Purpose of the Unit
This unit will introduce the Engineering Design Process to fifth-grade students while integrating Science, Mathematics, Language Arts, and Social Studies.
Standards Addressed
Standards for Technological Literacy
Standard 9. Students will develop an understanding of engineering design.
Next Generation Science Standards
5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
Common Core Math Standards
5.OA.A.1: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
5.OA.A.2: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them.
5.NBT.B.7: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
Common Core ELA Standards
CCSS.ELA-LITERACY.RI.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.RI.5.2
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
CCSS.ELA-LITERACY.RI.5.3
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
Standard 9. Students will develop an understanding of engineering design.
- The engineering design process involves defining a problem, generating ideas, selecting a solution, testing the solution(s), making the item, evaluating it, and presenting the results.
- When designing an object, it is important to be creative and consider all ideas.
- Models are used to communicate and test design ideas and processes.
- When using technology, results can be good or bad.
- The use of technology can have unintended consequences.
- Waste must be appropriately recycled or disposed of to prevent unnecessary harm to the environment.
- The use of technology affects the environment in good and bad ways.
Next Generation Science Standards
5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
Common Core Math Standards
5.OA.A.1: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
5.OA.A.2: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them.
5.NBT.B.7: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
Common Core ELA Standards
CCSS.ELA-LITERACY.RI.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.RI.5.2
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
CCSS.ELA-LITERACY.RI.5.3
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
Day 1: What is the engineering design process
Present the following presentation to the class. Take notes & discuss each piece of the Engineering Design Process.
Day 2: The design Challenge
Present the following presentation to the class. Complete the web quest on arctic and antarctic animals.
Day 3: Plan it out
Discuss the following questions as a class & answer the sheet below:
1. Which animal did you choose for your game?
2. What does your animal eat?
3. What are the threats to your animal?
4. Where does your animal
The animal will be the main character.
The food will be the game energy.
The threats will be the game enemy.
1. Which animal did you choose for your game?
2. What does your animal eat?
3. What are the threats to your animal?
4. Where does your animal
The animal will be the main character.
The food will be the game energy.
The threats will be the game enemy.
Day 4 - 5: Create your Character
Follow along with the video below. Before you begin, you will need to locate the following:
- The folder containing the sprites for your project
- The folder for saving your work
- Answer the form: Create your Character at the end of both videos
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Day 6 - 7: Create your Enemy & Food
Open your project from the day before. Follow along and create your enemy & food source for your game.
Day 8: Improve
- Today you will play one level of everyone's game
- Each computer will have a sheet for you to fill out and give feedback to the groups
- When you have played four games, you will return to your own computer and discuss the feedback
How will you use the feedback to improve your game and create your other two levels?
Day 9: Pizza expressions
What if we could have a pizza & game party? When we finish our final games, we will play either other's games and have pizza lunch. How can we buy the pizza? Complete the following activities to determine how we can have our pizza party.
Day 10 - 11: Improve & Create
Create all three levels of your game using the feedback from your peers!
Be sure to check Design Criteria & Rubric!
Be sure to check Design Criteria & Rubric!
Evaluation Rubric
Day 12: Summary & Discussion/Pizza party
Complete Peer Feedback for at least 3 different Games (See Day 8 for a copy) while enjoying your pizza
Discuss:
Discuss:
- What did you learn about the animals of the Arctic & Antarctic?
- How did technology play a role in the threats to the different environments?
- How can humans use technology more responsibly to reduce the threats to the environment?
Teacher's Outline
Resources
Standards for Technological Literacy: https://bb.vcsu.edu/bbcswebdav/pid-565489-dt-content-rid-6099031_2/courses/STEMED_670_SPR_2015/Adapted%20STL_K-12.pdf
Next Generation Science standards: http://www.nextgenscience.org/next-generation-science-standards
Common Core Math Standards: http://www.corestandards.org/Math/Content/5/NBT/
Endangered Species - http://www.kidsplanet.org/factsheets/map.html
Common Core ELA Standards: http://www.corestandards.org/ELA-Literacy/
Next Generation Science standards: http://www.nextgenscience.org/next-generation-science-standards
Common Core Math Standards: http://www.corestandards.org/Math/Content/5/NBT/
Endangered Species - http://www.kidsplanet.org/factsheets/map.html
Common Core ELA Standards: http://www.corestandards.org/ELA-Literacy/