NCTE: NCTE (12): Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). Background Learner Background Enduring Understandings Essential Question(s) Your students may or may not Invention is a necessary How do common have received any previous activity in every society mechanical toys work? instruction concerning inventions and in every economy. and the inventing process. How do scientists use Scientists use models to models to build on The previous lesson in this communicate existing knowledge? sequence introduces students to understanding of a series the concept of scientific of ideas. modeling, which will be addressed in this lesson. You may choose to precede this activity with a lesson introducing your students to the concept of inventions, perhaps through a SCAMPER activity. Materials/Resources/ Modifications Assessment Technology This activity can also be adapted Review your Inexpensive and miniature students’ to a family-oriented event worksheets in which they toys held together only by outside the classroom. Students answered questions about screws, spare screwdrivers and their families may come to the activity and of all types (e.g., socket their school for a diagrammed the inside of head, Phillips head, hex “Take Apart” night in which they take apart their toys. head, and flat head), small larger appliances. sticky notes, document camera (optional), This lesson is not conducive for use of You may choose to have your each student take apart his or her summative rubrics due to Worksheet, PowerPoint own toy (especially for older the lack of objective and (handout and/or grades) if they are more measurable evidence for displayed) dexterous, have done this activity understanding. in prior years, or rely less on observational learning to take apart their toys.
NCTE: NCTE (12): Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). Background Learner Background Enduring Understandings Essential Question(s) Your students may or may not have received any previous instruction concerning inventions and the inventing process. The previous lesson in this sequence introduces students to the concept of scientific modeling, which will be addressed in this lesson. You may choose to precede this activity with a lesson introducing your students to the concept of inventions, perhaps through a SCAMPER activity. Invention is a necessary activity in every society and in every economy. Scientists use models to communicate understanding of a series of ideas. How do common mechanical toys work? How do scientists use models to build on existing knowledge? Modifications Assessment Materials/Resources/ Technology This activity can also be adapted to a family-oriented event outside the classroom. Students and their families may come to their school for a “Take Apart” night in which they take apart larger appliances. You may choose to have your each student take apart his or her own toy (especially for older grades) if they are more dexterous, have done this activity in prior years, or rely less on observational learning to take apart their toys. Review your students’ worksheets in which they answered questions about the activity and diagrammed the inside of their toys. This lesson is not conducive for use of summative rubrics due to the lack of objective and measurable evidence for understanding. Inexpensive and miniature toys held together only by screws, spare screwdrivers of all types (e.g., socket head, Phillips head, hex head, and flat head), small sticky notes, document camera (optional), Worksheet, PowerPoint (handout and/or displayed)
Take-Apart-Workshop-Lesson-3-5.docx