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PBL Overview

Title: Leprechaun Trap

Est. Start Date: Duration: 8 Weeks
Teacher: Caroline Butler, Shelley
Lake, Pam Parkerson,
Heather Voyer
Grade Level: 2nd Grade
Content Focus: Forces and Simple Machines Other subject areas to be included: Math, Writing,
Verbal Presentations, and Physical Education,
Project Idea:
Summary of the issue,
challenge, investigation,
scenario, or problem
Use what you have learned about simple machines to design and build a working
leprechaun trap.
Essential Question: What do we need to know
about forces to create a trap
for a leprechaun?
Drivin
g
Questi
on
How can we trap a leprechaun?
Content and Skills
Standards to be
addressed:
(CCCSS, NGSS, Calif.)
Grade span K-3 Measurement, forces and simple machines
PS2.A: Forces and Motion
3-PS2-1 Each force acts on one particular object and has both strength and a direction. An object
at rest typically has multiple forces acting on it, but they add to give zero net force on the object.
Forces that do not sum to zero can cause changes in the objects speed or direction of motion.
(Boundary: Qualitative and conceptual, but not quantitative addition of forces are used at this level.)
3-PS2-2 The patterns of an objects motion in various situations can be observed and measured;
when that past motion exhibits a regular pattern, future motion can be predicted from it. (Boundary:
Technical terms, such as magnitude, velocity, momentum, and vector quantity, are not introduced at
this level, but the concept that some quantities need both size and direction to be described is
developed.)

Common Core State Standards Connections:
ELA:
Literacy

RI.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text
as the basis for the answers. (3-PS2-1),(3-PS2-3)
RI.3.3
Describe the relationship between a series of historical events, scientific ideas or concepts, or
steps in technical procedures in a text, using language that pertains to time, sequence, and
cause/effect. (3-PS2-3)
RI.3.8
Describe the logical connection between particular sentences and paragraphs in a text (e.g.,
comparison, cause/effect, first/second/third in a sequence). (3-PS2-3)
W.3.7 Conduct short research projects that build knowledge about a topic. (3-PS2-1),(3-PS2-2)
W.3.8
Recall information from experiences or gather information from print and digital sources; take
brief notes on sources and sort evidence into provided categories. (3-PS2-1),(3-PS2-2)
SL.3.3
Ask and answer questions about information from a speaker, offering appropriate elaboration
and detail. (3-PS2-3)
Mathematics
MP.2 Reason abstractly and quantitatively. (3-PS2-1)
MP.5 Use appropriate tools strategically. (3-PS2-1)
3.MD.A.2
Measure and estimate liquid volumes and masses of objects using standard units of grams (g),
kilograms (kg), and liters (l). 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. (3-PS2-1)
Physical Education.- Manipulative skills
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1.8 Throw a ball for distance, using proper form.
1.9 Catch a gently thrown ball above the waist, reducing the impact force.
1.10 Catch a gently thrown ball below the waist, reducing the impact force.
1.16 Jump a rope turned repeatedly.
T+A E

21
st
Century Skills
and MPS to be
explicitly taught and
assessed (T+A) or
that will be
encouraged (E) by
Project work but not
taught or assessed:

Presentation X
Problem Solving X
Critical Thinking X
Presentation Audience

Culminating
Products and
Performances







Group:





Class: Simple machines cut and paste, all assessments, Math/Science journal.

School: Traps are displayed in library after presentations.

Individual: Individual: Students to will design and build a working leprechaun trap using one or
more simple machines at home.
Students will deliver an oral presentation to the class in which they point out and
name the simple machines used in the design of the leprechaun trap, demonstrate
how the trap works and explain when pushing or pulling forces will be in motion.
They also need to explain how they will lure the leprechaun to their trap and if they
have considered any contingency plans in their designing/building process.

Project Overview

Entry event
to launch inquiry, engage
students:















Outline or Conceptual
Flow
Include assessment points:


Watch You Tube video Leprechauns Gold (10min). Point out simple machines in video.
Discuss if what they thought was true/false about leprechauns in the videos. Ask if the
class would like to try to catch one. Draw initial trap design ideas using what we know
about simple machines. Send page home about building a trap with examples and rubric
attached.

1. Pushes and pulls are forces.
a. A force has motion.
a1. A force acts on one particular object.
a2. An object at rest usually has multiple forces working on it.
a3. An object at rest has forces acting on it whose sum is zero.
a4. Forces whose sum is not zero can cause a change in an objects speed.
a5. Forces whose sum is not zero can cause a change in an objects direction.
a6. Objects pull or push each other when they collide.
*Notice and Wonder page
b. Directions of motion can be compared.
b1. Patterns of an objects motion can be observed.
b2. Patterns of an objects motion can be measured.
*Measurement of objects
b3. When past motions exhibit a regular pattern, future motions can be predicted from it.
*Simple Machines cut and paste
b4. The direction of motion caused by the force exerted on one object by a second object is
opposite from the direction of motion caused by the force exerted on the second object by the
first object.
*Notice and wonder page
b5. Pushing or pulling on an object can change the direction of its motion.
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b6. Pushing or pulling on an object can start or stop it.
*Simple Machines quiz
c. A force has strength.
c1. Strengths of forces can be measured.
c2. The strengths of forces can be compared.
c3. The force exerted on one object by a second object is equal to the force exerted on the
second object by the first.
c4. Pushing or pulling on an object can change the speed of its motion.
c5. An object sliding on a surface experiences a pull due to friction on the object due to the
surface that opposes the objects motion.
*Simple Machines test meets the criteria and constraints as provided by the CEF

Assessments
















Formative
Assessment
s
(During
Project)

Exit
During Project:
Simple machines matching
quiz.
Journaling/Learning Log: vocabulary and concepts
related to forces, motion, simple machines, measurement,
and related math.
Design Trap (cumulating)

Drawing of preliminary design plan for t trap.

Summative
Assessment
s
(End of
Project)
Written Product(s), with
rubric
Oral Presentation, with rubric

Drawing of final design for
trap
Simple machines (name that group) test.


Resources
Needed
On-site people,
facilities
Copy Room
Equipment
Jump ropes, scoops and whiffle balls, bicycle with hand brakes or scooter
with foot brake.
Materials Scale / balance, simple machine models, stop watch, surface that can be
supported to stay in an inclined position, marbles. Copied
pages/assessments for unit, science journals.

Community
resources
Family Help at home




Reflection
Methods


(Individual,
Group,
and/or
Whole
Class)
Journal/Learning Log X Focus Group
Whole Class Discussion X Fishbowl Discussion
Survey Other
Project Teaching and Learning Guide

Knowledge and Skills Needed by Students
(to successfully complete culminating projects and to do well on summative assessments)

Student needs to be able to: Student needs to be able to:
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Measure objects Accurately



Use body and P.E. equipment to create push/pull
forces.
Student needs to be able to:

Identify simple machines and the types of
forces they produce.

Student needs to be able to:

Choose and create materials/simple machines
to build their trap from that will allow them to
create the forces needed to trap a leprechaun.

Student needs to be able to:

Make adjustments to trap if it does not
work.


Student needs to be able to:

Imagine what would attract a leprechaun.


Questions to be Provided by the Project Teacher
(to successfully complete culminating products and to do well on summative assessments)

Teacher asks questions to recall facts, make observations, or
demonstrate understanding:

What are forces?
What did you observe move?
What else can you tell me about how it
moved?

Teacher asks questions to summarize, analyze, organize, or evaluate:

What could cause the movement?
What evidence can you offer?
How could the direction of movement be
changed?

Teacher asks questions to apply or relate:

How can you demonstrate that? How do
you know it works?
What observations relate to what you
know about simple machines?





Teacher asks questions to predict, design, or create:

How would you devise your own way to deal
with friction?
How could you explain the forces occurring
when a lever moves?
How could you design a device to trap a
leprechaun?


Teacher Reflection:
How did the unit flow? What worked well? What needs to be changed for next time? What did the students learn? What evidence do you
have to support students learning?

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