Lesson by Lesson Guide - PBworks

Motion and Design

Lesson by Lesson Guide

Motion and Design

(STC)

Motion and Design

Table of Contents NC Essential Standards and Clarifying Objectives ........................................................................ 3

Essential Question for the Unit ....................................................................................................... 3

Pre-Unit Assessment ....................................................................................................................... 3

Lesson 1 Pre-Unit Assessment - Designing Vehicles: Getting Started .......................................... 5

Lesson 2 - Using Drawings to Record and Build ........................................................................... 7

Lesson 3 - Pulling a Vehicle: Looking at Force ............................................................................ 9

Lesson 4 - Testing the Motion of Vehicles Carrying a Load ....................................................... 11

Lesson 5 - Designing Vehicles to Meet Requirements ................................................................. 13

Lesson 6 - Evaluation Vehicle Design: Looking at Rubber Band Energy ................................... 15

Lesson 7 - Testing the Effects of Rubber Band Energy................................................................ 17

Lesson 8 - Evaluating Vehicle Design: Looking at Friction......................................................... 19

Lesson 9 - Designing and Building a Vehicle with a Sail ............................................................ 21

Lesson 10 - Testing the Effects of Air Resistance on a Vehicle’s Motion ................................... 23

Lesson 11 - Building a Propeller-Driven Vehicle......................................................................... 25

Lesson 12 - Analyzing the Motion and Design of a Propeller-Driven Vehicle ............................ 27

Lesson 13 - Looking at Cost ......................................................................................................... 29

Lesson 14 - Planning Our Final Design Challenge ....................................................................... 31

Lesson 15 - Refining Our Design ................................................................................................. 33

Lesson 16 - Presenting Our Final Design Challenge .................................................................... 35

Lesson 17 Unit Review - Sharing What We Know about Motion and Design ............................ 37

Motion and Design

NC Essential Standards and Clarifying Objectives

5.P.1 Understand force, motion and the relationship between them.

5.P.1.1 Explain how factors such as gravity, friction, and change in mass affect the motion of

objects.

5.P.1.2 Infer the motion of objects in terms of how far they travel in a certain amount of time and

the direction in which they travel.

5.P.1.3 Illustrate the motion of an object using a graph to show a change in position over a period

of time.

5.P.1.4 Predict the effect of a given force or a change in mass on the motion of an object.

5.P.2 Understand the interactions of matter and energy and the changes that occur.

5.P.2.2 Compare the weight of an object to the sum of the weight of its parts before and after an

interaction.

5.P.2.3 Summarize properties of original materials, and the new materials formed, to

demonstrate that a change has occurred.

Essential Question for the Unit

How do forces and motion affect technological design?

Pre-Unit Assessment

Lesson 1 in the Motion & Design unit is a pre-unit assessment opportunity. In addition to Lesson

1, a formative assessment probe called “Apple on the Desk” is available on page 63 of

Uncovering Student Ideas in Science Volume 3 (Orange Cover), by Page Keeley et al. This probe

elicits students’ ideas about forces and determines if students recognize that balanced forces act

on a stationary object.

Unit Information

It is important for students to experience the concepts presented in Motion & Design through

hands-on investigation. With that said, students should not simply memorize vocabulary terms,

but rather experience concepts then name it. For example, rather than reciting Newton’s First

Law (objects at rest tend to stay at rest, while objects in motion tend to stay in motion) from

memory, students need to experience the spirit of the Law and explain it in their own words. The

formal definition of Newton’s Laws will occur in middle school.

Additionally, students at the elementary level should not memorize formulas such as

rate=distance/time or momentum=mass x velocity. These formulas are abstract for elementary

students and will be introduced and utilized in middle and high school.

On a final note, the NC Essential Standards have placed the study of simple machines at the

middle school level.

Motion and Design

Lesson 17 includes a review of physical and chemical changes. While this unit focuses on the

relationship of forces and motion, 5th

graders should have an understanding of physical and

chemical changes. Consider the vertical alignment of physical science concepts: Kindergarten

(Investigating Properties) and 1st grade (Pebbles, Sand, and Silt) students have had experiences

identifying properties of objects (color, size, shape, texture, and flexibility) and sorting objects

on the basis of those properties. Second graders have learned about the properties of solids,

liquids (Solids & Liquids) and gases (Air & Weather). Third graders have investigated some

physical and chemical changes in the Changes unit. This learning carried over into 4th

grade as

students study changes to the Earth’s surface (Landforms) and determine if those changes are

physical (also known as mechanical changes) or chemical changes.

Motion and Design

Lesson 1 Pre-Unit Assessment - Designing Vehicles: Getting Started

Students learn that the products of technological design must meet certain specifications, which

are set forth in technical drawings. Students build vehicles using K'Nex to meet design

requirements.

* Have students use a scale to weigh their vehicle. Then, after they disassemble their vehicle they

will weigh all of the parts to meets 5.P.2.2 about the weight of an object equaling the sum of its

parts.

Clarifying Objectives


objects.




interaction.

Focus Question

How can we use the K-Nex pieces to design a vehicle that will travel at least 100

centimeters?

Activity Guiding Questions

Part 1: Students will complete the K

(what they think they know) and W

(what they want to learn) portions of

the KWL chart. Students may write

the KWL chart in their science

notebook or write the K and W

portions on note cards to post in the

classroom. If note cards are used, the

students can post their note cards on a

bulletin board. If science notebooks

are used to record the K and W, the

teacher can record what the students

know and want to know during class

discussion. Then, these recordings can

be posted in the classroom.

Then, students will explore the K-Nex

materials in their cooperative groups.

This exploration helps students

determine how the K-Nex pieces fit

together. Students will discuss

findings with the class.

Part 2: Students will use the pieces to

design a vehicle that will travel a

minimum of 100 cm. Distribute tape

measures upon request. When students

How was your design similar to or

different from other cooperative teams?

Which design was the most efficient?

Use evidence from class to support

your answer.

How would you explain the phrase "the

weight of an object is equal to the sum

of its parts?" Develop an example to

support your reasoning.

Motion and Design

test the vehicles, they will determine

the best method to figure out if the

vehicle traveled 100 cm. Share

completed vehicles and design

rationale with the class.

Have groups share findings in a whole

class discussion. This discussion helps

to clarify concepts taught in the lesson

and identify any misunderstandings.

Any additional content for the lesson

can be brought into the discussion at

this time.

Ask students what questions they have

now.

Science Content Words

Use these terms when teaching the lesson:

-force: any push or pull on an object

-motion: an object changing position over time; change in position is measured by distance and

time

-rate/speed: a comparison of distance and time; for example: 25 mph (miles per hour)

-distance: how far an object travels

Integration Hints

- Students will use the tape measure to record various distances the vehicle travels. They can

convert the measurement in the metric system.

- Students might create a list of materials from home that they could use to build a vehicle.

- Students might research and present their findings about the invention of the wheel in ancient

civilizations.

Science Notebook Helper

Students will record the K and W portion of the KWL chart in their science notebooks. They will

record and document how the K-Nex pieces fit together.

The entry includes a focus question, student developed prediction, planning (materials,

procedure, and data collection plan), data, learnings (what the student learned from the

investigation), and next steps/new questions (further questions the student has about the

investigation and next steps to take in completing a further investigation).

Assessment Opportunities

Lesson 1 is a pre-unit assessment opportunity. The formative assessment probe can be used in

addition to Lesson 1. The teacher guide offers some suggestions regarding what to look for in

students’ notebook entries and drawings. (Refer to the Assessment section at the end of Lesson

1.)

Motion and Design

Lesson 2 - Using Drawings to Record and Build

Students will draw the vehicles they designed in lesson one and learn more about the technical

drawing.

*Students should not alter their vehicles between Lessons 2 and 3.




Focus Question

How can we create a two-dimensional technical drawing to represent a three-dimensional

vehicle?


Discuss technical drawing and why

they are useful. Use page 7 in the

student guide as an example of a

technical drawing. On graph paper, students will use their

construction from lesson 1 to create an

illustration (technical drawing) of the

vehicle. Students will use the circle

templates to represent the tires. Also,

students can draw the top and side

views and the same sheet of graph

paper or on separate sheets of graph

paper.

If students finish early, read the

selection about “The Race That Wasn’t

Run” beginning on page 9 of the

student book.

Share and discuss technical drawings.

Discuss perspective and have students

construct the vehicle on page 7 of the

student activity book (materials listed

on page 35 of teacher’s guide).

Teacher tip: If students have difficulty

assembling the vehicle, have them

color code a copy of the technical

drawing.

Keep the standard vehicle assembled.

Read “The Race That Wasn’t Run”

from pages 21-23 of the teacher’s guide




How do engineers use technical

drawings? Provide a real life example

in your explanation.

How does the technical drawing you

created represent your vehicle?

What parts of the technical drawing

might make it easy for you to build the

vehicle? What parts might make it

difficult?

How does color help in a drawing?

Motion and Design




this time. Ask students questions they have now.



-technical drawing: a three view drawing

Integration Hints

- Discuss how to determine the number of blocks on the graph paper needed to represent various

parts of the car; find a fraction of blocks colored in for a part of the car as compared to the entire

car (example: there are 28 blocks used for the right front tire and 200 blocks colored in all; the

right front tire blocks are 7/50 of the total colored in drawing)

- Consider informing the art specialist about your students’ work with technical drawing. The art

specialist could reinforce the concept of perspective.

- Technology: Create a model of the vehicle on the computer (could use the Microsoft drawing

tool)

- Additional ideas can be found in the Extensions section at the end of Lesson 2 in the teacher

guide.


Students will use the focus question in the science notebook entry. Data for the entry includes

pasting the technical drawing in the notebook.


- Students will complete an accurate technical drawing, including color and labels, in his/her

science notebook.

- You might find the Assessment section at the end of Lesson 2 in the teacher guide helpful.

Motion and Design

Lesson 3 - Pulling a Vehicle: Looking at Force

Students will study the principle that force applied to an object changes its motion.

*Prepare the paper clips and string prior to this lesson. See the illustration in the Preparation

section of Lesson 3 in the teacher guide. Students should not disassemble their standard vehicles

because they will be used again in Lesson 4.



objects.

5.P.1.3 Illustrate the motion of an object using a graph to show change in position over a period

of time.


Focus Question

What is the effect of force on the motion of the vehicle?


Discuss unbalanced forces (tug of

war is an example).

Have a student move from one end

of the room to another. Other

students describe the student’s

motion and change(s) in motion.

Give each group materials listed on

page 26 of the teacher’s guide. For

handout 3-A, you can white out the

sample provided and complete the 1

small washer with the class. Or,

you may have the students complete

the entire chart with their assigned

cooperative group.

Students use lesson 3 instructions in

the student book for investigation

directions.

After the lesson, students share

findings about force (the greater the

force, the greater the change in

speed over the same distance”).

Discuss questions on page 28 of the

teacher’s guide.

Have groups share findings in a

whole class discussion. This

discussion helps to clarify concepts

taught in the lesson and identify any

misunderstandings. Any additional

content for the lesson can be

When did you observe your vehicle

begin to move?

What caused your vehicle to move?

How do pushing and pulling forces

affect the motion of an object?

Did the vehicle move differently when

you changed the weight? Why do you

think this happened?

What made the vehicle stop moving

each time?

What connections can we make

between this investigation and similar

forces in real life?

Motion and Design

brought into the discussion at this

time. Ask students what questions they

have now.

Science Content Words Use these terms when teaching the lesson:

Force: any push or pull on an object

Motion: an object changing position over time; change in position is measured by

distance and time

Speed/rate: a comparison of distance and time; example: 25 mph

Acceleration: rate of increase of speed or velocity (example: accelerator pedal on a car)

Mass: how much matter an object contains

Integration Hints

- Students can use a scale to weigh the washers. Students can determine how many small

washers are equivalent to one large washer. Let x equal one small washer. Students will write an

expression for the large washer (example: 16x).

- The teacher guide offers addition ideas in the Extensions section located at the end of Lesson 3.


Students will use the focus question in the science notebook entry. Students will complete

handout 3-A thoroughly and then glue the page into their science notebooks.


Assess student completion of handout 3-A for accuracy and content.

Motion and Design

Lesson 4 - Testing the Motion of Vehicles Carrying a Load

Students will test how adding weight (a load) to the vehicles affects the motion.

*Students should not disassemble their vehicles because they will modify the design of their

standard vehicles in Lesson 5.



objects.


Focus Question

How does the addition of a load affect the motion of the vehicle?


Show two blocks of wood and ask

students how the vehicle could be

adapted to carry this load

(brainstorm).

Distribute timers. Practice using

the timers (shorter time = higher

speed)

With this investigation, students

will conduct multiple trials of the

investigation. Ask students about

the importance of using multiple

trials.

Distribute 4-A and discuss how to

use the graph to show results.

Handout 4-A is the data/observation

portion of the lesson. Discuss that

the graph is similar to a line plot

graph in organization. Tip: The

graph can be redesigned to include

decimals with half seconds.

Students use the lesson 4 section

from the student book for

directions.

Discuss the results from the lesson.

Then, discuss questions on page 40

of the teacher’s guide.

Have groups share findings in a

whole class discussion. This




content for the lesson can be

What did you observe when testing

various loads (blocks)?

How did the vehicle move when it was

loaded with two blocks?

How did the motion of the vehicle

change when you removed one block?

How did it change when you removed

both blocks?

When the vehicle carried no blocks,

what was left to influence its motion?

(the weight of the vehicle itself)

How does a load affect the motion of a

vehicle? Provide evidence from your

investigation to support your

explanation.

When could this investigation be

connected to real life situations?

(possible solutions: dump truck,

moving and carrying a load, etc.)

Motion and Design

brought into the discussion at this

time. Ask students what questions they

have now.




distance and time

Speed/Rate: distance divided by time (or d/t), example: 25 mph



Friction: force that resists motion between two touching surfaces, slows things down and

can also produce heat, acts in the opposite direction of the force

Inertia: the tendency of an object to resist a change in motion or keep doing what it is

doing; note: the greater the mass of an object, the greater the inertia

Momentum: force or speed of movement; mass in motion, example: a moving train has

much more than a moving soccer ball

Integration Hints

- Have students determine the range, median, and mode of the recorded times. Discuss other

ways to display the data.

- Language arts: Research dump trucks and other vehicles that carry loads.

- See additional ideas in the Extensions section near the end of Lesson 4 in the teacher’s guide.


Students use the focus question to begin the science notebook. Complete the components of a

science notebook (question, prediction, planning, data/observations, learnings, next steps/new

questions) using handout 4-A as the data collection sheet.

Students could also create an expanded chart in their science notebook if they were to investigate

further. For example, students would create a chart to investigate the effects of 10, 12, or 14

small washers.


Assess understanding with accurate completion of handout 4-A.

Motion and Design

Lesson 5 - Designing Vehicles to Meet Requirements

Students will build vehicles to meet design specifications.

*This lesson can cover two class sessions. At the end of this lesson, students should remove from

their vehicles all the pieces are not part of the standard vehicle. They will need standard vehicles

in Lesson 6.






interaction.

Focus Question

How can we design a vehicle to meet construction requirements?


Students discuss factors that make

vehicles move fast and slow. Post

these factors on a list. Distribute the design challenge. In this

challenge, students have to design a car

to meet specifications related to mass,

distance, and time. This lesson

synthesizes students’ knowledge gained

from previous motion and design

investigations. Have groups share findings in a whole






this time. Ask students what questions they have

now.

Before building your vehicle, how did

your group prepare?

Did you experience any problems as

you were building your vehicle? How

did you solve them?

How did you test your vehicle to

determine whether it met the

requirements? How did your vehicle

move?

Did you change anything about your

vehicle or the falling-weight system

after you tested it? What change did

you make? Why did you make this

change?

Which one of your group's design ideas

was the most effective? Why? Provide

evidence from your data to support

your explanation.

Why is it important to have several

different ideas for a design? Provide

examples from real life situations (that

extend beyond this investigation).



Technological Design: using engineering ideas to create a model

Motion and Design

Speed/Rate: comparison of distance and time; example: 25 mph





doing; note: the great the mass of an object, the greater the inertia

Distance: how far an object travels

Velocity: speed with direction (example: 45 mph northeast)

Model: a representation in miniature/smaller form

Test: to determine if an idea works


distance and time

Integration Hints

- Mathematics: After reading the “Lunar Rover” selection, discuss the importance of using

metric measurements in science.

- Language Arts: “Lunar Rover: making Tracks on the Moon” selection from page 52 of the

teacher’s guide

- Social Studies: Discuss the economic impact of the Lunar Rover.

- Science extension: Students can design and make their own paper airplanes. After a test flight,

have students change the features of their paper airplanes to make them fly farther.


Students use the essential question to begin the science notebook. Then, students record their

prediction, planning (materials and procedure), data and observations (including an illustration of

the model designed and a data collection tool), learnings, and next steps/new questions

(questions the student has about the investigation and next steps in completing/continuing the

investigation).


Assess understanding by monitoring groups throughout the completion of this lesson. Evaluate

the science notebook for individual understanding of concepts. The Assessment section at the

end of Lesson 5 in the teacher guide offers some suggestions:

-Do students understand that the vehicle must meet a design requirement?

-If the vehicle does not initially meet the requirement, does the group make a plan to improve it?

-Are students keeping written records of test results?

-Are students showing improvement in their drawing ability?

-Are drawings clear and easy to read? Do they include color, labels, and pieces drawn in

proportion?

Motion and Design

Lesson 6 - Evaluation Vehicle Design: Looking at Rubber Band Energy

Students will examine different energy sources to drive their vehicles.

*Standard vehicles are used in this lesson and Lesson 7. Remind student not to modify or

disassemble their vehicles between lessons.





Focus Question

How does rubber band energy affect the motion of the vehicle?


Students will attach the rubber band to

the car (as shown in the illustration

from page 61 of the teacher’s guide).

Students will then use the handout

questions to explore various ways

rubber band energy affects the motion

of the vehicle. Teacher tip: Prior to distributing

handouts 6-A, hand out the rubber

bands and standard vehicles. An

additional investigation could be added

here with the following inquiry

question: How can the rubber bands be

used to propel the vehicle? Then,

students will have to figure out various

ways that the rubber bands can be

attached to the vehicle to cause the

vehicle to move. After students have

determined the best method to attach

the rubber bands, have a classroom race

and discuss the various strategies used

to attach the rubber bands. Then,

following discussion, complete handout

6-A. Have groups share findings in a whole













this time.

What did you feel in your hand as you

wound the rubber band? Did this

feeling change as your wound the

rubber band tighter? If so, how?

Did the direction in which you wound

the rubber band affect the direction in

which your vehicle traveled? If so,

how?

What did you discover about the ways

in which the rubber band powers the

standard vehicle?

Motion and Design

now.


Use these words when teaching the lesson:

Distance: how far an object travels

Speed/rate: comparison of distance and time; example: 25 mph

Energy - Kinetic: energy of motion (moving ball going down a ramp)

Energy - Potential: stored energy (ball positioned at the top of the ramp)


Velocity: speed with direction (example: 45 mph NW)



Tension: the act of stretching or straining (in this investigation: how tight the rubber

bands are)



Revolutions (as related to this investigation): number of turns of the rubber band around

the axle

Integration Hints

- Students can create a timeline to display the changes in automobile design over time. A

timeline can also be created for telephones, computers, or televisions.

- Additional ideas are available in the Extensions section near the end of Lesson 6 in the teacher

guide.


Students use the essential question to begin the science notebook. Then, students use handout 6-

A to complete the data section of the notebook entry. If students complete the additional

investigation as described in the teacher tip in the activity section, students can complete an

additional science notebook entry.


Assess understanding by evaluating the accuracy of handout 6-A.

Motion and Design

Lesson 7 - Testing the Effects of Rubber Band Energy

Students will investigate how variable amount of energy affect the motion of their vehicles.

*A large floor area is needed to test the motion of the vehicles. Push desks aside or consider

reserving the cafeteria, gym, or other large space that might be available. Standard vehicles will

be used in Lesson 8.



objects.


of time.


Focus Question

How will the number of turns of the rubber band around the axle affect the motion of the

vehicle?


Students will be using the standard

vehicles and rubber bands from

investigation 6 to collect specific data

in this investigation. Students will examine how the number

of turns of the rubber bands affects the

distance the vehicle travels (use the

lesson 7 section from the student

guide). Students will use the adding

machine tape and colored dots to

display results with the class. Teacher tip: Discuss the importance of

replication in science—scientists need

to be able to get similar results in

various trials. Students will be

conducting at least three trials in this

investigation. Have groups share findings in a whole







now.







this time.

Where does the energy to wind the

rubber band come from? (your muscles,

fueled by sugar in your blood)

Where does the energy to move the

vehicle come from? (rubber band)

How do you store energy in the rubber

band? (wind rubber band around axle)

How do you release the energy stored

in the rubber band? (let go of vehicle)

What happens when the stored energy

in the rubber band is released? (vehicle

gains energy of motion, axle turns)

How does the number of turns on the

rubber band affect the distance the

vehicle travels? (more stored energy

means farther distance)

Why was it important to keep the

number of turns the same for all groups

in the class? (to make fair comparisons)

What might happen if the number of

turns was only 1? 10?

Motion and Design

What claims can you make about the

effects of the rubber band on the

motion of the vehicle?

Science Content Words In addition to terms introduced in previous lessons, use these terms when teaching the lesson:


Friction: force that resists motion between two touching surfaces and can also produce

heat; acts in the opposite direction of the force



Momentum: force or speed of movement; mass in motion; example: a moving train has

much more momentum than a moving soccer ball; note: increasing the mass or speed of

the object increases its momentum.

Integration Hints

- Mathematics: Groups can use the tape measures to measure the distances their vehicles travels

when the rubber band is turned around the axle 2, 4, and 8 times. Students can measure the

distance from the starting line to each dot and record the distances in cm on a data table (example

in Extension section of Lesson 7 in teacher guide).

- Additional ideas are available in the Extensions section of Lesson 7 in the teacher guide.



prediction, planning (materials and procedure), data and observations (including an illustration of

the model designed and a data collection tool), learnings, and next steps/new questions

(questions the student has about the investigation and next steps in completing/continuing the

investigation).


How are students’ predictions in comparison to the actual distance? Do students recognize the

importance of a starting line and ending point when measuring? Are students able to recognize

differences and patterns among data sets?

Motion and Design

Lesson 8 - Evaluating Vehicle Design: Looking at Friction

Students will examine how their design variables reduce or increase the force of friction on the

vehicle.

*Students will use the standard vehicle in Lesson 9. Remind students not to modify or

disassemble their vehicles between lessons.

Clarifying Objectives 5.P.1.1 Explain how factors such as gravity, friction, and change in mass affect the motion of

objects.

Focus Question

How does friction affect the motion of the vehicle?


Students will use the standard vehicle

to explore the effects of friction. In

cooperative groups, students will

complete the observation cards and

discuss the results with the class. Then,

the teacher will provide further content

about friction and how it affects the

vehicle. Teacher tip: If time allows, have all

students complete the three observation

cards. If time does not allow, jigsaw

the cards and discuss the results in

small groups and as a class.








now.







this time.

Is there anything on your vehicle that

rubs together? (tires against frame,

wheels against axle)

What can this rubbing do to the motion

of your vehicle? (slows it down, takes

away energy available to vehicle)

What vehicle design features help

reduce the amount of rubbing between

the wheels and the vehicle’s axle

frame? (tan hub connectors, crossbars)

What vehicle design features increase

the friction between the floor or work

surface and the wheels? (tires)

How does this rubbing influence your

vehicle’s motion? (creates useful

friction, helps it move)

What connections can we make about

real life examples of friction?

What would happen if friction did not

exist?

Motion and Design

Science Content Words Use these terms when teaching the lesson:

Friction: force that resists motion between two touching surfaces, slows things down and

can also produce heat; acts in the opposite direction of the force Tension: being stretched or strained, i.e. with the rubber band in this investigation Speed: comparison of distance and time; example: 25 miles per hour Inertia: the tendency of an object to resist a change in motion or keep doing what it is

doing; note: the great the mass of an object, the greater the inertia

Integration Hints

- Science extension: Students could conduct an investigation where the rolled a marble down a

ramp. This marble would land on each of the following surfaces: sandpaper, smooth dry erase

board, cardboard, aluminum foil, and clear plastic wrap. Students will examine the effects of

friction on the marble due to each surface.

- Students can research a technological invention, from any period in history, in which friction

was a design consideration. Examples include the bicycle, swings, skis, and roller skates.

- The Extensions section of Lesson 8 in the teacher guide offers additional ideas.


- Students use the essential question to begin the science notebook. For this investigation, the

observation cards will serve as the data section of the notebook.


Assess the completed observation cards for understanding of concepts.

Motion and Design

Lesson 9 - Designing and Building a Vehicle with a Sail

Students will adapt their vehicles to hold a sail and discuss how it might affect their motion.

*This investigation can cover two class sessions. A cardboard sail is added to the standard

vehicle in this lesson. The vehicle with a sail will be used in Lesson 10.



Focus Question

How will the addition of a sail affect the motion of the vehicle?


Students will use the cardboard sail

provided to figure out a way to attach

the sail to the standard vehicle.

Teacher tip: This tip is especially

geared toward teachers who have more

than one science class. Since there are

enough sails for each science group,

remind students that they can bend the

sail but do not fold or tear it. Then,

there will be enough sails for

subsequent classes.

Then, students will complete Self

Assessment A.







this time.

Ask students what questions they have

now.







this time.

Compare and contrast the vehicle sail

designs. How are they similar and

different?

Which sail will help the vehicle travel

the farthest? Provide support for your

reasoning.


Air resistance (drag): force of air pushing against the motion of an object

Integration Hints

- Students can compare and contrast the design of various vehicles and strategies used to attach

the sails (verbally or in writing). Note: there is no best solution to this design challenge in order

to prompt diverse approaches and outcomes.

- The Extensions section in Lesson 9 of the teacher guide provides additional ideas.

Motion and Design


- Students use the essential question to begin the science notebook. Then, students record their

prediction, planning (materials and procedure), data and observations, learnings, and next

steps/new questions (questions the student has about the investigation and next steps in

completing/continuing the investigation).

- For the data collections sections, students may also provide a sketch of the sail vehicle their

group devised.


- In this lesson, student Self Assessment A (available in the teacher guide) serves as an

assessment opportunity.

Motion and Design

Lesson 10 - Testing the Effects of Air Resistance on a Vehicle’s Motion

Students will explore air resistance.

*The vehicle with a sail (designed and built in Lesson 9) is used in this investigation. A large

floor space is needed, so you might reserve the cafeteria, gym, or other available space. Vehicles

can be disassembled at the end of this lesson.

*Solicit the help of an adult volunteer to build the propeller units for Lesson 11. Directions are

available in the Preparation section of Lesson 11 in the teacher guide. The teacher also needs and

axle-driven vehicle for Lesson 11.



objects.


of time.


Focus Question

How does the position of a sail influence the motion of the vehicle?


Students will explore how the position

of the sail influences the vehicle’s

motion by attaching the sail in two

different ways on the vehicle (example:

vertically and horizontally). Students

will use the three attached rubber bands

to cause the vehicle to move. Then,

students will record their findings in a

data table and draw conclusions about

the sail from the data collected. Teacher tip: Have students brainstorm

methods of organizing data for the

investigation prior to beginning the

investigation. Have groups share findings in a whole







now.







this time.

How does a sail impact the vehicle's

motion?

How does the position of the sail affect

motion?

How does this investigation relate to

real life vehicles with sails? (example:

sailboats)

Science Content Words Use terms introduced in previous lessons.

Motion and Design

Integration Hints

- Challenge students to use materials other than cardboard to make sails. How does the material

affect the vehicle’s design? Students can predict how each material will affect their vehicle’s

motion. They can run tests to compare actual results with their predictions.

- The Extension section at the end of Lesson 10 in the teacher guide offers additional ideas.



prediction, planning (materials and procedure), data and observations (including a data collection

tool), learnings, and next steps/new questions (questions the student has about the investigation

and next steps in completing/continuing the investigation).


Evaluate student understanding by monitoring group discussions. Are they measuring distances

accurately and recording their results?

Motion and Design

Lesson 11 - Building a Propeller-Driven Vehicle

Students will design and build propeller-driven vehicles and compare them to their axle-driven

vehicles.

*Solicit the help of an adult volunteer to build the propeller units for this lesson. Directions are

available in the Preparation section of Lesson 11 in the teacher guide. The propeller-driven

vehicles will be used in Lesson 12. The teacher also needs an axle-driven vehicle for this lesson

and Lesson 12.



objects.





interaction.

Focus Question

How does a propeller affect the motion of the vehicle?


Students will construct the propeller

vehicle from the technical drawing in

the student guide. If students have

difficulty constructing the vehicle, have

them color code the K-Nex pieces to

get a visual image of the vehicle. Students will then create a data table to

explore how the number of turns of the

propeller affects the distance the

vehicle travels. Hint for students: You

will have to turn the rubber band more

times than with the standard vehicle

investigations. Remind students that they must wear

goggles in this investigation. Have groups share findings in a whole







now.

Have groups share reflection on

building the propeller-driven vehicle in

a whole class discussion. This




content for the lesson can be brought

into the discussion at this time.

In what ways was it easier to build

from the drawing in this lesson than it

was in Lesson 2? In what ways was it

more difficult?

How did you get the vehicle to move?

How did you get the propeller to spin?

What happened to the rubber band as

you wound the propeller?

What happened when you let go of the

propeller? Why do you think this

happened?

How is the use of a rubber band with

the propeller-driven vehicle and the

axle-driven vehicle the same?

Motion and Design

How is the rubber band used

differently?


Propeller: two or more twisted blades that rotate around a central point or shaft (shaft:

pipe or tube)

Integration Hints

- Students can use a timer to measure how long it takes the propeller to spin down after winding

it various numbers of turns. Students can graph their results.

- Additional ideas are available in the Extensions section of Lesson 11 in the teacher guide.



prediction, planning (materials and procedure), data and observations (including a data collection

tool), learnings, and next steps/new questions (questions the student has about the investigation

and next steps in completing/continuing the investigation).


Are students more comfortable using a technical drawing to build propeller-driven vehicles? Are

they recording initial observations of the propeller-driven vehicle? Are they able to compare the

propeller-driven vehicle to the axle-driven vehicle built in earlier lessons?

Motion and Design

Lesson 12 - Analyzing the Motion and Design of a Propeller-Driven Vehicle

Students will evaluate the design of their propeller-driven vehicles.



objects.




Focus Question

How does a propeller affect the motion of the vehicle?


Students will use the propeller vehicle

from the previous lesson. Students will

complete Record Sheet 12-A and

explore how changes in the propeller

vehicle affect its motion. Then,

students will create their own “what if”

questions to share with the class. Have groups share findings in a whole







now.







this time.

How did the propeller affect the

vehicle's motion?

How is air involved in moving the

propeller-driven vehicle?

How can you relate/connect this

investigation to a real life situation? Be

specific.

Science Content Words Use terms introduced in previous lessons, including:

Force

Inertia

Speed

Momentum

Technological design

Technical drawing

Propeller

Integration Hints

- Students can make a connection to North Carolina history by studying how the Wright brothers

powered their aircraft.

- Additional ideas are provided in the Extensions section of Lesson 12 in the teacher guide.


Motion and Design

Students use the essential question to begin the science notebook entry. Handout 12-A serves as

the data collection tool for this investigation.


In addition to reviewing Record Sheet 12-A, you might also consider the following:

- Can students apply an understanding of stored energy to the use of a rubber band to spin

the propeller?

- When evaluating the design of the vehicle, do students identify the features of the

propeller-driven vehicle that affects its function?

- When analyzing design features, do students develop a respect for test results and for

using those results to improve design?

Motion and Design

Lesson 13 - Looking at Cost

Students will determine the cost of their vehicles and modify the design to reduce the cost.

*This lesson can cover two class sessions. Students should disassemble their vehicles and

inventory the pieces prior to Lesson 14. Future design challenges call for a small electric fan and

a piece of foamboard elevated at one end on a stack of books.



Focus Question

How can we create a more economical model of the propeller-driven vehicle?


Students will use the Looking at Cost

sheet to determine the cost of the

propeller-driven vehicle. Then, students will use this price list to

create a more economical model of the

vehicle that is also efficient. Students

will determine the cost of this new

vehicle by using the Looking at Cost

handout. Discuss the results of the investigation

with the class (use the discussion

questions on page 120 of the teacher’s

guide as a starting point). Have groups share findings in a whole







now.

Discuss the results of the investigation with the

class:

How did you reduce the cost of your

vehicle?

How much money did you save?

At any point, did reducing the vehicle’s

cost affect your vehicle’s appearance?

Describe what you did in this situation.

At any point, did reducing the vehicle’s

cost affect its performance? Describe

what you did in this situation.

Have groups share findings in a whole class

discussion. This discussion helps to clarify

concepts taught in the lesson and identify any

misunderstandings. Any additional content for

the lesson can be brought into the discussion at

this time.

Which vehicle was the most efficient

and cost effective? Provide evidence

for your explanation.

What design processes did your team

develop in order to design a more cost

effective vehicle?

What technological design challenges

did your team face when creating your

cost efficient vehicle? Use your

science vocabulary in your

descriptions.

Motion and Design

Science Content Words Review terms introduced in previous lessons.

Integration Hints

- Ask students to suggest how the design of a product currently on the market could be

changed to reduce cost. How might the changes affect customers’ feelings about buying

the product? What features could be added to the product to increase its appeal without

significantly increasing cost?


Students use the essential question to begin the science notebook entry. Then, students record

their prediction, planning (materials and procedure), data and observations (including an

illustration of the model designed and a data collection tool—this tool could encompass the

Looking at Cost Record Sheet 13-A as well as a table to show efficiency of the vehicle),

learnings, and next steps/new questions (questions the student has about the investigation and

next steps in completing/continuing the investigation).


Assess the Looking at Cost Record Sheet 13-A for accurate completion. Also, evaluate student

understanding through class discussion.

Motion and Design

Lesson 14 - Planning Our Final Design Challenge

Students will work in teams to brainstorm how they will solve a design challenge.



objects.




of time.



interaction

Focus Question

How can we create a vehicle to meet the specified design requirements?

Note: The focus question provided is general and not directed toward a design card. However,

students can develop their own question to meet their group’s design card.


Each cooperative group will receive a

copy of one of the design cards. Teacher tip: Based on your class,

decide if you want to assign design

cards to groups and have each group

select a design card randomly. If

design cards are assigned, you are able

to differentiate based on difficulty level

of the card. Students will use Record Sheet 14-A to

plan their investigation. Have groups share findings in a whole







now. Reading selection: "Making the Switch

from Kid's Stuff to Engineering".

Discuss the selection with the class.

How are you planning to meet the

challenge?

What are your ideas so far based on the

criteria on your card?

Which investigations do you plan to

refer back to when completing this

design challenge?

How can this investigation be

connected to real life situations?

Motion and Design


In addition to terms introduced in previous lessons, use these terms when teaching the lesson:

- Laws of Motion: three laws, formulated by Sir Isaac Newton, that describe how objects move

in relation to the forces acting on them

- Newton’s First Law (in student-friendly terms): An object at rest tends to stay at rest, and an

object in motion tends to stay in motion with the same direction and speed.

- Newton’s Second Law (in student-friendly terms): It takes more force to accelerate a more

massive object.

- Newton’s Third Law (in student-friendly terms): Forces are found in pairs: for every action

(force), there is an opposite and equal reaction (force).

Integration Hints

- Read “Making the Switch from Kid’s Stuff to Engineering” on page 131-132 of the teacher’s

guide

- See additional ideas in the Extensions section of Lesson 14 in the teacher guide.


Students use their essential question to begin the science notebook. Then, students record their

prediction and planning (materials and procedure) for the observation.

Note: Sections of Record Sheet 14-A can be cut and pasted into the science notebook for the

planning.


Lessons 14-16 provide an opportunity to assess how well students apply the concepts, skills, and

attitudes addressed in this unit. Refer to Assessment section at the end of Lesson 16 in the

teacher guide for a detailed summary of strategies you can use to assess students’ work during

these three lessons.

Motion and Design

Lesson 15 - Refining Our Design

Students will work in teams to build and test their vehicles and refine their design plans.



objects.




of time.



interaction

Focus Question


Note: In Lesson 15, students test the plan and refine the design from Lesson 14.


Students will use Record Sheet 14-A

and construct their vehicle. Then,

students will test their vehicle and

record data. Following the tests,

students will refine the design and

retest. Then, students will use Record Sheet

13-A to determine the total cost of their

vehicle. Have groups share findings in a whole







now.

Have groups share findings in a whole class

discussion. This discussion helps to clarify

concepts taught in the lesson and identify any

misunderstandings. Any additional content for

the lesson can be brought into the discussion at

this time.








massive object.

Motion and Design



Integration Hints - Students can create invitations or write letters to invite family and friends to their presentation

in Lesson 16.

- Additional ideas are offered in the Extensions section of Lesson 15 in the teacher guide.


Students will continue working on the same science notebook entry from Lesson 14. Students

have already recorded their question, prediction, and planning. Now, students will record data

and observations (including an illustration of the model designed and a data collection tool),

learnings, and next steps/new questions (questions the student has about the investigation and

next steps in completing/continuing the investigation). In the notebook, students will also note

any alterations made to the plan of the vehicle and/or the vehicle design. Remind students to

glue in Record Sheet 13-A as part of the data section.






Motion and Design

Lesson 16 - Presenting Our Final Design Challenge

Student teams will present their solutions to their classmates.



objects.




of time.



interaction

Focus Question


Note: In Lesson 16, students present their findings from Lessons 14 and 15.


Students will present their findings

from lessons 14 and 15 to the class.

Students will discuss their design plan,

design, cost, and science content

(including proper terminology). Teacher tips: Refer to these

presentations as an “Engineering

Conference” and have parents attend

the presentations. Have students

develop a visual (chart, table, graph,

etc.) to show and refer to during the

presentation. Also, remind students

that each student needs to speak during

the presentation and equal amount of

time. This reminder allows all students

to have the opportunity to present. Have groups share findings in a whole







now.

Students will present their findings from

lessons 14 and 15 to the class. Students will

discuss their design plan, design, cost, and

science content (including proper

terminology).

Students may also compare/contrast designs.

Cooperative student groups will ask higher

order questions of other groups during class

discussion (use Revised Bloom's).

Motion and Design








massive object.



Integration Hints

- Students might refer to their science notebook during their presentation by placing the notebook

under a document camera for projection.

- Additional ideas are offered in the Extensions section at the end of Lesson 16 in the teacher

guide.


- Students can refer to their science notebook entries throughout the presentation.






Motion and Design

Lesson 17 Unit Review - Sharing What We Know about Motion and Design & a Review of

Physical and Chemical Changes Students will reflect on and discuss what they have learned in the Motion & Design unit. They

also review the concepts about physical and chemical changes.

*You’ll need a broken cookie or a couple broken crackers as a visual of a physical change as

well as physical and chemical changes examples for sorting (available on CMAPP)



objects.



5.P.1.3 Illustrate the motion of an object using a graph to show a change in position over a period

of time.



interaction.

5.P.2.3 Summarize properties of original materials, and the new materials formed, to

demonstrate that a change has occurred.

Focus Questions

What have we learned about technological design and the relationships between force and

motion?

What are some examples of physical and chemical changes?


Revisit the “What We Know” poster or

note cards from the beginning of the

unit. Have students discuss what they

know is true based on the

investigations. Have students discuss

which statements from the poster or

note cards they would like to change.

Discuss why these statements should be

changed. Revisit the “what we want to know”

poster or note cards. Discuss and

determine if any answers where

uncovered during the unit. Teacher tip: When students are writing

what they now know about motion and

design, have them support their

statement with an investigation that

shows how they know this information. Show students a broken cookie or

When do physical changes occur?

(when the size, shape, or state of matter

of an object changes)

Which type of change is reversible?

(physical)

What causes molecules in matter to

change? (motion, pressure,

temperature)

If a substance changes color, what kind

of change occurred? (chemical – think

burnt marshmallow)

What are some indicators that a

chemical change has occurred? (change

in color, formation of gas

(bubbles,fizzing), and/or appearance of

heat or light)

Motion and Design

broken crackers and ask them if a

physical or chemical change occurred.

Prompt students to discuss their ideas

then share out with the class. Confirm that a broken cookie/cracker is

a physical change because only the

shape of the cookie/cracker has

changed – the small pieces can still be

recognized as a cookie or cracker. Introduce the sorting activity (resources

available on CMAPP) and have

students spend a few minutes sorting

the examples into piles of chemical

changes and physical changes. Call time and share the StudyJam video

(link available in CMAPP) about

physical and chemical change. At the

conclusion of the video, you might use

the Test Yourself feature to check

students’ understanding. Invite students to review the examples

they sorted and make changes, if

necessary, based on their new learning. Students can record the physical and

chemical change examples on the

record sheet and paste it in their science

notebooks. Prompt students to think of other

examples of physical and chemical

changes. Ask students what questions they might

have.


In addition to words introduced throughout the unit, use these terms when teaching the lesson:

- physical change: a change in the size, shape, or state of matter (gas, liquid, solid); caused by

motion, pressure, or temperature

- chemical change: substances are altered because their molecules change; a change that is

irreversible; chemical changes are often identified by the production of a gas (bubbles, fizzing),

the appearance of light and/or heat, and a change in color Integration Hints

- The StudyJam video includes a link called “Test Yourself” which can be projected

to engage students in a class discussion

- Students can play the motion and design review game on Quia individually or as a class.

Motion and Design

Go to www.quia.com, click on the "Visit Quia Web" button, then type in "Carol Wooten" in the

yellow "Find a Teacher" box. Scroll down to Science: Motion and Design Vocabulary.


- Use the student’s science notebook as evidence of both science skills and content progression

throughout the unit.

- Students can record examples of physical and chemical changes using both drawings and

words.


- Examine the student’s science notebook for overall understanding of the concepts. When

reviewing the KWL chart from the beginning and end of the unit, consider:

Do students understand that a variety of forces (pushes and pulls) can move objects and

that different forces produce different effects on motion?

How did students demonstrate knowledge of technological design? Did students meet

design requirements?

- Review students’ notebooks/recording sheet to determine if they can classify physical and

chemical changes. Can students offer reasoning as to why a change is physical or chemical?

http://www.quia.com/

Lesson by Lesson Guide - PBworks

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