Introduce by asking how many students get an allowance? How do you determine how to spend your allowance?
SUMMARY
The students will construct a vehicle out of pasta using an aligned budget. The students will be given an opportunity to redesign and retest their vehicle. Digital tools can be used to facilitate learning about building cars. Researching the design of race cars on the web is one way to use digital tools.
Directions
You will design a race car made from various types of pasta. The goal is to create a car that will travel down a ramp and roll 150 centimeters across the floor in the fastest time. Your car must also be built within the allowed budget or you will be penalized points.
Before you and partner begin construction of your pasta car model, you need to develop a design and drawing of your model. Once your drawing is complete, you must show it to the track officials along with a preliminary budget showing the expenses incurred when you build your pasta car. Upon completion and testing of your pasta car, you will present your car and results.
Standard 4.S.1: The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content.
4.S.1A. Conceptual Understanding: The practices of science and engineering support the development of science concepts, develop the habits of mind that are necessary for scientific thinking, and allow students to engage in science in ways that are similar to those used by scientists and engineers.
4.S.1B.1 Construct devices or design solutions to solve specific problems or needs: (1) ask questions to identify problems or needs, (2) ask questions about the criteria and constraints of the devices or solutions, (3) generate and communicate ideas for possible devices or solutions, (4) build and test devices or solutions, (5) determine if the devices or solutions solved the problem and refine the design if needed, and (6) communicate the results.
Context of use: Summative assessment will be provided at the beginning so students will know how they will be graded,
Rubrics (please include rubrics for all activities that will be assessed)
Performance Task Two
Essential Question for Performance 2
How can I collect and analyze data?
Introduce by taking a count of the different color shirts, pant, or shoes in the class and creating a class graph.
SUMMARY
The students will sketch a model of a vehicle out of pasta using an aligned budget. The students will use the aligned budget to sketch a scale drawing of a vehicle. Digital tools can be used to facilitate learning about building cars. Researching the design of race cars on the web is one way to use digital tools.
Directions
You will develop a design and drawing of your model of a race car made from various types of pasta. The goal is to create a car that will travel down a ramp and roll 150 centimeters across the floor in the fastest time. Your car must also be built within the allowed budget or you will be penalized points. Once your drawing is complete, you must show it to the track officials along with a preliminary budget showing the expenses incurred when you build your pasta car.
Standard 4.S.1: The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content.
4.S.1A. Conceptual Understanding: The practices of science and engineering support the development of science concepts, develop the habits of mind that are necessary for scientific thinking, and allow students to engage in science in ways that are similar to those used by scientists and engineers.
4.S.1B.1 Construct devices or design solutions to solve specific problems or needs: (1) ask questions to identify problems or needs, (2) ask questions about the criteria and constraints of the devices or solutions, (3) generate and communicate ideas for possible devices or solutions, (4) build and test devices or solutions, (5) determine if the devices or solutions solved the problem and refine the design if needed, and (6) communicate the results.
Performance Task Three
Essential Question for Performance 3
How can I present my information and data collected?
Introduce by showing a variety of graphs online
SUMMARY
The students will have the official timed races. Each team will have 3 trials to record the distance their car traveled and the amount of time it took. They will use the data table below to record all the data .
Directions The students will race their cars down the provided ramp and record the data on the data analysis sheet provided.\
DATA ANALYSIS:
DATA TABLE 1 – Speed of Pasta Car Models Speed = distance/Time
Trial
Time (sec.)
Distance (cm.)
Speed (cm/s)
1
2
3
Average Speed ___
They will use 2 sheets of graph paper to graph their data for the class. For the individual results put distance on the Y axis and time on the X axis. Plot the points and connect each one back to the origin, making a line graph showing the speeds for each trial. The teacher will make a bar graph for class results. Teacher will put average speed (cm/s) on the Y axis, and the names of the teams on the X axis.
They will look at the data for their team’s car compared to the other teams. They will look at the designs of the other teams’ cars and answer the following:
Would you change your car now?
If so, how would you change it?
If not, why? Digital tools can be used upload pictures of the cars and create presentations Upon completion and testing of your pasta car, you will present your car and results.
4.MDA.2 Solve real-world problems involving distance/length, intervals of time within 12 hours, liquid volume, mass, and money using the four operations.
4.MDA.7 Solve addition and subtraction problems to find unknown angles in real-world and mathematical problems.
4.MDA.8 Determine the value of a collection of coins and bills greater than $1.00.
Standard 4.S.1: The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content.
4.S.1A. Conceptual Understanding: The practices of science and engineering support the development of science concepts, develop the habits of mind that are necessary for scientific thinking, and allow students to engage in science in ways that are similar to those used by scientists and engineers.
4.S.1B.1 Construct devices or design solutions to solve specific problems or needs: (1) ask questions to identify problems or needs, (2) ask questions about the criteria and constraints of the devices or solutions, (3) generate and communicate ideas for possible devices or solutions, (4) build and test devices or solutions, (5) determine if the devices or solutions solved the problem and refine the design if needed, and (6) communicate the results.
Performance Task One
Essential Question for Performance 1
SUMMARY
The students will construct a vehicle out of pasta using an aligned budget. The students will be given an opportunity to redesign and retest their vehicle. Digital tools can be used to facilitate learning about building cars. Researching the design of race cars on the web is one way to use digital tools.
Directions
You will design a race car made from various types of pasta. The goal is to create a car that will travel down a ramp and roll 150 centimeters across the floor in the fastest time. Your car must also be built within the allowed budget or you will be penalized points.Before you and partner begin construction of your pasta car model, you need to develop a design and drawing of your model. Once your drawing is complete, you must show it to the track officials along with a preliminary budget showing the expenses incurred when you build your pasta car. Upon completion and testing of your pasta car, you will present your car and results.
Resources:
Print and digital materials needed
Powerpoint
Budget
Expense sheet
Standard being measured
South Carolina College and Career Ready Standards for Mathematics
4.MDA.2 Solve real-world problems involving distance/length and money using the four operations.
4.MDA.7 Solve addition and subtraction problems in real-world and mathematical problems.
4.MDA.8 Determine the value of a collection of coins and bills greater than $1.00.
South Carolina Science Standards and Performance Indicators 2014
Standard 4.S.1: The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content.
4.S.1A. Conceptual Understanding: The practices of science and engineering support the development of science concepts, develop the habits of mind that are necessary for scientific thinking, and allow students to engage in science in ways that are similar to those used by scientists and engineers.
4.S.1B.1 Construct devices or design solutions to solve specific problems or needs: (1) ask questions to identify problems or needs, (2) ask questions about the criteria and constraints of the devices or solutions, (3) generate and communicate ideas for possible devices or solutions, (4) build and test devices or solutions, (5) determine if the devices or solutions solved the problem and refine the design if needed, and (6) communicate the results.
Context of use: Summative assessment will be provided at the beginning so students will know how they will be graded,
Rubrics (please include rubrics for all activities that will be assessed)
Performance Task Two
Essential Question for Performance 2
SUMMARY
The students will sketch a model of a vehicle out of pasta using an aligned budget. The students will use the aligned budget to sketch a scale drawing of a vehicle. Digital tools can be used to facilitate learning about building cars. Researching the design of race cars on the web is one way to use digital tools.
Directions
You will develop a design and drawing of your model of a race car made from various types of pasta. The goal is to create a car that will travel down a ramp and roll 150 centimeters across the floor in the fastest time. Your car must also be built within the allowed budget or you will be penalized points. Once your drawing is complete, you must show it to the track officials along with a preliminary budget showing the expenses incurred when you build your pasta car.Resources:
Print and digital materials needed
Powerpoint
Budget
PASTA PARTS and PRICES
Expense sheet
YOUR EXPENDITURES
South Carolina College and Career Ready Standards for Mathematics
4.MDA.2 Solve real-world problems involving distance/length, and money using the four operations.
4.MDA.7 Solve addition and subtraction problems in real-world and mathematical problems.
4.MDA.8 Determine the value of a collection of coins and bills greater than $1.00.
South Carolina Science Standards and Performance Indicators 2014
Standard 4.S.1: The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content.
4.S.1A. Conceptual Understanding: The practices of science and engineering support the development of science concepts, develop the habits of mind that are necessary for scientific thinking, and allow students to engage in science in ways that are similar to those used by scientists and engineers.
4.S.1B.1 Construct devices or design solutions to solve specific problems or needs: (1) ask questions to identify problems or needs, (2) ask questions about the criteria and constraints of the devices or solutions, (3) generate and communicate ideas for possible devices or solutions, (4) build and test devices or solutions, (5) determine if the devices or solutions solved the problem and refine the design if needed, and (6) communicate the results.
Performance Task Three
Essential Question for Performance 3
SUMMARY
The students will have the official timed races. Each team will have 3 trials to record the distance their car traveled and the amount of time it took. They will use the data table below to record all the data .
Directions
The students will race their cars down the provided ramp and record the data on the data analysis sheet provided.\
DATA ANALYSIS:
DATA TABLE 1 – Speed of Pasta Car Models Speed = distance/Time
Average Speed ___
They will use 2 sheets of graph paper to graph their data for the class. For the individual results put distance on the Y axis and time on the X axis. Plot the points and connect each one back to the origin, making a line graph showing the speeds for each trial. The teacher will make a bar graph for class results. Teacher will put average speed (cm/s) on the Y axis, and the names of the teams on the X axis.
They will look at the data for their team’s car compared to the other teams. They will look at the designs of the other teams’ cars and answer the following:
Would you change your car now?
If so, how would you change it?
If not, why?
Digital tools can be used upload pictures of the cars and create presentations
Upon completion and testing of your pasta car, you will present your car and results.
Resources:
Print and digital materials needed
Data Sheet
Standard being measured
South Carolina College and Career Ready Standards for Mathematics
4.MDA.2 Solve real-world problems involving distance/length, intervals of time within 12 hours, liquid volume, mass, and money using the four operations.
4.MDA.7 Solve addition and subtraction problems to find unknown angles in real-world and mathematical problems.
4.MDA.8 Determine the value of a collection of coins and bills greater than $1.00.
South Carolina Science Standards and Performance Indicators 2014
Standard 4.S.1: The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content.
4.S.1A. Conceptual Understanding: The practices of science and engineering support the development of science concepts, develop the habits of mind that are necessary for scientific thinking, and allow students to engage in science in ways that are similar to those used by scientists and engineers.
4.S.1B.1 Construct devices or design solutions to solve specific problems or needs: (1) ask questions to identify problems or needs, (2) ask questions about the criteria and constraints of the devices or solutions, (3) generate and communicate ideas for possible devices or solutions, (4) build and test devices or solutions, (5) determine if the devices or solutions solved the problem and refine the design if needed, and (6) communicate the results.