Title Building Devices that Move Date March.

11 & 12, 2020

Subject Science Grade Level 4

Developed by Alison Wild Time Frame 9:27 - 10:19

2:18 - 3:10

Stage 1: Desired Results

GLOs Students will
GLO 4-7: Construct a mechanical device for a designated purpose, using materials
and design suggestions provided.
GLO 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.

SLOs Students will

SLO 1: Design and construct devices and vehicles that move or have moving parts—
linkages, wheels and axles
SLO 2: Use simple forces to power or propel a device; e.g., direct pushes, pulls,
cranking mechanisms, moving air, moving water and downhill motion.
SLO 3: 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
SLO 4: Recognize the need for control in mechanical devices, and apply control
mechanisms where necessary
SLO 5: Compare two designs, identifying the relative strengths and weaknesses of
each.
SLO 6: Identify steps to be used in constructing a device or vehicle, and work
cooperatively with other students to construct the device or vehicle.
Learning Students will
Objectives - Identify the devices and vehicles that move in their own social context
- Create, evaluate, and compare a pinwheel
- Consider the possible advantages and disadvantages of wind power

Stage 2: Assessment Evidence

Summative Formative Observation during discussion,
Assessment Assessment worksheet, and pinwheel creation

Stage 3: Learning Experience

Prior to Students have completed the Resources to “Technology in our lives” worksheet
Lesson: wheels and levers unit Bring/Tech: Paper, pins, and pencils for the
pinwheels
Blow dryer
Time: Content/Description Notes
5 minutes DAY 1
Introduction

In the unit Wheels and Levers you learned about how simple machines like
the wheel and axle, pulley, and lever helped make work easier. This new unit
 deals with technology.

Technology involves using information from science to make things that are
useful in our lives. We are going to learn about how designers and makers of
devices and vehicles use technology to help them.

ASK STUDENTS: What must a builder consider when creating a device?

- Effectiveness
- Reliability
- Durability
- Effort
- Safety
- Materials
- Environment
- Economy

DAY 2
Introduction
https://www.youtube.com/watch?v=1kUE0BZtTRc
- In our windmill design, what worked and what didn't?
- Discussion about natural sources of power - energy storing
components
- Wind turns the propeller-like blades of a turbine around a rotor, which
spins a generator, which creates electricity
- When wind flows across the blade, the air pressure on one side of the
blade decreases. The difference in air pressure across the two sides
of the blade creates both lift and drag

45 minutes DAY 1
Body

I will get students to think about how technology has influenced life in their
community. The life of the average person has changed a large amount
because of technology

Students will begin the ‘Technology in our Lives’ worksheet. Students will
identify the vehicles and devices in their own lives.

I will then bring the students back in to talk about windmills and wind power.
We will talk about wind as a force which causes movement.
We will watch a 2 minute video
https://www.youtube.com/watch?v=Z5c50-_hcD0

Using my sample, and guided instruction, students will create their own
windmills/pinwheels out of the provided materials. The students will test out
their windmills and evaluate their design. Students can make the necessary
changes and ensure that they document those changes on their “evaluate
your pinwheel” side of the worksheet.

DAY 2
 Body
Using a blow dryer and a measuring tape, we will test out our designs and
make modifications.

Students will each have their own sticky note where they document the
distance that it goes each trial round. They must keep track of their
modifications.

Make the pinwheel that spins in the slightest breeze possible, demonstrated
by spinning the furthest away from the wind source.

A lot of students may have to dismantle their original design and pay more
attention to how the blades are being folding into the middle.
8 minutes DAY 1
Conclusion

As a class we will evaluate and compare designs.

Questions:
What could they add to make it move more effectively?
What would they change if they could make it again?
What are the advantages and disadvantages of wind power?
- Advantages: Wind is a free, renewable source
- Disadvantages: It is not always windy
DAY 2
When you blew straight onto the front of the pinwheel did it spin
counterclockwise? Did it spin best when you were blowing into its "cups"?

Most pinwheels have the blades arranged so that when wind blows straight at
them, they spin counterclockwise. This is because the blades' "cups" are
made so that the oncoming air is captured and pushes the blades in this
direction.

If your pinwheel were a wind turbine, and spinning counterclockwise turned

wind energy into electrical energy, then it would most efficiently produce
electricity when wind blows directly into the cups

Stage 4: Reflection

● I think that this activity was really engaging and exciting for the students to complete
● Providing each student with the opportunity to create and test their own pinwheel was very inclusive
● Breaking this lesson into two days was effective because we had one creation day and one testing day
which is essential in this unit
○ Students were able to make the changes they believed were necessary to travel a further distance
away from the wind source (hair dryer) while still having their pinwheel spin
● I think it was great for students to see how their peers were succeeding and what the techniques were
● If I could do this lesson again, I think that I would provide a spot on the worksheet where measurements
were recorded and compared
● I think that this activity was slightly rushed, but students were still all able to create, evaluate, test, and re-
evaluate in the time allocated.
● I think that having the different “evaluation criteria” listed in the table was really helpful for students to
understand what some of the key considerations are in building devices and vehicles that move.
○ I will use this table in future lessons within this unit.