Professional Documents
Culture Documents
Student Learning
In addition to the competencies listed in the next section, students will:
• develop a plan to build a self-propelled train and prepare a drawing of what it will look like,
• build the train and test it, and
• demonstrate the train to the class and explain how it works.
Competencies
Science and Competency 1: To take action, bearing in mind the different types of reasoning specific
Technology to science and technology
Competencies • The student defines a problem related to science and technology
• The student proposes a solution to the problem
• The student implements the proposed solution he/she has chosen
• The student assesses the results
Areas of The student gradually constructs a dynamic world-view that gives meaning to his/her
Lifelong life
Learning
World-View
Constructivist Activity Steps
Individual Ask students to plan their trains and Create a plan to build a self-
Predictions prepare drawings of what they will look like. propelled train and prepare a
drawing of what
it will look like.
Group predictions Place students in groups. Ask students to Evaluate the plan of each group
evaluate the plan of each group member and member and choose one they think
to choose one they think will work best. will work best. Place the plan of this
Train in their logbooks.
Activity/Experiment Ask groups to build the train they chose and Build the chosen train and test it.
test it.
Group discussion Ask students to answer the following Answer teacher questions and
questions: Does the train work? What works record answers in log book.
well? What do we need to know for next
time? Tell students to record the answers
to these questions in their log books.
Group reports why Ask each group to demonstrate their train Demonstrate trains to the
predictions were to the class, and to explain how it works. class and explain how they
accurate or Also ask students to discuss their answers work. Discuss answers to the
inaccurate to the questions discussed in their groups. questions discussed in groups. (See
(See above.) above.)
Vocabulary List
Wheel: A solid disk or a rigid circular ring connected by spokes to a hub, designed to turn around
an axle passed through the center.
Axle: The pin or spindle on which a wheel revolves, or which revolves with a wheel.
Evaluation Ideas
Teacher Evaluation and Student Self-Evaluation
• For evaluation purposes, it is recommended that students have a record of their creation either in
the form of a (digital) photograph, drawing, or the train itself. Their plan should be included in
their records.
• This will be an example of the student’s prior knowledge and a good basis for authentic evaluation.
If completing the extension activity it is recommended that another record be collected to
demonstrate the growth in student learning.
• For portfolio purposes, students can include their (digital) photos, plans, and observation charts. A
portfolio provides a clear record of whether students were able to:
a. Define the problem (the students’ plan)
b. Propose a solution (the students’ plan)
c. Implement the proposed solution - build the train
d. Assess results - test the train and log observations
Extension
Students will apply the knowledge they have learned to a similar task in this follow-up
activity. Students are asked to build a self-propelled, rubber band powered train.