Keep It Cool, Engineers Project Based Learning/STEAM Unit

By: Katherine B. Brown

@Katherines Creative Schoolhouse
thecreativeschoolhouse.com

Lesson Day One

Standards
S3P1., S3CS1., ELAGSE3RI5
Addressed:
Opening: Bring in various materials that can be used as insulators (coffee
mug, cooler, Styrofoam container, pizza box, thermos, etc.). Pass around
the various objects and encourage students to examine the use of each of
these objects. Encourage students to brainstorm characteristics that the
objects have in common. Students may not have thought about the
possibility of using the items to keep food cold on one day, and then the
next day using them to keep something warm. Take suggestions from
students as to how this is possible. Tell students that through this unit
they will investigate how heat is produced and the effects of heating and
cooling.

Mini Lesson: Present students with the following scenario:

Dear Engineers,
Our favorite day of the year will be here before we know it! What day is
this you ask? FIELD DAY!!! We always have so much fun on field day, but
one thing that is not fun is the HEAT! Students usually bring water bottles
outside to keep cool and hydrated, but so often the water is warm before
the day is even over! That is where you come in, engineers! Can you
invent an insulator that will keep our water cool all day? We know you will
come up with some innovative ideas!
Sincerely,
Your Too Cool Teachers

Ask students to summarize the task they have been given by describing
who is experiencing the problem, what the problem is, and the task they
have been asked to accomplish. Give students their engineering journals
and show them the graphic of the Engineering Design Process:
Discuss each of the stages students will work through briefly. Explain to
students that the first phase in the process is to think about what they
already know about heating and cooling and ask questions to identify
what information they need to know. Model for students how to complete
a KQT chart like the one in their engineering journal. In this chart,
students will think about what they know about the topic, questions they
have, and topics to search based on their questions. For example, students
may know that temperature can be measured with a thermometer.
However, they may wonder what scale scientists typically use to measure
temperature. Finally, you can show students how to identify the key words
and phrases to search when researching using the Internet or looking in a
book index. For the question above, students may want to search, scale
scientists use to measure temperature or measurement of temperature.

Work Session:
Students should complete their KQT chart listing information they already
know about the effects of heating and cooling, questions they have, and
identifying topics to search. It is important to allow student inquiry to
drive this process. However, you may want to lead students in asking
questions similar to these listed below if they did not include them in their
KQT chart.
What does a thermometer measure?
What is thermal energy?
How is thermal energy transferred?
Why does thermal energy flow from hotter to cooler objects?
How can we control thermal energy?
What are conductors?
What materials are good insulators?
How is heat produced?

Closing:
Students will have conversations with their peers as the closing for many
of the sessions during this unit. It would be helpful to have several
different pairings already established with students (some homogenous
pairings and some heterogeneous pairings). Tell students to share the
questions they are interested in researching with a partner. Allow
students time to add additional questions to their chart if they heard an
interesting question from their partner.

Lesson Day Two

Standards S3P1., S3p1b., S3p1c., S3P1d., S3CS1., S3CS1a., S3C3.a.,
Addressed: ELAGSE3RI5, ELAGSE3W8
Opening: Give student pairs two cups made of different materials filled
with ice. Ask students to make a prediction regarding which cup will have
a warmer temperature by the end of the class period. Have students
measure the temperature within the cups and complete the chart in their
engineering journals.

Mini Lesson:
Model for students how to use their KQT chart to research one of the
topics of interest. Show students how to search key terms using the
Internet and how to use headings to find the information that answers the
question. Model how to pull out key information from the text and record
it on a graphic organizer of choice.

Work Session:
Students should begin researching and recording the information learned
within their engineering journals. During this time the teacher should
circulate the room and support students as needed. Teachers may need to
pull a small group of students for guided research. As an extension, some
students may also wish to extend their knowledge regarding insulators
and look into the history of insulation or research ways in which effective
insulation can conserve energy.

Some websites that may support students in their information gathering

include:
http://www.eschooltoday.com/energy/kinds-of-energy/what-is-
thermal-energy.html
http://home.howstuffworks.com/thermos.htm
http://www.ducksters.com/science/heat.php
http://www.scienceprojectideas.co.uk/keeping-warm-cold-insulation-
conduction.html
http://beyondpenguins.ehe.osu.edu/issue/keeping-warm/cool-facts-
about-heat
Books that may be of interest include:
Heat by J. Ball
Magic School Bus in the Arctic: A Book About Heat by J. Cole
A Chilling Story: How Things Cool Down by E. Stwertka

Videos to share with students:

Bill Nye The Science Guy on Heat
Heat Transfer Song
Investigating Heat Conduction

Closing:
Allow students to measure the temperature of their cups and record the
information on the chart in their engineering journal. Ask students what
conclusions they made through this experiment. Students may wish to add
information learned through the experiment to their research regarding
insulators or measuring temperature.

Lesson Day Three

Standards S3P1., S3p1b., S3p1c., S3CS1., S3CS1a., S3CS1b., S3C3.a.,
Addressed: ELAGSE3RI5, ELAGSE3W8
Opening: Have 3 different types of spoons (wooden, plastic, and metal).
Allow students to feel the spoons and record their observations regarding
the temperature in their engineering journals. Fill 3 cups with warm
water (be careful not to get the water too hot). Then place the spoons in
the warm tap water for 30 seconds. Allow students to feel the spoons and
record their observations regarding the temperature. Ask students what
their observations tell them about the materials. Which of the materials
are insulators and which are conductors?

Mini Lesson:
Model for students how to use their KQT chart to research one of the
topics of interest. Show students how to search for key terms using the
index of a book and how to use headings within the book to find the
information that answers the question. Model how to pull out key
information from the text and record it on a graphic organizer of choice.
Also show students how they can cite their resources by indicating where
the information was found.

Work Session:
Students should continue researching and recording the information
learned within their engineering journals. During this time the teacher
should circulate the room and support students as needed. Teachers may
need to pull a small group of students for guided research. As an
extension, some students may also wish to extend their knowledge
regarding insulators and look into the history of insulation or research
ways in which effective insulation can conserve energy.

Closing:
Allow students to share one interesting fact they learned today with a
partner. Have students then tell their partner how this information
learned may affect the insulator they plan to create.

Lesson Day Four

Standards S3P1., S3p1b., S3p1c., S3CS1., S3C3.a., ELAGSE3RI5,
Addressed: ELAGSE3W8

Opening: Bring back out the insulated materials students looked at on

the first day of the unit. Remind students about the noticing from students
that many of the items could be used to keep foods cold or hot. Now that
students have begun researching, how has their knowledge changed
regarding the materials? How is it that sometimes the materials can be
used to keep heat in, while other times the materials can be used to keep
heat out? How can they apply the knowledge gained as they design their
insulators?

Mini Lesson: Once again model for students how to use their KQT chart
to research one of the topics of interest. Highlight the use of key terms
when searching on the Internet and discuss with students tips to
identifying relevant and valid websites. For example, students may look
for websites from organizations with a high level of trust such as NASA,
state organizations, or universities. Also, websites in which the author of
the information may be identified and his or her credentials validated.
Model how to pull out key information from the text and record it on a
graphic organizer of choice.

Work Session: Students should continue researching and recording the

information learned within their engineering journals. During this time
the teacher should circulate the room and support students as needed.
Teachers may need to pull a small group of students for guided research.
As an extension, some students may also wish to extend their knowledge
regarding insulators and look into the history of insulation or research
ways in which effective insulation can conserve energy.

*Teachers may decide to extend research for 1-2 more days depending on
the prerequisite knowledge of the class and experience with researching.

Closing: Tell students about their budget of $10 for their insulated
materials. Show students the materials and challenge students to incubate
on their ideas for creating an insulator for their water bottle until the next
class session.

Ideas for materials and costs:

Wax Paper (1 ft)- $1.00
Aluminum foil (1 ft)-$1.00
Plastic Wrap (1 ft)-$1.00
Rubber Bands (3)- $.60
Tape (1 ft) - $1.50
Fabric scraps- $1.75
1/2 cup of uncooked rice- $2.10
Poster Paper (4 pieces)- $1.20
Cardboard Sheet- $1.75
Foam Sheet- $1.90
Cotton Batting- $2.50
Bubble Wrap- $2.75
Felt- $1.75
Newspaper- $.90

Lesson Day Five

Standards
S3P1., S3CS3.a., MGSE3. NBT.2
Addressed:
Opening: Begin by reviewing the materials available for students as they
design their insulators. Discuss the phase in the Engineering Design
Process students will work through today. Share the brainstorming rules
with students. Allow students to spend 2-3 minutes brainstorming
materials, shapes, and colors they may include in their designs in their
engineering journals.

Mini Lesson: Show students several examples of product designs on

Google Patents. Ask students what they notice about the designs and
create a dialogue as to why it is important to create a design before
beginning to create. An alternative mini lesson for this phase of the design
process would be this video on PBS kids, How to Sketch.

Work Session: Students may draw the design for their insulators in their
engineering journals. Upon completion, students should complete the
budget form, deciding which materials to use, calculating the total cost of
their materials, and figuring out how much money they have left over to
use towards any improvements. Teachers should circulate the room
asking questions and providing feedback. Discuss the risks and benefits of
spending and/or saving too much money. Teachers may need to pull a
focus group to review mathematical concepts used in determining the
total cost and finding the difference between the budget and amount
spent.

*Teachers may choose to have students create insulators individually or

with partners.

Closing: Have students share their designs with a partner. Partners

should give one glow and one grow regarding their partners designs.

Lesson Day Six

Standards
S3P1., S3CS3.a.
Addressed:
Opening: Review the Engineering Design Process with students. Discuss
the phase students are working on today and brainstorm questions
students might ask themselves today while working.

Mini Lesson: Show students the video, How do you keep lemonade cool?
Allow students to turn and talk with a partner discussing, How might you
piggyback off of information learned in this video while building your
insulators?

Work Session: Students should begin building their insulators. If

students have additional money, they may purchase materials as needed
for improvements. Teachers should circulate the room asking questions
and giving feedback regarding the students insulators such as:
Tell me about your insulator.
Why did you choose these materials?
Why do you think these materials will slow the transfer of heat from
the environment into your water bottle?
How is your design translating into the actual insulator?
What are you planning to do next?

Closing: Students should reflect on the process they worked through as

they were creating their insulators in their engineering journals.

Lesson Day Seven

Standards
S3P1., S3P1d., S3CS3.a., S3CS3
Addressed:
Opening: Review the Engineering Design Process with students. Discuss
the phase students are working on today and brainstorm questions
students might ask themselves today while working.

Mini Lesson: Ask students, How can we decide if our insulators are
effective at keeping our water cool? Take students ideas on different
types of experiments that could be conducted to determine the
effectiveness of the insulators. Model for students one experiment that
could be conducted to test the insulators. Have two water bottles filled
with cold water that has been refrigerated overnight. Measure the
temperature in each bottle and record on a chart like the one the students
have in their engineering journals. Allow students to begin working on
their insulators. After 10 minutes, stop students and have them observe as
you measure the temperature in each water bottle. Discuss with students
how you can use your findings from the experiment to decide on
necessary improvements.

Work Session: Students should continue building their insulators. If

students have additional money, they may purchase materials as needed
for improvements. Once students are finished building their insulators,
they may test their water bottles using the experiment modeled above or
a similar experiment designed by the student. Students should record
their findings in their engineering journals.

Closing: Students should reflect on the process they worked through as

they were creating their insulators in their engineering journals.

Lesson Day Eight

Standards
S3P1., S3P1d., S3CS3.a., S3CS3
Addressed:
Opening: Review the Engineering Design Process with students. Discuss
the phase students are working on today.

Mini Lesson: Watch the PBS kids Vacuum Hockey video with students. Ask
students how the kids in the video improved their inventions. Discuss,
How would the kids invention have been different if they did not test and
improve? Brainstorm questions students may ask themselves as they look
at their experiment results.

Work Session: Students should complete their final testing and make any
necessary improvements. Students that finish their improvements may
have time to complete an additional test experiment to see if their
improvements made a functional difference.
Closing: Students may complete a gallery walk where they can walk
around the classroom and look at the various insulators designed by their
peers. After walking, students should share noticings from their peers
insulators and indicate features of the insulators they think may make
them effective in keeping the water bottles cool.

Lesson Day Nine

Standards
S3P1., S3CS6.a., ELAGSE3W1., ELAGSE3W6
Addressed:

Opening: Discuss the Engineering Design Process with students. Talk

about each step worked through and ask students about their favorite
phase thus far. Visit Toysrus.com with students. Choose 1-2 toys of
interest and review the product descriptions with students. (You may wish
to choose the products before hand to make sure the product description
is of adequate quality). Have students highlight information in the product
description that convinces (or persuades) you to buy the product.
(examples might include appeals to senses, appeals to emotions, describes
quality, explains why it works well, etc.)

Mini Lesson: Tell students that they will be creating their own product
description to persuade people to choose their water bottle insulator for
field day. Show students the rubric and checklist for the assignment.
Model completing the organizer with the students for a sample water
bottle insulator.

Work Session: Students will complete the organizer in their engineering

journal. Circulate the room and conference with students during this time.

Differentiation:
Some students may finish their organizer quickly. These students may
choose from 3 options:
Begin writing their opinion piece/product description.
Work on an extension project researching ancient insulation
practices. Students may research information and create a
presentation on Prezi or Powerpoint to share information learned
with the class.
Look at additional examples of product descriptions on Toys R Us.
Write down exemplary introductions from at least 2 different
product descriptions to share with the class. Students could then
put their exemplary introductions on a class chart to give the other
students ideas to piggy back off of.
Some students may need additional support as they are completing their
organizers. Having their insulators in front of them may help them to
think of ideas to include in their product descriptions. It would also be
helpful to conference with students as they are working to address their
specific needs/concerns.

Closing: Students should complete the synectic statement. Your insulator

is like _______ because __________. Students may choose their own item for
blank 1 or you can give them options such as (a gift, a treasure, a tiger, a
refrigerator, a hug, etc.). The key is that it needs to be seemingly
unrelated, but they can use their creative flexibility and knowledge of
science concepts to connect the ideas. Students may then choose to
include this synectic statement in their final writing as an engaging
introduction or closing.

Lesson Day Ten

Standards
S3P1., S3CS6.a., ELAGSE3W1., ELAGSE3W6
Addressed:
Opening: Visit Toysrus.com with students. Choose 2-3 toys of interest and
review the introduction sentence of the product descriptions with
students. Discuss ways in which these different introductions catch the
attention of the audience.

Mini Lesson: Show students the checklist for the introduction paragraph
in their engineering journals. Model for students how to write an
introduction paragraph that catches the purchasers attention and gives
an overview of the product.

Work Session: Students work on their introduction paragraphs using the

checklist. While students are working, conference with students giving
them individualized feedback regarding their work so far. It may be a
good idea to have a conference schedule to ensure that you are able to
meet with each student at least once over the next three days. Some
students may benefit from meeting more often. Differentiation:
Some students may finish their introduction paragraph quickly. These
students may choose from 3 options:
Begin writing their body paragraph using their checklist and
organizer as a guide.
Work on an extension project researching ancient insulation
practices. Students may research information and create a
presentation on Prezi or PowerPoint to share information learned
with the class.
 Look at additional examples of product descriptions on Toys R Us.
Write down attention catching introductions from at least 2
different product descriptions to share with the class. Students
could then put their exemplary introductions on a class chart to
give the other students ideas to piggy back off of.

Some students may need additional support as they are completing their
writing. Having their insulators in front of them may help them to think of
ideas to include in their product descriptions. It would also be helpful to
conference with students as they are working to address their specific
needs/concerns as discussed earlier. Finally, sentence stems may be
provided to help students craft appropriate sentences.

Closing: Model for students how to use the revising and editing checklist.
Have students utilize this checklist to make possible corrections from the
work they have written today. Breaking up the editing and revising makes
the process more meaningful for students and less overwhelming.

Lesson Day Eleven

Standards
S3P1., S3CS6.a., ELAGSE3W1., ELAGSE3W6
Addressed:
Opening: Show students this video about creating a persuasive product
description. Summarize with students the tips shared through the video.

Mini Lesson: Show students the checklist for the body paragraph in their
engineering journal. As discussed in the video above, model for students
how to write a body paragraph that not only addresses the feature of the
insulator and states an opinion about why it is an effective component, but
then elaborates and describes why this feature works and is useful for the
audience.

Work Session: Students work on their body paragraphs using the

checklist. While students are working, conference with students giving
them individualized feedback regarding their work so far. It may be a
good idea to have a conference schedule to ensure that you are able to
meet with each student at least once over the next three days. Some
students may benefit from meeting more often. Differentiation:
Some students may finish their body paragraph quickly. These students
may choose from 3 options:
Begin writing their closing paragraph using their checklist and
organizer as a guide.
Work on an extension project researching ancient insulation
practices. Students may research information and create a
presentation on Prezi or Powerpoint to share information learned
with the class.
Look at additional examples of product descriptions on Toys R Us.
 Write down attention catching closings from at least 2 different
product descriptions to share with the class. Students could then
put their exemplary conclusions on a class chart to give the other
students ideas to piggy back off of.

Some students may need additional support as they are completing their
writing. Having their insulators in front of them may help them to think of
ideas to include in their product descriptions. It would also be helpful to
conference with students as they are working to address their specific
needs/concerns as discussed earlier. Finally, sentence stems may be
provided to help students craft appropriate sentences.

Closing: Model for students how to use the revising and editing checklist
on their body paragraphs. Have students utilize this checklist to make
possible corrections from the work they have written today. Breaking up
the editing and revising makes the process more meaningful for students
and less overwhelming.
Lesson Day Twelve
Standards
S3P1., S3CS6.a., ELAGSE3W1., ELAGSE3W6
Addressed:
Opening: Allow students who may have chosen the extension to find
interesting closings on the Toys R Us product descriptions to share with
the class!

Mini Lesson: Show students the checklist for the closing paragraph in
their engineering journals. Model for students how to write an effective
closing paragraph using the checklist that makes their audience want to
choose their insulators.

Work Session: Students work on their closing paragraphs using the

checklist. While students are working, conference with students giving
them individualized feedback regarding their work so far. It may be a
good idea to have a conference schedule to ensure that you are able to
meet with each student at least once over the next three days. Some
students may benefit from meeting more often.

Differentiation:
Some students may finish their closing paragraphs quickly. These students
may choose from three options:
Begin on their advertisement poster using the checklist in their
engineering journals as a guide.
Work on an extension project researching ancient insulation
practices. Students may research information and create a
presentation on Prezi or Powerpoint to share information learned
with the class.
Look at additional examples of product descriptions on Toys R Us.
 Write down attention catching closings from at least 2 different
product descriptions to share with the class. Students could then
put their exemplary conclusions on a class chart to give the other
students ideas to piggy back off of.

Some students may need additional support as they are completing their
writing. Having their insulators in front of them may help them to think of
ideas to include in their product descriptions. It would also be helpful to
conference with students as they are working to address their specific
needs/concerns as discussed earlier. Finally, sentence stems may be
provided to help students craft appropriate sentences.

Closing: Model for students how to use the revising and editing checklist
on the closing paragraph. Have students utilize this checklist to make
possible corrections from the work they have written today. Breaking up
the editing and revising makes the process more meaningful for students
and less overwhelming.

*Note: Students may need additional days to craft their persuasive

product descriptions. As students finish, they should self assess their
written pieces using one of the third grade persuasive writing rubrics
shared by the Georgia Department of Education or an alternative rubric
created by the teacher or district.

Lesson Day Thirteen

Standards
S3P1., ELAGSE3W1
Addressed:
Opening: Show students various advertisements. Have students list
noticings about the various advertisements. Ask, How do the creators use
these advertisements to persuade you to purchase their product?

Mini Lesson: Discuss the checklist with students and key in on features
incorporated in the example advertisements from the opening. Brainstorm
possible slogan ideas with students. You may wish to share the tips from
this website with students.

Work Session: Students will spend the work session creating

advertisements using the checklist as a guide to make sure they have
included all necessary components. Students should be encouraged to use
creative elaboration to add details to their advertisements.

Closing: Students will share their advertisements with a partner. This

partner should give them one grow and one glow.

Lesson Day Fourteen

 Standards
ELAGSE3SL4
Addressed:
Opening/Mini Lesson: Share strategies with students regarding effective
communication techniques when orally presenting for a group. Watch a
short clip of this TED talk with the young student, Amy OToole presenting
about her invention. Allow students to brainstorm techniques she uses to
communicate effectively with the crowd.

Work Session: Students should present their final advertisements, product

descriptions, and insulators with special guests. This may include families,
other classes, administrators, local engineers, etc. Students may stand up
and present or share their products in more of a gallery showcase style.

Closing: Students should complete the self assessment in their

engineering journals regarding their engineering work during this unit.