Second Grade
STEM Investigation – Part 6
Twirlers
Area of Focus
Explanation
Overview
This lesson would follow Investigation 2, part 3 in FOSS Balance and Motion. Students will
experience the Engineering Problem-Solving/Design Process using twirlers. The challenge is
to build a twirler that will land safely, with the slowest descent. They will compete against
other teams to design the slowest falling twirler. In the process, students will consider the
limitations of the materials, gather information, make a plan, test the designs, redesign and
communicate the results.
Standards
Science:



2-3 APPB Use science knowledge to help solve a problem.
2-3 APPD Explain why certain tools and materials were chosen to solve the problem.
2-3 APPE Evaluate how well tools and materials worked in solving the problem.
CCSS ELA:
 2 SL.1 Participate in collaborative conversations with diverse partners about grade 2 topics
and texts with peers and adults in small and larger groups.
Learning Targets

I explain and describe steps of the Engineering Problem-Solving/Design Process in
the twirlers investigation.
Assessment

Science Notebooks
Materials
Teacher: stopwatch, materials for wings including paper of various thickness (tag, cardstock,
construction paper, etc.), aluminum foil, plastic (overhead projector sheets), different size
paper clips, pennies (for weight), tape
For each student:
1 jumbo straw
1 pair of scissors
Transparent tape
Vocabulary
1 Paper clip
Recording Template, Twirler Challenge
Twirler, wing, air resistance
Area of Focus
Explanation
Review the Engineering
Problem-Solving/Design
Process
Engage
 Ask students to think about and write in their notebooks
about one example of the Engineering Design Process that
they experienced either in the marshmallow challenge or the
rolling wheel challenge.
 Ask students to turn to a partner and share their ideas.
Introduce the Challenge
Explore
 Explain that today they will be experiencing the design
process with a partner
1
Teacher Notes
Consider
intentionally
partnering
students.
Twirler Sharing
Engineering Design
Process
Formative Assessment
ASSESSING THE DESIGN
PROCESS

How could you design a twirler that would slowly and safely
descend to the ground?

Think about what you have already learned about building
the twirlers and twirlers, what materials could you use to
build a better twirler? How would you measure the slowest
descent?

How will we measure whose twirler traveled the slowest?

Present the extra materials for use, including different
thicknesses of paper, plastic, aluminum foil, paperclips,
pennies, and tape.

Remind students that they need to make a drawing of their
design and a materials list before collecting materials.

Ask if students have any questions, then let them begin. If
students come up with different ideas for materials and you
can provide them, allow it.

Visit student pairs as they are working.
Set up drop points
in the classroom
where student can
drop twirlers at the
same time and
observe the
descent.
Explain
 Allow time for each team to share their twirler

Ask each team to describe a challenging point in the process
and reasons behind their choices of materials/design.

Test all twirlers, measuring the descent with a stopwatch.
Record results on chart paper.

Discuss successes and failures. Why did some work better
than others?

Allow time to redesign and test again. Follow same process as
above.

Post the Engineering Problem-Solving/Design Process and
discuss which steps were experienced in this challenge.
Evaluate
 Have students return to their science notebooks and write
about one part of the Engineering Problem-Solving/Design
Process they used during this challenge.

Ask them to write about any new ideas and/or redesigns they
have for building a twirler in the future.
2
Create a public
record and record
student responses.
Additional Resources
and Ideas
Elaborate
 Consider recording student teams as they are building their
structures, viewing later and asking students to identify steps
in the Engineering Problem-Solving/Design Process.
 Wing Project: Overview 1 of 2
http://www.youtube.com/watch?v=HW7eq155QJE
Engineering Problem-Solving/Design Process
1. Ask a question or define the problem
2. Gather information
--research and learn
3. Imagine and Explore ideas
--brainstorm ideas
4. Make a plan
--draw a diagram
--develop one of your ideas
--consider the materials you will need
5. Create and Test
--Follow your plan and test the solution.
6. Improve your design
--Test it out!
3