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AZ Science,Engineering and Math Standards

Focus of Lesson:

U1: Scientists explain phenomena using evidence obtained from observations and or scientific investigations. Evidence may lead to developing models and or theories to make sense of phenomena. As new evidence is discovered, models and theories can be revised.

U2: The knowledge produced by science is used in engineering and technologies to solve problems and/or create products.

Science and Engineering Practices

● ask questions and define problems

● develop and use models

● plan and carry out investigations

● analyze and interpret data

● use mathematics and computational thinking

● construct explanations and design solutions

Crosscutting Concepts

● patterns

● cause and effect

● structure and function

● systems and system models

6.P4U2.5 - Analyze how humans use technology to store (potential) and/or use (kinetic) energy.

6.RP.A.2-Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. (Expectations for unit rates in this grade are limited to non-complex fractions.)

6.RP.A.3-Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.

● stability and change

● scale, proportion, and quantity

● energy and matter

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Teacher Preparations

Print all materials before hand and set them aside for easy dispersal.
Gather materials being used to explore and create a stethoscope.
Place one of each type of material for each pair of students to create multiple versions.

Materials Needed:

Introduction sheet
Worksheet for Data collection
Small funnel
Big funnel
paper or plastic cup
scissors
duct tape or other strong tape
paper, plastic or rubber tubing
a stopwatch or clock that counts seconds

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Project Objectives:

Project Timing: (35-40 min.)

I will use the design process to construct an instrument used in the world today.
I will understand how equivalent ratios are used in the medical profession.

5 min. Introduction
30 min. Construct Stethoscope
5 min. Design and Sketch

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Lesson Format

Students were grouped in advance to save time.
Discuss the history of the stethoscope and its usage.
Discuss as a class the parameters of the Challenge.
Students are given supplies to design and create.
Share reasons for material choices.
Practice using the device by completing the resting heart rate.
Record data collected on the worksheet.
Give students time to clean up.

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Assessment

Questions used during lesson

Observe students using the design process to construct a working stethoscope.

Students will submit a labeled drawing of the final design.

DAY 1:

What is the importance of a stethoscope?
Why is listening to the heart important?
Which materials worked best? Why?
What does a resting heart rate represent?

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Differentiation

Students that need more assistance are paired with a partner that can help.

Students that are in need of more time for exploration will be given other opportunities for completion.

Modification/Remediation

Extension/Enrichment

Part 1:

Students can explore other devices connected to the stethoscope.

Compare initial resting heart rates and explain why they may have differences.