Wind-Up Toys, Part 1: What Can I Learn From Observing?info.ritenour.k12.mo.us/RSD/science_exemplars/k_5/pdfs/task708.pdf · When I presented this preassessment, we took three science

Wind-Up Toys, Part 1: What Can ILearn From Observing?

For the next few days, we are going to spend some timeexploring wind-up toys. First, we will just watch them to seehow they move, which direction they move and how they aredifferent from each other. Then we will be making predictionsabout how each one moves when we change a variable.Remember to wind up each toy the same number of timeswhen you test it.

You will try out your toy and observe it carefully. Next, you willexplain to your partner and demonstrate how it moves. Try touse some science and math words, like "energy," "speed,""distance," "seconds," "inches," "fast/medium/slow," etc. Afterwe have had some practice exploring, you will use a recordingsheet, “On the Go,” to show what you did and what youobserved happening.

1 of 14Wind-Up Toys, Part 1: What Can I Learn From Observing?

Copyright 2007, Exemplars, Inc. All rights reserved.

Wind-Up Toys, Part 1: What Can I Learn From Observing?

Suggested Grade Span

K–2

Task

For the next few days, we are going to spend some time exploring wind-up toys. First, we willjust watch them to see how they move, which direction they move and how they are differentfrom each other. Then we will be making predictions about how each one moves when wechange a variable. Remember to wind up each toy the same number of times when you test it.

You will try out your toy and observe it carefully. Next, you will explain to your partner anddemonstrate how it moves. Try to use some science and math words, like "energy," "speed,""distance," "seconds," "inches," "fast/medium/slow," etc. After we have had some practiceexploring, you will use a recording sheet, “On the Go,” to show what you did and what youobserved happening.

Big Ideas and Unifying Concepts

Cause and effectDesignModelsSystems (mechanical)

Physical Science Concepts

Motion and forcesProperties of matter

Design Technology Concepts

Design constraints and advantagesUse of tools

Mathematics Concepts

Comparison of attributes or effectsData collection, organziation and analysisGraphs, tables and representationsMeasurement



Time Required for the Task

Approximately four class sessions of about 30-45 minutes over several days to investigate andexplore each concept.

Context

My first graders began this unit of study spending about two weeks exploring a collection ofwind-up toys by watching how they moved. We did this investigation in the spring, afterstudents had some exposure to telling time. Students predicted and observed each toy’s speed,path and running time after five wind-ups. In the collection, there were two minirobots, twodinosaurs, a hippo, a rhino, a praying mantis, two ladybugs, a race car, two penguins, akangaroo and a dog. The children were encouraged to bring wind-up toys from home to includein our investigations. This investigation broadened our unit on simple machines and thestudents’ experiences observing motion and forces.

We spent three consecutive days observing the speed of the toy, the type of path it traveledand its running time (estimating the number of minutes before winding down). Eachinvestigation of a variable took 30-45 minutes each day. After these investigations, studentsused prior knowledge to make predictions about how the wind-up toys would react on differentsurfaces, such as tile floor, rug or wooden ramp. (See the task "Wind-Up Toys, Part 2: Can IDesign an Investigation?")

What the Task Accomplishes

This series of investigation tasks, which involved a collection of wind-up toys that work byturning a knob, was very engaging for my first graders. (It also helps to develop fine motorskills.) This introduces the concept of energy stored in the spring, which is wound by the keyand then released. The children are predicting, exploring, recording and observing thesefamiliar toys to expand their understanding of stored, kinetic and mechanical energy, as well asenergy transference and the function of simple machines.

This investigation enables students to refine their observation and recording skills and begin tounderstand why it is important to control variables when testing their questions. Students areguided to measure time and compare distances traveled, to observe paths of the toys (straight,turning, looping), to predict and observe speed, and to calculate the time from starting tostopping.

How the Student Will Investigate

After some open-ended explorations and sharing, I provided some structure for theinvestigation by using a recording sheet. I asked the children to do a preassessment: “I thinkthe wind-up toy will . . . ” and included a drawing of each toy, a prediction for speed (slow, fast,medium), the path traveled (straight, loops, circles, curves, zigzag) and time in seconds orminutes from start to stop. This enabled them to look at the design of each wind-up toy andthink about different factors that might make each toy function in a unique or predictable way.



When I presented this preassessment, we took three science periods, testing one wind-up toyat a time (three each day/lesson). We worked together (with my guidance) to discuss what tolook for when recording data for each toy. This helped the children in that they did not becomefrustrated with too much recording. They became very excited about sharing their predictionsbefore winding up the next toy! I wrote common vocabulary on a large chart for students to referto as they worked.

The culminating inquiry task involved having each child design a fair testing situation for threewind-up toys of his/her choice. (See the task "Wind-Up Toys, Part 2: Can I Design anInvestigation?") This is a great classroom activity for parent volunteers or older learningpartners, fourth grade and older, to help with, since the investigations require several steps inrecording, more than younger students are used to.

Interdisciplinary Links and Extensions

ScienceAn excellent science resource book for related investigation is Wind-Ups (Toy Box Science), byChris Ollerenshaw and Pat Triggs. Children can bring in a variety of toys to investigate whatforces affect them. They will observe motion, inertia, and how weight and distance can affectmotion, investigate different surfaces and distance relationships, and be introduced to theconcept of gravity.

Social StudiesChildren can have fun making a comparison of how the motion of “antique” toys is similar to ordifferent from present-day toys. Find out what types of toys are still popular today in children'shomes. Perhaps there is an antique dealer in your area who could visit the classroom – or agrandparent. Discover if your family still has toys that have been passed down fromgrandparents and why they stayed popular.

LiteracyThis new science unit was initiated by reading Alexander and the Wind-Up Mouse, by LeoLionni. You could integrate books related to the movie Toy Story or read an easier version ofThe Nutcracker Suite. All of these books would lend themselves to personal and fanciful writingactivities for children. Have children write stories about conversations between toys.

Movement/MusicCreative movement could be integrated in this unit by having the children make predictionsabout the motion of the wind-up toys before they are used. The children can explore thedifferences between a wind-up tin soldier and a Raggedy Ann or Andy doll.

MathematicsChildren can interview their peers and graph preferences for favorite toys. They can interviewparents and grandparents about favorite childhood toys, tally the data and use sorting skills withVenn diagrams to display the information. If each child brought in a favorite toy thatdemonstrates motion, the toys could also be sorted and classified.



Teaching Tips and Guiding Questions

Wind-up toys work by turning a knob or key. The toys then operate on the energy that is storedin a spring. Take apart a toy if you have a spare. Ask the children what changes they see whenit runs down. As the children engage in exploration and investigations, there are many open-ended questions that can guide their thinking, build understanding and create risk taking.

Some of the questions that can be asked might include:

• What is your toy doing? Which direction is it moving?• How does your toy move? (Is it a bounce, stretch, wind-up spring, pop-up, push, pull, twist

motion?)• What are some natural or artificial materials that can stretch, bounce or bend?• Can you describe how fast one toy is going compared to another toy?• Does the toy move the same way each time? Try it at least three times to see.• How would you describe what motion is?• Do all wind-up toys have the same path pattern? How do we sort/classify their movements?• Why do some toys travel farther than others?• Where does your toy get the energy to move?• Where do you get the energy that moves your body?• What do you think is making this toy move like that? How could we test that?• How long does it take each toy to cover the same distance? How will we measure that?• Can you think of a testable question about how it moves?

Concepts to be Assessed

(Unifying concepts/big ideas and science concepts to be assessed using the ScienceExemplars Rubric under the criterion: Science Concepts and Related Content)

Physical Science – Properties of Matter: Students observe and compare physical properties ofmatter.

Physical Science – Motion and Forces: Students apply forces to objects (gravity, inertia,friction, push and pull), observe the objects in motion and observe how an unbalanced forceacting on an object changes its speed or path of motion or both.

Scientific Method: Students see that how a model works after changes are made to it maysuggest how the real thing would work. They choose a useful model to explore concepts(models). Students observe and explain reactions when variables are controlled (cause andeffect).

Design Technology – Use of Tools: Students see that tools are invented to extend the ability ofpeople (to make things, to move things, to shape materials).



Design Technology – Design Constraints and Advantages: Students observe that somematerials are better than others, depending on the task and characteristics of the materials.

Mathematics: Students use precise measurements and compare attributes or effects. Studentscollect, organize and analyze data and use graphs, tables and representations appropriately.

Skills to be Developed

(Science process skills to be assessed using the Science Exemplars Rubric under the criteria:Scientific Procedures and Reasoning Strategies, and Scientific Communication Using Data)

Scientific Method: Observing, predicting/hypothesizing, collecting/recording data, usingvariables, designing investigations, manipulating tools, problem solving, drawing conclusions,communicating findings, challenging misconceptions and questioning/raising new questions.

Other Science Standards and Concepts Addressed

Scientific Method: Students describe, predict, investigate and explain phenomena. Studentscontrol variables.

Scientific Theory: Students look for evidence that explains why things happen and modifyexplanations when new observations are made.

Physical Science – Properties of Matter: Students describe and sort objects and materialsaccording to observations of similarities and differences of physical properties.

Physical Science – Motion and Forces; Transfer and Transformation of Energy: Studentsapply forces to objects (e.g., inertia, gravity, friction, push and pull) and observe and recordobjects in motion. Students understand that forces (such as gravity) can act “at a distance” andcan cause objects to be pushed or pulled.

The Designed World: Students use tools to extend their ability to make things, to move thingsand to shape materials.

Communication: Students use verbal and nonverbal skills to express themselves effectively.

Mathematics: Students use reasoning and create a variety of strategies and approaches tosolve problems. Students apply mathematics to solve scientific and technological problems.

Suggested Materials

You need a variety of wind-up toys with different motion features and speed of movement, suchas hopping toys (frog, kangaroo), slower-moving toys (hippo, rhino, Godzilla/dinosaur models),spinning toys (ladybug), fast toys (race car), robots, etc. I discovered that it was hard to findwind-up toys in the springtime (they are rare). It is best to look for them during holiday shopping



time from November through January. I also hunt at garage sales and flea markets over thesummer to keep the cost under $3.00 apiece.

It would be ideal to have at least one toy per child to start with, so the children can exchangeand easily try out three toys during a 60-minute activity, or to share with partners (I started with16). I also encouraged the children to bring in wind-up toys to share and explore for our unit.Students will also need the recording sheet, “On the Go,” to record predictions andobservations (see pages 9 and 10). We used a kitchen timer for timing each toy.

I did have a few rules for handling the toys: do not wind more than five turns; do place the toygently on any hard surface; if the toy is not the teacher’s, ask the owner first to borrow it; andreturn toys gently to the tub when done.

Possible Solutions

This is an example of what might be expected from first graders later in the school year, afterthey have expanded scientific/mathematical skills, scientific concepts, problem-solvingstrategies, communication skills, risk taking and confidence in themselves as scientificinvestigators. Even though the children are working together to share the wind-up toys, eachchild was asked to complete a recording sheet that demonstrated several recording steps inthe investigation.

The recording sheet should include, (1) a drawing of each toy with a label, (2) a prediction ofspeed (fast/medium/slow), (3) a drawing of the actual path traveled/observed, and (4) apredicted number of seconds and the actual number of seconds (in a box or circle). Teacherobservations and questioning should include noticing whether or not students begin togeneralize about times: What is fast? What is medium? What slows the toy down? Predictionsshould be based on some prior experience and observations.

Note: It might help to know the data about each wind-up toy from the collection that studentsused in my class. Speed and time descriptions were based on earlier observations after all thetoys had been wound five times by an adult. See the task "Wind-Up Toys, Part 2: Can I Designan Investigation?" for these data.

Task-Specific Assessment Notes

NoviceNote: Students should not be at Novice level for this task, since it is a guided, preassessmentactivity. However, these might be some indicators of Novice work when you first begin. There isno sample work included at the Novice level.

The student’s solution is incomplete and/or lacking in details (such as labels for the type of toyobserved or the word “seconds/sec.” or “minutes” after the number of seconds and/or minutes).The student is unable to complete all recording and/or unable to accurately observe, describeand record the type of path traveled. The student does not use the timer appropriately andpredictions do not demonstrate a strategy that uses scientific concepts or prior experience with



the toys. The student does not understand the concept of time and/or time comparisons(fast/slow) and is unable to begin to compare or make generalizations about speed or pathstraveled. (For example, all predictions continue to be more than a minute when actual times areall less than 30 seconds.)

ApprenticeNote: A student should not be at Apprentice level for this task, since it is a guided, pre-assessment activity. However, these might be some indicators of Apprentice work when youfirst begin.

The student’s solution is lacking in some of the observations and/or labels, although accurateobservations increase as the task is completed. The predictions show some evidence of use ofprior experience with the toys. The student’s use and understanding of the timer becomes moreappropriate with each trial. The student begins to show understanding of the concept of timeand/or time comparisons (fast/slow) as the task continues. With some assistance, s/he is ableto begin to compare or make generalizations about speed or paths traveled.

PractitionerThe student’s solutions are complete except for the second trial (actual time not recorded).Predictions show evidence of understanding time concepts and are based on observations ofthe characteristics of the toys (e.g., straight paths tend to result from larger feet, while zigzagpaths are more likely with rounder toys). All data were recorded accurately. When questionedby the teacher, the students give a reasonable explanation of why the toys moved the way theydo.

ExpertNote: Students are unlikely to exceed the standard for this task, since it is a guidedpreassessment activity. There is no sample work included at the Expert level. However, thesemight be some indicators of Expert work:

This student’s solution is complete and detailed. Drawings show accurate details about thefeatures of each toy. The student effectively uses tools (timer) and makes predictions based onprior trials and the shape or form of the toys (leg placement, extra wheels, etc.) – clearevidence of scientific reasoning. There is evidence of extended thinking, and/or the studentprovides a detailed explanation of the relationship between the design of the toy and the speedor direction it travels. A testable question is raised for further investigation. A cause-effectrelationship, using the available data, is suggested.







Apprentice



Apprentice



Practitioner



Practitioner



Documents

Wind-Up Toys, Part 1: What Can I Learn From Observing?info.ritenour.k12.mo.us/RSD/science_exemplars/k_5/pdfs/task708.pdf · When I presented this preassessment, we took three science