Marble Run Track – Design and Web viewmake appropriate word selections and decode ... define...

Learning with Faith and Vision

Marble Run Track – Design and Technologies

UNIT TITLE: Marble Run Track

Years 3 and 4 Achievement Standard

By the end of Year 4, students explain how products, services and environments are designed to best meet needs of communities and their environments. They describe contributions of people in design and technologies occupations. Students describe how the features of technologies can be used to produce designed solutions for each of the prescribed technologies contexts.

Students create designed solutions for each of the prescribed technologies contexts. They explain needs or opportunities and evaluate ideas and designed solutions against identified criteria for success, including environmental sustainability considerations. They develop and expand design ideas and communicate these using models and drawings including annotations and symbols. Students plan and sequence major steps in design and production. They identify appropriate technologies and techniques and demonstrate safe work practices when producing designed solutions.

By the end of Year 4, students describe how social, technical and sustainability factors influence the design of solutions to meet present and future needs. They describe features of technologies that

Diocese of Cairns Catholic Education Services


influence design decisions and how a range of digital systems can be used.

Students outline and define needs, opportunities or problems. They collect, manipulate and interpret data from a range of sources to support decisions. Students generate and record design ideas for an audience using technical terms and graphical and non-graphical representation techniques including algorithms. They plan a sequence of steps (algorithms) to create solutions, including visual programs. Students plan and safely produce designed solutions for each of the prescribed technologies contexts. They use identified criteria for success, including sustainability considerations, to judge the suitability of their ideas, solutions and processes. Students use agreed protocols when collaborating, and creating and communicating ideas, information and solutions face-to-face and online.

By the end of Year 4, students describe how a range of digital systems (hardware and software) and their peripheral devices can be used for different purposes. They explain how the same data sets can be represented in different ways.

Students define simple problems, design and implement digital solutions using algorithms that involve decision-making and user input. They explain how the solutions meet their purposes. They collect and manipulate different data when creating information and digital solutions. They safely use and manage information systems for identified needs using agreed protocols and describe how information systems are used.

By the end of Year 4, students describe how social, technical and sustainability factors influence the design of solutions to meet present and future needs. They describe features of technologies that influence design decisions and how a range of digital systems can be used.

Students outline and define needs, opportunities or problems. They collect, manipulate and interpret data from a range of sources to support decisions. Students generate and record design ideas for an audience



using technical terms and graphical and non-graphical representation techniques including algorithms. They plan a sequence of steps (algorithms) to create solutions, including visual programs. Students plan and safely produce designed solutions for each of the prescribed technologies contexts. They use identified criteria for success, including sustainability considerations, to judge the suitability of their ideas, solutions and processes. Students use agreed protocols when collaborating, and creating and communicating ideas, information and solutions face-to-face and online.

UNIT OUTLINE CONTENT DESCRIPTORS ASSESSMENT (A)

In this unit students will design and create a Marble race track, to explore force and motion. The goal is to maximize friction and move the marble down the board as slowly as possible, using provided supplies. Students

Design and Technologies

Design and Technologies Knowledge and Understanding

Investigate how forces and the properties of materials affect the behaviour of a product or system (ACTDEK011)

Design and Technologies Processes and Production Skills

Critique needs or opportunities for designing and explore and test a variety of materials, components, tools and equipment and the techniques needed to produce designed

● Pre Assessment - Screen shot of students answers using Padlet in Lesson 1.

● Design and create a Marble Run Track where the marble moves through the track as slowly as possible.

● Self reflection on design and collaboration during construction process.

● Buddy class to peer assessment of digital display and construction of Marble Run.

● Teacher to Checklist language and process descriptions used during the Parent Twilight



will collaboratively experiment with their tracks to come up with solutions to improve surface speed.

solutions (ACTDEP014)

Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques(ACTDEP015)

Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment(ACTDEP017)

Plan a sequence of production steps when making designed solutions individually and collaboratively (ACTDEP018)

Digital Technologies

Digital Technologies Knowledge and Understanding

Identify and explore a range of digital systems with peripheral devices for different purposes, and transmit different types of data (ACTDIK007)

Digital Technologies Processes and Production Skills

Collect, access and present different types of data using simple software to create information and solve

presentation.

LINKS TO OTHER LA’S

Science, Maths, Religion, English



problems (ACTDIP009)

Plan, create and communicate ideas and information independently and with others, applying agreed ethical and social protocols (ACTDIP013)

DEVELOPING INQUIRING AND REFLECTIVE LEARNERS

Community Contributor☐

Leader and Collaborator☐

Effective Communicator☐

Active Investigator☐

Designer and Creator☐

Quality Producer☐



CROSS CURRICULA PRIORITIES

Catholic Ethos Aboriginal and Torres Strait Islander

Histories and Cultures Asia and Australia’s Engagement with Asia

The overarching purpose of Catholic schools of the past, as well as the future, is to bring the Good News of Jesus to all who hear it. In the midst of a world of educational, social and economic change the focus on the holistic growth of the individual remains the surest way catholic school can prepare students for the uncertainties of the future.

Defining Features, Diocese of Cairns

The curriculum provides opportunities for young people to connect their curriculum experiences to a living Christian faith.

Active engagement of inclusive curriculum practices which reflect Aboriginal and Torres Strait Islander perspectives, knowledge, histories, cultures and spirituality. A genuine commitment to Reconciliatiuu65on, guided by principles of personal dignity, social justice and equity, which reflects the Gospel message and the mission of the Church.

The curriculum provides opportunities to value and respect:

1. traditional knowledge and practices2. culture and natural heritage3. spirituality4. and to critically examine and/or challenge:5. social constructs6. prejudice and racism

This perspective requires students to develop skills, knowledge and understandings related to Asia and Australia’s engagement with Asia.

The curriculum provides opportunities to know, understand and be able to:

1. Understand ‘Asia’2. Develop informed attitudes and values3. Know about contemporary and traditional Asia4. Connect Australia and Asia5. Communicate effectively with people of the Asian

region both within and outside Australia confidently

Sustainability Education Social Emotional Learning Inclusive Education

Access to current information about environmental issues and promotion of a reflective and responsive attitude towards

Social and emotional competencies are integral to academic and work success and are the basis of resilience, relational quality

It is by the quality of interactions and relationships that all students learn to understand and appreciate difference, to value



stewardship of the gifts of creation.

The curriculum provides opportunities to reflect upon:

1. the gift of creation2. an attitude of responsible stewardship3. and to critically examine and/or challenge:4. the impact of human interaction with the natural, built

and social environment5. current environmental issues

and social capital.

The curriculum provides opportunities to develop:

1. Self Awareness2. Social Awareness 3. Responsible Decision Making4. Self-Management5. Relationship Management

diversity and learn to respond with dignity and respect to all through mutually enriching interactions.

The curriculum provides equitable access for and/or positive interactions with students from different backgrounds and with diverse needs and abilities.



GENERAL CAPABILITIES

Literacy Numeracy Information and

Communication Technology Critical and Creative Thinking

Students become literate as they develop the skills to learn and communicate confidently at school and to become effective individuals, community members, workers and citizens. These skills include listening, reading, viewing, writing, speaking and creating print, visual and digital materials accurately and purposefully within and across all learning areas.

Literacy involves students engaging with the language and literacy demands of each learning area.

As they become literate students learn to:

● interpret, analyse, evaluate, respond to and construct increasingly complex texts (Comprehension and composition)

● understand, use, write and produce different types of text (Texts)

● manage and produce grammatical patterns and structures in texts (Grammar)

● make appropriate word selections and decode and comprehend new (basic,

Students become numerate as they develop the capacity to recognise and understand the role of mathematics in the world around them and the confidence, willingness and ability to apply mathematics to their lives in ways that are constructive and meaningful.

As they become numerate, students develop and use mathematical skills related to:

● Calculation and number● Patterns and relationships● Proportional reasoning● Spatial reasoning● Statistical literacy● Measurement.

Students develop ICT competence when they learn to:

● Investigate with ICT: using ICT to plan and refine information searches; to locate and access different types of data and information and to verify the integrity of data when investigating questions, topics or problems

● Create with ICT: using ICT to generate ideas, plans, processes and products to create solutions to challenges or learning area tasks

● Communicate with ICT: using ICT to communicate ideas and information with others adhering to social protocols appropriate to the communicative context (purpose, audience and technology)

● Operate ICT: applying technical knowledge and skills to use ICT efficiently and to manage data and information when and as needed

Students develop critical and creative thinking as they learn to generate and evaluate knowledge, ideas and possibilities, and use them when seeking new pathways or solutions. In learning to think broadly and deeply students learn to use reason and imagination to direct their thinking for different purposes. In the context of schooling, critical and creative thinking are integral to activities that require reason, logic, imagination and innovation.

As they develop critical and creative thinking students learn to:

● pose insightful and purposeful questions● apply logic and strategies to uncover

meaning and make reasoned judgments● think beyond the immediate situation to

consider the ‘big picture’ before focusing on the detail

● suspend judgment about a situation to consider alternative pathways



specialised and technical) vocabulary (Vocabulary)

● use and produce a range of visual materials to learn and demonstrate learning (Visual information)

● Apply appropriate social and ethical protocols and practices to operate and manage ICT.

● reflect on thinking, actions and processes● generate and develop ideas and

possibilities● analyse information logically and make

reasoned judgments● evaluate ideas and create solutions and

draw conclusions● assess the feasibility, possible risks and

benefits in the implementation of their ideas

● transfer their knowledge to new situations

Ethical Behaviour Personal and Social Competence Intercultural Understanding

Students develop ethical behaviour as they learn to understand and act in accordance with ethical principles. This includes understanding the role of ethical principles, values and virtues in human life; acting with moral integrity; acting with regard for others; and having a desire and capacity to work for the common good.

As they develop ethical behaviour students learn to:

● recognise that everyday life involves consideration of competing values, rights, interests and social norms

● identify and investigate moral dimensions in issues● develop an increasingly complex understanding of ethical

concepts, the status of moral knowledge and accepted values and ethical principles

● explore questions such as:● What is the meaning of right and wrong and can I be sure

Students develop personal and social competence as they learn to understand and manage themselves, their relationships, lives, work and learning more effectively. This involves recognising and regulating their emotions, developing concern for and understanding of others, establishing positive relationships, making responsible decisions, working effectively in teams and handling challenging situations constructively.

As they develop personal and social competence students learn to:

● recognise and understand their own emotions, values and strengths, have a realistic assessment of their own abilities and a well-grounded sense of self-esteem and self-confidence (Self-awareness)

● manage their emotions and behaviour, persevere in overcoming obstacles, set personal and academic goals,

Students develop intercultural understanding as they learn to understand themselves in relation to others. This involves students valuing their own cultures and beliefs and those of others, and engaging with people of diverse cultures in ways that recognise commonalities and differences, create connections and cultivate respect between people.

As they develop intercultural understanding students learn to:

● identify increasingly sophisticated characteristics of their own cultures and the cultures of others

● recognise that their own and others’ behaviours, attitudes and values are influenced by their languages and cultures

● consider what it might be like to ‘walk in another’s shoes’● compare the experiences of others with their own, looking

for commonalities and differences between their lives and



that I am right?● Why should I act morally?● Is it ever morally justifiable to lie?● What role should intuition, reason, emotion, duty or self-

interest have in ethical decision making?

develop self-discipline , resilience, adaptability and initiative (Self-management)

● perceive and understand other people’s emotions and viewpoints, show understanding and empathy for others, identify the strengths of team members, define and accept individual and group roles and responsibilities, be of service to others (Social awareness)

● form positive relationships, manage and influence the emotions and moods of others, cooperate and communicate effectively with others, work in teams, build leadership skills, make decisions, resolve conflict and resist inappropriate social pressure (Social management).

seeking to understand these● reflect on how intercultural encounters have affected their

thoughts, feelings and actions● accept that there are different ways of seeing the world

and live with that diversity● stand between cultures to facilitate understanding● take responsibility for developing and improving

relationships between people from different cultures in Australia and in the wider world

● contribute to and benefit from reconciliation between Indigenous and non-Indigenous Australians.



LEARNING AND TEACHING STRATEGIES

WEEK 1 2 3 4 5 6 7 8 9 10

GENERAL CAPABILITIES CROSS CURRICULAR PRIORITIES

CE SEL IE

Engage → Explore → Explain → Elaborate → Evaluate

ENGAGE RESOURCES

Lesson 1.

Using Padlet App (or a Visible Learning App of your choice), students brainstorm their knowledge and understanding of Force and Motion in a whole class setting. Teacher poses the question “What is Force and Motion?” Students have the opportunity to revise their pre taught knowledge of Force and Motion. Students will have an understanding of friction and its effect on force and motion.

Students will build a Marble Run to explore speed of the marble and the variables that affect speed within

Student Resources:

iPad

Teacher Resources:

Marble Run

Padlet App (visible learning App)



the construction of the track.

Also watch the following Youtube clips of different Marble run Tracks.

https://www.youtube.com/watch?v=OlWr_uJQmiY

https://www.youtube.com/watch?v=RdZ7GPUdwD4

Whiteboard and laptop

ASSESSMENT OPPORTUNITIES

Screen shot of student responses on Padlet to gain an understanding of students prior knowledge of Force, motion and Friction.

TECHNOLOGIES LANGUAGE

Force, motion, friction, speed, smooth, construct, explore, variables



WEEK 1 2 3 4 5 6 7 8 9 10


CE SEL IE


EXPLORE RESOURCES

Lesson 2

Learning Intentions - We are going to create a design to demonstrate your understanding of Force, Motion and Friction.

Success Criteria - We will design and construct a Marble Run where the marble moves through the track as slowly as possible.

Student Resources:

Pencils, markers, iPads,

Teacher Resources:

Butchers paper, name tags (stick on for role responsibilities), Construction materials eg. carboard tubes, straws, cardboard, skewers, masking tape, marbles, backboards.



In small groups, students will design and create a track that will demonstrate their understanding of force and Motion and the effects of Friction. Students will collaboratively and equitably allocate jobs in their groups eg. leader, scribe, group speaker, videographer etc. ensuring all ideas are heard and respected.

Students will be provided with and explore a selection of materials for their track.

Design on paper their marble run track with different surfaces. They will annotate their drawings labelling materials, length of track, direction, surface description. Students will discuss what elements of the designs will have to remain constant and what will change for fair testing eg. same size black board and marble for all teams, materials used for design, obstacles on track and angles of levels. Record their predictions on their design. Annotation should be recorded clearly so that others can understand their meaning. Attach to the design a small sample piece of each material used.


Observation of students as they participate in job allocation and design process.


create, design, demonstrate, obstacles, annotate, prediction, predict, investigate, explore, produce, label, annotate, samples, materials, plan, generate, challenge



WEEK 1 2 3 4 5 6 7 8 9 10


CE SEL IE


EXPLAIN RESOURCES

Lesson 3

40 mins - Construct the Marble Run to demonstrate their understanding of friction, gravity, angles, length and time. Children have the chance to revise in order to improve their initial design. Students are to take photos of the construction process. Video your run. Calculate the time of your actual run.

Student Resources:

iPads

Teacher Resources:

Construction materials eg. carboard tubes, straws, cardboard, skewers, masking tape, marbles, backboards.


Teacher Checklist - Observe of equitable



cooperation skills and language used.


Construct, evaluate, collaborate, calculate, materials, friction, surfaces, design, revise, reflect, improve



WEEK 1 2 3 4 5 6 7 8 9 10


CE SEL IE


ELABORATE RESOURCES

Lesson 4

Individual reflection - Choose a device to reflect on your group work, planning, construction, and predictions. Record your reflection to share back to the class including:

1. What worked well?

2. What didn't work well?

3. What could you do to improve your model?

4. How did you work in your group?

Student Resources:

Marble run, design

Teacher Resources:

Computers, Cameras, iPads.


Self Reflection



5. How did you allocate jobs?

6. How you planned and constructed your marble run?

Upload your reflection to Google drive


reflect, planning, construction, predictions, improve, model, allocate, graphic,



WEEK 1 2 3 4 5 6 7 8 9 10


CE SEL IE


EVALUATE RESOURCES

Lesson 5

Invite Buddy class to view the marble run and video reflections. Buddy's to complete a peer reflection on each groups work throughout the unit.

Invite parents to a twilight presentation of the marble run and reflections. Teacher to assess using a checklist on conversations conducted around learning throughout the unit.

Add video reflections to class Google Site.

Student Resources:

Marble Track

Teacher Resources:

Peer reflection

Checklist


Peer reflection



Learning checklist during twilight presentation


Design, construct, materials, angles, friction, annotate, prediction, cooperate, time, record, reflect, create, gravity, materials, solutions, communicate, modify



Educational Modifications

CLASSROOM ACCOMMODATIONS FOR WHOM

Seat near teacher

Assign student to low- distraction area

Seat near positive peer models

Use support groups / cooperative learning

Use rows instead of tables

Use learning centre

Use of time-out

Stand near student when giving instruction

Arrange classroom for safe visibility, accessibility and movement

PRESENTATION OF LESSONS FOR WHOM



Adjust work load, reduce assignments or give alternative assignments

Use visual aids with oral presentation

Teacher gives student outlines or study guides

Ensure regular lesson revisits/reviews

Highlight instructions (marker or highlighter tape)

Give clear behavioural objectives

Ask student to repeat instructions for clarification and understanding

Use high- impact game-like materials

Call on student often

Acknowledgment effort put forth

Give reminders for student to stay on task, monitor student is on task/topic

Use large type/font and dark ink



Keep page format simple

Use visual prompts

Divide page into clearly marked sections

Remove distractions from paper

ALTERNATIVE EVALUATION PROCEDURES FOR WHOM

Reduce number of items

Practice completely similar questions

Arrange for oral testing

Have support staff administer test

Permit student to type or use word processing

Adjust grading criteria based on individual

Adjusted grading option

NOTE TAKING STRATEGIES FOR WHOM

Provide student the means to record



Arrange for note taker e.g. Aide

Give student a copy of notes

Provide time for periodic review of student’s notes (written, dictated, word processed)

ORGANISATIONAL STRATEGIES FOR WHOM

Use calendar to plan assignments

Use of assignment notebook or work checklist especially diary

Daily schedule

Give time top organise desk during class

AM check-in to organise for the day

Lunch-time check-in to organise for PM

PM check-out to organise for homework

Arrange a duplicate set of classroom material for use at home



Develop parent/school contract

Training in time management

SUPPORT SERVICES FOR WHOM

Peer tutoring

Cross-age tutoring

Student buddy

Work with school officer

Meet with staff during available times

Teach student to monitor own behaviour

Implement behaviour contract/reward

Self advocacy/communication skill training

Conflict resolution strategies

Other _____________________



Adapted with permission from Positive Partnerships PD Facilitators Guide

Module 5 Support materials

Appendix 3



Assessment Task Sheet and Criteria Sheet



Assessment Task Sheet

Student Name: Year Level: 4

Name of Task: Teacher:

Learning Area/s: Design and Technology, Science, Maths

Date Commenced: Date Due:

Type of Task: Oral☐ Written☐ Other☐

Task Conditions: Individual☐ Pair☐ ☐ Group Work



In Class☐ Homework☐ Other☐

Opportunity to Access:

Books☐ Notes☐ Library☐ ☐ Technology

Assessed By: Self☐ Peer☐ Teacher☐

Task Description (needs to include purpose and audience)

You will collaboratively design and create a Marble Run where the marble moves through the run as slowly as possible. Present your finished product to the class.

Procedure

1. Take images at each stage of the unit.

2. Design a marble run track where the marble will move as slowly as possible. Annotate your design.

3. Construct your track. Record your marble run on video. Using your video length, calculate the exact length (in time) of your marble run.

4. Evaluate your design. Take a photo of your finished track. Choose an App to annotate modifications your group could make to improve your design and reflect on how effectively you worked as a group. Share your Marble Run, video and reflection with the class.

5. Upload your annotated photo and your video to Google Drive Technology folder.



Resources:



CRITERIA SHEET TITLE

Criteria A B C D E

The student work demonstrates evidence of:

Appropriate choice of materials for their design needs.

(ACTDEK011) (ACTDEP014)

Student demonstrated insightful understanding of appropriate material choices for their design needs.

Student demonstrated detailed understanding of appropriate material choices for their design needs.

Student demonstrated sound understanding of appropriate material choices for their design needs.

Student required support to make appropriate material choices to meet their design needs.

With Explicit support, student made some appropriate material choices to meet their design needs.

Clear and concise drawing and annotations on design plan. (ACTDEP017)

Student was able to proficiently draw and annotate their design plan with detail and accuracy.

Student was able to confidently draw and annotate their design plan.

Student was able to satisfactorily draw and annotate their design plan.

Student required support to draw and annotate their design plan.

With explicit support from peer or teacher, student made an attempt to annotate and draw their design plan.



Critiquing and analysing design and choice of materials. (ACTDEP017)

Student was able to proficiently critique their design and choice of materials and made effective adjustments to their design.

Student was able to effectively critique their design and choice of materials and made some adjustments to their design.

Student was able to satisfactorily critique their design and choice of materials and made an attempt to adjust their design.

Student required support to critique their design and choice of materials.

With explicit support, student made an attempt to critique their design and choice of materials.

Use of appropriate technical terms. (ACTDEP015)

Student’s plan contains extensive technical terms eg. angles, friction, surface, design, annotate, materials, techniques, properties, modifications, tools, material samples, adjust, solutions.

Self reflection contained proficient use of appropriate terms eg. equal participation,

Student’s plan contained detailed technical terms eg. angles, friction, surface, design, annotate, materials, techniques, properties, modifications.

Self reflection contained competent use of appropriate terms eg. equal participation, construct, share, change, plan, annotate,

Student’s plan contained some appropriate technical terms eg. angles, friction, surface, design, annotate.

Self reflection contained satisfactory use of appropriate terms eg. equal participation, construct, share, change, plan, annotate,

With prompts, student’s plan contained some appropriate technical terms eg. angles, friction, surface, design, annotate.

Self reflection contained limited use of appropriate terms eg. equal participation, construct, share,

With explicit support, student’s plan contained some appropriate technical terms eg. angles, friction, surface, design, annotate.

With Explicit support, student’s self reflection contained some appropriate terms eg. equal participation, construct, share,



construct, share, change, plan, annotate, ways their group could improve, how jobs were allocated, test, predict outcomes.

ways their group could improve, how jobs were allocated,

ways their group could improve.

change. change.

Collaboration during design and construction processes. (ACTDEP018)

Student insightfully contributed information and ideas. They listened attentively and responded respectfully to the ideas of others.

Student confidently and cooperatively worked in a team, in various roles, sharing and contributing to the process.

Student consistently contributed information and ideas, and listened to and respectfully responded to the ideas of others.

Student cooperatively worked in a team, in various roles, sharing and contributing to the process.

Student actively contributed information and ideas, and listened to and respectfully responded to the ideas of others.

Student satisfactorily worked in a team, in various roles, sharing and contributing to the process.

With prompts, student contributed information and ideas, and listened to and respectfully responded to the ideas of others.

With support, student worked in a team, in various roles, sharing and contributing to the process.

With explicit support, student contributed information and ideas, and listened to and respectfully responded to the ideas of others.

With explicit support, student worked in a team, in various roles, sharing and contributing to the process.



Appropriate choice of digital technologies to explain, create and reflect on design, construction and collaboration. (ACTDIK007) (ACTDIP009) (ACTDIP013)

Students creatively chose four or more digital tools to explain, create and reflect on their design, construction and collaboration.

Students competently chose three or more digital tools to explain, create and reflect on their design, construction and collaboration.

Students successfully choose two or three digital tools to explain, create and reflect on their design, construction and collaboration.

With prompts, students chose a digital tool to explain, create and reflect on their design, construction and collaboration.

With explicit support, students chose a digital tool to explain, create and reflect on their design, construction and collaboration.

Feedback

Signed:

Date:



Observation Notes during design process

Student name Equitably allocated jobs

Participated in design

Participated in examination of materials

Participated in annotation of design

Recorded a reasonable prediction regarding material choice and design

Reflect on ideas and opinions of others



Checklist during construction

Student name Appropriate language eg. angles, friction etc

Evaluates and revises plan

Shares responsibility

Encourages others during construction process

Questions ideas of the group to seek clarification

Reflects on ideas and opinions of others.



Peer Reflection

1. What your buddy did well in the design of their Marble Run?

2. What could your buddy do differently to improve their design?



3. How well did your buddy explain what they did in their digital reflection?

Twilight Presentation

Student name Logically explains learning intentions and success criteria to parents.

Explains planning and design process using appropriate language eg. design language and maths language.

Verbally reflect to their parents their role and participation during design and construction processes.


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