Students use a storyboard template to plan a disaster relief mission involving one of three scenarios: delivering water, delivering medical supplies, or rescuing injured people.
The storyboard template follows an engineering design process. Students should use labeled diagrams to break down, analyze, and communicate each of the necessary steps that will ensure a safe and successful disaster relief mission. Enough detail must be provided so that each storyboard serves as a complete and thoughtful plan of action for one of the three disaster relief scenarios.
This activity is designed to follow our UAV Challenge: Aerial Survey of a Disaster Area activity. If you wish to conduct this activity without first doing the Aerial Survey activity, you will need to modify the way you present the scenario to students to supply them with the necessary background information.
These activities were developed by John Ristvey, Randy Russell, and Teri Eastburn of the UCAR Center for Science Education. Special thanks go to Holly Devaul and Gerhard Salinger (project advisor) for their contributions to activity.
This activity is best suited for students in middle school or high school and can be adapted for upper elementary students.
Student Learning Goals
Students learn an engineering problem-solving technique of taking a complex problem, breaking it down, and identifying a solution’s small, logical, and more manageable steps using a storyboard.
Students propose a solution to an engineering problem (one of three scenarios) through the use of a storyboard on which they will design a viable action plan.
Problem-based learning classroom activity. Students work in groups to plan an open-ended problem.
Education Standards Addressed
Next Generation Science Standards
Disciplinary Core Ideas
- 3-5-ETS1 Engineering Design
- MS-ETS1 Engineering Design
- HS-ETS1 Engineering Design
Science and Engineering Practices
- Asking Questions and Defining Problems: Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria* and constraints, including scientific knowledge** that may limit possible solutions. (MS-ETS1-1)
* criteria – deliver a payload to a target; time required to deliver a payload
** scientific knowledge - understanding of how mass affects the motion and maneuverability of the UAV; understanding of the pros and cons of different location to place the "skyhook" on the UAV