Lesson: Design and Build a Dual Purpose Tool



Combination Tools: 3.A.II (3 = grade 3) (A = Unit A) (II = second lesson in Unit)

Design and Build a Dual-Purpose Tool

|Grade Level |3 |

|Sessions |2 – 50 minutes each |

|Seasonality |Fall, Thanksgiving |

|Instructional Mode(s) |Whole class |

|Team Size |N/A |

|WPS Benchmarks |03.SC.TE.01-03 |

| |03.SC.PS.01 |

| |03.SC.PS.02 |

| |03.FL.CU.05, 07 |

| |03.SS.HS.02 |

| |03.VA.IT.01 |

| |03.VA.IC.01 |

|MA Frameworks | |

|Key Words |tool, dual-purpose tool, material selection, prototype |

Summary

This lesson will introduce students to dual-purpose tools. Students will recall their knowledge of tools with respect to weight, materials, safety, and size (see Lesson number?). After a brief review, students will learn about dual-purpose tools and will then design and build a prototype of a dual-purpose tool, using the engineering design process. Students will have access to a variety of materials and will choose those that best fit with the purpose of the tool.

Learning Objectives

2002 Worcester Public Schools (WPS) Benchmarks for Grade 3

03.SC.TE.01 Identify materials used to accomplish a design task based on a specific property, e.g., weight, strength, hardness, flexibility.

03.SC.TE.02 Identify and explain the appropriate materials and tools (e.g., hammer, screwdriver, pliers, tape measure, screws, nails, and other mechanical fasteners) to construct a given prototype safely.

03.SC.TE.03 Identify a problem that reflects the need for shelter, storage, or convenience.

03.SC.PS.01 Differentiate between properties of objects (e.g., shape, weight) and properties of materials (e.g., color, texture, hardness).

03.SC.PS.02 Gather a variety of solid objects. Collect data on properties of these objects such as origin (man-made or natural), weight (heavy, medium, light), length, odor, color, hardness, and flexibility.

03.FL.CU.02 Demonstrate knowledge of major holidays and related traditions of target countries.

03.FL.CU.05 Identify distinctive products from the target culture such as currencies, games and clothing.

03.FL.CU.07 Identify distinctive contributions made by people from the target culture.

03.SS.HS.02 With teacher assistance to recognize similarities and differences in character, action and setting between events of the past and those of the present.

03.VA.IT.01 Continue to ask the following questions and explore answers when handling and viewing art materials and artifacts: “What is this made of?”; “Would I design this differently?”; “Who first thought of making something like this?”.

03.VA.IC.01 Continue to explore the visual arts and their connection to other disciplines.

Additional Learning Objectives

1. Understand the definition and use of a “prototype”

2. Utilize the engineering design process to build a prototype

3. Understand tools utilized by Pilgrims and Native Americans

Required Background Knowledge

1. Basic properties of materials

2. Use of common tools

Essential Questions

1. What is a prototype?

2. What is a “dual-purpose” tool?

3. What are the most important “features” of tools?

Introduction / Motivation

Consider using this lesson as an activity related to Thanksgiving; students might study tools used by the Pilgrims or Native Americans, or might create a dual-purpose that could have helped these groups.

Ask students to define “tool” and write this definition on the blackboard (see Vocabulary with Definitions). Invite students to discuss the concept of a dual-purpose tool; record these ideas on the blackboard. Demonstrate examples of dual-purpose tools (see Vocabulary with Definitions) and be sure to describe how the tool is used to perform different functions. Ask students to recall “features” of tools (material, size, weight, and safety) and record responses on the blackboard. Relate these features to dual-purpose tools. Allow all students to handle and inspect the various features and purposes of the dual-purpose tools.

After students have investigated various tools, explain that during this lesson, they will be using the engineering design process to design and to build a prototype of their own dual-purpose tool. Define the word “prototype” on the blackboard (see Vocabulary with Definitions). Briefly review the steps of the engineering design process (see “Design and Build a Dual-Purpose Tool”).

Introduce students to the various materials (see Materials List) they may use to construct their own prototype of a dual-purpose tool. Emphasize that students should consider the available materials before designing their tool because they will only be able to use these materials.

Procedure

Part I – 50 minutes

The instructor will:

1. Explain to students that they will be designing and building their own dual-purpose tools and consider limiting them to a tool with only two purposes.

2. Allow students to investigate available materials; the instructor may create a chart (see “Investigating Materials”) on the blackboard for all materials based on properties. The shape, weight, color, texture, hardness, origin (man-made versus natural), length, and flexibility of materials are all important aspects.

3. Explain to students that they will use only the materials located in the chart (see “Investigating Materials”) to construct their prototype.

4. Allow students time to brainstorm the functions that they would like their tool to have.

5. Ask students to use the attached worksheet (see “Design and Build a Dual-Purpose Tool”) to produce a detailed, labeled sketch, and a description of the tool’s function.

6. Ask students to list which materials they will use to make their prototype.

Part II – 50 minutes

The instructor will:

1. Ask students to locate and review their “Design and Build a Dual-Purpose Tool” worksheet from Part I: they should use this as a guide in Part II.

2. Provide students with materials.

3. Allow students time to construct their tool.

4. Ask students to present their tools to the class.

5. Discuss with students the difficulty of building a tool; compare students’ difficulties to those experienced by the pilgrims.

Materials List

•

|Materials per class |Amount |Location |

|Examples of dual-tools |Teacher discretion |Home improvement store (ex. Home Depot) |

|Materials per student |Amount |Location |

|Craft Sticks |1 – 25 |Craft store, dollar store |

|String / yarn |1 – 60 cm |Craft store, dollar store |

|Pipe cleaners |1 – 5 |Drugstore, craft store, dollar store |

|Cardboard |20 x 20 cm |Free at supermarket |

|Wooden dowels |2 @ 15 cm |Home improvement store (ex. Home Depot), craft store |

|Tinfoil |20 x 20 cm |Supermarket |

Vocabulary with Definitions

1. Dual-Purpose tool – A tool that accomplishes more than one task (ex.: level & measuring tape; hammer & hatchet, or box & level).

2. Prototype – An original, full-scale, and usually working prototype of a new product, or a new version of an existing product

3. Tool – An object used to perform a task or to do work.

Assessment / Evaluation of Students

The instructor may assess the students in any/all of the following manners:

1. Check worksheets: ensure that students understand the engineering design process

2. Observe prototypes: ensure that students understand the correct uses of common tools

3. Observe prototypes: ensure that students understand the concept of a “dual-purpose tool”

4. Check worksheets and prototypes: ensure that students can recognize and classify materials based on simple properties

5. Ask students to explain the word “prototype”: clarify the concept if students do not understand

Lesson Extensions

The instructor might incorporate this lesson into preparations for Thanksgiving: (s)he may relate the idea of a dual-purpose tool to the tools used by the Pilgrims and the Native Americans. Students may also research the cultures of both groups.

Attachments

1. “Design and Build a Dual-Purpose Tool”

2. “Investigating Materials”

Troubleshooting Tips

The instructor may wish to complete Procedure: Part I of this lesson one day before students continue to Procedure: Part II. Doing so would allow students to see available materials and generate their own ideas for a “dual-purpose tool”.

Safety Issues

Students ought to handle tools properly.

Additional Resources

None

Key Words

Tool, dual-purpose tool, material selection, prototype

Design and Build a Dual-Purpose Tool

Name: ______________________________ Date: ________________

[pic]

Figure 1: Engineering Design Process

1. What is our problem?

2. Let’s see what we know: Write everything you know about dual-purpose tools.

3. How might we solve our problem? Design your own dual-purpose tool. In the box below, draw your dual-purpose tool and label the parts. Write which materials, of those shown to you by your teacher, you will use to make each part.

Name of your dual-purpose tool

__________________________________________

In the space below, describe your dual-purpose tool: use details. Discuss the two different purposes of your tool and explain how your tool will help someone perform these two tasks.

4. Let’s make it and see if it works. Was it easy or difficult to build your tool with the materials available? Would it have been easier if you could have gone to a store and bought the exact materials that you needed? Explain.

5. Share your idea with others. Show your dual-purpose tool to a person sitting near to you. Look at the other person’s tool and write what you find interesting about your partner’s tool.

6. Can you make it even better? What materials would you use if you were going to build a working version of your dual-purpose tool?

Investigating Materials

|Material |Material |Material |Material |Material |

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|Properties |Properties |Properties |Properties |Properties |

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