Title Hand Sanitizer Holder Grade VI

Time Allocation 2 x 45 menit

Guiding question How can we use our knowledge of science and mathematics, technology, and
engineering design processes to design an effective and eficient hand
sanitizer holder?

Curriculum Mathematics:
standards Identify 3D shape that is a combination of several shapes and surface area.
Science:
Demonstrating the benefits of force in daily life.
Learning outcomes By the end of this lesson, the students can:
 Identify 3D shape that is a combination of several shapes and surface
area.
 Apply their knowledge of the effects of force to solve problems related to
the manufacture of hand sanitizer containers
Engineering Students use science and mathematics to design and make hand sanitizer
Connection holder. Students also test the hand sanitizer holder repeatedly using clearly
defined success criteria, measurements, and constraints.

Prerequisite Area
Knowledge
Tools and material For each group:
 One sheet of A4 paper
 Tape or glue
 Ruler
 Scissors
 Pocket Hand Sanitizer
 Student worksheet
Resources: CTV News Atlantic

Teacher Split the students into a group of 3 or 4 students. Each group will work on
preparation separate breakout room. Ensure students have prepared the tools and
materials.

Learning Activity Introduction (45 minutes)

As an opening, the teacher shows various pictures of technology and
not technology in front of the class (or you can use mystery bags filled
in everyday tools such as stapler, pump, or pen).

An example is as follows.

Students observe the image and, with the guidance of the teacher,
conclude about technology, namely the human innovation used to solve
problems.
The teacher explains the problem context to the students.
Learning Activity
Let's just say we are going back
to school in new-normal
conditions. That means you
always have to carry a hand
sanitizer besides using a mask.
However, some students often
forget to put the hand sanitizer in
anywhere.

Can we use science, mathematics, engineering, and

technology to solve this problem?

It is expected that the students might connect it to hand sanitizer holder.

The teacher follows the context by discussing about hand sanitizer holder and
share the following image in front of the class.

Source: jualo.com
Example of the questions the teacher can ask, such as:
 Do you have pocket hand sanitizer? What is its shape?
 Is there a holder on it? (possible answers: Yes/no)
 Do you think we need a holder for our hand sanitizer?
 What parts are there in a holder? (possible answers: hook,
package, etc)
 If the holder is weak, what can happen?
Next, the teacher discusses the concepts of successful hand sanitizer holder.
Let’s say you are asked to design and make a hand sanitizer holder.
What can you consider a successful hand sanitizer holder?
Note: the teacher may relate it to the purpose of the hand sanitizer holder.
Since the holder is to bring hand sanitizer bottle everywhere, than the criteria
of successful hand sanitizer holder must relate to that.
Some of the possible answers:
 Strong: can hold hand sanitizer while get a round tha class
 Fit to the bottle of hand sanitizer: no remaining space
Teacher follows by announcing the challenge. Write or show this in front of the
students.
You are a designer that is asked by handsanitizer factory to
make hand sanitizer holder. They ask you to make strong hand
sanitizer holder. So that the user can easily bring it everywhere.
Announce the criteria, measurement, and constraint.
Write or show this in front of the class, below the challenge.
Constraints Criteria of  How to measure them?
successful solution How can you know that
your hand sanitizer
holder fulfill the criteria?
Can only be  Strong: not broken  The holder not broken
made using 1 and can hold hand (unravel) and can hold
sheets of A4 sanitizer hand sanitizer while carry
paper, scissors  Eficient: using as with run in a place for a
and glue/tape. little paper as minute.
possible  Do not add more paper.
Learning Activity Engineering Design Process (2 x 45 minutes)
The teacher asks the students to work in group and distribute worksheet.
Materials are already provided on the table.
In groups, the students choose team roles, which is:
- Leader
- Note taker
- Builder
The students brainstorm about how to make a strong hand sanitizer holder
from paper and what information/knowledge they need to be successful with
their challenge. Together, they write their brainstorming ideas on the
worksheet.
The students draw the design on their worksheet, with label of parts of the
hand sanitizer holder.
Using their drawing as a guide, the students (builders) build the prototype for
their hand sanitizer holder using provided materials. The students (note taker)
take notes of what their team are doing.
The students (builder) then test the hand sanitizer holder. The students (Note
taker) write the data in the following table (Table 1). For every test, the
students evaluate whether their design meets the criteria and what to do to
improve it.
The students to the test 2 times to get the best hand sanitizer holder.

Table 1 Data table

Running What will you do
Unravel Efficient
No. Time to improve the
(Yes/No) (Yes/No)
Test design?
1 30 seconds

2 60 seconds

The students prepare to present their work in front of the other students. In
their presentation, they must include:
 Is their hand sanitizer holder successful? Does it meet the criteria?
 If the design is not successful, what criteria is not fulfilled? What kind of
forces affect the success of the hand sanitizer holder?
 What parts of the hand sanitizer holder affect the success the most?
What mathematics knowledge do you use to build the part?
 What were the challenges you face?
 If you can make further improvement, what is it?

Group presentation and discussion (45 minutes)

The students present their work in front of their peers.
Teacher can guide the discussion by the following question:
 If you change the hook, do you think it will be stronger?
 If you change the case, do you think it will be stronger?
 What if you place the hook differently?
 Does the thickness of the hook make a difference? How?
In the end, the teacher goes back to the guiding question:
How can we use our knowledge of science and
mathematics, technology, as well as engineering design
process to design a strong holder?
The teacher and the students answer the guiding question together, as well as
make a conclusion about the success factors of a holder and write them in
front of the class.

Assessment Running Test

Special Vocabulary Hand sanitizer holder
 HAND SANITIZER HOLDER

Class :
Group :
Names :

PROBLEM
Let's just say we are going back to school in new-normal conditions. That means you always
have to carry a hand sanitizer besides using a mask. However, some students often forget to
put the hand sanitizer in anywhere. Your task is to make a container for the hand sanitizer
bottle so that it can be hung on your belt. By using it students no longer forget to put it.

CONSTRAINT
Use only one sheet of A4 paper, scissors, ruler, and glue.

CRITERIA OF SUCCESSFUL HAND SANITIZER HOLDER

 Strong: not broken and can hold hand sanitizer
 Eficient: using just one sheet of paper

YOU CAN USE:

• 1 sheet of A4 paper
• scissors
• glue/tape
• ruler

1. BRAINSTORM (10 minutes)

What information do you need to know that will help you be successful with your challenges?
Write your brainstorming ideas in the following places.
2. PLAN (10 minutes)
Create a drawing of your design, complete with label and measurement.

3. BUILD AND TEST (60 minutes)

Build your Hand Sanitizer Holder. Describe what you do in the following space.

Test your Hand Sanitizer Holder. Record what happens in the following table.

Table 1 Data table

Running
Unravel Efficient What will you do to
No. Time
(Yes/No) (Yes/No) improve the design?
Test
1 30 seconds

2 60 seconds

4. EVALUATE (10 minutes)

Answer the following question!
You will present them in front of your friends.
 Is your Hand Sanitizer Holder successful? Does it meet the criteria?
 If the design is not successful, what criteria is not fulfilled? What kind of forces affect the
success of the Hand Sanitizer Holder?
 What parts of the bridge affect the success the most? What mathematics knowledge do you
use to build the part?
 What were the challenges you face?
 If you can make further improvement, what is it?

ENGINEERING DESIGN PROCESS ASSESSMENT RUBRIC
Student will be able Novice
to… 1 2
Making sketch of the The students are
product. unable to put their
idea in sketch.
Using math, Students are not
technology, and able to relate their
science concepts to mathematics and
solve problems scientific knowledge
to a given problem,
and are unable to
identify the
necessary
technology.
Creating and Students are not
building the able to construct
designed product. products and use
tools appropriately
(e.g. rulers,
calculators, or
scissors).
Evaluate a Hand Student does not
Sanitizer Holder successfully
design using evaluate his/her
established criteria. bridge design using
established criteria.
They cannot identify
the weaknesses or
strengths of their
designs.
Improve the product Students do not
according to the improve the product
strengths and / there is no iteration
weaknesses of the experiment.
observed.
Rubric Recording Sheet
Student Name
1 2
ASSESSMENT
Apprentice
With teachers’ help, the students can
sketch their idea.
With the help of teachers, students are
able to connect their mathematics and
scientific knowledge with problems,
and are able to identify the necessary
technology.
With the help of teachers, students are
able to construct products and use
tools appropriately.
Student evaluates his/her bridge
design using established criteria, and
can identify the weaknesses or
strengths of their design, even though
the identification is still incomplete or
inaccurate. Students may require
significant support.
With the help of the teacher, students
identify ways to improve the design
and explain (why this method can
improve).
Student will be able to…
3 4
Proficient Distinguished
3 4
The students can Not only able to make the
sketch their idea. sketch of the product, the
students can also include
additional information, such
as dimension or scale.
Students are able to Not only are they able to
connect their connect their mathematics
mathematics and and scientific knowledge
scientific knowledge with problems, and are able
with problems, and are to identify the necessary
able to identify the technology, students can
necessary technology. also identify other related
subjects.
Students are able to Not only able to construct
construct products and products and use tools
use tools appropriately, students also
appropriately. propose more sophisticated
tools or procedures.
Student accurately Student participates at
and completely proficient level and goes
evaluates his/her significantly beyond (e.g., by
bridge design using discussing additional criteria
established criteria, as and how they might evaluate
well as identify the them).
weaknesses or
strengths of their
design.
Learners identify ways Not only identify ways to
to improve the design improve the design and
and explain why. explain why, students also
goes significantly beyond
(e.g., by testing incremental
improvements in a controlled
manner in order to evaluate
their effectiveness).
Total Notes
5 Score
 ASSESSMENT

MATHEMATICS ASSESSMENT

1. Look at the hand sanitizer holder. What is the shape of your hand sanitizer?
What area of material do you need?
2. You will build the hand sanitizer for your home.
a. If you want your hand sanitizer to be strong, what will be the shape of your hand
sanitizer?
b. Why did you choose a shape like that?
c. Do you think it affect the strength of hand sanitizer?
d. Does the area of the material affect the efficiency of the material? Explain!

SCIENCE ASSESSMENT

1. Identify the forces in your hand sanitizer holder?

2. What kind of force affect your hand sanitizer holder design? Give explanation
about how the force affect the hand sanitizer holder.

3. What parts of the hand sanitizer holder affect the force?

 ASSESSMENT
TECHNOLOGY ASSESSMENT

1. Between the following, which one is technology? You may choose more than 1.
A. C.

B. D.

2. What is technology?

3. What technology supports you in the making of your Hand Sanitizer Holder?

ENGINEERING ASSESSMENT

1. Are these things an engineer would do at work? Circle YES or NO

1 Design hand sanitizer holder YES NO
2 hand sanitizer factory YES NO
3 the teacher writes on the blackboard YES NO
4 Develop better correction tape YES NO
5 fix the rickshaw to make it better YES NO

2. What is an engineer?

3. You are a civil engineer who has been challenged to design the Hand Sanitizer
Holder. What steps would you follow while trying to come up with a solution (do not
describe a solution, describe the process you would use to try to come up with a
solution)?

4. Do you wanna be engineer? what innovation do you want to make?