Science 4: Unit C Created by Breanna Mills, Theresa Spreen, Amanda Thomas, Candace Dreger, Kerri-Lynn Hickman, Greg Luchak, and Terra Kaliszuk

Black Gold Regional School Division

Project Overview:

Students will act as employees of Twisted Trio Toys – a toy company that aims to create innovative toys out of recycled materials that do not use batteries or electricity. Students will complete 4 related building tasks that culminate in a final product showcase.

Curriculum Connections: Preparation:

1. Send letter to parents and students requesting students bring in requisite building materials to add to the TTT communal warehouse (materials that ALL students will draw on throughout the project progression). Below is a list of suggested supplies.

Suggested Materials: Green = School Supplied Materials White = Requests to students/parents

q Box of pulleys q Card board (cereal boxes, q Straws q Wooden skewers or manila tag) q Toilet paper rolls/paper dowels q Plasticine towel rolls q Elastic bands q Duct tape q Kleenex boxes q Tetley Tea Tins q Black electrical tape q Wrapping paper rolls q Round lids (ex. pop bottle, q Pop cans q Paper Plates milk jug lids, etc.) q Tub of water (?) q Paper cups q Balloons q Springs q Washed recycle cups q Hooks q q q q Introduction Lesson: q o INTRODUCTIONActivity.pptx q 1. Use the PowerPoint question prompt to compare toys that have a similar purpose. 2. Possible question for class discussion: What makes for effective toy design? 3. Use discussion to introduce project context. q q Teacher Notes: q q q q q q q Ongoing Tasks: q q Student groups must submit a proposal for each building task. Each proposal must include steps to complete the building task (Unit C: S.O. 5) q o EmployeeHandbook.pdf q q Students will complete a reflective task during and/or after each building task. The reflection can be used as a student formative self-assessment (during construction) and as a summative self-reflection. q o Reflection1.docx; Reflection2.docx; Reflection3.docx; Reflection4.docx q q Assessment Suggestion: After reviewing each building task, co-create 3-5 criteria for successful device design, construction, and performance. Use these criteria to construct the task rubric. q o RubricSample.docx q Building Task #1: MARBLE TRACK q o EmployeeHandbook.pdf o Reflection1.docx q q Purpose: Build a device that uses simple machines (Unit C: S.O. 1) q 1. Employee Handbook: Student groups review task and complete proposal form. 2. Teacher gives formative feedback on task proposal. 3. Students move forward with device construction with ongoing formative feedback from teacher. 4. Students complete reflective task to track design modifications and results. q q Teacher Notes: q q q q q q q q q q Building Task #2: SELF-PROPELLED VEHICLE q o EmployeeHandbook.pdf o Reflection2.docx q q Purpose: Build a moving device that is powered by simple forces. (Unit C: S.O. 2, 3) q 1. Employee Handbook: Student groups review task and complete proposal form. 2. Teacher gives formative feedback on task proposal. 3. Students move forward with device construction with ongoing formative feedback from teacher. 4. Students complete reflective task to track design modifications and results. q q Teacher Notes: q q q q q q q q q q q Building Task #3: SPEED CONTROL - SELF-PROPELLED VEHICLE q o EmployeeHandbook.pdf o Reflection3.docx q q Purpose: Modify a device to include speed controls. (Unit C: S.O. 4, 5) q 1. Employee Handbook: Student groups review task and complete proposal form. 2. Teacher gives formative feedback on task proposal. 3. Students move forward with device construction with ongoing formative feedback from teacher. 4. Students complete reflective task to track design modifications and results. q q Teacher Notes: q q q q q q q q q Building Task #4: DELUXE MARBLE PLAYSET q o EmployeeHandbook.pdf o Reflection4.docx q q Purpose: Utilize feedback to improve and modify toy design. (Unit C: S.O. 5, 6, 7) q 1. Student groups display their marble track and vehicle from building tasks 1-3. 2. Employee Handbook: Classmates use peer feedback form to give suggestions as to how the marble tracks/vehicles could be modified to fit the requirements of Building Task #4. 3. Student groups review their peer feedback and previous reflective tasks. Students then complete their task proposal form. 4. Teacher gives formative feedback on task proposal. 5. Students move forward with device construction with ongoing formative feedback from teacher. 6. Students complete final reflective task to track design modifications and results. q q Teacher Notes: q q q q q q Celebration of Learning: PRODUCT SHOWCASE q q Purpose: Present product prototypes to TTT Executive Directors for evaluation. q 1. Choose a date and notify Executive Directors (volunteers i.e. AISI contacts or community members) as soon as possible. 2. Try to book a large space in the school where the students can set-up their projects (ex. multipurpose room or gym). 3. BUSINESS COMMUNICATION MINI-LESSONS (see additional notes below)– Possible mini-lessons to conduct before product showcase: a. How can I speak professionally in a business setting? b. How can I brand a product? 4. Day of Showcase: Students set up their projects on tables to present to TTT Executives (i.e. AISI Coaches pretending to be Executives). a. Time frame for presentations: ex. 5ish minutes/group + demonstration time b. One class = approx. 1 hour q q q q q q q q q q q q q q q q q Teacher Notes: