OpenSciEd 6.2, Lesson 16: Design Evaluation
Task
Use this Tuva Investigation with Grade 6 OpenSciEd Unit 6.2, Lesson 16. Tuva has digitized the Cold Cup Design Handout utilized throughout the lesson as well as the procedures for the five tests students use to evaluate their cup designs. In Tuva, students record their design ideas, follow the test procedures, record their data, and evaluate their initial design. This is not a standalone lesson. Use it in tandem with the OpenSciEd Teacher Edition to guide overall instruction and collaborative sensemaking. Where This Investigation Fits into the Storyline In the previous lesson, students reached consensus on how energy transfers and which design features slow it down. In this lesson, they apply that thinking to design, build, and test their first cup, then use their results to give and receive peer feedback for their next redesign. How to Sequence This Investigation Day 1 Before opening Tuva, complete Part 1, Navigation, as a class. (Use page 6 of the OpenSciEd Teacher Edition.) In Part 2, when instructed to hand out the Cold Cup Design Handout, have students pull up this Tuva Investigation. Use the Teacher Guide (pages 6–8) to complete Part 2, Review the Design Challenge. Instead of following along on a paper handout, students will follow along on Tuva. Have students complete Part 3, Design and Build Cup Design 1, in small groups on Tuva. Some students may prefer to sketch their design idea on paper. Have blank printer paper or graph paper ready for them to use. The Teacher Edition flags this portion of the lesson as an assessment opportunity. Learn about what to look for on page 9. Day 2 At the start of Day 2, the Teacher Edition suggests passing out one copy of the Regular Light and Temperature Test, Bright Light and Temperature Test, Environmental Impact Test, Price Check Test, and Diameter Test handouts to each group. You will not need to make or distribute these copies, as the instructions are included digitally in Tuva. Have students complete Part 4, Test First Cup Designs, on Tuva. They will follow the procedures and record their data in the Tuva Table. In Part 5, Evaluate the Results of the First Design, students answer a few self-reflection questions about their own designs. Complete those two questions on Tuva Step 10. Then, pause the group. Explain the peer feedback process and carry out peer feedback exactly as written in the Teacher Edition, page 12. (You will need hard copies of the Design Evaluation: Peer Feedback handout.) Have students return to Tuva to answer the final question on Step 10. What Happens Next In the next lesson, students will begin by comparing their designs.
In the previous lesson, you learned about the Cold Cup Challenge and considered what you still needed to figure out about how cups keep drinks cold for a long time. You jigsawed the gaps and then conducted a gallery walk to share your findings. You used what you figured out to reach consensus about mechanisms for energy transfer and design features that slow down this process. In this investigation, you will design a cup system using everyday materials that keeps a cold drink cold for as long as possible. You will test your design to see how well it meets certain criteria and constraints, and you will give feedback on another group's design. Click Next to continue.
Topics and standards: Physical Science, MS-PS3-4, MS-PS3-5, MS-PS3-3, MS-PS1-4, MS-PS4-2, Grade 6, OpenSciEd, 3.2.6-8.B, 3.2.6-8.M, 3.2.6-8.N, 3.2.6-8.O, 3.2.6-8.R