Recent Changes

Budget
Expense sheet
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.
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?
you change your?it?
If not, why?
Digital tools can be used upload pictures of the cars and create presentations

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 .
DATA TABLE 1 – Speed of Pasta Car Models Speed = distance/Time
Trial
Time (sec.)
Distance (cm.)
Speed (cm/s)
1
2
3
Average Speed ___
Directions
The students will race their cars down the provided ramp and record the data on the data analysis sheet provided.\
If so, how would you change your?
If not, why?
. DigitalDigital tools can
Upon completion and testing of your pasta car, you will present your car and results.
Resources:

{Presentation1.jpg}
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.

TOPIC : PASTA CAR CHALLENGE
Performance Task One
Essential Question for Performance 1
How can I use a budget to purchase parts?
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.

How will you hook your learners and create an environment to engage them in your topic?
I will invite learners to a challenge. Students love competition and the idea of creating something. So it will be an announcement of "The challenge is here!!!! We need all engineers in the bulding!!!! We invite you all to the challenge!!!!
Performance Task? Through prior knowledge questions I will introduce the essential questions.
Essential Question for Performance 1
How can I use a budget to purchase parts?
Introduce by asking how many students get an allowance? How do you determine how to spend your allowance?
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.
Essential Question for Performance 3
How can I present my information and data collected?
Introduce by showing a variety of graphs online
Describe in a numbered list the order of activities for your unit or workshop using the work you began in Module 4.
Challenge learners

Learning Activities: Develop a sequential order of the activities you will include in your unit or workshop.
How will you hook your learners and create an environment to engage them in your topic?
I will invite learners to a challenge. Students love competition and the idea of creating something. So it will be an announcement of "The challenge is here!!!! We need all engineers in the bulding!!!! We invite you all to the challenge!!!!
How will you creatively introduce your essential question for each Performance Task?
Describe in a numbered list the order of activities for your unit or workshop using the work you began in Module 4.
Challenge learners
View race cars and models of them online
Give the budget and let them view the pasta
Allow students the opportunity to:
think about how they are going to use the budget
sketch their vehicle
try out their vehicles and make adjustments
Have the challenge
Score the rubric
Award the winner

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.
you and your teampartner begin construction car and results in a poster.results.
Resources:
Print and digital materials needed
Standard being measured
South Carolina College and Career Ready Standards for Mathematics
problems involving distance/length, intervals of time within 12 hours, liquid volume, mass,distance/length and money subtraction problems to find unknown angles in real-world
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
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.
of use: Formative or summativeSummative assessment (describe where inwill be provided at the unit/workshop this takes place; if this is a graded or ungraded activity; and what you expect to learn from this assessment)beginning so students will know how they will be graded,
Rubrics (please include rubrics for all activities that will be assessed)
{Presentation1.jpg}
Performance Task Two
SUMMARY
students will constructsketch a model of a vehicle according to the guidelines set forth in PBS Design Squad’s Pasta Car Challenge, formulate a hypothesis, test their hypothesis, collecting data, then analyze their data to form conclusions.out of pasta using an aligned budget. The students will be given an opportunityuse the aligned budget to redesign and retest.
Digitalsketch a scale drawing of a vehicle. Digital tools can digital tools. Taking pictures and videos of the finished project to create a wiki or blog.
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 penalized points.
Before you and your team begin construction of your pasta car model, you need to develop a design and drawing of your model. Once your pasta car. Upon completion and testing of your pasta car, you will present your car and results in a poster.
Resources: Print
Print and digital materials needed (create a list that includes
Powerpoint
Budget
PASTA PARTS and PRICES
TIRES
wagon wheel pasta
$100
AXLES
spaghetti
$50
AXLE HOUSING
penne, rigatoni
$25
FLAT CHASIS
lasagna
$100
TUBULAR CHASIS
manicotti, shells
$70
Expense sheet
YOUR EXPENDITURES
part
# purchased
price per part
total spent
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 titlefour 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 resourcescience and engineering practices, including the URLprocesses and a summaryskills of scientific inquiry, to develop understandings of science content.
4.S.1A. Conceptual Understanding: The practices of science and engineering support the strategy, tool, and/or resource)
Standard being measured (content, skills, and/or technology)
Contextdevelopment of use: Formative or summative assessment (describe wherescience 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 unit/workshop this takes place;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 this is a gradedthe devices or ungraded activity;solutions solved the problem and what you expect to learn from this assessment)refine the design if needed, and (6) communicate the results.
Performance Task Three
SUMMARY
students will construct a vehicle accordinghave the official timed races. Each team will have 3 trials to record the guidelines set forth in PBS Design Squad’s Pasta Car Challenge, formulate a hypothesis, testdistance their hypothesis, collecting data, then analyze their data to form conclusions. The students will be given an opportunity to redesigncar traveled and retest.
Digital tools can be used to facilitate learning about building cars. Researching the designamount of race cars ontime it took. They will use the web is one waydata table below to use digital tools. Taking pictures and videosrecord all the data .
DATA TABLE 1 – Speed of the finished project to create a wiki or blog.Pasta Car Models Speed = distance/Time
Trial
Time (sec.)
Distance (cm.)
Speed (cm/s)
1
2
3
Average Speed ___
Directions
YouThe students will design a race car made from various typestheir cars down the provided ramp and record the data on the data analysis sheet provided.\
DATA ANALYSIS:
DATA TABLE 1 – Speed of pasta. The goal isPasta 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 creategraph 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 car thatline graph showing the speeds for each trial. The teacher will travel downmake a rampbar graph for class results. Teacher will put average speed (cm/s) on the Y axis, and roll 150 centimeters across the floor innames of the fastest time. Your car must also be built withinteams on the allowed budget or youX axis.
They will be penalized points.
Before you and your team begin construction of your pastalook at the data for their team’s car model, you needcompared to develop a design and drawingthe other teams. They will look at the designs of your model. Once your drawing is complete, you must show it to the track officials along with a preliminary budget showingother teams’ cars and answer the expenses incurred whenfollowing:
Would you buildchange your pasta car. Uponcar now?
If so, how would you change your?
If not, why?
. Digital tools can be used upload pictures of the cars and create presentations
Upon completion and car and results in a poster.results.
Resources: Print
Print and digital materials needed (create a list that includes
{Pasta Lab Docs for 4th.docx}
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 titlefour 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 resourcescience and engineering practices, including the URLprocesses and a summaryskills of scientific inquiry, to develop understandings of science content.
4.S.1A. Conceptual Understanding: The practices of science and engineering support the strategy, tool, and/or resource)
Standard being measured (content, skills, and/or technology)
Contextdevelopment of use: Formative or summative assessment (describe wherescience 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 unit/workshop this takes place;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 this is a gradedthe devices or ungraded activity;solutions solved the problem and what you expect to learn from this assessment)
refine the design if needed, and (6) communicate the results.

Before you and your team 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 in a poster.
Resources:
materials needed (create
{Pasta Lab Docs for 4th.docx}
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, 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 list that includescollection 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 titlescience 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 resourcedevelopment 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 URLcriteria and a summaryconstraints of the strategy, tool, and/or resource)
Standard being measured (content, skills, and/or technology)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: Formative or summative assessment (describe where in the unit/workshop this takes place; if this is a graded or ungraded activity; and what you expect to learn from this assessment)
Rubrics (please include rubrics for all activities that will be assessed)