Title of Unit The Science of Bottle Flipping Grade Level 5th

Curriculum Area Math, Engineering, ELA Time Frame 12 - 13 days

Developed y Brooke Meyer
Identify Desired Results (Stage 1)
Content Standards
3-5-EST1-3
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or
prototype that can be improved.

CCSS.MD.1.
Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05
cm), and use these conversions to solve multi-step, real world problem.

CCSS.NBT.7.
Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place
value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written
method and explain the reasoning used.

Speaking and Listening: Presentation of Knowledge and Ideas

4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant,
descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Writing Standard:
8. Recall relevant information from experiences or gather relevant information form print and digital sources; summarize or
paraphrase information in notes and finished work, and provide a list of sources.

Understandings Essential Questions

Overarching Understanding Overarching Topical
Students will understand that Why is it important that we What are the different
The metric system is a base 10 system. learn about the metric units of metric length
Metric system conversions involve moving a decimal to the left or system? measurement?
right, depending on the measurement. How can we use the How can we convert metric
Independent variables are the variables in an experiment that are engineering process to help measurements?
manipulated, in order to test for a certain result. us solve problems? What is the engineering
Collaboration is very important in group projects. process?
 Experimental results can be organized and discussed through a How can we manipulate
portfolio. independent variables in
When completing a reflection on an experimental trial, it is important this project? Why is it
to talk about what happened and what could be improved upon in it. important to know how to
do that?
Why would we want to
Related Misconceptions reflect on our experimental
Reflections are the same thing as summaries (were working on this process?
now with reading reflections). What would be a good way
The metric system is more accurate than other measurement for us to share our learning
systems. after this unit?
Knowledge Skills
Students will know Students will be able to
What is an independent
variable?
What are some aspects of
a quality experimental or
project reflection that we
need to keep in mind when
writing during this unit?
What qualities does a good
presenter have?

The different parts of metric length measurement. Convert measurements of different metric lengths.
Metric length measurement in relation to using a ruler or Manipulate an independent variable and adjust based
meter stick. on experimental results.
What an independent variable is in relation to their Complete an experiment where they control and
experiment. reflect upon variables to find the best possible solution
The engineering process/the steps to problem solving. to successfully flip their bottle.
What pieces/information goes into a quality reflection. Demonstrate their ability to successfully use a ruler or
How group experiments take whole-group collaboration to meter stick to complete accurate measurements.
be the most successful. Demonstrate their ability to complete equations with
What goes into a quality portfolio. decimals.
Share their project ideas and results by successfully
completing and presenting a project portfolio.
Write a quality experiment and project reflection
(using evidence from the project to show learning).
Self- and group- evaluate and reflect on what they did
well and what could have been done better.
Assessment Evidence (Stage 2)
Performance Task Description
Goal The students will create a well written and organized portfolio.
Role Group member and water bottle flipping experiment evaluator.
Audience Your classmates and teacher.
Situation Students will be participating in an experiment using metric measurement, conversions, variable control, and reflections to find
 the most successful solution to flipping a water bottle.
Your goal is to complete an experiment to test at least 5 different independent variables that may affect how successfully your
Product/Performance group can flip a bottle. You will be making a plan, reflecting upon your work along the way, and completing a final project
portfolio to demonstrate what you learned and how it affected your experiment, then sharing the portfolio in a presentation.
You will be evaluated by yourself and your group members, and the teacher on how well your group worked together and
Standards what your individual portfolio shows about your experimental data. There is a rubric that your portfolio will be graded on, as
well as a pre- and post-assessment to see what you learned over the experimental process.
Other Evidence Selected Response Assessments, Extended Response Assessments, Exit Cards, work
samples, observations
Daily formative assessments, such as exit cards, partner/group shares, teacher check-ins, daily class work and reflections.
There will also be a pre- and post-assessment for the unit.
Student SelfAssessment and Reflection
The students will be reflecting upon their work daily, after each experiment trial to decide what worked well with what they
did and what could have gone better. There will also be a self-evaluation and group-evaluation that each student will fill out at
the end of the unit to help them reflect upon how they worked throughout the experiment.
Learning Plan (Stage 3)
Where are your students headed? Where have The students will use what they learned in their decimals, geometry, and foam board
they been? How will you make sure the investigations unit to have a base knowledge for measurement working into metric conversions.
students know where they are going? To make sure students know where they are going (using metric measurements, problem-
solving skills, and experimental evaluation), there will be daily discussions and teacher check-
ins, as well as student reflections.
How will you hook students at the beginning of The unit will begin (after a pre-assessment) with a math journal. The math journals are
the unit? interactive, and require being put together to learn a certain skill (the metric staircase).
What events will help students experience and Videos, group discussions and planning, math journal, experiments, reflections, and the project
explore the big idea and questions in the unit? portfolio and presentation.
How will you cause students to reflect and Students will be reflecting on each experimental trial set before they move on to another. The
rethink? How will you guide them in rehearsing, students will also be writing a project reflection as part of their portfolios and completing a self-
revising, and refining their work? evaluation and group evaluation.
How will you help students to exhibit and self- They will be reflecting upon their trials and learning, as well as completing evaluations for
evaluate their growing skills, knowledge, and themselves and their group as a whole.
understanding throughout the unit?
How will you tailor and otherwise personalize The students will be working in groups, so they can be grouped in a way that they will be able
the learning plan without compromising the to support one another as well as stretch each others thinking and learning.
goals of the unit?
How will you organize the learning activities to I ordered them in a way that makes sense, varying the types of activities and learning that
optimize the engagement and achievement of takes place, including things like hands-on activities, worksheets, videos, and discussions.
ALL students?