P R O J E C T
D E S I G N :
O V E R V I E W
Name of Project: Build Something That Moves
Subject/Course: Math & Science
page 1
Duration: 2 weeks
Teacher(s): Rosalind Soliz
Grade Level: PreK 3
Other subject areas to be included, if any:Oral Language, Emergent Literacy, Emergent Writing, Fine Motor Development, Fine Arts
Significant Content
(CCSS and/or others)
Pre-Kindergarten Guidelines (GL): Math V.C.1: Child names common shapes, V.C.3. Child used position words; Science VI.A.2
Child investigates and describes position and motion of objects.
21st Century Competencies Collaboration
(to be taught and assessed)
Communication
Critical Thinking
x
Creativity and Innovation
x
Other:
x
x
Students will collaborate on making a transportation vehicle out of cardboard boxes and other (mainly) paper materials. They
Project Summary
(include student role, issue, will also present their vehicles to the class incorporating thematic vocabulary.
problem or challenge, action
taken, and
purpose/beneficiary)
Driving Question
How can we build something that moves?
Entry Event
Products
Individual:
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Specific content and competencies to be assessed: PreKindergarten Guidelines (GL): Math V.C.1: Child names
common shapes, V.C.3. Child used position words; Science
VI.A.2 Child investigates and describes position and motion of
objects.
©2014 BUCK INSTITUTE FOR EDUCATION
Team: Vehicle construction and oral presentation
P R O J E C T
Specific content and competencies to be assessed: PreKindergarten Guidelines (GL): Math V.C.1: Child names
common shapes, V.C.3. Child used position words; Science
VI.A.2 Child investigates and describes position and motion of
objects.
D E S I G N :
O V E R V I E W
page 2
Classmates
Public Audience
(Experts, audiences, or
Principle
product users students
A mechanical engineer
will engage with during/at
end of project)
Resources Needed
On-site people, facilities: Teacher and teacher assistant
Equipment: Safety scissors, computer, Internet
Materials:Cardboard boxes, construction paper cut in geometric shapes, Velcro, decorative masking tape, paint, paint brushes, tin
foil.
Community Resources: A mechanical engineer from the community.
Journal/Learning Log
Reflection Methods
(Individual, Team, and/or
Whole Class)
x
Focus Group
Whole-Class Discussion
x
Fishbowl Discussion
Survey
x
Other:
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Notes:
a
PROJE C T
DE SIGN:
ST UD E NT
LEARNING
GUIDE
Project: Students will collaborate on making a transportation vehicle out of cardboard boxes and other (mainly) paper materials. They will also present their
vehicles to the class incorporating thematic vocabulary.
Driving Question: How can we build something that moves?
Final Product(s)
Learning Outcomes/Targets
Checkpoints/Formative Assessments
Instructional Strategies for All Learners
Presentations,
Performances, Products
and/or Services
content & 21st century competencies
needed by students to successfully
complete products
to check for learning and ensure
students are on track
provided by teacher, other staff, experts; includes
scaffolds, materials, lessons aligned to learning
outcomes and formative assessments
(individual and
team)
Math, Science, Oral Language, Emergent
Journaling, Small Group Discussions,
Writing, Emergent Literacy, Fine Arts, Fine
Vocabulary Review, Thinking Maps
Motor Skills. Also problem solving,
communication, Critical Thinking, Creativity and
Innovation.
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Scaffolding, evaluating properties of materials,
lessons aligned to learning outcomes and formative
assessments.
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P R O J E C T
C A L E N D A R
1
Project: Build Something That Moves
M O N D A Y
page
Time Frame: Two Weeks
T U E S D A Y
W E D N E S D A Y
P R O J E C T
W E E K
T H U R S D A Y
F R I D A Y
O N E
Notes
Students describe vehicles
they can ride to get from one
place to another.
Students dictate a tree map to
list types of cars, trucks, air
transportation, water
transportation, other forms of
transportation,
Students dictate Circle Map to
identify transportation vehicle
parts. Ex. Wheels, tires, wings,
sail.
Introduce Driving Question: How Read Aloud: A Box Is Just A Box
can we build something that
moves? Log student suggestions. Student describe the many air,
land, and water vehicles that
Small Group: Individual students bunny makes out of his box.
Read Aloud: Richard Scarry’s
build Lego transportation vehicle.
Cars and Trucks and Things That They draw vehicle in their journal
Go.
then write (or dictate) an
observation with encouragement to
use new transportation vehicle
vocabulary
P R O J E C T
W E E K
View 5 minute video about how
cars/trucks are made.
Review vehicle vocabulary.
Introduce manufacturing
vocabulary: design, manufacture,
factory, plant, assembly, assembly
line. Ask students if they would
like to make a car or truck the way
Bunny made his vehicles in A
Box… book. Divide students into
4 teams of 4.
T W O
Notes
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Second reading: A Box is a
Box and vocabulary review.
Teams vote on vehicle they
want to make.
Teams get materials: boxes,
paper plates, tape, snippets of
Velcro, flat squares,
rectangles, circles, ovals,
triangles of cardboard.
Teams sketch a sample vehicle.
Students begin assembling their
vehicles.
Afternoon: Teams continue
assembling vehicles.
Teams paint their vehicle.
Teams decorate their vehicles as Small Group: Teams practice their
desired: Materials-colored
presentation for whole group.
masking tape, time foil, stickers,
Journal Time: Students reflect on construction paper in geometric
the making of their project.
shapes. Teacher will rotate among Whole group: Teams give
students asking for oral updates
presentations regarding how they
and and encouraging students to designed & manufactured their
use position andshapewords.
transportation vehicles.
Project:
M O N D A Y
page 2
T U E S D A Y
W E D N E S D A Y
P R O J E C T
W E E K
T H U R S D A Y
F R I D A Y
T H R E E
Notes
Small group: Teams
practice their whole class
presentation.
Whole group: Teams
present their projects.
P R O J E C T
W E E K
F O U R
Notes
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For more PBL resources visit bie.org
©2014 BUCK INSTITUTE FOR EDUCATION