Danah Brown & Holly Lemly
Lesson: Rolling Go Carts
Theme: Models and Design
Grade Level: 5th
Objectives (SCOS):
Science Grade 5
· Goal 4 The learner will conduct investigations and use appropriate technologies to build an understanding of forces and motion in technological designs.
o Objective 4.01- Determine the motion of an object by following and measuring its position over time.
o Objective 4.05- Determine factors that affect motion including:• Force• Friction.• Inertia.• Momentum
o Objective 4.06- Build and use a model to solve a mechanical design problem.• Devise a test for the model.• Evaluate the results of test.
Math Grade 5
· Goal 2 Measurement - The learner will recognize and use standard units of metric and customary measurement.
· Goal 4 Data Analysis and Probability - The learner will understand and use graphs and data analysis.
o Objective 4.01- Collect, organizes, analyze, and display data to solve problems.
o Objective 4.02- Compare and contrast different representations of the same data; discuss the effectiveness of each representation.
Language Arts Grade 5
· Goal 4 The learner will apply strategies and skills to create oral, written, and visual texts.
o Objective 4.01 Read aloud grade-appropriate text with fluency, comprehension, expression, and personal style demonstrating an awareness of volume, pace, audience, and purpose. (
o Objective 4.02 Use oral and written language to:- formulate hypotheses.- evaluate information and ideas. - present and support arguments.- influence the thinking of others.
Visual Arts Grade 5
· Goal 1 The learner will develop critical and creative thinking skills and perceptual awareness necessary for understanding and producing art.
o Objective 1.01 Use the imagination as a source for symbolic expression.
o Objective 1.02 Practice a variety of methods of observation from different points of view to explore spatial relationships.
Social Studies Grade 5
· Goal 6 The learner will recognize how technology has influenced change within the United States and other countries in North America.
o Objective 6.01 Explore the meaning of technology as it encompasses discoveries from the first primitive tools to today's personal computer
Purpose:
· The purpose of this activity is to teach students about models and design by allowing them to work in groups or pairs to build a free rolling wood and cardboard go cart.
· In this activity they will be able to relate what they are building and its design to actually building it.
· They will be able to test it and make adjustments.
· They will consider different variables such as weight, length and overall structure.
· As so during this activity students will use hand/ eye coordination and spatial relationships to design cards while performing predetermined functions.
· Students will relate structures to functions and use scientific thinking processes to conduct investigations.
· During the investigations they will build explanations by observing, communicating, comparing, organizing, and relating.
Background Content Information:
Science Content-
· Engineering and Design
o The way something is out together is the design
o The person who designs using scientific principles and knowledge are engineers.
o Design engineers use experimental cars as physical models these are called idea cars. They test out new inventions and designs on them.
o The latest design on the market is the hybrid electric cars, they use electric and gas power.
· Science Concepts in lesson
o Inertia- The tendency of a body to resist acceleration; the tendency of a body at rest to remain at rest or of a body in straight line motion to stay in motion in a straight line unless acted on by an outside force.
o Friction - A force that resists the relative motion or tendency to such motion of two bodies in contact
o Momentum - A measure of the motion of a body equal to the product of its mass and velocity
o Force - The capacity to do work or cause physical change; energy, strength, or active power
Background Knowledge (teacher)
· The invention of the wheel and cart
o The oldest wheel known of was discovered in an archeological dig.
o It is thought to be fifty five hundred years old.
o The first cart was invented by a process of several events and developments.
o Heavy objects moved easier by something round
o Invention of the sledge (logs or sticks used to drag a heavy object like a sled).
o Humans thought to use the round logs and a sledge together.
o This was done by using several logs(rollers) in a row and dragging the sledge over them.
o With time sledges started to wear grooves into the rollers and these actually worked better.
o The log roller was becoming a wheel.
o Humans cut away the wood between the two inner grooves to create what is called an axle.
o Wooden pegs were used to fix the sledge, so that when it rested on the rollers it did not move, but allowed the axle to turn in-between the pegs, the axle and wheels now created all the movement.
o These were the first carts.
o Over time improvements were made like axle being placed through the hole and then later the fixed axle.
· The first go kart
o The year 1956 the first ever go kart.
o Invented by Art Ingels and Kurtis Craft.
o His first construction was a simple steel tube chassis with pneumatic tyres while one of the rear wheels worked on a bicycle chain. It ran great.
o They began racing them and attracted a sizeable audience.
o Manufacturing Go Karts became their professional business.
o This led to go kart racing being very popular in Malaysia and India nad all over Europe
o From 1958 to 1962 they were called dart carts.
Developmental Level and Expectations (both physical and conceptual)
· 5th graders should be able to do or recognize the following:
· Identify the effect that gravity has on objects found on or near the earth’s surface.
· Determine the effect of slope and friction on the speed of an object.
· Match simple machines with their uses.
· Fifth graders should meet K-4 expectations of observing, comparing, communicating and organizing.
· Students begin to create and interpret coordinate graphs and understand models that explain inferential ideas.
· Inquiry into the cause and effect relationships between objects and events is examined as they design and carry out controlled experiments.
· Identify measure, describe, classify, and construct various angles, triangles, and quadrilaterals.
· Identify, measure, and describe circles and the relationships of the radius, diameter, and circumference and the area.
· Use the following comprehension strategies: Connecting, predicting, questioning, imaging, summarizing, and inferring
Process Skills:
· Observing- The students will observe a go cart being built and used, by different groups in the class.
· Making inferences- They will discuss how they think it was built, what variables were used on the go cart in question and how they can make theirs better using different variables items/weights.
· Measuring- The students will be measuring the length and the mass when building and when doing the graphing activity.
· Communicating (through graphing) - Students will be collecting data throughout the building process and testing process. They will then show this on a graph with the independent variable being the go carts weight and the dependent variable will be the distance traveled.
· Identifying and Controlling Variables- This will be accomplished when building and shown on the graph.
Materials:
o 2 Short sticks
o 2 medium sticks
o 2 long sticks
o 4 wooden hubs
o 10 rubber bands
o 2 binder clips
o 2 paper fasteners
o 4 large paper clips
o 2 clothespins
· Go-Cart Parts Inventory Sheet for each group (sheet no. 9)
· 1 Construction board and base per group
· Scissors
· Graph paper for each student
· Story form Foss Science Stories
· Items for Class:
o 2 rolls of masking tape
o Wire, #22, un-insulated
o String
o Cardboard
o Pliers
o Large scissors
o Scales to weigh Go-Cart
o Gram weights
o Meter sticks for measuring distance
· For Teacher:
Assessment Chart no.3
· Rubber bands
· Wooden wheels (4)
· 3 different size dowel rods
· Weights
· Markers for decorating
Activity Description:
Engagement
To get the students excited and ready for the project come in dressed in racing gear, we chose NASCAR, but you could use anything. Then put down your homemade free rolling cars. We chose cars we made out of Lego’s and start a race. Get excited and cheer for your own car. After the race turn to the students and ask why the person that won may have won. Bring up a couple of variables that may have caused one car to be faster than the other. Ask them if they thought the race looked and fun and if making a free rolling go cart sounded fun.
Then we will say “Today I have a challenge for you. I want you to make the FASTEST the BEST go cart ever!! Then when the class is finished we will race to see whose free rolling go cart will go the farthest. Now start your body’s engine your great brain” This will get the students excited about the project. Make sure to tell them to make it their own and test different variables before submitting the final project.
Exploration
Building the go cart and testing different variables. Math will be integrated by using weight as a definite variable and by graphing this information.
Designing the Kart is a form of visual art from the shape of the structure to the decorations added to it. The assessment and story are a part of Language Arts.
· To start divided the class into groups of two.
· Go over the materials they have for their use and what class materials they have to share. Tell students to check their supplies when they get their supplies. They should go over their inventory sheet and put their names on it.
· Clarify the task by asking students to design a go cart that will roll freely down the short ramp.
· Open the floor for questions and tell students they have complete freedom of design.
· Explain to the students: When building the base: Students should draw the base they want on a piece of paper and bring it to the teacher to cut out of the card board. Before they cut out their base they must explain to the teacher why they are using that shape. Example questions: Why is your base that shape? Why do you think this shape will work? How did you decide on the shape? These questions could be answered in their science journals.
· Then give the groups a bag of building materials for the Foss kit. Students should check to see if all their materials are in the bag. Remind students to put their name in the inventory sheet and keep the sheet with their inventory.
· As students are working move around the room to answer questions, offer encouragement, and evaluate their group work. Ask them questions like: Why did you choose to make it that way? How is your design going to help your go-cart? What will your design improve for the go-cart? What will adding that piece make your go-cart do? Ask prediction questions.
Explanation
Talk with the children and encourage them to ask questions while building. Encourage them to test their go cart and try different variables.
· Once students have had plenty of time to create their go-cart it is time to present. Before they present they should write about their designs in their science journal so they will have notes to go by. Students will present their design, explain why they used it and comment on any problems they have or had. Open the floor during each group presentation for questions and suggestions to fix problems. Students will them update their information it their journal.
· Teacher asks questions of students design to prompt discussion from class?
· Explain to students that by designing the go-carts they were playing the role of an engineer. A design means two things a product or a process. A product can be a plan for making something such as a picture, a technical drawing or a description. The process is figuring out how to construct something. This involves thinking, imagining, trying things, and using materials wisely. An engineer must be concerned with both processes of designing and the products that result just as you were.
· To get the students excited and ready for the activity we will begin by reading the story Early Autos. We will briefly discuss the concepts of engineering and transportation. Can use questions provided to promote discussion. This will get the students excited about the project. Make sure to tell them to make it their own and test different variables before submitting the final project.
Expansion-
Graphing Activity
· Students will vary the weight of their go-cart to see if it travels farther or shorter to find the best weight for maximum travel.
· They will them graph their results to find the answer.
· Guiding Questions for the graphing activity
· Have the groups to interact and talk about ways that they used to improve their cart.
Evaluation
Formal and Summative
· The very informal evaluation will be of the students working in their groups. This will be used to determine the student’s progress throughout the project.
· A summative evaluation will be the assessment chart attached and the explanations included on it.
· A formal assessment will be the presentation of the finished go kart
· A formative assessment will include sketching designs for their kart and making and turning in the graph
Higher Order Thinking Skills (using Blooms Taxonomy)–
· Questions ask throughout the lesson and what type they are:
o Throughout the designing and building process ask the students questions about how and why they are designing their cart in a particular way. (knowledge)
o They will also be asked questions including or about some of the terms in this lesson like: friction, force, inertia and momentum. (comprehension)
o Some specific questions are:
§ Describe the design of you cart and why you chose it?(knowledge)
§ What would happen if you change the amount of weight on the front or back of the cart?(comprehension)
§ Show in a graph which carts were faster and why?(evaluation)
§ Demonstrate how your cart will work?(comprehension)
§ Predict what is going to happen with your cart in the race?(application)
§ What would the result be if you changed several variables on your cart?(application)