Models and Designs Pacing Guide1
Use the information below to assist you in determining the amount of time needed to complete the entire unit. These recommendations assume the average
science class period is 50 to 60 minutes in length. We recommend teaching science a minimum of three sessions per week in order to maintain consistency and
keep students engaged. Many teachers accomplish this by rotating a science unit with a social studies unit, enabling you to teach more science sessions in one
week and finish the unit in fewer weeks. We highly recommend that all teachers participate in the Expository Writing and Science Notebooks Program in order to
further develop students' science understandings, as well as their scientific thinking and writing skills. To implement the science-writing curriculum requires, for
most lessons, a separate 20 to 30 minutes for a science-writing mini-lesson and independent writing time. Time for these mini-lessons is not included in this pacing
guide.
Lessons and Common
Assessments
(See corresponding lesson
in Instructional Guide for
lesson plan.)
Activity 1.1
Black Boxes: Building
a Conceptual Model
Students observe sealed
black boxes and develop
conceptual models to
explain what is in the
boxes. They test and
revise their explanations as
new evidence arises.
Recommended
Number of
Periods
(total of 23-41
periods)
2-3
Standards Addressed/
Lesson Concepts
Standards: 2-3 SYSA, 4-5 INQA (Question),
INQB (Investigate), INQF (Models), INQG
(Explain), INQH (Communicate).
Lesson Concepts: 1. Things that cannot be
observed directly or understood easily are called
black boxes. 2. The construction of physical and
conceptual models allows us to explain how
unknown objects are put together and how systems
work. 3. Ideas in science change as new scientific
thinking, theories, and evidence arise. Evidence is
gained through careful, systematic investigation.
Considerations for
Planning
Recommended Applications
and Extensions
The black boxes come premade in the kit and should
not be opened for any
reason.
Reading integration (Apply and
Extend): Students read “Everyday
Mysteries” (pp.1-4) in FOSS
Science Stories: Models and
Designs (multiple copies come in
kit). See Instructional Guide (IG)
for discussion questions.
Pacing Guide for use with the Models and Designs Teacher’s Manual, The Regents of the University of California (1993)
Activity 1.2
Black Boxes: Building
a Physical Model
3-5
Students construct physical
models in order to revise
their earlier conceptual
models of what is inside
the black boxes.
Classroom-Based
Assessment A:
Modeling
Activity 1.3
The Drought Stopper
Students observe the
drought stopper and
construct a conceptual
model to explain how they
think it works.
(included in
Activity 1.2)
1
(optional)
Standards: 2-3 SYSA, 4-5 INQA (Question),
INQB (Investigate), INQF (Models), INQG
(Explain), 4-5 ES1D, ES3B, 4-5 LS3D.
Lesson Concepts: 1. Things that cannot be
observed directly or understood easily are called
black boxes. 2. The construction of physical and
conceptual models allows us to explain how
unknown objects are put together and how systems
work. 3. Ideas in science change as new scientific
thinking, theories, and evidence arise. Evidence is
gained through careful, systematic investigation.
Create a class chart of types
of black boxes and systems.
See Instructional Guide
(IG) for discussion
questions.
Standards: 4-5 INQF (Models).
Lesson Concepts: 1. Things that cannot be
observed directly or understood easily are called
black boxes. 2. The construction of physical and
conceptual models allows us to explain how
unknown objects are put together and how systems
work. 3. Ideas in science change as new scientific
thinking, theories, and evidence arise. Evidence is
gained through careful, systematic investigation.
This activity is optional.
Directions to construct the
drought stopper are on
pp.4-5 of the teacher’s
manual; directions to
“prime” it after it is
constructed are in the IG.
Pacing Guide for use with the Models and Designs Teacher’s Manual, The Regents of the University of California (1993)
 Reading integration (Apply
and Extend): Students read
“Scientists and Models” (pp.510) and “Life on Earth 150
Million Years Ago” (pp.11-16)
in FOSS Science Stories:
Models and Designs (multiple
copies come in kit). See IG for
discussion questions.
 Make new mystery boxes for
students to observe. See
teacher’s manual (Black
Boxes: p.11).
 Introduce model-building
games to your students. See
teacher’s manual (BB: p.11).
Activity 2.1 - 2.2
Humdingers
4-6
Students collaborate to
create a physical model of
a humdinger, comparing
the performance of their
models to the real device.
Activity 3.1
Go-Cart Challenges
A& B
Students design and build
a free-wheeling go-cart
that meets specific criteria.
2-3
Standards: 2-3 SYSA, 4-5 SYSA, SYSC, SYSD,
INQF (Models), 4-5 APPC ,APPD, APPE,
APPF, 4-5 PS3A, PS3B, PS3D, PS3E.
Lesson Concepts: 1. Things that cannot be
observed directly or understood easily are called
black boxes. 2. The construction of physical and
conceptual models allows us to explain how
unknown objects are put together and how systems
work. 3. Ideas in science change as new scientific
thinking, theories, and evidence arise. Evidence is
gained through careful, systematic investigation. 4.
The humdinger is a system with subsystems. The
humdinger system has inputs (e.g., energy of
motion from the hand pulling the string) and
outputs (e.g., sound energy from the motor and
bell) of energy. 5. One of the subsystems within
the humdinger system is a complete circuit. The
electrical energy in the circuit is transferred to the
conductors in the circuit and is transformed into
energy of motion and sound energy in the motor. 6.
In order to solve a problem, there are several steps
scientists and engineers must go through in order
to find a solution (define the problem, list criteria
for a solution, research the problem, generate
possible solutions, design and build a model, test
the solution, modify the solution, if necessary).
Standards: 4-5 APPC, APPD, APPE, APPF, K1 PS1C, K-1 PS1D, 2-3 PS1B.
Lesson Concepts: 1. In order to solve a problem,
there are several steps scientists and engineers
must go through in order to find a solution (define
the problem, list criteria for a solution, research the
problem, generate possible solutions, design and
build a model, test the solution, modify the
solution, if necessary). 2. Engineers use scientific
knowledge to design and build things useful to
people. 3. A force is a push or a pull, and is an
interaction between two objects. There are contact
forces (e.g., a hand pushing a go-cart) and noncontact forces (e.g., the Earth pulling a go-cart
down a ramp). When two objects interact, each
object exerts a force on the other object.
See Tips in the Instructional
Guide.

Make a wall chart
to record forms of
energy and their
indicators.

Use the MSP
energy transfer and
transformation item
to support
instruction and
prepare students for
this short-answer
test item.
This lesson is not in the
teacher’s manual. See the
IG for the entire lesson
plan. See “Advance Prep”
in the IG for materials
preparation, etc.
 If available, have
students use white
boards to diagram
forces.
 Have students complete
Formative Assessments
A & B after each
challenge to inform
instruction.
Pacing Guide for use with the Models and Designs Teacher’s Manual, The Regents of the University of California (1993)
 See “Ideas for addressing
student frustration” and “Ideas
for Engaging Students Who
Finish their Humdingers
Early” in the IG.
 Reading integration: Students
read “Simulations” and “The
Path to Invention” (pp.17-24)
in Foss Science Stories:
Models and Designs.
 See “Replicate Simple
Devices” and “Make a
Doorbell” in the teacher’s
manual (Hum Dingers: p.11).
Activity 3.15
Go-Cart Challenges C
&D
Students continue to
explore forces and their
effects on the motion of
a go-cart.
Activity 3.2
Self-Propelled Go-carts
2
Lesson Concepts: See Activity 3.1.
1-2
Students design and build
self-propelled go-carts,
relating structures to
functions as they test and
improve them.
Activity 3.3
The Two-Meter Run
Standards: 4-5 APPC, APPD, APPE, APPF, K1 PS1C, K-1 PS1D, 2-3 PS1B, 2-3 PS1C, 2-3
PS1D, 4-5 PS1A, 4-5 PS1B.
Standards: 2-3 SYSA, 4-5 SYSA, SYSB,
SYSC, SYSD, 4-5 APPC, APPD, APPE,
APPF, APPG, 4-5 PS3A, PS3B.
Lesson Concepts: See Activity 3.1 for
Lesson Concepts 1-2. 3. The go-cart is a system
with subsystems (e.g., the wheel-and-axle
subsystem and the chassis-and-bearing subsystem),
inputs, and outputs. Changes to an input (e.g.,
more rubber band twists) result in changes to an
output (e.g., the go-cart will travel farther). 4. The
go-cart system has an energy source (the rubber
band) which gives energy to the energy receiver
(the go-cart). Stored elastic energy in the rubber
band is transformed into energy of motion, which
is transferred to the parts of the go-cart as it moves.
2-3
See Activity 3.2 for Standards and Lesson
Concepts.
Students investigate
variables that affect the
distance their selfpropelled go-carts travel.
Classroom-Based
Assessment B: Systems
& Subsystems
This lesson is not in the
Teacher’s Manual. See
the IG for lesson plan and
materials preparation, etc.
This lesson consists of three
parts: an introduction to the
spring scale, Challenge C,
and Challenge D.
This activity generally
follows Part 2: SelfPropelled Carts in the
teacher’s manual. See the
IG for important
modifications.
This activity generally
follows Part 3: The TwoMeter Run in the teacher’s
manual. See the IG for
important modifications.
(included in Standards: 4-5 SYS A, 4-5 SYS D.
Activity 3.3)
Pacing Guide for use with the Models and Designs Teacher’s Manual, The Regents of the University of California (1993)
See “Self-Propelled Toys” in the
teacher’s manual (Go Carts:
p.11).
Reading integration: Students
read “Early Autos” (pp.25-27),
“On the Line” (pp.33-36), &
“Smart Cars and Space Planes”
(pp.37-40) in Foss Science
Stories: Models and Designs in
order to address Standard 4-5
APP G.
Activity 4.1
The Standard GoCart:
Weight vs. Time
Traveled
3-7
Students collect and
interpret data,
investigating the effect of
weight on the time it takes
a go-cart to travel a certain
distance.
Activity 4.2
The Standard GoCart:
Wheel Size vs. Distance
Traveled
3-6
Students collect and
interpret data, comparing
the distance their go-carts
travel with different-sized
wheels.
Classroom-Based
Assessment C: A
Written Conclusion
Standards: 4-5 INQA (Question), INQB
(Investigate), INQC (Investigate), INQD
(Investigate), INQE (Investigate), INQF
(Models), INQG (Explain), INQH
(Communicate), INQI (Intellectual Honesty), 45 PS1A, 4-5 PS1B.
This lesson is not in the
Teacher’s Manual. See
the IG for the entire
lesson plan.
Lesson Concepts: 1. The go-cart system has an
energy source (the rubber band) which gives
energy to the energy receiver (the go-cart). Stored
elastic energy in the rubber band is transformed
into energy of motion, which is transferred to the
parts of the go-cart as it moves. 2. A lighter go-cart
takes less time than a heavier go-cart to travel the
same distance when an equal force is applied to
each.
Make wall charts of the
“Planning Your Own
Scientific Experiment”
template using the sample
charts in the IG. Use these
wall charts as you plan the
experiment with your
students and keep them
posted in the classroom
throughout the experiment.
This controlled experiment
is not in the teacher’s
manual. See the IG for the
entire lesson plan.
Standards: 4-5 INQA (Question), INQB
(Investigate), INQC (Investigate), INQD
(Investigate), INQE (Investigate), INQF
(Models), INQG (Explain), INQH
(Communicate), INQI (Intellectual Honesty).
Lesson Concepts: 1. The go-cart system has an
energy source (the rubber band) which gives
energy to the energy receiver (the go-cart). Stored
elastic energy in the rubber band is transformed
into energy of motion, which is transferred to the
parts of the go-cart as it moves. 2. A go-cart with
large wheels will travel farther than the same gocart with small wheels because one rotation of a
large wheel covers a greater distance than one
rotation of a small wheel.
Standards: 4-5 INQ G (Explain).
1
Pacing Guide for use with the Models and Designs Teacher’s Manual, The Regents of the University of California (1993)
Math integration: Make a class
scatter plot of student data in
order to strengthen students’
understanding of the results. See
“Reflect & Explain” in the IG.
Students may need additional
instruction in writing a
basic/MSP conclusion. See
Reflect & Explain discussion
in Activity 4.1 and CBA C in
IG for more information.
Activity 4.3
The Run-Around Cart
Students modify their selfpropelled go-carts to
perform various
maneuvers, while
investigating the
relationship among go-cart
variables.
Activity 4.4
Advanced Tricks
Students evaluate their gocart solutions to the
advanced trick challenges
in relation to specific
criteria.
1
(optional)
This activity is optional.
1
(optional)
This activity is optional.
Pacing Guide for use with the Models and Designs Teacher’s Manual, The Regents of the University of California (1993)
See “Extensions and
Applications” in the teacher’s
manual (Cart Tricks: pp.10-11)
for possible extensions.