Unit Plan 17 (Grade 6 Science): Engineering for Natural Hazards

Focus: Use engineering design to define problems, design and evaluate solutions, and analyze test data for reducing the impacts of natural hazards, using hazard information to inform mitigation.

Grade Level: 6

Subject Area: Science (Earth & Space Science — Human Impacts & Engineering Design)

Total Unit Duration: 5 sessions (one week), 50–60 minutes per session

I. Introduction

In this unit, students become natural hazard engineers, using what they know about hazard patterns to design solutions that reduce risk. They examine simple data and maps about earthquakes, floods, storms, or landslides, then define a design problem with clear criteria and constraints. Working in teams, they brainstorm and build models or prototypes—such as structures, barriers, or warning systems—and then test, compare, and refine their ideas using evidence, aligned with MS-ETS1-1–3 and MS-ESS3-2.

Essential Questions

• How can data about natural hazards help us design better engineering solutions to reduce their impacts?
• What is the difference between criteria and constraints, and why are both important in engineering design?
• How can we evaluate and compare different design solutions using evidence and test data?
• In what ways can engineering reduce the risk of natural hazards without stopping the hazards themselves?
• Why is it important to revise and improve designs instead of stopping after the first idea?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Define a design problem related to a specific natural hazard (e.g., earthquake, flood, hurricane, landslide), stating clear criteria for success and constraints (materials, time, cost, safety), aligned with MS-ETS1-1.
2. Use simple hazard maps and data (from previous or provided sources) to justify why their design problem matters and who is at risk, aligned with MS-ESS3-2.
3. Generate, sketch, and explain at least two design ideas that could reduce hazard impacts, then select one to build based on the criteria and constraints, aligned with MS-ETS1-2.
4. Build and test a model or prototype, collecting simple performance data (e.g., number of “buildings” standing, amount of “flooding,” amount of shaking damage).
5. Analyze test data to compare solutions, identify strengths and weaknesses, and propose improvements or next steps, aligned with MS-ETS1-2–3.
6. Communicate an Engineering Hazard Solution Brief that explains the problem, design, test results, and recommended improvements using evidence.

Standards Alignment — 6th Grade (NGSS-based custom)

• MS-ETS1-1 — Define design problems with criteria and constraints that ensure successful solutions.
  • In this unit: students define hazard-related problems (e.g., reduce shaking damage, slow floodwater) with clear success measures and limits.
• MS-ETS1-2 — Evaluate competing design solutions using a systematic process to determine how well they meet criteria and constraints.
  • In this unit: teams compare their own or sample solutions using test data and a simple scoring system.
• MS-ETS1-3 — Analyze data from tests to determine similarities and differences among designs and to identify the best characteristics for improved solutions.
  • In this unit: students record and interpret test outcomes to propose improvements.
• MS-ESS3-2 — Analyze and interpret data on natural hazards to forecast future catastrophic events and inform mitigation.
  • In this unit: hazard data are used to justify why the design problem matters and how the solution acts as mitigation.

Success Criteria — Student Language

• I can clearly state a hazard-related problem and list criteria (what success looks like) and constraints (limits).
• I can use hazard maps or data to explain why my design problem is important and where the risk is highest.
• I can sketch and explain at least two design ideas and choose one based on how well it meets the criteria and constraints.
• I can test my design, record what happens, and use numbers or observations as data.
• I can compare designs using data and explain how I would improve my solution to better reduce hazard impacts.