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For Teachers Engineering Design in Oregon Science Classrooms of 21

Lesson Plan for Toad’s New Car An Elementary School Physical Science Lesson Featuring Engineering Design

Lesson Summary:

CONTENTS 1—Lesson Overview...............................................................................................................................................4

1.1—Introduction.................................................................................................................................................4

1.2—Lesson Breakdown with Engineering Design.............................................................................................4

1.3—Pre-Requisite Knowledge...........................................................................................................................4

2—Teacher Background Information......................................................................................................................5

2.1—Glossary of Terms.......................................................................................................................................5

2.2—Scientific Concepts.....................................................................................................................................5

2.3 —Lesson Timeline.........................................................................................................................................5

2.3.1—Overview Timeline..............................................................................................................................5

2.3.2—Part 1 Timeline (30 minutes)...............................................................................................................5



2.4—Lesson Materials.........................................................................................................................................6

3—Preparation.....................................................................................................................................................7

3.1—Preparation Part 1: Reading........................................................................................................................7

3.1.1—Materials..............................................................................................................................................7

3.1.2—Preparation Steps.................................................................................................................................7

3.2—Preparation Part 2: Exploration..................................................................................................................7

3.2.1—Materials..............................................................................................................................................7


3.3—Preparation Part 3: Engineering Design.....................................................................................................9

3.3.1—Materials..............................................................................................................................................9

Grade Level: Upper Elementary (4th-5th) Preparation Time: 25 minutes

Cost: $85 – $160 initial cost Activity Time: 100 minutes$5 – $15 recurring cost

Key Vocabulary: Clean Up Time: 10 minutesengineer, engineering design process, force, friction, gravity, friction, criteria, problem, solution



4—Activity Instructions........................................................................................................................................10

4.1—Part 1: Reading.........................................................................................................................................10

4.2—Part 2: Exploration....................................................................................................................................11

4.3—Part 3: Engineering Design Activity........................................................................................................12

Appendix 1A: Oregon 2009 Standards Met With This Lesson.............................................................................13

Science Content.................................................................................................................................................13

Engineering and Design.....................................................................................................................................13

Appendix 1B: Oregon 2014 Standards Met With This Lesson.............................................................................14

Alignment to Oregon’s New Science Standards (NGSS) K-2..........................................................................14

Performance Expectations.............................................................................................................................14

Science and Engineering Practices................................................................................................................14

Disciplinary Core Ideas.................................................................................................................................15

Cross Cutting Concepts.................................................................................................................................15

Connections to Engineering, Technology, and Applications of Science.......................................................15

Alignment to Oregon’s New Science Standards (NGSS) 3-5...........................................................................16

Performance Expectations.............................................................................................................................16

Science and Engineering Practices................................................................................................................16

Disciplinary Core Ideas.................................................................................................................................17

Cross Cutting Concepts.................................................................................................................................18

Interdependence of Science, Engineering, and Technology..........................................................................18

Connections to Engineering, Technology, and Applications of Science.......................................................18

Appendix 2: Complete Materials Listing..............................................................................................................19

Printed Materials................................................................................................................................................19

Part 1: Reading..............................................................................................................................................19

Part 2: Exploration.........................................................................................................................................19

Part 3: Engineering Design............................................................................................................................19

Activity Materials..............................................................................................................................................20

Part 1: Reading..............................................................................................................................................20

Part 2: Exploration.........................................................................................................................................20

Part 3: Engineering Design............................................................................................................................20

Buyer’s Guide....................................................................................................................................................21

Common Classroom Supplies............................................................................................................................21


1—LESSON OVERVIEW

1.1—IntroductionIn this original engineering lesson, students will design and build a coaster car for the character Toad

from the children’s literature classic The Wind in the Willows by Kenneth Grahame. Their ultimate goal is to build a car that travels as far and straight as possible. In addition to practicing the Engineering Design Process (EDP), students will learn about the way things move and interact with gravity. In line with grade 3–5 standards, this lesson teaches five steps in the EDP. The lesson is divided into three parts:

Part 1—A reading activity that familiarizes students to the concepts of speed, friction, and gravity as well as provides a context for the activities to follow.

Part 2—An exploration activity where students will get to play with and observe the motion of two sample coaster cars.

Part 3—An engineering design activity where students use what they learned in parts 1 and 2 to design, build, test and evaluate their own coaster cars.

Note: The handouts for this lesson are written for older elementary students (3rd–5th grade). However, the lesson can be easily modified to fit younger grade levels.

1.2—Lesson Breakdown with Engineering DesignEngineering Design Step Activity Handout Product

1. Define a problem or a need Part 1: Read Aloud/Think Aloud

Toad’s New Car Booklet Class discussion

Part 3: Engineering Toad’s New Car Design Design worksheet2. Propose a potential solution

Part 1: Read Aloud/Think Aloud

Toad’s New Car booklet Class discussion

3. Design a prototype Part 3: Engineering Toad’s New Car Design Design worksheet

4. Design and construct a possible solution

Part 2: Exploration Toad’s New Car Design Observation QuestionsPart 3: Engineering Toad’s New Car Design Prototypes

5. Describe the cost, safety, appearance and environmental impact of the solution as well as what will happen if the solution fails.

Part 3: Engineering Toad’s New Car Design Evaluation Questions

1.3—Pre-Requisite KnowledgeNo pre-requisite knowledge is necessary for this lesson.


2—TEACHER BACKGROUND INFORMATION

2.1—Glossary of TermsNote: Here, vocabulary is listed in alphabetical order. In other documents, they are listed in order of appearance.

Coaster Car: A car without an engine that is powered by gravity. Criteria: In engineering, what a solution should do or be. Engineer: A person who solves problems using the engineering design process.Engineering Design: A process used to solve problems and develop technologies. The process as described to elementary students is the following:

Define a problem or a need Propose a potential solution Design a prototype Design and construct a possible solution Evaluate the solution

Force: A push or a pull. Friction: A force which opposes motion. Gravity: A pulling force all objects exert on all other objects. Momentum: What keeps moving objects going.Problem: In engineering, the declaration and definition of a need which needs to be solved.Solution: In engineering, the final result of one’s work.

2.2—Scientific Concepts and Disciplinary Core IdeasNote: For a list of scientific concepts and disciplinary core ideas covered in this lesson, see Appendix 1.

This lesson teaches students to understand the concepts of basic Newtonian mechanics such as gravity, force, acceleration, and friction, through the lens of a mechanical engineer designing a coaster car. Students will build scaffolding for these new concepts during the Reading activity; students will get hands-on practice during the Exploration activity; students will then define a problem, design a solution, and test its efficacy, in the Engineering Design activity.

2.3 —Lesson Timeline

2.3.1—Overview Timeline

This lesson consists of three activities (Reading, Exploration, and EDP activities) which will take approximately two hours of in-class time. Because this lesson can be executed in as little as one session, teachers can organize their time as they like.

2.3.2—Part 1 Timeline (30 minutes)


This activity will take an estimated total of thirty minutes, during which the teacher will do the following:

1. Distribute materials to all students2. Word Alert exercise, part 13. Read Aloud–Think Aloud activity4. Word Alert exercise, part 2


This activity will take an estimated total of forty-five minutes, during which the teacher will do the following:

1. Distribute materials to all students2. Demonstrate how to construct a coaster car3. Have students complete the Exploration Worksheet.4. Allow student groups to test two vehicles, two times


This activity will take an estimated total of forty-five minutes, during which the teacher will do the following:

1. Distribute materials to all students2. First part of the Toad’s New Car Design Worksheet.3. Have students construct and test as many as three coaster cars4. Have students complete the Toad’s New Car Design Worksheet and analyze data

2.4—Lesson MaterialsNote: For a complete and up-to-date listing of materials in a printable shopping list format, see Appendix 2: Complete Materials Listing.


3—Preparation

3.1—Preparation Part 1: Reading

3.1.1—Materials

Printed Materials

Word Alert Handout—(one per student) Reading Handout—(one per student)

o Choose between one of the following: Illustrated booklet – See the Reading Booklet Assembly Instructions for steps on creating

student booklets 8 ½ level story handout.

Lower-grade version (larger font) Upper-grade version (smaller font)

Read Aloud–Think Aloud Resource—(one for the teacher)

Activity Materials

None.

3.1.2—Preparation Steps

1. Make a copy of the Word Alert Handout for each student. Make a reading booklet or handout for every student. Make a copy of the Read Aloud–Think Aloud Resource for yourself.

3.2—Preparation Part 2: Exploration

3.2.1—Materials

Printed Materials

Exploration Worksheet—(one per student) Car Building Instructions Handout—(one per student/one for the teacher) Ramp Building Instructions Handout—(one for the teacher, more if you plan to have the students set up

the ramps)

Activity Materials

MDF Particle Board – 1” x 6” (nominal), about 32 inches long to be used as ramp. Actual dimensions may be 5 1/2 inches by 5/8 inch. One 8-ft board can be cut to make three 32-inch ramp sections. Two groups of two or three students can share one pair of ramp sections. See How to Build a Ramp for Toad’s Car.

Books or something similar to be used as lifters for the ramps Ruler or measuring tape Scissors Masking Tape


Craft Sticks (car chassis) Straws (axle bearings) of adequate internal diameter to go over a LEGO axle and let it turn freely. LEGO 20-tooth wheels LEGO 12-tooth wheels LEGO 6M axles Ziploc bags or similar to separate materials into testing kits:

o Sample chassis and bearing assembly made according to the Building Instructions Handouto 2 axleso 4 wheelso one strawo Masking tape (12” should be plenty)


1. Make copies of the Exploration Worksheet for each student. Make copies of the Car Building Instructions Handout and Ramp Building Instructions Handout for each student, and one copy of each for yourself.

2. Plan to have groups of three or four for this lesson.a. Ideally there should be an even number of groups so each ramp can be shared by two groups.b. If you choose to do so, organize your students into groups ahead of time.

3. Make and set up one ramp for every pair of student groups (approximately eight students) using the Ramp Building Instructions Handout.

4. Make testing kits for each group. Each kit should have sample cars (chassis and bearings only) made according to the Car Building Instructions Handout. Each kit should also include 2 axles, 4 wheels, a straw, and masking tape.


3.3—Preparation Part 3: Engineering Design

3.3.1—Materials

Printed Materials

Engineering Design Handout—(one per student)o If your class has only younger students who are not expected to calculate averages, remove the

‘average’ boxes from the worksheet. Car Building Instructions Handout—(one per student/one for the teacher)

Activity Materials

(This list assumes the ramps are still set up from the Exploration Activity.)

Craft Sticks (car chassis) Straws (axle bearings) LEGO 20-tooth wheels LEGO 12-tooth wheels LEGO 6M axles Meter sticks or measuring tape (metric if possible) Scissors


1. Make copies of the Engineering Design Handout for each student. Even though they are working in groups, each student should fill out this handout since this is how they will be assessed.

2. Set out car materials in bowls or containers along a table or counter. 3. Divide students into groups of three or four for this activity. Ideally there should be an even number of

groups so each ramp can be shared by two groups.

4. Set out pre-made ramps and measuring tapes/meter sticks/rulers for student use.


4—ACTIVITY INSTRUCTIONS

4.1—Part 1: Reading 1. Pass out a Reading Handout booklet to each student. 2. Pass out the Word Alert Handout. 3. Explain to students the words on this page are important for today’s activity. Ask students to rank their

knowledge of the words by circling a number in the “Before” column for the word. a. Read each word aloud and have the class repeat the word aloud.b. Explain the following rating system to the students:

1 – I have never heard of this word before now. 2 – I recognize this word, but I don’t know what it means. 3 – I sort-of know what this word means, but I would have a hard time defining what it means. 4 – I can give you a definition for this word and use it in a sentence.

c. Give students a change to rank the word before moving to the next word and repeating the process.

4. Read the booklet to the class following the instructions on the Read Aloud–Think Aloud Handout. 5. After you read and discuss the story with students have them rerate each vocabulary word in its “After”

column on the Word Alert Handout, using the process from step #3. 6. Have students draw a picture of each vocabulary word in the space provided on the Word Alert Handout.


4.2—Part 2: Exploration1. Organize your class into groups of three or four. Pass out the Exploration Worksheet.2. Give each group a testing kit.3. Demonstrate how to build the first sample car.

a. See the Car Building Instructions Handout. b. After they have attached the axle and wheels, students should then sketch and label this car in the

space provided on their handout.4. Assign two groups to each ramp and let them explore the motion of the car down the ramp. They should

write down their observations in the space provided on the handout. 5. Give students about 5 minutes to adjust their cars and see if they can make the car swerve less and travel

further. 6. Have students take off the axles and wheels and attach them to the second sample car. They should

sketch and label this second car in the space provided on their handout. 7. Repeat steps 3 and 4 for the second car.


4.3—Part 3: Engineering Design Activity Pass out the Engineering Design Handout and arrange the class into their groups of three. Read the scenario to the class and show them the materials they have available to make their coaster

cars. Working with their groups, have students identify the problems their coaster car designs will need to

address. Discuss student answers as a class. Working with their groups, have students identify criteria for their coaster car solutions.

a. Push older students to be as specific as possible in their goals. For example instead of just writing that they want their cars to go far, they should come up with a specific distance such as 100 cm.

b. Discuss student answers as a class. Working with their groups, have students identify constraints on their coaster car designs. Discuss

answers as a class. Working with their groups, students should sketch two possible coaster car solutions. They should label

their sketches and show them to you before they start building. Once you have seen their sketches and given them the okay, one student per group should collect only

the materials they need to build their first car as well as a ramp set-up and a meter stick or measuring tape.

Groups should build their first coaster car and then test it by making observations about its motion while traveling down the ramp and by measuring the distance the car travels off the ramp. They should record their observations and data on the table in the handout.

Once students finish observing and testing, groups should take apart their cars.a. They should keep the materials they need for their second car solution and return the materials

they don’t need.b. While returning materials, they should pick up any additional materials needed for their second

car.

Note: If your class time is limited you may want to limit the number of cars that the students build to one or two. If they sketch more than one they can just build their favorite design.

Students should build and test their second cars. They should then take them apart, return materials, and gather the needed materials for their third cars.

If time permits, students should, design, build and test a third car. Once they are done, they should take them apart and return all the materials to the appropriate place, including their ramps and meter sticks.

Have any older students calculate the average of their measurements. If your class has only younger students who are not expected to calculate averages, drop this step and remove the ‘average’ boxes from the Engineering Design Handout.

Show the students how to make bar graphs of their averages in the space provided on the worksheet. Students should use their graphs and observations to answer the questions in the evaluation section of

the handout.


APPENDIX 1A: OREGON 2009 STANDARDS MET WITH THIS LESSON

Science ContentK.2P.1 Examine the different ways things move.1.2P.1 Describe the motion of objects when a force is applied.

Students will compare and contrast motorcars and coaster cars in terms of motion and force. Student will make observations about and describe the motion and force of simple coaster cars.

3.2P.1 Describe how forces cause changes in an object’s position, motion, and speed.5.2P.1 Describe how friction, gravity, and magnetic forces affect objects on or near Earth.

Students will describe how the motion and speed of a coaster car changes is affected by friction and gravity. Students will measure the distance different types of coaster cars travel and evaluate their data using the concepts of

friction, gravity, and speed.

Engineering and DesignK.4D.1 Create structures using natural or designed materials and simple tools.K.4D.2 Show how components of designed structures can be disassembled and reassembled.2.4D.1 Use tools to construct a simple designed structure out of common objects and materials.2.4D.2 Work with a team to complete a designed structure that can be shared with others.

Students using simple tools will build coaster cars which can be disassembled and then reassembled in different ways. Students will work in pairs to generate design ideas and build coaster cars to be shared with the rest of the class.

2.4D.3 Describe an engineering design that is used to solve a problem or address a need.3.4D.1 Identify a problem that can be addressed through engineering design, propose a potential solution, and design a prototype.4.4D.1 Identify a problem that can be addressed through engineering design using science principles.5.4D.2 Design and build a prototype of a proposed engineering solution.

Students will identify problems associated with building coaster cards that can be addressed using scientific principles.

Students will generate several original coaster car designs and build prototypes of the most promising ones. 4.4D.2 Design, construct, and test a prototype of a possible solution to a problem using appropriate tools, materials and resources.4.4D.3 Explain how the solution to one problem may create other problems.5.4D.1 Using science principles, describe a solution to a need or problem given criteria and constraints.5.4D.2 Design and build a prototype of a proposed engineering solution and identify factors such as cost, safety, appearance,environmental impact, and what will happen if the solution fails.

Using scientific principles, students will generate coaster cars solutions given criteria and constraints including cost, safety, and appearance.

Students will evaluate their designs by collecting data on their car’s distance traveled. Students will make recommendations for future designs based on the performance of their designs. These

recommendations will include a discussion of trade-offs or how the solution to one problem may create other problems.


APPENDIX 1B: OREGON 2014 STANDARDS MET WITH THIS LESSON

Alignment to Oregon’s New Science Standards (NGSS) K-2

Performance Expectations

K-PS2-1. Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.

K-PS2-2. Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.

K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

K-2-ETS1-3. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.

Science and Engineering Practices

Asking Questions and Defining ProblemsAsking questions and defining problems in grades K–2 builds on prior experiences and progresses to simple descriptive questions that can be tested. Ask questions based on observations to find more information about the designed world. (K-ESS3-2)

Planning and Carrying Out InvestigationsPlanning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. With guidance, plan and conduct an investigation in collaboration with peers. (K-PS2-1) Make observations (firsthand or from media) to collect data that can be used to make comparisons.(K-PS3-1)

Analyzing and Interpreting DataAnalyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations. Use observations (firsthand or from media) to describe patterns in the natural world in order to answer

scientific questions. (K-ESS2-1) Analyze data from tests of an object or tool to determine if it works as intended. (K-PS2-2)

Constructing Explanations and Designing SolutionsConstructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions. Use tools and materials provided to design and build a device that solves a specific problem or a solution to

a specific problem. (K-PS3-2)

Engaging in Argument from EvidenceEngaging in argument from evidence in K–2 builds on prior experiences and progresses to comparing ideas and representations about the natural and designed world(s).


Developing and Using ModelsModeling in K–2 builds on prior experiences and progresses to include using and developing models (i.e., diagram, drawing, physical replica, diorama, dramatization, or storyboard) that represent concrete events or design solutions. Develop a simple model based on evidence to represent a proposed object or tool. (K-2-ETS1-2)

Disciplinary Core Ideas

PS2.A: Forces and Motion Pushes and pulls can have different strengths and directions. (KPS2-1),(K-PS2-2) Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it. (K-

PS2-1),(K-PS2-2)

PS2.B: Types of Interactions When objects touch or collide, they push on one another and can change motion. (K-PS2-1)

ETS1.A: Defining Engineering Problems A situation that people want to change or create can be approached as a problem to be solved through

engineering. Such problems may have many acceptable solutions. (secondary to K-PS2-2)

ETS1.A: Defining and Delimiting an Engineering Problem Asking questions, making observations, and gathering information are helpful in thinking about problems.

(secondary to K-ESS3-2)

ETS1.B: Developing Possible Solutions Designs can be conveyed through sketches, drawings, or physical models. These representations are useful

in communicating ideas for a problem’s solutions to other people. (secondary to K-ESS3-3)

Cross Cutting Concepts

Cause and EffectEvents have causes that generate observable patterns. (K-ESS3-2), (K-PS3-1), (K-PS3-2), (2-PS1-4)Simple tests can be designed to gather evidence to support or refute student ideas about causes.

(K-PS2-1), (K-PS2-2), (2-PS1-2)

Structure and FunctionThe shape and stability of structures of natural and designed objects are related to their function(s).

(K-2-ETS1-2)

Connections to Engineering, Technology, and Applications of Science

Influence of Engineering, Technology, and Science on Society and the Natural WorldEvery human-made product is designed by applying some knowledge of the natural world and is built by

using natural materials. (2-PS1-2)


Alignment to Oregon’s New Science Standards (NGSS) 3-5

Performance Expectations

3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.

4-PS3-1. Use evidence to construct an explanation relating the speed of an object to the energy of that object. 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for

success and constraints on materials, time, or cost.

3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

Science and Engineering Practices

Asking Questions and Defining ProblemsAsking questions and defining problems in grades 3–5 builds on grades K–2 experiences and progresses to specifying qualitative relationships. Ask questions that can be investigated based on patterns such as cause and effect relationships. (3-PS2-3) Define a simple problem that can be solved through the development of a new or improved object or tool.

(3-PS2-4) Define a simple design problem that can be solved through the development of an object, tool, process, or

system and includes several criteria for success and constraints on materials, time, or cost. (3-5-ETS1-1)

Planning and Carrying Out InvestigationsPlanning and carrying out investigations to answer questions or test solutions to problems in 3–5 builds on K–2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions.Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using

fair tests in which variables are controlled and the number of trials considered. (3-PS2-1), (3-5-ETS1-3) Make observations and/or measurements to produce data to serve as the basis for evidence for an

explanation of a phenomenon or test a design solution. (3-PS2-2) Conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in

which variables are controlled and the number of trials considered. (5-PS1-4), (3-5-ETS1-3)

Analyzing and Interpreting DataAnalyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used.Analyze and interpret data to make sense of phenomena using logical reasoning. (4-ESS2-2)

Constructing Explanations and Designing SolutionsConstructing explanations and designing solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems. Use evidence (e.g., measurements, observations, patterns) to construct an explanation. (4-PS3-1) Generate and compare multiple solutions to a problem based on how well they meet the criteria and

constraints of the design solution. (4-ESS3-2), (3-5-ETS1-2)


Obtaining, Evaluating, and Communicating InformationObtaining, evaluating, and communicating information in K–2 builds on prior experiences and uses observations and texts to communicate new information. Obtaining, evaluating, and communicating information in 3–5 builds on K–2 experiences and progresses to evaluating the merit and accuracy of ideas and methods. Obtain and combine information from books and other reliable media to explain phenomena. (4-ESS3-1)

Engaging in Argument from EvidenceEngaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s). Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the

criteria and constraints of the problem. (3-ESS3-1)

Developing and Using ModelsModeling in 3–5 builds on K–2 experiences and progresses to building and revising simple models and using models to represent events and design solutions. Develop a model to describe phenomena. (5-PS1-1)

Disciplinary Core Ideas

PS2.A: Forces and Motion Each force acts on one particular object and has both strength and a direction. An object at rest typically has

multiple forces acting on it, but they add to give zero net force on the object. Forces that do not sum to zero can cause changes in the object’s speed or direction of motion. (Boundary: Qualitative and conceptual, but not quantitative addition of forces are used at this level.) (3-PS2-1)

The patterns of an object’s motion in various situations can be observed and measured; when that past motion exhibits a regular pattern, future motion can be predicted from it. (Boundary: Technical terms, such as magnitude, velocity, momentum, and vector quantity, are not introduced at this level, but the concept that some quantities need both size and direction to be described is developed.) (3-PS2-2)

PS3.A: Definitions of Energy The faster a given object is moving, the more energy it possesses. (4-PS3-1)

ETS1.A: Defining and Delimiting an Engineering Problem Possible solutions to a problem are limited by available materials and resources (constraints). The success

of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account. (3-5-ETS1-1)

ETS1.B: Developing Possible SolutionsTesting a solution involves investigating how well it performs under a range of likely conditions. (secondary to

4-ESS3-2) Research on a problem should be carried out before beginning to design a solution. Testing a solution

involves investigating how well it performs under a range of likely conditions. (3-5-ETS1-2) At whatever stage, communicating with peers about proposed solutions is an important part of the design

process, and shared ideas can lead to improved designs. (3-5-ETS1-2) Tests are often designed to identify failure points or difficulties, which suggest the elements of the design

that need to be improved. (3-5-ETS1-3)

ETS1.C: Optimizing the Design Solution Because there is always more than one possible solution to a problem, it is useful to compare and test

designs. (secondary to 2-ESS2-1)


Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints. (3-5-ETS1-3)

Cross Cutting Concepts

PatternsPatterns of change can be used to make predictions. (3-PS2-2)

Cause and EffectCause and effect relationships are routinely identified. (3-PS2-1)Cause and effect relationships are routinely identified, tested, and used to explain change. (3-PS2-3), (4-

ESS3-1)

Energy and MatterEnergy can be transferred in various ways and between objects. (4-PS3-1)

Interdependence of Science, Engineering, and Technology

Knowledge of relevant scientific concepts and research findings is important in engineering. (4-ESS3-1)

Connections to Engineering, Technology, and Applications of Science

Influence of Engineering, Technology, and Science on Society and the Natural WorldScientific discoveries about the natural world can often lead to new and improved technologies, which are

developed through the engineering design process. (3-PS2-4)Engineers improve existing technologies or develop new ones. (4-PS3-4)Over time, people’s needs and wants change, as do their demands for new and improved technologies.

(4-ESS3-1)People’s needs and wants change over time, as do their demands for new and improved technologies.

(3-5-ETS-1)Engineers improve existing technologies or develop new ones to increase their benefits, decrease known

risks, and meet societal demands. (3-5-ETS-2)


APPENDIX 2: COMPLETE MATERIALS LISTING

Printed Materials

Part 1: Reading

Word Alert Handout—(one per student) Reading Handout—(one per student)

o Choose between one of the following: Illustrated booklet – See the Reading Booklet Assembly Instructions for steps on creating

student booklets 8 ½ level story handout.

Lower-grade version (larger font) Upper-grade version (smaller font)

Read Aloud–Think Aloud Resource—(one for the teacher)Part 2: Exploration

Exploration Worksheet—(one per student) Car Building Instructions Handout—(one per student/one for the teacher) Ramp Building Instructions Handout—(one for the teacher, more if you plan to have the students set up

the ramps)Part 3: Engineering Design

Engineering Design Handout—(one per student)o If your class has only younger students who are not expected to calculate averages, remove the

‘average’ boxes from the worksheet. Car Building Instructions Handout—(one per student/one for the teacher)


Activity Materials

Part 1: Reading

None.

Part 2: Exploration

MDF Particle Board – 1” x 6” (nominal), about 32 inches long to be used as ramp. Actual dimensions may be 5 1/2 inches by 5/8 inch. One 8-ft board can be cut to make three 32-inch ramp sections. Two groups of two or three students can share one pair of ramp sections. See How to Build a Ramp for Toad’s Car.

Books or something similar to be used as lifters for the ramps Ruler or measuring tape Scissors Masking Tape Craft Sticks (car chassis) Straws (axle bearings) of adequate internal diameter to go over a LEGO axle and let it turn freely. LEGO 20-tooth wheels LEGO 12-tooth wheels LEGO 6M axles Ziploc bags or similar to separate materials into testing kits:

o Sample chassis and bearing assembly made according to the Building Instructions Handouto 2 axleso 4 wheelso one strawo Masking tape (12” should be plenty)

Part 3: Engineering Design

Note: This assumes the ramps are still set up from the Exploration Activity.

Craft Sticks (car chassis) Straws (axle bearings) LEGO 20-tooth wheels LEGO 12-tooth wheels LEGO 6M axles Meter sticks or measuring tape (metric if possible) Scissors


Buyer’s Guide

Item InformationQuantity: class size

of…

Local Retail Ext Costs: Class size of…

Online Ext Costs: Class size of…

Items to purchase (items to simulate)

Re usable Store Type 30 40 Ea. $30.00 $40.00 Ea. $30.00 $40.00

"MDF" Particle board (ramp) Yes

Home Improvement;

Hardware; some variety

4 6 8 $32.00 $48.00 $0.00 $0.00 $0.00

Wooden craft sticks (chassis)

No Craft, Dollar, variety 1 1 10 $10.00 $10.00 $0.00 $0.00 $0.00

No Craft 1 1 0 $0.00 $0.00 $1.99 $1.99 $1.99Straws

(bearings) No Dollar, Craft 1 1 1 $1.00 $1.00 $0.55 $0.55 $0.55

Masking tape No Craft 0 0 0 $0.00 $0.00 $0.00 $0.00 $0.00LEGO 20-tooth

black double conical wheels (Product ID: W970623)

YesLEGO

Education Website

2 3 0 $0.00 $0.00 $10.00 $20.00 $30.00

LEGO 12-tooth black double

conical wheels (Product ID W991327)

YesLEGO

Education Website

2 3 0 $0.00 $0.00 $10.00 $20.00 $30.00

Lego axles size 6M (Product ID

W970614)Yes

LEGO Education Website

1 2 0 $0.00 $0.00 $10.00 $10.00 $20.00

Subtotal $43.00 $59.00 $52.54 $82.54Shipping costs

LEGO ed; <$99 -- $8; <$500 -- 7% $0.00 $0.00 $8.00 $8.00www.flowerfactory.com -- <$20 = $6.60; <$35 = $8.80; <$50 =

$9.90; <$75 = $12.65 $0.00 $0.00 $6.60 $6.60

Total Toad's Car Materials Cost $0.00 $0.00 $0.00 $0.00

assumes LEGO bought online, all else local $101.00 $147.00 $0.00 $0.00assumes MDF bought locally, all else online $99.14 $145.14

Common Classroom Supplies Optional: White glue, Markers, glitter, feathers and other items to decorate the cars. You might what to

make decoration its own design criteria. After all, Toad is quite the dandy and loves being stylish.

teacher’s guide template - ode.state.or.us … · web viewread each word aloud and have the...

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