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UNIT

Stanford NGSS Integrated CurriculumAn Exploration of a Multidimensional World

Stanford Center for Assessment, Learning & Equity

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Stanford NGSS Integrated Curriculum 2018 �:<[_�J

StanfordNGSSIntegratedCurriculum

6thGradeScienceUnit2:ExtremeLivingCulminatingProject

StudentVersion StanfordNGSSIntegratedCurriculum2019 1

UnitEssentialQuestion:Howdopeopleusetechnologytosurviveinregionswithdifferentclimates?

ChallengeIntheLift-OffTask,wesawpicturesofplacesthatseemimpossibletolivein!Howarepeopleabletoliveinregionswithfreezingtemperaturesorscorchingheat?

Yourtaskistohelpmakeitpossibleforpeopletoliveintheseplaces.Asagroup,selectaregionwithanextremelyhotorextremelycoldclimate.Afterexploringthecausesofsuchextremeclimates,yourgroupwillfirstdesignaproductthatmakesitmorecomfortableforpeopletoliveinthisregion,andthenpresentitintheformatofyourchoice.Individually,youwillalsowriteaconsumerreporttoreviewthesciencebehindwhyyourproductisneededandhowitworks.Thismayalsobeintheformatofyourchoice(e.g.,writtenreport,flyer,video,blog,etc.).

GroupProjectCriteriaforSuccessYourproductpresentationshouldinclude:

❑ Adescriptionoftheselectedregiono Whatistheclimatelikeinthatregion?o Whatarethecausesofthisclimate?o Whydoestheclimatemakeitdifficulttoliveinthisregion?

❑ Alabeleddiagramorphysicalprototypeoftheproduct

❑ Anexplanationofhowthedeviceworks,includingdescriptionsof:o Temperatureo ThermalEnergyTransfero Kineticenergyofparticles

❑ QualityPresentationStructureo Includesvisualsrelatedtothecontento Isorganizedlogicallyo Isinterestingtotheaudience




IndividualProjectCriteriaforSuccessTheConsumerReportshouldinclude:

❑ Adefinitionoftheproblemtheproductaddresses:o Whereistheregionandwhyisitdifficulttolivethere?o Whatcriteriawouldmakeasuccessfulsolutiontothisproblem?o Whatmakesitdifficulttosolvethisproblem?

❑ Adetaileddescriptionoftheclimateinthatregion,includingmodel(s)thatshow:o WhythelocationoftheregiononEarthresultsinitsextremetemperatureo Howatmosphericandoceaniccirculationaffecttheclimateinyourregiono Theprocessesthatcreatethewaterconditionsinyourregiono *Foratleastoneoftheabovebullets,citepatternsindatathatallowedyoutofigureoutthese

cause-and-effectrelationships

❑ Adescriptionofthedesignprocess:o Describeyouroriginaldesign:WhatproportionalrelationshipsfromtheTask4investigations

inspiredtheoriginaldesignofyourproduct?o Whatdatafromvarioustestsdidyouusetomakeimprovementsonyourfinaldesign?

❑ Alabeleddiagramofyourproductthatexplainshowitworks,including:o Adescriptionofhowyourproducthelpsindividualsstaywarmorstaycoolo Amodelthatshowshowyourproductaffectsenergytransferandthekineticenergyofparticles

❑ Prosandconsofthefinalproduct




ConsumerReportPeerReviewFeedback

CompleteafteryouhaveafullfirstdraftofyourConsumerReport.

ConsumerReportOwner’sName

ConsumerReportReviewer’sName

ReviewthefollowingsectionsoftheConsumerReport:

❑ Adefinitionoftheproblemtheproductaddresses:o Whereistheregionandwhyisitdifficulttolivethere?o Whatcriteriawouldmakeasuccessfulsolutiontothisproblem?o Whatmakesitdifficulttosolvethisproblem?

Ø PositiveComment:

Ø ConstructiveComment:

❑ Adetaileddescriptionoftheclimateinthatregion,includingmodel(s)thatshow:o WhythelocationoftheregiononEarthresultsinitsextremetemperatureo Howatmosphericandoceaniccirculationaffecttheclimateinyourregiono Theprocessesthatcreatethewaterconditionsinyourregiono *Foratleastoneoftheabovebullets,citepatternsindatathatallowedyoutofigureoutthese

cause-and-effectrelationships

Ø PositiveComment:





❑ Adescriptionofthedesignprocess:o Describeyouroriginaldesign:WhatproportionalrelationshipsfromtheTask4investigations

inspiredtheoriginaldesignofyourproduct?o Whatdatafromvarioustestsdidyouusetomakeimprovementsonyourfinaldesign?

Ø PositiveComment:


❑ Alabeleddiagramofyourproductthatexplainshowitworks,including:o Adescriptionofhowyourproducthelpsindividualsstaywarmorstaycoolo Amodelthatshowshowyourproductaffectsenergytransferandthekineticenergyofparticles

Ø PositiveComment:


❑ ProsandConsofthefinalproduct

Ø PositiveComment:


StanfordNGSSIntegratedCurriculum6thGradeScienceUnit2:ExtremeLiving3-DimensionalIndividualProjectRubric


Overview:Thefollowingrubricscanbeusedtoassesstheindividualproject:aConsumerReportforaThermalProduct.EachrubricisalignedtoonesectionoftheIndividualProjectCriteriaforSuccess,locatedonyourCulminatingProjectStudentInstructions.Usetheserubricstoseeifyouaredoingyourbestworkonyourindividualproject.

Rubric1:Studentdefinestheproblemoflivinginaregionwithextremetemperatures,includingcriteriaofsuccessandconstraintsthatmightlimitpossiblesolutions.

Emerging(1) Developing(2) Proficient(3) Advanced(4)Studentdoesnotdefinetheproblemoflivinginaregionwithextremetemperaturesand/orincludesinaccurateorirrelevantcriteriaofsuccessandconstraintsthatmightlimitpossiblesolutions.

Studentaccuratelydefinestheproblemoflivinginaregionwithextremetemperatures,includingaccuratecriteriaofsuccessORconstraintsthatmightlimitpossiblesolutions.

Studentaccuratelydefinestheproblemoflivinginaregionwithextremetemperatures,includingaccuratecriteriaofsuccessbutpartialconstraintsthatmightlimitpossiblesolutions.

Studentaccuratelydefinestheproblemoflivinginaregionwithextremetemperatures,includingaccurateandcompletecriteriaofsuccessandconstraintsthatmightlimitpossiblesolutions.

Rubric2:StudentdevelopsandusesamodeltodescribehowtheunequalheatingofEarth’ssurfaceleadstovariationsinclimatesaroundtheworld.

Emerging(1) Developing(2) Proficient(3) Advanced(4)StudentdevelopsandusesamodeltoinaccuratelydescribehowtheunequalheatingofEarth’ssurfaceleadstovariationsinclimatesaroundtheworld.ORStudentpartiallydescribeshowtheunequalheatingofEarth’ssurfaceleadstovariationsinclimatesaroundtheworldbutdoesnotuseavisualmodel.

StudentdevelopsandusesamodeltoincompletelydescribehowtheunequalheatingofEarth’ssurfaceleadstovariationsinclimatesaroundtheworld.ORStudentcompletelydescribeshowtheunequalheatingofEarth’ssurfaceleadstovariationsinclimatesaroundtheworldbutdoesnotuseavisualmodel.

StudentdevelopsandusesamodeltomostlydescribehowtheunequalheatingofEarth’ssurfaceleadstovariationsinclimatesaroundtheworld.

StudentdevelopsandusesamodeltocompletelydescribehowtheunequalheatingofEarth’ssurfaceleadstovariationsinclimatesaroundtheworld.



Rubric3:Studentdevelopsamodeltoexplainhowpatternsofatmosphericandoceaniccirculationdeterminetheirregion’sclimate.

Emerging(1) Developing(2) Proficient(3) Advanced(4)Studentdevelopsamodeltoinaccuratelyexplainhowpatternsofatmosphericandoceaniccirculationdeterminetheirregion’sclimate.ORStudentdoesnotdevelopavisualmodeltoexplainhowpatternsofatmosphericandoceaniccirculationdeterminetheirregion’sclimate.

Studentdevelopsamodeltoincompletelyexplainhowpatternsofatmosphericandoceaniccirculationdeterminetheirregion’sclimate.ORStudentdevelopsamodeltocompletelyexplainhowpatternsofatmosphericandoceaniccirculationdetermineclimates,butitisnotspecifictotheirregion.

Studentdevelopsamodeltomostlyexplainhowpatternsofatmosphericandoceaniccirculationdeterminetheirregion’sclimate.

Studentdevelopsamodeltocompletelyexplainhowpatternsofatmosphericandoceaniccirculationdeterminetheirregion’sclimate.

Rubric4:StudentdevelopsamodeltodescribehowwateriscycledthroughEarthsystemsviavariousprocessesdrivenbyenergyfromtheSunandtheforceofgravity.

Emerging(1) Developing(2) Proficient(3) Advanced(4)StudentdevelopsaninaccuratemodeltodescribehowwateriscycledthroughEarthsystemsviavariousprocesses.ORStudentpartiallydescribeshowwateriscycledthroughEarthsystemsviavariousprocessesdrivenbyenergyfromtheSunandtheforceofgravity,butnomodelispresent.

StudentdevelopsanincompletemodeltodescribehowwateriscycledthroughEarthsystemsviavariousprocesses.ORStudentcompletelydescribeshowwateriscycledthroughEarthsystemsviavariousprocessesdrivenbyenergyfromtheSunandtheforceofgravity,butnomodelispresent.

StudentdevelopsapartialmodeltodescribehowwateriscycledthroughEarthsystemsviavariousprocessesdrivenbyenergyfromtheSunortheforceofgravity.

StudentdevelopsacompletemodeltodescribehowwateriscycledthroughEarthsystemsviavariousprocessesdrivenbyenergyfromtheSunandtheforceofgravity.



Rubric5:Studentcitespatternstodescribeacauseandeffectrelationshipthatexplainsregionalclimateconditions.

Emerging(1) Developing(2) Proficient(3) Advanced(4)Studentcitesirrelevantpatternstoinaccuratelydescribeacauseandeffectrelationshipthatexplainsregionalclimateconditions.

Studentcitesrelevantpatternsbutdoesnotexplicitlyconnectthemtoacauseandeffectrelationshipthatexplainsregionalclimateconditions.

Studentcitesrelevantpatternstoaccuratelydescribeonecauseandeffectrelationshipthatexplainsregionalclimateconditions.

Studentcitesrelevantpatternstoaccuratelydescribemultiplecauseandeffectrelationshipsthatexplainregionalclimateconditions.

Rubric6:Studentdescribestheproportionalrelationshipsamongenergytransfer,thetypeofmatter,themass,andchangeintemperature,includinghowtheserelatetothekineticenergyofparticles.

Emerging(1) Developing(2) Proficient(3) Advanced(4)Studentinaccuratelydescribestheproportionalrelationshipsamongenergytransfer,thetypeofmatter,themass,and/orchangeintemperature.

Studentincompletelydescribestheproportionalrelationshipsamongenergytransfer,thetypeofmatter,themass,and/orchangeintemperature.

Studentmostlydescribestheproportionalrelationshipsamongenergytransfer,thetypeofmatter,themass,and/orchangeintemperature,includinghowtheserelatetothekineticenergyofparticles.

Studentcompletelydescribestheproportionalrelationshipsamongenergytransfer,thetypeofmatter,themass,andchangeintemperature,includinghowtheserelatetothekineticenergyofparticles.

Rubric7:Studentredesignsathermalproducttobettermeetthecriteriaforsuccess,referencingtherelevanttestdataofdifferentproductstoexplainwhytheycombinebestcharacteristics.

Emerging(1) Developing(2) Proficient(3) Advanced(4)Studentredesignsathermalproducttobettermeetthecriteriaforsuccess,butdoesnotexplainwhytheycombinebestcharacteristics.ORStudentredesignathermalproductthatshowsnoimprovementfromoriginaldesignORdoesnotcombinebestcharacteristicsfromotherdesignstobettermeetthecriteriaforsuccess.

Studentredesignsathermalproducttobettermeetthecriteriaforsuccess,butdoesnotreferencetherelevanttestdataofdifferentproductstoexplainwhytheycombinebestcharacteristics.

Studentredesignsathermalproducttobettermeetthecriteriaforsuccess,referencingatleastonepieceofrelevanttestdataofdifferentproductstoexplainwhytheycombinebestcharacteristics.

Studentredesignsathermalproducttobettermeetthecriteriaforsuccess,referencingalloftherelevanttestdataofdifferentproductstoexplainwhytheycombinebestcharacteristics.



Rubric8:Studentshowsandexplainshowtheirdesignusesscientificprinciplestominimizeormaximizethermalenergytransfer.

Emerging(1) Developing(2) Proficient(3) Advanced(4)Studentinaccuratelyshowsand/orexplainshowtheirdesignusesscientificprinciplestominimizeormaximizethermalenergytransfer.ORStudent’sdesigndoesnotminimizeormaximizethermalenergytransfer.

Studentincompletelyshowsand/orexplainshowtheirdesignusesscientificprinciplestominimizeormaximizethermalenergytransfer.

Studentpartiallyshowsandexplainshowtheirdesignusesscientificprinciplestominimizeormaximizethermalenergytransfer.

Studentcompletelyshowsandexplainshowtheirdesignusesscientificprinciplestominimizeormaximizethermalenergytransfer.


6thGradeScienceUnit2:ExtremeLivingProjectOrganizer



Youwillbedesigningaproductthatmakesitmorecomfortableforpeopletoliveinaregionwithanextremeclimate.Aftereachtask,youwillreturntothetablebelowtoorganizewhatyoulearnasyougothroughtheunit.Bytheendofthefivetasks,youwillhaveallthisinformationtouseforyourculminatingproject.Foreachactivity,besuretoincludeanswerstoALLthequestionsprovided.

Lift-OffTask:ExtremeConditions

Researchafewdifferentregionswithanextremeclimate(toohotortoocold).Asagroup,chooseoneoftheseregionstofocusonforyourculminatingprojectanddescribetheextremeclimatethere.Thenindividually,

r Definetheproblem:Whyisitdifficulttoliveinthisregion?r Identifythecriteriaforasuccessfulsolution:Howwillyouknowyourproducthassolved

theproblem?r Identifytheconstraintsofsolvingthisproblem:Whatmightmakeithardtosolvethis

problem?

Task1:Climate,Part1–HeatingtheEarth

Researchtheregionyouselected.r WhereisitlocatedonEarth?r HowcanitslocationonEarthexplainthetypicaltemperatureintheregion?r DrawaSun-Earthmodeltoshowandexplainamajorcauseofyourregion’sclimate.




Task2:Climate,Part2–OceansandAtmosphere

Fortheregionyouselected:r Constructamodeltoexplainhowatmosphericandoceaniccirculationaffecttheclimate

inyourregion.




Task3:AWaterMolecule’sJourney

Thinkabouttheregionyouselected.r Whataresomewaysthatwaterisapartofyourregion’sclimate?r Usingwordsoramodel,describetheprocessesthatcreatethewaterconditionsinyour

region.

Task4:ThermalEnergyTransfer

Thinkabouttheclimateintheregionyouselected.r Willyourproductneedtohelppeoplestaywarmorcooldown?r Wouldthisrequireincreasingthekineticenergyoftheparticlesordecreasingthekinetic

energyoftheparticles?Explain.r Basedonyourexplorations,howmightyoubeabletomakethispossible?Whatfactors

shouldyourproductconsider?




Task5:ExtremeLivingConditions

Younowhavearevisedprototypeofthatproduct!r Drawalabeleddiagramofyourfinalproduct.

• Showhowthermalenergytransferiseitherminimizedormaximized.r Explainhowitworks.r Describehowyoucombinedbestcharacteristicsfromdifferentdesignstocreatea

productthatbestmeetsyourcriteriaandconstraints.• Citethedatathatsupportedyourdecisions.


6thGradeScienceUnit2:ExtremeLivingLift-OffTask:ExtremeConditions



Humansareabletosurviveinawidevarietyofclimatesaroundtheworld.Someoftheseclimatesarevery

extreme!Canyouimaginelivinginsuchextremeconditions?Makesomeobservationsasyoucomparethe

photosonthelefttothephotosontheright:

PartA:Ifyouwantedtoknowmoreabouthumanssurvivinginextremeclimates,whatquestionswouldyouask?

Individuallyrecordanyquestionsyouwouldaskinordertobetterunderstandhowtoliveinextremeclimates.




PartB:Asagroup,

➢ Discusswhatquestionseachmemberwroteonhisorherlist.

➢ Onalargepieceofposterpaper:

o Writethephrase“HumansSurvivinginExtremeClimates”inthemiddleofyourposteranddraw

acirclearoundit.

o Aroundthecircle,recordthequestionsthatweresimilaracrossyourgroupmembers.

o Drawlinestolinktogetherquestionsthatrelatetoeachother.

o Draftpossibleanswerstothequestions,usingyourpriorknowledge.Connectthesetothe

questionsonyourposter.

➢ Postyourgroupposteronthewall.

➢ Walkaroundandlookateachgroups’ideas.

PartC:Asawholeclass,

➢ Constructaclassconceptmapwiththephenomenoninthemiddle:“HumansSurvivinginExtreme

Climates”.

o Decidewhichkeyquestionsyouwanttohaveontheconceptmap.

o Drawlineswitharrowsbetweentwokeyquestionstoshowthatthereisarelationship.

o Makeasmanyconnectionsasyoucanbetweenthequestionsontheconceptmap.

➢ It’simportantforeveryonetosharetheirideasandit’sokayifyoudon’tagree.

➢ Youwillreviseandaddnewquestionsandinformationtothisconceptmapasyoulearnmoreabout

climateconditionsandheat-relatedtechnologies.


ConnectingtotheCulminatingProjectYouhavebeenaskedtodesignaproductthatmakesitmorecomfortableforpeopletoliveinaregionwithan

extremeclimate.Researchafewdifferentregionswithanextremeclimate(toohotortoocold).Asagroup,

chooseoneoftheseregionstofocusonforyourculminatingprojectanddescribetheextremeclimatethere.

Thenindividually,

ü Definetheproblem:Whyisitdifficulttoliveinthisregion?

ü Identifythecriteriaforasuccessfulsolution:Howwillyouknowyourproducthassolvedtheproblem?

ü Identifytheconstraintsofsolvingthisproblem:Whatmightmakeithardtosolvethisproblem?

ThisshouldbecompletedindividuallyinyourProjectOrganizer.





ReflectionIndividuallyreflectontheLift-OffTask,usingthequestionsprovided:

1. Atthebeginningofthistask,youmadealistofquestionsyouhaveabouthumanssurvivinginextreme

climates.Lookbackatyourlist:thinkaboutthequestionsyourpeersaskedthatyoudidnotinitiallywrite

down.Howaretheirquestionsdifferentfromtheonesyouoriginallyasked?

2. Inthisunit,wewillbefocusingonthreecrosscuttingconcepts:

● Scale,Proportion,andQuantity:Proportionalrelationshipsamongdifferentquantitiestellus

aboutthemagnitudeofprocesses.

● SystemsandSystemModels:Modelscanbeusedtorepresentsystemsandtheirinteractions.

● EnergyandMatter:Thetransferofenergydrivesthemotionorcyclingofmatter,anditcanbe

trackedasitflowsthroughasystem.

Lookingatyourclassconceptmap,giveoneexampleofhowacrosscuttingconceptcameupintoday’s

task.

3. Nowthatyouunderstandwhatprojectyou’llbeworkingonoverthecourseofthisunit,whatelsedoyou

needtoknow?Whatadditionalquestionsdoyouhave?


6thGradeScienceUnit2:ExtremeLivingTask1:Climate,Part1-HeatingthePlanet



EngageIntheLift-Offtask,yousawexamplesofpeoplelivinginextremeclimates.Whatcausestheseenvironmentstohavesuchextremeclimates?Whatmadesomeregionssohotandotherssocold?Inthistask,wewillinvestigateoneofthemajorreasonsbehindaregion’sclimate.

Whatdoyoualreadyknowaboutweatherandclimate?

1. Inpairs,discusswhatyouthinkthedifferenceisbetweenweatherandclimate.

2. Yourteacherwillreadeachofthestatementsbelow.Movetoeithertheweatherorclimatecorneroftheroomdependingonwhetheryouthinkthestatementisdescribingweatherorclimate.Bepreparedtogiveareasonforwhyyouareinthatcorner!

a. ItrainedonMay8.b. Germanyisacoldcountry.c. Summerishot.d. Thenewssaysitissupposedtorainthisweekend.e. FloridaishotterthanAlaska.f. Thatwasanamazinglightningstormlastnight.g. Citiesneartheoceantendtobewet.h. ItmightsnowinTahoetomorrow.i. Todayitwascolderthanusual.j. 1992wasoneofthecoldestsummersonrecord.k. Thereisahurricanepredictedtohittomorrow.l. Thehighestrecordedtemperatureofalltimewas136degreesFahrenheitinLibya.m. ItrainseveryOctober.

3. Asaclass,definethedifferencebetweenweatherandclimateandrecordbelow:





ExploreNowthatyouhaveanunderstandingofwhatwemeanwhenwesay“climate”,let’sexploreonemajorreasonwhyclimatesaroundtheworldcanbesodifferent.

SystemsandSystemModels:YoualreadyknowthattheSunwarmstheEarth.ButdoeseverypartofEarthgetthesameamountofenergyfromtheSunallthetime?Tofigureouttheanswertothisquestion,yourgroupwillneedtousemodelstovisualizetherelationshipbetweentheSunandtheEarth.

PhysicalModel:1. Usethefollowingmaterialstomakeamodelthatrepresentsthe

EarthandtheSun.• Sun:FlashlightorOtherLightSource• Earth:StyrofoamBall• Poles:Toothpicks• Equator:RubberBand

2. ModeltheprocessofEarthdoingonefullrotationoverthecourseofonedaybyfollowingtheinstructionsbelow:

a. HoldyourSunflashlightsoitshinesonEarth’sEquator.RememberthattheSunnevermoves,sodon’tmoveyourSunduringthemodelingprocess!

b. HoldingontotheSouthPole,tiltEarthslightly,asshowninthepictureabove(23°).c. Slowlyrotate,orspin,Earthonitsaxis,keepingitatthesametiltduringoneentirerotation.

ObservecarefullywhathappenstothelightthatreachesEarth.d. NowplaceEarthontheoppositesideoftheSunandrepeat.Observe.

3. Discussandanswerthediscussionquestionsbelow,repeatingthemodelingprocessasnecessary:DiscussionQuestions YourResponses

Ingeneral,whatlocationsonEarthgetmoresunlightandwhatlocationsgetless?

Howdoyouthinkthedifferentamountsofsunlightaffecttemperatureintheseareas?WhydoyouthinktheamountofsunlightthathitsEarthvariesbyregion?




ComputerModel:1. Putthefollowingurlinyourcomputerbrowser:

https://astro.unl.edu/naap/motion1/animations/seasons_ecliptic.html.

2. Playaroundwiththesimulationtogetcomfortablewiththefunctions:a. Tochangethetimeofyear:Youcanmovethe

Eartharounditsorbitintheleft-handimageORyoucansetthemonthonthebottomtimeline.

b. Tochangethelocationoftheregionbeingobserved:Youcanmovethestickfigureinthetoprightimage.

c. ToobservetheamountofsunlighthittingthatregiononEarth:analyzetheimageonthebottomright.Themorethearrowsaretilted,thelessdirectlysunlightishittingthatregion.

3. Tryoutthefollowingsettingsanddiscussthequestionstohelpyouanalyzethemodel:TimeofYear Location Observationsof

theSun’sRaysHowdoyouthinkthisaffectsthetemperatureintheregionat

thistimeofyear?

NovemberNorthern

Hemisphere

JuneNorthern

Hemisphere

JuneSouthern

Hemisphere

NovemberSouthern

Hemisphere

November Equator

June Equator




4. Pickalocationandrunthesimulation,usingthe“StartAnimation”buttoninthebottomrightcorner.a. MakeanyfinalobservationsastheEarthmovesthroughitsorbitoverthecourseofoneyear.

5. DiscussthePatternsyouobserved:a. Whatpartoftheworldgetsthemostdirectsunlightthroughouttheyear?Why?

i. Theleastamountofdirectsunlight?Why?

b. HowdoestheamountofsunlighthittingEarthvarythroughouttheyearinaregion?

i. Whydoyouthinkthishappens?

ii. Howdoyouthinkthisaffectstheclimateofthatregionduringdifferenttimesofyear?





ExplainDevelopingandUsingModels:YourfriendwantstoplanaskitriptoNewZealandduringtheirwinterbreakinDecember.Individually,explaintoyourfriendwhetherthisisagoodideaanddrawamodeltoillustrateyourexplanation.

WrittenExplanation Model


ElaborateExplainingtherelationshipbetweentheSun,Earth,andclimateisverycomplex!JustlikeinUnit1,let’susetheStronger/Clearermethodtoimproveyourexplanationandmodel.

1. IndividualThinkTime:Takeaminutetothinkabouthowyouwilldescribeyourexplanationandmodeltoafirstpartner.Whenyouareready,foldyourpapersoonlythemodelisvisible.

2. PartnerDiscussions1:Youwillworkinpairswithanotherstudent.OneofyouwillbeStudentAandtheotherStudentB.StudentAwillstart:

• StudentA:Withoutreadingwhatyouwrote,describeandsupportthethinkingyouusedinyourexplanation.Youmayrefertoyourmodeltohelpshowwhatyouaredescribing.

• StudentB:Listenandaskclarifyingquestions.AskquestionstohelpStudentAadddetailtotheirexplanation.Forexample,youmightask,“Howcanyoushowthatinyourmodel?”or“InwhichExploremodeldidyoulearnthat?”or“WhatdoyouthinkthetiltoftheEarthhastodowithit?”




• BothStudentAandStudentB:Writedownanynotes,thoughts,orquestionsthatcameupinthisdiscussion.

Nowswitchrolesandrepeatthestepsabove.

3. PartnerDiscussion2:Repeatthepartneringprocesswithanotherstudent.Remembertotrytostrengthenandclarifyyourexplanationandmodel.Writedownnewnotes,insights,andquestions.

4. PartnerDiscussion3:Repeatthepartneringprocesswithanotherstudent.Remembertotrytostrengthenandclarifyyourexplanationandmodel.Writedownnewnotes,insights,andquestions.

5. FinalExplanation:Afteryouhaveworkedwithpartnerstoclarifyyourthinking,reviewyournotes.ReviseyourexplanationandmodelintheExplain.





Evaluate:ConnectingtotheCulminatingProjectYouhavebeenaskedtodesignaproductthatmakesitmorecomfortableforpeopletoliveinaregionwithanextremeclimate.Researchtheregionyouselected.

ü WhereisitlocatedonEarth?ü HowcanitslocationonEarthexplainthetypicaltemperatureintheregion?ü DrawaSun-Earthmodeltoshowandexplainamajorcauseofyourregion’sclimate.

ThisshouldbeindividuallyinyourProjectOrganizer.


ReflectionIndividuallyreflectonTask1,usingthequestionsprovided:

1. Atthebeginningofthistask,youweregivenalistofstatementstoidentifyasrelatingtoweatherorclimate.Wouldthemodelingyoudidintherestofthistaskrelatetoweatherorclimate?Why?

2. Inthistask,wefocusedonthecrosscuttingconceptof:• SystemsandSystemModels:Modelscanbeusedtorepresentsystemsandtheirinteractions.

WheredoyouseeexamplesofSystemandSystemModelsinthistask?

3. Nowthatyouhavelearnedmoreaboutamajorcauseofclimates,whatquestionsdoyoustillhave?


6thGradeScienceUnit2:ExtremeLivingTask2:Climate,Part2–Oceans&Atmosphere



EngageInthelasttask,youfiguredoutthatregionsneartheequatorarewarm,andthatitgetscoolerasyoumoveawayfromtheequator.Wemightthenexpectthatregionsthatarethesamedistancefromtheequator,oratsimilarlatitudes,shouldhavesimilarclimatesandexperiencesimilartemperatures.Lookatthedatabelow:doesthispatternalwaysholdtrue?

City NewYorkCity,USA Rome,ItalyLatitude 41°N 42°NAverageMonthlyTemperature(°F)

New York City

Rome




Individually:UsingwhatyouknowfromTask1,andtheinformationabove,explainhowthetemperaturesinJanuarycouldbesodifferentfortwocitiesatnearlyidenticallatitudes.Writeyourexplanationonanindexcard.

InGroups:1. Share-Eachpersonreadstheirindexcard,andplacesitonthetableforalltosee.2. Discuss-Talkaboutwhichideasseemtofitbestwithwhatyouknow,andwhatthedatatellsyou.3. Consensus-Writeagroupexplanationonposterpaper.4. Display-Bepreparedtoshareyourexplanationwiththeclassinagallerywalk.


ExploreSystemsandSystemModels:NowthatyouhavecomeupwithsomeideasforwhyNewYorkCityandRomecouldhavesuchdifferentwintertemperatures,let’sexploretwomodelsthatmayhelpusfigureoutwhythishappens.

OceanCirculationModel:

Yourteacherwillshowyouavideoordemonstrationinvolvingthemixingofcoldwater,roomtemperaturewater,andhotwater.Foodcoloringhasbeenaddedtothecoldwater(blue)andhotwater(red)inorderforyouseemoreclearlyhowwhathappenswhenallthreetemperaturesmixtogether.

1. Usingtheblankdiagramsbelow,individuallyrecordyourobservationsfromthevideo/demonstration.

ObservationsWhathappenswhentheicecubeisfirstplacedinthewatertub?




Whathappenswhenthehotwaterisfirstplacedinthewatertub?

Whathappensafteryouwaitawhile?

2. Withyourgroup,a. Discusswhatyounoticed.b. Predictwhatyouthinkmayhappentothehot(red)waterandcold(blue)waterafteronehour

haspassed?Explainyourprediction.

3. Individually,writeand/ordrawyourpredictionandexplanationbelow:

Prediction Explanation




Questions–Whatareyoustillwonderingabout?Whatareyouunsureof?

AtmosphericCirculationModel:

Yourteacherwillshowyouanotherdemonstration,thisoneinvolvesahelium-filledballoon,andaheatsource.

1. Usethespacebelowtoindividuallyrecordyourobservations.Besuretoincludedrawingswhenhelpful.

BeforeHeating AfterHeating

2. Usethespacebelowtoindividuallyexplainwhatyouthinkishappeningduringthisdemonstration.Besuretoincludedrawingswhenhelpful.

Explanation




Questions–Whatareyoustillwonderingabout?Whatareyouunsureof?

ComparingModels

1. Withyourgroup,compareanddiscussyourexplanationsfromtheOceanicCirculationModelandtheAtmosphericCirculationModel.

a. Whatdideveryone’soceanicmodelshaveincommon?Howweretheydifferent?b. Whatdideveryone’satmosphericmodelshaveincommon?Howweretheydifferent?

2. Inthetablebelow,individuallydescribeatleasttwosimilaritiesandtwodifferencesbetweenyourtwoexplanations.

Similarities

Differences





ExplainUnderstandingwhyRomeandNewYorkCityhavesuchdifferentaveragewintertemperaturesinvolvesboththemovementofwaterintheoceansandairintheatmosphere.IntheExploredemonstrations,youmadesomeobservationsabouthowwaterandairmoveinresponsetodifferencesintemperature.Inthisactivity,you’regoingtouseeverythingyou’velearnedtostartcreatingoceanicandatmosphericcirculation.

InitialIdeas:1. Ingroups,discussthequestionsinthechartbelow.2. Afterdiscussingthequestions,write/drawyourresponsesinthechartbelow.

HowdoyouthinkthemovementofwaterintheoceancontributestothetemperaturedifferencebetweenRomeandNewYorkCityinJanuary?

HowdoyouthinkthemovementofairintheatmospherecontributestothetemperaturedifferencebetweenRomeandNewYorkCityinJanuary?

3. Individually,readandannotatethereadingprovidedbyyourteacher:HowDoAirandWaterMoveAroundOurPlanet?




SystemsandSystemModels:UnderstandinghowoceancurrentsandatmosphericcirculationcontributetoRome’shigheraveragewintertemperaturescanseemcomplicated.Onewaytohelpunderstandacomplexphenomenonorsystemistocreateamodel.Tomakeamodel,firstthinkofallofthesmallerparts(components)ofthephenomenonorsystem,andthenexplainhowthepartsaffecteachother(interactions).

1. Components–Inthetablebelow,individuallylistallthepartsoftheoceanicandatmosphericsystems.Referbacktothereading,asneeded.Inthelastcolumn,makeadrawingtorepresenteachpart.

Components(parts)

Representation(drawing)

OceanicCirculationSystem




Components(parts)

Representation(drawing)

AtmosphericCirculationSystem

GalleryWalk–Aftercompletingthetableabove,youwillhave5minutestowalkaroundtheroomtoseehowotherpeoplerepresenteachcomponent.Asyouwalk,looktosee:

a. Ifthereareanymissingcomponentsyouforgottoconsider.b. Howotherschoosetorepresenteachcomponent.c. Ifyoulikesomeoneelse’sidea,useitinyourtableabove,andcreditthepersonyouborrowedfrom

byputtingtheirnamenexttotherepresentationinyourtable.




2. Interactions–Withapartner,describewithwordsANDdrawingshoweachpartyoulistedaffectstheotherparts.Besuretoincludetherelevantpartsfrombothofyourlistsofcomponents.

OceanicCirculationInteractions

AtmosphericCirculationInteractions





ElaborateDevelopingandUsingModels:Nowwecancombineallthecomponentsandinteractionstogetherinordertodescribehowoceanicandatmosphericcirculationinfluenceclimate.ThiswillhelpyourgroupcreateonemodeltoexplainhowRomecouldhavehigheraverageJanuarytemperaturesthanNewYorkCity.

CriteriaforModel:1. Yourmodelshouldusewords,arrows,anddrawings.2. Yourmodelmaybedonewithorwithouttechnology.3. Yourmodelmustincludeatleastthefollowingcomponents(terms):

a. latitudeb. temperaturec. atmosphered. winde. oceancurrentf. densityg. heat

Bepreparedtoshareyourmodelwiththeclass.





Evaluate:ConnectingtotheCulminatingProjectYouhavebeenaskedtodesignaproductthatmakesitmorecomfortableforpeopletoliveinaregionwithanextremeclimate.Fortheregionyouselected:

ü Constructamodeltoexplainhowatmosphericandoceaniccirculationaffecttheclimateinyourregion.

ThisshouldbedoneindividuallyinyourProjectOrganizer.



1. Atthebeginningofthistask,youwereintroducedtoaphenomenon(NewYorkCity/Rome)thatdidnotseemtofollowexpectedclimatepatterns.Byusingmodelsinthistask,doyounowfeelconfidentthatyoucanexplainthephenomenontoyourparents?Whyorwhynot?

2. Inthistask,wefocusedonthecrosscuttingconceptof:• SystemsandSystemModels:Modelscanbeusedtorepresentsystemsandtheirinteractions.

WheredoyouseeexamplesofSystemandSystemModelsinthistask?

3. Nowthatyouhavelearnedmoreabouthowoceanicandatmosphericcirculationaffectlocalclimates,whatquestionsdoyoustillhave?


6thGradeScienceUnit2:ExtremeLivingTask3:AWaterMolecule’sJourney



EngageInTasks1and2,youexploredthecausesofdifferentclimatesaroundtheworld.Inthistask,wewilldigintoonespecificaspectofclimate—water.

ThinkbacktohowyoudefinedclimateatthebeginningofTask1andpicturedifferentregionsaroundtheworld.Inpairs,discuss:whataresomewaysthatwaterisapartofdifferentclimates?Wheredoweseewaterindifferentenvironments?Makealistbelow.


ExploreInthistask,wearegoingtofocusonhowwatermovesthroughEarth’ssystemsandhowthisimpactstheclimatesofpeopleindifferentregions.Todothis,youaregoingtotakethejourneyofawatermolecule!Followtheinstructionsbelowtostartyourjourney:

1. Yourteacherwilltellyouwhichstationtostartfrom.Writethisasyourlocation/descriptionnextto#1inyourchartbelow.

2. Ateachstation,readaboutyourlocationandrollthedicetoseewhereyouwillgonext.Fillinyourcharteachtimetokeeptrackofyourjourneyasawatermolecule.

3. Continueuntilyouhaverecorded10locations(Keepinmindthatsometimesyourepeatastationyou’vevisitedbefore!)




LocationandDescription DescribeHowYouTravelToYourNextLocation1

2

3

4

5

6

7

8

9

10





ExplainDevelopingandUsingModels:Whileeveryone’sjourneyasawatermoleculewasalittlebitdifferent,youmaystarttonoticesomethingsincommon.First,compareyourjourneywithyourothergroupmembers.Then,asagroup,combineallyourjourneystomakeapostermapthatshowsthecyclingofwaterthroughEarth’ssystems.Usepictures,words,andarrowsandmakesuretoincludethefollowing:

o ThedifferentstateswaterexistsinonEartho Placeswhereyoucanfindwatero Theprocessesthatcyclewatero EnergyandMatter:Theenergyandforcesthatdrivethesedifferentprocesses


ElaborateEnergyandMatter:Imaginethatyouryoungersiblingisexplainingtoyouwhathappenstopuddlesthatdryonthesidewalk.Nowthatyouhaveinvestigatedthewatercycle,critiquetheirexplanationusingtheCritique,Correct,andClarifytechniquebelow.

Prompt:Whathappenstothewaterwhenapuddledriesonthesidewalk?

Inpairs:1. Critique:Analyzetheexplanationbelow.Identifyanyerrors,unclearideas,ormissingdetails.Shareyour

ideaswithapartner.

Whenapuddledriesonthesidewalk,thewaterdisappearscompletely.Thisisbecausetheairafterastormcreatesanenergythatmakesthewaterdisappear.Waterwillonlybecreatedagainbytheskyduringthenextstorm.

2. Correct:Individuallywriteanimprovedexplanationbelow.




3. Clarify:Withapartner,discussanddescribehowandwhyyoucorrectedtheexplanation.


Evaluate:ConnectingtotheCulminatingProjectYouhavebeenaskedtodesignaproductthatmakesitmorecomfortableforpeopletoliveinaregionwithanextremeclimate.Thinkabouttheregionyouselected.

ü Whataresomewaysthatwaterisapartofyourregion’sclimate?ü Usingwordsoramodel,describetheprocessesthatcreatethewaterconditionsinyourregion.

ThisshouldbedoneindividuallyinyourProjectOrganizer.



1. Atthebeginningofthistask,youwereaskedtobrainstormwaysthatwaterisapartofdifferentclimatesandplacesthatyoucanfindwaterinenvironments.Lookbackatyourinitiallist:aftereverythingyouhavelearnedinthistask,whatcouldyouaddtothislist?Recordbelow.




2. Inthistask,wefocusedonthecrosscuttingconceptof:o EnergyandMatter:Thetransferofenergydrivesthemotionorcyclingofmatter,anditcanbe

trackedasitflowsthroughasystem.WheredoyouseeexamplesofEnergyandMatterinthistask?

3. Nowthatyouhavelearnedmoreaboutamajorpartofdifferentclimates—water—whatquestionsdoyoustillhave?


6thGradeScienceUnit2:ExtremeLivingTask4:ThermalEnergyTransfer



EngageSofarintheunit,youhavebeenthinkingaboutwhytheregionsyouchosehavesuchextremeclimateconditions.Yourjobfortheculminatingprojectistodesignaproductthatmakesitpossibletoliveinoneoftheseregions,evenwithsuchextremetemperatures.Beforewedesignthisproduct,wefirstneedtounderstandhowtemperatureactuallyworks!

Let’sstartwithanexamplethatsomeofyoumaybefamiliarwith:Youareboilingapotofwaterwhilecookingpasta.Youplaceacoolmetalspoonintothepottostirthemixture.Youhavetoleavethestoveforaminuteandwhenyoucomeback,yougrabthemetalspoon…ouch!It’snowsuperhot!

Withapartner,makeahypothesis:Whyisthehandleofthespoonhoteventhoughthehandleisnotsubmergedintheboilingwater?


ExploreWeknowbasedonexperiencesliketheoneabovethatthetemperatureofobjectscanchange.Buthowistemperatureabletochange?Andwhatfactorsaffectchangesinanobject’stemperature?

PlanningandCarryingOutInvestigations:Asagroup,planandconductanexperimenttotrytoanswerthesequestions.Youwillchoosefromthematerialsprovidedbyyourteachertoseehowthefollowingarerelatedtoeachother:

• thetypeofmatter• themassofasubstance• thechangeintemperatureofasubstance




Usethefollowingplanningquestionstohelpyou:

ExperimentalDesign1. Writeyourexperimentalquestion:Basedonthematerialsavailable,whatwouldyouliketotest?Why?

2. IdentifytheDependentVariable:Whatareyoutryingtomeasureorobserveattheendoftheexperiment?

3. IdentifytheIndependentVariable:Whatwillyouneedtomanipulate(change)inordertomeasurethis?

4. IdentifytheControlledVariables:Whatshouldyoukeepthesamesothatyouonlymeasurewhatyouwantto?Or,howcanyoumakesureyou’resettingupafairtesteachtime?

Materials•

•

•

•

•

•

•

•

•

•

ExperimentalSet-UpDiagram




Procedure1.

2.

3.

4.

5.

6.

7.

8.

DataCollection:Conductexperimentandrecorddatainatablebelow:

Preparetoshareyourfindings!





ExplainYounowhavethedatatodrawconclusionsaboutdifferentrelationshipsyouobserved.Itmaybehelpfultoalsousethetermsthatscientistsusetotalkabouttheseconcepts,especiallyifwewanttocomparefindingswithothers.So,beforeyouexplainwhatyoufoundthroughyourinvestigation,let’sgetclearontheseterms!

1. Readandannotatethearticlebelow:

Temperaturevs.ThermalEnergyvs.Heat

Temperature,thermalenergy,andheataresocloselyrelated,itcangetabitconfusing.Eventhoughwesometimesusetheminterchangeably,thesetermsactuallyhavesomeimportantdifferences.

Rememberinthelastunitwhenwelearnedaboutkineticenergy—theenergyofmotion?Kineticenergynotonlyappliestothemotionyoucanseewithyoureye,butalsotoanymotiontoosmalltobeseen.Weknowfrompastscienceclassesthatallthingsaremadeupofverysmallparticlesormoleculeswecan’tsee.Eveninsolids,theseparticlesarevibratinginplaceandsoaremovingeversoslightly.Themorequicklytheparticlesmove,themoreenergytheyhave.Boththermalenergyandtemperaturemeasurethekineticenergyofanobject’sparticles,butthedifferencebetweenthemissummarizedbelow:

• Thermalenergyisthetotalkineticenergyofparticleswithinamaterialorsystem.

• Temperatureistheaveragekineticenergyofparticleswithinamaterialorsystem.

Thewordstotalandaverageareveryimportantinthesedefinitions.Forexample,aswimmingpoolat40degrees(lowertemperature)actuallyhasmorethermalenergythanacupofteaat90degrees(highertemperature)…thisisbecausethepoolcontainsalotmorewater.

Unlikethermalenergyandtemperature,heatisnotapropertydescribingamaterialsystem.Heatisameasureofchangebecauseitdescribesthemovement,ortransfer,ofthermalenergybetweenobjects.

2. Discusswithapartner:Turnoveryourpaperandtrytodescribethedifferencebetweentemperature,thermalenergy,andheatinyourownwords.




3. Scale,Proportion,andQuantity:Asagroup,drawconclusionsaboutyourinvestigation.

a. Whatfactorsaffectchangesinanobject’stemperature?Useevidencefromyourexperimentandothers’experiments,aswellasthearticleabove.

b. Howandwhydoestemperaturechange?Useevidencefromyourexperimentandothers’experiments,aswellasthearticleabove.

ElaborateSofarinthistask,youhaveseenhowthermalenergyistransferredbetweenobjectsandhowthiscauseschangesintemperature.Butwhatisactuallyhappeningattheparticlelevel?Whydoesthermalenergytransferbetweenobjectsandwhydoesthetemperaturechange?

1. Watchyourteachermixfoodcoloringinwateratdifferenttemperatures.Individually,hypothesize:Whydoyouthinkthisishappening?




2. NowwatchtherestofthevideowestartedduringtheEngage.Withapartner,discusswhatyoulearned:Whatdoesthistellyouaboutwhythermalenergytransfersbetweenobjectsandwhytemperatureofobjectscanchange?

3. NowthatyouhaveseentheConductionvideo,returntothefoodcoloringdemonstration.Individually,describewhythefoodcoloringmixeddifferentlyatdifferenttemperatures.

a. Howdotheseideashelpexplainwhatyousawinyourinvestigations?


Evaluate:ConnectingtotheCulminatingProjectYouhavebeenaskedtodesignaproductthatmakesitmorecomfortableforpeopletoliveinaregionwithanextremeclimate.Thinkabouttheclimateintheregionyouselected.

ü Willyourproductneedtohelppeoplestaywarmorcooldown?ü Wouldthisrequireincreasingthekineticenergyoftheparticlesordecreasingthekineticenergyofthe

particles?Explain.ü Basedonyourexplorations,howmightyoubeabletomakethispossible?Whatfactorsshouldyour

productconsider?

ThisshouldbeindividuallyinyourProjectOrganizer.






1. Atthebeginningofthistask,youwereaskedmakeahypothesistothefollowingquestion:Whyisthehandleofthespoonhoteventhoughthehandleisnotsubmergedintheboilingwater?Lookbackatyourhypothesis.Aftereverythingyouhavelearnedthroughthistask,whatwouldyouchangeoraddtoyourresponse?Recordthisbelow:

2. Inthistask,wefocusedonthecrosscuttingconceptof:o Scale,Proportion,andQuantity:Proportionalrelationshipsamongdifferentquantitiestellus

aboutthemagnitudeofprocesses.WheredoyouseeexamplesofScale,Proportion,andQuantityinthistask?

3. Nowthatyouhavelearnedmoreabouttemperatureforthedesignofyourproduct,whatquestionsdoyoustillhave?


6thGradeScienceUnit2:ExtremeLivingTask5:ExtremeLivingSolutions



EngageYourjobforyourculminatingprojectistodesignaproducttomakeitpossibletoliveinaregionwithextreme

temperatures.Inthelasttask,youinvestigatedwhattemperatureisanddifferentfactorsthataffecttemperature

change.Today,you’llbeabletousewhatyoulearnedinyourinvestigationstoactuallydesign,build,andtestyour

product!

First,individuallypicturetheregionyouselectedforyourculminatingprojectandusethefollowingquestionsto

beginbrainstorming:

o Whatkindsofproductsmightmakethetemperatureconditionsmorecomfortableforthepeopleliving

there?

o WhichoftheseproductsusesthescienceconceptsyouinvestigatedinTask4?

Youwillbecreatingadesignboard!

1. Youwillbegivenastackofpost-its.Oneach

post-it,individuallyrecordanideafora

product.Don’tbeafraidtothinkoutsidethe

box…anyideaisagoodidea!

o Drawastarnexttoideasthatuse

conceptsabouttemperatureand

thermalenergytransferfromTask4.

o Placeyourpost-itsonyourgroup’s

poster.

2. Asagroup,revieweveryone’sideasandclusterthepost-itsintogroupsofideasthataresimilar.

o Reviseandcombineideas,asnecessary.

3. Decideonthebestideatodesignaprototypeofyourproduct.


ExploreDesigningSolutions:Nowthatyouhaveanideaforapotentialproducttominimizeormaximizethermalenergy

transfer,youcandesign,build,andtestittocreatethebestpossiblefinalproduct.Asagroup,usethequestions

belowtoguideyouthroughthisdesignprocess:




1. DefinetheProblem:Beforeyoubegindesigningyourproduct,youwillneedtobeclearonthecriteriaandconstraintsoftheproblem.ReturntotheLift-OffsectionofyourProjectOrganizerforideas.

a. Criteria:Whatdoesyourproductneedtodo?Howwillyoumeasureitssuccess?

b. Constraints:Whatmightmakeithardtosolvetheproblem?

2. GatherInspiration:a. WhatevidencefromtheTask4investigationscanyouusetoinformthedesignofyourproduct?

b. Whatoutsideresearchcanyougathertodesignanevenbetterproduct?

3. DesignYourProductPrototype:Usingthelistofmaterialsprovidedbyyourteacher,drawadesignfor

yourproduct.Considerstructure,material,size,mechanism,etc.EnergyandMatter:Includelabelstoshowhowtheproductwillwork.Youwillbuildandtestitinthenextpartofthistask.




4. BuildandTestYourProductPrototypesa. Drawthesetupbelowforanexperimenttotestthesuccessofyourprototype.Includelabelsthat

showallthematerialsused.

b. Describehowyouwillrunyourexperiment.Besuretodescribewhatdatayouwillcollect,and

howyouwillcollectit.

c. Buildandtestyourprototype.Recordyourdatabelow:





ExplainYounowhavedataasevidenceforhowwellyourdesignworks!Butwhydidyougetthisdata?Asagroup,makea

postertosharewiththeclassthatshows:

o Howyourproductworks

o Thedatafromyourtestoftheprototype

o EnergyandMatter:Anexplanationofwhyyougottheseresults,usingknowledgeofthermal

energytransferandthekineticenergyofparticles.(Re-readthearticleandre-watchthevideoand

simulationfromTask4ifyouneedhelp!)

Othergroupstestedproductsthatuseddifferentmaterials,structures,features,mechanisms,etc.Youcanlearn

fromothers’datatomakeyourownproductevenbetter!Asothergroupsshare,individuallyrecordfeatures

aboutdesignsthatmightalsoworkforyourproductinthespacebelow.Includethedatatosupportthemasyou

willusethisdataforyourculminatingproject.

ElaborateAnalyzingandInterpretingData:Yourgroupcanusewhatyoulearnedfromyourdataandothergroups’datato

combinethebestcharacteristicsofdesignsyou’veseenandcreatethebestpossibleproduct!

1. Amongstalltheclassdesigns,whichproductsworkedbesttomeetthecriteriaofyourparticular

problem?




a. Howdoyouknow?Citerelevantdataand/orobservationsfromyourtestandothergroups’tests.

2. Whatadjustmentscanyoumake(typesofmaterials,mechanismoftheproduce,structureoftheproduct,

etc.)soyourproductbestmeetsthecriteriaandconstraintsofyourproblem?Drawalabeleddiagramof

yourrevisedproductbelow.Ifyoudon’tthinkanyrevisionstoyourproductarenecessary,justifywhy

yourspecificdesignfeaturesperformedbetterthanallotherdesigns.


Evaluate:ConnectingtotheCulminatingProjectYouhavebeenaskedtodesignaproductthatmakesitmorecomfortableforpeopletoliveinaregionwithan

extremeclimate.Younowhavearevisedprototypeofthatproduct!

ü Drawalabeleddiagramofyourfinalproduct.

o Showhowthermalenergytransferiseitherminimizedormaximized.

ü Explainhowitworks.

ü Describehowyoucombinedbestcharacteristicsfromdifferentdesignstocreateaproductthatbest

meetsyourcriteriaandconstraints.

o Citethedatathatsupportedyourdecisions.

ThisshouldbeindividuallydoneinyourProjectOrganizer.






1. Atthebeginningofthistask,youbrainstormedavarietyofdifferentideas.Afterseeingallthetestsofthe

differentprototypes,arethereanyotherideasfromyourposterthatyouwouldstillwanttotry?

2. Inthistask,wefocusedonthecrosscuttingconceptof:

o EnergyandMatter:Thetransferofenergydrivesthemotionorcyclingofmatter,anditcanbe

trackedasitflowsthroughasystem.

WheredoyouseeexamplesofEnergyandMatterinthistask?

3. Nowthatyouhavetestedadesignforyourproduct,whatquestionsdoyoustillhave?

0,123,(*'#4()'0 unit 3/- ( $1$) · your choice (e.g., written report, flyer, video, blog,...

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