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Notes for Teachers

I use the slow reveal diagram and the following “Football Punter STEM Challenge” as an introduction to our unit on forces and energy.
The Time Management activity is optional.
The reverse engineering activity with Snap Circuits is optional.

List of Materials

Snap Circuits for reverse engineering activity
Miniature Footballs
Golf Tees
Craft sticks
Skewers
Rubber bands
Binder Clips
Masking Tape
Plastic spoons
Masking tape
Lincoln logs (if available)
Cardboard or styrofoam for base
Paper plates for time management activity

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Slow Reveal Graph (#slowrevealgraph) is an instructional routine that promotes sensemaking about data. This highly engaging routine uses scaffolded visuals and academic discourse to help students (in K-12 and beyond) make sense of data. As more and more of the graph is revealed, students refine their interpretation and construct meaning, often in surprising ways. This routine increases access for students without sacrificing rigor or engagement.

click on title for more information on Slow Reveal Graphs

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Standards

Science & 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 �● engage in argument from evidence �● obtain, evaluate, and communicate information

Grade 5: Physical Science

5.P2U1.3 Construct an explanation using evidence to demonstrate that objects can affect other objects even when they are not touching.

5.P3U1.4 Obtain, analyze, and communicate evidence of the effects that balanced and unbalanced forces have on the motion of objects.

5.P3U2.5 Define problems and design solutions pertaining to force and motion.

5.P4U1.6 Analyze and interpret data to determine how and where energy is transferred when objects move.

Grade 5: Math

5.G.A Graph points on the coordinate plane to solve mathematical problems as well as problems in real world context.

5.G.A.1 Understand and describe a coordinate system as perpendicular number lines, called axes, that intersect at the origin (0 , 0). Identify a given point in the first quadrant of the coordinate plane using an ordered pair of numbers, called coordinates. Understand that the first number (x) indicates the distance traveled on the horizontal axis, and the second number (y) indicates the distance traveled on the vertical axis.

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Objective(s):

Today I will define problems and design solutions pertaining to force and motion.
Today I will construct an explanation using my punting device as evidence, to demonstrate that objects can affect other objects even when they are not touching.
Today I will obtain, analyze, and communicate the effects that balanced and unbalanced forces have on the motion of objects using my punting device as evidence.
Today I will analyze and interpret data to determine how and where energy is transferred when objects move using my punting device as evidence.

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Portrait of a Graduate

Today I will take responsibility for my words and actions.
Today I will seek to understand the ideas of others.
Today I will learn from my mistakes and continue trying.
Today I will work with my team towards a common goal.
Today I will listen and share my ideas clearly.
Today I will be an equal contributor.
Today I will understand that there is more than one way to solve a problem.

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Agenda

Slow Reveal Diagram (30 minutes)
Introduce the challenge including success criteria, constraints and materials (20 minutes)
Day at Work: Mechanical Engineer (3:10 minutes)
A Powerful Lesson on Time Management (4:14 minutes)
Teams create a time management tool: “What’s on Your Plate” (10-15 minutes)
WOW! TV for Teachers - Reverse Engineering (60 minute)
Research and design a plan (20-30 minutes)
Construct, test and evaluate (30-40 minutes)
Presentations (30-40 minutes per class)

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Hands-on Activity Instructions

Students should be in heterogeneous groups of 2-4.
Begin with the slow reveal football diagram taken from AZSci Sample Test.
Introduce challenge.
Teach, “Reverse Engineering” lesson followed by the Snap Circuit activity. (optional)
Watch Time Management video followed by a time management activity for this project. (optional)
Have student research and design their mechanical punter.
Students create their punter-test and evaluate.
Students present their solutions.

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Step-by-Step Slow Reveal Instructions

Slide #1- diagram only- On a sticky note, have students write their impression of the diagram, What do they notice? What do they predict this is about? If they were in a library, what type of book would this diagram be in? Have them stand with their notes and a pencil and walk around the room to music. When you stop the music, have the students get in groups of 3 to discuss their thoughts about the diagram. It's okay for them to add to/change their sticky note if they agree with what another student said. After a few minutes have them return to their seats and have a quick class discussion of what they shared or was shared with them. They may change or add to notes at this time as well.

Slide #2- First 2 text boxes- On the same sticky note, have students write the two words they think would go in each text box. Their predictions will most likely be wrong and that’s okay. Again have then stand with their notes and a pencil and walk around the room to music. When you stop the music, have the students get in groups of 4 to discuss their thoughts about the words they chose. Students may change their minds about the words they chose after discussing them with others. After a few minutes have them return to their seats and have a quick class discussion of what they shared or was shared with them. Repeat this with the next slide (slide #3)

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Step-by-Step Slow Reveal Instructions

Slide #4- Four Text Boxes with Words- Students will start to understand what the diagram is about with this slide. Ask the students to put these words in the text boxes that correspond with them. Once again have then stand with their notes and a pencil and walk around the room to music. When you stop the music, have the students get in groups of 5 to discuss where they put the words. Students may change their answers during this discussion. After a few minutes have them return to their seats and have a quick class discussion of what they shared or was shared with them.

Slide #5- Final Reveal- Show students where the words go. Ask students if they know what force is the non-contact force in the diagram. Have class discussion on concepts of potential energy, kinetic energy, transfer of energy, contact force, non-contact force, and gravity. Take notes on vocabulary.

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FOOTBALL SLOW REVEAL

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CHALLENGE QUESTION

Can I design and create a mechanical football punter that will illustrate the forces of motion and the transfer of energy?

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Assessment: Success Criteria

Your device must make a kicking motion.
Your device demonstrates evidence of the effects that balanced and unbalanced forces have on the motion of objects.
You can explain how objects can affect other objects even when they are not touching.
Explain how and where energy is transferred when objects move using your device as evidence.

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Constraints

You may only use the materials that are listed.

You have 3 attempts to demonstrate your device.

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EXAMPLE of TIME MANAGEMENT FOR THIS CHALLENGE: “What’s on Your Plate?”

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Differentiation

Students should be in heterogeneous groups with attention to academic level, language level, and social emotional needs.
Teacher can suggest/assist as necessary.
More time/attempts may be given.

Remediation

Extension/Enrichment

Have students use the football diagram in the slow reveal to graph the arc or path of the football using a coordinate grid with x/y axis.
Provide or have teams create a goalpost and challenge then to kick goals.