Curriculum

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Curriculum

Curriculum 2009689

Curriculum Grid

Wheels and Axles

Gears

Levers

Pulleys Problem-Solving Model

Main Model

Principle Models

Problem-Solving Model

Main Model

Principle Models

Problem-Solving Model

Main Model

Principle Models

Problem-Solving Model

Main Model

Principle Models

Science (NSTA) Science as inquiry: Students develop abilities necessary to do scientific inquiry. Students plan and conduct a simple investigation. Students employ simple equipment and tools to gather data and extend the senses. Students use data to construct a reasonable explanation. Students communicate investigations and explanations. Students develop understanding about scientific inquiry. Students know scientific investigations involve asking and answering a question and comparing the answer with what scientists already know about the world. Students use different kinds of investigations depending on the questions they are trying to answer; types of investigations include describing objects, events, and organisms; classifying them; and doing a fair test (experimenting). Students learn scientists develop explanations using observations (evidence) and what they already know about the world (scientific knowledge); good explanations are based on evidence from investigations. Physical Science: Students develop an understanding of position and motion of objects. Students learn the position of an object can be described by locating it relative to another object or the background. Students identify a simple problem. Students propose a solution. Students implement proposed solutions. Students evaluate a product or design. Science and Technology: Students communicate a problem, design, and solution. Students develop an understanding about science and technology.

Engineering Engineering Design Process: Students identify need or problem. Students model in two and three dimensions. Students test and evaluate. Students redesign. Students meet design constraints.

Mathematics (NCTM) Geometry: Students build and draw geometric objects. Students identify and build a three-dimensional object from two-dimensional representations of that object. Students identify and draw a two-dimensional representation of a threedimensional object. Problem-Solving: Students predict the probability of outcomes of simple experiments and test the predictions. Data Analysis and Probability: Students collect data using observations, surveys, and experiments. LEGO and the LEGO logo are trademarks of the/sont des marques de commerce de/son marcas registradas de LEGO Group. ©2012 The LEGO Group. 044409.

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Curriculum

Curriculum Highlights Gears Principle & Main Models

Wheels and Axles Principle & Main Models

Levers Principle & Main Models

Pulleys Principle & Main Models

• Identify gears as either spur or crown gear. • Build a model that will gear up and increase speed of rotation. • Build a model that will gear down and decrease speed of rotation. • Arrange gears so they turn in the same direction, in opposite directions, or at 90 degrees to each other as desired. • Recognize that how fast or how slowly one gear makes another turn depends on the number of teeth on the gears and their position.

• Identify a wheel and axle as a simple machine. • Investigate a single fixed axle. • Investigate separate axles. • Build a wheeled model that turns a corner easily. • Build a model that can be steered. • Identify where friction might be found.

• Identify a lever as a rod or arm that tilts around a pivot to produce useful motion. • Describe the pivot, effort, and load. • Recognize that the effectiveness of a lever depends on the arrangement of the pivot point, effort, and load. • Identify first class levers.

• Identify a pulley wheel. • Build a model that will gear up and increase speed of rotation. • Build a model that will gear down and decrease speed of rotation. • Arrange pulleys so that the drive pulley turns in the same direction as the driven pulley. • Recognize that the turning ratio of one pulley to another is determined by the size of the pulleys. • Arrange pulley wheels so they turn in the same direction, in opposite directions, or at 90 degrees to each other as desired.

• Build 3-dimensional models. • Follow steps of the engineering design process. • Draw pictures of machines and mechanisms.

• Build 3-dimensional models. • Follow steps of the engineering design process.

• Build 3-dimensional models. • Follow steps of the engineering design process. • Draw pictures of machines and mechanisms.

• Predict outcomes of various trials. • Measure with standard units of measure.

• Predict outcomes of various trials. • Measure with standard units of measurement.

• Predict outcomes of various trials. • Count rotations.

Science curriculum: Investigating simple machines, scientific inquiry, speed, fair testing, predicting and measuring, collecting data, and describing outcomes.

Technology/Engineering curriculum: Identifying a need or problem, building a model, and testing and evaluating.

• Build 3-dimensional models. • Follow steps of the engineering design process.

Mathematics curriculum: Counting, drawing geometric shapes, calculating, measuring, predicting outcomes, and problem-solving.

• Predict outcomes of various trials. • Count teeth on gears and count rotations. • Draw geometric shapes.

LEGO and the LEGO logo are trademarks of the/sont des marques de commerce de/son marcas registradas de LEGO Group. ©2012 The LEGO Group. 044409.

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