Energy, Machines, and Motion
Part Three: Motion
Lesson 22: The Anchor Activity
Students have worked over the past several weeks on investigating how a device works or building a device of their own. In this lesson students showcase what they’ve learned in an oral presentation or by a computer-generated presentation.
Focus Question: Why is sharing knowledge an important part of the scientific process?
3. Lesson Set-up and Management
EALR 3: Application
Core content: Science, Technology, and Solving Problems
6-8 AAPB Scientist and technological designers (including engineers) have different goals. Scientist answer questions abut 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 AAPE Scientist and engineers often work together to generate creative solutions to problems and decide which ones are most promising.
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 display their poster or computer program showing what they have learned about the device they selected to explore in the Anchor Activity.
- Students demonstrate how their device works.
- Students give an oral presentation about their device.
3. Lesson Set-Up and Management
Materials:
- There are no materials for students to manipulate in this lesson.
- Students could include Inquiry Master 22.1a and 22.1b rubrics in their student notebook.
Student Management:
- Consider having students give feedback to students as they listen to student reports. Students could include what they enjoyed or learned in the presentation along with constructive feedback that would make their presentations stronger.
- Consider inviting parents for oral presentations as a celebration of their learning. • Have rubrics available and give feedback as presentations are made to the class
Writing Support:
- NA
Reading Support:
- There are two reading selections to support student learning in
Lesson 22.
- The first reading “Unusual Inventions” gives students opportunities to guess what two inventions are by the pictures submitted to the U.S. Patent Office.
- The second reading, “Building a Better Bike Rack: The Man Behind Patent Number 3,847,317” discusses the Patent Process of an invention.
Math Support:
- NA