1

Anna Kingsbury
SCI 319
April 25th, 2016
Final Exam
TITLE: Communication is Key
GRADE LEVEL: 5th
TIME REQUIRED: two 50 minute class periods
Engage: 30 minutes (day 1)
Explore: 20 minutes (day 1), 10 minutes (day 2)
Explain: 40 minutes (day 2)
Elaborate: out of class
Evaluate: homework, rubric
STANDARDS:

3-5 ETS1-2: Generate and compare multiple solutions to a problem based on

how well each is likely to meet the criteria and constraints of the problem.
4-PS3-4: Apply scientific ideas to design, test, and refine a device that
converts energy (light, sound, heat, or electricity) form one form to another.

OBJECTIVES:
The student will be able to:
1. Design and compare multiple devices with which they could communicate in
a given situation with the supplies on hand.
2. Create a device that will allow them to communicate in a given situation with
available materials using their assigned form of energy.
3. Explain their device and how it uses energy to communicate using scientific
language.
4. Compare their own device to other groups devices in order to refine their
own.
MATERIALS:

Engage: The Engineering Design Process picture should be up on the

projector. Scenario worksheets should be passed out, one per group. When it
comes to working on building the device, different groups of students will
need different materials. The materials should just be sitting out on the table
that group is working at (amounts of materials is not significant, as long as
each group has enough to work with).
o Light: batteries, light bulb, wires, mirrors, flashlight, tin foil, colored
transparencies, scissors, string

2
Sound: string, tin can, box, cups, sticks, batteries, balloon, tuning fork,
scissors
o Heat: balloon, water, candle, magnifying glass, flashlight, matches,
lemon juice, paper, Q tips
Explore: Same Scenario worksheets used above, device building materials
used above.
Explain: The devices that the students have built from the materials used
above.
Elaborate: The devices that the students have built from the materials used
above.
Evaluate: The devices that the students have built from the materials used
above. The Process of Building worksheet will be completed as homework,
one for each student. The Communication Device Rubric will be used to grade
the devices, one for each student.
o

SAFETY:
Students will already have knowledge about how to properly handle the equipment
available. They know how to properly handle fire without burning themselves and
how to extinguish a fire. They also know that broken glass should not be touched,
and to enlist the help of the teacher when it needs to be cleaned up. Students also
know that they should be cautious when constructing circuits and using batteries so
they do not shock themselves or create sparks.
REQUISITE KNOWLEDGE AND SKILLS:
Students have already been exposed to materials that will allow them to:

Explore how sound, heat, and light are energy.

Safely light a match and handle fire.
Demonstrate that light travels in a straight line, but it can be refracted when
passing through different media.
Explore how mirrors can reflect light.
Define transparent, translucent, or opaque.
Explore the position of a light source in relation to the position and length of the
shadow.
Demonstrate that vibrations make sound.
Define pitch and relate it to the thickness, tension and length of the vibrating
material.
Describe heat as a form of energy, measurable by a temperature change.
Demonstrate how adding energy can increase temperature.
Determine if hot or cold is transferred.
Experiment with static and current electricity.
Construct simple DC circuits with batteries (source), bulbs (load), wires (path)
and switches.
Identify examples of energy transformations.

3
ENGAGE:
Brainstorming: 30 minutes (day 1)
The goal of this activity is to introduce to the students their challenge of creating
a communication device with their provided materials and their assigned form of
energy. The students will then brainstorm in their groups to come up with two
ideas for their device, and then consult with their peers in order to pick their
better idea. This is meant to get students interested in the challenge at hand,
and to get their ideas flowing. This addresses the first objective.
TW:
o

o
o

Tell the students that they will be tasked with a problem of creating a
simple communication device that uses either heat, sound, or light
energy.
Bring up the Engineering Design Process picture (Engineering Desing
Process, n.d.) on the projector and explain to students that this is a
cycle that is used when engineers go about solving a problem.
Encourage them to follow this same process as they are working
through the problem of creating their communication device. Leave
this picture up on the board as students are working.
Break students up into 6 groups of 3 or 4 (depending on class size).
Pass out the Scenario worksheets. There are three different scenarios,
so every two groups should receive the same scenario. However, each
group should receive their own Scenario worksheet. This worksheet
explains the groups situation, their type of energy and materials, gives
the rules, and has a space for students to brainstorm. These
worksheets will not be collected, but are used simply to guide the
students.
Explain to students that there are three different situations, but also
three different sets of materials with which they have to work with.
Students will refer to their groups Scenario worksheet to discover their
situation, their materials, and the form of energy they must use.
Ensure that each group is assigned a group letter based on the
Scenarios worksheets.
o A: scenario 1, light
o B: scenario 1, heat
o C: scenario 2, light
o D: scenario 2, sound
o E: scenario 3, sound
o F: scenario 3, heat
Their job right now is to brainstorm in their groups to come up with two
different ideas for a communication device that they can making with
their materials and using their form of energy. Students should be
advised that no building is taking place at this time just discussing,
drawing, and drafting ideas.

4
o

After each group has drafted two different ideas, they may then find
and consult with the other group that has the same form of energy as
they do. Students should be encouraged to use this time to come up
with new ideas from other groups, revise their own ideas, or just
discuss in general. No one should be copying anothers design
completely however; this is a time of collaboration, not copying!
Devices that some of the students may come up with include
o Light: Using a flashlight aimed at a mirror, students could shift
the mirror back and forth to change where the light is projected.
To the left could mean yes and to the right could mean no
o Sound: Students could place a balloon over the end of the tin
can to act as a sort of drum. When they pull the balloon out and
let it go, it would make a sound. One twang could mean yes
and two could mean no.
o Heat: Students could dip a Q tip in lemon juice and write on the
paper. Then, by lighting a candle and holding it under the paper,
the message would appear.

SW:
o

Use the Engineering Design Process while working in groups and

consulting with their peers to draft two different ideas for a
communication device within the constraints given to them.

EXPLORE:
Building: 20 minutes (day 1), 10 minutes (day 2)
The goal of this activity is to allow time for students to actually build their
device. Students will be able to problem solve and use their available materials
to create their device, and should be thinking about how their device uses
energy to function. This activity is hands on and student focused, and allows
them to go through the Engineering Design Process and make observations and
discuss their devices. This also addresses the second objective.
TW:
o
o

Instruct students to build one of their drafted communication devices.

Encourage students to go through the Engineering Design Process to
discover if their device works, and how well it works, and what they
can do to make it better. Students should be working together in their
groups to create their devices.
Since the class had so much time to brainstorm, draft, and revise their
ideas in the Engage section, and since their devices should not be too
complicated, this portion of the lesson should not take a very long
amount of time.

5
o

As the class is working, make sure to walk around to groups to check

on their process. Ask questions to prompt deeper thinking and ensure
students are on the right track, such as:
o How does your device work?
o How does it use energy?
o Can it communicate two different answers?
o What could we do to make it work better?
o What problems are you facing? How can we fix that?
o Is your device much too simple/complex?

Work together in their groups to actual construct their communication

device. They should refer to the Engineering Design Process to ensure
that they are problem solving and making sure their device is
functioning.

SW:

EXPLAIN:
Showcase: 40 minutes (day 2)
The goal of this activity is for students to share their device informally with other
groups by using scientific language to explain how their device functions using a
form of energy. This time is also used to give students more ideas about how
they could adjust their own device, and addresses the third and fourth
objectives.

TW:
o

Once groups have built their device, they will take turns informally
presenting their devices to the class. This will be done through a type
of gallery walk, where all the groups are presenting at the same time.
Before beginning the gallery walk, students should be instructed that
those staying at their devices to explain should be able to not only
demonstrate how their device works and what materials they used, but
they should also be able to discuss how it uses their assigned form of
energy to function (light, heat, or sound).
To conduct the gallery walk, each group (with 4 students in it) should
be split in half and each half will take turns doing the gallery walk
during two rounds. During the first round, two students from each
group will go around to each of the other 5 devices while the other two
students stay to explain their device. During round two the same thing
will happen but with the pairs switched.
Make sure to time pairs as they are at each device, so that all students
visit all devices for an equal amount of time. Each pair should spend
about 3 minutes at each device. (3 minutes at each of the other 5
devices should take the students about 15 minutes per round, with 2
rounds).

6
o

Repeat for the other half of students that stayed and explained their
device during the first round. The students that rotated the first time
should stay and explain the second time.
When the gallery walk is completed, students will have about 10
minutes to refine their devices one more time as they see fit, since
they have now had the chance to see other groups devices as well as
discuss their own with the whole class.

SW:
o

Complete the gallery walk. When student are explaining their device to
peers, they should be able to discuss not only how their device works
and how it was built, but also how it uses energy. When students are
looking at others devices, they should be listening respectively and
thinking critically about other groups ideas.

ELABORATE:
Science Showcase: outside of class
For this activity, students will be sharing their devices with their families during a
science showcase night at their school. This will take place after their devices
have been fully refined and completed.

EVALUATE:
Refine: homework and teacher grading (no in class time is needed)
The goal of this activity is to summatively evaluate students on the creation of
their device based upon the Communication Device Rubric. All student should
prove their understanding of how energy powers their device by completing a
Process of Building worksheet as homework, which will be factored into the
rubric. This is a summative assessment of the second and third objectives.
TW:
o

Students will be evaluated both individually and as a group. Students

will complete the Process of Building worksheet as homework. This will
be credit/no credit, and will also help the teacher remember which
students built which devices. The last question on this sheet will be
factored into the summative rubric to ensure that all students
understand how their device works and how it uses energy to
communicate.
The devices will be assessed using the Communication Device Rubric,
and each member will get an individual score. Students are assessed
based on whether they used the form of energy that was assigned to

7
them, they used the correct amount of materials, their device can
communicate a yes/no answer, and if the students can explain how
their device works related to energy (based on #4 on the Process of
Building worksheet). Students will not receive the rubric beforehand, as
the Scenarios worksheets all clearly describe the rules, constraints,
and what is expected of their device.
SW:
o

Complete the Process of Building worksheet as homework.

9
Names:__________________________________________________________________________

Scenario One
Oh no! You were on a science expedition when your boat crashed on the Galapagos
Islands. Somehow both of your groups ended up on different sides of the island with
different supplies. Each group must now build a device using the supplies you have
to communicate the answer to a yes/no question to the other group. (Your device
does not have to be so complicated that it could actually ask the question, assume
the question has already been asked.)
Groups and Materials:
A. Light
a.
b.
c.
d.
e.
f.
g.
h.
i.
B. Heat
a.
b.
c.
d.
e.
f.
g.
h.
i.

Batteries
Light bulb
Wires
Mirrors
Flashlight
Tin foil
Colored transparencies
Scissors
String
Balloon
Water
Magnifying glass
Flashlight
Matches
Lemon juice
Paper
Candle
Q tips

Rules for building:

Make sure that your device can communicate two different answers (yes/no).
You can decide what means yes and what means no.
Groups cannot collaborate with the groups they are trying to communicate
with. Remember that youre separated!
Each group must use at least 2 of their provided materials, and the device
should use the form of energy that was assigned.

Use the space on the back of this page to draw 2 designs that you could use to
build your device.

10

Design One:

Design Two:

Materials:

Materials:

11
Names:__________________________________________________________________________

Scenario Two
You are scientific explorers hiking through the Rocky Mountains, when your groups
get separated trying to find cover from a storm! Your two groups ended up in
different caves on either side of a valley with different supplies in your packs. Each
group must now build a device using the supplies you have to communicate the
answer to a yes/no question to the other group. (Your device does not have to be so
complicated that it could actually ask the question, assume the question has
already been asked.)
Groups and Materials:
C. Light
a. Batteries
b. Light bulb
c. Wires
d. Mirrors
e. Flashlight
f. Tin foil
g. Colored transparencies
h. Scissors
i. String
D. Sound
a. String
b. Tin can
c. Box
d. Cups
e. Sticks
f. Batteries
g. Balloon
h. Tuning fork
i. Scissors
Rules for building:

Make sure that your device can communicate two different answers (yes/no).
You can decide what means yes and what means no.
Groups cannot collaborate with the groups they are trying to communicate
with. Remember that youre separated!
Each group must use at least 2 of their provided materials, and the device
should use the form of energy that was assigned.

Use the space on the back of this page to draw 2 designs that you could use to
build your device.

12

Design One:

Design Two:

Materials:

Materials:

13
Names:__________________________________________________________________________

Scenario Three
Youre traveling across the Sahara Desert when a dust storm forces your groups
apart. Your groups are now miles apart with different supplies on hand. Each group
must now build a device using the supplies you have to communicate the answer to
a yes/no question to the other group. (Your device does not have to be so
complicated that it could actually ask the question, assume the question has
already been asked.)
Groups and Materials:
E. Sound
a. String
b. Tin can
c. Box
d. Cups
e. Sticks
f. Batteries
g. Balloon
h. Tuning fork
i. Scissors
F. Heat
a. Balloon
b. Water
c. Magnifying glass
d. Flashlight
e. Matches
f. Lemon juice
g. Paper
h. Candle
i. Q tips
Rules for building:

Make sure that your device can communicate two different answers (yes/no).
You can decide what means yes and what means no.
Groups cannot collaborate with the groups they are trying to communicate
with. Remember that youre separated!
Each group must use at least 2 of their provided materials, and the device
should use the form of energy that was assigned.

Use the space on the back of this page to draw 2 designs that you could use to
build your device.

14

Design One:

Design Two:

Materials:

Materials:

15
Name: ____________________________________________

Process of Building Homework

Complete this worksheet as homework so that I know you understand all aspects of
your device!
1. Draw a picture of your device.

2. What materials did you use?

3. What type of energy does it use?

4. How does it use that energy to communicate? How does your device work?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________
______________________________________________________________________________________
_____________________________________________________________________________________

16
Name: _____________________________________

Communication Device Rubric

Totals
Energy
3 points

3
The device uses
the form of
assigned
energy to
communicate.

Yes/No answer
3 points

3
Device is
capable of
producing two
distinct
answers/choice
s.
3
Students used
two of the
provided
materials to
build their
device.

Materials
3 points

Process of
Building
worksheet
(question 4,
individual)
5 points

5
Student can
explain how
their device
works using
energy using
scientific
language.

2
The device
does not used
the form of
assigned
energy to
communicate,
but uses a
different form.
2
Device is only
capable of
producing one
distinct
answer/choice.

3
Student can
explain how
their device
works, but does
not use
scientific
language to
relate it back to
energy.

1
Device does not
use any form of
energy.

1
Device cannot
communicate.

1
Students only
used one of the
provided
materials, or
used materials
that were not
given to them.
1
Student clearly
does not know
how their
device works,
or how it relates
back to energy.

Final Grade:

/
14

17

Works Cited
Engineering Desing Process. (n.d.). Retrieved from Teach Engineering:
https://www.teachengineering.org/engrdesignprocess.php