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Wacky Wheels Strand: Structures and Mechanisms Topic: Movement 2 GRADE 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 2 3 4 5 6 18 19 20 22 23 Elementary Science and Technology Partnership

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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

2

3

4

5

6

18

19

20

22

23

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?

6

Teaching the Unit

7

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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6

Teaching the Unit

7

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.

8

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

8

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

10

Teaching the Unit

11

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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10

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.

12

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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12

Teaching the Unit

13

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.

14

Teaching the Unit

15

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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14

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.

16

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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16

Teaching the Unit

17

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

18

New Vocabulary

19

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

18

New Vocabulary

19

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

20

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).

20

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.

22

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

22

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

BLM1: Wacky Wheel ChecklistType of Wacky Wheel

Name Racer Ditherer Wanderer

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

6. Sketch what the face was supposed to look like:

7. Sketch what the face does look like:

8. Who was it for?Me A friend

9. Did they like it?Yes No

10. What would you do differently next time you make a Wacky Wheel?