong winds, hail damage) that affects people or property.
2. Plan and carry out fair tests of at least two different design solutions, keeping key variables the same while changing only the design.
3. Collect and record data (numbers, tallies, or simple ratings) about how well each solution reduces the impact of a weather hazard.
4. Use collected data to make a claim about which solution works better and why.
5. Suggest and explain at least one improvement to a design based on test results.

Standards Alignment — 3rd Grade (NGSS-Aligned)

• 3-5-ETS1-3 — Plan and carry out fair tests with controlled variables to improve designs.
  • Example: Create and test different flood barriers or wind shields, changing only one design feature at a time (e.g., height, width, material).

Success Criteria — Student Language

• I can explain a weather safety problem my design is trying to solve.
• I can plan a fair test that changes only the design and keeps other factors the same.
• I can collect and record data about how well each design works.
• I can use my data to say which solution works better and give a reason.
• I can suggest at least one change that would make my design work even better.