Combination Tools: 3.A.II
Design and Build a Dual-Purpose Tool
Grade Level
3
Sessions
Seasonality
Instructional Mode(s)
Team Size
WPS Benchmarks
2 – 50 minutes each
Fall, Thanksgiving
Whole class
N/A
03.SC.TE.01-03
03.SC.PS.01
03.SC.PS.02
03.FL.CU.05, 07
03.SS.HS.02
03.VA.IT.01
03.VA.IC.01
MA Frameworks
Key Words
(3 = grade 3)
(A = Unit A)
(II = second lesson in Unit)
tool, dual-purpose tool, material selection, prototype
Summary
This lesson will introduce students to dual-purpose tools. Students will recall their
knowledge of tools with respect to weight, materials, safety, and size (see Lesson
number?). After a brief review, students will learn about dual-purpose tools and will then
design and build a prototype of a dual-purpose tool, using the engineering design
process. Students will have access to a variety of materials and will choose those that
best fit with the purpose of the tool.
Learning Objectives
2002 Worcester Public Schools (WPS) Benchmarks for Grade 3
03.SC.TE.01 Identify materials used to accomplish a design task based on a specific
property, e.g., weight, strength, hardness, flexibility.
03.SC.TE.02 Identify and explain the appropriate materials and tools (e.g., hammer,
screwdriver, pliers, tape measure, screws, nails, and other mechanical fasteners) to
construct a given prototype safely.
03.SC.TE.03 Identify a problem that reflects the need for shelter, storage, or
convenience.
03.SC.PS.01 Differentiate between properties of objects (e.g., shape, weight) and
properties of materials (e.g., color, texture, hardness).
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03.SC.PS.02 Gather a variety of solid objects. Collect data on properties of these
objects such as origin (man-made or natural), weight (heavy, medium, light), length,
odor, color, hardness, and flexibility.
03.FL.CU.02 Demonstrate knowledge of major holidays and related traditions of target
countries.
03.FL.CU.05 Identify distinctive products from the target culture such as currencies,
games and clothing.
03.FL.CU.07 Identify distinctive contributions made by people from the target culture.
03.SS.HS.02 With teacher assistance to recognize similarities and differences in
character, action and setting between events of the past and those of the present.
03.VA.IT.01 Continue to ask the following questions and explore answers when
handling and viewing art materials and artifacts: “What is this made of?”; “Would I
design this differently?”; “Who first thought of making something like this?”.
03.VA.IC.01 Continue to explore the visual arts and their connection to other disciplines.
Additional Learning Objectives
1. Understand the definition and use of a “prototype”
2. Utilize the engineering design process to build a prototype
3. Understand tools utilized by Pilgrims and Native Americans
Required Background Knowledge
1. Basic properties of materials
2. Use of common tools
Essential Questions
1. What is a prototype?
2. What is a “dual-purpose” tool?
3. What are the most important “features” of tools?
Introduction / Motivation
Consider using this lesson as an activity related to Thanksgiving; students might study
tools used by the Pilgrims or Native Americans, or might create a dual-purpose that
could have helped these groups.
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Ask students to define “tool” and write this definition on the blackboard (see Vocabulary
with Definitions). Invite students to discuss the concept of a dual-purpose tool; record
these ideas on the blackboard. Demonstrate examples of dual-purpose tools (see
Vocabulary with Definitions) and be sure to describe how the tool is used to perform
different functions. Ask students to recall “features” of tools (material, size, weight, and
safety) and record responses on the blackboard. Relate these features to dual-purpose
tools. Allow all students to handle and inspect the various features and purposes of the
dual-purpose tools.
After students have investigated various tools, explain that during this lesson, they will
be using the engineering design process to design and to build a prototype of their own
dual-purpose tool. Define the word “prototype” on the blackboard (see Vocabulary with
Definitions). Briefly review the steps of the engineering design process (see “Design
and Build a Dual-Purpose Tool”).
Introduce students to the various materials (see Materials List) they may use to
construct their own prototype of a dual-purpose tool. Emphasize that students should
consider the available materials before designing their tool because they will only be
able to use these materials.
Procedure
Part I – 50 minutes
The instructor will:
1. Explain to students that they will be designing and building their own dualpurpose tools and consider limiting them to a tool with only two purposes.
2. Allow students to investigate available materials; the instructor may create a
chart (see “Investigating Materials”) on the blackboard for all materials based
on properties. The shape, weight, color, texture, hardness, origin (man-made
versus natural), length, and flexibility of materials are all important aspects.
3. Explain to students that they will use only the materials located in the chart (see
“Investigating Materials”) to construct their prototype.
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4. Allow students time to brainstorm the functions that they would like their tool to
have.
5. Ask students to use the attached worksheet (see “Design and Build a DualPurpose Tool”) to produce a detailed, labeled sketch, and a description of the
tool’s function.
6. Ask students to list which materials they will use to make their prototype.
Part II – 50 minutes
The instructor will:
1. Ask students to locate and review their “Design and Build a Dual-Purpose
Tool” worksheet from Part I: they should use this as a guide in Part II.
2. Provide students with materials.
3. Allow students time to construct their tool.
4. Ask students to present their tools to the class.
5. Discuss with students the difficulty of building a tool; compare students’
difficulties to those experienced by the pilgrims.
Materials List
Materials per class
Examples of dual-tools
Amount
Location
Teacher discretion
Materials per student
Home improvement store (ex. Home Depot)
Amount
Location
Craft Sticks
1 – 25
Craft store, dollar store
String / yarn
1 – 60 cm
Craft store, dollar store
Pipe cleaners
1–5
Drugstore, craft store, dollar store
Cardboard
20 x 20 cm
Free at supermarket
Wooden dowels
2 @ 15 cm
Home improvement store (ex. Home Depot), craft
store
Tinfoil
20 x 20 cm
Supermarket
Vocabulary with Definitions
1. Dual-Purpose tool – A tool that accomplishes more than one task (ex.: level &
measuring tape; hammer & hatchet, or box & level).
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2. Prototype – An original, full-scale, and usually working prototype of a new
product, or a new version of an existing product
3. Tool – An object used to perform a task or to do work.
Assessment / Evaluation of Students
The instructor may assess the students in any/all of the following manners:
1. Check worksheets: ensure that students understand the engineering design
process
2. Observe prototypes: ensure that students understand the correct uses of
common tools
3. Observe prototypes: ensure that students understand the concept of a “dualpurpose tool”
4. Check worksheets and prototypes: ensure that students can recognize and
classify materials based on simple properties
5. Ask students to explain the word “prototype”: clarify the concept if students do
not understand
Lesson Extensions
The instructor might incorporate this lesson into preparations for Thanksgiving: (s)he
may relate the idea of a dual-purpose tool to the tools used by the Pilgrims and the
Native Americans. Students may also research the cultures of both groups.
Attachments
1. “Design and Build a Dual-Purpose Tool”
2. “Investigating Materials”
Troubleshooting Tips
The instructor may wish to complete Procedure: Part I of this lesson one day before
students continue to Procedure: Part II. Doing so would allow students to see available
materials and generate their own ideas for a “dual-purpose tool”.
Safety Issues
Students ought to handle tools properly.
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Additional Resources
None
Key Words
Tool, dual-purpose tool, material selection, prototype
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Design and Build a Dual-Purpose Tool
Name: ______________________________
Date: ________________
What is our
problem?
Can you make it
even better?
Let’s see what we
know.
Share your idea
with others.
How might we
solve our
problem?
Let’s make it and
see if it works.
Figure 1: Engineering Design Process
1. What is our problem?
2. Let’s see what we know: Write everything you know about dual-purpose tools.
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3. How might we solve our problem? Design your own dual-purpose tool. In the
box below, draw your dual-purpose tool and label the parts. Write which
materials, of those shown to you by your teacher, you will use to make each part.
Name of your dual-purpose tool
__________________________________________
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In the space below, describe your dual-purpose tool: use details. Discuss the two
different purposes of your tool and explain how your tool will help someone perform
these two tasks.
4. Let’s make it and see if it works. Was it easy or difficult to build your tool with the
materials available? Would it have been easier if you could have gone to a store and
bought the exact materials that you needed? Explain.
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5. Share your idea with others. Show your dual-purpose tool to a person sitting near
to you. Look at the other person’s tool and write what you find interesting about your
partner’s tool.
6. Can you make it even better? What materials would you use if you were going to
build a working version of your dual-purpose tool?
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Investigating Materials
Material
Material
Material
Material
Material
Properties
Properties
Properties
Properties
Properties
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