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Lesson Plan for Joanie AppleseedAn Elementary School Life Science Lesson Featuring Engineering DesignLesson Summary:center67945Grade Level: Lower Elementary (K-2)Preparation Time: 20 minutesCost: $30 – $80 initial costActivity Time: 100 minutes$12 – $40 recurring costKey Vocabulary: Clean Up Time: 10 minutesBlossom, Egg, Engineer, Stamen, Pistil, Pollen, Pollination, Pollinators, Problem, Property, Seed, Solution00Grade Level: Lower Elementary (K-2)Preparation Time: 20 minutesCost: $30 – $80 initial costActivity Time: 100 minutes$12 – $40 recurring costKey Vocabulary: Clean Up Time: 10 minutesBlossom, Egg, Engineer, Stamen, Pistil, Pollen, Pollination, Pollinators, Problem, Property, Seed, SolutionContents TOC \o "1-3" \h \z \u 1—Lesson Overview PAGEREF _Toc386180713 \h 31.1—Introduction PAGEREF _Toc386180714 \h 31.2—Lesson Breakdown with Engineering Design PAGEREF _Toc386180715 \h 31.3—Pre-Requisite Knowledge PAGEREF _Toc386180716 \h 32—Teacher Background Information PAGEREF _Toc386180717 \h 32.1—Glossary of Terms PAGEREF _Toc386180718 \h 32.2—Scientific Concepts PAGEREF _Toc386180719 \h 42.3—Lesson Timeline PAGEREF _Toc386180720 \h 42.3.1—Overview Timeline PAGEREF _Toc386180721 \h 42.3.2—Part 1 Timeline (30 minutes) PAGEREF _Toc386180722 \h 52.3.3—Part 2 Timeline (30 minutes) PAGEREF _Toc386180723 \h 52.3.4—Part 3 Timeline (60 minutes) PAGEREF _Toc386180724 \h 52.4—Lesson Materials PAGEREF _Toc386180725 \h 53—Preparation PAGEREF _Toc386180726 \h 63.1—Preparation Part 1: Reading PAGEREF _Toc386180727 \h 63.1.1—Printed Materials PAGEREF _Toc386180728 \h 63.1.2—Activity Materials PAGEREF _Toc386180729 \h 63.1.3—Preparation Steps: Reading Activity PAGEREF _Toc386180730 \h 63.2—Part 2: Exploration PAGEREF _Toc386180731 \h 73.2.1—Printed Materials PAGEREF _Toc386180732 \h 73.2.2—Activity Materials PAGEREF _Toc386180733 \h 73.2.3—Preparation Steps: Exploration Activity PAGEREF _Toc386180734 \h 73.3—Part 3: Engineering Design PAGEREF _Toc386180735 \h 83.3.1—Printed Materials PAGEREF _Toc386180736 \h 83.3.2—Activity Materials PAGEREF _Toc386180737 \h 83.3.3—Preparation Steps: Engineering Design Activity PAGEREF _Toc386180738 \h 84—Activity Instructions PAGEREF _Toc386180739 \h 104.1—Part 1: Reading PAGEREF _Toc386180740 \h 104.2—Part 2: Exploration PAGEREF _Toc386180741 \h 104.3—Part 3: Engineering Design PAGEREF _Toc386180742 \h 11Appendix 1A: 2009 Standards Met With This Lesson PAGEREF _Toc386180743 \h 14Science Content PAGEREF _Toc386180744 \h 14Engineering and Design PAGEREF _Toc386180745 \h 14Appendix 1B: 2014 Standards Met With This Lesson PAGEREF _Toc386180746 \h 15Alignment to Next Generation Science Standards PAGEREF _Toc386180747 \h 15Performance Expectations PAGEREF _Toc386180748 \h 15Science and Engineering Practices PAGEREF _Toc386180749 \h 15Disciplinary Core Ideas PAGEREF _Toc386180750 \h 16Cross Cutting Concepts PAGEREF _Toc386180751 \h 17Connections to Engineering, Technology, and Applications of Science PAGEREF _Toc386180752 \h 17Appendix 2: Complete Materials Listing PAGEREF _Toc386180753 \h 18Printed Materials PAGEREF _Toc386180754 \h 18Part 1: Reading Activity PAGEREF _Toc386180755 \h 18Part 2: Exploration Activity PAGEREF _Toc386180756 \h 18Part 3: Engineering Design Activity PAGEREF _Toc386180757 \h 18Activity Materials PAGEREF _Toc386180758 \h 18Part 1: Reading Activity PAGEREF _Toc386180759 \h 18Part 2: Exploration Activity PAGEREF _Toc386180760 \h 18Part 3: Engineering Design Activity PAGEREF _Toc386180761 \h 18Buyer’s Guide PAGEREF _Toc386180762 \h 19Common Classroom Supplies PAGEREF _Toc386180763 \h 20Appendix 3: Resources and Extensions PAGEREF _Toc386180764 \h 211—Lesson Overview1.1—IntroductionIn this engineering lesson (based on the Hand Pollinator for Cherry Trees activity, by Donna Rainboth of Eastern Oregon University), students will design a hand pollinator for Joanie Appleseed’s apple orchard using simple craft materials. Their ultimate goal is to create a hand pollinator that can pollinate the most flowers in a minute or less. In line with grade K–2 standards, this lesson teaches three steps in the Engineering Design Process (EDP); to do so, it is divided into three parts:Part 1—A reading activity during which students familiarize themselves with the function of flowers and the pollination process. Part 2—An exploration activity for students to familiarize themselves with hand pollinator materials and their properties. Part 3—An engineering design activity during which they design, build, and test hand pollinators on a model apple tree.1.2—Lesson Breakdown with Engineering DesignEngineering Design StepRelated ActivityRelevant DocumentsProduct/Assessment1. Define a problem or needPart 1: Reading ActivityReading HandoutRead Aloud–Think Aloud ResourceWord Alert HandoutTeacher ObservationDrawings of key vocabulary2. Propose a potential solution.Part 2: Exploration ActivityExploration HandoutDrawings of common propertiesPredictions about which materials will make the best pollinators3. Design a prototype Part 3: Engineering Design ActivityEngineering Design HandoutPollen Counting HandoutHand Pollinator DrawingCounting and writing down numbers1.3—Pre-Requisite KnowledgeStudents should be familiar with the basic life cycle of a plant. 2—Teacher Background Information2.1—Glossary of TermsBlossom: As a noun it means flower; as a verb it means to come into flower. Egg: The female reproductive part of a plant, which needs pollen in order to be fertilized; located in the pistil.Engineer: A person who solves problems, using the Engineering Design Process.Pistil: The egg-producing, female reproductive organ of a plant. The pistil includes a sticky or feathery stigma, which captures pollen, and a long tube called the style, which opens into the ovary where fertilization and seed production takes place. Pollen: Fine grains found on the stamen of plants. They have a hard coat, which protects the sperm cell inside during transportation. Pollination: The process by which pollen is transferred from the anther of the male stamen to the stigma or the female pistil. Pollination is what makes fertilization and thus, reproduction in plants possible. Pollinators: The animals that pollinate flowers. Examples of pollinators include bees, hummingbirds, and butterflies. Problem: In engineering, the declaration and definition of a need which needs to be solved.Property: A quality or trait of something such as color, shape, and size. Seed: a fertilized plant egg, which grows into another plant in placed in the ground.Solution: In engineering, the final result of one’s work.Stamen: The pollen-producing, male reproductive organ of a plant. The stamen includes a long filament attached to an anther. 2.2—Scientific ConceptsPlants achieve sexual reproduction through pollination. Pollen from the stamen of one flower needs to be transferred to the pistil of another flower of the same species. The pollen grain then travels down the style of the pistol into the ovary, where it fuses with an egg. Such fertilization results in the development of seeds.10160664210Pollination can be accomplished in a variety of different ways. The wind is a common pollinator. Insects like bees and butterflies are also common pollinators, as are hummingbirds (See Figure 2.2—1). The fine hairs on an insect’s body and legs pick up pollen as it moves on and around flowers in search of food in the form of nectar. As the same insect moves from flower to flower, this pollen gets deposited on different flowers than it came from. -18929351281430Figure 2.2—1Source: 2.2—1Source: relationship between pollinators and flowers is considered symbiotic, because each individual benefits from the other: pollinators get food and plants get their pollen transported, which supports genetic diversity. Such symbiotic relationships are common in natural systems, and many species have evolved adaptations over time which enhance these relationships. For example, hummingbirds have evolved to favor tubular flowers in bright colors like red. Since bees have trouble seeing red this preference reduces competition for the hummingbird, while at the same time increases the chances the hummingbird will help pollinate a flower of the same species. Symbiosis makes species dependent on one another so that a disturbance in the environment that affects one species will also affect the other. Some plants can reproduce asexually by self-fertilization, which is when pollen moves from the stamen to the pistil of a single-flower, but cross-fertilization between two plants is more common. This lesson focuses on cross-fertilization.Note: For a list of scientific concepts and disciplinary core ideas covered in this lesson, see Appendix 1.2.3—Lesson Timeline2.3.1—Overview TimelineThis lesson consists of three activities (Reading, Exploration, and Engineering Design activities), which will take approximately two hours of in-class time. It is recommended that it all be done in one class session if possible.2.3.2—Part 1 Timeline (30 minutes)Distribute materials to all studentsWord Alert exercise, part 1Read Aloud–Think Aloud activityWord Alert exercise, part 22.3.3—Part 2 Timeline (30 minutes)Put students into groups of twoLet students experiment with Materials Exploration KitsHave students clean-upHave students work on the Exploration HandoutDo review questions with students2.3.4—Part 3 Timeline (60 minutes)Discuss the engineering design activity with studentsDistribute materials to all studentsEngineering design activityHand Pollinator ChallengeHave students clean-up2.4—Lesson MaterialsNote: For a complete and up-to-date listing of materials in a printable shopping list format, see Appendix 2: Complete Materials Listing.3—PreparationNote: for materials needed for any given part of this lesson, please refer to Appendix 2, Complete Materials Listing.3.1—Preparation Part 1: Reading3.1.1—Printed MaterialsReading Handout—(one per student)Read Aloud–Think Aloud Resource—(one for teacher)Word Alert Handout—(one per student)3.1.2—Activity MaterialsPresentation Board (whiteboard, blackboard, or poster) & writing materials3.1.3—Preparation Steps: Reading ActivityMake a Reading Handout booklet for every student. Make a copy of the Word Alert Handout for every student. Make a copy of the Read Aloud–Think Aloud Resource for yourself. 3.2—Part 2: Exploration3.2.1—Printed MaterialsExploration Handout—(one per student)3.2.2—Activity MaterialsScissorsGlue SticksVariety of TapeMaterials Exploration Kit3.2.3—Preparation Steps: Exploration ActivityPlan to have students work in pairs. Each group should have:Scissors, glue, and tapeA Materials Exploration kit, which contains samples of all the materials that will be available during the engineering design activity. These samples should be enough for every group of students to experiment with all of the materials.A copy of the Exploration Handout for each student3.3—Part 3: Engineering Design 3.3.1—Printed MaterialsEngineering Design Handout—(one per student)Pollen Counting Handout—(one per student)3.3.2—Activity MaterialsPresentation board (whiteboard, blackboard, or poster) & writing materialsScissorsGlue SticksVariety of TapeFake flowers (resembling Apple blossoms, see Appendix 2 for more detail)Glitter (at least 4 colors) Small (4 oz) Dixie cupsPaper towel rolls (one for every 4 students)Bags or bowlsA Selection of Pollinator materials:Pom pomsEraser capsWood craft sticksFlexible strawsCoffee stirrer strawsPipe cleanersSpongesFeathersPlay-Doh or ClayCotton ballsStopwatches 3.3.3—Preparation Steps: Engineering Design ActivityPlan to have students work in pairs. Make a copy of the Engineering Design Handout for each student. Make a copy of the Pollen Counting Handout for each student. Make the apple trees.Cut three slots into the bottom of a paper towel roll.Fold the flaps to the outside and tape them down on a table or counter surface. This is the trunk of the tree.Put one or two stems of apple blossoms into each trunk.Plan to make enough apple trees so no more than two pairs of students share a tree. For a class of 32 this means you would make at least eight trees. No more than four students to one tree. Note that each student at a tree should have a unique color of glitter.Line out your hand pollinator materials in bags or bowls along a table or counter. Organize them into a “handle group” and a “head” group. Have scissors, glue, and tape available for each student pair. Prepare glitter cups for every student by putting about a tablespoon of glitter (about 0.1 oz) in a small paper cup.Encourage students to return all their glitter into the cup after every test so it can be reused.Make sure students who are using the same tree have their own glitter cup with a different color of glitter than the other students at the same tree. Make the following chart on the board or as a poster:ProblemSolutionGoalsNeeds4—Activity Instructions4.1—Part 1: ReadingPass out a Reading Handout booklet to each student. These are also coloring books for your students and something for them to take home after the lesson. Note: The next two steps are for 2nd grade students and above. If your students are younger, skip to Step 4.Pass out a Word Alert Handout to each student, to accompany the story. Explain to students that the words on this page are the important words to know for the upcoming story. Ask student to rate their knowledge of each word by circling a number in the “Before” column for the word. Read each word aloud and have the class repeat the word aloud. Explain the following rating system to the students. 1 – I have never heard of this word before now. 2 – I recognize this word, but I don’t know what it means. 3 – I sort-of know what this word means, but I would have a hard time explaining what it means. 4 – I can explain what this word means and use it in a sentence. Give students a chance to rank the word before moving on to the next word and repeating the processRead the story to the class, following the instructions on the Read Aloud–Think Aloud Resource. After you read and discuss the story with students have them rerate each vocabulary word in the “After” column on the Word Alert Handout at the front of the book using the process from Step 3.Have students draw a picture of each word in the space provided on the Word Alert Handout.4.2—Part 2: ExplorationArrange students into pairs. Make sure each pair of students has access to scissors, glue and tape. Pass out a materials kit to each pair and give students 15-20 minutes to make anything they want from the materials.The objective of this part of the lab is to familiarize students with the materials that will be available in the engineering design activity.This exploration will also be a jumping off point to discuss the properties of the materials.Have students clean up and return unused materials then pass out the properties worksheet. For each property, students should write or draw a picture of one of the materials from their kit with that property. When students are done drawing ask the class the following questions:Which properties are opposites? [Hard and Round; Smooth and Rough]Which properties would make a good bouncy ball? [Round, Hard, Smooth]Which properties would make a good hand pollinator? [Have students circle two to four properties—they predict will work well in their hand pollinator designs.]4.3—Part 3: Engineering DesignFill out the Problem/Solution/Goals/Limits chart as a class by asking students the following questions and writing down their answers on the chart.What problem does Joanie Appleseed have?What solution can they make to solve her problem?What are your goals for your solution?What might limit your solution? [Below is an example of a filled-out chart.]ProblemSolutionGoalsLimitsJoanie doesn’t have enough bees around to pollinate her apple trees.Make hand pollinatorsMust be able to pick up and drop off pollen. Must be held in a hand. Must be able to pollinate _____ model flowers in a minute. Size of pollinatorsTypes of materialsHave students look at the available materialsBefore they touch or build, 2nd grade students should draw and label two designs.Explain to students that each design must have a handle and a head as well as a means to attach the handle to the hand.Refer to the example on their worksheet. When they are ready to build, only one student from a pair should come up to the counter to collect the materials they need to build the two pollinators. Later, have the other student collect materials when they do a second set of designs. After most student pairs have built their hand pollinator solutions, pause the activity to demonstrate how the students will test their designs. Pass out a Pollen Counting Handout to each student. Demonstrate to students how to use the hand pollinatorLightly tap the head of their hand pollinator into to the glitter-filled Dixie cup, and then tap it to the center of the first flower on the test sheet.Using the same amount of force, tap it the second flower in the row, and lastly the third. Pass out cups of glitter to each student. Remember that students sharing a model tree should each have a different color of glitter.Have each pair of students take turns testing their first solution. When both partners have tested their first solution, demonstrate how to determine if their test flowers were successfully pollinated. Count the number of glitter/pollen pieces in the center of the flower only. (Glitter on petals should not be counted. If a piece of glitter straddles the center circle, it can be counted.) If at least three pieces of glitter were deposited in the center of the flower, that flower is considered pollinatedStudents should record the number of flowers pollinated on their Engineering Design Handout using tick marks. Students remove the glitter from the test sheet and return it to their cups. Repeat steps 7-8 for the second solution. Optional: Time and materials permitting, repeat steps 2-8 and have students design, build, and test two more solutions. During this second round the other partner should collect the materials for the pair. Hand Pollinator Challenge: Distribute apple trees to groups of students. Tape down the trunk so that it is stable on the table. Students will now take turns trying, with their best hand pollinator, to pollinate as many flowers on the model tree as possible. Older students can time themselves using stopwatches or kitchen timers; otherwise, you should be the timekeeper for the class. 4048125125730Note:If the glitter is falling off the flowers because they are two silky or pointed downwards, you can spray a light coat of glue adhesive on the flowers before the students test. Elmer’s brand spray adhesive works well as it is not so sticky that you can’t easily remove the glitter afterwards.00Note:If the glitter is falling off the flowers because they are two silky or pointed downwards, you can spray a light coat of glue adhesive on the flowers before the students test. Elmer’s brand spray adhesive works well as it is not so sticky that you can’t easily remove the glitter afterwards.Make sure every group of four students designates only one student to test their best pollinator.Make sure the students who are testing are ready. Say “go” and start timing. Say “stop” and stop timing.The partner of the student tester is the official counter for that person, but everyone in the group can help determine the number of flowers that have been pollinated based on the criteria outlined in Step 8. Student tester should shake the tree and recover their glitter. Repeats steps a-e for each student in the group. Clean-up After testing, students should dismantle the hand pollinators they do not want to keep and return all reusable materials to their spot on the counter. Materials that cannot be reused should be thrown away and work tables wiped down. Wrap-up QuestionsAsk students what properties are best for hand pollinators.Make a list of their answers on the board.Go through each suggested property and discuss why it is good for hand pollinators.Make connections between the successful materials and their resemblance to what is found in nature. For example, fuzzy materials tend to work well because they resemble the legs and bodies of insects. Ask students if partners using the same hand pollinator got the same results. Most likely there was some variation in the results among partners.Discuss with the students why there was variation.Direct them towards the understanding that beyond the design and construction of the hand pollinator itself, there are other factors that influence how quickly a person is able to pollinate a tree such as hand-eye coordination. Since individuals vary in these other factors, two people using the same tool can get very different results.Appendix 1A: 2009 Standards Met With This LessonScience Content1.1L.1 Compare and contrast characteristics among individuals within one plant or animal group.Students will be able to identify similarities and differences between flowers. 1.1P.1 Compare and contrast physical properties and composition of objects. Students will be able to describe objects in terms of physical properties. Students will be able to distinguish between properties that are good for pollination and properties that are not good for pollination. 2.1L.1 Compare and contrast characteristics and behaviors of plants and animals and the environments where they live.Students will be able to explain how flowers and their animal pollinators depend on one another. Students will understand how a change in the population of one species in an environment affects other species in that environment. 2.2L.1 Describe life cycles of living things.Students will be able to explain as well as show the process of pollination. Engineering and DesignK.4D.1 Create structures using natural or designed materials and simple tools.2.4D.1 Use tools to construct a simple designed structure out of common objects and materials.Students will create hand pollinators out of simple materials using simple tools. K.4D.2 Show how components of designed structures can be disassembled and reassembled.1.4D.2 Demonstrate that designed structures have parts that work together to perform a function.Students will explore how the parts of a hand pollinator can be disassembled and reassembled.Students will investigate how different combinations of hand pollinator parts can affect its function. 2.4D.2 Work with a team to complete a designed structure that can be shared with others.Students will work in pairs to design and build hand pollinators. 2.4D.3 Describe an engineering design that is used to solve a problem or address a need.Students will describe their hand pollinator solutions by drawing them before building them. Appendix 1B: 2014 Standards Met With This LessonAlignment to Next Generation Science StandardsPerformance ExpectationsK-ESS3-1. Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. [Clarification Statement: Examples of relationships could include that deer eat buds and leaves, therefore, they usually live in forested areas, and grasses need sunlight so they often grow in meadows. Plants, animals, and their surroundings make up a system.]1-LS1-1. Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.* [Clarification Statement: Examples of human problems that can be solved by mimicking plant or animal solutions could include designing clothing or equipment to protect bicyclists by mimicking turtle shells, acorn shells, and animal scales; stabilizing structures by mimicking animal tails and roots on plants; keeping out intruders by mimicking thorns on branches and animal quills; and, detecting intruders by mimicking eyes and ears.]2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. [Clarification Statement: Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different materials share.]2-PS1-2. Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.* [Clarification Statement: Examples of properties could include, strength, flexibility, hardness, texture, and absorbency.] [Assessment Boundary: Assessment of quantitative measurements is limited to length.]2-LS2-2. Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.*K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.K-2-ETS1-3. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.Science and Engineering PracticesAsking Questions and Defining ProblemsAsking questions and defining problems in grades K–2 builds on prior experiences and progresses to simple descriptive questions that can be tested. Ask questions based on observations to find more information about the designed world. (K-2-ETS1-1) Define a simple problem that can be solved through the development of a new or improved object or tool. (K-2-ETS1-1)Planning and Carrying Out InvestigationsPlanning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. (2-PS1-1), (2-LS2-1) Make observations (firsthand or from media) to collect data which can be used to make comparisons. (2-LS4-1)Analyzing and Interpreting DataAnalyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations. Analyze data from tests of an object or tool to determine if it works as intended. (2-PS1-2)Constructing Explanations and Designing SolutionsConstructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions. Use materials to design a device that solves a specific problem or a solution to a specific problem. (1-LS1-1)Obtaining, Evaluating, and Communicating InformationObtaining, evaluating, and communicating information in K–2 builds on prior experiences and uses observations and texts to communicate new information. Read grade-appropriate texts and/or use media to obtain scientific information to describe patterns in the natural world. (K-ESS3-2))Developing and Using ModelsModeling in K–2 builds on prior experiences and progresses to include using and developing models (i.e., diagram, drawing, physical replica, diorama, dramatization, or storyboard) that represent concrete events or design solutions. Develop a simple model based on evidence to represent a proposed object or tool. (K-2-ETS1-2)Disciplinary Core IdeasLS1.A: Structure and Function All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. (1-LS1-1)LS1.D: Information Processing Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs. (1-LS1-1)LS2.A: Interdependent Relationships in Ecosystems Plants depend on water and light to grow. (2-LS2-1) Plants depend on animals for pollination or to move their seeds around. (2-LS2-2)PS1.A: Structure and Properties of Matter Different kinds of matter exist and many of them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties. (2-PS1-1) Different properties are suited to different purposes. (2-PS1-2),(2-PS1-3) A great variety of objects can be built up from a small set of pieces. (2-PS1-3)ETS1.A: Defining and Delimiting an Engineering Problem Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary to K-ESS3-2) Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account. (3-5-ETS1-1)ETS1.B: Developing Possible Solutions Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem’s solutions to other people. (secondary to K-ESS3-3)ETS1.C: Optimizing the Design Solution Because there is always more than one possible solution to a problem, it is useful to compare and test designs. (secondary to 2-ESS2-1) Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints. (3-5-ETS1-3)Cross Cutting ConceptsPatternsPatterns in the natural world can be observed, used to describe phenomena, and used as evidence. (1-LS1-2),(1-LS3-1), (2-PS1-1)Cause and EffectSimple tests can be designed to gather evidence to support or refute student ideas about causes. (2-PS1-2), (2-LS2-1)Structure and FunctionThe shape and stability of structures of natural and designed objects are related to their function(s). (K-2-ETS1-2), (1-LS1-1), (2-LS2-2)Connections to Engineering, Technology, and Applications of ScienceInfluence of Engineering, Technology, and Science on Society and the Natural WorldEvery human-made product is designed by applying some knowledge of the natural world and is built by using natural materials. (1-LS1-1), (2-PS1-2)Appendix 2: Complete Materials ListingPrinted MaterialsPart 1: Reading ActivityReading Handout—(one per student)Read Aloud–Think Aloud Resource—(one for teacher)Word Alert Handout—(one per student)Part 2: Exploration ActivityExploration Handout—(one per student)Part 3: Engineering Design ActivityEngineering Design Handout—(one per student)Pollen Counting Handout—(one per student)Activity MaterialsPart 1: Reading ActivityPresentation Board (whiteboard, blackboard, or poster) & writing materialsPart 2: Exploration ActivityScissorsGlue SticksVariety of TapeMaterials Exploration KitPart 3: Engineering Design ActivityPresentation board (whiteboard, blackboard, or poster) & writing materialsScissorsGlue SticksVariety of TapeFake flowers (resembling Apple blossoms)Glitter (at least 4 colors) Small (4 oz) Dixie cupsPaper towel rolls (one for every 4 students)Bags or bowlsA Selection of Pollinator materials:Pom pomsEraser capsWood craft sticksFlexible strawsCoffee stirrer strawsPipe cleanersSpongesFeathersPlay-Doh or ClayCotton ballsStopwatches Buyer’s GuideItem InformationQuantity: class size of…Local Retail Ext Costs: class size of…Online Ext Costs: class size of…Item to Purchase (item it simulates)Re usableStore Type3040ea.3040ea.3040General MaterialsFake Flowers (Apple Blossoms)yesDollar, craft810$1.00$8.00$10.00$1.85$14.80$18.50Paper Towel Rolls (Apple Tree Trunks)yesHome/Students810$0.00$0.00$0.00$0.00$0.00$0.00Glitter (Pollen)noCraft, Dollar, variety68$1.00$6.00$8.00$0.80$4.80$6.40Dixie Cups, 3 oz. (Pistils)yesGrocery, drug, variety11$4.00$4.00$4.00$4.79$4.79$4.79Subtotal?????$18.00$22.00?$24.39$29.69Pollinator Materials(Purchase about 3/4 of the below items to give students a variety of pollenator choices)*Pom PomsyesCraft, Dollar11$1.00$1.00$1.00$3.25$3.25$3.25*Eraser CapsyesDollar, Office12$1.00$1.00$2.00$0.00$0.00$0.000.00Office11$0.00$0.00$0.00$5.99$5.99$5.99*Wooden Craft SticksnoCraft11$10.00$10.00$10.00$0.00$0.00$0.00Craft11$0.00$0.00$0.00$1.99$1.99$1.99Home and School11$0.00$0.00$0.00$0.00$0.00$0.00*Flexible StrawsnoDollar, craft, variety, grocery11$1.00$1.00$1.00$1.99$1.99$1.99*Coffee Stirrer StrawsnoDollar, grocery, variety11$1.00$1.00$1.00$0.00$0.00$0.00craft11$0.00$0.00$0.00$0.99$0.99$0.99Teacher’s Lounge11$0.00$0.00$0.00$0.00$0.00$0.00*Pipe CleanersnoCraft, Dollar11$1.00$1.00$1.00$0.00$0.00$0.00Craft, Dollar11$0.00$0.00$0.00$2.49$2.49$2.49*SpongesnoDollar, craft, variety, grocery34$1.00$3.00$4.00$0.00$0.00$0.00*FeathersnoCraft11$1.00$1.00$1.00$0.00$0.00$0.00school supply11$0.00$0.00$0.00$2.29$2.29$2.29*Play-Doh or ClaynoDollar12$1.00$1.00$2.00$0.00$0.00$0.00Craft11$0.00$0.00$0.00$2.89$2.89$2.89*Cotton BallsnoDollar, variety, grocery, drug11$1.00$1.00$1.00$2.15$2.15$2.15Subtotal$21.00$24.00$24.03$24.03Online Shipping -- <$20 = $6.60; <$35 = $8.80; <$50 = $9.90; <$75 = $12.65$0.00$0.00$8.80$12.00 -- free over $25$0.00$0.00$0.00$0.00 -- min $5; <$79 = 15%; >$79 free$0.00$0.00$0.00$0.00 -- often free over $25$0.00$0.00$0.00$0.00Totals$39.00$46.00$57.22$65.72Common Classroom SuppliesScissorsGlue SticksVariety of TapeStopwatches Appendix 3: Resources and ExtensionsPollen Detective Workbook: . A great resource that has five hands-on activities designed for 8- to 12-year-olds, including a flower dissection lab and a medical mystery related to pollen. How to make three types of flowers with stamens and pistils: . Site also includes another type of hand pollinator activity and a flower classification lab. ................
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