Lesson Title Standards alignment CCLS -- ELA CCLS -- Math NGSS – Scientific & Engineering Practices NGSS – Crosscutting Concepts NGSS – Disciplinary Core Ideas 1 What is a Wind-up? Writing: Text types and purposes; Production and distribution of writing Language: Vocabulary acquisition and use 1. Asking questions and defining problems 8. Obtaining and evaluating information 1. Patterns 6. Structure and function ETS1: Engineering Design 2 Make a Wind-up Writing: Text types and purposes Speaking & Listening: Comprehension and collaboration Language: Vocabulary acquisition and use 1. Asking questions and defining problems 6. Designing Solutions 8. Obtaining and evaluating information 1. Patterns 4. Energy and matter 6. Structure and function PS3: Energy ETS1: Engineering Design 3 Wind-ups Writing: Text types and purposes; Research to build and present knowledge Speaking & Listening: Comprehension and collaboration Language: Vocabulary acquisition and use 1. Asking questions and defining problems 3. Planning and carrying out investigations 4. Analyzing and interpreting data 7. Engaging in argument from evidence 8. Obtaining and evaluating information 1. Patterns 2. Cause and effect: mechanism and prediction 6. Structure and function PS2: Motion and stability: forces and interactions ETS1: Engineering Design 4 Observing Differences and Making a Standard Wind-up Writing: Text types and purposes; Research to build and present knowledge Speaking & Listening: Comprehension and collaboration Language: Vocabulary acquisition and use MP2: Reason abstractly MP6: Attend to precision MP7: Look for and make use of structure 2.G1 & 3G1Reason with shapes & their attributes 1. Asking questions and defining problems 8. Obtaining and evaluating information 1. Patterns 2. Cause and effect: mechanism and prediction 6. Structure and function 7. Stability and change PS2: Motion and stability: forces and interactions Lesson Title Standards alignment
CCLS -- ELA CCLS -- Math NGSS – Scientific & Engineering Practices NGSS – Crosscutting Concepts NGSS – Disciplinary Core Ideas 5 Exploring How a Wind-up Works & Writing a Troubleshooting Guide Writing: Text types and purposes; Production and distribution of writing; Presentation of Knowledge and Ideas Language: Vocabulary acquisition and use 1. Asking questions and defining problems 4. Analyzing and interpreting data 7. Engaging in argument from evidence 8. Obtaining, evaluating and communicating information 1. Patterns 2. Cause and effect: mechanism and prediction 4. Energy and matter 6. Structure and function PS3: Energy ETS1: Engineering Design 6 Plan an experiment on effect of wheel size Speaking & Listening: Comprehension and collaboration Language: Vocabulary acquisition and use 1. Asking questions and defining problems 3. Planning and carrying out investigations 1. Patterns 6. Structure and function . 7 Conduct an experiment on the effects of wheel size Writing: Text types and purposes; Research to build and present knowledge Speaking & Listening: Comprehension and collaboration Language: Vocabulary acquisition and use MP2: Reason abstractly MP6: Attend to precision MP7: Look for and make use of structure 2.MD 1-4 Measure and estimate lengths 2. MD 9&10; 3.MD 3&4 Represent and interpret data 3. Planning and carrying out investigations 4. Analyzing and interpreting data 7. Engaging in argument from evidence 8. Obtaining, evaluating and communicating information 1. Patterns 2. Cause and effect: mechanism and prediction 6. Structure and function 7. Stability and change PS2: Motion and stability: forces and interactions 8 Experiment on effect of number of turns Writing: Text types and purposes; Research to build and present knowledge Speaking & Listening: Comprehension and collaboration Language: Vocabulary acquisition and use MP2: Reason abstractly MP6: Attend to precision MP7: Look for and make use of structure 2. MD 9&10; 3.MD 3&4 Represent and interpret data 1. Asking questions and defining problems 3. Planning and carrying out investigations 4. Analyzing and interpreting data 7. Engaging in argument from evidence 8. Obtaining, evaluating and communicating information 1. Patterns 2. Cause and effect: mechanism and prediction 6. Structure and function 7. Stability and change PS3: Energy Lesson Title Standards alignment CCLS -- ELA CCLS -- Math NGSS – Scientific & NGSS – Crosscutting NGSS –
Engineering Practices Concepts Disciplinary Core Ideas 9 Redesigning and Customizing Wind-ups Writing: Text types and purposes; Research to build and present knowledge Speaking & Listening: Comprehension and collaboration Language: Vocabulary acquisition and use 1. Asking questions and defining problems 6. Designing Solutions 1. Patterns 6. Structure and function ETS1: Engineering Design 10 Make a Wind-up for the Show 1. Asking questions and defining problems 6. Designing Solutions 1. Patterns 2. Cause and effect: mechanism and prediction 6. Structure and function 7. Stability and change PS2: Motion and stability: forces and interactions PS3: Energy ETS1: Engineering Design 11 Illustrated instruction manuals Writing: Text types and purposes; Production and distribution of writing; Research to build and present knowledge Language: Vocabulary acquisition and use 1. Asking questions and defining problems 6. Designing Solutions 8. Obtaining, evaluating and communicating information 1. Patterns 2. Cause and effect: mechanism and prediction 6. Structure and function ETS1: Engineering Design 12 The Show Writing: Text types and purposes; Research to build and present knowledge Speaking & Listening: Comprehension and collaboration Language: Vocabulary acquisition and use 8. Obtaining, evaluating and communicating information 1. Patterns 2. Cause and effect: mechanism and prediction 6. Structure and function ETS1: Engineering Design up
chemical energy via photosynthesis. People eat food. Stored chemical energy is added to our bodies. People store chemical energy. Food is metabolized. Chemical energy becomes available to muscles, which convert it to kinetic energy. People can move their body parts. A person turns the stick of a wind-up Kinetic energy gets converted into elastic energy in the rubber band. The rubber band stores potential energy, for later use. The person releases the wind-up. The elastic energy of the rubber band gets converted into kinetic energy of the The wind-up travels across the floor. The wind-up slows down. The kinetic energy is gradually transformed into heat energy, due to friction between the wind-up and the floor and air. The wind-up eventually stops. The floor, wind-up and surrounding air all heat up very slightly.
Lesson 3: Troubleshooting Wind-ups Essential Question How can we fix a wind-up that doesn’t work the way we want? Task Identify causes for the issues in wind-up operation, and fix wind-ups by addressing these causes Standards: CCLS – ELA Writing: Text types and purposes; Research to build and present knowledge Speaking & Listening: Comprehension and collaboration Language: Vocabulary acquisition and use NGSS Scientific & Engineering Practices 1. Asking questions and defining problems; 3. Planning and carrying out investigations; 4. Analyzing and interpreting data; 7. Engaging in argument from evidence; 8. Obtaining and evaluating information. Crosscutting Concepts: 1. Patterns; 2. Cause and effect: mechanism and prediction; 6. Structure and function Disciplinary Core Ideas: PS2: Motion and stability: forces and interactions; ETS1: Engineering Design Outcomes Identification of causes that could explain a problem in wind-up operation Finding ways to fix the problems in wind-up operation, based on what’s causing them Assessment Objective: Below (1) Approaching (2) Proficient (3) Advanced (4) A. Identify causes of issues in operation No causes identified Identifies a cause that could not really explain the issue, Identifies a possible cause for one issue Identifies multiple possible causes for an issue B. Identify possible ways to fix an issue by addressing its cause No fixes identified Identifies a fix that is not related to the cause Suggests a fix that would address the cause Suggests a fix and explains how it would address the cause Advance Preparation Prepare a blank Troubleshooting chart, like the one in Table 1, below Make a chart showing drawings of two wind-ups: one that has no bead and another that has only one lid, as in Figure 1, below. Table 1: Troubleshooting Chart
Lesson 4: Observing Differences and Making a Standard Wind-up Essential Question What are the differences among different kinds of wind-ups? Task Identify differences among wind-ups, select a common type, and make wind-ups that all work the same way Standards: CCLS – ELA Writing: Text types and purposes; Research to build and present knowledge Speaking & Listening: Comprehension and collaboration Language: Vocabulary acquisition and use CCLS – Math Math Practices: MP2: Reason abstractly; MP6: Attend to precision; MP7: Look for and make use of structure Geometry: 2.G1 & 3G1: Reason with shapes and their attributes NGSS Scientific & Engineering Practices 1. Asking questions and defining problems; 8. Obtaining and evaluating information. Crosscutting Concepts: 1. Patterns; 2. Cause and effect: mechanism and prediction; 6. Structure and function; 7. Stability and change Disciplinary Core Ideas: PS2: Motion and stability: forces and interactions Outcomes Identification of differences among wind-ups, including both differences in how they are built and differences in how they perform Recognizing cause-and-effect relationships between design variables and performance variables Understanding how use of a “standard wind-up” will make it possible to compare wind-ups Assessment Objective: Below (1) Approaching (2) Proficient (3) Advanced (4) A. Identify differences in wind-up construction and operation No differences identified Recognizes differences in construction or operation, but not both Identifies differences in both operation and construction Identifies multiple possible causes for an issue B. Connect different wind-up designs with different modes of operation No connections made Recognizes that different designs may operate differently, but does not specify what type does what Sorts designs according to how they operate Explains why different kinds of wind-ups operate differently C. Understand the need for a standard No differences Identifies differences among wind-up but does not seem Suggest the need to standardize, Connects standardization with the need for a “fair test”
information Crosscutting Concepts: 1. Patterns; 2. Cause and effect: mechanism and prediction; 6. Structure and function; 7. Stability and change Disciplinary Core Ideas: PS2: Motion and stability: forces and interactions Outcomes Collecting and recording data on distance traveled by two kinds of wind-ups Evaluating the experiment to decide if it was a fair test Drawing conclusions from the data about cause-and-effect relationships Assessment Objective: Below (1) Approaching (2) Proficient (3) Advanced (4) A. Collect and record distance data Measurements are faulty or non-existent Data is collected, but not recorded; or recorded data does not correspond to measurements Minimal data is recorded according to wheel size Numerous data points are collected and recorded according to wheel size B. Evaluate an experiment to look for control of variables No evaluation Evaluation is attempted, but is inconclusive Identifies some variables that were controlled or not Explains how control of variables, or failure to control them, could affect the outcome C. Draw conclusions from data Conclusions are non-existent or unrelated to data Conclusions are tentative or not expressed clearly Conclusions are drawn and compared with predictions Attempt is made to explain why independent variable affects dependent variable Advance Preparation Post the Data Table developed in Lesson 6 Photo copy the worksheet Conduct the experiment yourself Determine the spaces where students will be able to test their wind-ups. The space will probably need to be larger than a typical classroom; possibilities are a hallway, lunchroom or gym. Materials Wind-ups made in Lesson 4, using plastic lids as wheels Wind-ups made in Lesson 6, using paper plates as wheels Materials to repair or make new wind-ups (same as lessons 4 & 6) Procedure Review of the plan for an experiment (Whole class – 10 min.). Review the plan for collecting data about the distance traveled by two kinds of wind-ups: those with big wheels and others with small wheels. Point out that a wind-up might go all the way across a classroom, and that there could be furniture in the way. Ask: What would be a good place to test our wind-ups?