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WackyWheels
Strand: Structures and MechanismsTopic: Movement
2GRADE
Context and Purpose
Unit Overview
Making Decisions
Looking at Values
Teaching the Unit
New Vocabulary
Summary of Resources
MOE Expectations
Links to Other Subjects
Blackline Masters
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Elementary Science andTechnology Partnership
Acknowledgements
Project director and editor Dr. Malcolm Welch, Faculty of Education, Queen’s University, Kingston, Ontario, Canada, K7L 3N6
Project deputy director Dr. Andréa Mueller, Faculty of Education, Queen’s University
Lead teacher author Rosemary Engemann, Algonquin & Lakeshore Catholic District School Board
Teacher and Faculty Partners Algonquin & Lakeshore Catholic District School Board
Christina Ackerman, Faith Bland, Paul Couture, Paul Cox, Pauline Dockrill, Theresa Frendo-
Cumbo, Jamie Gaudet, Lisa McDonald, Gail Ows, Lisa Romano, Walter Sepic, Jamie Tees, Sheena
Whalen
Catholic District School Board of Eastern Ontario
Colleen Bennett, Dawn Fewer, Heather Garlough, Chris Shannon
Faculty of Education, Queen’s University
Dr. Peter Chin, Dr. Cathy Christie, Joan McDuff, Dr. Hugh Munby, Luigia Cimellaro, Jenny Taylor
Consultant Dr. David Barlex, Director, Nuffield Design & Technology Project
Layout Douglas Gifford
Illustrations Michael Shumate and Rob Loree
Project administrator Tricia Walker
The EST project wishes to thank all those teachers, administrators, school board personnel and
students who supported the piloting of the curriculum materials and who provided valuable feedback.
Financial assistance for the production of this unit provided by the Imperial Oil Foundation.
© Algonquin & Lakeshore Catholic District School Board 2005© Catholic District School Board of Eastern Ontario 2005© Faculty of Education at Queen’s University 2005
ISBN 1-894855-11- 6
2 3
The Context
Most young children enjoy playing with roll-along
push toys. A child can simply push the toy to see
how fast and how far it will go. Or the child may
move the toy in a series of movements as part of a
fantasy in which they are involved. If two children
play together they can push a single toy to and fro
between them, and if they have one toy each they
can run races or develop intricate stories about
the toys’ adventures travelling together. There are
lots of possibilities, which is why they are such
popular playthings.
In this unit students will design and make a
simple rolling toy for themselves or for someone
else.
The Purpose
In this unit students will learn:
about different sorts of rolling motion and
how these can be achieved by particular
arrangements of wheels and axles;
three different ways of fixing an axle (a tube)
to a wheel (a paper plate);
about the parts of the human face and how
these create expressions;
how to decorate a paper plate so that it
resembles a face with a particular expression;
how to decorate a tube so that it looks
appealing both when still and when rotating.
Context and Purpose
2 3
Unit Overview
The Support Tasks
1 Exploring rolling toys
30 minutes
2 Attaching wheels to axles
60 minutes
3 Exploring faces
30 minutes
4 Exploring axle decoration
30 minutes
The Big Task: The design and make activity
The Big Task is for students to design and make a
simple roll-along push toy (Wacky Wheel) using
a mixture of found materials, paper, paper plates
and cardboard tubes. The toy should provide
amusement in both its appearance and the way it
moves. It may be for the students themselves or for
a friend in the classroom.
60 minutes
The Evaluation30 minutes
Unit Review30 minutes
NOTE
As part of your introduction to this unit, write the Big Task (the Design and Make Activity) on
chart paper and post in a prominent location in the classroom. Tell students this is what they will
be doing in this unit. Next tell students that before they can design and make a product, they must
learn appropriate knowledge and skills. This is achieved through a series of Support Tasks. Post
in a prominent location a list of the Support Tasks for this unit. Tell students that at the end of each
Support Task you will ask them what they have learned and how it will help them be successful
with the Design and Make Activity.
4 5
Making Decisions
Design Decisions
Students will decide on the following:
The sort of movement required;
How to achieve this movement;
How to attach the axle to the wheels;
The overall proportions;
The appearance of the axle;
The appearance of the wheels.
4 5
Looking at Values
Grades 1 - 3
Making design decisions involves making value
judgements. Making these judgements is an ongoing
process that will permeate this unit. Teachers should
engage students in thoughtful discussion that will
help them make decisions that are important to
themselves and eventually to society.
Values are influenced by personal priorities. This
is particularly relevant in the case of Grade 1 - 3
students. Teachers should explore how students
feel and what they think, knowing their experience
is centred on themselves, their friends and their
family. Discuss how these relationships might
influence them when making decisions.
Teacher input
Explain to students that products and services are
designed and made to meet a need or want. Tell
students that when they decide about the worth
or importance of a product, they are making a
value judgement about its quality. Tell students
that a democratic society requires each student to
become an informed citizen who will use his or her
knowledge and value system when making decisions
about technology in settings outside the school.
Explain to students that as they learn to recognize
and discuss values, they will begin to compare
how their own values are similar to or distinct
from those of friends and others. Ask questions
that will help students conceptualize what values
are and how these values might impact their
life, both now and in the future. Recognize that
students’ answers will reveal value judgements
that become more complex and sophisticated
with practice and experience.
At appropriate times throughout the unit, use the
following questions as starting points to engage
students in thinking about and discussing values.
Aesthetic values
In what ways is the product pleasing to the
senses?
Do I like my product? If so, why? If not, why
not?
Technical values
What materials were used in the production?
What skills were needed to make the product?
Does the product perform its intended
function?
Will the product withstand extended use?
Economic values
Who else would want to own the product?
Why would someone else want to own the
product?
Environmental values
How long will the product last?
What happens to the product when it is no
longer wanted?
Social values
Whose needs or wants were considered
during the designing?
What needs or wants were considered during
the designing?
Moral values
How does the product affect me?
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Teaching the Unit
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Teaching the Unit
suggested timing
Support Task 1: Exploring rolling toys
30 minutes
Student activity
Students can move from table to table so that
they have a chance to investigate how toys roll,
including the different Wacky Wheels.
Once they have had time to visit each table, ask
the class the following questions:
What do toys need in order to be able to roll?
Which movements are likely to appeal to
young children?
What sort of decoration on the wheels is likely
to appeal to young children –
A coloured pattern?
An animal face?
A human face?
If a face, what sort of expression –
Happy? Sad? Well? Ill? Fierce?
Teacher input
Explain to the class that each one of them is going
to design and make a rolling toy and that the first
step is to find out about how toys roll. Tell the class
that on each table there is a different set of rolling
toys including the three types of Wacky Wheel;
the sort of toy that they will design and make:
Racers – Wacky Wheels with circular wheels
mounted centrally so they roll evenly, in a straight
path;
Ditherers – Wacky Wheels with circular wheels
mounted offset so they roll in a straight path,
moving up and down as they travel;
Wanderers – Wacky Wheels with circular wheels
mounted offset so they roll in a zigzag path,
moving up and down as they travel.
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Teaching the Unit
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Teaching the Unit
suggested timing
Teacher Input
Consolidate the learning about movement by
giving each of the different types of Wacky Wheel
a name which describes the sort of movement it
makes. You can use this short poem:
Three Wacky Wheels went out for the day.
Each one moved in her own special way.
One was a racer, never, ever late,
Always smooth and always straight.
One was a ditherer, fast then slow,
Never deciding how quickly to go.
One was a wanderer, left then right.
Was she going straight? No, not quite.
Just imagine if you had wheels,
Where would they be fixed?
In the middle, rolling straight,
Or cleverly intermixed?
Relating this Support Task to the Big Task
At the conclusion of this Support Task have
students tell you what they have learned about
how toys roll. Next ask students how this
information will help them design and make a
rolling toy.
New vocabulary
wheel, roll, path (of travel), straight, zigzag, up
and down, wander, dither, circle, expression (on
a face)
Resources requiredStimulus materials: variety of rolling toys with wheels, undecorated Wacky Wheels – Racers,
Ditherers and WanderersConsumable materials: none required
Tools: none required
Safety checkDiscuss the hazards and risks involved when working in a group and with other people’s property.
Discuss how these risks can be managed by the way students behave and treat the items on
display.
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Teaching the Unit
9
Teaching the Unit
suggested timing
Support Task 2: Attaching wheels to axles
60 minutes
Method 2 – Cutting tabs in the tube and gluing with PVA glue
Show students how to cut small slits into each end
of the tube to form tabs and to bend them out to
form a gluing surface to use to attach the tube to
the wheels. Note the importance of the following:
Cutting carefully;
Positioning the tube centrally;
Applying pressure while drying;
Leaving to dry (preferably overnight).
Teacher input
Tell the class that to make their Wacky Wheels
they will need to know how to attach the wheels to
the axle (tube). Each group will investigate three
different methods to find out which will be the
one for them to use. Show students the different
ways to attach the wheels to the axle.
Method 1 – Dipping in PVA glue and leaving to dry
Show students how to dip each end of the tube into
PVA glue and position it onto the wheels as shown
below. Note the importance of the following:
Positioning the tube centrally;
Applying pressure while drying;
Leaving to dry (preferably overnight).
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����� snipping one end of tube with scissors
dipping one end of tube in glue
positioning tube onto wheel
dipping other end of tube in glue
positioning other wheel onto tube
leaving to dry with heavy object ontop to apply pressure
snipping other end of tube with scissors
bending cut ends of tube to form gluing surfaces
applying glue to each gluing surface
positioning tube onto wheel (repeat with second wheel)
leaving to dry with heavy object on top to apply pressure
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Teaching the Unit
9
Teaching the Unit
suggested timing
Method 3 – Using a bracket
Show students how to make a bracket from a strip
of cardboard and how to attach this to a wheel
in a central position. Then show students how to
attach the brackets to the ends of the cardboard
tube so that the Wacky Wheel will roll straight
and evenly.
Student activity
Divide the class into groups. Each group of
students should work together to try out each of
the methods. When they have finished, ask the
class to use the following questions as the basis for
a class discussion. Where possible ask students to
provide explanations.
Which method was the quickest?
Which method took the longest?
Which method was the easiest?
Which method was the most difficult?
Which method gave the strongest join?
Which method gave the weakest join?
Which method would you choose?
Relating this Support Task to the Big Task
At the conclusion of this Support Task have
students tell you what they have learned about
attaching wheels to axles. Next ask students how
this information will help them design and make
a rolling toy.
New vocabulary
tube, centre, bracket, slit, weak, strong, easy,
difficult
Resources requiredStimulus materials: none required
Consumable materials: paper plates, cardboard tubes, PVA glue, cardboard strips
Tools: scissors
Safety checkReview the hazards and risks involved when using cutting tools and adhesives and how the risks
can be managed by working carefully and using the correct procedures.
card strip with two folds
apply glue to centre portion of card strip
place glue-side down on centre of wheel
apply glue to tabs; fold upwards and press against tube
apply second wheel in same way
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Teaching the Unit
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Teaching the Unit
suggested timing
Support Task 3: Exploring faces
30 minutes
Student activity
Each student can then produce a sample face that
could be used as a basis for his or her own design
of a Wacky Wheel.
At the end of the Support Task you can put
the faces on display to act as a class reference
collection for making design decisions about
faces for the Wacky Wheels.
Teacher input
Talk to students about the parts of the human
face – eyes, eyebrows, mouth – and how these facial
features can be used to show expressions and
feelings.
Ask students to suggest words to describe
expressions on faces: happy, sad, fierce, angry,
glad, sleepy, worried, surprised. List these
words on the chalkboard. Show students how to
decorate a paper plate so that it looks like a face
with one of these expressions. Use coloured paper
cut-outs, PVA glue and coloured stickers. You can
add detail if necessary with a marker.
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Teaching the Unit
11
Teaching the Unit
suggested timing
Relating this Support Task to the Big Task
At the conclusion of this Support Task have
students tell you what they have learned about
facial expressions. Next ask students how this
information will help them design and make a
rolling toy.
New vocabulary
features (on a face)
Resources requiredStimulus materials: none required
Consumable materials: paper plates, coloured paper and white paper, coloured stickers, PVA glue,
colour markersTools: scissors
Safety checkReview the hazards and risks involved when using cutting tools and adhesives and how the risks
can be managed by working carefully and using the correct procedures.
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Teaching the Unit
13
Teaching the Unit
suggested timing
Support Task 4: Exploring axle decoration
30 minutes
Student activity
Each student can then produce a sample axle
that could be used as the basis for his or her own
design of a Wacky Wheel.
At the end of the Support Task you can put the
decorated tubes on display to act as a class
reference collection for making design decisions
about axles for Wacky Wheels.
Teacher input
Show students how to decorate the axle
(cardboard tube) by applying small amounts of
PVA glue and winding coloured materials around
the tube. Show how this looks when the tube
rotates. Tell them they can explore other methods
of decoration such as affixing coloured stickers,
sequins, aluminum foil or glitter.
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Teaching the Unit
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Teaching the Unit
suggested timing
Relating this Support Task to the Big Task
At the conclusion of this Support Task have
students tell you what they have learned about
decorating axles. Next ask students to explain
how this information will help them design and
make a rolling toy.
New vocabulary
wind (around), glitter
Resources requiredStimulus materials: none required
Consumable materials: cardboard tubes, fabric strips, aluminum foil, coloured stickers, sequins,
glitter, PVA glueTools: scissors
Safety checkReview the hazards and risks involved when using cutting tools and adhesives and how the risks
can be managed by working carefully and using the correct procedures.
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Teaching the Unit
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Teaching the Unit
suggested timing
The Big Task: Designing and making a Wacky Wheel
60 minutes
Student activity
There is a ready-to-copy class checklist, BLM1
“Wacky Wheel Checklist”, which can be filled in
to show which type of movement each student has
chosen.
There is a specification sheet, BLM2 “My Wacky
Wheel Specification”, that students can fill in to
summarize their design decisions in more detail.
There is a space on this sheet for them to draw a
picture of their Wacky Wheels.
Students are now in a position to produce the
Wacky Wheels of their choice. Remind students
to check their own Wacky Wheels against their
plans as they make them. If they make any
changes, they might want to show these in their
pictures.
Teacher input
Tell the class that the time has come for each of
them to design and make his or her own rolling
toy (Wacky Wheel). Explain that this will involve
deciding on the following:
The type of movement for the Wacky Wheel:
straight path, rolling evenly (a Racer);
straight path, moving up and down as it
travels (a Ditherer); zigzag path (a Wanderer);
The tube diameter and length;
The appearance of the wheels;
The appearance of the axle;
How the wheels will be joined to the axle;
The order of doing things: join the parts first
then decorate, or decorate the parts first then
assemble.
Resources requiredStimulus materials: reference sets of wheels made in Support Task 3 and axles
made in Support Task 4Consumable materials: cardboard tubes of varying lengths and widths, paper plates, coloured and
white paper, strips of cardboard of varying sizes, coloured stickers, stick-on
dots, range of fabric strips, aluminum foil, sequins, glitter, colour markers,
PVA glue, BLM1 “Wacky Wheel Checklist,” BLM2 “My Wacky Wheel
Specification”Tools: scissors
Safety checkReview the hazards and risks involved when using cutting tools and adhesives and how the risks
can be managed by working carefully and using the correct procedures.
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Teaching the Unit
15
Teaching the Unit
suggested timing
Extension Work
Students who finish early or who require an extra
challenge might be asked to do the following:
Investigate the effect of affixing a weight,
such as a large nail or a lump of plasticine,
along one side of the axle of a Racer-type
Wacky Wheel to see how this affects the way
it moves.
Investigate ways to make the Wacky Wheel
make noise as it moves, e.g. jagged wheels, or
making the axle from a tin can rather than a
cardboard tube and placing things inside it.
Resources requiredStimulus materials: none required
Consumable materials: nails, plasticine, masking tape, used pop cans, paper plates, cardboard tubes,
cardboard, noise-makers (e.g., beans, rice, macaroni, stones, buttons)Tools: scissors
Safety checkReview the discussion about managing risks when using tools and materials available for making
their rolling toys.
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Teaching the Unit
17
Teaching the Unit
suggested timing
Evaluating the Final Product
30 minutes
There is an evaluation sheet (BLM3 “My Wacky
Wheel Evaluation”) that the students can use to
record their evaluation.
When the groups have had their discussion ask
the class the following questions:
How could you make the Wacky Wheels look
better?
How could you make the Wacky Wheels move
better?
How could you make the Wacky Wheels last
longer?
Teacher input
Tell the class that now is the time to evaluate their
Wacky Wheels. Explain that to do this they will
need to check whether the Wacky Wheel did what
it was supposed to do. Remind them that they
wrote this down on a specification sheet (BLM2
“My Wacky Wheel Specification”) just before they
began to make the Wacky Wheels and that they
should use these sheets as a reminder.
Student activity
Divide the class into small groups. In their groups
they should look at and play with the Wacky
Wheels to answer the following questions about
each Wacky Wheel:
Did it move as it was supposed to?
Did the axle look like it was supposed to?
Did the face look like it was supposed to?
Does the person it was made for like it?
Resources requiredStimulus materials: BLM2 “My Wacky Wheel Specification” from the Big
Task – students have already filled this inConsumable materials: BLM3 “My Wacky Wheel Evaluation”
Tools: pencils
Safety checkDiscuss the hazards and risks involved in testing rolling toys and how these risks can be managed
by being careful and respecting the property of others.
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Teaching the Unit
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Teaching the Unit
suggested timing
Unit Review
30 minutes
Student activity
Students should discuss these questions in small
groups. When they have finished you could ask
each group to make a short oral report to the class.
Based on these reports the class should agree on
a statement of improvement for their next design
and technology unit.
Teacher input
Explain to students that it is important to think
about how to get better at their designing and
making and that they can do this by discussing
the following questions:
What did you enjoy most?
What did you find easy?
What did you find challenging?
What did you get better at?
How did you help each other?
What could have been improved?
How could this have been improved?
Resources requiredStimulus materials: none required
Consumable materials: paper
Tools: pencils
Safety checkDiscuss with students whether they used hazard recognition, risk identification and risk
management when designing and making their rolling toys.
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suggested timing
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New Vocabulary
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Summary of Resources
Term Definition
bracket an L-shaped or C-shaped structure that is attached to a flat surface to support or fix something in place
centre the middle point, area, or part of something that is the same distance from all edges or opposite sides
circle a curved line surrounding a centre point, every point of the line being an equal distance from the centre point
cylinder a form with straight sides and circular ends of equal size
difficult hard to deal with or fulfil
dither to behave in a nervous and indecisive way
easy trouble-free
expression (on a face) a look on somebody’s face, conveying thought or feeling
feature (on a face) a part of a face that contributes to its distinctiveness, especially the eyes, nose or mouth
glitter to sparkle or shimmer brightly
path (of travel) a route along which something moves
roll to move or cause something to move with repeated turning or rotating motions
slit a long narrow cut or opening
straight without bends, curves, irregularities, or deviations
strong difficult to break
tube a long hollow cylinder
up and down to move first upwards in a vertical direction and then in the opposite direction
wander to stray from a particular course
weak easy to break
wheel a ring or disc that revolves or is turned by a central shaft or pin
wind around to cover or decorate something by wrapping something else around it in coils
zigzag to follow a sharply alternating line or course, moving rapidly
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New Vocabulary
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Summary of Resources
Task Stimulus materials Consumable materials Tools
ST1 variety of rolling
toys with wheels, 3
undecorated Wacky
Wheels (one of each
type: Racer, Ditherer,
Wanderer)
none required none required
ST2 none required paper plates, cardboard tubes, PVA glue,
cardboard strips
scissors
ST3 none required colour markers, paper plates, coloured
and white paper, coloured stickers, PVA
glue
scissors
ST4 none required cardboard tubes, fabric strips, aluminum
foil, coloured stickers, sequins, glitter,
PVA glue
scissors
The Big Task reference sets of
wheels made in ST3
and axles made in
ST4
cardboard tubes of varying lengths and
widths, paper plates, coloured and white
paper, strips of cardboard of varying
sizes, coloured stickers, stick-on dots,
range of fabric strips, aluminum foil,
sequins, glitter, colour markers, PVA
glue, BLM1 “Wacky Wheels Checklist,”
BLM2 “My Wacky Wheel Specification”
scissors
Extension
Work
none required nails, plasticine, masking tape, used
pop cans, paper plates, cardboard tubes,
cardboard, items used to make noise
(beans, rice, macaroni, stones, buttons)
scissors
Evaluating
the Final
Product
BLM2 “My Wacky
Wheel Specification”
(completed)
BLM3 “My Wacky Wheel Evaluation” pencils
Unit Review none required paper pencils
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MOE Expectations
21
MOE Expectations
MOE ExpectationsLinks to Support Tasksand the Big Task
Overview 1 2 3 4 BT The study of moving things helps children develop a sense of space, as well as an
understanding of the relationship between stationary and moving objects, including themselves. Through observation and the use of specific vocabulary, students will develop the ability to describe the position and motion of objects. In exploring motion, students will investigate mechanisms, such as hinges, inclined planes, and wheels and axles, and identify the simple machine(s) within them, such as lever, wedge, and wheel. They will investigate how mechanisms that consist of one or more simple machines can change the type and the direction of the movement of an object; for example, a hinge (mechanism) makes use of a lever (simple machine) to move a door backwards and forwards.
Overall expectations 1 2 3 4 BT
describe the position and movement of objects, and demonstrate an understanding of how simple mechanisms enable an object to move;
design and make simple mechanisms, and investigate their characteristics;
recognize that different mechanisms and systems move in different ways, and that the different types of movement determine the design and the method of production of these mechanisms and systems.
Specific expectations: Understanding basic concepts 1 2 3 4 BT describe different mechanisms through observation and investigation (e.g., hinge,
inclined plane), and identify the components that are simple machines (e.g., lever, wedge);
describe, using their observations, the characteristics and movements of simple mechanisms (e.g., hinge, wheels and axle);
describe, using their observations, the position of an object in relation to other objects or to a specific area (e.g., use such words as over, under, beside, behind);
identify changes in the position of an object in relation to other objects (e.g., movement upward or to the left);
describe, using their observations, the pattern of movement of objects (e.g., turning, spinning, swinging, bouncing, vibrating).
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MOE Expectations
21
MOE ExpectationsSpecific expectations: Developing skills of inquiry, design, & communication 1 2 3 4 BT ask questions about and identify needs or problems related to structures and
mechanisms, and explore possible answers and solutions (e.g., investigate the effect of different floor coverings on the motion of a toy car);
plan investigations to answer some of these questions or solve some of these problems, and describe the steps involved;
use appropriate vocabulary to describe their investigations, explorations, and observations (e.g., use words such as rotate, turn, faster, and slower to describe the motion of wheels and axles);
record relevant observations, findings, and measurements, using written language, drawings, charts, and concrete materials (e.g., record what happens to the movement of a vehicle released from a ramp if the size of its wheels is changed);
communicate the procedures and results of investigations and explorations for specific purposes, using drawings, demonstrations, and oral and written descriptions (e.g., draw a sketch of an object they plan to make and another sketch of the object after it is made; tell the class the procedures they followed in making a vehicle or a container with a hinged lid);
make simple mechanisms and use them in building a device they have designed (e.g., vehicle with wheels and axles);
select and use appropriate tools, utensils, and equipment (e.g., use a paper punch to make holes for the axle in cardboard wheels);
use appropriate techniques to make and fasten the components of a model that they have made (e.g., bend cardboard to make hinges; glue various materials together).
Specific expectations: Relating science and technology to the world outside the school 1 2 3 4 BT
identify, through observation, the mechanical parts of objects (e.g., hinges on doors) and describe the motion of these parts;
compare the motion of objects on different surfaces (e.g., wheels of a toy on carpet, tile, and sand);
compare the motion of similar objects made with or filled with different materials (e.g., ways in which baseballs and tennis balls bounce; ways in which film canisters containing different materials roll down a slope);
describe, using their observations, the effect that different surfaces (e.g., wood, tiles, carpet, water) have on the rate at which an object slows down;
describe, using their observations, the effects of changing the slope of an inclined plane on the motion of an object that is placed on it (e.g., changes in speed, changes in distance travelled);
predict factors that make a load easier or more difficult to move (e.g., the size of a wheel or hinge, the amount of friction);
identify different ways in which wheels and axles can be attached to a chassis (e.g., by using an axle-holder, by placing the axle in holes drilled in the frame);
demonstrate awareness that the wheels of a vehicle rotate clockwise or counterclockwise depending on the direction of movement of the vehicle.
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Links to Other Subjects
23
Blackline Masters
22
Language
Writing
communicate ideas (thoughts, feelings,
experiences) for specific purposes organize ideas in a logical sequence produce short pieces of writing using simple
forms (e.g., narratives and poems based on
familiar models) use and spell correctly the vocabulary
appropriate for this grade level use correctly the conventions (spelling,
grammar, punctuation, etc.) specified for this
grade level
Reading
read independently, using reading strategies
appropriate for this grade level express clear responses to written materials,
relating the ideas in them (thoughts, feelings,
experiences) to their own knowledge and
experience understand the vocabulary and language
structures appropriate for this grade level use some conventions of written materials to
help them understand and use the materials
Oral and Visual Communication
communicate messages, and follow
instructions and directions listen to discussions on familiar topics and
ask relevant questions apply the rules of participating in a
conversation and working with others use the conventions (e.g., sentence structure)
of oral language, and of the various media,
that are appropriate to the grade
Mathematics
Measurement
identify relationships between and among
measurement concepts (e.g., longer length)
The Arts
Visual Arts
produce two- and three-dimensional works
of art that communicate ideas (thoughts,
feelings, experiences) for specific purposes,
and to familiar audiences use the elements of design (colour, line, shape,
form, space, texture), in ways appropriate for
this grade, when producing and responding to
works of art describe how the ideas in a variety of
artworks relate to their own knowledge and
experience use correctly vocabulary and art terminology
associated with the specific expectations for
this grade
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Links to Other Subjects
23
Blackline Masters
Title Used In…
BLM1: Wacky Wheel Checklist The Big Task on page 14
BLM2: My Wacky Wheel Specification The Big Task on page 14
BLM3: My Wacky Wheel Evaluation Evaluating the Final Product on page 18
Name: Date: Name: Date:
BLM2: My Wacky Wheel Specification 1. My Wacky Wheel will be:
A Racer (run straight) A Ditherer (up and down) A Wanderer (zigzag)
2. I am making this Wacky Wheel for:Myself A friend in my class
3. I will use plates that are:Big Small
4. I will use plates that feel:Heavy Light
5. I will use an axle (cardboard tube) that is:Short and fat Short and thin Long and fat Long and thin
6. The face will look like this: (Draw and label what your Wacky Wheel will look like when you have made it)
Name: Date: Name: Date:
BLM3: My Wacky Wheel Evaluation 1. Does my Wacky Wheel match my design plan?
Yes No
2. How was my Wacky Wheel supposed to move?Racer Ditherer Wanderer
3. How did my Wacky Wheel move?Racer Ditherer Wanderer
4. What was the axle supposed to be like?Short and fat Short and thin Long and fat Long and thin
5. What was the axle like?Short and fat Short and thin Long and fat Long and thin