Beruflich Dokumente
Kultur Dokumente
By Jordan Wargo
4th Grade Engineering
Standards
3-5ETS1-2: Generate and compare multiple solutions to a problem based
on how well each is likely to meet the criteria and constraints of the problem.
4-PS3-4: Apply scientific ideas to design, test, and refine a device that
converts energy (light, sound, heat, or electricity) from one form to another.
Objectives
TSW
Use the engineering cycle to design devices that convert energy in order
the classroom.
Evaluate how successful their device was at conveying their message
compared to their peers.
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flashlights,
small
boxes,
buzzers,
boomwhackers,
Demonstrate that light travels in a straight line, but it can be refracted when
and switches.
Investigate the poles of magnets and the types of materials that are attracted
by magnets.
Relate the poles of magnets to poles of a compass.
Engineering cycle process
Electrical conductivity
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students generate should convert energy twice in order to pass along the message.
The devices must be made using common household and classroom items. The
students must be able to name the energy that is used in their device. After
designing their device, they need to write out all of the materials that they would
need, positive aspects of their design, and potential problems. Students may not
use the string-cup example that was used in the Engage for their final device. After
15 minutes, stop the class and divide them into groups of three. The groups will now
take each of the sketches they drew and will talk about them, debating the positives
and the problems of each. The group will compile one final sketch that they would
like to build. The teacher should okay the final sketch before the students can
move on. In each sketch, look for:
Two energy conversions
Changes to the original sketches
Material list (common household items)
Day Two:
Begin in the same groups from the day before. Students will work together to
construct their communication devices. Their construction process should include
testing on the device and making necessary modifications. Students will have a half
hour to make a working device to the best of their ability. While students are
working, the teacher should be moving from group to group asking questions and
making suggestions to help students build their devices. Questions can include:
suggestions for improvement. All comments should be positive criticism. While the
students are presenting their findings, the teacher should also be walking around to
observe each groups presentation. The teacher should ask students probing
questions like the following that will help students refine their explanations.
How do you know what types of energy are involved in the communication?
What evidence do you see?
What was your inspiration in developing this device?
What problems did you come across when creating this device that you
hadnt considered before?
How did you as a group problem solve and work together to finish your
project?
Possible Student devices might include:
1. A buzzer and light circuitstudents may construct a simple circuit that
includes a buzzer and a light that can be used to send a predetermined,
coded message across the room. This device converts electricity to light and
sound in order to convey a message. Students would need to decide on a
coded message and determine meaning in order for this device to be
successful.
2. Conductivity tester and tap waterthe students would first need to develop a
code for a message. They then need to construct a simple conductivity tester
using a battery, pre-stripped wires, and a buzzer. Students will use the
conductivity tester and a bottle of water to send a coded message across the
classroom to their partners.
3. Paper towel rolls and flashlightsStudents will attach paper towel rolls end to
end to create a communication channel. At each end they will attach a
flashlight facing away from them. Student will use the flashlight to indicate
that they wish to speak and then speak into the channel to their partner
listening on the other side.
Evaluate
Throughout the project, the teacher will be formatively assessing the students by
asking questions about the students use of the engineering cycle, how their
devices work to convert energy, and how they evaluate their devices compared to
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their peers. The summative assessment will be of the device that the students
create and will be evaluated based on the checklist rubric following the references.
References
Draxler, B. (n.d.). Teaching Kids to Think Like Engineers. Retrieved April 19, 2016,
from http://discovermagazine.com/2013/dec/15-e-is-for-engineering
T. (2011). Communication of Yesterday, Today & Tomorrow (BB1403). Retrieved April
24, 2016, from https://www.youtube.com/watch?v=VB-5XSqzAfg
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Self-
Teacher
assessm Evaluat
ent
Sketch (with my group) at least
four possible devices
Work with my group to refine our
thinking about our device
Perform experiments while
making our device in order to
make it work better
Create a device, or pair of
devices, that used two forms of
energy conversion
Create a device that could
communicate a short message
across the classroom
Compare my device to my peers
to see how else I could have
solved the problem
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ion
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