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Hopkinson School
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An infrastructure can be defined as: 1) the underlying foundation or basic framework (as of a system or organization); 2) the permanent installations required for military purposes; 3) the system of public works of a country, state, or region; also, the resources (as personnel, buildings, or equipment) required for an activity. (Merriam Webster's Collegiate Dictionary, Tenth Edition, Merriam-Webster, Incorporated, 1997).
Hopkinson's students and staff have been investigating the structural designs and construction of physical structures (buildings, bridges, tunnels, subways, skyscrapers, etc.) around our city. Many of these structures are like pieces of art. We are also doing research on future structural designs for subways, tunnels, and schools. Although our primary focus is on physical structures, we have also branched out to study water and its uses, and the water systems in our city. Other elements of our city's infrastructure are also being explored. We have invited representatives from the Water Department, the Department of Transportation, the Fire Department, architects, and an engineer to speak with the students about topics related to our theme. The components of our project are being carried out across every grade level in an effort to engage all students in this experience.
Primary Grades
Kindergarten students are exploring the importance of tools in daily use: cooking, eating, writing, gardening, music, and building tools. The kindergarten classes are exploring the use of tools in Nursery Rhymes. This includes a variety of hands-on activities, games and songs. The classes have been constructing tool boxes using shoe boxes, and inventing tools.
Grade one students have listened to the story of "The Three Little Pigs", and are making their own houses out of various materials: straws, paper, pipe cleaners, sticks, etc., Each group of four students is responsible for designing and constructing a house. The house's strength will be tested when the "Big Bad Hair Dryer" blows on it for one minute. The Students are keeping a daily log, reading poems and writing stories about their house constructions.
Grade two has been viewing various standard bridge designs since listening to the story of "The Three Billy Goats Gruff". In groups of four, the students have been designing a bridge that will withstand a predetermined weight. The students are constructing their bridges using: straws, paper, pins, tape, and sticks. After construction, each bridge will be tested to hold the predetermined weight. Students will record sounds of walking over different types of bridges, re - enact a short play of "The Three Billy Goats Gruff", keep a daily journal and make posters.
Grade 3 students are working in groups of four to construct skyscrapers. Students are keeping logs, designing posters, learning poems and carrying out research on skyscrapers.
Grade five students have been investigating bridges and tunnels. The students work in small groups to research self - selected questions regarding their topics, and view movies. A presentation was conducted by a representative from The Department of Transportation. Students have constructed models illustrating the various types of bridges and tunnels. Experiments and investigations are being conducted to test the strength of structures and materials, up keep and maintenance, and to determine strategies for building bridges and tunnels.
The eighth grade students are designing Paper-Engineered Pop-Up Books to illustrate the bridges and skyscrapers that are being constructed by primary grade students. Learn more about the Paper-Engineered Pop-Up Books.
Intermediate Grades
The sixth grade students are exploring an elevated railway in their community. They are investigating the purpose for this railway and its structural design. The el trains on this railway run from Bridge-Pratt Streets, make a few underground stops, and then move above ground again to 69th Street. The students are designing a scale model of this railway and its trains, and houses around it to create a city scene. The students are using an architecture program on the computers in our technology lab, to print layouts for the trains, and to generate elevations for covering the houses.
The sixth grade students are also investigating the construction of a little red school house being built in the school's schoolyard. The students are examining blueprints and floor plans. They are also learning about the different types of materials and equipment being used for the construction of this building. The students are keeping logs on the daily progress of the project and conducting research activities. In addition, the students are designing a scale model of the little red school house, as well as a model of the house as it is being constructed.
The eighth grade students are investigating cities built near fault zones in the earth's crust. These cities face serious problems. Architects and engineers are constantly searching for ways to construct buildings that will be better able to resist the movements during an earthquake. The Eighth graders, in celebrating Public Science Day, are attempting to construct houses and skyscrapers with foundations that will withstand an earthquake. A device was constructed, which will simulate earthquakes of varying degrees on the Richter Scale, using an electric sander and a piece of wood. Students will then place their model homes on this device to see how their houses hold up.
Grades 4 and 5 are engaged in an interscholastic study of land and water. They will also build a dam to show how the flow of water is controlled in a river.
As a technological challenge, 7th grade students are designing and constructing a waste water treatment system that will effectively clean a specific amount of polluted water. Through research based learning, students will explore the limitations of the earth's water supply, identify the materials and chemicals which actually pollute our drinking water and determine the most valid testing procedures to ensure the safety of drinking water.
Students are reading, and outlining information on city water systems and how they process water to our homes and businesses. Students will view an informational film on water works. Students are in the process of constructing a city water system. This system will start with water evaporation and end with homes and buildings (model will show mixing basin, settling basin, filtration, storage and water mains). A water department engineer will be interviewed by students concerning future concerns, problems and solutions for city water. On February 6, Mr. Ray Diebel, a guest speaker, spoke with our 6th, 7th, and 8th grades about architecture and engineering. Our theme, "A City's Infrastructure", with a focus on physical structures, will certainly provide an opportunity for extended investigations and research beyond Public Science Day. There is so much to learn about our ecosystem in this area. |
