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In this third-grade Earth Science lesson, students design and construct a sundial for the whole school using the Engineering Design Process (EDP). They ask relevant questions, develop and use models, plan and carry out investigations, and evaluate their designs. The NGSS and CCC standards are also addressed, with accommodations for students with special needs.
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Design a sundial using the Engineering Design Process (EDP) Exhibit understanding of relevant science content/concepts Construct relevant questions Use appropriate tools and materials to complete the task Determine effectiveness of their design Answer the Challenge Question: How can your team design a sundial that can be used by the whole school?
Engineering Lesson: Third Grade - Earth Science Sundial Challenge
o ETS1.A Defining and Delimiting Engineering Problems o ETS1.B Defining Possible Solutions
o Asking Questions and Defining Problems o Developing and Using Models o Planning and Carrying Out Investigations
o Patterns (CCC-1) o Scale, Proportion, and Quantity (CCC-3)
o P1.3.A.1 Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics. o P1.3.A.3 Offering and supporting opinions and negotiating with others in communicative exchanges. o P1.3.B.5 Listening actively to spoken English in a range of social and academic contexts. o P1.3.C.11 Supporting own opinions and evaluating others’ opinions in speaking and writing
To make accommodations or modifications for students with special needs, provide simple directions, instructions, provide multiple opportunities for repetition, make frequent checks for understanding, use visuals to accompany all vocabulary, simplify questions, be specific with sequence and steps, provide opportunity for paraphrasing, and adjust time and pacing.
Engineering Lesson: Third Grade - Earth Science Sundial Challenge ENGINEERING DESIGN PROCESS (EDP) ASK ● What is the problem or need? ● What is already out there? ● What are the requirements (criteria) and restrictions (constraints)? BRAINSTORM ● What are possible solutions? ● Choose your two best solutions. CREATE - A - DESIGN ● Draw a diagram with labels. ● Have a critical design review (peer review & input). ● What materials are available? DEVELOP - A - PROTOTYPE ● Follow your best diagram and build a Prototype. ● Test the prototype! EVALUATE ● Improve your prototype! ● Conduct more compatibility tests.
Engineering Lesson: Third Grade - Earth Science Sundial Challenge
You may teach this lesson once students have completed:
Investigation #1 (part 1-2) Students will have enough content knowledge to engage in the sundial challenge. Students enter the engineering challenge understanding that the Sun rises in the east and sets in the west. Shadows are the areas of darkness created when an opaque object blocks light. The shapes of shadows change over a day and depend on the position of the sun in the sky.
Things to consider: ● Sun—No sun, no fun. (June Gloom or April Showers) ● Wind—Too much wind blows the dial plate around. ● Keep on the yard or take back to class each hour? (Kind students may bring the sundial to your class/others may touch your sundial.) ● Do not use decorations until all the hour lines have been drawn and given a test run for accuracy. Complete in class right before the sense-making discussion. What will be your grading criteria? ● Able to work in a group using the Engineering Design Process?(See Engineering Notebook) ● A Team Sundial that works accurately and follows the requirements and restrictions guidelines? (Think in terms of a 3rd grader) ● Individual or group grade?
Engineering Lesson: Third Grade - Earth Science Sundial Challenge address bar, after your school’s name/ copy the first number (latitude) _ . _ for the sundial calculator. You will need to teach your students how to use a protractor.
Engineering Lesson: Third Grade - Earth Science Sundial Challenge
● Bin or large zip-lock storage bag to carry team supplies. ● Premade dial plate—18 x 24 inch white construction paper glued to same size chipboard with East/West line drawn along the bottom and center of line marked ● Glue (to secure the golf tee to dial plate)(decorating later) ● 3 ¼ inch golf tee ● Chalk (for tracing the dial plate on the playground—first outing only) ● Pencil with eraser (to trace shadow line and for noting the time) ● Ruler/yardstick ● Compass (magnetic) (for aligning the dial plate-first outing and to check later) ● Watch (optional)
● Scissors (during decorating) ● Protractor (optional extended lesson) ● Transparent tape (optional) ● Rocks or glass gems (optional decoration) ● Straws (colored without bend, if possible) (optional decoration) FOR THE LESSON ● Individual student engineering notebooks and pencils ● Dial Plate Diagram with East/West line, mid line mark, example hour lines and base labeled “Dial Plate” to be used to introduce vocabulary
Engineering Lesson: Third Grade - Earth Science Sundial Challenge
1. Schedule the Investigation ● The challenge will take approximately 2- 3 day--( 3 ) 4 5 - minute lessons-- EDP lesson, decorating time, sense making discussion, and time for data to be collected throughout the day. (Go out approximately 7 minutes before each hour or what you deem enough time. Allow extra time for the first outing to align the dial plates correctly.) 2. Gather/Obtain Materials 2 days before the lesson, teacher prepares the dial plates and Dial Plate Diagram. (with post-it of vocabulary words teacher will add to the diagram as the lesson is carried out during Ask Questions or beginning of Brainstorming) In the morning, 1 day before the lesson, teams glue the gnomon on the dial plate and allow it to dry overnight or the teacher uses hot glue to put gnomon on the dial plates. Instruct students to observe possible places on the yard that are flat and will NOT get shade during the day from trees, play equipment, or buildings. Preferably, out of the walkways and away from students at play. (Students will discuss the possible locations during the “brainstorming” phase of the lesson.) 3. Prepare Materials ● Have materials for each team in science bins or large zip-lock bags. See materials list on the previous page. Decorating materials can be put on a table for viewing, but should not be placed in bins or bags until groups are done with data collecting. 4. Plan Teams ● Have teams of no more than 4 students
Engineering Lesson: Third Grade - Earth Science Sundial Challenge
5. Challenge Question ● Have Challenge Question written on poster paper or on whiteboard – “How can your team design a sundial that can be used by the whole school?” Students record the Challenge Question in their Engineering Notebook or teacher creates labels with the Challenge Question for each student Notebook.
Engineering Lesson: Third Grade - Earth Science Sundial Challenge Students should be encouraged to ask questions. ● They should record their questions and answers in their Engineering Notebook. (What does a sundial look like? How does a sundial work?* How did others construct them? How much time do we have to create the sundial? Will we be working in groups or alone? What materials can we use?) Model How a Sundial Works ● ***** Use a flashlight, the Dial Plate Diagram, and a pen. Place the bottom of the pen on the dial center. Aim the flashlight at the pen and look at the shadow the pen creates. Move the flashlight around to show the “sun” moving and the shadow also moving across the dial plate. Dial Plate Diagram is taped to the wall so all can see. ● Teacher should provide images of sundials (Use this lesson’s Title Page pictures), discuss similarities and materials used, and answer student questions. ● Show students your Dial Plate Diagram. Discuss names for the parts of the sundial. (Ask what students would call each part. When the class agrees on a name use a marker to label it on the Dial Plate Diagram. Use a different marker color as you explain the actual name and label the Diagram. Your Dial Plate Diagram becomes an Illustrated Vocabulary Reference. Leave this up during the sundial lessons) ● What about hours when you are at lunch or playing at recess?
Engineering Lesson: Third Grade - Earth Science Sundial Challenge Present Requirements and Restrictions (students record these in their Engineering Notebooks under the “Ask Questions” section. ● Requirements (Criteria): that must be met; rules/directions that must be followed: o Team must consist of 4 members o The Sundial must be free standing and at least two feet in diameter ● Restrictions (Constraints): (that keep something from being the best it could be; may be problems that arise or issues that come up): o Use materials that are cleared by the teacher o The team design must incorporate an aspect of each team member’s design. o The structure must be large enough to be seen by large groups of people at school.
2. BRAINSTORM ● Have students brainstorm why and how the sundial could be used by the whole school. ● Brainstorm possible locations for data collection on the yard and solutions / designs. ● Allow students to view the decorating materials so they can incorporate them in their design. 3. CREATE - A – DESIGN ● Have student pick up their materials bin, this will give them an opportunity to see the materials and discuss how they may be used. Or they can gather around the art supply table to view supplies. o Without team members’ input, each member must draw a design individually into their Engineering Notebook.
Engineering Lesson: Third Grade - Earth Science Sundial Challenge ● Record any observations, questions, or problems that arise in your Engineering Notebook. Make sure you note what time you are making the note. (at least at what hour you went out) ● Make hourly observations. Keep adding information to your notebook. ● Make sure the team keeps in mind the criteria and constraints. ● The next day, use a watch to see if the sundial is keeping time correctly. Group discusses if adjustments are necessary. ● When hour lines are accurate, team decorates the sundial. Make sure the team follows the “Team Design”.
7. EVALUATE ● Teacher facilitates discussion about student successes and challenges. ● Students use the notes made in their Engineering Notebook to add observations and problems that came up. ● Class discusses how problems could have been solved or avoided. ● Students answer the challenge question in their Engineering Notebook. ● They also add their evaluation and reflection in their Engineering Notebook.
They may also see if they can use other materials.
