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Rolling Things

Rolling Things. What is the A World In Motion Program about?. Utilizes highly interactive learning experiences Brings math, science and technology principles together AWIM Challenges are designed around math, science and technology standards

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Rolling Things

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  1. Rolling Things

  2. What is the A World In Motion Program about? Utilizes highly interactive learning experiences Brings math, science and technology principles together AWIM Challenges are designed around math, science and technology standards The AWIM Rolling Things unit integrates literature into a STEM learning experience

  3. Scientific Literacy – The Basis for Development • Scientific literacy is the knowledge and understanding of scientific concepts and processes required for personal decision making, participation in civic and cultural affairs, and economic productivity. • A scientifically literate person is defined as one who has the capacity to: • understand, experiment & reason • ask, find, or determine answers to questions • describe, explain, and predict natural phenomena • gather information and engage in social conversation about the validity of the conclusions • identify scientific issues underlying national and local decisions and express positions that are scientifically and technologically informed • evaluate the quality of scientific information • pose and evaluate arguments based on evidence and to apply conclusions (US National Center for Education Statistics, 2011)

  4. When Should Exposure to Scientific Literacy Take Place? Questions SAE Investigated to Improve on the Implementation of STEM: Q: What does quality science, technology, engineering, and math (STEM) education look like? A: Interactive & hands-on activities that engage students in real-world STEM challenges. Q: When does STEM programing typically take place (grade level & time of day)? A: Most programing takes place in middle school and high school. Many activities are opt-in club settings. Q: What is missing? A: Research-based STEM education at the elementary years that preps students for future decisions regarding STEM experiences and career choices later in life. Q: How can we improve current state of STEM education? A: Provide teachers with resources that facilitate student exploration at a young age to help students make educated decisions about science and mathematics before they lose interest in the subjects at the upper elementary and middle school years.

  5. Before You Teach Divide the class into student design teams. (Each class will have 8 set ups). “Science Notebooks” are used to help the students keep track of their results. These notebooks consist of all of the student reproducible pages.

  6. The Student Experience Should Include: • Guided Opportunities to Question Ideas & Define Problems • Literature to Facilitate Questioning of Concepts & Ideas • Play & Guided Experimentation for Investigation • Building Physical Models • Manipulating Variables • Collecting, Recording & Analyzing Data • Building Tables & Graphs • Making Predictions • Designing Solutions • Pair-Share & Group Discussions • Communicating Ideas • Turn & Talk Strategies (Partner Interaction) • Sharing & Interpreting (Whole Group) • Presenting a Solution (SAE International, 2011)

  7. Rolling Things • In this challenge, students are experimenting with how ramp height and car weight affect momentum. • Ramp height affects the velocity of the car when it strikes the crash box-the greater the height of the ramp, the greater the velocity of the car when it reaches the bottom of the ramp.

  8. Engineering Design Challenge • Set Goals • Build Knowledge • Design • Test • Present

  9. Lesson 1 Playing With Cars and Ramps • S4P3.b • Using different size objects, students will observe how force affects speed and motion. Before Class: • Determine teams • Have materials ready to share with class • Decide how you will use science notebooks.

  10. Engineering Design Experience Build Knowledge Playing With Cars & Ramps Lesson #1 Students investigate and experience the materials that they will use over the course of the Rolling Things challenge. Show your students Science can be fun

  11. During Class: • Present the Activity:10 minutes Introduce the cars and ramp sets. • Student Exploration:30 minutes Let students experiment. (RM1) • Sharing and Interpreting: 10 minutes Sharing and EarthToy Designs Letter (RM2)

  12. Lesson 2Crash and Bash! In this lesson students are introduced to a “crash box” that they can crash their cars into. Students will investigate what happens when cars crash into the box, as well as why different cars perform differently.

  13. S4P3.c Explain what happens to the speed or direction of an object when a greater force is applied.

  14. During Class • Presenting the Activity: 10 minutes Reread EarthToy Design Letter Model using the crash box on the track and testing a vehicle with it • Student Exploration: 30 minutes Allow students time to test with the crash box in 3 trials(RM3) • Sharing and Interpreting: 10 minutes Have students describe what they observed by writing in their science notebooks(RM 4)

  15. Engineering Design Experience Build Knowledge Brainstorming Questions Lesson #2 • Ask your team members: • What does the car you picked look like? • How is it shaped? • What happened when the car hit the crash box? • Why do you think that happened? • How could you change what happened?

  16. Lesson 3Getting to Know The Cars and Ramps In pairs, students talk about prior experiences and practice predicting. Using their predictions, they create a class histogram. S4P3.b, S4P3.c Students will • Observe how force affects speed and momentum • Explain what happens to the speed or direction of an object when a great force than the initial one is applied.

  17. During Class: • Presenting the Activity: 50 minutes Create a class histogram or line plot graph of what cars they think will move the crash box farthest. Line plot graphs can be used to correlate with common core math. (RM 5)

  18. Lesson 4Ramp Height Students experiment with how different ramp heights affect how far cars move the crash box.

  19. S4P3.c, S4P3.d Explain what happens to the speed or direction of an object when a greater force than the initial one is applied Demonstrate the effect of gravitational force on the motion of an object.

  20. In this lesson: • Presenting the Activity: 15 minutes Model how to test ramp height with the students. • Student Exploration: 25 minutes Have students test (RM6 and 7) with using sticky flags to mark where the crash box stops. (3 trials) • Sharing and Interpreting: 10 minutes Discuss results as a class.

  21. Engineering Design Experience Build Knowledge Ramp height Lesson #4

  22. Lesson 5Car Weight Students experiment and record how far a car moves a crash box as weight is added as cargo.

  23. S4P3.b, S4P3.c, S4P3.d B. Using different size objects, observe how force affects speed and motion. C. Explain what happens to the speed or direction of an object when a greater force than the initial one is applied. D. Demonstrate the effect of gravitational force on the motion of an object.

  24. Preparation for Class: Make a class data chart showing the number of washers versus the distance moved. During Class: • Presenting the Activity:15 Discuss procedure for valid testing. • Student Exploration: 30 Testing Car Weight (RM 8 and 9) • Sharing: 5 Class discussion of results using teacher made data chart

  25. Engineering Design Experience Build Knowledge Car Weight Lesson #5 5 10 15

  26. Engineering Design Experience Build Knowledge Car Weight Lesson #5

  27. Lesson 6 Outfoxing the Big Bad Wolf Students connect their experiences in using the cars and ramps to a story involving the three little pigs. S4P3.b, S4P3.c, S4P3.d

  28. During Class: • Presenting the Activity: 50 Minutes Read “The Three Little Pigs Sledding Adventure” Stop and question students to promote predicting while reading story. Language Arts Extension: Create a new Ending to the story

  29. Lesson 7 Make It Happen! Students continue experimenting. They create the conditions to have their car be stopped by the bad wolf and to knock the wolf over by adjusting their ramp height and weight. S4P3.b., S4P3.c, S4P3.d

  30. Day 7: Presenting the Activity: 10 Students will be creating their own engineering design plan. Student Exploration: 30 Students will make 2 design plans. Day 8: Sharing and Interpreting: Discuss student explorations RM 10

  31. During Class: • Wolf Tails –Knock the Wolf over(RM 8) • Wolf Tails- Leave the Wolf Standing (RM 9) • Revisit the story and question the students on how the sled material may affect reaching the big bad wolf • “The Best Crasher”-Each child designs the car they think will crash the best. (RM 10)

  32. Engineering Design Experience Build & Test Make it happen Lesson #7

  33. Engineering Design Experience Build & Test Make it happen! Lesson #7 How could the pigs that made sleds out of straw and twigs improve their designs? Even though the pig that made a sled out of bricks knocked down the wolf, how might he improve his design?

  34. Thank you for participating in our program! Julie MacIntyre awim@sae.org

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