As educators, we are constantly challenged to make learning engaging, interactive, and relevant. One effective way to achieve this is by integrating real-world applications and repurposing everyday items to create meaningful, hands-on experiences. In this blog post, I’ll share a lesson plan that combines the principles of motion, graphing, and 3D design with a focus on sustainability and creativity in the classroom.
This activity is part of our district’s curriculum on Energy, Forces, and Motion and has been enriched with a design-and-print project using Tinkercad. We’ll also discuss the value of repurposing old classroom materials—like a pegboard and a discarded whiteboard easel—to enhance the learning experience.
Part 1: Investigating Motion with Rolling Objects
Introduction to the Investigation: The lesson begins with a hands-on investigation where students explore the motion of rolling objects, such as toy cars, to understand the relationship between time, position, and speed. This activity is adapted from our district’s curriculum and serves as a foundational experience that students will build upon in subsequent lessons.
Materials:
Toy cars
Meter stick or measuring tape
Stopwatch
Science notebook
Student Sheet 1.2: Graphing Motion
Whiteboard easel (repurposed for group data tracking)
Procedure:
Set Up: Students will work in groups to roll two toy cars along the floor. They will use a stopwatch to time the cars and a meter stick to measure their positions at various time intervals.
Data Collection: Using Table 1.1: Position Versus Time for Two Cars, students will record the position of each car at 5-second intervals up to 20 seconds.
Graphing: Students will plot the data on a graph, with time on the x-axis and position on the y-axis, using Student Sheet 1.2.
Analysis: Students will compare the motion of the two cars by analyzing their graphs, discussing how the motion of the cars was similar and different.
Discussion Questions:
How does the position of each car change over time?
What can you infer about the speed of each car based on your graph?
How does the slope of the graph relate to the speed of the cars?
Part 2: Designing and 3D Printing Custom Pegs with Tinkercad
After completing the initial investigation, students will move on to a more creative and technological task—designing custom pegs using Tinkercad to be used in a subsequent graphing activity on a repurposed pegboard.
Materials:
Pegboard (repurposed from classroom storage materials)
Computer with Tinkercad access
3D printer
Procedure:
Introduction to Tinkercad: Students will receive a tutorial on how to use Tinkercad to design objects. They will start by designing simple pegs that fit into the holes of the pegboard.
Designing the Pegs: Using the measurements provided, students will create their peg designs, which can be customized with initials, numbers, or symbols.
3D Printing: Once designs are finalized, students will export their files and print the pegs using a 3D printer.
Application: The printed pegs will be used in the next graphing activity to plot data points and visually represent the relationship between variables.
Part 3: The Beauty of Recycling in STEAM Education
In today’s world, sustainability and creativity are more important than ever. As part of this lesson, students are encouraged to think critically about how everyday items can be repurposed for new uses. One example is the pegboard originally intended for storage but now serves as a graphing tool. Another is the discarded whiteboard easel that has been transformed into a magnetic chalkboard for tracking group results.
Lessons Learned:
Creativity in Problem-Solving: Repurposing old materials teaches students to think outside the box and find innovative solutions to challenges.
Sustainability: By recycling and reusing materials, we reduce waste and make environmentally responsible choices.
Value Added: These repurposed items add a tangible, hands-on element to the lesson, making abstract concepts like graphing and motion more accessible and engaging for students.
Student Worksheet
Worksheet: Investigating Motion and Designing Custom Pegs
Name: ____________________________Date: ____________________________
Part 1: Investigating Motion
Record your data in Table 1.1.
Time (s)Car #1 Position (m)Car #2 Position (m)00.00.050.80.4101.50.7151.90.9202.21.0
Graph the Data:
Plot the position versus time for both cars on the provided graph paper.
Analysis Questions:
How was the motion of the two cars similar, and how was it different?
What does the slope of the line represent in terms of the cars' speeds?
Part 2: Designing Custom Pegs
Introduction to Tinkercad: Follow the tutorial to learn how to design a 3D object.
Design Your Pegs: Using the measurements provided, create a peg design that will fit into the holes of the pegboard. Customize the top of the peg as desired.
Export and Print: Save your design as an STL file and prepare it for 3D printing.
Use Your Pegs: In the next activity, you will use your printed pegs to plot data on the pegboard.
Rubric
Performance Expectations:
MS-PS2-2: Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.
MS-ETS1-4: Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
Crosscutting Concepts (CCC):
Cause and Effect: Understand and apply the concept of cause and effect in relation to forces and motion.
Disciplinary Core Ideas (DCI):
Forces and Motion: Explore the relationship between forces, mass, and motion through hands-on investigations.
Science and Engineering Practices (SEP):
Planning and Carrying Out Investigations: Develop the ability to plan, conduct, and refine investigations based on evidence and understanding of scientific principles.
Criteria | 4: Exemplary | 3: Proficient | 2: Developing | 1: Beginning |
Planning and Carrying Out Investigations (SEP) | Independently designs and conducts a thorough investigation, clearly identifying variables, controls, and methods. Demonstrates strong organizational skills and makes insightful adjustments based on evidence. | Designs and conducts a solid investigation with minimal guidance, identifying key variables and methods. Demonstrates good organizational skills with reasonable adjustments. | Requires guidance to design and conduct the investigation; understanding of variables and methods is incomplete. Organization is lacking, and adjustments are superficial. | Struggles to design or conduct the investigation; lacks understanding of variables and methods. Disorganization and inability to make adjustments are evident. |
Science and Engineering Practices | Demonstrates a comprehensive understanding of SEP, integrating design, testing, and analysis effectively. Makes well-justified decisions throughout the process. | Demonstrates a good understanding of SEP, with appropriate design, testing, and analysis. Decisions are mostly well-justified. | Shows a basic understanding of SEP with partial application of design, testing, and analysis. Some decisions lack clear reasoning. | Demonstrates little understanding of SEP; design, testing, and analysis are flawed or incomplete. Decisions are poorly justified or missing. |
Crosscutting Concepts (Cause and Effect) | Applies the concept of cause and effect with precision, making well-supported connections between forces and motion. | Understands and applies the concept of cause and effect, with clear connections between forces and motion supported by evidence. | Basic understanding of cause and effect; connections between forces and motion are vague or partially supported by evidence. | Misunderstands cause and effect; unable to connect forces with resulting motion, with little or no supporting evidence. |
Disciplinary Core Ideas (Forces and Motion) | Shows an in-depth understanding of the relationship between forces, mass, and motion, effectively relating these concepts to the investigation. | Demonstrates a good understanding of forces and motion, with mostly accurate explanations relating to the investigation. | Shows limited understanding of forces and motion, with weak or incomplete explanations related to the investigation. | Lacks understanding of forces and motion, with explanations that are incorrect or missing in relation to the investigation. |
Tinkercad Design and 3D Printing | Creates an innovative and functional peg design that fits perfectly, demonstrating strong 3D modeling skills. The design process shows high levels of creativity and problem-solving. | Designs functional pegs that fit well, demonstrating good 3D modeling skills with some creativity and problem-solving. | Pegs designed are somewhat functional but may not fit perfectly; demonstrates basic 3D modeling skills with limited creativity or problem-solving. | Pegs designed are non-functional or do not fit; minimal effort in 3D modeling with little to no creativity or problem-solving evident. |
Data Collection and Analysis | Collects and accurately records data; conducts a thorough analysis of slope to calculate speed, making well-supported conclusions. | Collects and records data with good accuracy; analysis of slope and speed is mostly correct, with generally well-supported conclusions. | Data collection is incomplete or inaccurate; analysis of slope and speed is partially correct, with weak or unsupported conclusions. | Data collection is largely incorrect or incomplete; analysis of slope and speed is incorrect, with conclusions that are unsupported or missing. |
Collaboration and Creativity | Works effectively with others, contributing original ideas and showing strong leadership. Demonstrates high levels of creativity in both the investigation and peg design. | Works well with others, contributing ideas and showing some leadership. Demonstrates creativity in peg design and investigation. | Somewhat engaged with group work; contributes occasionally but lacks leadership. Shows limited creativity in the investigation and peg design. | Struggles to work with others; rarely contributes or shows leadership. Lacks creativity and contribution to the investigation and peg design. |
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