Research
🔎 Red Hook Boat Research Roundup
Collaboration
Content Expertise
Effective Communication
Self Directed Learning
Critical Thinking & Problem Solving
Academic Mindset
Product
Assessment
Reflection
Core Content
Project Launch
Community Partners
Essential Question
Submission Required
Students investigate existing small-boat designs and local waterway priorities using curated sources from Pioneer Works, Red Hook Initiative, and Billion Oyster Project, plus short reference sets on RC systems and competition boats. In pairs, they extract design features, stakeholder needs, and trade-offs, then present a brief evidence share-out. Students give feedback to 2 peers on whether the proposed criteria are measurable and stakeholder-centered, receive feedback, and revise their notes before drafting the brief.
Plan day
Day 4
Duration
135 min
Grouping
Pair
Steps
8 steps
Lesson plan
8 steps · 135 min| # | What teachers do |
|---|---|
| 1 | Launch the roundup by reconnecting students to the regatta challenge, the earlier buoyancy/stability testing, and the essential question. Name the goal for today: use evidence from local and technical sources to draft measurable, stakeholder-centered boat criteria. Assign pairs, distribute the research note-catcher, and preview the source sets from Pioneer Works, Red Hook Initiative, Billion Oyster Project, and RC/competition boat references. (15 min) |
| 2 | Model a fast evidence pull using one sample source. Think aloud how to identify a design feature, a stakeholder need, a local waterway condition, and a trade-off, then convert that evidence into a measurable criterion such as weight, width, stability, turning ability, durability, or RC control reliability. Clarify the difference between vague criteria and measurable criteria. (15 min) |
| 3 | Pairs conduct round 1 research. Partner A begins with local/community sources and Partner B begins with boat/RC reference sources. Each partner extracts at least three pieces of evidence, noting the source, what it suggests about boat performance or local needs, and any trade-offs. Students highlight where their Splash and Sketch Social ideas are confirmed, challenged, or expanded. (25 min) |
| 4 | Pairs conduct round 2 synthesis. Partners teach each other what they found, sort evidence into categories such as hull/stability, propulsion/control, competition constraints, and Red Hook stakeholder priorities, then draft 3 to 5 proposed design criteria for the scaled boat model. Each criterion must include evidence and a possible way to measure success. (20 min) |
| 5 | Run a mini evidence share-out. Each pair gives a 1-minute presentation naming one important design feature, one stakeholder or local waterway priority, and one draft criterion supported by evidence. Listening pairs capture one strong idea they may borrow and one question about measurability or stakeholder focus. (15 min) |
| 6 | Facilitate a peer feedback carousel. Each pair meets with two other pairs for short feedback rounds. Peers respond to two prompts: Is this criterion measurable? Is it centered on community and competition needs? Students record feedback, ask clarifying questions, and mark one criterion they will revise. (20 min) |
| 7 | Pairs revise their notes and criteria using feedback. They strengthen wording, remove unsupported claims, and add missing evidence from the source set. Each pair prepares a brief exit submission with their top 3 criteria, the source evidence behind each one, and one unresolved question to carry into the design brief gate. (15 min) |
| 8 | Close with a structured reflection. Students complete a quick boat-build check-in by sharing one academic gain from research and one teamwork or self-management success from the day. Then partners do a short talk on what changed in their criteria, what they learned from uncertainty or disagreement, and how they stayed focused. Collect exit submissions. (10 min) |
Preparation (10 items)
- Curate and organize short, accessible source sets from Pioneer Works, Red Hook Initiative, Billion Oyster Project, and reference materials on small competition boats, RC systems, and boat design features.
- Prepare a research note-catcher with columns for source, evidence, design feature, stakeholder need, trade-off, possible criterion, and how the criterion could be measured.
- Select one sample source and prepare a brief facilitator model showing how to turn evidence into a measurable design criterion.
- Create pair assignments in advance, balancing reading confidence, discussion skills, and support needs.
- Print or post the two peer feedback prompts: Is this criterion measurable? Is it centered on community and competition needs?
- Prepare a short share-out structure with timing cues so each pair can present efficiently and all students can participate.
- Gather materials: source packets or devices, highlighters, sticky notes, pens, timers, and a visible board for category sorting or anchor criteria examples.
- Post sentence stems for discussion and feedback such as 'Our evidence suggests...', 'A trade-off we noticed is...', 'This criterion is measurable because...', and 'A stakeholder-centered revision could be...'.
- Prepare an exit submission template for the top 3 criteria, supporting evidence, and one unresolved design question.
- Review accommodations for multilingual learners and students who need reading or organization support, including chunked texts, vocabulary supports, and optional audio or partner reading.
Student-facing instructions
You will work with a partner to research what makes a small boat strong, stable, and ready for competition in Red Hook. Using the source set, your task is to gather evidence from both local/community materials and technical boat or RC references. As you read, record design features, stakeholder needs, local waterway conditions, trade-offs, and possible design criteria on the note-catcher. Then combine your findings and draft 3 to 5 measurable criteria for your scaled boat model. You will present one criterion in a short share-out, give feedback to two other pairs about whether their criteria are measurable and stakeholder-centered, and revise your own notes. You will need your source packet or device, note-catcher, writing tools, and feedback prompts. Your goal is to leave class with evidence-based criteria that can be used in the next activity to build the design brief.