Storybook Machines: Engineering Inspired by Children's Tales
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Storybook Machines: Engineering Inspired by Children's Tales

Grade 2ScienceSocial StudiesMathEnglish1 days
In the "Storybook Machines: Engineering Inspired by Children's Tales" project, second-grade students explore the intersection of storytelling and engineering by designing simple machines based on challenges faced by characters in popular children's stories. Through activities like identifying themes, matching simple machine solutions to story problems, and constructing prototypes, students learn about simple machines such as levers and pulleys. They enhance their critical thinking and problem-solving skills by applying scientific principles to create functional machines that solve narrative-driven problems. This engaging project integrates English, science, and math disciplines and aligns with NGSS standards, aiming to foster creativity, teamwork, and communication skills among young learners.
Simple MachinesStorytellingEngineering DesignProblem SolvingCreative ThinkingCollaborationNGSS Standards
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we use children's stories to inspire the design and creation of simple machines that address everyday challenges?

Essential Questions

Supporting questions that break down major concepts.
  • How are simple machines used in our everyday lives?
  • How can stories help us learn about engineering and design?
  • What are the different types of simple machines and how do they work?
  • How do we design and build machines that solve problems?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will understand the basic principles of simple machines and how they relate to everyday life.
  • Students will learn to identify different types of simple machines (lever, pulley, wedge, etc.) and their uses.
  • Students will develop the ability to connect engineering concepts with storytelling to inspire design and innovation.
  • Students will improve their skills in designing and constructing simple machines to solve practical problems.
  • Students will enhance their critical thinking and problem-solving skills by applying scientific principles to real-world applications.

NGSS

2-PS1-4
Secondary
Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.Reason: Understanding how heating and cooling can cause changes is important for designing simple machines, as it relates to material properties and structural integrity.
3-PS2-1
Primary
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.Reason: Understanding forces is crucial for simple machine design, as they rely on balanced and unbalanced forces to function.
3-PS2-2
Secondary
Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.Reason: Predicting motion patterns helps in designing machines that work consistently and solve problems effectively.

Entry Events

Events that will be used to introduce the project to students

Fairy Tale Fix-It Shop

Students enter a 'Fix-It Shop' themed classroom where they are surrounded by broken items from popular children's stories, like Cinderella's lost shoe or Humpty Dumpty's wall. They're tasked with using simple machines to 'repair' these items and explain how their machines work, sparking curiosity and hands-on involvement.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Storytime Engineers

Students will listen to or read a classic children's tale and identify a problem that can be solved using a simple machine. This activity introduces the concept of how storytelling can inspire innovative engineering solutions.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Choose a popular children's story such as 'The Gingerbread Man' or 'Jack and the Beanstalk' and read it to the class.
2. Discuss with the students the main problem faced by the characters.
3. Identify which part of the story could be addressed with a simple machine, such as using a pulley to help Jack climb the beanstalk.

Final Product

What students will submit as the final product of the activityA list of identified problems from stories and corresponding simple machines that could provide solutions.

Alignment

How this activity aligns with the learning objectives & standardsAligns with NGSS 2-PS1-4 by using storytelling to understand problem-solving and connect it with engineering.
Activity 2

Machine Matchmakers

This activity focuses on helping students categorize different types of simple machines and understand their applications. Students will match different types of simple machines to scenarios or problems encountered in their chosen stories.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Introduce students to the six types of simple machines: wedge, screw, lever, pulley, inclined plane, and wheel and axle.
2. Create flashcards with images and descriptions of each simple machine.
3. Have students match each flashcard to the problems identified in the previous activity. Discuss why each machine is suitable for each problem.

Final Product

What students will submit as the final product of the activityMatched list of problems and their corresponding simple machines.

Alignment

How this activity aligns with the learning objectives & standardsSupports NGSS 3-PS2-1 and 3-PS2-2 by helping students identify and understand simple machines and their role in solving real-world problems.
Activity 3

Design & Build Challenge

Students will work in small groups to design and build a simple machine that solves a problem identified in their story using household materials. This activity promotes teamwork and creativity.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Form small groups and assign or let students choose a problem from their list to solve.
2. Plan the design of a simple machine using drawings or diagrams.
3. Gather household materials (like cardboard, string, and glue) to build a working model of the simple machine.
4. Test the simple machine and make improvements as needed.

Final Product

What students will submit as the final product of the activityA functioning prototype of a simple machine that addresses the identified problem.

Alignment

How this activity aligns with the learning objectives & standardsEngages NGSS 3-PS2-1 by allowing students to explore the effects of forces through a hands-on building activity.
Activity 4

Engineering Showcase

Students present their simple machines to their peers, explaining the design process, challenges faced, and how the machine solves the story's problem.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Prepare a presentation summarizing the design steps, challenges, and successes.
2. Demonstrate how the machine works and how it solves the problem from the story.
3. Answer questions from classmates and receive feedback on the design.

Final Product

What students will submit as the final product of the activityA presentation and demonstration of the simple machine designed and built by the students.

Alignment

How this activity aligns with the learning objectives & standardsAligns with NGSS standards by allowing students to communicate their understanding and demonstrate the practical application of simple machines in problem-solving.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Storybook Engineers Portfolio Rubric

Category 1

Problem Identification

Assesses students' ability to identify relevant problems from stories and link them to simple machine solutions.
Criterion 1

Story Analysis

The extent to which students can analyze a story to identify key problems.

Exemplary
4 Points

Accurately identifies multiple key problems from the story, providing clear and insightful justifications.

Proficient
3 Points

Identifies a key problem from the story, providing a solid justification.

Developing
2 Points

Identifies a problem with some justification, though it may lack depth or clarity.

Beginning
1 Points

Struggles to identify a clear problem from the story or provide justification.

Criterion 2

Machine Matching

The ability to match simple machines to the identified problems effectively.

Exemplary
4 Points

Matches simple machines to problems with comprehensive reasoning, showing clear understanding of machine functions.

Proficient
3 Points

Matches machines to problems with relevant reasoning, showing good understanding of their functions.

Developing
2 Points

Matches machines to problems with partial reasoning; understanding of functions is limited.

Beginning
1 Points

Struggles to appropriately match machines to problems or lacks reasoning.

Category 2

Design and Construction

Evaluates students' ability to design and construct a simple machine that solves a chosen story problem.
Criterion 1

Design Planning

Quality and detail of the design plan, including diagrams and materials list.

Exemplary
4 Points

Creates a detailed and comprehensive design plan with accurate diagrams and material listings.

Proficient
3 Points

Creates a thorough design plan with clear diagrams and materials listed.

Developing
2 Points

Design plan lacks detail or completeness; diagrams may be unclear.

Beginning
1 Points

Provides a minimal or unclear design plan lacking in necessary details or diagrams.

Criterion 2

Prototype Functionality

The effectiveness and functionality of the constructed machine prototype.

Exemplary
4 Points

Constructs a fully functional prototype that accurately solves the targeted problem.

Proficient
3 Points

Builds a functioning prototype that adequately addresses the problem.

Developing
2 Points

Prototype functions with limitations and only partially addresses the problem.

Beginning
1 Points

Prototype is non-functional or does not solve the problem effectively.

Category 3

Presentation and Communication

Assesses students' ability to present their engineering process and product, demonstrating understanding and engaging others.
Criterion 1

Clarity of Explanation

The clarity and coherence of the presentation explaining the design process and solution.

Exemplary
4 Points

Provides a clear, detailed, and engaging presentation, thoroughly explaining the design process and solution.

Proficient
3 Points

Delivers a clear and coherent presentation, effectively explaining the design process and solution.

Developing
2 Points

Provides a presentation that explains the design process and solution, but lacks detail or engagement.

Beginning
1 Points

Presentation lacks clarity or coherence, with minimal explanation of the design process or solution.

Criterion 2

Response to Feedback

Ability to respond constructively to peer feedback and questions.

Exemplary
4 Points

Responds to feedback with insightful comments, showing openness to improvement and learning.

Proficient
3 Points

Responds to feedback appropriately, showing willingness to consider others’ viewpoints.

Developing
2 Points

Provides limited responses to feedback; may struggle with integrating suggestions.

Beginning
1 Points

Struggles to respond constructively to feedback; shows resistance to suggestions.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

Reflect on how children's stories inspired your design of simple machines. What connections did you find between storytelling and engineering?

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Question 2

On a scale of 1 to 5, how confident do you feel about explaining the different types of simple machines and their uses in everyday life?

Scale
Required
Question 3

Which simple machine did you find most interesting to work with, and why?

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Optional
Question 4

How did working on the 'Design & Build Challenge' activity enhance your problem-solving skills and understanding of forces?

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Required
Question 5

What challenges did you face during the Engineering Showcase, and how did you overcome them?

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Optional
Question 6

Rate your enjoyment of the activities overall in this project, from 'Did not enjoy' to 'Loved it!'

Scale
Required