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Printable ResourcesSunshades and Shadows

Appendix A: Engineering Design Process

Appendix B: Student Engineering Journal

Appendix C: Vocabulary Picture Cards

Appendix D: Learning Center Descriptions

Appendix E: Performance Assessment Rubric

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Sunshades and Shadows

Appendix A: Engineering Design Process

Problem/Question Students ask questions in order to understand the problem.Think Students express their diverse ideas about how to solve a problem.Design Students only as much as necessary to make what they want to make.Test Students test their design to see if it works.Repeat Students go through the process several times in order to complete a challenge

Draft: 5/9/2023


Appendix B: Student Engineering Journal

Draft: 5/9/2023


Draft: 5/9/2023


Appendix C: Vocabulary Picture Cards

Draft: 5/9/2023


Draft: 5/9/2023


Appendix D: Learning Center Suggestions and ExplanationTeachers may keep current classroom centers and add the following items to each center.

Center Overview Materials

Block

The teacher creates an outline of a shape on the wall with tape. Students use the overhead projector to explore building the blocks in order to create a structure that creates a shadow onto the shape outlined on the wall. The structure's shadow must "fill in" the shape of the outlined shape on the wall. Provide measuring and writing materials to help students plan and execute the design of their structure.

overhead projector (or strong lamp) space on a wall tape blocks standard units of measure nonstandard units of measure paper pencil

LiteracyStudents explore more about shadows and light through various books and vocabulary picture cards.

picture books used throughout unit Appendix C: Vocabulary Picture

Cards

Dramatic Play

Students simulate the sun (flashlight) at various times of the day and the its effect on an object's shadow. The teacher places and secures a small ball in center of the paper. Students use a flashlight to create a shadow while another student traces the shadow. The student with flashlight then moves positions and another student trace where the new shadow is. Students repeat this process all the way around the ball.

picture books used throughout unit small ball large paper pencil flashlight - with a picture of the sun

taped to it

Math

Students use a flashlight (or light source) to create shadows of common objects on paper. Students work cooperatively to mark and measure the shadow created. Students record their findings in their Journal.

flashlight (or other light sources paper pencil common objects standard units of measure nonstandard units of measure Student Engineering Journal

Art

The teacher sets up paper on an easel and a lamp on a table (at a height to project light onto the paper). Students select an item and position it to create a shadow on the paper. Students paint around the shadow (demonstrating that a shadow creates an absence of light).

Easel Paint paint brush paint smock large paper lamp various random objects table

Science

Students explore materials to see what items block the light and create a shadow. Students then sort items into the correct bin (shadow or no shadow).

light source (lamps/flashlights) materials with various degrees of

transparency, 2 bins - one labeled with a word or

picture of "shadow" and the other "no shadow"

Draft: 5/9/2023


Appendix E: Performance Assessment RubricName ________________________________________________ Date ___________

4Exceeds

3Meets

2Progressing

1Emerging

Imaginationand

Creativity

Demonstrates high-level of curiosity and creativity.Uses provided materials in unconventional ways.Overcomes problems by creating additional uses for materials.

Demonstrates high-level of curiosity and creativity.Uses provided materials in imaginative and creative ways.Overcomes problems by creating additional uses for materials.

Demonstrates curiosity and creativity.Uses provided materials in creative ways.Overcomes problems by creating additional uses for materials.

Demonstrates curiosity.Uses provided materials in creative ways when prompted by peers or the teacher.

DesignProcess

Takes initiative to develop and carry-out a plan of choice.Redesigns to create a product that exceeds expectations.Demonstrates ability to overcome obstacles without allowing setbacks interfere with accomplishing goals.

Takes initiative to develop and carry-out a plan of choice.Redesigns to create a product that meets expectations.Demonstrates ability to overcome obstacles without allowing setbacks interfere with accomplishing goals.

Develops and carries-out a plan of choice, with some teacher prompting.Redesigns to create a product that meets expectations.Attempts to overcome obstacles without allowing setbacks interfere with accomplishing goals.

Develops and carries-out a plan of choice, with teacher guidance.Redesigns to create a product that meets expectations.Struggles to overcome obstacles, making setbacks interfere with accomplishing goals.

Reflectionand

Communication

Demonstrates a strong passion and sense of purpose.Reflects and communicates both successes and failures to the entire class, including what has been learned throughout the unit.

Demonstrates a passion and sense of purpose.Reflects and communicates both successes and failures, including what has been learned throughout the unit.

Demonstrates sense of purpose.Reflects and communicates successes, including what has been learned throughout the unit.

Demonstrates sense of purpose with teacher prompting.Reflects and communicates what has been learned throughout the unit.

Draft: 5/9/2023

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