SLED Implementation Plan
Your Name(s):
Nancy Tyrie, Mary Sturgeon, Elizabeth Hittle, Joanne
Jones, Cary Yorn, and Lauri Mitchell
Grade Level:
5th
School:
Sunnyside Elementary School
Total time (hours or class sessions):
6 45 minute class periods
Unit BIG IDEAS:
Design the solution to a problem through the
Engineering design process
Key vocabulary:
Truss, composite, structural, physical properties of
materials, adhesive, independent/dependent variable
Unit prior to and following this unit:
Prior-Science Inquiry with adhesives (glue)
Following- Physical Science
Estimated starting date in the school year:
First 9 weeks, September
Unit Objectives:
By the end of this unit, students will be able to:
- Know how component selections impact engineering results.
- Know how adhesives are developed for different applications.
- Know how engineering teams address problem solving.
- Know about teamwork and working in groups.
Core Indiana Academic Standard to be addressed:
Design a prototype that replaces a function of a human body part
Standard Indicator(s) to be addressed:
5.4.2- Investigate the purpose of prototypes and models when designing a solution to a problem and how
limitations in cost and design features might affect their construction.
Materials and Resources (available in school and/or will need to get):
- Design notebooks
- 30 popsicle sticks per group (8 groups)
- 10 Paper clips per group
- 2 sheets of paper per group
- Glue variety (school or washable glue, wood glue, glue sticks, homemade glue)
- String (2ft length) (cotton twine)
- 2 cups flour (for glue recipe)
- 2 cups water (for glue recipe 1 cup cold, 1 cup hot)
Overview of Lesson Activities:
How will you introduce the unit? What kinds of questions will you ask to engage students?
- How are buildings/bridges/tables/etc constructed?
- Look at the structure of a classroom chair. Observe the components and the adhesives holding it
together.
- Look at properties of materials present (design notebook).
- Introduce client.
What kinds of hands-on activities will students engage in?
SLED Summer Institute 2011
- Glue fair testing
- Build their structure. Test with softball for 43 seconds.
- Redesign(with shotput)
- Retest
How/when will you use the engineering design process?
Students will:
- identify problem
- work individually on design of structure
- work as a group on design of structure
- build structure through team design and test for 43 seconds
- share results with class
- redesign, rebuild, retest
How/when will you introduce the science concepts and vocabulary?
- During the scientific inquiry process(vocab)
- Hit them the hardest in the conclusion with the scientific terms
- Design challenge(concept)
- Hit this the hardest while students are designing and redesigning their structures also using the scientific
terms
How will you connect science concepts and vocabulary to what students are doing?
- This is an introduction to the design process, which will be used all year.
- This is an introduction to vocabulary words that will be used during some design processes.
- The concepts of engineering design will be introduced in this lesson.
How will the lesson build on your existing curriculum?
- Introduction to design processes and design activities
- Precursor to 6th grade standard indicator 6.4.2
How will you conclude the unit?
- Reflection on design process and key vocabulary words.
- Evaluation worksheet
Outline the day by day timeline of activities.
Day 1/2
- Complete Investigation Sheet. Fair test for three different glues, students design test with scientific
inquiry with groups and tell class plan of test, on day 2 the students will share the results of the glue test
with entire class and record on class design matrix(equal opportunity for students)
Day 3
- Introducing design challenge(include constraints-materials/time)they must use glue in their structure,
introduce materials and vocabulary words (truss, structure, IV/DV)
- Tyrie’s Trophy Emporium is looking for a new softball display design. They want the structure to
support one softball, two inches off of the ground. Your challenge is to create the softball holder to hold
the ball for 43 seconds. You are only to use the materials provided, with the exception of your choice of
glue.
Day 4
- Use design notebooks to sketch structure with specific mention of materials used and lengths. Come
together as a team and share designs, then using the design matrix choose one team design. Build the
structure according to team design.
Day 5
- Test structure, debrief results with class,
- Then redesign in groups knowing that the next task is to hold a shot put. Rebuild the design.
SLED Summer Institute 2011
- Note to teachers: Students will have a limited amount of supplies at teacher’s discretion.
Day 6
- Retest the new designs with the shot put. Record results. Discuss results with class. Conclude lesson
with emphasis on design process and vocabulary
What handouts, worksheets, or other classroom materials will you create and/or use?
- Design Notebooks
- Share history of post-its and other adhesives
- Reflection questions will be shown on board
- Table worksheet of time and strength
- Investigation report
- Design Matrix
Cross-curricular connections:
Art-Design and create a label or sign for the softball/shot put holder.
Reading-Text selection Leonardo’s Horse. Focus on and discuss the design drawings found in the text.
Use the design to write a paragraph about what you think DaVinci achieved.
SS-Choose one of the designs from the story and write a research report on how the invention affected history.
Assessment:
How will you assess student learning?
- During peer and teacher discussion, look for proper vocab usage.
- Design notebooks will be primary formative assessment looking at how vocabulary is used in the design
and in the notes.
- Vocabulary test created by Sturgeon will be summative vocabulary assessment.
How will you determine whether or not students have mastered the big ideas and/or vocabulary?
- Brief glance through the notebooks during the challenge.
- The vocabulary assessment will be a good indicator of scientific term understanding.
What work (evidence) will you collect from students?
- Design Notebooks
- Worksheets
- Investigation worksheet
SLED Summer Institute 2011