TCNJ Lesson Plan #10

Properties of Matter: Engineering Design Challenge: (Sharing Day)

Student Name: Kayla Taylor and Emily Anderson Grade Level: 5

Guiding and/or Essential Questions:

How can science concepts, such as electrical conductivity and magnetism, be applied to real
world projects?
What is the engineering design process?
What is electrical conductivity?
What is magnetism?
What do scientists and engineers do evaluate their projects?

Pre-lesson Assignments and/or Student Prior Knowledge

Students have completed a two-week unit on thermal conductivity, electrical conductivity, and
magnetism. Students have spent three days using the engineering design process to create arcade
game boxes.

Standards:
3-5-ETS1-2:
Generate and compare multiple possible solutions to a problem based on how well each is likely
to meet the criteria and constraints of the problem.
3-5-ETS1-3: Plan and carry out fair tests in which variables are controlled and failure points are
considered to identify aspects of a model or prototype that can be improved.

Learning Objectives and Assessments:

Learning Objectives Assessment

Students will create a game box using Teachers will evaluate the game boxes using a
electrical circuits and magnets. rubric. Teachers will also assess group work
for true cooperation.

Students will consider the pros/cons of other Teachers will assess student conversation
groups’ game boxes while they play them. during the interactive gallery for meaningful
observations and pros/cons of each game box.

Students will evaluate their game boxes using
the engineering design process, constraints,
and the concepts of electrical conductivity and
magnetism.
Teachers will assess game boxes using the
rubric. Teachers will assess the closing
discussion for meaningful observations and
connections to the engineering design process,
project criteria/constraints, and concepts.
Materials/Resources:
Projector
Online timer: http://e.ggtimer.com
Whiteboard and marker
Design pieces: Poster paper, shoe boxes, wire, batteries, light bulbs, sound machines, cardboard,
plastic recycled materials, wire cutters, hot glue, scissors
Engineering Design Challenge Packet
Lesson modified from: http://raft.education/electrical-engineering-unit/#1475278731277-
8868524d-4b99

Plan for set-up/distribution/cleanup of materials:

The timer will be reset before the next class comes into the room. Students materials will be
along the windows, organized by class so they know where to retrieve their project materials.

Step by Step plan:

1. Lesson Beginning:
a. Students will be given 15 minutes to finalize their arcade game boxes and
complete their engineering design packets.
b. Teachers will remind students that they are going to participate in a gallery-style
sharing of their games, so their games should be ready to be played by the class.
c. The timer will be set on the projector for 5-10 minutes (depending on game box
progress).
d. Before the timer runs out, the teacher will tell students to choose one person from
each group to present the rules of their game to the class.
2. Gallery-Style Sharing:
a. After the 15 minutes is over, the teacher will ask the students to place their box
along the window sill. The teacher will engage students in a discussion about how
to be respectful during the interactive gallery. Students should decide on:
i. Carefully playing games, as they are meant to be played
ii. Respectfully talking about other groups’ game boxes
b. Teacher will write the rules that the students come up with on the whiteboard for
their reference during the interactive gallery.
c. One person from each group will stand up and explain their game to the class.
This presentation should include, both, the rules and the goal of the game.
d. Teacher will explain how the interactive gallery will go:
i. Students will rotate through each game with their group.
ii. Each group will start at their own game and move clockwise around the
circle.
iii. If the game becomes broken, one/two people from the group will stop to
fix it.
 iv. They will have between 5 and 7 minutes to play each game (depending on
the number of groups). We can use a teacher’s phone to keep track of
time.
v. Students will be reminded that if they cannot follow the rules that the class
decided on, they will not be able to participate.
e. As the students move throughout the games, they will be reminded to move
clockwise.
3. Closing (if time-may be a very short discussion as they are leaving):
a. After the interactive gallery is over, the students will return to their seats.
b. The teacher will lead a discussion about the challenges that arose while creating
game boxes. The teacher will ask the students how the constraints affected their
game boxes and will be asked to list pros/cons of their games.
c. The games will return to the window sill before the students leave.
4. Discussion of Unit (if time, may run into the next day):
a. We will watch a slideshow with pictures of the classes work during the unit. At
the end of the slideshow, we will ask the students to share what they learned and
what their favorite activity/lesson was.

Key Questions (that you will ask):

How can we be respectful while playing other people’s games?
What are the rules and goals of your game?
What challenges did you face while creating your game boxes?
How did the constraints affect your design?
What are the pros/cons of your games?
How did you use electricity in your games?
How did you use magnetism in your games?

Logistics:
Timing:
55-minute lesson:
Beginning- 15 minutes
Gallery-Style Sharing- 35 minutes
Closing- 5 minutes

Transitions:
Students will begin working on their game boxes as soon as they come into class. To help
with transitions, we will use an online timer that is visible to the students via the
projector. To transition to the class discussion, the students will be asked to have no
materials at their desk. They will be reminded that the quicker they get ready for the
discussion, the more time they have to play the games. After the discussion, each group
 will begin the interactive gallery at their own game. This prevents arguing over which
game to play first. Additionally, students will be directed to rotate through the game
clockwise, which prevents crowding at games and arguing over which game to play next.
At the end of the interactive gallery, the students will return to their seats, away from the
game boxes, to engage in the closing discussion.

Classroom Management:
All directions will be given before the students begin the interactive gallery. Students will
be reminded of the directions throughout the gallery, as needed. Teachers will use the
hand clapping method to get the students attention and, if necessary, will ask the students
to out their hands on their heads. The rules for the interactive gallery will be put onto the
board for students to reference. If students cannot be respectful and follow directions,
they will not be able to participate in the interactive gallery.

Differentiation:
Students are grouped according to who they work well with, as well as, ability.
Students will be able to choose who presents from their group, so students who are
uncomfortable speaking in front of groups do not have to.
Students who may choose not to participate in the interactive gallery can play with online circuit
simulation or return to the choice board from the beginning of the unit.
Game boxes will be graded based on performance and understanding, using a rubric that focuses
on student growth.
All game boxes had to meet the same criteria, but students were free to build them however they
want.
Name:_______________________________________________________________________

3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials.

Arcade GameBox Engineering Challenge

Problems Effect of Problem

3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials.

Game Box Design Challenge

Task:

Criteria
1.

2.

3.

4.

Constraints
1.

2.

3.
 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on
materials.

Game Box Designs

Initial Individual Design Idea: On your own, draw a possible game box design.
Top View Side View
Team Name:_________________________________________________________________________________________________

First Design
Design (top view) Design (side view)

Pros:

Cons:
Team Name:_________________________________________________________________________________________________

Second Design
Design (top view) Design (side view)

Pros:

Cons:
Team Name:_________________________________________________________________________________________________

Final Design
Design (top view) Design (side view)

Pros:

Cons:
 Name:______________________________________________________________________________________________________

3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials.

GameBox Design Challenge

Target Question: How did you use your knowledge of circuits and magnets to solve an engineering
problem?

1. Did your team solve the problem at hand?

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

2. Did your team meet the criteria of the challenge?

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________
 3. How did the constraints affect your design?

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

4. Explain how your team used electrical circuits in the final game box design.

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

5. Explain how your team used magnets in the final game box design.

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________
 Arcade Game Box: Engineering Design Challenge Rubric
Teacher Evaluation
Task Description: Using the concepts learned over the course of the unit, build an arcade gamebox. Gamebox must
address the problem and criteria outlined at the beginning of the challenge.

1-Novice Engineer 2-Apprentice Engineer 3- Master Engineer

Does Not Meet Standards Approaching Standards Meets Standards

Student did not use critical
thinking skills or scientific
Brainstorming/ knowledge to the best of their
Re-Design ability. Student did not change
their design based on the results
of trials.
Student used critical thinking skills
and scientific knowledge to develop
their design or changed their design
based on the results of trials.
Student used critical thinking
skills and past knowledge to
develop their design. Student
adjusted their design based on
the results of trials.

Game box met less than half of Game box met half of the criteria in Game box met all of the criteria
Final Design the criteria and did not solve the the challenge and solved the and solved the problem at hand.
problem. problem.

Student Self- Student did not make
Evaluation connections to the design
process, constraints, or
properties of matter concepts.
Student made connections to the Student made connections to the
engineering design process or project engineering design process,
criteria/constraints. project criteria/constraints, and
properties of matter concepts.

Teamwork Team members did not consider
everyone’s opinion, incorporate
everyone’s ideas, and solve
problems respectfully. Team
needed teacher intervention
often.
Team member sometimes
considered other member’s opinions.
Team needed teacher redirection to
incorporate everyone’s ideas or solve
problems respectfully.
Team members considered other
member’s opinions, incorporated
everyone’s ideas, gave full effort,
and solved problems respectfully.

Design Packet Student did not record Student recorded the problem and Student recorded the problem
Completion information in their packets. criteria. Student recorded some of and criteria. Student recorded
their design, redesign, and their design, redesign, and
brainstorming ideas. brainstorming ideas.
Comments:
 Arcade Game Box: Engineering Design Challenge Rubric
Self/Team Evaluation
Directions: Grade yourself based on your effort today. Use this rubric to guide your effort in the future.

Self Evaluation: Evaluate yourself. 1-Effort Needs 2-Satisfactory 3-Outstanding

Improvement Effort Effort

I contributed to my team and our work.

I used critical thinking skills.

I exhibited scientific thinking.

I tried my best and did my best work.

I shared my thoughts with the group.

Team Evaluation: Evaluate your team as a whole. 1-Effort Needs 2-Satisfactory 3-Outstanding
Improvement Effort Effort

My team worked well together.

We improved our design based on test results.

We problem-solved together.

We met the criteria and problem of the challenge.

We listened to the input of every team member.

Comments: