Technology and

Unit
How can technology
1 the Design Process
EB
TH IG

affect our lives?

Lesson Plan
Unit Opener & Lesson 1 What is a machine?

Activity Pages Time

• Unit Opener: Think! How will this tiny robot help people in the future? SB p. 4 5 min
• Unit Opener: Describe what certain machines are used for. SB p. 4 10 min
Engage • Unit Opener: Discuss how machines can help people solve problems. SB p. 4 10 min
• Think! Which simple machine did the pole vaulter use? TB p. 6 5 min
• Think! How do you know when a complex machine is at work? SB p. 8 5 min
Explore • Digital Lab: How can a simple machine solve a problem? (ActiveTeach) SB p. 5 15 min
• What work is SB p. 5 20 min
• Six simple machines SB p. 6–7 25 min
Explain
• Complex machines SB p. 8–9 20 min
• Got it? 60-Second Video (ActiveTeach) TB p. 9 5 min
• The Six Simple Machines Cards TB p. 6 30 min
• Six Simple Machines Quiz TB p. 7 30 min
Elaborate
• Science Notebook: My Simple Machine TB p. 7 30 min
• A Bicycle Simple Machines Poster TB p. 9 30 min
• Lesson 1 Check (ActiveTeach) TB p. 15a 10 min
• Assessment for Learning TB p. 9 10 min
Evaluate • Review (Lesson 1) SB p. 15 10 min
• Got it? Self Assessment (ActiveTeach) TB p. 15b 10 min
• Got it? Quiz (ActiveTeach) TB p. 15b 10 min

Lesson 2 What is the design process?

Activity Pages Time

• Think! Why do engineers sometimes research problems in different ways? SB p. 11 5 min
Engage
• Think! How can this car prototype help engineers? SB p. 12 5 min

Explore • Digital Lab: Which design transfers sound the best? (ActiveTeach) SB p. 10 20 min
• The design process SB p. 10 20 min
• Identify the problem and do research SB p. 11 15 min
• Develop possible solutions, choose one solution, design and construct SB p. 12 20 min
Explain
a prototype, and test the prototype
• Communicate results and evaluate and redesign SB p. 13 20 min
• Got it? 60-Second Video (ActiveTeach) TB p. 13 5 min
• Earlier Models TB p. 10 30 min
• Problems and Solutions TB p. 11 30 min
Elaborate • Go Green: Saved Solutions TB p. 11 40 min
• Car Prototype Characteristics TB p. 12 10 min
• Internet Research: Evolving Audio Player TB p. 13 30 min
• Lesson 2 Check (ActiveTeach) TB p. 15a 10 min
• Assessment for Learning TB p. 13 10 min
Evaluate • Review (Lesson 2) SB p. 15 10 min
• Got it? Self Assessment (ActiveTeach) TB p. 15b 10 min
• Got it? Quiz (ActiveTeach) TB p. 15b 10 min
Lab • Let’s Investigate! What makes a bridge strong? (ActiveTeach) SB p. 14 30 min

T2 Unit 1 • Unit Overview • Lesson Plan

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 Flash Cards
wheel and axel wedge lever Lesson 1

Key Words ELL Support

work, wheel and Present Tense Verb Forms:

axle, wedge, My father uses his car every day.
lever, inclined We all watch TV on Saturday, but
plane, pulley, my dad uses the remote control.
screw Gerund after Prepositions:
We use the can opener for
inclined plane pulley screw opening a can of tuna.

Lesson 2

Key Words ELL Support

design process, Comparatives: The computer

engineer, the children are using is simpler
research, to use.
can opener work research
prototype

Unit 1 • Unit Overview • Lesson Plan T3

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 Unit
Technology and
1 the Design Process
Unit

1
Technology and the
Design Process
How can technology I will learn

Unit Objectives affect our lives?

• about simple and
1 Look and label. complex machines.
Lesson 1: Students will describe simple and • the steps of the design
process.
complex machines. can opener
seesaw
axe
wheel
scissors
screw

Lesson 2: Students will learn the steps of the design

process and identify its benefits.
Vocabulary: machine, wheel, seesaw, axe, scissors,
can opener, screw, robot, used for wheel seesaw axe

Introduce the
EB
TH IG

Big Question scissors can opener screw

How can technology affect our lives? 2 What are each of the machines
T hi nk !
used for? Discuss with a partner.
Build Background Look around and tell me which How will this tiny
3 How can machines help you solve robot help people
machines we use every day. A stapler and scissors problems? Discuss as a class. in the future?
are machines we use every day. Write on the board:
Machines we use every day. Pair students and have them
brainstorm. Write students’ ideas on the board. 4 Unit 1

SCI_SB4_U1.indd 4 28/01/16 14:16

ELL Language Support

3 How can machines help you solve
Point out and review present tense verb forms. problems? Discuss as a class.
• My father uses his car every day.
• We all watch TV on Saturday, but my dad uses Read the question out loud and write students’ ideas
the remote control. on the board. (Possible answers: They can help us to
• My brother uses his tablet every day. make our work easier and faster. They can do many
different things.)

Engage
Think! Again!
Think! Revisit the question How will this tiny robot help people
in the future? (Possible answer: It might be able to fly and
How will this tiny robot help people in the future? A robot
take and send pictures of places people might not be able
is a machine that can be programmed to perform tasks by
to get to.)
itself. Among other tasks, robots can move around and move
things. In factories, they look like pieces of equipment that
work without a human operator. Robots can also look like
humans or animals. Look at the picture. What does this robot
look like? In pairs, have students describe the robot in the
picture and discuss what they think it can do.
1 Look and label.
Use the photos to elicit vocabulary and teach new
words. Have students label the photos.
2 What are each of the machines used for?
Discuss with a partner.
Look at the scissors. What do we use them for?
Have students work in pairs and say what the
machines are used for. (Possible answer: We use a
can opener for opening a can of tuna. Refer to the
ELL Language Support box.)

T4 Unit 1 • Technology and the Design Process: How can technology affect our lives?

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 Lesson 1
What is a machine? Lesson 1 . What is a machine?
Key Words

• work
1 Read and complete the graphic organizer. wheel and axle
•
Write details about work.
• wedge

Objective: Understand what work is and design a Work • lever

Is kicking a soccer ball work? To a scientist it is. In • inclined plane

simple machine to solve a problem. science, work means the use of a force to move an • pulley

object across a distance. You do work when you rake • screw

Vocabulary: work, force, kick a ball, pedal a bike, leaves, pedal a bike, or kick a soccer ball.
pole, vaulter It may be hard to solve a math problem. But it is not work.
You may push hard to move a large rock. But it is not work
Digital Resources: Let’s Explore! Digital Lab if the rock does not move. You only do work when you move
an object. The amount of work you do depends on how much

Materials: clay, rulers, pencils force you use and how far you move the object.

Main Idea

Unlock the Big Question Possible answer: Possible answer:

Moving a rock is work if Solving a math problem
LOCK
UNHE BIG Write the following text on the board: I will
it moves. is not work.
T Detail Detail Detail

learn how simple and complex machines can

help us do work. 2

Build Background Write the names of the six machines

pictured on page 4 on one side of the board: wheel,
seesaw, axe, scissors, can opener, screw. Write the
following description on the other side of the board: We
5
use this machine for cutting hair, paper, cardboard, etc.
Let’s Explore! Lab Unit 1

Then have students guess which machine is described. SCI_SB4_U1.indd 5 28/01/16 14:16

Invite five volunteers to describe the remaining objects

for the class to guess. Explain
1 Read and complete the graphic organizer.
Explore Write details about work.
Let’s Explore! Lab How can a simple machine Use the photos to pre-teach the word work. Is the
solve a problem? boy doing work? Is the man doing work? Why or
Objective: Design a simple machine to solve a problem. why not? (Answer: Yes, they are doing work because
Digital Resources: Let’s Explore! Digital Lab, Let’s they are using a force to move an object.) Have
Explore! Activity Card (1 per student) (Optional: Do the lab students read the first paragraph. Point out that, to a
in class; refer to the Activity Card for materials and steps.) scientist, students do work when they kick a ball or
pedal a bike. Then have students read the second
• Draw a balance on the board. Look at the balance. paragraph and complete the graphic organizer in
What can you use it for? (A balance is a machine pairs.
used to find out how heavy things are.)
2 How does the pole help this vaulter jump
• Draw two girls’ faces, two small balls, a ruler, and a
higher? Discuss as a class.
pencil on the board. Explain: Pat and Chris have a
problem. They each have a clay ball, but they want Read the question out loud and write students’ ideas
to know whose clay ball is heavier. on the board. (Possible answer: The pole helps push
• Show the Digital Lab and have students complete the the vaulter into the air. Without the pole, the vaulter
Activity Card. would not be able to jump so high.) Explain that the
pole is being used as a tool or machine.
• Have students check their answers in pairs or small
groups. Provide support as needed.

ELL Content Support

Write the word work on the board. Tell students that

work has several meanings and is used as different
parts of speech. In the sentence I have lots of work
to do, the word work is being used as a noun.
Reinforce that the common use of the word work
is different from its use in science.

Unit 1 • Lesson 1 What is a machine? T5

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 Lesson 1
What is a machine?
A wheel and axle is made of
a round object, a wheel, attached 3 Read and write the names of the six
to a post, called an axle. Turning machines shown on pages 6 and 7.
the wheel causes the axle to turn.
The axle turns a small distance as Simple Machines
the wheel turns a greater distance.
Do you recognize any of the objects in the
Objective: Identify some simple machines and pictures? They are all simple machines. Simple
machines have just one or two parts. These
understand how they help people do work. machines do not lessen the amount of work you
do, but they help make work easier. Six kinds of
Vocabulary: simple machine, work (n), wheel and simple machines help you do work.
wheel and axle (steering wheel), wedge
axle, wedge, lever, inclined plane, pulley, screw (axe), lever (seesaw), inclined plane
(ramp), pulley, and screw (lightbulb)
Digital Resources: I Will Know… Digital Activity
A wedge is a simple machine made from
two slanted sides that end in a sharp edge.
As a wedge is pushed through material such
Build Background Today’s lesson is about simple as wood or food, it cuts or splits the material.

machines. Write the word work on the board. How does a 4

A lever is a stiff bar that rests

scientist define work? (Answer: Work means to use a force on a support. A lever is used
to lift and move things. When
to move an object.) What can we use to move an object? knife
you push down on one end,
the other end lifts up.
For example, the wheel is a simple machine that helps us
move a car.

Explain
3 Read and write the names of the six
machines shown on pages 6 and 7.
Have students read the introductory text. Are the 6 Unit 1 I Will Know...

objects in the pictures machines? Why? (Answer:

They are machines because people use them to do SCI_SB4_U1.indd 6 28/01/16 14:16

work.) Have students read the captions and write Elaborate

the names of the six machines. Check answers as
a class. Why are they called simple machines? The Six Simple Machines Cards
(Answer: Because they have just one or two parts.) Have students make picture cards for the six simple
machines. Provide students with index cards and have them
ELL Vocabulary Support write the name of a simple machine and draw a picture of
it on the front of each card. On the back, have students add
Give students ample time to read the captions and a description of the machine and what it does.
underline words they do not know. Elicit unfamiliar
vocabulary and write the words on the board. ELL Content Support
Encourage volunteers to explain the terms if possible.
Teach any remaining words. Remind students that in the Let’s Explore Digital Lab
they learned how a lever works. Have students look
back at the pictures on page 4 and identify the name
4 What is the common name for the wedge of the machine that is a lever. (Answer: seesaw)
you use to cut a cake? Discuss with a
partner and write its name.
Have students discuss in pairs the common name for Think!
the wedge used to cut a cake.
Have students look at the picture of the pole vaulter on
page 5. Which simple machine did the pole vaulter
use in the picture on page 5? (Answer: a lever) Draw
I Will Know... students’ attention to the pictures and descriptions of the
Have students do the I Will Know… Digital Activity. three simple machines. Explain that simple machines do
not always look the same. For example, there are three
classes of levers, depending on where the balancing point
is located.

T6 Unit 1 • Technology and the Design Process: How can technology affect our lives?

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 Lesson 1
What is a machine? 5 Look at this shape . Draw an ✘ on the
simple machine that has this shape. How
does the shape help this machine work?
A screw is an inclined plane
wrapped around a center post.
Screws can be used to hold
things together and to raise
Discuss with a partner. and lower things.

Objective: Identify some simple machines and 6 Which simple machine would you use for
each task below? Discuss with a partner.
understand how they help people do work. A. Raise a flag on a pole. pulley

Vocabulary: wheel and axle, wedge, lever, B. Open a can of paint. lever

inclined plane, pulley, screw, pole C. Cut an apple. wedge

7 How is a jar lid a screw? Discuss as
Digital Resources: Flash Cards (wheel and axle, a class.
wedge, lever, inclined plane, pulley, screw) The lid screws onto the jar. A pulley can make work
easier in two ways. It can
decrease the amount of force
needed to move an object. It
can also change the direction
Build Background What are the six simple machines? An inclined plane, or a ramp,
that the force is applied.

(Answer: wheel and axle, wedge, lever, inclined plane,

is a slanted surface. It connects a
lower level to a higher level. Less

pulley, screw) Display the six simple machine Flash force is needed to move an object
over a longer distance.

Cards on the board and have students name them. Ask a

volunteer to come to the board and point to the machine
you can use when you want to cut a cake. (Answer:
the wedge) Continue the same process to describe the
remaining five machines.

Explain
Unit 1 7

5 Look at this shape . Draw an on the✗

simple machine that has this shape. How SCI_SB4_U1.indd 7 28/01/16 14:17

does the shape help this machine work? Elaborate

Discuss with a partner.
Six Simple Machines Quiz
In pairs, have students look at the pictures of the six
simple machines and describe their shapes, using the Have students take out their sets of The Six Simple Machines
white lines and the captions as guides. Have students Cards they made in the previous class. Have students work
in pairs to quiz each other. In turns, have one student pick a
✗
draw an on the simple machine that has two slanted
card and describe as many examples as they can of things
sides that end in a sharp edge. Have pairs discuss how
the shape helps the machine work. they can do with that simple machine for the other student to
guess which simple machine is being described.
6 Which simple machine would you use for
each task below? Discuss with a partner. BOOK

Science Notebook: My Simple Machine

Draw a flag, a flag pole, a can of paint, and an Have students write a paragraph in their Science
apple on the board. Have students identify what they Notebooks describing the use of a simple machine in their
are and predict what work is required to be able to everyday lives. Have them draw a diagram that illustrates
use or eat those things. Have pairs read the tasks how the machine they chose functions.
and decide which machine they would use for each
task.
7 How is a jar lid a screw? Discuss as a class.
Read the question out loud and write students’ ideas
on the board.

ELL Content Support

Remind students that they use simple machines when

they cut food, turn a wheel, or walk up a ramp.

Unit 1 • Lesson 1 What is a machine? T7

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 Lesson 1
What is a machine? 8 Read and look at the machines on pages 6 and 7.
Complete the captions with words from the box. Complex Machines
Search your home for
Complex Machines one complex machine.
Objective: Understand that complex machines are Simple machines are often put together to do Draw and label the
bigger jobs. These complex machines are made complex machine.
made of several simple machines. up of simple machines that work together. Identify each simple
machine in the complex
The can opener below is a complex machine. Find
Vocabulary: can opener, complex machines, the simple machines that it is made of. These simple
machine.

wheel and axle, wedge, lever machines work together to grip, turn, and slice
The sharp edge
through a can lid. that cuts the top
Digital Resources: Flash Cards (complex machine wedge axle levers
of the can is a
wedge .
(can opener), wheel and axle, wedge, lever, inclined
plane, pulley, screw) 9 Write a list of three complex
machines that you and your
family have used this week.
With a partner, compare your lists.

Build Background Use the six simple machine Flash 1. Possible answers :
2. bicycle, can opener,
Cards to review vocabulary. Display the wedge and 3. stapler, scissors
complex machine Flash Cards. Compare these two The winding handle
is an
machines. With a partner, discuss one way they are the axle
T hi nk !
that turns the gears.

same and one way they are different. (Possible answers: How do you know
Both of them can cut things. The axe is a simple machine. when a complex
machine is at work?
The can opener is composed of more than one machine.
The can opener is more difficult to operate.) The handles
are made of
levers .

Explain 8 Unit 1

8 Read and look at the machines on pages 6 SCI_SB4_U1.indd 8 28/01/16 14:17

and 7. Complete the captions with words

from the box.
Have students read and underline the definition of
complex machines. What are complex machines?
(Answer: They are machines that are made up of
simple machines that work together.) Have pairs
complete the captions with words from the box.
Check answers as a class.
9 Write a list of three complex machines that
you and your family have used this week.
With a partner, compare your lists.
Have each student write a list and compare it with a
partner, explaining why they think the machines are
complex machines.

Think!
Point to the photo of the can opener. How do you know
when a complex machine is at work? Encourage students
to share ideas. (Possible answer: You see more than one
simple machine working together to change the position
of something.)

T8 Unit 1 • Technology and the Design Process: How can technology affect our lives?

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 Lesson 1
What is a machine? 10 Read. Where would you find a wedge inside a lawn mower? Discuss with
a partner and write your answer.

Lawn Mowers
Objective: Identify the simple machines that make Engineers design and develop large
and small machines. These machines are
up complex machines. made of simple and complex machines.
A simple machine can be a lever, wheel
Vocabulary: lawn mower, complex machines, and axle, pulley, wedge, inclined plane,
wheel and axle, lever, pulley, wedge or screw.
Simple machines are often put together to make a complex machine, such as a
Digital Resources: Lesson 1 Check (print out 1 lawn mower. It is made of different parts. Some of these parts are simple machines,
such as a wheel and axle. A wheel and axle is used in a lawn mower to help it
per student), Got it? 60-Second Video move. A screw is another simple machine. Screws are used to hold the lawn mower
pieces together. Lawn mowers have wedges that end in sharp edges. Where would
you find a wedge inside a lawn mower?
Possible answer: The blades that cut the grass are wedges.
Build Background Write the following words on
Bicycles
the board: seesaw, pole, balance, scissors. What do The bicycle is a complex machine, too. What simple machines make it up? How
these machines have in common? Pair students and does each simple machine help make the bicycle work?

have them brainstorm. (Possible answers: Three of 11 Draw a line from each simple machine to its correct part on the bicycle.

them are simple machines. They are all levers or have A. lever
B. pulley
levers.) Remind students that the six simple machines are
C. wheel and axle
sometimes difficult to identify because they do not always
look the same.

Explain
10 Read. Where would you find a wedge Lesson 1 Check Got it? 60-Second Video Unit 1 9

inside a lawn mower? Discuss with a

partner and write your answer.
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Have students look at the picture and say what

Evaluate
complex machine it is and what it is used for. Ask Lesson 1 Check Assessment for Learning
students if they have ever seen someone using a Distribute the Lesson 1 Check and allow students sufficient
lawn mower, either in person or on television. Have time to complete it. Check answers as a class. Then ask
students describe how the boy in the picture operates students to grade their progress on the topic of simple and
the lawn mower. Also ask students to discuss what complex machines from 1 to 3: 3 = I understand simple
the machine looks like and whether it produces any and complex machines; 2 = I need to study more;
sounds or smells. Have students read through the text 1 = I need help! Encourage students giving themselves
and answer the question in pairs. Elicit some other a 2 or 1 to describe what they found difficult and need
simple machines that make up a lawn mower and to study more.
what they are used for. (Answers: A wheel and axle
help it move. Screws hold its pieces together.)
11 Draw a line from each simple machine to
Got it
it?
? 60-Second Video
its correct part on the bicycle.
Review Key Words for Lesson 1 (see Student’s
Have pairs draw a line from each simple machine to Book page 5). Play the Got it? 60-Second Video to
its correct part on the bicycle. Explain that there may review the lesson material.
be several examples of each simple machine in the
bicycle. For example, the pedals are types of levers.

Elaborate
A Bicycle Simple Machines Poster
Divide the class into small groups. Have them research
what the job of each simple machine in a bicycle is. Then
ask them to illustrate and label the simple machines in the
bicycle. Have each group present their poster to the class.

Unit 1 • Lesson 1 What is a machine? T9

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 Lesson 2
What is the design Lesson 2 . What is the design process?
Key Words

process?
• design process
1 Look at the pictures. How are the two computers engineer
•
similar? How are they different? Discuss with
• research
a partner.
• prototype

Design Process
When people design something new,
Objective: Understand the importance of the design they follow the steps of the design
process and learn how to evaluate different designs. process. The design process is
a step-by-step method used to solve
Vocabulary: design process, step-by-step method, a problem.
People use the design process
problem, solution, engineer to find a solution. A solution is an
answer to a problem. The design
Digital Resources: Let’s Explore! Digital Lab process allows engineers to
produce and test possible solutions.
Materials: cellular phone or picture of a cellular An engineer is any person who
designs new technologies.
phone
2 Why is it important for engineers to
follow the steps of the design process?
Discuss as a class and write the answer.

Unlock the Big Question Possible answers: Because it is a

step-by-step process. Because
it allows engineers to produce
LOCK
UNHE BIG Write the following text on the board: I will and test possible solutions.
T

learn how to carry out investigations using

the design process.

Build Background Show students a cellular phone and

ask them what problems they can solve with it. (Possible 10 Unit 1 Let’s Explore! Lab

answer: The telephone was designed to allow people to SCI_SB4_U1.indd 10 28/01/16 14:17

talk to each other from different locations.) Discuss how

the design of telephones has changed. ELL Language Support

Explore Point out and review comparative forms.

• The first computer is bigger and older.
Let’s Explore! Lab Which design transfers • The computer the children are using is simpler
sound the best? to use.
Objective: Observe three model telephones to test which
material best transfers sounds.
2 Why is it important for engineers to follow
Digital Resources: Let’s Explore! Digital Lab, Let’s
the steps of the design process? Discuss as
Explore! Activity Card (1 per student) (Optional: Do the lab
a class and write the answer.
in class; refer to the Activity Card for materials and steps.)
Have students reread the text and underline the
• Show the Digital Lab. Check comprehension by
definition of the design process. (Answer: The design
eliciting the characteristics of the three models.
process is a step-by-step method used to solve a
• Have students complete the Activity Card and check problem.) Read the question out loud and write
their answers in small groups or pairs. Provide students’ ideas on the board.
support as needed.
Elaborate
Explain
Earlier Models
1 Look at the pictures. How are the two Organize students in small groups. Ask each group to
computers similar? How are they different? choose an object they use now and research to find
Discuss with a partner. earlier models of the object they chose. Ask each group
Call students’ attention to the two pictures. Read the to illustrate a poster that shows the earlier models. Have
questions and have pairs brainstorm. Write students’ each group present its poster to the class.
ideas on the board. (Possible answers: The computer
the children are using is smaller and simpler to use.
The other computer looks older, bigger, and more
difficult to use.)

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 Lesson 2
What is the design
process? Saved Solution
Save some items
instead of throwing
them away. Think of
a simple problem.
Use the items to build
Objective: Learn how to identify a problem and do something to solve your
T hi nk !
problem. Test what you
research as part of the design process. build to see if it works.
Evaluate your solution. Why do engineers
Vocabulary: design process, design (n), engineer, Share your results with
someone in your class.
sometimes research
problems in different
inventor, digital audio player, problem, research ways?
articles 3 Read and complete the information related to Kramer’s 1. Problem:
invention. Check your answers with a partner.
Digital Resources: Flash Card (research) There were only large
Identify the Problem music players that
Engineers identify the problem during the first step needed tapes or records
of the design process. Before producing a design, to play music.
Build Background Display the research Flash engineers consider if there is a need for it. In 1979,
2. Research:
there were only large music players that needed tapes
Card. Where is this man? (Possible answer: He is in or records to play music. British inventor Kane Kramer a. Kramer researched ways
a laboratory.) What do you think his job is? (Possible identified this as a problem. Kramer wanted to design a to make a digital audio
smaller music player that did not need tapes or records. player.
answer: He is a scientist or an engineer.) What is he His idea led to the invention of the digital audio player. b. Kramer took notes about
doing? (Possible answer: He is doing some research.) Do Research what he learned.
Why do you think engineers or scientists do research? The next step is to research the problem. Research

(Possible answer: To find solutions to problems.) means to look for facts about something. People can
research problems in different ways. Some engineers
research by talking to other people and reading articles.

Explain Kramer researched ways to make a digital audio player.

Kramer took notes about what he learned.
Unit 1 11

3 Read and complete the information related

to Kramer’s invention. Check your answers
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with a partner.
Kane Kramer is an inventor. Read and complete the
information about his invention. Explain that Kramer
used the design process to work on his invention. Have
students read and complete the information. Have pairs
compare their answers and check them as a class.

Elaborate
Problems and Solutions
Have students think of an object they use every day. In
small groups, have them describe what purpose it serves,
identifying the problem and solution. Allow time for students
to present their results to the class.

Think!
Point to the photo of the researcher doing research.
Why do engineers sometimes research problems
in different ways? Have students discuss in pairs.
(Answers: Engineers get different information from
research. They can talk to people or read articles.
It helps them to design better solutions.)

Unit 1 • Lesson 2 What is the design process? T11

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 Lesson 2
What is the design 4

process? Develop Possible Solutions

car prototype

Objective: Learn more about the design process

and the importance of a prototype.
T hi nk !

Vocabulary: solutions, design, materials, sketches, Choose One Solution How can this car
prototype help
design (v), test (v), prototype, construct, test engineers?

Digital Resources: I Will Know... Digital Activity

Someone may test an
inner part of a computer
to see how well it works.
Design and Construct a Prototype
Build Background Have students recall Kramer’s first
steps in the design process. Write the following questions
on the board: Who is Kane Kramer? What problem did
he try to solve? How did he research the problem? Have Test the Prototype
pairs discuss the answers. (Answers: Kane Kramer is a
British inventor. He wanted to design a smaller music
player. He researched ways to make a digital audio
player. He took notes about what he learned.) 5

Possible answer: Kramer learned how well his

4 Read and underline what Kramer did at prototype worked.
each stage. 12 Unit 1 I Will Know...

Elicit the two first steps of the design process students SCI_SB4_U1.indd 12 28/01/16 14:17

have read about and write them on the board.

(Answer: Identify the problem. Do research.) Explain ELL Content Support
that they will learn the next steps Kramer followed in
order to design a digital music player. Have students Remind students that in the Let’s Explore! Digital Lab
read and underline what Kramer did at each stage. they evaluated the effect of three different materials
on the transfer of sound. Explain that the same
5 What did Kramer learn from his test?
kind of thinking process would be used to evaluate
Discuss as a class.
materials that could make a digital audio player.
Write the question on the board and discuss the answer
as a class. (Possible answer: He probably learned how Car Prototype Characteristics
well the digital audio player worked.)
Have students describe the car prototype. Have pairs list

Think!
what characteristics they think this car prototype might
have. (Possible answers: It may fly. People might be able
to use it underwater. It may work with solar energy. It
Read the question out loud. How can this car prototype might be very expensive.) Elicit answers from the class.
help engineers? Elicit answers from the class. (Possible
answer: It can help engineers decide whether or not the
design works.)

I Will Know...
Have students do the I Will Know… Digital Activity.

T12 Unit 1 • Technology and the Design Process: How can technology affect our lives?

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 Lesson 2
What is the design 6 Read and answer the questions.

Communicate Results

process? Engineers communicate results about their tests to

people working with them. Engineers may share how they
designed and built the prototype. They also explain how
the experiment was carried out. After testing it, Kramer sent
a report of his invention to a group of people. He hoped
Objective: Learn the last two stages of the design the people would invest money in his invention. The report

process. described the way his invention worked. It also explained

how the player could change the way people listened to music.

Vocabulary: communicate, results, evaluate, 1. How did Kramer communicate his results?

redesign Kramer sent a report of his invention to a group of people.

2. What did the report say?
Digital Resources: Lesson 2 Check (print out 1 per The report described the way his invention worked and

student), Got it? 60-Second Video how the player could change the way people listened to
music.
Evaluate and Redesign
The final step is to evaluate and redesign the prototype.
Build Background Elicit the steps of the design process Evaluate means to find out how well something works. People
try to make a prototype better by redesigning it. When people
students have already read about and write them on the heard about Kramer’s idea of the digital audio player, they
board: (Answer: Identify the problem. Do research. Develop designed their own versions. The first digital audio player
became available to the public in 1997. It could play about
possible solutions. Choose one solution. Design and one hour of music. Newer digital audio players can hold
construct a prototype. Test the prototype.) Have students enough music to play for more than 100 days!

explain what happens at each stage. 7 Look at the photos. How are these
audio players different? Discuss
with a partner. Possible answers:
Explain The digital players are smaller. They
don’t use tapes or records.

6 Read and answer the questions. Lesson 2 Check Got it? 60-Second Video Unit 1 13

Before students read, ask what they think the last two SCI_SB4_U1.indd 13 28/01/16 14:18

steps are. What do you think a scientist or engineer

would do after testing the prototype? Evaluate
7 Look at the photos. How are these audio Lesson 2 Check Assessment for Learning
players different? Discuss with a partner. Distribute the Lesson 2 Check and allow students sufficient
time to complete it. Check answers as a class. Then ask
Have students read and answer the questions.
students to grade their progress on the topic of the design
Have students look at the three pictures of the audio
process from 1 to 3: 3 = I understand the design process; 2
players. In pairs, have students discuss
= I need to study more; 1 = I need help! Encourage students
their differences.
giving themselves a 2 or 1 to describe what they found
difficult and need to study more.
Elaborate
Internet Research: Evolving Audio Player
Organize students in small groups. Assign each group
Got it
it?
? 60-Second Video
one of the pictures of the digital audio players. Then
have each group research to find earlier models of the Review Key Words for Lesson 2 (see Student’s Book
player. As students evaluate each model, have them page 10). Play the Got it? 60-Second Video to
discuss how it changed. Have groups present their review the lesson material.
findings about each model.

ELL Content Support

The steps described in this lesson are part of the

engineering design process. This process is the way
new products are imagined, developed, tested, and
redesigned. Explain to students that the engineering
design process does not have one specific set of
steps that must be followed each time. Instead, it is
cyclical and can begin at any step.

Unit 1 • Lesson 2 What is the design process? T13

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 Let's Investigate!
Materials
Let’s Investigate!
In this unit, students learn about simple and complex What makes a bridge strong?
machines and the importance of the design process. In this ruler

1. Place two stacks of books 25 centimeters apart.

lab, students will conduct an investigation using the design 4 books

2. Make a model of a bridge between the books.

process. 10 craft sticks Use stir sticks, tape, and a note card.
Brainstorm potential solutions.
10 stir sticks

3. Place the cup on the bridge.

Let’s Investigate! Lab What makes a note card

tape
bridge strong?
Objective: Carry out an investigation to find out
coins
plastic cup

what makes a bridge strong.

Materials: 1 set of materials per small group of
students: 4 books, a metric ruler, 10 stir sticks, clear 4. Predict how many coins the bridge will hold. Record your prediction.

tape, 10 craft sticks, a clear plastic cup, a note card 5. Put coins in the cup one at a time. Record how many coins the bridge holds
before it falls.
(10 x 12 cm), 200 small coins
6. Repeat Steps 2 to 5. Use craft sticks this time.
Digital Resources: Let’s Investigate! Digital Lab, Sample data

Let’s Investigate! Activity Card (1 per group) Model Number of Coins

Prediction Result
Advance Preparation: Cut the note cards for Stir sticks 50 40
each group. Craft sticks 150 198

• Divide the class into small groups and

distribute materials.
• Students will place two stacks of books of the 14 Unit 1 Let’s Investigate! Lab

same height 25 cm apart. SCI_SB4_U1.indd 14 28/01/16 14:18

• Demonstrate how to make a model of a bridge

between the books, using stir sticks, tape, and
Class Project: Our New Digital Audio
a note card.
Player
• Have students place the cup on each bridge
Materials: writing and drawing supplies,
and predict how many coins the bridge will
cardboard
hold.
Instructions: Divide the class into groups of
• Students will record their predictions before
four. Have students think of important features in
putting coins in the cup.
a digital audio player and list them. Then have
• At the end of the activity, have groups compare students survey classmates, asking which features
their results and discuss why results may differ. they would like in a digital audio player. Students
Teacher Time-Saving Option: Show the Let’s can then plan and draw a design based on the
Investigate! Digital Lab as an alternative to the class survey. Ask students to include a description
hands-on lab activity. Have students complete the of all the features of their new design. Allow time
Activity Card. for students to present their designs to the class.

Unlock the Big Question

LOCK Have students refer to the Big Question on
UNHE BIG
T
the Unit Opener page. In pairs, have them
discuss what they know about simple and
complex machines and how they affect our
lives. Have pairs discuss how the scientific
investigation helped them determine which
bridge was stronger. Invite students to share
their answers to questions 6 and 7 on the
Let’s Investigate! Activity Card.

T14 Unit 1 • Technology and the Design Process: How can technology affect our lives?

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 Unit 1 Review Unit 1 How can technology
Review affect our lives?
VIE
RE E BI W
TH G
How can technology lever Lesson 1

affect our lives? What is a machine?

1 The nail clippers are a complex machine made up

of two simple machines. Label each simple machine.

wedge
Digital Resources: Print out 1 of each per
Lesson 2
student: Got it? Self Assessment, Got it? Quiz
What is the design process?

2 The first working product that uses a design

Evaluate is called a .
a. method

b. technology

Strategies for Targeted Review c. redesign

d. prototype
The following are strategies for providing targeted
review for students if they encounter challenges 3 After you test a prototype, you communicate information to

with the content. other people. This information is called .

a. a hypothesis

Lesson 1 What is a machine? b. the results

c. a story
Question 1 d. an investigation

If… students are having difficulty identifying the

Got it? Quiz Got it? Self Assessment Unit 1 15
simple machines that make up a nail clipper, then…
direct students to review the six simple machines in SCI_SB4_U1.indd 15 28/01/16 14:18

Lesson 1. Explain that a lever moves things when

you push down on one end and that a wedge’s ELL Language Support
sharp edge can be used to cut things.
Before students start working on the Review activities,
Lesson 2 What is the design process? read each question aloud.
Question 2
If… students are having difficulty identifying the
first working product that uses a design, then…
Got it
it?
? Self Assessment
direct students to the information on the Design and
Construct a Prototype stage in Lesson 2. Explain that Immediately after students have completed
engineers often sketch the desired product before the Review activities, distribute a Got it? Self
building a prototype or first working model. Assessment to each student. Have students
complete the Stop! Wait! and Go! statements for
Question 3
each lesson, allowing them to look back through
If… students are having difficulty identifying the the lesson material if necessary.
stage of the design process when information
is communicated, then… direct students to the
information on the Communicate Results stage in
Lesson 2. Help students to understand the importance
of communicating results, for example, because it can Got it
it?
? Quiz
encourage people to invest money in an invention. Distribute a Unit 1 Got it? Quiz to each student.
Quizzes may be used for assessing students’
understanding of unit concepts as well as for
grading purposes.

Unit 1 • Unit Review T15

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 Unit Lesson 1 Check Unit Lesson 2 Check
1 1

Unit Lesson 1 Let’s Explore! Activity Card Unit Lesson 2 Let’s Explore! Activity Card
1 1

Materials Materials
• •
•
• •
• •

T15a Unit 1 • Digital Resources and Photocopiables

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 Unit Let’s Investigate! Activity Card Unit Lessons 1 & 2 Got it? Self Assessment
1 1

Unit Got it? Quiz Unit Got it? Quiz

1 1

Unit 1 • Digital Resources and Photocopiables T15b

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 VIE VIE
RE E BI W RE E BI W
TH G TH G

Unit 1 Study Guide

How can technology affect our Review the

lives? Big Question
Lesson 1 How can technology affect our
What is a machine? lives?
• Machines help people to do work. Encourage students to answer the following
• Simple machines have just one or two parts. question in their own words:
• Complex machines are made up of simple How has your answer to the Big Question
machines that work together. changed since the beginning of the unit? What
are some things you learned that caused your
answer to change?
Lesson 2
What is the design process? Make a Concept Map
• The design process is a step-by-step method Have students make a concept map like the one
used to solve a problem. shown on this page to help them organize key
• A prototype is the first working product that concepts.
uses a design.

VIE
RE E BI W
TH G

Unit 1 Concept Map

Technology

Simple Machines Complex Machines The Design Process

wheel and axle can opener Identify the problem.

wedge bicycle Do research.

lever lawn mower Develop possible solutions.

inclined plane scissors Choose one solution.

pulley Design and construct a prototype.

screw Test the prototype.

Communicate results.

Evaluate and redesign.

Students can make a concept map to help review the Big Question.

T15c Unit 1 • Study Guide

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 Teacher’s Notes

Unit 1 • Teacher’s Notes T15d

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