Arizona STEM

Acceleration Project

Simple Machine - Creating a Ferris Wheel: PART 1

3rd-5th Grade

Amanda Roum

7/19/2023

Simple Machine-

Creating a Ferris Wheel

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PART 1

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Notes for Teachers

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• Context: This lesson takes place in a classroom over two days within 30-40 minute class.
• Students may work in small groups of 3-4.
• An emphasis on the target product (two symmetrical sides for the ferris wheel)
• Creative solutions should be encouraged
• This lesson uses hot glue guns.

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List of Materials:

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• Hot glue guns

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• Hot glue sticks

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• Craft sticks (works with large or small)

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• Rulers

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• Masking tape

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• Skewers or wooden dowels

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Part 2

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Part 3

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Arizona Science Standards

Next Generation Science Standards

Math Standards

Science Standards:

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

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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
• use mathematical and computational thinking
• construct explanations and design solutions
• engage in argument from evidence
• obtain, evaluate and communicate information

3-5-ETS1-1 Engineering and Design Define a simple design problem reflecting a need or want that includes specified criteria for success and constraints on materials, time, or cost.

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4.G.A.3: Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.

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4.MD.C.5: Recognize angles as geometric shapes that are formed

4.MD.C.6: Measure angles in whole-number degrees using a protractor.

3.G.A.1: Understand that shapes in different categories (e.g., rhombuses, rectangles, and others)may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples quadrilaterals that do not belong to any of these subcategories.

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Agenda (60 minutes)

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• What is a this and how does it work? One minute quick write. (1 min)
• Vocabulary: What is a ferris Wheel?
• Picture Observation (What is a ferris wheel and what shapes do you notice?) (3 minutes)
• Symmetry song (4 minutes)
• Safety Talk (10 minutes)
• Plan and create two symmetrical hexagons. (40 minutes)
• Ticket out the Door (2 minutes)

What is This and How Does it Work?

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Objective(s):

I can collaborate with my peers in order to design and construct two symmetrical sides for our ferris wheel.

Ferris Wheel

A ferris wheel is an amusement-park or fairground ride consisting of a giant vertical revolving wheel with passenger cars suspended on its outer edge.

What is a ferris wheel?

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What does symmetrical mean?

Safety Talk!!!!

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• DO NOT touch the tip of the glue gun!
• When you are holding a glue gun always be aware of those close by you and be extra careful when laying the gun down.
• Use an extra craft stick, rather than your finger, to help hold pieces in place.
• Use small amounts of glue to start and add more glue after the small spots have hardened
• Be mindful of glue gun drips. Watch where drips might be landing, always be aware of others in your group. Clean up drips after a cooling time.

Think about it!!!!

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• A ferris wheel is something that spins on a central axle. Think about our wheel and axle models that we previously made……

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• How are you going to make your sides so that they can spin on a central axle?

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• How are you going to make sure that your sides are exactly the same as each other?

Instructions

In a group of 2-4, plan and create two symmetrical sides for their ferris wheel.

Constraints:

• You may only use craft sticks and hot glue.
• Your sides HAVE to be symmetrical or your ferris wheel will not work properly.
• 40 minutes

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Plan it first

Take a few minutes to imagine all the different ways that you can design two sides of a ferris wheel that are symmetrical. Fill out the imagine section of your recording sheet.

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Share your ideas with your group, collaborate and communicate with each other to decide on what your final plan will be.

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Fill out the plan section of your recording sheet. You may draw or write your plan.

Create

How do we assess our work?

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• Are the sides of our first side symmetrical?
• Will we be able to make another side that looks exactly like the first one?
• Did we take our time and follow safety rules?
• Did we use the ruler to measure?
• We seek feedback
• Do we have two sides to our ferris wheel that are symmetrical and has a place for the central axle?

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We evaluate our final products ability to meet requirements and stay within constraints

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Assessment

• Today’s assessment can be a ticket out the door.
• Have students draw or explain what their team worked on and accomplished during this lesson.
• Were they successful in creating two symmetrical sides?

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Differentiation

One way to differentiate in this lesson is to provide some groups a picture of what the finished sides should look like (Keeping in mind that there is more than one correct way. This can help students who struggle with the “getting started” phase.

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Remediation

Extension/Enrichment

You could have students use a protractor in order to figure out the angles of each part of their side. They can ensure that all the angles are the same.