time travel: cars€¦ · web view2021. 1. 30. · the primary goal will be tied to is the...

Time Travel: CarsInventions: Cars

Educators’ Names (with Titles): Randee Bickford (Coordinator of Teaching & Learning), Barbara Farrell (Teacher, 3-5th Grade), Jil Naumann (STEAM Master Teacher), Rachel Steingieser (Teacher, Early Childhood Education)

Trained (When/Where): Washington DC (Online, Clerc Center), 2020

Lesson Overview

Skill Level

(Grade Range)2nd Grade

Central Theme Inventions

Topic Concept of Theme

Cars: How technology improved cars?

Summary of Essential Concepts

Students will research and discuss (LA, S, T&E, SS) the history and design of cars. During the research process, students will also see how technology has affected the design of the car. (LA, S, T&E, SS). Once the students have a basic knowledge or understanding of the history and its design, they will begin to do two things. First thing is to write and describe the design of a futuristic car using Venn Diagram as a guide (LA, FA, SS). Second thing is to create/build a prototype futuristic car that has speed, style, and distance (S, T&E, M, PE). The students will then perform on their futuristic cars (S, T&E, M, PE). After performance, the students will then develop a graph that will record answers on how their futuristic cars have been done. (S, M, PE). Students will evaluate and re-engineer their futuristic car to achieve greater success (S, T&E, SS, PE).

*S = Science; T&E = Technology and Engineering; SS = Social Studies; M = Math; PE = Physical Education; LA = Language Arts, FA = Fine Arts, Mu = Music

RBL

(reality-based learning)

Lesson Plan Overview

Lessons are designed using the Engineering Design Principles (Ask/Define, Imagine/Plan, Build/Prototype, Experiment/Evaluate, Improve/Redesign and Reflect/Share) to support students in asking questions and finding answers/solutions using the 21st Century Skills (Collaboration, Communication, Critical Thinking/Problem Solving and Creativity/Innovation).

Integrated Basic Plan

photo

This unit helps students understand just how the car came to occupy such a central position in American society. First, students learn about Henry Ford, whose innovations have made automobiles affordable for virtually all Americans during the late 1800s. Second, students think about the different ways in which the automobile changed over time. With that in mind, students will learn how it has impacted in all areas in STEAM (Science, Technology & Engineering, Arts and Mathematics). The lessons in these units build upon each other to develop coherent conceptual understandings, collaborative learning, hands-on and critical thinking opportunities that will include key concepts such as history connections, function, speedometry, design, futuristic, and creativity of cars in all subjects. So come on and get in the Time Travel car and explore the history and design of past, present, and future cars!

Review with students that different ways of getting from one place to another are called transportation. People use different forms of transportation (such as a car, bus train, subway, or airplane) to get from one place to another. Students will be able to identify different modes of transportation and vehicles used for each mode while learning about the uniqueness and similarity of vehicles. Students will construct a bar graph/chart to represent their data. Students will also analyze the patterns in their data and make reasonable mathematical outcomes. (M)

How has the car changed over time? Students will view a few video clips about cars. Students will then think, discuss and write/sign on how cars are similar or different from the 1800s compared to cars today. (S, T&E, SS, LA)

Students will then observe cars from different eras to discuss its properties and how it was built. As a class, discuss what are some special features that can be found on a car such as wheels and axles. In this process, students will learn and label car parts. Students are provided with an opportunity to discuss how cars function which will help to stimulate students’ thinking about cars and how they can be used to operate cars. (S, T&E, SS, FA)

As an engineer, students will research, brainstorm, design, and build a car that has speed, style, and distance individually with a required set of materials. Students will also build a ramp to get the car to go as far as it can by determining its incline height. Students will test the car by making sure it

moves. The students will record information (observation, thoughts, and ideas) about the effect various heights of ramp have on the distance a car travels. When the students observe the data, they discover trends in the data recorded. After the testing and recording, the students will then re-engineer cars to achieve greater success. Students collaborate in groups to discuss the differences (positive and negative features) of their cars. (S, T&E)

Imagine the gym as a giant road, students will experience what it is like to be in the car as a driver and/or passenger. Students will be paired up and pick up a hula hoop which is their car, and they will be driving their car around the gym. Drivers need to listen carefully to the teacher to call out different “road terms'' and then respond by following the direction. Students will be aware of their communication skills, personal space within the car and will carefully drive around the general space avoiding collisions with other cars. (PE)

Assessment

Evidence-Based

Students will create a working document in a notebook or digital portfolio to show their progression of investigation of the activities and lessons in this unit Students will record their knowledge in the history of cars and their technological advancements.

Students will be evaluated on the accuracy of information collected, following procedures, creativity, and criteria specific to each subject area’s expectations. There will be ongoing formative assessment based on rubrics throughout to ensure standards are being met. The primary goal will be tied to is the history and technological advancement of cars. (PE, FA, M, SS, LA)

Students will write and record their understanding of how technology has evolved starting with the first car created in the 1900s. Students will then create cars with plans and materials provided. Students will review, analyze and report on elements of cars that can be improved for the industry in various ways. (S, T&E)

Student Team Selection

(if applicable)

The projects will be completed in partners or groups giving students opportunities to lead and participate equally based on their skills (socio-emotional and academic skills). Evaluations such as Myers/Briggs, observations, and performance notes will be used. For most of the lessons, students will be working in groups of 4.

Students will be working in a group of 4 in Science.

Students will work alone primarily in Language Arts and Social Studies.

Students will be working in a pair in Technology & Engineering, Fine Arts, and Physical Education.

Time Frame of Lesson

This unit can be taught for 1 week (5 class sessions per subject area) but can be extended for 2 weeks.

Basic Supplies

Science: Loose parts to build an automobile (wood plank, cardboard boxes, bottle caps, buttons, recycled cans, recycled milk cartons, craft sticks, balloons, river stones, nuts/bolts, corks, pom poms, pipe cleaners), Loose parts for ramp (wood plank and cardboard boxes), glue, tape, and strings.

Technology & Engineering: Clothespin, popsicle sticks, cardboard (board, tube), plastic Bottle (water), buttons (same size), bottle cap, mint, CD, balloons, colored straws, skinny strings, paint pens, glitter, paper

Math: Pictures of different transportations from home to school, Graph paper, “Modes of Transportation” Book, Questionnaire worksheets

Physical Education: hula hoop

Language Arts: “A Journey Through Transportation” book, “If I Built a Car” book, Venn Diagram worksheet

Fine Arts: cardboard box, straws, tape, rubber bands, paper, markers

IT and Additional Resources

Technology & Engineering

Car History

Race Through History (Video)

Career Clusters

Professional / Community Connections

- Automotive Body Technician

- Auto Body Repair Technician

- Automobile Designer

- Auto Electrician

- Automotive Engineer

- Auto Mechanic

- Auto instructor

- Body & Paint Specialist

- Car Cleaner

- Car Detailer

- Car Investigator

- Car Rental Agent

- Car Salesperson

- Data Analyst

- Diesel Mechanic

- Road Design Engineer

- Statistician

- Technology Instructor

- Tire Technician

- Vehicle Inspector

Audience

Who will see the final products or presentations of this lesson?

o Studento Educatoro Other students in classo Other students in grade levelo Students throughout school

o Other educatorso Parents/guardianso Community memberso Local professionalso Printed/Online Publications

Miscellaneous (Extensions and

Variations)

Adaptation:

o For students who do not have fine motor dexterity for design, they will use the iPad

Photos

Build Knowledge: Ramp Height

Car History

Transportation Flashcards

Future Cars

Force and Motion

1. Science

Essential Concept(s)Students will demonstrate the thinking and acting inherent in the practice of science.

Goal/ObjectivesStudents will investigate the effect that the height of a ramp has on the distance a toy car will travel.

Standard(s) Next Generation Science Standards

ETS1.B: Developing Possible Solutions

ETS1.C: Optimizing the Design Solution

Maryland States STEM Standards

Learn and Apply Rigorous Science, Technology, Engineering, and Mathematics Content

- STEM proficient students will learn and apply rigorous content within science, technology, engineering, and mathematics disciplines to answer complex questions, investigate global issues, and develop solutions for challenges and real-world problems.

- A. Demonstrate an understanding of science, technology, engineering, and mathematics content.

Maryland Curriculum

Applying Evidence and Reasoning

Indicator

1. People are more likely to believe your ideas if you can give good reasons for them

a. Develop reasonable explanations for observations made, investigations (Objective)

Vocabulary

ramp

incline plane

distance

travel

Career(s) Tie-In

Automotive Engineer

Automotive Mechanics

Car Investigator

Project Element

and

Educator / Student Feedback

(student application of standard/benchmark/goal)

RBL Component &

Product

Engage -

Students will read the “I Can” statement for the day

“I can investigate the effect an incline plane has on the distance the toy car will travel.”

Show them PowerPoint about cars and ramps. Once we are done with the PowerPoint, allow students to ask questions about cars and ramps.

Play Soaring Skyward-Game: it is to review the taught content about cars and ramps. Have them pick a plane or hot air balloon and then there are questions in each group which is a grasp for their attention and helps them to become more motivated.

Explore -

The students are engaged and then teachers assign each student their role as recorder, manages, and reports.

They will have materials and questions ready in groups of 4. They will have

to think about how they will use those materials to answer this question on “What effect does the height have on the distance that the toy car travels?”. The students will discuss and record their predictions on the lab sheet.

Students went to get their things and then test their ramps. They will have to do it three times and record it in their lab sheet. When they are done, they conclude what happened during the investigation.

Evaluate -

We all get together and have them discuss their investigation. The teachers will write down each group data and then as a class, what they see the whole picture of this concept.

The students will be able to figure out the answer to their “I Can”. Students will write their answers in their journals.

Assessment

Evidence-Based

End Product + Interview

Assessment:

● Teacher observation of group work

● Lab sheet

● student journal

Miscellaneous

(Enrichment, modification, extension, alternate

methodology)

Enrichment:

● Students will be able to use different materials to test and see if it makes a difference or the same.

Modification:

● Teachers would have pictures with words, word banks, and allow more times for some students to analyze their data.

2. Technology & 3. Engineering

Essential Concept(s)

How changing technology affected the design, building, and testing of a rolling car?

Goal/Objectives

Overall: To develop in students the problem-solving skills necessary to understand mechanical engineering and the everyday use of technology (simple machines, wheels, and axles) in cars

T: Students will research, brainstorm, design and build a future car that has speed, style, and distance.

E: Students will evaluate their future car designs and re-engineer them to achieve greater success.

Standard(s) NGSS Standards

K-2-ETS 1-1 Engineering Design

Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

K-2-ETS 1-2 Engineering Design

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.

ISTE Standards

K-2 Empowered Learner, 1d

With guidance from an educator, students explore a variety of technologies that will help them in their learning and begin to demonstrate an understanding of how knowledge can be transferred between tools.

K-2 Innovative Designer, 4a

With guidance from an educator, students ask questions, suggest solutions, test ideas to solve problems, and share their learning.

K-2 Innovative Designer, 4c

Students use a design process to develop ideas or creations, and they test their design and redesign if necessary.

K-2 Computational Thinker, 5a

With guidance from an educator, students identify a problem and select appropriate technology tools to explore and find solutions.

K-2 Computational Thinker, 5d

Students understand how technology is used to make a task easier or repeatable and can identify real-world examples.

CCSS Standards

Grade 2

With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

Vocabulary

Body (T): Shape of a car

Axle (T): Rod that goes through the wheel and holds it in place so it can spin

Rod (T): Thin straight metal bar

Turns (T): Move-in circle from a point

Speed (T): How fast or slow the object is moving

Wheel (T): Type of simple machine that has a circle object to make it move

easily over the ground.

Blueprint (E): A plan for building or machine (car)

Move (E): A change in place or position of an object

Tire (E): A rubber cushion that fits around a wheel

Career(s) Tie-In

Engineering:

Automotive Engineer, Automobile Designer

Technology:

Automotive Technician, Diesel Mechanic, Body & Paint Specialist, Vehicle Inspector, Automotive Technology Instructor, Automotive Electrician

Project Element

and


(student application of standard/benchmark/goal

)

RBL Component &

Product

Students will identify what technology has affected the design, building, and testing of a rolling car.

1. The teacher will begin the lesson by asking the students how has the car changed over time? Students will research and compare 1920s, 1930s, 1940s, 1950s, 1960s, 1970s, 1980s, 1990s, 2000s, 2010s and 2020s cars. Students will receive worksheets that have two pictures of a car from each decade. Also on the worksheet, it will have a Venn diagram to show the similarities and differences between the two cars.

2. Introduce Simple Machine (Wheels and Axle). Teacher(s) will distribute small toy cars that have wheels joined by axles to students. The teacher will begin a discussion with some questions about the toy car mechanics such as How do these toy cars move? How are the wheels on each side of the car joined to each other? What other materials could an engineer use for a wheel & axle?

3. Introduce STEAM Challenges. ASK: What is the problem you are trying to solve? (How can we construct a car of the future?)IMAGINE: Students will sketch out the design and brainstorm a list of ideas such as what features the cars of the future will have? What materials will be used for the design?

4. Students continue to use the Engineering Design Process to IMAGINE and PLAN the car of the future by outline the plan to create a future car.

5. Students will then CREATE (build) a car of the future using materials given out by teachers.

● Possible Materials:

● Clothespin, popsicle sticks

● Cardboard (board, tube)

● Plastic Bottle (water)

● Buttons (same size), Bottle Cap, Mint, CD

● Balloons

● Colored Straws

● Skinny strings

● Paint Pens

● Glitter

● Paper

T: Students will use the tools/materials to create a future car

E: Students will design and create/improve an actual future car.

Assessment

Evidence-Based


(T) Students will TEST (Did the car work the way you designed it to?)

(E) Students will IMPROVE (What could you do to improve your design?) their fastest car by making it go further and faster.

Teacher(s) will hold a class discussion about what worked, what did not, what was difficult, what they enjoyed, etc.

Give out awards for student effort.

Miscellaneous


methodology)

Engineering Design Process (4 Cs)

Creativity: Design a sketch and model the future car that has speed, style, and distance.

Collaboration: Students will work in partnership to solve problem(s).

Critical Thinking: Problem-solving used to navigate the Engineering Design Process by implementing solutions to design a working machine (technology) and to test/evaluate.

Communication: Students will share through the design process, check-in with neighbors on their projects, and test out a partner’s project to see if it works

Resources:

History of Cars: https://www.dkfindout.com/us/transportation/history-cars/

History of Cars (video): https://www.youtube.com/watch?v=d4TOPlEJ91A

4. Mathematics

Essential Concept(s) How do you get home?

Goal/Objectives Students will

- be able to identify different modes of transportation.

- create a individual graphs

- answer questions

Standard(s)

Maryland Curriculum

2.MD.D.10

Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.

Vocabulary

graph

vehicles

transportation

Career(s) Tie-InData Analyst

Statistician

Project Element

and



RBL Component &

Product

Students will

● Read Modes of Transportation by Yael Rosenberg and Sarah Mazor

● identify similarities and differences between air, ground, and water vehicles

● Name the vehicles

● Make a questionnaire to ask how do you get home with specific vehicles.

● They will make their graphs

● using that graph to interpret what it means.

Assessment

Evidence-Based


Assessment:

● Graph worksheet

● Questions worksheet

Miscellaneous


methodology)

Differentiation:

● Enrichment:

○ Students will ask the whole school

○ Students will ask another school

● Support:

○ Teachers will print out graphs ready for students

5. Language Arts

Essential Concept(s) Students will compare and contrast cars from generations before, now, and what they imagine in the future.

Goal/ObjectivesStudents will use their imagination to create a car with features for the future.

Standard(s)

CCSS.ELA-LITERACY.RI.2.1

Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.


Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.


Compare and contrast the most important points presented by two texts on the same topic.


Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

VocabularyCars FutureCar Design ImaginationTransportation Creativity

Career(s) Tie-In

Auto Engineer

Auto Mechanic

Auto Instructor

Car Cleaner

Car Salesperson

Project Element

and

Students will

● read A Journey through Transportation and If I Built a Car



)

RBL Component &

Product

● identify similarities and differences between former, current, and future cars

● read for understanding

● compare and contrast

Assessment

Evidence-Based


Assessment:

● Using a Venn diagram students will identify features of cars that overlap from past, present, and future cars. Ex: all cars have had seats. Former cars had a hand crank, current cars have steering wheels and automatic using gas, future cars use solar panels to drive.

Miscellaneous


methodology)

Modification:

● Some students may struggle with this activity. If they are not able to generate their ideas they will be given a Venn diagram to sort, cut, and paste in the correct heading.

6. Social Studies

Essential Concept(s) How the car inventions have evolved.

Goal/Objectives

Students will

● develop an awareness of how automobiles changed overtime

● recognize changes in a model timeline

● make decisions on how an automobile has changed

● identify positive and negative changes that have taken place in automobiles

Standard(s) Common Core: ELA = History/Social Studies Standards


Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.


Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.


Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.


Compare and contrast the most important points presented by two texts on the same topic.

CCSS.ELA-LITERACY.W.2.7

Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

Vocabularychange, technology, automobile, road, steering wheel, speed, seats, gas, engine, tires, electric, oil

Career(s) Tie-In

Car Detailer

Car Rental Agent

Tire Technician

Vehicle Inspector

Auto Instructor

Auto Body Repair Technician

Auto Mechanic

Auto Electrician

Project Element

and



)

RBL Component &

Product

Students will

● contribute their comments while discussing how automobiles have changed overtime

● identify the type of automobile changes occurring over time

● engage in a discussion by sharing details on how an automobile has changed over time

● identify positive and negative changes that have taken place in automobiles during a small group discussion

Assessment

Evidence-Based


End Product

Students will write a paragraph about

● how the automobile changes have impacted the community.

● how automobiles have changed in the past and how they might need to change in the future.

Miscellaneous


methodology)

Enrichment:

Students will

● create a movie on how the automobile changes have impacted the community or how automobiles have changed in the past/how they might need to change in the future.

Modifications:

● work in partners

● visual handouts with key words

● writing anchor chart

● writing prompts including using capitals, space, punctuations, use word wall or personal dictionary

7. Fine Arts

Essential Concept(s)Students will think creatively about designing their cars. Cars have changed a lot over time, and this lesson gives children a chance to imagine a fantasy car or a car from the future.

Goal/ObjectivesStudents will use knowledge of car evolution to create a model of what they believe cars can be in the future.

Standard(s)

National Core Art Standards: NCAS Fine Arts Standards

1.) VA: Cr1.1.2a Brainstorm collaboratively multiple approaches to an art or design problem.

2.) Make art or design with various materials and tools to explore personal interests, questions, and curiosity

3.) Experiment with various materials and tools to explore personal interests in a work of art or design.

Vocabulary

Car

motor vehicle

innovate

imagine

future

Career(s) Tie-In

Automotive Designer

Auto Mechanic

Car Salesperson

Project Element

and



RBL Component &

Product

After reading “If I Built a Car” students will sketch, design, and implement features they believe a car will have in the future i.e. refrigerator, snacks, TV, video games, etc.

Students will collect necessary materials :

● cardboard box

● straws

● tape

● rubber bands

● paper

● markers

Assessment

Evidence-Based


Students will complete a car with:

● drawing explaining design of inside with futuristic details

● a cardboard cereal box for the outer shell

● outside design

Miscellaneous


methodology)

Adaptation:

For students who do not have fine motor dexterity to cut cardboard boxes and design, they will use the iPad to draw what the outside of the car will look like.

8. Physical Arts

Essential Concept(s) Students will learn and understand how the cars function.

Goal/Objectives

Students will

● use cooperative, respectful, and safe behaviors while maintaining good personal space.

● cognitively use “road terms”

● keep their heart rate up through the activities

Standard(s)

N ational Standards for K-12 Physical Education (K-5 Grade)

Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies, and tactics related to movement and performance.

E2: Combines shapes, levels, and pathways into simple travel (S2.E2.2)

E3: Varies time and force with gradual increases and decreases. (S2.E3.2)

Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.

E4: Works independently with others in partner environments. (S4.E4.2)

E5: Recognizes the role of rules and etiquette in teacher-designed physical activities. (S4.E5.2)

Vocabularybody, speed, driver, passenger, road, windshield wipers, out of gas, bumpy roads, flat tire, stuck, interstate, rain, windy road, school crossing

Career(s) Tie-InAuto Instructor

Road Design Engineer

Project Element

and



)

RBL Component &

Product

Students will

● work in pair and they will sit inside the hula hoop

● teachers will review on “road terms” and what activities

○ speed limit - walk

○ bumpy road - skip

○ flat tire - hop

○ stuck in the mud - jog in place

○ interstate - jog in general space

○ rain - drop the hula hoop and use their arms to make windshield wipers

○ school crossing - walk very slowly

○ out of gas - drop hoop and sit pretzel style inside hoop

○ windy road - turning from side to side

● Students will stand up and get ready

Teachers will call out different “road terms” to students

● Students will have to follow what road terms were called out

● At last, teachers will say “out of gas” as it is time up.

Assessment

Evidence-Based


Teacher observation:

- students maintain their personal space

- cooperative, respectful and safe behavior

- ability to follow specific terms for specific action

- check and compare students heart rate before and after the activity

Miscellaneous


methodology)

Enrichment:

● Students can create a road for this activity

Modification:

● Allow student to be alone in the Hula Hoop

● Allow a stable support on the side to hold onto the wall

● place a visual footprint for students to follow.

● Have a list of “road terms” with activities next to it for students to review.

Students in this class are Deaf/Hard of hearing you will differentiate by notincorporating music, thus no lesson plan will be implemented

9. Musical Arts

Essential Concept(s)

Goal/Objectives

Standard(s)

Vocabulary

Career(s) Tie-In

Project Element

and



)

RBL Component &

Product

Assessment

Evidence-Based


Miscellaneous


methodology)

time travel: cars€¦ · web view2021. 1. 30. · the primary goal will be tied to is the...

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