Engineering Toys is a unit which covers the basic stuff of physics, energy, motion, and forces - but with a fun twist. Cotton ball catapults, tops, quiz boxes, and sound cannons are a few of the great toys that students take apart, build, design, and experiment with as they come to understand forces, forms, and transformations of energy, and motion.
Lesson 1: What’s In A Toy?
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.
NM Science Performance Standards Covered:
II-I-II 4 1. Identify the characteristics of several different forms of energy and describe how energy can be converted from one form to another (e.g., light to heat, motion to heat, electricity to heat, light, or motion).
II-I-II 2. Recognize that energy can be stored in many ways (e.g., potential energy in gravity or springs, chemical energy in batteries).
II-I-III 4. Describe how some forces act on contact and other forces act at a distance (e.g., a person pushing a rock versus gravity acting on a rock).
III-I-I 2. Know that, through science and technology, a wide variety of materials not appearing in nature have become available (e.g., steel, plastic, nylon, fiber optics)
Lesson Outline
Introduce new unit.
Explain that they will be exploring different physics concepts using toys.
Explain that for each toy, they will need to sketch it, list materials, and analyze how the energy is used, saved, and changed.
Hand out toy. Discuss what it is made of and why that material was chosen.
Discuss how to sketch and practice sketching the toy.
Explain that for the toys they will be making, they will know what's inside. They will need to take apart this toy to find out how it works.
Allow students to take apart the toy. If the toys do not come apart easily, HIT THE SEAM OF THE TOY WITH THE HANDLE OF THE SCREWDRIVER - HARD. If students need to use the screwdriver to pry the two halves apart, have them work apart from the rest of the group and wear goggles.
Have students work in small groups to develop a step by step description of what happens in the toy. This should be recorded on Student Booklet page 1.
Introduce kinetic energy. List the examples of kinetic energy in the toy.
Discuss that energy can change but none is ever lost or made.If you are doing the lesson over two days, break here.
Make and play with spinners.
Analyze energy. Introduce stored and potential energy of spinner. Complete Student Booklet page 2.
Assign Student Booklet page 3.
Review the "Thank An Engineer" Poster.
Lesson 2: Playing With Gravity
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).
NM Science Performance Standards Covered:
II-I-II 4 1. Identify the characteristics of several different forms of energy and describe how energy can be converted from one form to another (e.g., light to heat, motion to heat, electricity to heat, light, or motion).
II-I-II 2. Recognize that energy can be stored in many ways (e.g., potential energy in gravity or springs, chemical energy in batteries).
II-I-III2. Describe the motion of an object by measuring its change of position over a period of time.
II-I-III3. Describe that gravity exerts more force on objects with greater mass (e.g., it takes more force to hold up a heavy object than a lighter one).
II-I-III 4. Describe how some forces act on contact and other forces act at a distance (e.g., a person pushing a rock versus gravity acting on a rock).
Lesson Outline
Introduce Energy Dominoes. Directions are on Student Booklet page 6. Allow students to play several times.
**Make the Connection** If students have had the Survival unit, remind them of the role that plants played in food webs as the source of the eriergy for all consumers and decomposers. If they have had the Earth Science unit, remind them of sedimentary and metamorphic rocks.
Review Student Booklet page 3. Discuss direct and indirect forces.
Discuss gravity as an indirect force.
Discuss gravitational potential energy.
If you are doing the lesson over two days, break here.
Challenge students to find out what factors affect the flight of a parachute. Discuss the Task and the Goal on Student Booklet page 4. Review what information will be required in their final report on Student Booklet page 5. Allow students to design and carry out their own investigations.
When students are finished, they can try the Balancing Toy challenge and complete the bottom of Student Booklet page 6. Additional information about center of gravity can be found after the Assessment page at the end of this lesson.
Lesson 3: Playing With Waves
Lesson 3 - Playing with Waves
OBJECTIVE
Students explore the properties of electromagnetic and mechanical waves.
AAAS BENCHMARKS COVERED*
Air is a substance that surrounds us, takes up space, and whose movement we feel as wind. 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.
COMMON CORE ELA STANDARDS COVERED:
“Wave Basics” p.60-61 in Teachers 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.L.4a: Use context (e.g., definitions, examples, or restatements in text) as a clue tothe meaning of a word or phrase; 4.L.6: (see above).
Engineer’s Notebook 1—4.RI.3, 4.RI.7, 4.RI.10: (see above).
Engineer’s Notebook 2—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.
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).
COMMON CORE MATH STANDARDS COVERED:
Engineer’s Notebook 1—Mathematical Practices 1, 2, 3, 4, 5: (see above). Engineer’s Notebook 2—Mathematical Practices 1, 2, 3, 4, 5: (see above).
NM Science Performance Standards Covered:
II-I-II 1. Identify the characteristics of several different forms of energy and describe how energy can be converted from one form to another (e.g., light to heat, motion to heat, electricity to heat, light, or motion).
II-I-II 3. Describe how some waves move through materials (e.g., water, sound) and how others can move through a vacuum (e.g., x-ray, television, radio).
II-I-III1. Know that energy can be carried from one place to another by waves (e.g., water waves, sound waves), by electric currents, and by moving objects.
II-I-III 4. Describe how some forces act on contact and other forces act at a distance (e.g., a person pushing a rock versus gravity acting on a rock).
Lesson Outline
Analyze data from parachute activity.
Discuss and demonstrate gravity as an indirect force.
Discuss the differences and similarities of mechanical and electromagnetic waves. Record examples and properties on the Waves Poster and Student Booklet page 7.
Discuss light as waves.
Demonstrate bending of light waves.
Demonstrate invisible waves (infrared) using thermometer assembly, prism, and paper box or Engineering Toys bin.
If doing this lesson over two days, break here.
Build air cannons. Analyze air cannons on Student Booklet page 8.
Lesson 4: Cotton Ball Catapult
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).
NM Science Performance Standards Covered:
II-I-II1. Identify the characteristics of several different forms of energy and describe how energy can be converted from one form to another (e.g., light to heat, motion to heat, electricity to heat, light, or motion.
II-I-II 2. Recognize that energy can be stored in many ways (e.g., potential energy in gravity or springs, chemical energy in batteries).
II-I-III2. Describe the motion of an object by measuring its change of position over a period of time.
Lesson Outline
Construct tops so they will be completely dry for the next lesson.
Have students read the article about siege weapons on Student Booklet page 9.
Review instructions for building the catapult on Student Booklet page 10.
Review the data that must be gathered.
Stress that anyone launching anything other than cotton balls AND/OR aiming their catapult at a person will immediately lose their catapult FOREVER.
Allow plenty of time to make and play with catapults.
Before the class ends, be sure to allow students to share discoveries so that other students can benefit from other students' insights.
Lesson 5: All Wound Up
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).
NM Science Performance Standards Covered:
II-I-II1. Identify the characteristics of several different forms of energy and describe how energy can be converted from one form to another (e.g., light to heat, motion to heat, electricity to heat, light, or motion).
II-I-il 2. Recognize that energy can be stored in many ways (e.g., potential energy in gravity or springs, chemical energy in batteries).
III-I-12. Know that, through science and technology, a wide variety of materials not appearing in nature have become available (e.g., steel, plastic, nylon, fiber optics).
Lesson Outline
Review kinetic and potential energy.
Review task and goal on Student Booklet page 12.
Demonstrate how to launch a top.
Allow students to gather data.
Suggest that student may want to investigate the effect of adding weights near the edge of the circle or nearer the stick. Students may also want to experiment with taping disks on the circle to see some optical illusions (see article on Benham's Disk).
If you wish, students can use their tops to compete for longest spin and/or farthest distance traveled.
Lesson 6: Batteries Included
Lesson 6 - Batteries Included
OBJECTIVE
Students learn how to wire an electric circuit.
AAAS BENCHMARKS COVERED* In something that consists of many parts, the parts usually influence one another.Something may not work as well (or at all) if a part of it is missing, broken, worn out, mismatched, or misconnected. 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.NGSS STANDARDS COVERED: 4-PS3-4
COMMON CORE ELA STANDARDS COVERED:
“Current Electricity” inStudentWorkbook—4.RI.4, 4.RI.7, 4.RI.10: (see above).
“Electricity”—4.RI.4, 4.RI.7, 4.RI.10: (see above).
“What’s Wrong With This Circuit?”:4.W.1b:Provide reasons that are supported by facts and details; 4.W.7,4.W.10: (see above).
Engineer’s Notebook—4.RI.7; 4.RI.10: (see above).
Vocabulary—4.RI.7, 4.L.4c: Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases;4.L.5c: (see above).
COMMON CORE MATH STANDARDS COVERED: Engineer’s Notebook—Mathematical Practices 1, 2, 3, 4, 5, 6, 7, 8: (see above).
NM Science Performance Standards Covered:
II-I-II 1. Identify the characteristics of several different forms of energy and describe how energy can be converted from one form to another (e.g., light to heat, motion to heat, electricity to heat, light, or motion).
II-I-II 2. Recognize that energy can be stored in many ways (e.g., potential energy in gravity or springs, chemical energy in batteries).
II-I-II 4. Demonstrate how electricity flows through a simple circuit (e.g., by constructing one).
II-I-III1. Know that energy can be carried from one place to another by waves (e.g., water waves, sound waves), by electric currents, and by moving objects.
Lesson Outline
Discuss the chemical energy to electrical energy transformation that occurs in a battery. Challenge students to light the bulb with just one wire, one bulb, and one battery.
Discuss circuits, wiring in a light bulb, and alternate ways to wire the circuit to light the bulb. Review Goal and Task for the Quiz Machine.
Allow students to build and troubleshoot Quiz Machine.
Have groups wire the Quiz Machine for their own quiz. Allow groups to take each other's quizzes.
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