CLEVELAND AVENUE ELEMENTARY SCHOOL  

Project Based Learning  

Design Guide 
Unit/Project Title: ​Kids STEM Carnival  Duration: ​9 weeks 
Content Focus: ​ Science - Force & Motion  Teacher(s): ​R. Bolden, A. Watkins, J. Woodfork, D. Price  Grade Level: ​4th 
Other subject areas to be included: ​Mathematics, English/Language Arts, Social Studies 
KEY KNOWLEDGE: 
Significant Content  NGSS: 
  ● S4P3a.​ Plan and carry out an investigation on the effects of balanced and unbalanced forces on an 
object and communicate the results. 
● S4P3b.​ Construct an argument to support the claim that gravitational force affects the motion of an 
object. 
● S4P3c. ​ Ask questions to identify and explain the uses of simple machines (lever, pulley, wedge, 
inclined plane, wheel and axle, and screw) and how forces are changed when simple machines are used 
to complete tasks. 
 
Writing/ ELA: 
● ELAGSE4RI1: ​Refer to details and examples in a text when explaining what the text says explicitly 
and when drawing inferences from the text. 
● ELAGSE4RI2: ​Determine the main idea of a text and explain how it is supported by key details; 
summarize the text. 
● ELAGSE4RI3: ​Explain events, procedures, ideas, or concepts in a historical, scientific, or technical 
text, including what happened and why, based on specific information in the text. 
● ELAGSE4RI7: ​Interpret information presented visually, orally, or quantitatively (e.g., in charts, 
graphs, diagrams, timelines, animations, or interactive elements on Web pages) and explain how the 
information contributes to an understanding of the text in which it appears. 
 
Social Studies: 
● SS4G1b. ​Locate major man-made features of the United States: New York City, NY; Boston, MA;   
Philadelphia, PA; Washington, D.C.; Gettysburg, PA; and the Erie Canal. 
 
Math: MGSE4.OA.3 . ​Solve multistep word problems with whole numbers and having whole-number 
answers using the four operations, including problems in which remainders must be interpreted. Represent 
these problems using equations with a symbol or letter standing for the unknown quantity. Assess the 
reasonableness of answers using mental computation and estimation strategies including rounding. 
 ● MGSE4.NBT.2 . ​Read and write multi-digit whole numbers using base-ten numerals, number names, 
and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, 
using >, =, and < symbols to record the results of comparisons. 
● MGSE4.NBT.3. ​Use place value understanding to round multi-digit whole numbers to any place. 
● MGSE4.NF.1. ​Explain why two or more fractions are equivalent a/b = n x a/n x b ex: ¼ = 3 x 1/ 3 x 4 
by using visual fraction models.   
● MGSE4.MD.1. ​Kow relative sizes of measurement units within one system of units including km, m, 
cm; kg, g; lb, oz; l, ml; hr, min., sec. 
● MGSE4.MD.2. ​Use the four operations to solve word problems involving distances, intervals of time, 
liquid volumes, masses of objects, and money, including problems involving simple fractions or 
decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller 
units. Represent measurement quantities using diagrams such as number line diagrams that feature a 
measurement scale. 
● MGSE4.MD.5. ​Recognize angles as geometric shapes that are formed wherever two rays share a 
common endpoint, and understand concepts of angle measurement. 
● MGSE4.G1. ​Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular 
and parallel lines. Identify these in two-dimensional figures. 
●  
Technology: ​ISTE Standards for Students:
● 3. Knowledge Constructor 
Students critically curate a variety of resources using digital tools to construct knowledge, produce 
creative artifacts and make meaningful learning experiences for themselves and others. 
● 7. Global Collaborator 
Students use digital tools to broaden their perspectives and enrich their learning by collaborating with 
others and working effectively in teams locally and globally. 
 
Engineering: 
● 3-5--ETS1-1:​ Define a simple design problem reflecting a need or a want that included specified 
criteria for success and constraints on materials, time, or cost. 
● 3-5--ETS1-2:​ 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. 
● 3-5--ETS1-3:​ Plan and carry out fair tests in which variables are controlled and failure points and 
considered to identify aspects of a model or prototype that can be improved. 

21​st​ Century Competencies  Collaboration  x  Creativity and Innovation  x

(to be taught and assessed)  Communication  x  Other: 
Critical Thinking  x   
Project Summary  Students will assume the role of an Engineer. Most Students at Cleveland Avenue Elementary look forward to
the Fall Carnival every year. Most of the games students will play are the same games they have played for
(include student role, issue,  years. Therefore, many of the students will like to make use of their knowledge of force and motion to make
problem or challenge, action taken,  improvements to existing games and/or design new games​. ​As an engineer, you have the skills to build
and purpose/beneficiary)  prototypes that are economical, entertaining, and innovative.
 
 
 
 
 
 
 
CHALLENGING PROBLEM OR QUESTION: 
Driving Question: 
  How can we design new economical and innovative games for the Fall Carnival?

SUSTAINED INQUIRY: 
Need to Know:  What is the difference between balanced and unbalanced forces.
(​Remember to create a list of  What is a gravitational force? How does it affect the motion of an object?
“​Anticipated”​ ​Need to Know  What is a simple machine?
questions prior to Entry Event.  How are simple machines used in real world situations?
How do simple machines work easier for people?
What is gravity and how does it affect things on the earth?
How can forces be used to make objects move, change direction, or stop?
How is the motion of an object related to the size of the object and the amount of force that is applied to the
object?
AUTHENTICITY: 
Project Problem  Every year students participate in the Fall Carnival here at Cleveland Avenue 
(How does this relate to the real  Elementary School. Many of the games students have played for several years. 
world? What problem exists in  After many years, students are no longer interested in playing some of the present 
their lives, school, community, or  games and have expressed that they would like to see new games at the carnival. 
world? )  Some of the games can be improved through innovation and new games can be 
created.  
Entry Event: ​ November 2, 2018  The entry event for this unit will be the Cleveland Avenue Elementary School Fall 
Festival. Students will participate in the festival activities and critique the activities 
as far as cost, durability, effectiveness, and entertainment. Students will determine 
if additional games/activities should be added or if the current games/activities 
should be modified for cost effectiveness and entertainment. 
 
 STUDENT VOICE & CHOICE: 
Products: Products are tasks that  Individual:  Specific content and competencies to be assessed: 
solve your problem in the unit.  Math: 
These are not experiments that   
use the scientific method, labs or   
investigations. They are the  Team:  Specific content and competencies to be assessed: 
solutions to your problem.     
  Reading/ELA:  Reading/ELA: 
Must include ED Process in at least  ● Newton’s Laws of Motion Brochure:  ● ELAGSE4RI1: ​Refer to details and examples in a 
one of the products.  In groups of 2 to 3, students will create  text when explaining what the text says explicitly and 
  a brochure on Newton’s Laws of  when drawing inferences from the text. 
  Motion (typed brochure). Students  ● ELAGSE4RI2: ​Determine the main idea of a text and 
Engineering Design Process:  must include the following on their  explain how it is supported by key details; summarize 
● ASK ​questions- Introducing  brochures: statements of each law, two  the text. 
the project (30 minutes)  illustrations for each law, and one  ● ELAGSE4RI3: ​Explain events, procedures, ideas, or 
● Conduct ​RESEARCH​ ​(1 or  paragraph per illustration describing  concepts in a historical, scientific, or technical text, 
more class periods)  how the illustration demonstrates the  including what happened and why, based on specific 
● Draft a ​PLAN​ (​3 class  law.  information in the text. 
periods)  ● Simple Machines PowerPoint:    ● ELAGSE4RI7: ​Interpret information presented 
● CREATE​ a  In groups of 2 to 3, students will create  visually, orally, or quantitatively (e.g., in charts, 
model/prototype (5 class  a Simple Machines Powerpoint  graphs, diagrams, timelines, animations, or interactive 
periods)  presentation (Google Slides). Students  elements on Web pages) and explain how the 
● TEST/EVALUATE​ ​the  must include the following on their  information contributes to an 
model (1 class period)  presentations: definition, an  understanding of the text in which it appears. 
● IMPROVE​ the design (2  illustration of an example, and a   
class periods)  descriptive caption explaining how the 
● COMMUNICATE​ project  simple machine makes work easier (in 
to a public audience (peers,  the illustration). 
other grade levels, parents,   
experts, etc. This part is  Science/Innovation 
crucial and extremely  ● Force and Motion Game: 
important)  In groups of 2, students will create a 
Force and Motion game. The game 
must test the user’s knowledge of the 
following terms: force, motion, inertia, 
work, Newton’s Laws of Motion, 
friction, gravity, energy, machine, 
simple machine, complex machine, 
mechanical advantage, and efficiency. 
  
 
PUBLIC PRODUCT: 
Public Audience  The final product that students will display will be the carnival game that they created. All stakeholders will be 
(​Experts, audiences, or product  able to participate in and play with the carnival games, as students explain how their games demonstrate the 
users students will engage with  concepts of force and motion. 
during/at end of project) 
 
Resources Needed  On-Site Experts:  Off/Site Field Experience:   
    Skyview Atlanta 
  168 Luckie St., NW. 
  Atlanta, GA.  
  Tentative Date: November 28, 2018 11:30-1:30 
  Equipment: 
   
   
  Materials: 
   
 
Community Resources: 
CRITIQUE, REVISION, REFLECTION 
Reflection:  Journal/Learning Log  x  Focus Group   
(Individual, Team, and/or Whole  Whole Class Discussion  x  Rubric  x 
Class)  Survey