Mariana & Alyssa Semester Outline

Outline:

(journal for observations? or posters for drawing?)

-giving time to play with materials before activity starts (exploration)

-defend observations to each other

-can we make the time shorter?

-breaks in the middle to talk about things as a class

- ask who will leave so they can be paired together, or just partnering generally (email)

-check in with teacher during exploration time?

-carrot-and-stick thing for balloons etc

 

September 23- Introduction and spaghetti towers activity

September 30- failure analysis (of structures that we have pre-built), straw structures- towers, bridges, strength, etc., building animals out of straws

October 7- lego vehicles, ramp (no motors), play around with ramp size/slope and wheel size  etc, maybe with balloons/rubber bands for propulsion

October 21- introduce motors an gears, maybe an activity with vehicles and speed, maybe something new

October 28- dinosaur tail activity (using simple machines and pulleys for something other than wheels)

November 4- design and construction of an imaginary animal based on qualities picked from a hat

November 11- obstacle course with robot animals, trial run 1

November 18- redesign of robot animals

November 25- redesign of robot animals

December 2- obstacle course run 2

Whale Adaptations: Creature of the Sea

ACTIVITY HEADER

 

 

 

Name of Activity Whale Adaptations: Creature of the Sea
Author STOMP
Keywords design, creature, adaptation, ocean, problem-solving, sturdy structure, moving parts
Subject Non-LEGO, LEGO Building
Grade Level K, 1, 2, 3
Time 4 Hours Total
Brief Description Students will use LEGOs to design a creature that is adapted to life in the ocean.
Lesson Objectives: To apply engineering problem-solving strategies to creat a sturdy structure with LEGOs that has a least one moving part.
To demonstrate an understanding of animal adapations by designing a creature with features adapted to life in the ocean to help it breathe, eat, move, protect itself, and adjust to warm and cold temperatures.
Materials Needed: Sea Creatures Design Brainstorming sheet
Sea Creatures Design Worksheet
Our Sea Creature Paragraph planning Worksheet
LEGO kits
Preparation and Set Up: Make photocopies of worksheets.

Arrange students in groups of two.

Distribute necessary materials.

Necessary Background Vocabulary:
Adaptations
Procedure
  1. Introduce the concept of animal adaptations, with a focus on whales. (e.g., blowholes for breathing, blubber for warmth and feeding in winter, baleen teeth for eating, fins/flippers/flukes for moving though water, warm blood for keeping warm)
  2. Review different types of adaptations that would help different creatures survive in the ocean. (e.g., clam shells for protection, bird’s wings and hollow bones for flight, cat’s whiskers for feeling)
  3. Have each student fill out a sea creature adaptation brainstorming sheet.
  4. Have students get into their groups and combine ideas to make come up with a sea creature that the group wants to design. Each design should have at least one element from every group members original brainstorm.
  5. Students should complete a Sea Creature Design Worksheet as a group.
  6. Distribute kits and allow students to start building.
  7. Each student should write a paragraph describing his/her creature. They will include a name for their creature and at least 3 features that are an adaptation to life in the sea.
  8. Students will present their work to the class, demonstrating and describing all adaptations.
Reference 1 http://sites.tufts.edu/stompactivitydatabase/files/formidable/Lesson-1-Creature-of-the-Sea.pdf
Reference 2 http://sites.tufts.edu/stompactivitydatabase/files/formidable/Lesson-1-Our-Sea-Creature.pdf
Reference 3 http://sites.tufts.edu/stompactivitydatabase/files/formidable/Lesson-1-Sea-Creature-Design-Sheet.pdf
Online Reference(s) http://www.ceeo.tufts.edu/robolabatceeo–CEEOCurriculumWebsite

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