Engineering Toys

Lesson 1 -What’s in a Toy?

OBJECTIVE

Students will identify the energy, forces, and materials in two toys, analyze energy transformation, and distinguish between kinetic and potential energy.

AAAS BENCHMARKS COVERED*

Clear communication is an essential part of doing science. It enables scientists to inform others about their work, expose their ideas to criticism by other scientists, and stay informed about scientific discoveries around the world. Moving air and water can be used to run machines. The sun is the main source of energy for people and they use it in various ways. The energy in fossil fuels such as oil and coal comes from the sun indirectly, because the fuels come from plants that grew long ago. Keep a notebook that describes observations made, carefully distinguishes actual observations from ideas and speculations about what was observed, and is understandable weeks or months later. Make sketches to aid in explaining procedures or ideas. People have invented devices, such as paper and ink, engraved plastic disks, and magnetic tapes, for recording information. These devices enable great amounts of information to be stored and retrieved—and be sent to one or many other people or places. Communication technologies make it possible to send and receive information more and more reliably, quickly,and cheaply over long distances.

COMMON CORE ELA STANDARDS COVERED:

“Toys in Ancient Times” pg.23 in Teacher’s Guide–4.RI.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text; 4.RI.4: Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean); 4.RI.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range; 4.RF.4c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary; 4.L.4a: Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

“Energy” pg.26 in Teacher’s Guide– 4.RI.1; 4.RI.4; 4.RI.10; 4.RI.10; 4.RF.4c; 4.L.4a (see above) Vocabulary – 4.L.4a: (see above); 4.L.5c: Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

Engineer’s Notebook 1 – 4.SL.4: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace; 4.W.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience; 4.W.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic; 4.W.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two)for a range of discipline-specific tasks, purposes, and audiences.

Engineer’s Notebook 2– 4.SL.4; 4.W.4; 4.W.7; 4.W.10 (see above).

COMMON CORE MATH STANDARDS COVERED:

Student Workbook : Engineer’s Notebook Lesson 1– Mathematical Practices: 4 thru 8 (see above)

Student Workbook : Engineer’s Notebook Lesson 2– Mathematical practices : 1 & 2 (see above); 4.G.1:Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures; 4.G.3: Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.

NGSS STANDARDS COVERED: 4-PS3-2; 

Lesson 2 - Playing with Gravity

OBJECTIVE

Students will demonstrate understanding gravity as an indirect force that exerts more force on objects of greater mass.

AAAS BENCHMARKS COVERED*

Changes in speed or direction of motion are caused by forces. The greater the force is, the greater the change in motion will be. The more massive an object is, the less effect a given force will have. How fast things move differs greatly. Some things are so slow that their journey takes a long time; others move too fast for people to even see them.The earth’s gravity pulls any object toward it without touching it.Measuring instruments can be used to gather accurate information for making scientific comparisons of objects and events and for designing and constructing things that will work properly. Technology extends the ability of people to change the world: to cut, shape, or put together materials; to move things from one place to another; and to reach farther with their hands, voices, senses, and minds. The changes may be for survival needs such as food, shelter, and defense, for communication and transportation,or to gain knowledge and express ideas.There is no perfect design. Designs that are best in one respect (safety or ease of use, for example) may be inferior in other ways (cost or appearance). Usually some features must be sacrificed to get others. How such trade-offs are received depends upon which features are emphasized and which are down-played.Even a good design may fail. Sometimes steps can be taken ahead of time to reduce the likelihood of failure, butit cannot be entirely eliminated.The solution to one problem may create other problems.

NGSS STANDARDS COVERED: 4-PS3-1; 4-PS3-3; 5-PS2-1

COMMON CORE ELA STANDARDS COVERED:

Engineer’s Notebook 1—4.RI.4: (see above); 4.RI.7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears; 4.RI.10: (see above); 4.L.6: Acquire and use accurately grade-appropriate general academic and domain specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined,stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when dis-cussing animal preservation).“Where DoesOilCome From?”Teacher’s Guide p.40— 4.RI.1, 4.RI.4, 4.RI.10: (see above); 4.RF.4a: Read on-level text with purpose and understanding; 4.L.4a: (see above). Engineer’s Notebook 2—4.RI.10: (see above). Engineer’s Notebook 3—4.SL.4, 4.W.4, 4.W.7, 4.W.10, 4.RI.10: (see above).“Energy Dominoes”— 4.W.10: (see above); 4.RI.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text; 4.RI.5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text; 4.RI.10, 4.L.6: (see above).

Vocabulary: 4.RF.4c, 4.L.4a: (see above)

COMMON CORE MATH STANDARDS COVERED: Engineer’s Notebook 2— Mathematical Practices 1, 2, 3, 4, 5, 6, 7, 8: (see above). Engineer’s Notebook 3— Mathematical Practices 1, 2, 3, 4, 5, 6, 7, 8: (see above); 4.MD.4: Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection. “Energy Dominoes”— Mathematical Practices 2, 4, 7: (see above).

Lesson 4 - Cotton Ball Catapults

OBJECTIVE

Students explore energy transformations and storage, gather data on motion, and test and modify a simple catapult.

AAAS BENCHMARKS COVERED*

Throughout all of history, people everywhere have invented and used tools. Most tools of today are different from those of the past but many are modifications of very ancient tools. Technology has been part of life on the earth since the advent of the human species. Like language, ritual,commerce, and the arts, technology is an intrinsic part of human culture, and it both shapes society and is shaped by it. The technology available to people greatly influences what their lives are like.Any invention is likely to lead to other inventions. Once an invention exists, people are likely to think up ways of using it that were never imagined at first.Technologies often have drawbacks as well as benefits. A technology that helps some people or organisms may hurt others—either deliberately (as weapons can) or inadvertently (as pesticides can). When harm occurs or seems likely, choices have to be made or new solutions found.Because of their ability to invent tools and processes, people have an enormous effect on the lives of other living things.

COMMON CORE ELA STANDARDS COVERED:

“Catapults” in Student Booklet— 4.RI.1, 4.RI.3, 4.RI.4, 4.RI.10, 4.L.4a: (see above); 4.RF.4a: (see above).

“Types of Graphs” p.83 in Teacher’s Guide— 4.RI.1, 4.RI.3, 4.RI.4:(see above); 4.RI.7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears; 4.RI.10, 4.L.4a, 4.RF.4a: (see above).

Engineer’s Notebook 3—4.SL.1: Engage effectively in a range of collaborative discussions (one-on-one,in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly; 4.SL.1b: Follow agreed-upon rules for discussions and carry out assigned roles4.SL.1c: Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others; 4.SL.1d: Review the key ideas expressed and explain their own ideas and understanding in light of the discussion; 4.SL.4: Report on a topic or text orpresent an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace; 4.SL.6: Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation; 4.W.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic; 4.RI.7,4.RI.10: (see above).

Vocabulary: 4.RI.4, 4.RI.7, 4.RI.10: (see above).

COMMON CORE MATH STANDARDS COVERED:

Reading a Line Graph—4.MD.4: (see above).

Engineer’s Notebook 3—4.MD.4: (see above); Mathematical Practices 1, 2, 3, 4, 5, 6, 7,8: (see above).

Lesson 5 - All Wound Up

OBJECTIVE

Students use tops to explore stored energy and motion.

AAAS BENCHMARKS COVERED*

There is no perfect design. Designs that are best in one respect (safety or ease of use, for example) may be inferior in other ways (cost or appearance). Usually some features must be sacrificed to get others. How such trade-offs are received depends upon which features are emphasized and which are down-played. Even a good design may fail. Sometimes steps can be taken ahead of time to reduce the likelihood of failure, but it cannot be entirely eliminated. Mathematical ideas can be represented concretely, graphically, and symbolically. Use numerical data in describing and comparing objects and events.

COMMONCORE ELA STANDARDSCOVERED:

“Why Don’t Tops Fall Over?” p.92 in Teachers Guide— 4.RI.1 (see above); 4.RI.3 Explain events, procedures,ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text; 4.RI.4, 5.RI.10, 4.L.4a: (see above).

“Benham’s Disk” p.93 in Teachers Guide— 4.RI.1, 4.RI.3, 4.RI.4, 4.RI.10, 4.L.4a, 4.RF.4a: (see above).

Engineer’s Notebook 1—4.RI.10: (see above).

Engineer’s Notebook 2—4.SL.1, 4.SL.1b, 4.SL.1c, 4.SL.1d, 4.SL.4, 4.L.6, 4.W.7, 4.RI.7, 4.RI.10: (see above). Vocabulary: 4.RI.7: (see above); 4.L.5c: Demonstrate understanding of words by relating them to their opposites(antonyms) and to words with similar but not identical meanings (synonyms).

COMMON CORE MATH STANDARDS COVERED:

Engineer’s Notebook 1—Mathematical Practices 1, 2, 3, 4, 5, 6, 7, 8: (see above).

Engineer’s Notebook 2—4.MD.4: (see above); Mathematical Practices 1, 2, 3, 4, 5, 6, 7, 8: (see above).