The Arizona STEM Acceleration Project

Mousetronaut: An Engineering Challenge

Mousetronaut: An Engineering Challenge

A 5th-6th grade STEM lesson

Lisa Barnard

2/25/2023

Notes for teachers

My students worked in groups for this activity to also work on our collaboration skills.

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Depending on how many days your students need to build, test, rebuild, this lesson could go more than one day.

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My students had already participated in a gravity investigation before we did this lesson, so it was a nice review in our discussion.

List of Materials

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• A copy of the book Mousetronaut by Mark Kelly

or have this link ready: https://storytimefromspace.com/mousetronaut-2/

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• Blank keys that students can use to “rescue”
• A place in the classroom to set up the key like in the book to get it “stuck.” I used two file cabinets pushed really close together.
• Engineering materials students can use to build something to rescue the key. Some ideas include: straws, string, paper clips, cardboard, paper, index cards, paper plates, foil, magnets, twine, crafting wire
• Each student needs a copy of the Engineering Challenge Recording Sheet.

Standards

AZ 5th Grade Science:

5.E2U1.8 Obtain, analyze, and communicate evidence to support an explanation that the gravitational force of Earth on objects is directed toward the planet’s center.

● Gravity is the universal attraction between all objects, however large or small, although it is only apparent when one of the objects is very large.

● The gravitational force of Earth acting on an object near Earth’s surface pulls that object toward the planet’s center. (5.P2U1.3)

AZ 6th Grade Science:

6.P2U1.4 Develop and use a model to predict how forces act on objects at a distance.

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Science and Engineering Practices

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• ask questions and define problems
• develop and use models
• plan and carry out investigations
• analyze and interpret data
• use mathematical and computational thinking
• construct explanations and design solutions
• engage in argument from evidence
• obtain, evaluate and communicate information

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National Standards

Next Generation Science Standards (NGSS)

• 5-PS2-1: Support an argument that the gravitational force exerted by Earth on objects is directed down.
• Connection: The lesson involves a discussion on gravity (referencing a prior investigation) and challenges students to rescue a "stuck" key, implicitly dealing with forces and retrieval against gravity or within a confined space.
• 3-5-ETS1-1: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
• Connection: Students are presented with a specific problem (rescuing a key) and must use provided materials (straws, string, magnets, etc.) to design a tool that solves it.
• 3-5-ETS1-2: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
• Connection: Students work in groups to brainstorm, build, test, and redesign their tools, evaluating which design best meets the goal of retrieving the key.

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Common Core English Language Arts (CCSS.ELA)

• RL.5.1 / RL.6.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
• Connection: The lesson begins with reading Mousetronaut by Mark Kelly, setting the context for the engineering challenge based on the story's events.
• SL.5.1 / SL.6.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade-level topics and texts.
• Connection: Students work in collaborative groups to solve the engineering challenge, requiring effective communication and teamwork.

International Society for Technology in Education (ISTE Standards for Students)

• 1.4 Innovative Designer: Students use a variety of technologies within a design process to identify and solve problems by creating new, useful, or imaginative solutions.
• Connection: Students engage in the design process (build, test, rebuild) to create a physical tool that solves a unique problem, fostering creativity and innovation.

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Objectives:

I will explain how gravity acts differently on Earth than it does in space.

I will collaborate and communicate effectively to complete an engineering design challenge.

I will evaluate which design met the goal of the engineering design challenge by analyzing data.

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Agenda (1-2 50 minute class periods)

Mousetronaut Read Aloud

Engineering Challenge

Present and Share Data

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Warm-up Question

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What does gravity do on Earth?

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How would you define gravity?

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Mousetronaut by Mark Kelly

What was the problem in the story?

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How did Meteor solve the problem?

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What did you notice about gravity in this story?

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If we were to drop a key in this room in a small area, what would be the same for us? What would be different?

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Let’s Discuss!

Engineering Challenge: Let’s Help Rescue the Key!

• You will be working in a group for this engineering activity.
• We will be dropping some keys that need to be rescued in a similar situation like Meteor. However, you will need to create something to rescue the key.
• Your creation should be something that is efficient and easy to use.
• Our goal is to defy gravity and rescue the most keys in two minutes.

Materials:

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You must use at least 3 different materials for this project.

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You will be creating an initial design, testing it, and redesigning.

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When you have finished, you will be timed and see how many keys you can collect.

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You will have a recording sheet to keep track of your brainstorm, builds, and redesigns. You will also keep track of data on the final testing round.

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https://docs.google.com/document/d/1o5hsPL04JJc7I3x-vh6bZFu_IomUfSM6T_L1xzk9290/edit?usp=sharing

It’s Data Time!

Let’s look at our averages! How did you calculate the average? I will call on each

group to share their average.

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1. Let’s find the average for our whole class!
2. What do you notice about the data?
3. Are there any outliers? Numbers that are far away from our class average?

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Engineering Challenge Group Presentation

• You will be meeting with your team for 2 minutes to discuss who will be the speaker(s) for your team.

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1. Summarize your engineering process with us.
2. Share with us your average and how it performed during the final test.
3. Be ready to take 1-2 questions from the audience.

Presentations:

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• Eyes on the speaker
• Be ready to ask a thoughtful, respectful question
• Speak loudly and clearly

Assessment

As students work throughout the project, the teacher should be monitoring their work and asking questions. I like to keep a clipboard with the groups and walk around as I check in with them each day. That way I know who I need to check in with.

For an exit ticket, you could have students write down their thoughts on which group’s design best met our engineering goal and why.

You could also have students vote on the best project and give them a rubric to use as groups are presenting. This would be a great way to not only make sure students are paying attention to other groups, but to also make sure that students are evaluating other work.

Differentiation

• During the engineering process, ask specific questions to groups that are struggling that help them.
• Make it known to students that they may not get to all of the redesigns and that’s okay.
• If students have technology, put the engineering challenge sheet online so they can use accessibility features such as speech to text and text to speech.

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Remediation

Extension/Enrichment

Students have plenty of room on their recording sheets for redesigns and notes. Make sure students are really understand the engineering process.

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Challenge students to create a second prototype or try to add another material to their work.

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Challenge students to think of something else they could rescue using their tool and test it out. Maybe they would have to redesign for the different item?