Students are tasked with constructing the sturdiest building out of dry spaghetti and marshmallows to withstand simulated earthquakes after learning about earthquake safety in Christchurch, New Zealand. They work in teams to research structures, plan and build their towers, documenting the process. Their towers are then tested and students create individual storyboards summarizing their journey from initial planning to testing results.

1. Spaghetti Structures
An Overview

2. Beginning

3. After receiving contact from a school in Christchurch, a class discussion is
provoked which focusses on the importance of having stable buildings which
can withstand earthquakes to ensure the safety of all citizens.
This discussion prompts the assessment piece where the students are required
to construct the sturdiest building from dry spaghetti and marshmallows and
create a storyboard documenting their journey.

4. Viewing videos in relation to the earthquakes in Christchurch promotes
authentic learning, while individual research into the different structures of
buildings as well as how these can affect stability generates problem-based
learning.

5. Middle

6. Students are given the opportunity to choose their ‘teams’ for the
construction and testing processes.
Students are encouraged to be in teams of approximately four
members to provide variances in opinions and information
gathered through research.

7. After collaborating their findings from the individual
research, students will begin planning their towers which will include
making sketches and documenting their decisions, changes and use
of materials.
The documentation process may be presented in a student blog for
accessibility when it comes time to creating the storyboards.

8. End

9. Construction of the towers will begin with the distribution of
premade resource packages from the teachers.
Students will be delegated sufficient time to retrieve their structural
plans and construct the tower.
Any changes which are made during construction which differ
from their initial plan will be recorded and justified.

10. Testing will occur following construction with the teacher
simulating an ‘earthquake’ by either shaking a desk or using
appropriate equipment.
Students will record the testing process by taking pictures and
videoing the process using school cameras.

11. The assessment piece requires students to design and submit
individual storyboards which document the journey from initial
thoughts upon receiving the letter from Christchurch through
to the testing of the structures.
Students are given options as to how the storyboards may be
created.This allows students to choose which presentation
methods or ICTs appeal to their learning needs.