Building devices and vehicles Unit Plan
Rationale:
The building devices and vehicles unit is based on specific outcomes set forth on the
Alberta Program of studies. Within the unit students will learn to design and
construct these devices and vehicles. They will also learn about different forces and
components that create motion. They will compare and evaluate different vehicle
and device models. Lastly, Students will apply their knowledge of forces and energy
to build devices that solve a problem.
Outcomes:
General Learner Expectations
Students will:
4-7 Construct a mechanical device for a designated purpose, using materials and design
suggestions provided. Note: One or more components of the task will be open-ended and
require students to determine the specific procedure to be followed.
4-8 Explore and evaluate variations to the design of a mechanical device, demonstrating
that control is an important element in the design and construction of that device.
Specific Learner Expectations
Students will:
1.
2.
3.
4.
5.
6.
7.
Design and construct devices and vehicles that move or have moving parts-linkages,
wheels and axles.
Use simple forces to power or propel a device; e.g., direct pushes, pulls, cranking
mechanisms, moving air, moving water and downhill motion.
Design and construct devices and vehicles that employ energy-storing or energyconsuming components that will cause motion; e.g., elastic bands, springs, gravity,
wind, moving water.
Recognize the need for control in mechanical devices, and apply control mechanisms
where necessary.
Compare two designs, identifying the relative strengths and weaknesses of each.
Identify steps to be used in constructing a device or vehicle, and work cooperatively
with other students to construct the device or vehicle.
Design and construct several different models of a device and evaluate each model,
working cooperatively with other students. Suggested evaluation criteria are identified
under the Specific Learner Expectations, Reflect and Interpret.
Overview:
Day #1 Intro:
Part 1:Introduce self/meet students
-Prezi
-Whiteboard activity?
Part 2: Review simple machines unit
-Rube Goldberger video
Part 3: Reflect on video
-Questions related to video and
Simple Machines unit
Part 4: Identify simple machines in
the classroom
Day #4: Finish Forces
-Forces Song
Part 1: Introduce cranks
Part 2: The rubberband powered
spool
How to become a designer
Part 1: first 4 steps to designing
Part 2: Buiding mindmaps for solving
problems
Day #7 Building a Cardboard Car
Part 1: Exemplar
Part 2: Assign groups
Part 3: Designing a cardboard car
Part 4: Deciding on Materials
Day #2 Forces
Part 1: Force (Moving and Resistive)
-Various pics/videos to introduce idea of force
-Brainstorm
Part 2: Kinds of Forces (natural forms):
-Wind
-Water
Part 3: Machines that use these forces
Wind: windmill, sailboat, kite, airplane
Water: turbine, washing machine, water wheel,
sprinkler
-What simple machines are used?
-What do these machines do?
Day #5: Steps to designing continued
Part 1: Review first 4 steps
Part 2: last steps to designing
Part 3: How to make a scientific drawing
Guided Application of steps (cookie theif
example)
Day #3 Forces continued
Part 1:Virtual roller coaster ride video to
introduce
Part 2: Kinds of Forces
-Gravity: demonstrate: dropping
-Friction: demonstrate: slide (shoes, socks)
Part 3: Ramp Activity (gravity vs. friction)
Comparing Objects
Recording Results, Making conclusions
Part 4: how do we use our knowledge of
these forces?
-Skiing, sledding, snowboarding, soapbox,
Day #8 Designing a fair test
Part 1: What is a fair test?
Part 2: What to test
Part 3: Ways to test it
Day #9 Building a vehicle continued
Part 1: Gather Materials
Part 2: Begin building: Cardboard car
Day #6 Inventors in Action
Part 1: Present groups with a new problem
Part 2: Follow the 9 steps
Part 3: Present your solution
*PD day*
Day #10 Building a vehicle
Part 1: Decide on a fair test
Part 2: Test your vehicle
Part 3: Record your findings
Day #12 Improving your Design
Part 1: Explain energy storage
Part 2: demonstrate
Part 3: Apply Energy storage
-Add Balloon power to cars
-Test
-Weight (i.e. gravity)
Day #15 Building Drill Rigs
Part 1: Assign groups
Part2: Students research drill rigs
using storify website
Part 2: Students given crane outline
assignment
Part 3: Begin to design
Part 4: Decide on materials needed to
create design
Day #18 Fair Testing
Part 1: Students test Drill Rigs
Part 2: Consider possible
improvements
Day #13 Improving your Design
Part 1: New method of energy storage
Part 2: Apply new method of energy storage
-Rubber Band powered cars
-Test
Day #16 Building begins
Part 1: Collect materials
Part 2: Begin to build
Day #11 Making simple modifications
Part 1: Finish testing
Part 2: Brainstorm simple modifications
Part 3: Make modifications/test
-wheel sizes, weight, etc.
Day #14 Comparing the two designs
Part 1: Putting together the data
Part 2: graphing the data
Part 3: Evaluate/compare and contrast
vehicle designs
Day #17 Building continues!
Part 1: Building Drill Rigs period
Day #19 Improving your device
Day #20 Final Testing and inventor
Part 1: Students make modigfication to Drill Rigs. interviews
Part 2: Students test modifications
Students participate in final test of Drill
Rigs
Students participate in interviews?
Students complete the peer and sel
assessments.
Assessment Plan
Learner Outcomes
Title
Type
Weight
Date
Design and construct devices and
vehicles that move or have moving partslinkages, wheels and axles.
Use simple forces to power or propel a
device; e.g., direct pushes, pulls, cranking
mechanisms, moving air, moving water and
downhill motion
Design and construct devices and
vehicles that employ energy-storing or
energy-consuming components that will
cause motion; e.g., elastic bands, springs,
gravity, wind, moving water.
Recognize the need for control in
mechanical devices, and apply control
mechanisms where necessary.
Compare two designs, identifying the
relative strengths and weaknesses of each.
Identify steps to be used in constructing a
device or vehicle, and work cooperatively
with other students to construct the device
or vehicle.
Design and construct several different
models of a device and evaluate each
model, working cooperatively with other
students. Suggested evaluation criteria are
identified under the Specific Learner
Expectations, Reflect and Interpret.
Problem Solving
Activity
(rubric)
Summative
Building Vehicles
Activity
(Rubric)
Summative
Performance
Task: Drill Rigs
(Checklist)
Summative
X
X
X
X
X
X
Device self-eval.
SAM pg. 182
Formative
X
X
X
X
X
X
X
X
X
X
X
X
X
Problem Solving Assignment
Names:
Date:
Grade 4 Science
Problem Solving Assignment
Instructions: In your table groups follow the 9 steps introduced to you in class to
solve the following problem. Be sure to include a mind map and scientific drawing
of you device.
Outcome: Identify steps to be used in constructing a device or vehicle, and work
cooperatively with other students to construct the device or vehicle.
The Situation:
A man has hired your team, the leading invention designers in your field, to
solve a problem. It seems that this man’s father, Walter, is quite a forgetful fellow.
Walter tends to get back pains when he walks up and down stairs too often. This is
due to a past sports injury. Walter likes to spend his free time downstairs in his
living room and kitchen cooking and reading. His bedroom is upstairs on the second
level of the house.
Often times Walter will light a candle in the kitchen during the evening. He
lights the candle because it smells good and gives him light for reading. Sometimes
he forgets the candle has been lit until after he has reached the top of the staircase
to go to bed. When this happens, he has to walk back down the stairs to blow the
candle out. How could you solve this problem for Walter? Design a device that will
extinguish the candle.
Step 1: Describe the problem
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Step 2: List the information you already know
 __________________________________________________________________
 __________________________________________________________________
 __________________________________________________________________
 __________________________________________________________________
 __________________________________________________________________
 __________________________________________________________________
Step 3: Ask questions for investigation
 Who, what, when, where, why, how
1. __________________________________________________________________
2. __________________________________________________________________
3. __________________________________________________________________
4. __________________________________________________________________
Step 4: Brainstorm for ideas to help solve the problem
1. __________________________________________________________________
__________________________________________________________________
2. __________________________________________________________________
__________________________________________________________________
3. __________________________________________________________________
__________________________________________________________________
Mind Map:
Information:
_____________________________
_____________________________
_____________________________
Solution:
_____________________________
_____________________________
_____________________________
Information:
_____________________________
_____________________________
_____________________________
Solution:
_____________________________
_____________________________
_____________________________
Problem:
__________________
___________
__________________
___________
Information:
_____________________________
_____________________________
_____________________________
Solution:
_____________________________
_____________________________
_____________________________
Information:
_____________________________
_____________________________
_____________________________
Solution:
_____________________________
_____________________________
_____________________________
Step 5: Choose one of the solutions you brainstormed (device)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Step 6: Think about your design. How will it look and work?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Step 7: Brainstorm ideas of how you can use simple machines
and forces to help solve this problem
Simple Machines: ____________________________________________________
________________________________________________________________________
________________________________________________________________________
Forces: _______________________________________________________________
________________________________________________________________________
________________________________________________________________________
Step 8: Make a plan to build the machine. What materials will
you need?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Step 9: Make a scientific drawing of your machine
Include title and labels
Outcome: Students will follow the scientific process to create a device that solves a problem.
Names:
Date:
5
Steps
Mind Map
Scientific
Drawing
Solutions
All 9 steps are
followed to
solve the
problem
A mind map is
included and
provides the
necessary
information
and solutions
Scientific
drawing is
clear and
includes all
labels
All solutions
are realistic.
Comments:
4
3
2
1
1 step is
missing from
the solution
2 or more
steps are
missing
Few steps are
present
No evidence
that the steps
were followed
A mind map is
used but lacks
some
information
and solutions
A mind map is
present but
some
information is
missing
A mind map is
included but is
used
incorrectly
No mind map
is present
Scientific
drawing is
clear but
missing some
labels
One solution is
unrealistic.
Scientific
drawing is
somewhat
clear and/or
has few labels
Two solutions
are unrealistic.
Scientific
drawing is
confusing
and/or lacks
labels
Solutions are
present but all
are unrealistic.
Scientific
drawing is not
present
No solutions
are present.
Fair Testing (Handout)
1. Testable question: Will _________________________________
make my car go farther?
2. I think ________________________________________________
because ________________________________________________
3. Constant variables:
_______________________________________________________
4. Manipulated variable:
_______________________________________________________
5. List of materials I need:
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
6. Procedures:
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
7. Trials:
Before Altering
1)
2)
3)
After Altering
4)
5)
6)
Resources and Links:
Edmonton Public Resource
Tools4teachers unit outline:
http://www.learnalberta.ca/content/t4tes/courses/elementary/science4/lessons.
html
Vehicle videos:
http://www.pkphysicalscience.com/subject/93
http://www.pkphysicalscience.com/article/426/all-about-force-and-motion
Blackgold Unit Page:
http://engagingstudents.blackgold.ca/index.php/division-ii/sci-d2/science4/topic-c-building-devices-and-vehicles-that-move/twisted-trio-toys/
Rube Goldberge Videos
http://www.youtube.com/watch?v=qybUFnY7Y8w
http://www.youtube.com/watch?v=M0jmSsQ5ptw
Pinterest resources:
http://www.pinterest.com/stephaniekoller/grade-4-science-stuff/
http://www.pinterest.com/suecahalane/force-motion/
http://www.wonderville.ca/browse/teachers?pid=4&sid=18
http://jovialspondoodles.blogspot.co.uk/2013/07/balloon-powered-car.html
Drill Rigs Perfromance Task
http://www.centreforenergy.com/Education/K12/TeachingResources/energyMac
hines.asp?template=4,1