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Fractured Fairytales – Composites to the Rescue!
Appendix A: Engineering Design Process Poster
Appendix B: The Other Three Little Pigs
Appendix C: Composite Balloon Tips (Lesson 2)
Appendix D: Performance Rubric and Pre-/Post-Test Data Sheet
Appendix E: Composite Songs
Name ______
Appendix A: The Engineering Design Process
The engineering design process shows the steps an engineer or person takes to solve a problem.
Appendix B:The Other Three Little Pigs
Once upon a time, there were three little pigs. Their mother was tired of feeding all those little pigs and sent them out to make their own way in the world. The first pig met a man who gave him some straw to build a house. The second pig met a man who gave him some sticks to build a house. The third pig met a man who gave him some bricks to build a house.
These pigs were very lazy and thought there would be plenty of time to build their houses, so they each stayed up late singing and dancing, playing Angry Birds on their iPods and texting each other about whose house was going to be the best. They slept late into the morning and each woke up when the sun was high overhead.
The third little pig, who had all the bricks, yawned and stretched and decided to have a cup of coffee before he started building his house. But before his coffee was even cold, he saw the last thing he expected: the Big Bad Wolf, sneaking up the hill. The poor little pig squealed and spilled his coffee all over his round little tummy. He took a step backwards, tripped over a brick, and fell into an empty wagon. The wagon bumped and bounced down the hill to where the second little pig sat on a pile of sticks, wondering how he would put his house together.
The third little pig told the second little pig what had happened. They looked together and saw the Big Bad Wolf up on top of the hill sitting on a pile of bricks finishing up the pot of coffee, happy as he could be. The two little pigs decided to hurry and put together the stick house before the wolf came down the hill.
They leaned all the sticks together and tied them together with the second pig’s belt. The only problem was that they forgot to make a door so they couldn’t get inside. The two silly pigs looked around, saw the wolf making his way down the hill toward them, and squealed all the way to their first brother, who was lounging in a mud puddle next to his pile of straw. They all looked back toward the second brother’s stick house just in time to see the Big Bad Wolf huff and puff and blow it down.
As the Big Bad Wolf looked through all the sticks he just blew down, trying to find something to eat in there, the three little pigs thought about what they could do. As they thought, the first little pig used some of the straw to wipe the mud off his round little tummy. He threw the mud-covered straw on a rock that was sitting in the sun.
The little pigs could run back home to their mother, but they really wanted to make it on their own. They could use the straw to build a house, but they remembered Cousin Oinky whose straw house was blown down by the same Big Bad Wolf.
The third little pig looked at the mud and straw drying on the rock. He picked it up. It didn’t feel like mud. It didn’t feel like straw. It was hard and did not break when he dropped it back on the rock! He had an idea… Do you know what his idea was?
The three little pigs mixed the mud and straw together and built it up into a house. They waited outside as the hot sun baked the mud dry. They squeezed all of their round little bellies inside together and shut the door, just as the wolf arrived. He said, “Little pigs, little pigs. Let me come in.”
“Not by the hairs on our chinny-chin chins,” the pigs replied.
“Then I’ll huff and I’ll puff and I’ll blow your house in,” shouted the wolf. So he took a deep breath – so deep his eyes began to pop out and his ears turned red – and he blew. And he blew. And he blew.
When the wolf opened his eyes and looked, he saw one little piggy hand holding a pinwheel out the window. He heard a squeal of laughter as all three little pigs sang, “Blow, blow, as hard as you can. You can’t catch us, we’re using composites!”
Appendix C – Composite Balloon Tips (Lesson 2)
After dipping the yarn in the glue mixture, wrap the yarn around the balloon and hang it to dry. After popping, it should look like:
Appendix D: Performance Rubric and Pre-/Post-Test Data Sheet
Classroom: ______Student:______Date(s) of Lesson(s):
Score using following code:
Performance Level 1: No evidence of knowledge
Performance Level 2: Evidence of beginning knowledge
Performance Level 3: Evidence that student has mastery
Notes:
Score
Pre / Post / Student was able to:
Follow simple directions
Compare two objects and determine which has more or less of an attribute
Ex: glue and water (more/less), strength of composite materials (stronger or weaker)
Count the number of inches, or non-standard units, used to measure rock drop. Connect counting to cardinality.
Describe common items (flour, water, glue, paper, string, straw, composite materials)
Participate in recitation of composite songs with purpose and understanding
Record information and results of observations (either with words or pictures)
Share information from their own data collection with peers or teacher
(Interpret their data recorded in their journals or charts completed as a group)
Ask questions for clarification or to extend understanding
Answer questions presented by teacher or peers related to their work
Use the term composite* correctly (A solid material usually made by mixing a solid and a liquid together.)
Can articulate the Engineering Design Process in their own words and identify how their world relates to the EDP
Total Score:
Whole Class Data Sheet Fractured Fairy Tales: Composites to the Rescue
Student Names
Use the term composite* correctly
Follow simple directions
Compare two objects and determine which has more or less of an attribute
Count the number of inches or nonstandard units used to measure rock drop. Connect counting to cardinality.
Describe common items
Participate in recitation of composite songs with purpose and understanding
Use journals to record either with words or pictures results of observations
Share information from their own data collection with peers or teachers
Asks questions for clarification or to extend understanding
Answers questions presented by teacher or peers related to their work
Can articulate the Engineering Design Process in their own words and identify how their work relates to the EDP
Performance Rubric
Student:______Date:
Evaluation CriteriaCategory / Characteristics of Student Work
Performance Level 1
Emergent / Performance Level 2
Developing / Performance Level 3
Mastery
Description of physical properties of materials / Student is not able to describe common objects such as: flour, water, glue, paper, string, burlap. / Student describes common items with at least one descriptor for each common object such as rough, strong, stretchy, smooth, etc. / Student describes common items with at least two descriptors for each common object such as rough, strong, stretchy, smooth, etc. Student is able to describe how a material changes as it goes through the process.
Vocabulary / Student shows no understanding of composite related vocabulary / Student is able to talk about composites in his/her own words / Student is able to talk about composites using the terms composite, solid, liquid, and other vocabulary terms.
Engineering Design Process / Student shows no understanding of the engineering design process and did not use it during the unit. / Student is able to discuss the engineering design process in their own words and/or begins to apply the process during the unit. / Student is able to name the steps of the engineering design process and apply it in their work.
Teamwork / Student was not able to work cooperatively with others in large or small groups. / Student works in same area with others without conflict, but does not engage in cooperative work while completing activities / Student worked cooperatively with others in large and small groups the majority of the time.
Comments:
Fractured Fairytales – Composites to the Rescue!
Appendix E: Composite Songs
Oh, Composite
Sung to “Oh, My Darling”
Oh, composite
Strong composite
Wet and dry materials
Mix together
Make it stronger
Try composites, they are strong
A Composite Makes it Stronger
Sung to “If You’re Happy and You Know It”
If a composite makes it stronger, clap your hands
If a composite makes it stronger, clap your hands
Wet and dry materials
Mix together, let it dry
If a composite makes it stronger, clap your hands.
(If a composite makes it stronger, stomp your feet…)
(If a composite makes it stronger, shout hoor
Draft: 10/11/2018Page 1