Building Devices That Move- Unit Plan

Topic: B/C
Duration of Unit: Jan 8- Feb 15
Curriculum Outcomes:
GLO 4.3 Investigate a practical problem and develop a possible solution.
GLO 4.4 Demonstrate positive attitudes for the study of science and for the application of science in responsible ways.
● SLO 4.4 Perseverance in the search for understanding and solutions to problems.
GLO 4.6 Demonstrate a practical understanding of wheels, gears and levers by constructing devices in which energy is
transferred to produce motion.

● SLO 3 Construct devices that use wheels and axles, and demonstrate and describe their use in: model vehicles.
● SLO 4 Construct and explain the operation of a drive system that uses one or more of the following:wheel-to-wheel contact/a
belt or elastic/a chain/ cogs or gears.
● SLO 8 Construct models of levers; and explain how levers are involved in such devices as: teeter- totters, scissors, pliers, pry
bars, tongs, nutcrackers, fishing rods, wheelbarrows.

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.

● 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.
● SLO 7 Design and construct several different models of a device and evaluate each model, working cooperatively with other
students.

Essential Questions:
● How do things move?
● What makes them work?
● How can wind be used as a source of energy?
● What steps are needed to create a device?
● Did you create a functional device?

Teacher Resources/Mentor Texts:

● Edmonton Public School Topic B and C
● How to Make a Simple Popsicle Stick Catapult website
● Brain Ninja

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 ● http://www.mrcollinson.ca/4%20science/pulleys%20and%20gears/4_science_pulleys_gears_complete.h
tm
Setting Goals
1. Skill/Performance Goal(s): Students will be able to. . .
Construct and design various mechanical devices that function according to their purpose.
Evaluate the qualities of designed devices compared to each other and suggest ways the device excels or suggest
ways to strengthen the design.

2. Demonstration: Students will demonstrate. . .

Collaboration as they work together to problem-solve their device designs.
The understanding that devices can require control and apply where necessary.

3. Product: Students will produce. . .

A functional catapult using the simple machines of a lever.
An outline to show they have thought about the design of their device.
A wheel and axle device that moves with wind power.

Assessment Evidence
Below please explain your minor and major assessments that you will use throughout your unit
Essential Outcomes Strategy/Assessment overview (Performance Task, Observation
Assessment Assessment Assessment
For Of As
(Formative) (Summative)
Checklist, Interview, etc.):
Observation- ongoing for the entire unit, as this is necessary X X
GLO 4.3 Investigate a practical throughout each device we design.
problem and develop a possible
solution.

GLO 4.4 Demonstrate positive Observation- students face challenges throughout and will X
attitudes for the study of science and
work hard to overcome the obstacles.
the application of science in
responsible ways.
SLO 4.4 Perseverance in the
search for understanding and
solutions to problems.

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SLO 4.6.3 Construct devices that use
wheels and axles, and demonstrate
and describe their use in: pulley
systems.
SLO 4.6.4 Construct and explain the
operation of a drive system that uses
one or more of the
following:wheel-to-wheel contact/a
belt or elastic/a chain/ cogs or gears.
SLO 4.6.5 Construct and explain the
operation of a drive system that
transfers motion from one shaft to a
second shaft, where the second shaft
is: parallel to the first/ at a 90° angle
to the first.
SLO 4.6.8 Construct models of
levers; and explain how levers are
involved in such devices as: teeter-
totters, scissors, pliers, pry bars,
tongs, nutcrackers, fishing rods,
wheelbarrows.
SLO 4.7.1 Design and construct
devices and vehicles that move or
have moving parts—linkages, wheels
and axles.
SLO 4.7.2. Use simple forces to
power or propel a device, e.g., direct
pushes, pulls, cranking mechanisms,
moving air, moving water and
downhill motion.
SLO 4.7.3 Design and construct
devices and vehicles that employ
energy-storing or energy-consuming
components that will cause motion,
e.g., elastic bands, springs, gravity,
Simple pulley lifting: students will create a pulley to X X
understand the basic concept before moving on. (AS)
Flag pole pulley: Students will construct a flag pole and create a
working pulley. (S)
Activity -gearing up (S) X X
Activity -turn it around (S)
conversation/discussion (F)
exit slip describing a drive system (F)
Students will construct a drive system using gears to show how
the movement of one drives the other. They will also create and
observe how changing the angle of the gears can influence the
outcome.
Activity Lever construction (F) X X
Catapult (S)
Final Performance Task (S)
Students will construct a variety of levers involved in daily
tasks. They will use this knowledge to design and compare one
of three catapults, analyzing why one may function better than
others.
Activity - Mobile Wheels (F) X X X
Final Performance Task (S)
Students will design and create a device that uses wheels and
axles to allow motion. Students will use this initial build
continuously as they build on it in the unit.
Activity -Move on Down Activity (F) X X
Final Performance Task (S)
Students will use a downhill motion to move their device and
understand why the degree of incline changes the distance.
Activity -Balloon Cars (S) X X
Final Performance Task (S)
Worksheet (F)
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wind, moving
water.
SLO 4.7.4 Recognize the need for
control in mechanical devices and
apply control mechanisms where
necessary.
Students will create a device that requires energy storage or
energy consumption to operate; this is done using the Air
Powered Car, and in their final Carnival performance task
Gears Activity (F) X X X
Final Performance Task (S)
Students will apply control to their devices throughout the
unit, as they need to ensure they are controlling the angle of
the catapult, the direction of the air in the car and so on.

Interviews/Discussion (S) X X
SLO 4.7.5 Compare two designs, Exit Slip (F)
identifying the relative strengths and
weaknesses of each. Worksheet (S)

Throughout a variety of design projects, students will be

SLO 4.7.6 Identify steps to be used
in constructing a device or vehicle
and work cooperatively with other
students to construct the device or
vehicle.
SLO 4.7.7 Design and construct
several different models of a device
and evaluate each model, working
cooperatively with other students.
comparing designs and identify positives and room for
improvement as they tweak their devices.
Performance Task- Air-powered Car X X
Ongoing observation (F)
Worksheet (F)
Students will use materials to create a car powered by air,
considering the device’s construction. They will need to take
into consideration the sequential steps required. Throughout
the testing, students will think about different ways to adjust
and improve their vehicle, problem-solving as they do after
each attempt.

Adaptations (What about students who require adaptations to this unit? What will you do?)
● For students who work quickly, have an extension to give them to challenge them
● Support with fine motor activities
● Provide opportunity for verbal or written responses
● Reading instructions aloud before allowing students to begin.

Unit Scope & Sequence

Day: Outcomes: Objective: Learning Activities Assessment
SLO 4.6.3 Student will 1) Review how a pulley works Simple Pulley (AS)
1 construct and 2) Create a simple pulley to lift an object (EP p. 22)
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 describe an 3) Flag Pole challenge Flag Pole
operational construction (S)
pulley system https://www.youtube.com/watch?time_continue=2&v=8c Discussion (F)
KDNKDvyUI&embeds_referring_euri=https%3A%2F%2F
www.google.com%2F&source_ve_path=MTM5MTE3LDM2
ODQyLDI4NjY2&feature=emb_logo
2 SLO 4.6.8 Students will 1) Review Levers and present materials construction of
Had to SLO 4.7.4 construct devices 2) Think-Pair-Share about the different devices that you device (S)
cut due
to over containing levers could make involving a level. Have students build levers, discussion (F)
planning and explain the present them to you and explain how they work.
function. 3) Extension for kids who are done
https://gizmos.explorelearning.com/find-gizmos/launch-g
izmo?resourceId=646
3 SLO 4.6.8 Students will 1) Discuss with students what a catapult is and its construction of
SLO 4.7.5 construct a necessary components. Also, talk about what simple device (S)
SLO 4.7.7 catapult and machine is involved. discussion about
compare it with 2) Go over the three different types of catapults they can comparison (F)
other designs to make using the same materials. exit slip (S)
rank them. https://www.mombrite.com/popsicle-stick-catapult/

3) Testing Catapuls and discussing which went the furthest

even though we all used the same materials

4 Student will 1) Review drive system and talk about how it can be wheels construction of
SLO 4.6.4 construct and or gears device (S)
SLO 4.7.4 describe a drive https://www.youtube.com/watch?v=XiytddeGOow conversation/
system 2) Activity- gearing up (EP p.41) discussion (F)

5 SLO 4.6.5 Student will 1)Review construction of

CUT construct and 2) Activity- Turn it around (EP p.51) device (S)
describe a drive 3) extension for early finishers to add a flag pole exit slip (F)
system and how 4)Exit slip describing it in their own words discussion (F)
it transfers
motion.
6 (Flex) For if student needs more time to create their catapults or
we can move onto drive systems/mobile wheels
1) Depending on the time it takes for the students to build
the catapult, this could be a day for testing or we can move
on to building the cars

7 SLO4.7.1, Students will 1) Talk about why cars work and what kind of simple observation and
SLO4.7.6 create a car with machine they are. conversation (F)
SLO4.7.7 a wheel and axle 2) Activity- Edmonton Public Mobile Wheels pg.2

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 SLO 4.6.3 linkage using a -materials for wheels could use bottle caps, big buttons, construction of
variety of base straws and dowels, big popsicle sticks, string device (S)
CUT materials worksheets (F)
change to
instead
combined
with air
powered car
8 SLO 4.7.3, Balloon Powered 1) Talk about the concept of using air to power the car. -observation and
SLO 4.7.5 Car Energy storing then consuming. conversation (S)
SLO 4.7.6 2) Build cars and test them - Construction of
SLO 4.7.7 device (S)
Intro to final task if there is time - worksheet (S)

9 SLO 4.7.2 Students will use 1) What are simple forces? Worksheet (F)
SLO 4.7.5 simple forces to 2)Testing our cars and how far they can drive Observation and
drive their cars 3) Why do some cars go further than others? How is the car Discussion (S)
combined and compare moving?
with distances.
air-powered
car
10 SLO 4.7.1 Carnival simple machine carnival *Provide students will a checklist Performance Task (S)
SLO 4.7.2 to support throughout the unit*
SLO 4.7.3
SLO 4.7.4 1) Introduce project, get students brainstorming
SLO 4.7.6 2) Draw up the blueprints
SLO 4.7.7 3) Get them approved (do they contain enough simple
machines)
* some 4) Start building
SLO’s are 5) Check-in and exit question
dependent
on the
student
choice*
11 SLO 4.7.1 Carnival 1) Working on the project Performance Tak (S)
SLO 4.7.2 2) Doing the write up to explain it
SLO 4.7.3 3) testing
SLO 4.7.4
SLO 4.7.6 extension
SLO 4.7.7 https://www.tvokids.com/school-age/games/interactive-m
achine-science-max

12 Gallery 1) Make the final touches on your project Performance task

2) Half the class will walk around and look at the projects gallery (F)
then switch.
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 Light and Shadow Unit Plan

Topic: Light and Shadow

Duration of Unit: February 26-April 11
Curriculum Outcomes:
GLO 4.9 Identify sources of light, describe the interaction of light with different materials, and infer the
pathway of a light beam.

● SLO 4.9.1 Recognize that eyes can be damaged by bright lights and that one should not look at the Sun—either directly or
with binoculars or telescopes.
● SLO 4.9.2 Identify a wide range of sources of light, including the Sun, various forms of electric lights, flames, and materials
that glow (luminescent materials).
● SLO 4.9.3 Distinguish objects that emit their own light from those that require an external source of light in order to be seen.
● SLO 4.9.4 Demonstrate that light travels outward from a source and continues unless blocked by an opaque material.
● SLO 4.9.5 Describe changes in the size and location of Sun shadows during the day—early morning, to midday, to late
afternoon.
● SLO 4.9.6 Recognize that opaque materials cast shadows, and predict changes in the size and location of shadows resulting
from the movement of a light source or from the movement of a shade-casting object.
● SLO 4.9.7 Distinguish transparent materials from opaque materials by determining if light passes through them and by
examining their shadows
● SLO 4.9.8 Classify materials as transparent, partly transparent (translucent) or opaque.
● SLO 4.9.9 Recognize that light can be reflected and that shiny surfaces, such as polished metals and mirrors, are good
reflectors.
● SLO 4.9.10 Recognize that light can be bent (refracted) and that such objects as aquaria, prisms and lenses can be used to show
that light beams can be bent.
● SLO 4.9.11 Recognize that light can be broken into colours and that different colours of light can be combined to form a new
colour
● SLO 4.9.12 Demonstrate the ability to use a variety of optical devices, describe how they are used, and describe their general
structure.
○ Suggested examples include hand lenses, telescopes, microscopes, pinhole cameras, light-sensitive paper, cameras,
and kaleidoscopes.

Essential Questions:
● How does light travel?
● Does everything make light?
● What material can block light from passing through?
● How can we see different colours?
● How can we use shadows to our advantage?
● Why do shadows occur?

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 Teacher Resources/Mentor Texts:
● Edmonton Public
● Black Gold Regional Division Resources
● Picture book about light
● http://nipuk.weebly.com/light-and-shadow.html

Setting Goals
1. Skill/Performance Goal(s): Students will be able to. . .
Sort objects into categories that emit their own light from those that require an external source of light in order to be seen.
Categorize materials as transparent, partly transparent (translucent) or opaque.
Utilize a variety of optical devices, describe how they are used, and describe their general structure.
Identify a wide range of sources of light both natural and artificial.
Predict changes in the size and location of shadows resulting from the movement of a light source or from the movement of a
shade-casting object.
Sort and Analyze transparent materials from opaque materials by determining if light passes through them and by examining their
shadows

2. Demonstration: Students will demonstrate. . .

An understanding of how eyes can be damaged by bright lights and that one should not look at the Sun—either directly or with
binoculars or telescopes.
How light travels outward from a source and continues unless blocked by an opaque material.
An experiment to show that light can be reflected and that shiny surfaces, such as polished metals and mirrors, are good reflectors.
Recognition of how light can be bent (refracted) and that such objects as aquaria, prisms and lenses can be used to show that light beams
can be bent.
Ways in which light can be broken into colours and that different colours of light can be combined to form a new colour

3. Product: Students will produce. . .

A shadow and describe changes in the size and location of Sun shadows during the day
A shadow puppet performance illustrating that opaque materials cast shadows.

Assessment Evidence
Below please explain your minor and major assessments that you will use throughout your unit
Essential Outcomes Strategy/Assessment overview
Assessment Assessment Assessment
For Of As
(Formative) (Summative)
(Performance Task, Observation
Checklist, Interview, etc.):

Page 8 of 12
 Shadow Puppet Performance X X X
● SLO 4.9.4 Demonstrate that light travels outward from a source Task
and continues unless blocked by an opaque material. Students will create a shadow
● SLO 4.9.5 Describe changes in the size and location of Sun puppet show that aligns with
shadows during the day—early morning, to midday, to late the ELA curriculum of
afternoon.
indigenous myths.
● SLO 4.9.6 Recognize that opaque materials cast shadows, and
predict changes in the size and location of shadows resulting
from the movement of a light source or from the movement of a
shade-casting object.
● SLO 4.9.7 Distinguish transparent materials from opaque
materials by determining if light passes through them and by
examining their shadows
● SLO 4.9.8 Classify materials as transparent, partly transparent
(translucent) or opaque.
● SLO 4.9.1 Recognize that eyes can be damaged by bright lights Students will write an exit slip X
and that one should not look at the Sun—either directly or with about why it is harmful to look
binoculars or telescopes. directly at a bright light.

● SLO 4.9.2 Identify a wide range of sources of light, including the Observation and Discussion X X
Sun, various forms of electric lights, flames, and materials that students will sort between
glow (luminescent materials). natural and artificial light
sources.

● SLO 4.9.3 Distinguish objects that emit their own light from Discussion and Observation X X
those that require an external source of light in order to be seen. students will discuss and
experiment with objects to see
if they emit or reflect light.

● SLO 4.9.9 Recognize that light can be reflected and that shiny Students will build a light maze X X
surfaces, such as polished metals and mirrors, are good using reflectors to bend the
reflectors. light to get it to the end. Prior
● SLO 4.9.10 Recognize that light can be bent (refracted) and that to this process students will
such objects as aquaria, prisms and lenses can be used to show need to understand what
that light beams can be bent. makes a good reflector and how
light is bent.

Page 9 of 12
 ● SLO 4.9.11 Recognize that light can be broken into colours and Discussion and Observation X X
that different colours of light can be combined to form a new students will use a prism to
colour show that white light is broken
into many different colours.

Observation and X
● SLO 4.9.12 Demonstrate the ability to use a variety of optical Experimentation Students will
devices, describe how they are used, and describe their general create a hand lens and
structure. experiment with how it can
magnify objects.

Adaptations (What about students who require adaptations to this unit? What will you do?)
● Going over the instruction as a group to ensure lower readers understand what is going on in each step, as
well as circulating extra to support them.
● Provide extra time to finish tasks if the students feel rushed.
● Ensuring there is a multitude of opportunities to show their knowledge in a variety of ways.

helpful link for the unit http://nipuk.weebly.com/light-and-shadow.html

Unit Scope & Sequence

Day: Outcomes: Objective: Learning Activities Assessment
1 SLO 4.9.2 Students will identify sources of light 1) Powerpoint about sources of light Poster (S)
and compare natural and artificial. 2) Assign groups to create posters about the Discussion (F)
different sources then we will put them all
together
Be sure to note about natural vs artificial

SLO 4.9.3 Students will compare objects between if 1) Powerpoint Observation

2 they emit or reflect light. 2) Moon in the sky demonstration pg. and
8 Discussion
3) In the dark activity pg 6 (F/S)
3 SLO 4.9.4 Students will employ their 1) Explaining how light works and how fast Observation
understanding of the way light travels it is. (F)
through an experiment. 2) How does light travel TPT worksheet and Worksheet (S)
experiment

Art idea project for the week

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 -Light and Shadow Art from Brain Ninja
4 SLO 4.9.7 Students will examine the difference https://wordwall.net/resource/2972282/sci Observation
between transparent, translucent and ence/transparent-translucent-or-opaque-y (F)
SLO 4.9.8 opaque materials using light. ear-6 Shadow
Puppets (S)
Students will recognize and separate the 1) Edmonton Public Activity “transparent,
materials into categories. translucent, opaque” pg 25 as a hook
2) Powerpoint with explanations
3) Edmonton Public “See through or Not”
pg.26
5 SLO 4.9.1. Students will be able to explain why it is 1) Sunlight and its power when people can Discussion (F)
harmful to look at bright lights with the and cannot look at the sun or strong sources Exit Slip (F/S)
naked eye. of light.
2) Welding helmet. Worksheet (F)
Students will be able to show objects that this might need to move before shadow Discussion (F)
they know what materials make good puppets Light Maze (S)
reflectors and refractors in their maze.
1) Explaining refraction vs reflection
2) Spoony Science BGRD use this as a
SLO 4.9.9
demonstration then have some fun
with
SLO 4.9.10
3) light mazes
https://www.science-sparks.com/science-fa
ir-projects-light-maze/

extension
https://www.tvokids.com/school-age/games
/light-science-max

7 FLEX Powerpoint to talk about shadows and

introduce hand shadow puppets simply to
get them used to the idea.?

8 SLO 4.9.4. Students will use a combination of Working on shadow puppets Shadow
SLO 4.9.5 directional light and assorted opaque Puppets (S)
SLO 4.9.6 materials to create a shadow puppet
SLO 4.9.7
performance.
SLO 4.9.8
9 SLO 4.9.4. Students will use a combination of Shadow Puppets Shadow
SLO 4.9.5 directional light and assorted opaque Puppets (S)
SLO 4.9.6 Materials to create a shadow puppet
SLO 4.9.7
performance.
SLO 4.9.8

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10 Flex likely Students will use a combination of Flex day in case we need to finish up the
used for directional light and assorted opaque puppets
shadow materials to create a shadow puppet THIS NEEDS TO BE DONE BEFORE THE
puppets performance. BREAK!
11 SLO 4.9.11 Students will be about to understand how https://studyjams.scholastic.com/studyjam Observation
white light is broken into many colours. s/jams/science/energy-light-sound/light.ht (F/S)
m Worksheet (S)
Activity Breaking Up Light Is Not Hard to
Do EP p.51
demonstration Mixing colours EP pg.54
use BGRD light and spectrum for help

12 SLO 4.9.12 Students will be able to use an obstacle Making a hand lens experiment Observation
device and indicate the use and (F)
appearance. Looking at different objects like a Discussion (F)
microscope or pinhole camera and talking Worksheet (S)
about how they work.

Checkin?

Art Lesson
Kaleidoscopes
Check-In?

students can work on the construction of the puppets in science and the story in ELA?

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