in Action®

Helping Hand Design

Grades

Teacher Guide

3-5

Life ScienceAnimal Adaptations &

Biomimicry

• Engage in the Engineering Design Process.

• Study animal adaptations as inspiration for product design.

• Create a grabber tool.

Helping Hand Design PlannerStudents design, build, and test a prototype of an assistive device for picking up objects.

Engineering Step Time Objectives/Student Outcomes Grouping Materials per Team Blackline MastersGet Ready to Engineer * TG

p. 4* * SAB p. 1

• Describe the jobs of engineers• Identify problems that can be solved using steps in the

engineering design process• Identify animal appendages and adaptations that help them grip

and pick up objects

Whole group, Teams Animal Adaptations Cards

Define the Problem TG pp. 5–6

SAB pp. 2–3

Define the Problem TG p. 7

SAB pp. 4–6

• Explore biomimicry’s role in innovation• Evaluate the criteria and constraints for the Helping Hand Tool

Whole group

Plan Solutions TG p. 8

SAB p. 7

• Observe and test ways the human hand can be used to grab objects

Teams Sock, ball, box, pencil, stopwatch Finger Test, p. 18

Plan Solutions TG p. 9

SAB p. 8

• Observe and test different materials for their ability to grip and grab various items

Teams Grabbing materials (spoons, dowels, cups), gripping materials (foam pad, sticky pad, loop dot), sock, ball, box, pencil

Explore Grab and Grip Materials, p. 19

Plan Solutions TG p. 10

SAB p. 9

• Use materials to build and test a basic extender prototype• Test the basic extender prototype to determine areas for

improvement

Teams Connector strips (6), screws (7), sock, ball, box, pencil, weighted necklace, stopwatch

Explore Extenders, p. 20

Plan Solutions TG pp. 11–12

TG pp. 10–11

• Evaluate possible solutions and develop a plan for building a prototype

• Create a budget that meets the client’s constraints

Individuals, Teams

Teams

Grabbing materials (spoons, dowels, cups), gripping materials (foam pad, sticky pad, loop dot), connectors (zip ties, duct tape) extender materials (connector strips, screws, perpendicular connectors)

Helping Hand Tool Plan, p. 21 Helping Hand Budget, p. 22

Make a Prototype TG p. 13

SAB p. 12

• Use available materials to construct a prototype

Test the Prototype TG p. 14

SAB pp. 13–14

• Test the prototype to determine if it meets the criteria Teams Helping Hand Tool prototype, sock, ball, box, pencil, 2 test objects chosen by the teacher or team, stopwatch

Helping Hand Tool Test, p. 23

Reflect and Redesign TG p. 15

SAB pp. 15–16

• Present the prototype and make claims about it that are supported by evidence

• Use test results and feedback from classmates to optimize the tool design

Teams, Whole group Helping Hand Tool prototype Reflect On It, p. 24 Helping Hand Tool Plan, p. 21 Helping Hand Budget, p. 22 Home Connection, pp.16–17

* TG: Teacher Guide; * * SAB: Student Activity Book

Master Materials ListHelping Hand Design Kit (for 6 teams)

• Helping Hand Design Student Activity Books (6)

• Helping Hand Design Teacher Guide (1)• Stopwatches (6)• Socks (6)• Paper boxes (6)• Balls (6)• Pencils (1 box)• Spoons (24)• 12” Dowels (30)• Paper cups (25)• Anti-slip sticky pad (2 pads)• Loop dots (50)• Foam pad (1 sheet)• Screws (60)• Multi-tool cutter (1)

• Double-stick tape• Zip ties (50)• Duct tape (1 roll)• Connector strips (50)• Perpendicular connectors (30)• String (1 roll)• Washers (6)

Teacher-Provided Materials• Scissors• Copies of the Blackline Masters found

at the end of this guide.

Materials Preparation• Construct one basic prototype for

demonstration. Instructions are on page 9 of the student book. Approximate the middle hole on the connector strips.

• Use the multi-tool cutter to cut dowels into 2-inch sections. The multi-tool cutter is for teacher use only.

• Cut the foam pad into 1-inch × 1 __ 2 -inch

pieces. Cut the sticky pad into 1 inch × 1 __

2 -inch pieces.

• Prepare the weighted necklaces. Cut 30 inches of string. Thread the string through the washer and tie a knot to make a loop. Prepare 6 weighted necklaces.

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Online Resources AssessmentVisit hand2mind.com/sia/helpinghand for:• Helping Hand Design video• Facilitating STEM in the Classroom video,

Parts I & II• STEM Prompts• Teamwork Principles for Grades 3-5• Printable blackline masters• Standards alignment

In this module, students should be assessed on: • their participation in the planning, building, and testing of

their solution• their communication of the design of their model to others• how they synthesize the information gained from the

experience

Use the Rubric for Helping Hand Design on the inside back cover as a guide for assessing student work. Consider giving the rubric to students before beginning the challenge to help them understand your expectations.

Engineering Step Time Objectives/Student Outcomes Grouping Materials per Team Blackline MastersGet Ready to Engineer * TG

p. 4* * SAB p. 1

• Describe the jobs of engineers• Identify problems that can be solved using steps in the

engineering design process• Identify animal appendages and adaptations that help them grip

and pick up objects

Whole group, Teams Animal Adaptations Cards

Define the Problem TG pp. 5–6

SAB pp. 2–3

Define the Problem TG p. 7

SAB pp. 4–6

• Explore biomimicry’s role in innovation• Evaluate the criteria and constraints for the Helping Hand Tool

Whole group

Plan Solutions TG p. 8

SAB p. 7

• Observe and test ways the human hand can be used to grab objects

Teams Sock, ball, box, pencil, stopwatch Finger Test, p. 18

Plan Solutions TG p. 9

SAB p. 8

• Observe and test different materials for their ability to grip and grab various items

Teams Grabbing materials (spoons, dowels, cups), gripping materials (foam pad, sticky pad, loop dot), sock, ball, box, pencil

Explore Grab and Grip Materials, p. 19

Plan Solutions TG p. 10

SAB p. 9

• Use materials to build and test a basic extender prototype• Test the basic extender prototype to determine areas for

improvement

Teams Connector strips (6), screws (7), sock, ball, box, pencil, weighted necklace, stopwatch

Explore Extenders, p. 20

Plan Solutions TG pp. 11–12

TG pp. 10–11

• Evaluate possible solutions and develop a plan for building a prototype

• Create a budget that meets the client’s constraints

Individuals, Teams

Teams

Grabbing materials (spoons, dowels, cups), gripping materials (foam pad, sticky pad, loop dot), connectors (zip ties, duct tape) extender materials (connector strips, screws, perpendicular connectors)

Helping Hand Tool Plan, p. 21 Helping Hand Budget, p. 22

Make a Prototype TG p. 13

SAB p. 12

• Use available materials to construct a prototype

Test the Prototype TG p. 14

SAB pp. 13–14

• Test the prototype to determine if it meets the criteria Teams Helping Hand Tool prototype, sock, ball, box, pencil, 2 test objects chosen by the teacher or team, stopwatch

Helping Hand Tool Test, p. 23

Reflect and Redesign TG p. 15

SAB pp. 15–16

• Present the prototype and make claims about it that are supported by evidence

• Use test results and feedback from classmates to optimize the tool design

Teams, Whole group Helping Hand Tool prototype Reflect On It, p. 24 Helping Hand Tool Plan, p. 21 Helping Hand Budget, p. 22 Home Connection, pp.16–17

* TG: Teacher Guide; * * SAB: Student Activity Book

Team activity 1 – Unsatisfactory 2 – Proficient 3 – Advanced Scoring & Comments

Exploring Adaptations/Exploring Materials and Extenders

CObservations not recorded or recorded inaccurately.

CConclusions do not match observations.

CMost observations recorded; some recorded inaccurately.

CMost conclusions based on observations.

C All observations recorded accurately.

C All conclusions match observations.

Make a Team Plan for the Helping Hand Prototype

COnly one or two members give ideas for the plan.

CPlans do not follow criteria and constraints.

CMost team members give ideas for the plan.

C Plans follow criteria or constraints.

C All team members give ideas for the plan.

C Plans follow criteria and constraints.

Make the Helping Hand Prototype

C Prototype does not match the plan.

CChanges to the plan are not explained.

C Prototype is similar to the plan.

C Some changes to the plan are explained.

C Prototype is similar to the plan.

C All changes to the plan are explained.

Test the Helping Hand Prototype

C Prototype picks up less than 4 test objects.

C Prototype does not meet the budget.

C Fair testing was not used.

C Prototype picks up 4 test objects.

C Prototype meets the budget.

C Fair testing was used.

C Prototype picks up 5 or 6 test objects.

C Prototype meets the budget.

C Fair testing was used.

Make Claims Based on Evidence

CClaims are not supported by evidence.

C Team does not tell why their prototype did or did not meet the criteria.

C Evidence supports most claims.

C Team gives one or two reasons why their prototype did or did not meet the criteria.

C Evidence supports all claims.

C Team gives several reasons why their prototype did or did not meet the criteria.

Make a Better Prototype

CNew plan uses neither test results nor ideas of classmates.

CRevisions do not make the prototype more successful.

CNew plan uses results of the tests or ideas of classmates.

CRevisions make the prototype somewhat more successful.

CNew plan uses results of the tests and ideas of classmates.

CRevisions make the prototype more successful.

Rubric for Helping Hand DesignTeam Members: Date:

Team Score: © hand2mind®, Inc.

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Student Activity Book p. 2

Define the Problem

Your ProblemStudents are introduced to the process that engineers use to solve problems. Engineers use science to develop or improve a product, process, or structure. They use mathematics to plan their designs and to make sense of test data. They use the results of their tests to design and improve models of new products, processes, or structures.

Get Students Talking ■ Build Vocabulary Display the following vocabulary words. Have

students echo the words and use them when they answer questions.

engineering design process A series of steps that an engineer uses to solve a problem

Ask: What is a process? (a series of steps or actions that lead to an answer or a result) What is the purpose of using a prototype? (Engineers can test it and modify it until they get it right.) If students are familiar with the term model, point out that a prototype is a specific kind of model—one that works as the final product is intended. Students’ prototypes will be full size, but prototypes can be built on larger or smaller scales, if needed.

■ Use Visuals Point out the diagram of the engineering design process on page 2 of the Student Activity Book. Ask: What do the circles and arrows in the drawing mean? Lead students to conclude that the arrows show the overall order of the steps. Explain that engineers may move back and forth between steps in the process before moving on to the next step. Say: Testing often leads to new ideas about how to solve the problem. Engineers are always working to improve their models and may repeat the process many times. Have volunteers read the words in each step. Elicit ideas about what students think happens at each step.

■ Observe and Prompt Ask: What is the problem that Joy has hired your team to solve? (Joy needs a new device that can help her clients pick up items without bending over.) Why is it a problem? (Some people have trouble bending over as they get older or with certain medical issues and surgeries.)

Visit hand2mind.com/sia/helpinghand to print a copy of the Engineering Design Process.

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Define the Problem

Explore Animal AdaptationsFacilitate the Activity

■ Build Vocabulary Display the following vocabulary terms. Have students echo the words. Encourage them to use the words when they

answer questions.

adaptation A special feature that helps a plant or animal

appendage A part of an animal that sticks out from the body

■ Build Background Elicit from students examples of animal appendages that help them survive in their environment. Responses might include adaptations such as wings, beaks, horns, tails, and so on. Point out that Joy needs help with a grabbing tool. Focus students on specilaized appendages that help animals hold on, pick up, move, and get food or other items.

■ Observe and Prompt Divide the class into six teams. These teams will work together throughout the module to solve the problem. Give each team a set of Animal Adaptation Cards (Shuffle the decks before handing them out to students.). Have teams lay the cards out with the picture side up. Encourage teams to work together to read each animal card and match it with the correct animal appendage. Then students should read about the animal appendage on the back of the card. Direct students to answer the questions on p. 3 of the Student Activity Book. When teams have finished matching their cards and answering the questions, guide the class through the information. Ask: Where does the animal live? What is special about its appendage? How does its appendage help the animal survive?

Materials

Animal Adaptation Cards (1 set per team)

Student Activity Book p. 3

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