rosie revere, ad780l ˜ngineer k to 3 how story d sign …rosie revere wants to use her love of...

Each lesson plan opens with the information you’ll need to plan a successful Story Design project:

• The featured story and an Overview of the project inspired by the book.

• The book’s Lexile® Measure and Grade Level help identify lessons appropriate for your students. Class Time for the lesson is estimated.

• Student Materials tells you what your students will need. Most projects can be carried out using household items, but when you see this logo: , the lesson includes an optional, Tech-Enhanced activity.

• Lesson Objectives identi� es the learning goals and provides references to the applicable curriculum standards.

• Reading Skills (for K to 3) and STEM Topics (Science, Technology, Engineering, and Math) taught in the lesson are also listed.

How STORY DESIGN Works

• STEM Background boxes give the basics students need to know about the project’s STEM topics.

• Orange boxes discuss Science topics.• Green boxes discuss Technology topics.• Blue boxes discuss Engineering topics.• Red boxes discuss Math topics.

Go to bn.com to learn more about Story Design.

ROSIE REVERE, ENGINEER

Preparation• Students will need an open space to safely test their inventions

with room for the rotors to freely � y and land. You may wish to set aside a soft or padded � oor surface to prevent damage to students’ solutions and to conduct multiple test trials.

STEM Background: Air Resistance and Lift

As students complete this project, they will deal with air resistance and lift. Air is a � uid, meaning it is matter that � ows. (Both liquids and gases are � uids.) Moving air has energy, and can exert a force on objects. You can feel this force when wind blows on your body. An object moving through the air will also experience the force of air pushing against the object. This is called air resistance.

Students may not notice air resistance in day-to-day life because its force is weak at everyday speeds. But air exerts a force that pushes back on any object that moves. Air resistance is what slows down a parachute so skydivers can land safely. Air resistance is why cars have curved shapes, to reduce this force and allow them to go faster. Students can imagine this force as analogous to moving through water. Students who swim will know that when they try to move through water, the water pushes back, slowing their motion. This “push” is what allows swimmers to move forward as they push against the water with their arms and legs. Air exerts the same kinds of forces, but less powerfully, since air is much less dense than water.

This property of air keeps a helicopter rotor or a wing aloft. As the rotor or wing moves very rapidly through the air, the air pushes back against the object. Rotors and wings have a special shape that captures this push of air, creating an upward force called lift. As students build a rotor, they will experiment with the shapes, materials, and motion that create maximum lift.

Air Resistance and Lift

� ows. (Both liquids and gases are � uids.) Moving air has energy, and can exert a force on objects. You can feel this force when wind blows on your body. An object moving through the air will also experience the

air resistance

STEM Background: GearsAs students complete the tech-enhanced version of this project, they will work with gears. A gear is a rotating wheel with “teeth,” or cogs. The teeth of one gear mesh with the teeth of another gear. As the � rst gear rotates, it transfers motion—i.e., energy—to the second gear. The direction of rotation changes in this transfer. For example, if the � rst gear rotates in a clockwise direction, the second wheel will rotate in a counterclockwise direction. The twisting force that rotates the gears is called torque. If one gear is larger than the other, the larger gear rotates more slowly, but has greater torque.

Together, a group of connected gears, called a transmission, can transfer energy from one part of a machine to another. Students will connect a spinning motor to their rotor using a series of gears, allowing the motor to spin the rotor. Students can experiment with different size relationships of gears to transfer the fastest spin.

78 ■ Rosie Revere, Engineer


Students will need an open space to safely test their inventions with room for the rotors to freely � y and land. You may wish to set Students will need an open space to safely test their inventions with room for the rotors to freely � y and land. You may wish to set


Preparation• Students will need an open space to safely test their inventions


STEM Background: Air Resistance and Lift

As students complete this project, they will deal with air resistance and lift. Air is a � uid, meaning it is matter that � ows. (Both liquids and gases are � uids.) Moving air has energy, and can exert a force on objects. You can feel this force when wind blows on your body. An object moving through the air will also experience the force of air pushing against the object. This is called air resistance.

Students may not notice air resistance in day-to-day life because its force is weak at everyday speeds. But air exerts a force that pushes back on any object that moves. Air resistance is what slows down a parachute so skydivers can land safely. Air resistance is why cars have curved shapes, to reduce this force and allow them to go faster. Students can imagine this force as analogous to moving through water. Students who swim will know that when they try to move through water, the water pushes back, slowing their motion. This “push” is what allows swimmers to move forward as they push against the water with their arms and legs. Air exerts the same kinds of forces, but less powerfully, since air is much less dense than water.

This property of air keeps a helicopter rotor or a wing aloft. As the rotor or wing moves very rapidly through the air, the air pushes back against the object. Rotors and wings have a special shape that captures this push of air, creating an upward force called lift. As students build a rotor, they will experiment with the shapes, materials, and motion that create maximum lift.

Air Resistance and Lift

� ows. (Both liquids and gases are � uids.) Moving air has energy, and can exert a force on objects. You can feel this force when wind blows on your body. An object moving through the air will also experience the

air resistance

STEM Background: GearsAs students complete the tech-enhanced version of this project, they will work with gears. A gear is a rotating wheel with “teeth,” or cogs. The teeth of one gear mesh with the teeth of another gear. As the � rst gear rotates, it transfers motion—i.e., energy—to the second gear. The direction of rotation changes in this transfer. For example, if the � rst gear rotates in a clockwise direction, the second wheel will rotate in a counterclockwise direction. The twisting force that rotates the gears is called torque. If one gear is larger than the other, the larger gear rotates more slowly, but has greater torque.

Together, a group of connected gears, called a transmission, can transfer energy from one part of a machine to another. Students will connect a spinning motor to their rotor using a series of gears, allowing the motor to spin the rotor. Students can experiment with different size relationships of gears to transfer the fastest spin.


K–3 Lesson Plans include an Analyze the Book literature lesson that helps students improve their reading skills and identify the problem in the book that they will address in the STEM project.

Grade 4–8 Lesson Plans include Summary of the Book and Identify the Problem features that describe the book and the problem in the book that the STEM project will address.

• The Identify the Problems Worksheet provides a structured format (for all grades) to use for this part of the lesson.

Differentiate Instruction offers ideas for decreasing and increasing the dif� culty of lessons to meet students at their skill levels.

LESSON PLAN

Analyze the BookRead the book aloud to the class or have students read it themselves. Once the class is familiar with the book, explain:

For this project, you will identify the main character’s problem and help her solve it. One way to do that is to look for the main idea of the book.

A main idea is the most important thing that the story is about. All the details, or smaller things in the story, tell about the main idea.

Provide an example by recalling a brief anecdote or familiar fairy tale, and modeling how to identify the main idea and key details.

Think about the story of Goldilocks and the Three Bears. Goldilocks tries each bowl of porridge before eating Baby Bear’s. She tries each chair, and even breaks one. She gets into each bed. She messes them up before falling asleep in the last one. Then, the bears find Goldilocks. She runs away.

What is the most important idea? Goldilocks messed up the bears’ house. She did not show them respect. What small things in the story tell us that? She ate the porridge, broke the chair, and messed up each bed. These details all help tell about the most important idea.

Have one copy of the book open at each group’s table. Distribute the Main Idea and Key Details graphic organizer.

Guide students through each two-page spread of the book. Help with difficult vocabulary such as engineer, stash, hideaway, gadgets, gizmos, or perplexed. As students progress through the book, call on volunteers to answer the question for each two-page spread. Students can write or draw their answers on a separate sheet of paper.

You may choose to work through the entire book, or just a short selection up through the spread where Rosie decides to help her Great-Great Aunt Rose.

As a class, look through all the answers students wrote down. Have volunteers summarize the answers for each spread into one main answer for the whole book.

Students can use this answer to fill in the “Main Idea” bubble in the Main Idea and Key Details graphic organizer. Have students return to the book, and to each spread and its answer, to look for the details in the text that support the main idea. Encourage each group to fill in the “Details” bubbles. Reinforce that a main idea can have many supporting key details.

Finally, guide students to identify the engineering problem the character in the text faces. Ask:

What problem is the story mostly about? What problem do all the details describe?

Use the Identify the Problems worksheet to guide students toward the problem they will solve in this lesson:

Rosie Revere wants to use her love of engineering to help her Great-Great Aunt Rose fly, but she is shy about her engineering projects and gets embarrassed when a project fails.

Tell students that their next task will be to help Rosie solve her problem by building a real solution.

Class time: 60 mins

Differentiate Instruction

Decrease Difficulty• Read the book to the class.

As you read, pause after each major event in the story and ask students what the main idea of the passage was.

• Provide a main idea or main ideas for students and have them use stickers or notes to identify one or more key details that support that idea.

• Provide a choice between a main idea and a key detail and have students identify the main idea.

Increase Difficulty• Have students identify two

or more main ideas in the story and the details that support it.

• Provide students with a set of details and ask them to identify the main idea.

Rosie Revere, Engineer ■ 79

LESSON PLAN

















Class time: 60 mins










LESSON PLAN

Class time: 60 mins

LESSON PLAN

















Class time: 60 mins










Have students identify two or more main ideas in the story and the details that support it.Provide students with a set of details and ask them to identify the main idea.


© 2019 SparkNotes, LLC

Identify the Problems in Rosie Revere, Engineer

Main characters:

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Other characters:

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Main characters’ goals:

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What is stopping the main characters?

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Other characters’ goals:

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What is stopping the other characters?

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Main story problems:

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Other story problems:

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LESSON PLAN


Lesson Objectives:• Read and analyze a work of � ction and identify the characters,

setting, and plot. (CCSS.ELA-LITERACY.RL.1.3)• Identify problems and solutions within the plot of a narrative.

(CCSS.ELA-LITERACY.RL.1.3)• Identify key ideas and details. (CCSS.ELA-LITERACY.RL.1.2, CCSS.

ELA-LITERACY.RL.1.3 CCSS.ELA-LITERACY.RL.3.2)• Brainstorm, imagine, plan, test, and improve an engineering

solution to a real-world problem: build a helicopter rotor that spins. (1-PS4-4)

• Understand air resistance and lift. (3-PS2-1)• Understand how gears transfer motion. (K-2-ETS1-2)• Use gears and a motor to build a working helicopter rotor.

(K-2-ETS1-2)

Reading Skills:• identify key ideas

and details

STEM Topics:• Science: air resistance

and lift• Engineering: gears

• Additional Topics:Engineering: properties of materials

• Mathematics: measuring time, measuring mass

• Technology: motors and gears

Student Materials:• arts and crafts materials• � at materials (paper, plastic, cardboard, fabric)• spinning toys (tops, yo-yos, � dget spinners)• timer or stopwatch (optional)• electric motors• gear toys and building kits

Use the Quick Start guide to help students learn about gear toys and their capabilities.

Rosie Revere, Engineer By Andrea Beaty

OverviewThis problem-based learning project asks students to use their imaginations and the engineering design cycle to help the main character of a book achieve her goal of building a real � ying machine for her aunt. Students will help the main character by building a working helicopter rotor.

This lesson includes a Tech-Enhanced option.

Lexile® Text Measure: AD780L

Grade Level: K to 3

Time: Three 60-minuteclass periods

Engineer By Andrea Beaty



for the lesson is Rosie Revere, Engineer Rosie Revere, Engineer

LESSON PLAN








(K-2-ETS1-2)


and details












Grade Level: K to 3


LESSON PLAN

LESSON PLAN








(K-2-ETS1-2)


and details












Grade Level: K to 3


Ideas and language are offered for helping students apply the Engineering Design Cycle to address the practical problem faced by the characters in the story as they work through the � ve steps of the cycle. Differentiate Instruction offers ideas for decreasing and increasing the dif� culty of lessons to meet students at their skill levels.

• The Engineering Design Cycle Worksheet provides a structured format and student reference for this part of the lesson.

• Present and Assess Solutions gives suggestions for helping your students present their completed projects.

• Back to the Book offers ideas for classroom discussion that will bring the lesson full circle, showing students how much they learned about the book as they worked on their STEM projects.

• Use the Student Refl ection Worksheet to guide your students through a self-assessment and re� ection activity.

• The Rubric for Student Assessment will help guide your evaluation of your students’ work on the lesson.

• The Instructor Refl ection Worksheet can help you evaluate the success of the project in your classroom.

Meeting Standards lists the speci� c national standards addressed in each lesson:

• Common Core English Language Arts Standards, Next Generation Science Standards and (where applicable) Common Core Mathematics Standards and CSTA Computer Science Standards


Meeting Standards:

Common Core English Language Arts Standards:• Retell stories, including key details, and demonstrate understanding of their central message

or lesson. (CCSS.ELA-LITERACY.RL.1.2)• Describe characters, settings, and major events in a story, using key details. (CCSS.ELA-

LITERACY.RL.1.3)• Ask and answer such questions as who, what, where, when, why, and how to demonstrate

understanding of key details in a text. (CCSS.ELA-LITERACY.RL.2.1)• Describe how characters in a story respond to major events and challenges. (CCSS.ELA-

LITERACY.RL.2.3)• Recount stories, including fables, folktales, and myths from diverse cultures; determine the

central message, lesson, or moral and explain how it is conveyed through key details in the text. (CCSS.ELA-LITERACY.RL.3.2)

• Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. (CCSS.ELA-LITERACY.RL.3.3)

Next Generation Science Standards:• Ask questions, make observations, and gather information about a situation people want to

change to de� ne a simple problem that can be solved through the development of a new or improved object or tool. (K-2-ETS1-1)

• Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. (K-2-ETS1-2)

• Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. (2-PS1-2)

• Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. (3-PS2-1)

Common Core Mathematics Standards:• Measure the length of an object by selecting and using appropriate tools such as rulers,

yardsticks, meter sticks, and measuring tapes. (CCSS.MATH.CONTENT.2.MD.A.1)





Retell stories, including key details, and demonstrate understanding of their central message

Describe characters, settings, and major events in a story, using key details. (CCSS.ELA-

to demonstrate

Retell stories, including key details, and demonstrate understanding of their central message


Meeting Standards:

Common Core English Language Arts Standards:• Retell stories, including key details, and demonstrate understanding of their central message

or lesson. (CCSS.ELA-LITERACY.RL.1.2)• Describe characters, settings, and major events in a story, using key details. (CCSS.ELA-

LITERACY.RL.1.3)• Ask and answer such questions as who, what, where, when, why, and how to demonstrate

understanding of key details in a text. (CCSS.ELA-LITERACY.RL.2.1)• Describe how characters in a story respond to major events and challenges. (CCSS.ELA-

LITERACY.RL.2.3)• Recount stories, including fables, folktales, and myths from diverse cultures; determine the

central message, lesson, or moral and explain how it is conveyed through key details in the text. (CCSS.ELA-LITERACY.RL.3.2)

• Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. (CCSS.ELA-LITERACY.RL.3.3)

Next Generation Science Standards:• Ask questions, make observations, and gather information about a situation people want to

change to de� ne a simple problem that can be solved through the development of a new or improved object or tool. (K-2-ETS1-1)

• Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. (K-2-ETS1-2)

• Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. (2-PS1-2)








Class time: 60 mins


Decrease Dif� culty• Offer pre-made propeller

parts (model airplane or helicopter parts, for example) for students to use.

• Limit the number of gears to two or three.

Increase Dif� culty• Encourage students to

build a rotor that actually achieves lift and rises into the air.

• Challenge students to build a “helicopter” that can lift both the rotor and the motor.


Engineering Design CycleStudents have now identi� ed a practical problem faced by the character in the story. Next, students will brainstorm, plan, build, test, and revise a solution to that problem. This is the engineering design cycle.

Create an engineering goal for students by offering this prompt:

You can help Rosie by building a rotor, or a spinning wing, that can really spin through the air.

You can modify the prompt if your classroom will complete the Tech-Enhanced option:

You can help Rosie by using a motor and gears to build and launch a spinning helicopter rotor that can � oat through the air.

Distribute the Engineering Design Cycle graphic organizers and guide students as they follow each step:

1. Ask: Carefully de� ne the problem, including the speci� c goals you will need to meet:

• The helicopter rotor must spin through the air.• The motor and gears must launch a helicopter or rotor that spins

through the air.• The timed trial must test how long the rotor is able to � oat.

2. Imagine: Use brainstorming techniques such as freewriting, sketching, or discussion to come up with as many ideas as possible.

3. Plan: Select the idea that seems most likely to work. Pick out the materials that will work best, and decide how you will build your solution.

4. Create: Build the idea using the materials you selected. You can modify your design, materials, or plan at any time.

5. Improve: Test your idea with a real-world experiment:

• Launch the rotors from a � xed height and use a timer or stopwatch to test how long they remain in the air.

• Conduct multiple trials to control for air � ow or mis-launches.• Look for where your idea succeeded and where it failed. Improve

your idea by changing it or by using a new idea.

Be sure to emphasize the following:

• There is no single correct answer; students may � nd many solutions to the same problem.

• Students can decide how much testing and improvement they would like to do, even to the point of starting over from scratch with a new idea.


Test your idea with a real-world experiment:

Launch the rotors from a � xed height and use a timer or stopwatch to test how long they remain in the air.Conduct multiple trials to control for air � ow or mis-launches.Look for where your idea succeeded and where it failed. Improve your idea by changing it or by using a new idea.

There is no single correct answer; students may � nd many solutions

Students can decide how much testing and improvement they would like to do, even to the point of starting over from scratch with a

Name:

The Engineering Design Cycle

ImagineBrainstorm ideas. Think of possible solutions.

AskThink about the book. What is the problem? What are the constraints?

ImproveWhat works? What doesn’t work? Test your solution. Make your design better.

CreateBuild your design using the materials you selected. You can modify your design, materials, or plan at any time.

PlanChoose the best idea. Draw your design and decide on materials. Decide how to build it.




Students have now identi� ed a practical problem faced by the character in the story. Next, students will brainstorm, plan, build, test, and revise a

Class time: 60 mins


Decrease Dif� culty• Offer pre-made propeller

parts (model airplane or helicopter parts, for example) for students to use.

• Limit the number of gears to two or three.

Increase Dif� culty• Encourage students to

build a rotor that actually achieves lift and rises into the air.

• Challenge students to build a “helicopter” that can lift both the rotor and the motor.


Engineering Design CycleStudents have now identi� ed a practical problem faced by the character in the story. Next, students will brainstorm, plan, build, test, and revise a solution to that problem. This is the engineering design cycle.

Create an engineering goal for students by offering this prompt:

You can help Rosie by building a rotor, or a spinning wing, that can really spin through the air.

You can modify the prompt if your classroom will complete the Tech-Enhanced option:

You can help Rosie by using a motor and gears to build and launch a spinning helicopter rotor that can � oat through the air.

Distribute the Engineering Design Cycle graphic organizers and guide students as they follow each step:

1. Ask: Carefully de� ne the problem, including the speci� c goals you will need to meet:

• The helicopter rotor must spin through the air.• The motor and gears must launch a helicopter or rotor that spins

through the air.• The timed trial must test how long the rotor is able to � oat.

2. Imagine: Use brainstorming techniques such as freewriting, sketching, or discussion to come up with as many ideas as possible.

3. Plan: Select the idea that seems most likely to work. Pick out the materials that will work best, and decide how you will build your solution.

4. Create: Build the idea using the materials you selected. You can modify your design, materials, or plan at any time.

5. Improve: Test your idea with a real-world experiment:

• Launch the rotors from a � xed height and use a timer or stopwatch to test how long they remain in the air.

• Conduct multiple trials to control for air � ow or mis-launches.• Look for where your idea succeeded and where it failed. Improve

your idea by changing it or by using a new idea.

Be sure to emphasize the following:

• There is no single correct answer; students may � nd many solutions to the same problem.

• Students can decide how much testing and improvement they would like to do, even to the point of starting over from scratch with a new idea.


LESSON PLAN

Class time: 60 minsPresent and Assess SolutionsAt the conclusion of the project, have students demonstrate their rotors. During their presentations, students should be able to . . .

• identify the problem from Rosie Revere, Engineer.• describe how their solution solves the story’s problem.• explain their engineering process, including brainstorming,

building, testing, and revision.• construct or describe a rotor that can spin through the air longer

than a non-moving object.• construct or describe a rotor built or launched with a motor and

gears that can spin or � y.• demonstrate an understanding that air resistance is the force of air

pushing back on a moving object.• demonstrate an understanding that gears transfer a spinning motion

from one object to another.

Back to the BookLead a class discussion on Rosie Revere, Engineer in the context of students’ projects and presentations. Students discuss . . .

• whether their solution would work in the world of the book. • how the story would change if the character implemented their

solution.• how the character’s feelings would be impacted by the solution or

how characters’ relationships would be affected by the solution.

Student Refl ectionDistribute the Student Refl ection Worksheet. Guide students through the self-assessment and re� ection activity. Remind students that even if their prototype was not successful, they may still have learned a lot about the story and the lesson’s STEM topics.

AssessmentUse the Rubric for Student Assessment to evaluate student work on the project. Keep in mind that in project- or problem-based learning, students may successfully achieve the learning objectives and complete the engineering design cycle, even if their � nal product does not successfully solve the problem.

Instructor Refl ectionComplete the Instructor Refl ection Worksheet to evaluate how successful the project and its implementation were in your classroom.

Rubric for Student Assessment, G� des K to 3

Task Accomplished (3 points)

Partially Accomplished (1 point)

Not Accomplished (0 points)

Reading Comprehension

• Students identify each of the main elements of the story (characters, setting, and plot).

• Students provide a summary or retelling of the story.

• Students identify one or two of the story elements (characters, setting, or plot).

• Students provide a broad summary or a partial retelling of the story.

• Students cannot identify any story elements.

• Students cannot provide a summary or retelling, or provide an inaccurate summary or retelling.

Identifying a Problem

• Students are able to identify the major problem in the text.

• Students are able to restate the problem in their own words.

• Students are able to identify major problems when prompted.

• Students are unable to identify problems in the text, even after scaffolding.

Brainstorming and Selecting Solutions

• Students readily brainstorm several solutions to the problem.

• Students can compare solutions and select one to build.

• Students can brainstorm one relevant solution.

• Students can compare two solutions.

• Students prefer one solution but may not be able to explain why.

• Students have dif� culty brainstorming relevant solutions to the problem.

• Students are not able to select one solution to build.

Creating a Prototype

• Students create a prototype according to their plan.

• Students use materials in both intended and novel ways.

• Students revise or change their plans after re-brainstorming and planning.

• Students face some challenges while executing a plan.

• Students use materials correctly for their intended purpose.

• Students make small revisions or changes for de� ned reasons.

• Students have dif� culty executing a plan.

• Students are unable to utilize appropriate materials.

• Students abandon or change plans without explanation or justi� cation.

Testing the Prototype

• Students conduct a fair test with instructor prompting.

• Students evaluate whether the solution succeeded.

• Students conduct a fair test with step-by-step instructor guidance.

• Students need guidance to evaluate whether the solution succeeded.

• Students cannot conduct a test, even with teacher intervention.

• Students cannot evaluate the performance of the solution.

Improving or Revising the Prototype

• Students make both large and small revisions to the prototype based on feedback.

• Students may continue the engineering design cycle to fully revise the prototype.

• Students make minor revisions to the prototype based on relevant feedback.

• Students do not change the prototype based on feedback.

Refl ecting • Students describe their project.

• Students report their challenges, successes, and what they learned.

• Students are able to summarize their work on the project and what they learned.

• Students are not able to accurately describe their work on the project.

© 2019 SparkNotes, LLC238 ■ Rubric for Student Assessment

BM_Rubrics.indd 238 7/9/19 2:19 PM

▲ Rubric for Student Assessment


Complete the successful the project and its implementation were in your classroom.

Instructor Reflection on the Project

1. Were students engaged with the book? Were students engaged with the engineering project?

2. Did most students learn the reading lesson objectives?

3. Did most students learn the engineering lesson objectives?

4. Did most students successfully complete the engineering design cycle and create a prototype?

5. What went well? Which part of the project engaged students most?

6. Which part of the project engaged students least? Why?

7. Did you have to intervene or redirect students during the project? Describe the reason for and

result of the intervention.

8. If you were leading this project again, what would you do differently? Why?

© 2019 SparkNotes, LLC88 ■ Rosie Revere, Engineer

Class time:

construct or describe a rotor that can spin through the air longer

construct or describe a rotor built or launched with a motor and

demonstrate an understanding that air resistance is the force of air

demonstrate an understanding that gears transfer a spinning motion

Rosie Revere, Engineer in the context of Rosie Revere, Engineer in the context of Rosie Revere, Engineerstudents’ projects and presentations. Students discuss . . .

whether their solution would work in the world of the book. how the story would change if the character implemented their

how the character’s feelings would be impacted by the solution or how characters’ relationships would be affected by the solution.

LESSON PLANLESSON PLAN

Class time: 60 mins

Name:

Reflect on Your Project

1. Tell or draw the problem in Rosie Revere, Engineer.

2. How did you try to help?

3. Did your idea work?

yes no

4. What did you learn?

5. How did you like this project?


© 2019 SparkNotes, LLC Rosie Revere, Engineer ■ 87

Rubric for Student Assessment, G� des 4 to 8





• Students identify all major characters, events, and settings.

• Students understand how literary elements affect each other.

• Students provide a full and accurate summary of the text.

• Students identify the most important characters, events, and settings.

• Students may understand some relationships among literary elements, but they do not fully comprehend how they affect each other.

• Students provide only a general summary of the text.

• Students cannot identify major characters, events, or settings.

• Students cannot identify or explain relationships among literary elements.

• Students incorrectly or incompletely summarize the text.


• Students are able to identify multiple problems characters face, including the literary elements that contribute to those problems.


• Students are unable to identify speci� c problems faced by the characters.

Defi ning a Design Task

• Students are able to translate a text problem into a design task.

• Students are able to identify and explain the task parameters and constraints.

• Students are able to relate the text to a design problem.

• Students may be able to generally de� ne a design task, but they may need help specifying its parameters and constraints.

• Students are unable to relate the text to a design problem.

• Students are unable to de� ne a speci� c task for their project.

• Students are unable to identify any constraints on the design task.


• Students readily brainstorm many possible solutions.

• Students can compare and evaluate multiple solutions.

• Students select the best solution and explain why.

• Students can brainstorm one or two relevant solutions.




• Students are unable to evaluate and compare solutions.

• Students have dif� culty selecting the best solution.











continued

Rubric for Student Assessment ■ 239© 2019 SparkNotes, LLC


• Students cannot conduct a test, even with teacher intervention.

• Students cannot evaluate the performance of the solution.

• Students do not change the prototype based on feedback.

• Students are not able to accurately describe their work on the project.


Rubric for Student Assessment

Rosie Revere, Engineer

Instructor Reflection on the Project

1. Were students engaged with the book? Were students engaged with the engineering project?

2. Did most students learn the reading lesson objectives?

3. Did most students learn the engineering lesson objectives?

4. Did most students successfully complete the engineering design cycle and create a prototype?

5. What went well? Which part of the project engaged students most?

6. Which part of the project engaged students least? Why?

7. Did you have to intervene or redirect students during the project? Describe the reason for and

result of the intervention.

8. If you were leading this project again, what would you do differently? Why?

© 2019 SparkNotes, LLC88 ■ Rosie Revere, Engineer

Were students engaged with the book? Were students engaged with the engineering project?Were students engaged with the book? Were students engaged with the engineering project?

Did most students learn the reading lesson objectives?

Did most students learn the engineering lesson objectives?

Did most students successfully complete the engineering design cycle and create a prototype?

What went well? Which part of the project engaged students most?

Which part of the project engaged students least? Why?

Did you have to intervene or redirect students during the project? Describe the reason for and

of the intervention.

If you were leading this project again, what would you do differently? Why?

Rosie Revere, Engineer

Name:


1. Tell or draw the problem in Rosie Revere, Engineer.

2. How did you try to help?

3. Did your idea work?

yes no

4. What did you learn?

5. How did you like this project?




Tell or draw the problem in Rosie Revere, Engineer.

How did you try to help?

Did your idea work?

yes no

What did you learn?

How did you like this project?


Rubric for Student Assessment, G� des 4 to 8





• Students identify all major characters, events, and settings.

• Students understand how literary elements affect each other.

• Students provide a full and accurate summary of the text.

• Students identify the most important characters, events, and settings.

• Students may understand some relationships among literary elements, but they do not fully comprehend how they affect each other.

• Students provide only a general summary of the text.

• Students cannot identify major characters, events, or settings.

• Students cannot identify or explain relationships among literary elements.

• Students incorrectly or incompletely summarize the text.


• Students are able to identify multiple problems characters face, including the literary elements that contribute to those problems.


• Students are unable to identify speci� c problems faced by the characters.

Defi ning a Design Task

• Students are able to translate a text problem into a design task.

• Students are able to identify and explain the task parameters and constraints.

• Students are able to relate the text to a design problem.

• Students may be able to generally de� ne a design task, but they may need help specifying its parameters and constraints.

• Students are unable to relate the text to a design problem.

• Students are unable to de� ne a speci� c task for their project.

• Students are unable to identify any constraints on the design task.


• Students readily brainstorm many possible solutions.

• Students can compare and evaluate multiple solutions.

• Students select the best solution and explain why.

• Students can brainstorm one or two relevant solutions.




• Students are unable to evaluate and compare solutions.

• Students have dif� culty selecting the best solution.











continued

Rubric for Student Assessment ■ 239© 2019 SparkNotes, LLC


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