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UNIT TITLE: STEAM Cars

Magformers Australia - magformers.com.auLesson plan developed by Kimberlin Education - kimberlineducation.com

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RATIONALE & CONTEXT

This learning sequence provides an introduction to a Project Based Learning unit using the Magformers S.T.E.A.M Master Set. PBL is a teaching method where students gain knowledge and skills through investigation of a question, problem or challenge. This sequence aims to assist students to develop a driving question that is open-ended and encourages them to investigate, research, collaborate and present their conclusions to an audience in a subsequent unit of work. Students will build their STEAM skills (Science, Technology, Engineering, Arts and Mathematics) using magnetic, lighted and moving parts as well as remote control functions in the S.TE.A.M Master Set. They will learn about transport design, forces and movement, design for a purpose and working collaboratively. Although developed to teach Year 2 Australian Syllabus outcomes, this learning unit can be adjusted and modified to suit other year levels. Please see further suggested teaching activities at the end of this unit for more ideas on how to use the Magformers S.T.E.A.M Master Set in your classroom.

YEAR: 2DURATION: 1.5hrsKEY SCIENTIFIC CONCEPT: Force

SCIENCE

ACSSU033: A push or a pull affects how an object moves or changes shape.

TECHNOLOGIES/ENGINEERING

ACTDEK002: Explore how technologies use forces to create movement in products.ACTDEP009: Sequence steps for making designed solutions and working collaboratively.ACTDEP007: Use materials, components, tools, equipment and techniques to safely

• Exploring how different strengths of pushes and pulls affect the movement of objects

• Considering the effects of objects being pulled towards the Earth

• Exploring how the principles of push and pull are used in the design of toys

• Identifying roles for each member of a group when working collaboratively

• Assembling components of systems and checking they function as planned

DIGITAL TECHNOLOGIES

ACTDIP003: Collect, explore and sort data, and use digital systems to present the data creatively.

• Using digital systems such as a spreadsheet to record collected data • Using digital systems to generate a

column graph

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ARTS

ACAVAM106: Explore ideas, experiences, observations and imagination to create visual artworks and design, including con-sidering ideas in artworks by Aboriginal and Torres Strait Islander artists.

MATHS

ACMMG042: Describe and draw two-di-mensional shapes, with and without digital technologies.

ACMMG043: Describe the features of three-dimensional objects.

• Considering viewpoints – forms and elements: For example – What colours were used? What is it made of? How is the colour used, and why is it used in this way?

• Identifying key features of squares, rectangles, triangles, kites, rhombuses and circles, such as straight lines or curved lines, and counting the edges and corners

• Identifying geometric features such as the number of faces, corners or edges

LEARNING GOALS

Students will:• build a model car (page 36/37 in the Magformers Guide Book), identifying basic 2-dimensional

and 3-dimensional shapes• identify mechanical components and how pushes and pulls cause the model car to move• modify the design to achieve aesthetic appeal as well as functionality • generate questions that could form the basis of a project based unit of inquiry.

MISCONCEPTIONS Many young students believe that bull bars help in car crashes. Research has shown that bull bars are detrimental because they don’t allow the crumple zones, that are a safety design feature built into cars, to work.

EVIDENCE OF LEARNING

Students work cooperatively to construct a model car using the Magformers S.T.E.A.M Master Set.Students identify basic 2-dimensional and 3-dimensional shapes in the model and relate these to real cars.Students explain movement in terms of push and pull.Students identify magnetic force as a non-contact force, and relate this to real-world applications.Students propose and implement design modifications that improve the visual appeal and/or functionality of a model car.






CONCEPTUAL UNDERSTANDING

LOCAL CONTEXTS/LINKS

Key ConceptsDefinitions derived from

authoritative sources and referenced

Re-defined in a form appropriate to the

cognitive and language development of students

in the target class

Force An influence tending to change the motion of a body or produce motion or stress in a stationary body. The magnitude of such an influence is often calculated by multiplying the mass of the body and its acceleration. (Oxford dictionary)

Push, pull or twist.

Force field that pulls objects to the ground.

Force field caused by a magnet that pushes or pulls metal objects that contain iron.

The force that attracts a body towards the centre of the earth, or towards any other physical body having mass.

A physical phenomenon produced by the motion of electric charge, which results in attractive and repulsive forces between objects.

Gravity

Magnetism

Many parents use a car to get to work and drive to the shops.industry in Australia.

Many teachers drive to school in their car.

Cars can cause traffic congestion as well as accidents. Cars represent a major pedestrian risk.Many Australian cars are manufactured in other countries and transported via container ship.

At Home

At School

Around Town

Around the World






CROSS CURRICULUM PRIORITIES

• Use a spreadsheet to record data

• Use a spreadsheet to generate a column graph of collected data

• Use an electric motor to propel a model car

• Use ‘See-Think-Wonder’ to generate questions for Project Based Learning

• Use collaborative learning strategies including ‘think-pair-share’

• Use ‘fair testing’ to trial design modifications

• Employ a ‘design and make’ strategy

• Utilise a ‘survey’ to collect data

• Contact and Non-contact forces

• Magnetism and Gravity

• Colour

• Shape

Technology Pedagogy Content

TECHNOLOGY, PEDAGOGY AND CONTENT KNOWLEDGE (TPACK)(BACKGROUND REQUIRED TO TEACH THE UNIT/LESSON)

Many Australian cars are manufactured in Asian countries including China, Korea and Japan.

Petrol and diesel cars cause air pollution. Hybrid and Electric cars are becoming more popular as people adopt new technology that has a lower impact on the environment.

Asian neighbours

Sustainability






Seeing

Thinking

Wondering

Engage in discussion to elicit prior learning about movement, transport, design and shapes.

Collaboratively construct a model car using the pictorial procedure. Use the model as a stimulus for generating discussion about how machines move, different types of transport and their purpose, shapes used in design and construction, how colour and shape contributes to the aesthetic appeal of an object.

Use the model as a stimulus for students to compose questions about movement, transport, design purpose, shapes and colours for visual appeal.

StepsSession Activity in Brief

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2 3

4

UNIT OVERVIEW

SESSION ONE: SEEING.TIME: 1 HOUR

Step 1. Ask students about the cars that their parents drive. Ask questions such as;

• Do you get to school in a car?• Where else do you drive in the family car?• What colour is your family car?

Step 2. Conduct a short survey of cars at school. This can be done by taking students to see teachers’ cars in the school carpark, or if there is a road that runs pat the school, safely stand and count how many cars come past, recording their colour/shape/size.

Step 3. Enter the results of the students’ survey into a spreadsheet and generate a column graph. Discuss the column graph, using prompting questions like;

• What colour was the most frequent? Why do you think this?

• What size was the most frequent? Why?• Were there any vehicles other than cars?

What were they? What do you think they’re used for?

Step 4. Ask students to think-pair-share about the parts of a car that they saw during their survey and what they think the parts do. For example, windows keep rain out, wheels let the car move on the road, bull bars help in crashes (common misconception). Briefly discuss how cars are built on an automated assembly line (show an enlarged picture or video of an assembly line).

Step 5. Show students a picture of a car and ask them to identify basic shapes such as triangle, square, rectangle, rhombus, circle and trapezium.

Step 6. Explain that in the next session, students will have an opportunity to collaboratively build a model car using the Magformers S.T.E.A.M Master Set.






SESSION TWO: THINKING.TIME: 2+ HOURS

Step 1. Review the previous lesson by recalling the parts and basic shapes found in cars, along with their functions.

Step 2. Introduce the Magformers S.T.E.A.M Master Set and discuss the components as a set of basic shapes that contain magnets. Ask students if they know what a magnet is or what a magnet does, and where they see or use magnets at home. For example, on the fridge or on cupboard doors.

Step 3. Ask students to identify, draw and label some of the basic shapes found in the Magformers S.T.E.A.M Master Set.

Step 4. Explain to students that they are going to work like an assembly line factory to build a model car using the Magformers. For this, they will form three teams as follows;

• Team 1 will construct the cabin. • Team 2 will construct the car body. • Team 3 will construct the chassis.• Team 4 will assemble the final model using

all the components.

Nominate students to be responsible for;

• Parts specialist - responsible for choosing, collecting and returning equipment

• Engineers - responsible for building the component

• Transport specialist - Carrying the compo-nent to the final assembly area.

Step 5. Provide each team with the pictorial procedure for building a model car found on page 36 and 37 of the Magformers S.T.E.A.M Master Set Guide Book. Explain that students will need to work cooperatively to construct their component.

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2

3

Step 6. Provide time for students to identify, collect and construct their respective compo-nents. Bring students together in the assem-bly area and construct the final model. Ask students to briefly reflect upon the build pro-cess by asking questions like;

• What shapes did you use in your component?

• Why do you think different shapes were used?

• What 3-dimensional shapes can you see in the model car?

• What 2-dimensional shapes did you use to construct a 3-dimensional shape?

• What colours did you use in your component? Why?

• Did you have any difficulty constructing the component?

• Do you think you could build the component differently? How?






Step 7. Demonstrate how the model car moves along some different surfaces, asking students questions such as;

• How does the car move?• What makes the car move?

Option: Allow teams to take turns at constructing the model car.

Step 8. Ask teams to think how they could construct their component differently by (for example) using different shapes, adding components, using different colour) so that it;

• Looks better• Works better.

Have students draw a diagram of their idea.

Step 9. Working in teams as before, allow time for students to explore their design ideas by building and modifying the model car.

Step 10. Conclude the session by reviewing the design modifications students have suggested.

Step 1. Re-introduce the model car that students constructed in the previous session and ask them to reflect upon the process of building their model car by using questions like;

• Why did you choose a particular colour?• Did your design change make the mode

better/worse/no change?• Do you think you could change something

so that you can make a better car? What might that be?

• Do you think you could use Magformers to build a model of a different type of transport (like the ones identified or discussed in the first session)?

Step 2. Review the variety of cars students observed in the first session and ask student to reflect on design including how shapes and colour create visual appeal. Ask student to respond to questions like;

• Why do you think cars come in different colours?

• Why do you think cars come in different shapes?

• Why do you think cars are different sizes?

SESSION ONE: WONDERING.TIME: 1 HOUR






Step 3. Ask students to write a ‘wondering’ that they might like to investigate using Magformers. Use sentence starters such as;I wonder…○ What○ How○ Why

Step 4. Conclude the session with students presenting their ‘wonderings’ to the class and discussing ideas for further investigation and inquiry.

Project Based Learning ideas using the Magformers S.T.E.A.M Master Set

FOUNDATION

The way objects move depends on a variety of factors, including their size and shape (ACSSU005)Using the Magformers S.T.E.A.M Master Set guide book pp. 70-73, students design and create a school playground. They investigate how to incorporate sliding, rolling and spinning into their design and develop a driving question around these movements for their investigation.

YEAR 1

Light and sound are produced by a range of sources and can be sensed (ACSSU020)Using the Magformers S.T.E.A.M Master Set guide book pp. 48-53, students design and create a magic castle incorporating light and sound. Students investigate ways to set up a disco for their toys within the castle grounds. They look at ways sounds cause vibration and discover the best conditions needed for light to be bright enough at their disco.

YEAR 2

A push or a pull affects how an object moves or changes shape (ACSSU033)Students investigate ‘What is a pull?’ and ‘What is a push?’ After constructing vehicles from the Magformers S.T.E.A.M Master Set guide book pp. 28-37, students create an obstacle course with ramps. They investigate through play, the amount of force required to move each vehicle around the course.






YEAR 3

Heat can be produced in many ways and can move from one object to another. Students investigate friction between moving parts and how energy is lost to the surroundings as heat. They construct vehicles from the Magformers S.T.E.A.M Master Set guide book pp. 28-37 and investigate the energy that can be produced when rubbing parts on different types of surfaces. They examine and compare how the vehicles move over the different types of surfaces in the classroom or playground.

YEAR 4

Forces can be exerted by one object on another through direct contact or from a distance. Using the Magformers S.T.E.A.M Master Set guide book pp. 24-27 as inspiration, students plan and conduct experiments to investigate the effect of different-sized forces on the movement of an object. They pulley and crane parts in the set to develop a way of transporting objects from one place to another and investigate ways magnets can be used to move their vehicles.

YEAR 5

Light from a source forms shadows and can be absorbed, reflected and refracted.Using the Magformers S.T.E.A.M Master Set guide book pp. 54-59 students plan an investigation to explore how to make light travel around a corner using the mirrors provided in the kit. Students will identify that light travels in straight lines and will use the mirrors to reflect light in different directions.

YEAR 6

Electrical energy can be transferred and transformed in electrical circuits and can be generated from a range of sources Using the Magformers S.T.E.A.M Master Set guide book pp. 66-69, students investigate role of electrons in transferring energy in electric circuits through investigation of the remote controls and power blocks. Students design their own airport and discover the role of switches in electric circuits through the use of the parts in the Magformers S.T.E.A.M Master Set.




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