HUNCH Academy
LUNAR
Brick Mold
Investigation stations #1
Measurements and Weight
Supplies needed for Investigation stations
Measuring tool - Scales-
Rulers Bathroom scale pounds for Heavier items
Yard sticks Push Kitchen scale ounces and pounds upto 12 Lbs
Measuring tape Digital Kitchen scale most weight conversions upto 15 Lbs
Bricks of different sizes
Red bricks- with and without holes
Cinder blocks- Small, Medium or Large
Landscaping bricks
Lego bricks
Mega bloks
Printable Worksheets-
https://docs.google.com/document/d/1JiGuEsjYkNt4xwijNrZupefiQslFUse4FhlzQ31jmKE/edit?usp=sharing
STATION # 1-Bricks Measurement
In this station, we will be learning about different types of bricks and how they are made. You will be making hypotheses on the size and weight of the brick. Also what we think the bricks are made of. Then we will measure and weigh each brick and record the data on the slides provided. You will make observations for each brick describing what they look and feel like. Before we make lunar bricks we need to know all about bricks and how they are made here on Earth for us to better understand how to make bricks on the Moon using the regolith. For these stations, you will need a ruler, measuring tape, and a scale. First make a Hypothesis on how big ( length, width, height, weight) you think the bricks in front of you are before measuring and weighing them. Discuss with your group what you think each brick might be made of and how they look and feel. Record your Hypothesis in the next slide. Then You will use your measuring tools to weigh and measure different types of bricks. You should Measure length, width, Height, and weight. You will have seven different types of bricks to measure and weigh. Everyone in the group will take turns measuring each brick. Then you will type your measurements on the next slide or write them on paper. Write down the difference between the bricks. Everyone should have a chance to measure or weigh at least one part of the brick. Help each other read and record the measurements. Work as a team to get all your information entered.
Watch Instructional video for station # 1
Examples of Bricks
Reading a ruler
There are 16 ounces in 1 pound
American Standard = Metric (approximate measurements)
STATION # 1- Red Bricks Measurement
In this station, you will have two different red bricks to measure and weigh. One has holes in it and the other is solid. Start by making a hypothesis on the size ( length, width, height) and weight you think each brick is before measuring and weighing them. Discuss your hypothesis with your group and compare your thoughts. Then discuss what you believe the bricks are made of based on how they look and feel. Look at each one carefully and describe the different bricks ( what color they are, are they rough or smooth). What does your group think they are made of and why do you believe this? Next, you will measure and weigh each brick using rulers or a measuring tape, and a scale. Then record all of the data on the slides provided. Everyone in the group will take turns measuring each part of your brick. Then you will type your measurements on the next slide or write them on paper. Work together and discuss what your hypothesis was before measuring. Write down the difference between the bricks. Help each other read and record the measurements. Work as a team to get all your information entered. After you get your data from the first brick switch to the other group. Make sure you measure, weigh, and collect your data from both bricks. Have fun and work together.
Length ^
Width ^
Weight v
Heigth ^
INVESTIGATION STATION #1- Brick measurements
Brick #1- Red Brick (do your hypothesis first)
Hypothesis Actual Measurements
Length-
Width-
Height-
Weight-
Describe the brick-
What do you think this brick is made of?
INVESTIGATION STATION #1- Brick measurements
Brick #2- Red Brick with holes( do your hypothesis first)
Hypothesis Actual Measurements
Length-
Width-
Height-
Weight-
Describe the brick-
What do you think this brick is made of?
INVESTIGATION STATION #1- Brick measurements
Discussion Question for your group-
What do you think the bricks are made of?
Why are they red?
Which one weighed the most?
Why do you think they were different or the same?
What were the differences between the bricks?
Do you think the one with the holes is just as strong as the solid one?
Why do you think this?
STATION # 2- Cinder Block Measurements
In this station, you will have two different Cinder blocks to measure and weigh. One is smaller than the other. Start by making a hypothesis on the size ( length, width, height) and weight you think each block is before measuring and weighing them. Discuss your hypothesis with your group and compare your thoughts. Then discuss what you think the blocks are made of. Look at each one carefully and describe the different blocks ( what color they are, are they rough or smooth). What does your group think they are made of and why do you believe this? Next, you will measure and weigh each brick using rulers or measuring tape and a scale. ( please do NOT pick up these cinder blocks I will come to help you weigh them). Then record all of the data on the slides provided. Everyone in the group will take turns measuring each part of your block. Then you will type your measurements on the next slide or write them on paper. Work together and discuss what your hypothesis was before measuring. Write down the difference between the blocks. Help each other read and record the measurements. Work as a team to get all your information entered. After you get your data from the first block switch with the other group. Make sure you measure, weigh, and collect your data from both blocks. Have fun and work together.
Length ^
Width ^
Weight v
Heigth ^
INVESTIGATION STATION #2 Cinder block measurements
Block #1-Large Cinder Block (do your hypothesis first)
Hypothesis Actual Measurements
Length-
Width-
Height-
Weight-
Describe the block-
What do you think this block is made of?
INVESTIGATION STATION #2 Cinder block measurements
Block #2-Small Cinder Block (do your hypothesis first)
Hypothesis Actual Measurements
Length-
Width-
Height-
Weight-
Describe the block-
What do you think this block is made of?
INVESTIGATION STATION #2- Block Measurements
Discussion Question for your group-
What do you think the blocks are made of?
Why are they grey?
Which one weighed the most?
Why do you think they were different or the same?
What were the differences between the blocks?
Do you think the one is stronger than the other?
Why do you think this?
STATION # 3- Lego Brick Measurements
In this station, you will have five Lego bricks to measure and weigh. Start by making a hypothesis on the size ( length, width, height) and weight you think each brick is before measuring and weighing them. Discuss your hypothesis with your group and compare your thoughts. Then discuss what you think the bricks are made of. Look at each one carefully and describe the different bricks ( what color they are, are they rough or smooth). What does your group think they are made of and why do you believe this? Next, you will measure and weigh each brick using rulers or measuring tape and a scale. Then record all of the data on the slides provided. Everyone in the group will take turns measuring each part of your bricks. Or each person can choose one to do all the measurements for and you can share the data with your group. Next, you will type your measurements on the next slide or write them on paper. Work together and discuss what your hypothesis was before measuring. Write down the difference between the bricks. Help each other read and record the measurements. Work as a team to get all your information entered. Make sure everyone in the group has all the measurements and weights for all the bricks. Have fun and work together.
Length ^
Width ^
Weight v
Heigth ^
INVESTIGATION STATION #3 Lego brick measurements
Brick #1-Small regular Lego brick ( make your hypothesis first)
Hypothesis Actual Measurements
Length-
Width-
Height-
Weight-
Describe the block-
What do you think this block is made of?
INVESTIGATION STATION #3 Lego brick measurements
Brick #2- Large regular Lego brick ( make your hypothesis first)
Hypothesis Actual Measurements
Length-
Width-
Height-
Weight-
Describe the block-
What do you think this block is made of?
INVESTIGATION STATION #3 Lego brick measurements
Brick #3-Small toddler Lego brick( make your hypothesis first)
Hypothesis Actual Measurements
Length-
Width-
Height-
Weight-
Describe the block-
What do you think this block is made of?
INVESTIGATION STATION #3 Lego brick measurements
Brick #4- Large Toddler Lego brick ( make your hypothesis first)
Hypothesis Actual Measurements
Length-
Width-
Height-
Weight-
Describe the block-
What do you think this block is made of?
INVESTIGATION STATION #3 Lego brick measurements
Brick #5- Mega Lego block ( make your hypothesis first)
Hypothesis Actual Measurements
Length-
Width-
Height-
Weight-
Describe the block-
What do you think this block is made of?
INVESTIGATION STATION #3-Lego Brick Measurements
Discussion Question for your group-
What do you think the Lego bricks are made of?
Why are they different colors?
Which one weighed the most?
Why do you think they were different or the same?
What were the differences between the Lego bricks?
Do you think the one is stronger than the other?
Why do you think this?
Video of me teaching my third grade students
MGSE2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
MGSE2.MD.2 Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. Understand the relative size of units in different systems of measurement. For example, an inch is longer than a centimeter. (Students are not expected to convert between systems of measurement.)
MGSE2.MD.3 Estimate lengths using units of inches, feet, centimeters, and meters.
MGSE2.MD.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard-length unit.
MGSE3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units – whole numbers, halves, or quarters.
MGSE4.MD.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. a. Understand the relationship between gallons, cups, quarts, and pints. b. Express larger units in terms of smaller units within the same measurement system. c. Record measurement equivalents in a two-column table.
MGSE4.MD.2. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.
MGSE5.MD.1 Convert among different-sized standard measurement units (mass, weight, length, time, etc.) within a given measurement system (customary and metric) (e.g., convert 5cm to 0.05m), and use these conversions in solving multi-step, real word problems.
Elementary Math Standards for Georgia
Elementary Science standards
S2E2. Obtain, evaluate, and communicate information to develop an understanding of the patterns of the sun and the moon and the sun’s effect on Earth. a. Plan and carry out an investigation to determine the effect of the position of the sun in relation to a fixed object on Earth at various times of the day. b. Design and build a structure that demonstrates how shadows change throughout the day. c. Represent data in tables and/or graphs of the length of the day and night to recognize the change in seasons. d. Use data from personal observations to describe, illustrate, and predict how the appearance of the moon changes over time in a pattern. (Clarification statement: Students are not required to know the names of the phases of the moon or understand the tilt of the Earth.)
S3E1. Obtain, evaluate, and communicate information about the physical attributes of rocks and soils. a. Ask questions and analyze data to classify rocks by their physical attributes (color, texture, luster, and hardness) using simple tests. (Clarification statement: Mohs scale should be studied at this level. Cleavage, streak and the classification of rocks as sedimentary, igneous, and metamorphic are studied in sixth grade.) b. Plan and carry out investigations to describe properties (color, texture, capacity to retain water, and ability to support growth of plants) of soils and soil types (sand, clay, loam). c. Make observations of the local environment to construct an explanation of how water and/or wind have made changes to soil and/or rocks over time. (Clarification statement: Examples could include ripples in dirt on a playground and a hole formed under gutters.)
S4E2. Obtain, evaluate, and communicate information to model the effects of the position and motion of the Earth and the moon in relation to the sun as observed from the Earth. a. Develop a model to support an explanation of why the length of day and night change throughout the year. b. Develop a model based on observations to describe the repeating pattern of the phases of the moon (new, crescent, quarter, gibbous, and full). c. Construct an explanation of how the Earth’s orbit, with its consistent tilt, affects seasonal changes
S5E1. Obtain, evaluate, and communicate information to identify surface features on the Earth caused by constructive and/or destructive processes. a. Construct an argument supported by scientific evidence to identify surface features (examples could include deltas, sand dunes, mountains, volcanoes) as being caused by constructive and/or destructive processes (examples could include deposition, weathering, erosion, and impact of organisms). b. Develop simple interactive models to collect data that illustrate how changes in surface features are/were caused by constructive and/or destructive processes. c. Ask questions to obtain information on how technology is used to limit and/or predict the impact of constructive and destructive processes. (Clarification statement: Examples could include seismological studies, flood forecasting (GIS maps), engineering/construction methods and materials, and infrared/satellite imagery.)
ENGR-EC3 – Students will solve problems using basic engineering tools and resources. (a) Explain various measuring systems and their base units. 2 (b) Demonstrate applications of precision measuring instruments to describe parts and inspect artifacts. (c) Perform keyboard functions using a scientific, hand-held calculator. (d) Create an Excel spreadsheet to perform basic arithmetic and algebraic computations on data related to an engineering design problem. (e) Use laboratory tools and equipment to determine the properties of materials
SCSh4. Students use tools and instruments for observing, measuring, and manipulating scientific equipment and materials.
SCSh5. Students will demonstrate the computation and estimation skills necessary for analyzing data and developing reasonable scientific explanations.
MM3P1. Students will solve problems (using appropriate technology).
ENGR-STEM3 – Students will design technological problem solutions using scientific investigation, analysis and interpretation of data, innovation, invention, and fabrication while considering economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability constraints. (a) Demonstrate fundamental principles of design. (b) Design and conduct experiments along with analysis and interpretation of data. (c) Identify and consider realistic constraints relevant to the design of a system, component, or process.
ENGR-STEM4 – Students will apply principles of science, technology, engineering, mathematics, interpersonal communication, and teamwork to the solution of technological problems. (a) Work cooperatively in multi-disciplinary teams. (b) Apply knowledge of mathematics, science, and engineering design. (c) Demonstrate strategies for identifying, formulating, and solving technological problems. (d) Demonstrate techniques, skills, and knowledge necessary to use and maintain technological products and systems.
ENGR-EA3 – Students will demonstrate prototype development. (a) Identify appropriate modeling techniques. (b) Select and apply appropriate materials, tools, and processes for prototype development. (c) Evaluate effectiveness of prototyped solution and modify as needed.
ENGR-EA1 – Students will use selected discipline specific engineering tools, machines, materials, and processes. (a) Explain the criteria for selection of appropriate materials, tools, and processes. (b) Safely and effectively manipulate materials, tools, and processes. (c) Apply appropriate care and maintenance in the use of tools and machines.
Elementary Engineering standards