Title of Lesson s1

Technological Design Lessons Integrated With Ohio Science Standards

6th Grade

Cell Model ...... p. 2

Whatever Floats Your Boat ...... p. 3

History of Rock ...... p. 4

Insulation Tubing Roller Coaster . . . . . p. 5

Rock Hall of Fame ...... p. 7

Soil Testing ...... p. 8

States of Matter ...... p. 9 6th Grade Technological Design Lessons

Title of lesson: Cell Model

Grade level: 6th Grade

Science content statement addressed: Life Science Cellular to Multicellular  Cells are the fundamental unit of life.  All cells come from pre-existing cells.  Cells carry on specific functions that sustain life

Overview: Build a model of a plant or animal cell and explain how the cellular structures and their functions contribute to the survival of the cell

Duration: Two 60 minute sessions

Materials: Found materials (jello, cardstock, sponges, plastic wrap, food particles, etc.)

Procedure: Students review the structure of an animal or plant cell. They build a model of a plant or animal cell out of found materials and explain how the cellular structures and their functions contribute to the survival of the cell

Assessment: Student models will show the structure of a plant or animal cell and demonstrate the different functions of cells.

Resources http://www.enchantedlearning.com/subjects/animals/cell/jello/ http://library.thinkquest.org/19037/making_a_cell.html http://www.ask.com/questions-about/Make-a-Cell-Model

Bob Claymier www.technologyiselementary.com 2 6th Grade Technological Design Lessons

Title of lesson: Whatever Floats Your Boat

Science content statement addressed: Physical Science Matter and Motion All matter is made up of small particles called atoms

Overview: Students investigate how to predict if a material will float or sink in water. They then make boats out of materials denser than water and explain in scientific terms how they were able to have the denser material float.

Materials: Tubs of water Various found materials of different densities (aluminum foil, cork, clay, wood, etc.) Procedure:  Students investigate materials that sink or float.  They predict and then test which materials would float in water.  Ask students to determine how to predict if a material will float or sink in water every time?  Introduce the concept of density.  Then have students make boats out of denser materials than water.  Have them explain in scientific terms how they were able to have the denser material (i.e., aluminum foil) float.

Assessment: Students learn that different materials have different properties due to their atomic structure.

Title of lesson: The History of Rock

Science content statement addressed: Earth and Space Science Rocks, Minerals, and Soil Igneous, metamorphic and sedimentary rocks form in different ways

Overview: Students use found materials to create a three dimensional story board to illustrate how one of the three types of rocks form.

Duration: Three 60 minute sessions

Materials:  Found materials (clay, food materials)  Boxes or panels for display of exhibit

Procedure:  Students research how one of three types of rocks are formed (sedimentary, igneous or metamorphic).  Students use found materials (colored clay, food materials such as jello or cooking powders, etc.) to create a three dimensional story board to illustrate how one of the three types of rocks (sedimentary, igneous, or metamorphic) form.

Assessment: Students recognize how different types of rocks are formed.

Science content statement addressed: Physical Science Matter and Motion  There are two categories of energy: kinetic and potential.  An object’s motion can be described by its speed and the direction in which it is moving

Overview: Students design roller coasters using hot water pipe insulation tubes and a marble that will travel inside a loop and hit a target. They then calculate and chart the speed of the marble along different points of the track.

Materials: Water pipe insulation tubing, cut lengthwise Masking tape One marble per team A small box for a target A large box for catching the marble if it misses the target

Procedure:  Students design roller coasters using hot water pipe insulation tubes and a marble that will travel inside a loop and hit a target.  Students measure the distance and time for the marble traveling along sections of the tube coaster (the slope toward the loop, the upward curve of the loop, the downward curve of the loop, and the final section to the end of the track.  Have them create graphs to show these times and distances.  Have students answer the following questions: o When does the marble speed up? o When does it slow down? o When does it change direction?

o When is the marble not moving at all?

Assessment:  Students will experiment with kinetic and potential energy and will define motion of an object by its speed and the direction in which it is moving.

Resources: Balls and Tracks www.cse.edc.org/curriculum/designit/pdfs/ballstracksact1.pdf

Title of lesson: Rock Hall of Fame

Science content statement addressed: Earth and Space Science Rocks, Minerals, and Soil  Minerals have specific, quantifiable properties  Igneous, metamorphic and sedimentary rocks have unique characteristics that can be used for identification and/or classification  Igneous, metamorphic and sedimentary rocks form in different ways  Rocks, minerals and soils have common and practical uses

Overview: Students research a certain rock or mineral. They then describe its properties in a display that also shows the rock or mineral being used in certain processes or products.

Materials: A sample of the rock or mineral being exhibited A box to display the rock or mineral Objects or pictures that show uses of the rock or mineral Index cards Writing materials (markers, etc.)

Procedure: Students research a certain rock or mineral. They then describe its properties in a display that also shows how the rock or mineral was formed and how it is used in certain processes or products.

Assessment: Students’ projects reflect their knowledge of the properties of rocks or minerals, how they are formed and how they are used.

Title of lesson: Soil Testing

Science content statement addressed: Earth and Space Sciences Rocks, Minerals, and Soil Soil is unconsolidated material that contains nutrient matter and weathered rock

Overview: Students test local soil and chart the results of the tests to determine the best uses of the soil given the results of the tests.

Materials: Local soil samples Soil analysis kits Posterboard for charting

Procedure:  Have students bring in soil samples from their neighborhoods.  Students test the soil with soil testing kits or ask the local Soil and Water conservationist to test the soils at school or in his lab.  Students chart the results of the tests according to their properties and content.  Students determine the best uses of the soil given the results of the tests.

Assessment: Students recognize the properties and content of different soils.

Title of lesson: States of Matter

Science content statement addressed: Physical Science Matter and Motion Changes of state are explained by a model of matter composed of atoms and/or molecules that are in motion.

Overview: Students create a model that show the movement of molecules in the three states of matter. As an extension, students could produce a video showing how their models the movement of molecules in different states.

Materials:  Found materials (gum drops, miniature marshmallows, toothpicks, clay, etc.) used to make molecules)  Video equipment (optional)

Procedure: Students create a model that show the movement of molecules in the three states of matter. As an extension, students could produce a video showing how their models the movement of molecules in different states.

Assessment: Students illustrate how molecules move in different states.

Bob Claymier www.technologyiselementary.com 9