rolling things. what is the a world in motion program about? utilizes highly interactive learning...
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Rolling Things
What is the A World In Motion Program about?
•Utilizes highly interactive learning experiences•Brings math, science and technology principles together •AWIM Challenges are designed around math, science and technology standards•The AWIM Rolling Things unit integrates literature into a STEM learning experience
Scientific literacy is the knowledge and understanding of scientific concepts and processes required for personal decision making, participation in civic and cultural affairs, and economic productivity.
A scientifically literate person is defined as one who has the capacity to:•understand, experiment & reason •ask, find, or determine answers to questions •describe, explain, and predict natural phenomena•gather information and engage in social conversation about the validity of the conclusions•identify scientific issues underlying national and local decisions and express positions that are scientifically and technologically informed•evaluate the quality of scientific information •pose and evaluate arguments based on evidence and to apply conclusions
(US National Center for Education Statistics, 2011)
Scientific Literacy – The Basis for Development
When Should Exposure to Scientific Literacy Take Place?
Questions SAE Investigated to Improve on the Implementation of STEM:
Q: What does quality science, technology, engineering, and math (STEM) education look like? A: Interactive & hands-on activities that engage students in real-world STEM challenges.
Q: When does STEM programing typically take place (grade level & time of day)? A: Most programing takes place in middle school and high school. Many activities are opt-in club settings.
Q: What is missing? A: Research-based STEM education at the elementary years that preps students for future decisions regarding STEM experiences and career choices later in life.
Q: How can we improve current state of STEM education? A: Provide teachers with resources that facilitate student exploration at a young age to help students make educated decisions about science and mathematics before they lose interest in the subjects at the upper elementary and middle school years.
Before You Teach• Divide the class into student design teams. (Each class will have 8 set ups).
• “Science Notebooks” are used to help the students keep track of their results. These notebooks consist of all of the student reproducible pages.
Guided Opportunities to Question Ideas & Define Problems Literature to Facilitate Questioning of Concepts & Ideas Play & Guided Experimentation for Investigation Building Physical Models Manipulating Variables Collecting, Recording & Analyzing Data Building Tables & Graphs Making Predictions Designing Solutions Pair-Share & Group Discussions Communicating Ideas Turn & Talk Strategies (Partner Interaction) Sharing & Interpreting (Whole Group) Presenting a Solution
The Student Experience Should Include:
(SAE International, 2011)
Rolling Things• In this challenge, students are experimenting with how ramp
height and car weight affect momentum.
• Ramp height affects the velocity of the car when it strikes the crash box-the greater the height of the ramp, the greater the velocity of the car when it reaches the bottom of the ramp.
Engineering Design Challenge
• Set Goals• Build Knowledge
• Design• Test
• Present
Lesson 1 Playing With Cars and Ramps
S4P3.b
Using different size objects, students will observe how force affects speed and motion.
Before Class:•Determine teams
•Have materials ready to share with class
•Decide how you will use science notebooks.
PLAYING WITH CARS & RAMPS Engineering Design Experience
Build Knowledge
Students investigate and experience the materials that they will use over the course of the Rolling Things challenge.Show your students Science can be fun
Lesson #1
During Class:
• Present the Activity:10 minutesIntroduce the cars and ramp sets.
• Student Exploration:30 minutes Let students experiment. (RM1)
• Sharing and Interpreting: 10 minutesSharing and EarthToy Designs Letter (RM2)
Lesson 2Crash and Bash!
In this lesson students are introduced to a “crash box” that they can crash their cars into.Students will investigate what happens when cars crash into the box, as well as why different cars perform differently.
S4P3.c
Explain what happens to the speed or direction of an object when a greater force is applied.
During Class• Presenting the Activity: 10
minutesReread EarthToy Design LetterModel using the crash box on the
track and testing a vehicle with it• Student Exploration: 30 minutesAllow students time to test with the
crash box in 3 trials(RM3)• Sharing and Interpreting: 10
minutesHave students describe what they
observed by writing in their science notebooks(RM 4)
BRAINSTORMING QUESTIONSLesson #2
Engineering Design ExperienceBuild Knowledge
Ask your team members:
•What does the car you picked look like?
•How is it shaped?
•What happened when the car hit the crash
box?
•Why do you think that happened?
•How could you change what happened?
Lesson 3Getting to Know The Cars and
RampsIn pairs, students talk about prior experiences and practice predicting. Using their predictions, they create a class histogram.S4P3.b, S4P3.cStudents willObserve how force affects speed and momentumExplain what happens to the speed or direction of an object when a great force than the initial one is applied.
During Class:
• Presenting the Activity: 50 minutesCreate a class histogram or line plot graph of what
cars they think will move the crash box farthest. Line plot graphs can be used to correlate with common core math. (RM 5)
Lesson 4Ramp Height
Students experiment with how different ramp heights affect how far
cars move the crash box.
S4P3.c, S4P3.dExplain what happens to the speed or direction of an object when a greater force than the initial one is applied
Demonstrate the effect of gravitational force on the motion of an object.
In this lesson:• Presenting the Activity: 15 minutesModel how to test ramp height with
the students.
• Student Exploration: 25 minutesHave students test (RM6 and 7) with
using sticky flags to mark where the crash box stops. (3 trials)
• Sharing and Interpreting: 10 minutesDiscuss results as a class.
RAMP HEIGHT Lesson #4
Engineering Design ExperienceBuild Knowledge
Lesson 5Car Weight
Students experiment and record how far a car moves a crash box as weight is added as cargo.
S4P3.b, S4P3.c, S4P3.dB. Using different size objects, observe how force affects speed and motion.C. Explain what happens to the speed or direction of an object when a greater force than the initial one is applied.D. Demonstrate the effect of gravitational force on the motion of an object.
Preparation for Class:Make a class data chart showing the number of washers versus the distance moved.
During Class:•Presenting the Activity:15Discuss procedure for valid testing.•Student Exploration: 30Testing Car Weight (RM 8 and 9)•Sharing: 5Class discussion of results using teacher made data chart
CAR WEIGHT Lesson #5
Engineering Design ExperienceBuild Knowledge
5
10
15
CAR WEIGHT Lesson #5
Engineering Design ExperienceBuild Knowledge
Lesson 6 Outfoxing the Big Bad Wolf
Students connect their experiences in using the cars and ramps to a story involving the three little pigs.S4P3.b, S4P3.c, S4P3.d
During Class:
• Presenting the Activity: 50 MinutesRead “The Three Little Pigs Sledding Adventure”Stop and question students to promote predicting while
reading story.Language Arts Extension: Create a newEnding to the story
Lesson 7 Make It Happen!
Students continue experimenting. They create the conditions to have their car be stopped by the bad wolf and to knock the wolf over by adjusting their ramp height and weight.S4P3.b., S4P3.c, S4P3.d
Day 7:Presenting the Activity: 10Students will be creating their own engineering design plan.Student Exploration: 30Students will make 2 design plans.
Day 8:Sharing and Interpreting:Discuss student explorationsRM 10
During Class:• Wolf Tails –Knock the Wolf
over(RM 8)• Wolf Tails- Leave the Wolf
Standing (RM 9)• Revisit the story and
question the students on how the sled material may affect reaching the big bad wolf
• “The Best Crasher”-Each child designs the car they think will crash the best. (RM 10)
MAKE IT HAPPENLesson #7
Engineering Design ExperienceBuild & Test
MAKE IT HAPPEN!Lesson #7
Engineering Design ExperienceBuild & Test
How could the pigs that made sleds out of straw and twigs improve their designs?
Even though the pig that made a sled out of bricks knocked down the wolf, how might he improve his design?
