Energy, Machines, and Motion
Part Three: Motion
Lesson 17: Introduction to the Anchor Activity
Students select or build a device they use in the everyday life. Students investigate how this device works. Also, students identify the forces that make the device work and the energy transformations that occur in the device. Students will report on their findings at the end of the unit in Lesson 22.
Focus Question: How are machines and energy transformations utilized in everyday devices?
3. Lesson Set-up and Management
EALR 3: Application
Core content: Science, Technology, and Solving Problems
6-8 AAPA People have always used technology to solve problems. Advances in human civilization are linked to advances in technology.
6-8 AAPB Scientist and technological designers (including engineers) have different goals. Scientist answer questions about the natural world; technological designers solve problems that help people reach their goals.
6-8 AAPD The process of technological design begins by defining a problem, identifying criteria for a successful solution, followed by research to better understand the problem, and brainstorming potential solutions.
6-8 AAPF Solutions must be tested to determine whether or not they will solve the problem. Results are used to modify the design, and best solution must be communicated persuasively.
- Students select a device to research or build.
- Students develop a plan to research or build the device.
3. Lesson Set-Up and Management
Materials:
- There are no materials for students to manipulate in this lesson.
- Students will use Student Sheets 17.1a - 17.1c
Student Management:
- Students brainstorm a list of devices that could be researched.
- Students evaluate their brainstormed list for reasonableness, some are too large and some will not produce enough information for an adequate report.
- Students will work with partners to complete their projects. Students who need more support could be placed in a group of three.
- Consider having other teachers help with the research aspect of their project. Teaming with technology teachers or English teachers has been helpful for some teachers.
- Help students create a timeline for their projects. Also set up a system to check in with students between Lesson 17 and Lesson 22.
Writing Support:
- N/A
Reading Support:
- There are three reading selections to support student’s learning
in Lesson 17.
- The first reading selection “How to Succeed With Your Project” gives students ideas about how to start on their project and helpful resources.
- The second reading gives students and example of a career in Civil Engineering.
- The third reading tells students how to do a simple task with a complicated Rube Goldberg machine.
Math Support:
- N/A