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CLEVELAND AVENUE ELEMENTARY SCHOOL  

Project Based Learning  
Design Guide 
Unit 1/Project Title: The force behind the fun!  Duration: 7 weeks 
Content Focus: Science  Teacher(s): B. Jones, M. Davis, C. Bishop   Grade Level: 2nd  
Other subject areas to be included:Science, ELA/ Writing, Math, 
KEY KNOWLEDGE: 
Significant Content  NGSS:​ 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.  
 
Science: 
S2P2-Plan and carry out an investigation to demonstrate how pushing and pulling on an object affects 
the motion of the object. Design a device to change the speed or direction of the object.  
 
 
W​riting/ ELA:​ ​ELAGSE2W3: Write narratives in which they recount a well-elaborated event or short
sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to
signal event order, and provide a sense of closure.
Students will document their experience on the playground and write about how force and motion was
used, and how they changed their speed and direction.
 
 
Math: ​(Prerequisite): 
MGSE1.G.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus 
non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining 
attributes. 
MGSE1.G.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, 
and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, 
and right circular cylinders) to create a composite shape, and compose new shapes from the composite 
shape.) ​ ​Students will use a variety of shapes to help design their playground on graphing paper. 
Students will label each object with a shape/playground.  
 
Social Studies:​ SS2CG1 The student will define the concept of government and the need for rules and 
laws. SS2CG2 The student will identify the roles of the following elected officials: a. President (leader of 
our nation) b. Governor (leader of our state) c. Mayor (leader of a city) ​Students will write letters to the 
 mayor expressing the need for a more inclusive playground. Students will demonstrate their 
understanding of elected officials through their writing. Students will explain the work the mayor does 
and how she can contribute to the cause. The goal is for students to create an ‘Ultimate Playground’ that 
will cater to the needs of all students, especially the autism unit at CAE. We will mail actual letters to the 
Mayor's office and use other sources of technology to connect with Mayor Bottoms.  
Technology:​ photographs, online playground videos and images. 
 
Engineering:​ ​Students will follow the engineering design process to create a model of a playground. They 
will use various materials to build objects that require force and motion.  
 
21​st​ Century Competencies  Collaboration:  X  Creativity and Innovation  X
(to be taught and assessed)  Students will collaborate by working in  SW use a variety of presentation tools 
teams/partners to design and build  to communicate and present their 
prototypes that use pushes and pulls that  playground design. 
they think will be useful to CAE’s 
playground.  
 
Communication:   X  Other: 
Students will discuss with outside partners 
on how to build playground equipment. They 
will also discuss amongst each other what 
playground equipment use pushes and pulls.  
Critical Thinking  X   
SW use prior knowledge about force and 
motion to figure out the best playground 
design solution. 
Project Summary  Students will be crosscutting all content areas throughout the duration of this unit. Students will use science as
(include student role, issue,  the focus content area. We will focus on force and motion. Students will investigate force and motion through
problem or challenge, action taken,  the exploration and creation of the playground. Students will use a variety of different materials to aide in the
and purpose/beneficiary)  creation of this project. Most importantly the ‘Ultimate Playground’ will be inclusively created for all
  disabilities. We want to ensure that everyone can experience the forces behind the fun; in their own way.
 
  In this unit, students will learn how forces affect our daily lives and how we can create simple machines to
  make work and life easier if we know how to use the principles of force.
  ● Students will then explore the community by critically observing playgrounds to learn how engineers use
  force to create fun and safe playgrounds and playground equipment.
  ● Once students make these observations, they will work in groups of four to engineer one playground structure
that highlights what they have learned about force.
● Then, they will design the ideal playground that is not only fun, but also, safe for all children.
 ● Students will end the unit by creating a persuasive video to present to civil engineers, a description of their
playground in depth which includes the safety features, use of force, and design features that make it the ideal.

Teachers will serve as “inspectors” for the second grade engineers. The inspectors will use an inspection
checklist to make sure all playground equipment that is built isn’t in any type of code violations. This can
include but is not subject to safety, color, access, etc.
CHALLENGING PROBLEM OR QUESTION: 
Driving Question:  What makes an ideal playground?
  What could I design to make an ordinary playground extraordinary?
(will decide between the two)

SUSTAINED INQUIRY: 
Need to Know:  What is force?
(​Remember to create a list of  What is motion?
“​Anticipated”​ ​Need to Know  What is speed?
questions prior to Entry Event.  What is a playground?
What is equipment?
What does it mean to be ideal?
AUTHENTICITY: 
Project Problem   
(How does this relate to the real  Not all playgrounds are accessible to people with different abilities and special 
world? What problem exists in  needs.At Cleveland Avenue Elementary we want to create a playground that will 
their lives, school, community, or  grant everyone easy access. In doing this we will need the help of our second grade 
world? )  team to create playground equipment that is fun, safe, and accessible by those with 
disabilities.  
 
Using what we have learned about force and motion how can change our 
playground environment so that it is fun, safe and meets the needs of everyone? 
 
 
Entry Event:   
Students explored objects and pictures that showed force and motion. They had to 
sort objects based on characteristics, prior to being introduced to the standard. Once 
the categories were made, we discussed the comparisons and introduced the science 
standard. Students were then presented with a letter from the city stating the need 
for a more inclusive playground. This problem allowed them to explore and 
investigate force and motion on the playground, and also discover the difficulties 
one could have, if abilities prohibited. We drafted need to know questions. 
 
 STUDENT VOICE & CHOICE: 
Products: model playground,  Individual: ​informative/opinion writing,  Specific content and competencies to be assessed: 
informative/opinion writing,  photographs, design (math)--base ten  Where do we see simple machines on the playground? 
photographs, design (math)  playground.  Why? What forces do the playground structures use? Can 
    you describe an ideal playground? How does it 
Must include ED Process in at least    incorporate force? How is it inclusive to all disabilities? 
one of the products.  Team: ​Students will create a model  Specific content and competencies to be assessed:  
  playground with a partner(s).  Where do we see simple machines on the playground? 
  Week 1:ideal playgrounds  Why? What forces do the playground structures use? Can 
Engineering Design Process:    you describe an ideal playground? How does it 
● ASK ​questions- Introducing  Week 2: pushes and pulls  incorporate force? 
the project (30 minutes)     
● Conduct ​RESEARCH​ ​(1 or  Week 3: Investigating the sites, researching 
more class periods)  playgrounds and autism (focus for CAE, 
● Draft a ​PLAN​ (​3 class  will still be inclusive to all other disabilities) 
periods)   
● CREATE​ a  Week 4: Design and engineer a playground 
model/prototype (5 class  structure. 3D models and math models will 
periods)  be created. 
● TEST/EVALUATE​ ​the   
model (1 class period)  Week 5: Defend playground design and 
● IMPROVE​ the design (2  attempt to inform and persuade the Mayor 
class periods)  to participate in our school project.  
● COMMUNICATE​ project   
to a public audience (peers,  We will also prepare for defenses for PBL 
other grade levels, parents,  night.  
experts, etc. This part is   
crucial and extremely   
important)   
   
PUBLIC PRODUCT: 
Public Audience  Students will engage with experts, peers, parents and faculty to discuss their designs and the process. Students 
(​Experts, audiences, or product  will create a video attempting to persuade a civil engineer to view their playground equipment, while discussing 
users students will engage with  the safety, methods of force and design features that make it ideal.  
during/at end of project)   
Students will also communicate or attempt to communicate with our city’s mayor, while seeking financial 
support for the building of the product; Ultimate Playground. 
 
Resources Needed  On-Site Experts:   Off/Site Field Experience: ​Students have visited a 
  Students visited the on-site playground and  neighboring playground found in the community. 
  investigated force and motion through the provided  Students explored force and motion through the 
  equipment.   different equipment. Students compared our 
  playground the community playground.  
  ​Students visited the on-site playground and investigated 
  force and motion through the provided equipment.  
   
  Equipment: ​computers, iPads, drone (for aerial view of the playground) 
   
 
Materials: ​building materials (paper plates, paper towel rolls, straws, tape, glue, blocks, legos,other 
assorted manipulatives, graphing paper,  
 
Community Resources: ​Playground (library) 
CRITIQUE, REVISION, REFLECTION 
Reflection:  Interactive Journal/Learning Log  X  Focus Group (Mr. Edwards Class)  X 
(Individual, Team, and/or Whole  Whole Class Discussion  X  Play Equipment “Inspection” Rubric  X 
Class)  Survey  X