Overview  of  Integrated  STEM    Unit  

Grade  Level:________3rd  _________  Dates:________April  2016_____________________  
 
The  Attraction  is  Obvious:  Designing  Maglev  Systems  
 
In  this  unit,  students  explore  the  connections  between  the  properties  of  magnets,  the  technological  innovation  of  the  maglev  train,  and  the  
filed  of  transportation  engineering.    Students  will  engage  in  understanding  the  force  of  magnetism  and  how  force  can  be  used  for  work.  The  
students  will  begin  the  unit  by  understanding  technology  and  the  transportation  engineering  discipline.  They  will  form  generalizations  about  
magnets  and  their  forces  through  their  knowledge  and  scientific  investigations.  The  students  will  engineer  a  system  that  will  utilize  magnets  
to  propel  and  guide  a  vehicle  through  a  track.    
 
Science  Standard  Correlation   Math  Standard  Correlation   Social  Studies  Standard   Reading/Writing  Standard  Correlation  
Correlation  
S3P2.  Students  will  investigate   MGSE3.NF.2  Understand  a   SS3E3  The  student  will  give   ELAGSE3W2:  Write  
magnets  and  how  they  affect   fraction  as  a  number  on  the   examples  of  interdependence  and   informative/explanatory  texts  to  examine  
other  magnets  and  common   number  line;  represent  fractions   trade  and  will  explain  how  voluntary   a  topic  and  convey  ideas  and  information  
objects.   on  a  number  line  diagram.   exchange  benefits  both  parties.   clearly.  
a. Investigate  to  find        
common  objects  that  are   MGSE3.MD.1  Tell  and  write  time   SS3G2  The  student  will  describe  the   ELAGSE3RL1:  Ask  and  answer  questions  
attracted  to  magnets.     to  the  nearest  minute  and  measure   cultural  and  geographic  systems   to  demonstrate  understanding  of  a  text,  
b. Investigate  how  magnets   time  intervals  in  minutes.  Solve     referring  explicitly  to  the  text  as  the  basis  
attract  and  repel  each   word  problems  involving  addition   Focus:  Japan,  Socio-­‐Economic  Effects   for  the  answers.  
other.   and  subtraction  of  time  intervals   of  Transportation  Systems    
  in  minutes,  e.g.,  by  representing   ELAGSE3RL4:  Determine  the  meaning  of  
Habits  of  Mind  and  Nature  of   the  problem  on  a  number  line   words  and  phrases  as  they  are  used  in  a  
Science  Standards  are  integrated   diagram.   text,  distinguishing  literal  from  non-­‐literal  
throughout  the  EiE  Unit:     language.  
  MGSE3.MD.4  Generate  
S3CS1,  S3CS2,  S3CS3,  S3CS4,   measurement  data  by  measuring  
S3SC5,  S3CS6,  S3CS7   lengths  using  rulers  marked  with  
halves  and  fourths  of  an  inch.  
Show  the  data  by  making  a  line  
plot,  where  the  horizontal  scale  is  
marked  off  in  appropriate  units—  
whole  numbers,  halves,  or  
quarters.  
 
MGSE3.MD.8  Solve  real  world  and  
mathematical  problems  involving  
  
perimeters  of  polygons,  including  
finding  the  perimeter  given  the  
side  lengths,  finding  an  unknown  
side  length,  and  exhibiting  
rectangles  with  the  same  
perimeter  and  different  areas  or  
with  the  same  area  and  different  
perimeters.  
 
MGSE3.MD.2  Measure  and  
estimate  liquid  volumes  and  
masses  of  objects  using  standard  
units  of  grams  (g),  kilograms  (kg),  
and  liters  (l).17  Add,  subtract,  
multiply,  or  divide  to  solve  one-­‐
step  word  problems  involving  
masses  or  volumes  that  are  given  
in  the  same  units,  e.g.,  by  using  
drawings  (such  as  a  beaker  with  a  
measurement  scale)  to  represent  
the  problem.  
 
MGSE3.OA.8  Solve  two-­‐step  word  
problems  using  the  four  
operations.  Represent  these  
problems  using  equations  with  a  
letter  standing  for  the  unknown  
quantity.  Assess  the  
reasonableness  of  answers  using  
mental  computation  and  
estimation  strategies  including  
rounding.  
 
MGSE3.MD.5  Recognize  area  as  an  
attribute  of  plane  figures  and  
understand  concepts  of  area  
measurement  
MGSE3.NBT.2  Fluently  add  and  
subtract  within  1000  using  
strategies  and  algorithms  based  on  
  
place  value,  properties  of  
operations,  and/or  the  
relationship  between  addition  and  
subtraction.  
 
         
Correlating Field Trips/Outreach Programs:
                 
                                                                                                                                                                                                             
   
  
Engineering  Integrated  Unit  Plan  

Title   The  Attraction  is  Obvious:  Designing  Maglev  Systems  

Authored  By   Catrina  Reid,  Kassidy  Moore  

developed  from  EiE  kit  
Grade  Level   3rd    

Engineering  Focus   Transportation  engineers  have  aided  in  the  design  and  improvement  of  nearly  all  means  of  
transportation  used  around  the  world.  They  are  primarily  concerned  with  safely  and  efficiently  moving  
both  people  and  goods  from  place  to  place.  Streets,  highways,  trains,  airports,  and  harbors  have  all  been  
influenced  by  transportation  engineers.    Transportation  engineers  tend  to  focus  not  on  the  design  of  
different  types  of  transportation  but  on  the  systems  as  a  whole.  Systems  are  a  type  of  technology  that  is  
comprised  of  many  parts,  which  must  work  together  in  order  to  properly  function  and  meet  a  goal.    
 
Engineering  Design:  
• Define  a  simple  design  problem  reflecting  a  need  that  includes  specified  criteria  for  success  and  
constraints  on  materials,  time,  or  cost.  
• Generate  and  compare  multiple  possible  solutions  to  a  problem  based  on  how  well  each  is  likely  
to  meet  the  criteria  and  constraints  of  the  problem.  
• Plan  and  carry  out  fair  tests  in  which  variables  are  controlled  and  failure  points  are  considered  to  
identify  aspects  of  a  model  or  prototype  that  can  be  improved.  
 
Timeline/Dates   Building  Background/Content  Knowledge  and  Problem  Research=  8  days  
Engineering  Activity:  2  days  
Prior  Knowledge   Magnets  
Big  Ideas   Students  explore  the  connections  between  the  properties  of  magnets,  the  technological  innovation  of  the  
  maglev  train,  and  the  field  of  transportation  engineering.    Hands-­‐on  activities,  discussions,  and  readings  
  familiarize  students  to  the  Engineering  Design  Process,  the  work  of  transportation  engineers,  and  other  
engineering  and  technology  appropriate  for  elementary  students.    
Essential  Questions   • What  are  technologies  and  who  designs  them?  
• What  is  the  role  of  transportation  engineers?  
• What  are  maglev  systems?  How  does  it  function?  How  is  it  related  to  magnets?  
• What  types  of  problems  do  transportation  engineers  solve  and  what  are  some  factors  they  work  to  
balance?  
• How  can  we  use  our  knowledge  of  the  properties  of  magnets,  the  Engineering  Design  Process,  and  our  
  
creativity  to  design  a  maglev  transportation  system?  
Students  will  Know:   • Almost  all  of  the  objects  we  use  every  day  are  examples  of  technology.  
(Essential  Knowledge,  Skills   • Engineers  design  technology  to  solve  problems.  
and  Processes)   • Transportation  engineers  are  concerned  with  the  safety  and  efficiency  of  systems  that  are  used  to  
  move  people  or  objects  from  one  place  to  another.  
• Maglev  transportation  systems  take  advantage  of  the  magnetic  force  of  repulsion.  
Students  will  Understand:   • Develop  an  understanding  of  transportation  engineering,  the  engineering  design,  process  problem  
(Understanding  the  Subject)   solving,  collaboration  and  teamwork.  
 
Students  will  Do:   • Design  a  maglev  transportation  system  by  creating  a  track  and  vehicle  that  can  move  pennies,  
crayons,  or  pencils  from  one  place  to  another.  
Day  of  Unit   Lesson   Materials   Interactive  Notebook  Entry  
Day  1   1. Math:  Using  the  STEM  Integrated  problem   Assignments   Engineering  Tab  
April  20th     solving  PowerPoint,  allow  students  to  work   ü What  is   - Career  Bubble  Map  -­‐  
Lesson  1:  Technology  in  a   independently  or  in  pairs  to  complete  the   Technology  pre-­‐ Left  Side  
Bag   problem  or  task  for  Day  1.   assessment   - Technology  Activity  -­‐  
2. Ask  students  what  is  technology?  Write  their   ü What  is  an   Left  Side  
answers  on  the  board  or  chart  paper.    You   Engineer  pre-­‐ Math  Tab  
will  revisit  the  answers  after  the  tests  and   assessment   - Problem  Solving  
activity   ü Magnet  pre-­‐
3. Allow  the  students  (individually)  to  complete   assessment  
the  What  is  Technology  pre-­‐test  and  collect.   ü What  is  
• Each  right  answer  is  worth  5  points  –   Technology  T-­‐
Record  results.    Results  will  be   Chart  
collected.  Students  will  re-­‐take  the  test    
at  the  end  of  this  unit.     Materials  
4. Allow  the  students  (individually)  to  complete   − brown  paper  bag  
the  What  is  an  Engineer  Pre-­‐Test  and  collect.   with  items  
• Each  right  answer  is  worth  5  points  –   (toothbrush,  
Record  results.    Results  will  be   flashlight,  paper  
collected.  Students  will  re-­‐take  the  test   clips,  scissors,  
at  the  end  of  this  unit   glue  stick)  
5. Allow  the  students  (individually)  to  complete    
the  Magnet  pre-­‐test.  Collect  tests  and  record  
results.    Students  will  retake  the  test  at  the  
end  of  this  unit.  
  
• Each  right  answer  is  worth  20  points  –  
Record  results.    Results  will  be  
collected.  Students  will  re-­‐take  the  test  
at  the  end  of  this  unit.    
6. TECHNOLOGY  ACTIVITY  
• Place  students  in  groups.  
Ø Allow  the  students  to  assign  
jobs:  team  captain,  scribe,  
illustrator  (photo  person),  time  
keeper,  materials  manager,  and  
reporter  
• Give  each  group  a  bag  full  of  objects  
(about  6  items  per  bag)  
• The  students  should  sort  the  items  
into  two  groups:    Technology  and  Not  
Technology.    Students  will  record  their  
results  on  the  T-­‐Chart  and  place  in  
INB.  
• Once  students  are  finished  allow  them  
to  view  the  What  is  Technology  
PowerPoint  on  the  Verge  platform  
7. Using  the  Internet  for  research,  allow  each  
group  to  complete  the  bubble  map  about  
transportation  engineers.  (Suggested  Site  –  
www.sciencebuddies.org)  
• Allow  the  students  to  use  their  bubble  
map  to  construct  a  PowerPoint  
presentation  about  transportation  
engineers.  
Day  2     1. Math:  Using  the  STEM  Integrated  problem   Assignments   Integrated  Tab  
April  21st     solving  PowerPoint,  allow  students  to  work   ü Map   - Map  -­‐  Left  Side  
Lesson  2  Hikaru’s  Toy   independently  or  in  pairs  to  complete  the     Math  Tab  
Troubles     problem  or  task  for  Day  2.     - Problem  Solving  
  2. Review  Vocabulary  PowerPoint  with  the   Materials  
students     − Hikaru’s  Toy  
3. Read  the  book  “Hikaru’s  Toy  Troubles  to  your   Troubles  Booklet    
  
classroom  
4. Discuss  these  questions  
o Compare  Cram  school  with  a  similar  
situation  where  you  live.  
o Describe  what  the  author  mean  when  
they  wrote,  “Dad’s  voice  sounded  dull  
and  Mom’s  voice  didn’t  sound  right  
either”?  
o Discuss  what  it  would  be  like  if  your  
parents  owned  a  toy  store.  
o How  would  the  new  technology  at  
Azuki  Toys  help?    Explain  the  supply  
and  demand  that  would  happen  in  the  
store.    
5. Place  the  students  in  their  previous  groups.    
6. Distribute  the  Map.    Allow  the  students  to  use  
the  computer  and  internet  to  find  the  location  
of  Japan  and  color  it  red.    They  should  also  
locate  the  United  States  and  color  it  blue.    Add  
a  key.    (INB  Entry)  
Day  3   1. Math:  Using  the  STEM  Integrated  problem   Assignments   Math  Tab  
April  22nd     solving  PowerPoint,  allow  students  to  work   ü New  Technology   - Problem  Solving    
Lesson  3  Exploring  Magnets   independently  or  in  pairs  to  complete  the   at  Azuki  Toys   Integrated  Tab  
  problem  or  task  for  Day  3.     - “New  Technology  at  
2. Place  students  in  groups,  instruct  the  group  to     Azuki  Toys!”  
go  to  www.pebblego.com     Materials  
o login  info:  chal147     − 2  bar  magnets    
o password:  dekalb   − 1pack  of    index  
3. Search  Magnetism   card  per  group    
4. Students  should  self-­‐direct  through   − ruler    
o What  Is  a  Magnet?   − interactive  
o Magnetic  Field   notebooks  
o Magnetic  Poles   camera  
o How  We  Use  Magnets   − 1  sheet  of  paper  
o Earth’s  Magnetic  Field   (8.5”  x  11”)  
5. Watch  both  videos   − crayons/markers  
 
  
6. MAGNET  ACTIVITY  
Challenge:  How  far  apart  can  two  magnets  be  
and  still  attract  or  repel  each  other?  Predict  
the  distance  and  write  it  in  your  INB.  
STEPS  
o Place  the  magnets  so  they  pull  on  each  
other  and  touch    
o Put  five  index  cards  between  the  
magnets.  Wiggle  the  cards  to  show  
that  the  magnets  are  pulling  on  each  
other.    
o Put  five  more  index  cards  between  the  
magnets.  Wiggle  the  cards  to  show  
that  the  magnets  are  pulling  on  each  
other.  
o Keep  adding  index  cards,  five  at  a  time,  
until  the  magnets  stop  pulling  on  each  
other.  Count  how  many  cards  are  
between  the  magnets.    
o Use  the  ruler  to  measure  how  far  apart  
the  magnets  are  when  they  stop  
pulling  each  other.  
o Take  a  picture  to  show  how  far  apart  
the  magnets  are.    
7. Allow  the  students  to  complete  the  “New  
Technology  at  Azuki  Toys!”  Assignment.    
Day  4     1. Math:  Using  the  STEM  Integrated  problem   Assignments   Math  Tab  
April  25th     solving  PowerPoint,  allow  students  to  work   ü PowerPoint   - Problem  Solving  
Lesson  4  Making  Technology   independently  or  in  pairs  to  complete  the   Rubric  
  problem  or  task  for  Day  4.        
2. Place  students  in  their  groups.   Materials  
3. Review  magnetism  by  allowing  the  students   - Video  on  Verge    
to  view  the  video  “The  Science  Behind    
Magnets:  How  do  they  Work”  on  the  Verge  
platform  
4. As  a  group,  allow  the  students  to  create  a  
PowerPoint  presentation  explaining  how  
  
magnets  work.  
5. Use  the  rubric  to  explain  the  requirements  of  
the  PowerPoint.    
 
Day  5  –6   1. Math:  Using  the  STEM  Integrated  problem   Assignments   Math  Tab  
April  26th  –  27th       solving  PowerPoint,  allow  students  to  work   ü Magnet  Station   - Problem  Solving  
Lesson  5  -­‐  Magnet  Stations   independently  or  in  pairs  to  complete  the   Activity  Booklet   Science  Tab  
  problem  or  task  for  Day  5.    Day  6  should  be     - Magnet  Station  
done  tomorrow.   Materials   Activity  Booklet  
2. MAGNET  STATION  ACTIVITY   - ring  magnets    
o Station  1  -­‐  What’s  the  Attraction?   - pencils    
o Station  2  -­‐  Thick  &  Thin   - coins    
o Station  3  -­‐  Magnet  Train   - spoon    
o Station  4  -­‐  Floating  Magnets   - ruler    
o Station  5  -­‐  Strong,  Stronger,  Strongest   - scissors    
o Station  6  -­‐  Build  a  Compass   - paper  clips  
o Learning  Summary  
3. Once  completed  place  the  booklet  in  the  INB  -­‐  
Left  Side  
Day  7   1. Math:  Using  the  STEM  Integrated  problem   Assignments   Engineering  Tab  
April  28th     solving  PowerPoint,  allow  students  to  work   ü Transportation   • Transportation  
Lesson  6  –  Becoming   independently  or  in  pairs  to  complete  the   Engineering:   Engineering:  
Transportation  Engineers   problem  or  task  for  Day  7.   Intersection   Intersections  
2. Tell  the  students  that  today  they  are  going  to   questions   Questions  
work  as  transportation  engineers.  They  will    
be  examining  intersections  and  how  they   Materials  
work.    As  people  travel  by  car,  truck,  or  bus,   - Videos  on  Verge  
they  encounter  many  intersections  of  many   - GA  DMV  Driver’s  
different  designs.    Today,  the  class  will   Manual    
examine  and  explore  one  kind  of  intersection.     - Chart  Paper  
3. Ask  Students:   - Pencils  
o Did  anyone  travel  through  an   - Markers  
intersection  on  their  way  to  school   - Rulers  
today,  either  on  foot  or  in  a  vehicle?    
o What  did  it  look  like?  
o Did  you  feel  safe  going  through  the  
intersection?  Why  or  why  not?  
  
o Did  you  notice  any  technologies  that  
helped  make  the  intersection  safe?  
4. Place  students  in  groups,  and  allow  the  
students  to  pull  up  the  Georgia  DMV  driver’s  
manual  on  page  42  to  answer  the  following  
questions:  
o On  what  side  of  the  road  must  vehicles  
travel?  
§ Travel  right  side.  
o What  does  the  double  (yellow)  line  
mean?  
§ Vehicles  may  not  cross  the  line.  
o What  does  the  dash  line  mean?  
§ Vehicles  may  move  across  this  
line  to  pass  other  vehicles.  
Vehicles  on  either  side  of  this  
line  travel  in  the  same  direction.    
o What  does  the  thick  line  across  the  
side  road  mean?  
§ This  is  a  stop  line.  Vehicles  that  
encounter  this  line  must  stop  
before  entering  the  intersection.  
o What  does  the  hash-­‐marked  section  
mean?  
§ It  is  an  area  where  vehicles  are  
not  allowed  to  be.  
o If  you  want  to  make  a  right  or  left  turn  
at  the  intersection,  what  should  you  
do?  
§ Look  both  ways,  make  sure  no  
cars  are  coming,  and  then  turn.    
5. Imagine  the  hallway  a  street  and  an  
intersection  and  explain  and  demonstrate  to  
your  students  how  an  intersections  works.      
 
TRANSPORTATION  ENGINEERING  ACTIVITY  
1. Give  each  group  a  sheet  of  chart  paper.  
  
2. Allow  the  students  to  view  the  video  “Drivers  
Ed:  Intersections”  
3. Explain  to  the  students  that  they  will  make  a  
model  intersection.  
4. It  must  be  a  four-­‐lane  road  intersecting  with  a  
two-­‐lane  road.      
• Each  lane  must  be  four  inches  wide.  
• Median  must  be  two  inches  wide  
• Add  traffic  lights  where  needed  
• Add  double  yellow  lines  were  needed  
• Add  dashed  white  lines  as  needed  
• Draw  model  cars  in  the  appropriate  
directions  
• Make  it  colorful  
5. Hang  intersections  around  the  classroom,  
take  pictures  for  your  classroom  evidence.  
Day  8   1. Math:  Using  the  STEM  Integrated  problem   Assignments   Math  Tab  
April  29th     solving  PowerPoint,  allow  students  to  work   ü Share  What  You   - Problem  Solving  
Lesson  6  -­‐  What  do  you   independently  or  in  pairs  to  complete  the   Know   Science  Tab  
know?   problem  or  task  for  Day  8.     - Share  What  You  Know  
  2. Allow  the  students  to  complete  the  “Share   Materials   Activity  (left  tab)  
What  You  Know”  Individually   - Laptops  
Day  9  –  10   1. Math:  Using  the  STEM  Integrated  problem   Assignments   Math  Tab  
May  3rd  -­‐4th     solving  PowerPoint,  allow  students  to  work   ü Engineering   - Problem  Solving  
CULMINATING  CHALLENGE   independently  or  in  pairs  to  complete  the   Design  Brief   Engineering  Tab  
  problem  or  task  for  Day  9.  Day  10  should  be     - EDB  
done  tomorrow.   Materials  
2. Place  students  back  in  their  groups   - Laptops  
3. Allow  students  to  view  the  Maglev  train  video     - PowerPoint  on  
4. Allow  students  to  view  the  challenge   Verge  
PowerPoint   - A  bar  magnet  
5. Allow  students  to  complete  the  Math  Problem   with  marked  
in  the  PowerPoint   poles    
o Guide  the  students  through  the   - small  paper  cup    
Engineering  Design  Process   - coins    
§ Review  the  ASK  (1  minute)   - masking  tape    
  
§ allow  the  groups  to  IMAGINE   - sheets  of  
(10  minutes)   cardboard    
§ allow  the  groups  to  PLAN  (10   - a  small  box  or  
minutes)   shoe  box    
§ Once  you  have  checked  to  see   - magnets  of  
that  they  have  completed  their   different  shapes  
plan,  allow  them  to  CREATE   and  sizes  
(20  minutes)   - scissors  
§ Do  not  distribute  materials   - markers    
until  the  previous  steps  are  
complete.    
§ DO  NOT  HELP  THE  
STUDENTS.  Let  them  think  
critically  about  a  solution.    
§ Observe  and  ask  guiding  
questions,  redirect  them  in  
their  roles  if  necessary.  
§ After  20  minutes  ask  
students  to  STOP.  
§ Now  it  is  time  to  TEST    
§ After  the  test  allow  them  to  
complete  the  IMPROVE  (10  
minutes)  on  the  EDB.  
§ If  time  permits  allow  the  
students  to  IMPROVE  their  
creation  and  RETEST.  
 
Day  11   1. Administer  the  post  tests   Assignments    
May  5th   o What  is  Technology?   ü What  is  
Post  Tests   o What  is  an  Engineer?   Technology  
o Magnet  Post-­‐Test   ü What  is  an  
Engineer  
ü Magnet  Post  Test  
 
Materials  
Vocabulary   magnets                      engineering  design  process                                                                                
engineer                    Maglev  train  
  
levitate                          technology  
magnet                          transportation  engineer  
poles  
Resources/Websites   • PeppleGo  
• Engineering  Is  Elementary    
• YouTube  
• Verge  
• PowerPoint  
Assessment   Engineering  Task:  Teachers  will  assess  student  performance  as  a  project  grade  using  a  rubric.  The  
  student  performance  will  be  determined  by  how  effectively  the  students  worked  in  a  group  
  (participation)  and  the  outcome  of  their  final  design.  In  addition,  teachers  will  use  the  correlating  student  
  packet  that  includes  a  guided  portfolio  and  correlating  math  activities.