Wind-Up Toys, Part 1: What Can I Learn From Observing?

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1 Wind-Up Toys, Part 1: What Can I Learn From Observing? For the next few days, we are going to spend some time exploring wind-up toys. First, we will just watch them to see how they move, which direction they move and how they are different from each other. Then we will be making predictions about how each one moves when we change a variable. Remember to wind up each toy the same number of times when you test it. You will try out your toy and observe it carefully. Next, you will explain to your partner and demonstrate how it moves. Try to use some science and math words, like "energy," "speed," "distance," "seconds," "inches," "fast/medium/slow," etc. After we have had some practice exploring, you will use a recording sheet, On the Go, to show what you did and what you observed happening. 1 of 14

2 Suggested Grade Span K 2 Task For the next few days, we are going to spend some time exploring wind-up toys. First, we will just watch them to see how they move, which direction they move and how they are different from each other. Then we will be making predictions about how each one moves when we change a variable. Remember to wind up each toy the same number of times when you test it. You will try out your toy and observe it carefully. Next, you will explain to your partner and demonstrate how it moves. Try to use some science and math words, like "energy," "speed," "distance," "seconds," "inches," "fast/medium/slow," etc. After we have had some practice exploring, you will use a recording sheet, On the Go, to show what you did and what you observed happening. Big Ideas and Unifying Concepts Cause and effect Design Models Systems (mechanical) Physical Science Concepts Motion and forces Properties of matter Design Technology Concepts Design constraints and advantages Use of tools Mathematics Concepts Comparison of attributes or effects Data collection, organziation and analysis Graphs, tables and representations Measurement 2 of 14

3 Time Required for the Task Approximately four class sessions of about minutes over several days to investigate and explore each concept. Context My first graders began this unit of study spending about two weeks exploring a collection of wind-up toys by watching how they moved. We did this investigation in the spring, after students had some exposure to telling time. Students predicted and observed each toy s speed, path and running time after five wind-ups. In the collection, there were two minirobots, two dinosaurs, a hippo, a rhino, a praying mantis, two ladybugs, a race car, two penguins, a kangaroo and a dog. The children were encouraged to bring wind-up toys from home to include in our investigations. This investigation broadened our unit on simple machines and the students experiences observing motion and forces. We spent three consecutive days observing the speed of the toy, the type of path it traveled and its running time (estimating the number of minutes before winding down). Each investigation of a variable took minutes each day. After these investigations, students used prior knowledge to make predictions about how the wind-up toys would react on different surfaces, such as tile floor, rug or wooden ramp. (See the task "Wind-Up Toys, Part 2: Can I Design an Investigation?") What the Task Accomplishes This series of investigation tasks, which involved a collection of wind-up toys that work by turning a knob, was very engaging for my first graders. (It also helps to develop fine motor skills.) This introduces the concept of energy stored in the spring, which is wound by the key and then released. The children are predicting, exploring, recording and observing these familiar toys to expand their understanding of stored, kinetic and mechanical energy, as well as energy transference and the function of simple machines. This investigation enables students to refine their observation and recording skills and begin to understand why it is important to control variables when testing their questions. Students are guided to measure time and compare distances traveled, to observe paths of the toys (straight, turning, looping), to predict and observe speed, and to calculate the time from starting to stopping. How the Student Will Investigate After some open-ended explorations and sharing, I provided some structure for the investigation by using a recording sheet. I asked the children to do a preassessment: I think the wind-up toy will... and included a drawing of each toy, a prediction for speed (slow, fast, medium), the path traveled (straight, loops, circles, curves, zigzag) and time in seconds or minutes from start to stop. This enabled them to look at the design of each wind-up toy and think about different factors that might make each toy function in a unique or predictable way. 3 of 14

4 When I presented this preassessment, we took three science periods, testing one wind-up toy at a time (three each day/lesson). We worked together (with my guidance) to discuss what to look for when recording data for each toy. This helped the children in that they did not become frustrated with too much recording. They became very excited about sharing their predictions before winding up the next toy! I wrote common vocabulary on a large chart for students to refer to as they worked. The culminating inquiry task involved having each child design a fair testing situation for three wind-up toys of his/her choice. (See the task "Wind-Up Toys, Part 2: Can I Design an Investigation?") This is a great classroom activity for parent volunteers or older learning partners, fourth grade and older, to help with, since the investigations require several steps in recording, more than younger students are used to. Interdisciplinary Links and Extensions Science An excellent science resource book for related investigation is Wind-Ups (Toy Box Science), by Chris Ollerenshaw and Pat Triggs. Children can bring in a variety of toys to investigate what forces affect them. They will observe motion, inertia, and how weight and distance can affect motion, investigate different surfaces and distance relationships, and be introduced to the concept of gravity. Social Studies Children can have fun making a comparison of how the motion of antique toys is similar to or different from present-day toys. Find out what types of toys are still popular today in children's homes. Perhaps there is an antique dealer in your area who could visit the classroom or a grandparent. Discover if your family still has toys that have been passed down from grandparents and why they stayed popular. Literacy This new science unit was initiated by reading Alexander and the Wind-Up Mouse, by Leo Lionni. You could integrate books related to the movie Toy Story or read an easier version of The Nutcracker Suite. All of these books would lend themselves to personal and fanciful writing activities for children. Have children write stories about conversations between toys. Movement/Music Creative movement could be integrated in this unit by having the children make predictions about the motion of the wind-up toys before they are used. The children can explore the differences between a wind-up tin soldier and a Raggedy Ann or Andy doll. Mathematics Children can interview their peers and graph preferences for favorite toys. They can interview parents and grandparents about favorite childhood toys, tally the data and use sorting skills with Venn diagrams to display the information. If each child brought in a favorite toy that demonstrates motion, the toys could also be sorted and classified. 4 of 14

5 Teaching Tips and Guiding Questions Wind-up toys work by turning a knob or key. The toys then operate on the energy that is stored in a spring. Take apart a toy if you have a spare. Ask the children what changes they see when it runs down. As the children engage in exploration and investigations, there are many openended questions that can guide their thinking, build understanding and create risk taking. Some of the questions that can be asked might include: What is your toy doing? Which direction is it moving? How does your toy move? (Is it a bounce, stretch, wind-up spring, pop-up, push, pull, twist motion?) What are some natural or artificial materials that can stretch, bounce or bend? Can you describe how fast one toy is going compared to another toy? Does the toy move the same way each time? Try it at least three times to see. How would you describe what motion is? Do all wind-up toys have the same path pattern? How do we sort/classify their movements? Why do some toys travel farther than others? Where does your toy get the energy to move? Where do you get the energy that moves your body? What do you think is making this toy move like that? How could we test that? How long does it take each toy to cover the same distance? How will we measure that? Can you think of a testable question about how it moves? Concepts to be Assessed (Unifying concepts/big ideas and science concepts to be assessed using the Science Exemplars Rubric under the criterion: Science Concepts and Related Content) Physical Science Properties of Matter: Students observe and compare physical properties of matter. Physical Science Motion and Forces: Students apply forces to objects (gravity, inertia, friction, push and pull), observe the objects in motion and observe how an unbalanced force acting on an object changes its speed or path of motion or both. Scientific Method: Students see that how a model works after changes are made to it may suggest how the real thing would work. They choose a useful model to explore concepts (models). Students observe and explain reactions when variables are controlled (cause and effect). Design Technology Use of Tools: Students see that tools are invented to extend the ability of people (to make things, to move things, to shape materials). 5 of 14

6 Design Technology Design Constraints and Advantages: Students observe that some materials are better than others, depending on the task and characteristics of the materials. Mathematics: Students use precise measurements and compare attributes or effects. Students collect, organize and analyze data and use graphs, tables and representations appropriately. Skills to be Developed (Science process skills to be assessed using the Science Exemplars Rubric under the criteria: Scientific Procedures and Reasoning Strategies, and Scientific Communication Using Data) Scientific Method: Observing, predicting/hypothesizing, collecting/recording data, using variables, designing investigations, manipulating tools, problem solving, drawing conclusions, communicating findings, challenging misconceptions and questioning/raising new questions. Other Science Standards and Concepts Addressed Scientific Method: Students describe, predict, investigate and explain phenomena. Students control variables. Scientific Theory: Students look for evidence that explains why things happen and modify explanations when new observations are made. Physical Science Properties of Matter: Students describe and sort objects and materials according to observations of similarities and differences of physical properties. Physical Science Motion and Forces; Transfer and Transformation of Energy: Students apply forces to objects (e.g., inertia, gravity, friction, push and pull) and observe and record objects in motion. Students understand that forces (such as gravity) can act at a distance and can cause objects to be pushed or pulled. The Designed World: Students use tools to extend their ability to make things, to move things and to shape materials. Communication: Students use verbal and nonverbal skills to express themselves effectively. Mathematics: Students use reasoning and create a variety of strategies and approaches to solve problems. Students apply mathematics to solve scientific and technological problems. Suggested Materials You need a variety of wind-up toys with different motion features and speed of movement, such as hopping toys (frog, kangaroo), slower-moving toys (hippo, rhino, Godzilla/dinosaur models), spinning toys (ladybug), fast toys (race car), robots, etc. I discovered that it was hard to find wind-up toys in the springtime (they are rare). It is best to look for them during holiday shopping 6 of 14

7 time from November through January. I also hunt at garage sales and flea markets over the summer to keep the cost under $3.00 apiece. It would be ideal to have at least one toy per child to start with, so the children can exchange and easily try out three toys during a 60-minute activity, or to share with partners (I started with 16). I also encouraged the children to bring in wind-up toys to share and explore for our unit. Students will also need the recording sheet, On the Go, to record predictions and observations (see pages 9 and 10). We used a kitchen timer for timing each toy. I did have a few rules for handling the toys: do not wind more than five turns; do place the toy gently on any hard surface; if the toy is not the teacher s, ask the owner first to borrow it; and return toys gently to the tub when done. Possible Solutions This is an example of what might be expected from first graders later in the school year, after they have expanded scientific/mathematical skills, scientific concepts, problem-solving strategies, communication skills, risk taking and confidence in themselves as scientific investigators. Even though the children are working together to share the wind-up toys, each child was asked to complete a recording sheet that demonstrated several recording steps in the investigation. The recording sheet should include, (1) a drawing of each toy with a label, (2) a prediction of speed (fast/medium/slow), (3) a drawing of the actual path traveled/observed, and (4) a predicted number of seconds and the actual number of seconds (in a box or circle). Teacher observations and questioning should include noticing whether or not students begin to generalize about times: What is fast? What is medium? What slows the toy down? Predictions should be based on some prior experience and observations. Note: It might help to know the data about each wind-up toy from the collection that students used in my class. Speed and time descriptions were based on earlier observations after all the toys had been wound five times by an adult. See the task "Wind-Up Toys, Part 2: Can I Design an Investigation?" for these data. Task-Specific Assessment Notes Novice Note: Students should not be at Novice level for this task, since it is a guided, preassessment activity. However, these might be some indicators of Novice work when you first begin. There is no sample work included at the Novice level. The student s solution is incomplete and/or lacking in details (such as labels for the type of toy observed or the word seconds/sec. or minutes after the number of seconds and/or minutes). The student is unable to complete all recording and/or unable to accurately observe, describe and record the type of path traveled. The student does not use the timer appropriately and predictions do not demonstrate a strategy that uses scientific concepts or prior experience with 7 of 14

8 the toys. The student does not understand the concept of time and/or time comparisons (fast/slow) and is unable to begin to compare or make generalizations about speed or paths traveled. (For example, all predictions continue to be more than a minute when actual times are all less than 30 seconds.) Apprentice Note: A student should not be at Apprentice level for this task, since it is a guided, preassessment activity. However, these might be some indicators of Apprentice work when you first begin. The student s solution is lacking in some of the observations and/or labels, although accurate observations increase as the task is completed. The predictions show some evidence of use of prior experience with the toys. The student s use and understanding of the timer becomes more appropriate with each trial. The student begins to show understanding of the concept of time and/or time comparisons (fast/slow) as the task continues. With some assistance, s/he is able to begin to compare or make generalizations about speed or paths traveled. Practitioner The student s solutions are complete except for the second trial (actual time not recorded). Predictions show evidence of understanding time concepts and are based on observations of the characteristics of the toys (e.g., straight paths tend to result from larger feet, while zigzag paths are more likely with rounder toys). All data were recorded accurately. When questioned by the teacher, the students give a reasonable explanation of why the toys moved the way they do. Expert Note: Students are unlikely to exceed the standard for this task, since it is a guided preassessment activity. There is no sample work included at the Expert level. However, these might be some indicators of Expert work: This student s solution is complete and detailed. Drawings show accurate details about the features of each toy. The student effectively uses tools (timer) and makes predictions based on prior trials and the shape or form of the toys (leg placement, extra wheels, etc.) clear evidence of scientific reasoning. There is evidence of extended thinking, and/or the student provides a detailed explanation of the relationship between the design of the toy and the speed or direction it travels. A testable question is raised for further investigation. A cause-effect relationship, using the available data, is suggested. 8 of 14

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