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Introduction/Background:
The covered wagon was the main form of
transportation for the hundreds of
American Pioneers who journeyed west
across the United States. A familiarity with
the United States Westward Movement is
not essential. This challenge may be
conducted in fourth grade as a preview to
the required social science unit in fourth
grade or it can be used as a follow-up
lesson later in the school year.
Play the video from NASA for Kids, which
introduces the engineering design process.
Key Vocabulary:
Axle- the muscle of the wagon. Connects the wheels
and allows them to turn.
Hub-supports the spokes of the wheel and holds the
axle.
Rim-On the covered wagon, the rims surrounded the
wheel and were generally steel.
Bolsters- These sit on the front and back axles.
Chassis-The framework that holds the wagon box flat
and balances the weight.
Wagon box-The part of the wagon that carries the
load.
Canopy-Fabric that covers the wagon and protects
the goods being transported.
Falling Tongue-The guide that is used to pull the
wagon or to attach the wagon to the oxen.
and accords among the diverse groups (e.g., the 1882 Chinese Exclusion Act).
ISTE Standards for Students
3. Research and Information Fluency
Students apply digital tools to gather, evaluate and use information.
4. Critical Thinking, Problem Solving and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems,
and make informed decisions using appropriate digital tools and resources.
Lesson Procedure: (Suggested time: 1 hour)
Lesson
Title: A Covered Wagon Design Challenge, Day 2
Challenge Description:
Students work collaboratively to create a covered wagon. The wagon may not be larger than 18
inches in length. It should be able to turn by using a rope or a falling yoke attached to the axle, it
must use wheels, and hold at least 6 heavy washers. It must also have a cover.
Key Vocabulary:
Axle- the muscle of the wagon. Connects the wheels
and allows them to turn.
Hub-supports the spokes of the wheel and holds the
axle.
Rim-On the covered wagon, the rims surrounded the
wheel and were generally steel.
Bolsters- These sit on the front and back axles.
Chassis-The framework that holds the wagon box flat
and balances the weight.
Wagon box-The part of the wagon that carries the
load.
Canopy-Fabric that covers the wagon and protects
the goods being transported.
Falling Tongue-The guide that is used to pull the
wagon or to attach the wagon to the oxen.
3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each
is likely to meet the criteria and constraints of the problem.
California Fourth Grade History Social Studies Standards
1. Discuss immigration and migration to California between 1850 and 1900, including the diverse
composition of those who came; the countries of origin and their relative locations; and conflicts
and accords among the diverse groups (e.g., the 1882 Chinese Exclusion Act).
ISTE Standards for Students
3. Research and Information Fluency
Students apply digital tools to gather, evaluate and use information.
4. Critical Thinking, Problem Solving and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems,
and make informed decisions using appropriate digital tools and resources.
Lesson Procedure: (Suggested time: 1 hour)
Lesson
Title: A Covered Wagon Design Challenge, Day 3
Challenge Description:
Students work collaboratively to create a covered wagon. The wagon may not be larger than 18
inches in length. It should be able to turn by using a rope or a falling yoke attached to the axle, it
must use wheels, and hold at least 6 heavy washers. It must also have a cover.
Key Vocabulary:
Axle- the muscle of the wagon. Connects the wheels
and allows them to turn.
Hub-supports the spokes of the wheel and holds the
axle.
Rim-On the covered wagon, the rims surrounded the
wheel and were generally steel.
Bolsters- These sit on the front and back axles.
Chassis-The framework that holds the wagon box flat
and balances the weight.
Wagon box-The part of the wagon that carries the
load.
Canopy-Fabric that covers the wagon and protects
the goods being transported.
Falling Tongue-The guide that is used to pull the
wagon or to attach the wagon to the oxen.
1. Share the video regarding one solution to creating a cardboard covered wagon.
2. Direct students to refer to their plans from last week.
3.
4.
5.
6.
7.
Students should each share their plans and decide if their design is possible.
Allow students search the Internet for photos of the underpinnings of a covered wagon.
Allow time for students to pose questions regarding supply availability.
Students begin building according to their written and drawn plans.
Care should be taken with low-temp glue guns, and with poking holes in cardboard or
plastic.
Mary Pat Vargas, California State University, Monterey Bay, December 2016
Licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Lesson
Title: A Covered Wagon Design Challenge, Days 4/5
Challenge Description:
Students work collaboratively to create a covered wagon. The wagon may not be larger than 18
inches in length. It should be able to turn by using a rope or a falling yoke attached to the axle, it
must use wheels, and hold at least 6 heavy washers. It must also have a cover.
Key Vocabulary:
Axle- the muscle of the wagon. Connects the wheels
and allows them to turn.
Hub-supports the spokes of the wheel and holds the
axle.
Rim-On the covered wagon, the rims surrounded the
wheel and were generally steel.
Bolsters- These sit on the front and back axles.
Chassis-The framework that holds the wagon box flat
and balances the weight.
Wagon box-The part of the wagon that carries the
load.
Canopy-Fabric that covers the wagon and protects
the goods being transported.
Falling Tongue-The guide that is used to pull the
wagon or to attach the wagon to the oxen.
1. Discuss immigration and migration to California between 1850 and 1900, including the diverse
composition of those who came; the countries of origin and their relative locations; and conflicts
and accords among the diverse groups (e.g., the 1882 Chinese Exclusion Act).
ISTE Standards for Students
3. Research and Information Fluency
Students apply digital tools to gather, evaluate and use information.
4. Critical Thinking, Problem Solving and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems,
and make informed decisions using appropriate digital tools and resources.
Lesson Procedure: (Suggested time: 2 hours)
Lesson
Title: A Covered Wagon Design Challenge, Day 6
Challenge Description:
Students work collaboratively to create a covered wagon. The wagon may not be larger than 18
inches in length. It should be able to turn by using a rope or a falling yoke attached to the axle, it
must use wheels, and hold at least 6 heavy washers. It must also have a cover.
Learning Objectives:
The last step of the engineering design
process provides students an opportunity
to share. Students will collaboratively
highlight the process and the information
gained during the project. Student
vocabulary will reflect how the process has
contributed to their development and the
accumulation of social science information.
Introduction/Background:
The covered wagon was the main form of
transportation for the hundreds of
American Pioneers who journeyed west
across the United States. A familiarity with
the United States Westward Movement is
not essential. This challenge may be
conducted in fourth grade as a preview to
the required social science unit in fourth
grade or it can be used as a follow-up
lesson later in the school year.
Key Vocabulary:
Axle- the muscle of the wagon. Connects the wheels
and allows them to turn.
Hub-supports the spokes of the wheel and holds the
axle.
Rim-On the covered wagon, the rims surrounded the
wheel and were generally steel.
Bolsters- These sit on the front and back axles.
Chassis-The framework that holds the wagon box flat
and balances the weight.
Wagon box-The part of the wagon that carries the
load.
Canopy-Fabric that covers the wagon and protects
the goods being transported.
Falling Tongue-The guide that is used to pull the
wagon or to attach the wagon to the oxen.
and accords among the diverse groups (e.g., the 1882 Chinese Exclusion Act).
ISTE Standards for Students
3. Research and Information Fluency
Students apply digital tools to gather, evaluate and use information.
4. Critical Thinking, Problem Solving and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems,
and make informed decisions using appropriate digital tools and resources.
Lesson Procedure: (Suggested time: 2 hours)
Share the YouTube Video: Tips on Giving Oral Presentations (link is above)
Direct students to the website regarding the engineering design process.
Students then watch the video regarding how to create a slide deck (link is above)
Students collaboratively create slide decks that highlight their research, creating, and ideas
regarding the process.
5. Direct students to the website for information regarding presentations and tips on making a
slide deck.
6. Students present their slide decks.
1.
2.
3.
4.
Mary Pat Vargas, California State University, Monterey Bay, December 2016
Licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Lesson
Title: A Covered Wagon Design Challenge, Evaluation
Challenge Description:
Students work collaboratively to create a covered wagon. The wagon may not be larger than 18
inches in length. It should be able to turn by using a rope or a falling yoke attached to the axle, it
must use wheels, and hold at least 6 heavy washers. It must also have a cover.
Formative Evaluation:
During the training, fourth grade students will:
1. Make observations and gather information to formulate a familiarity with the design of a
covered wagon. (The instructor will listen to the conversations and vocabulary of the
students as they research and discuss their findings).
2. Develop diagrams to convey the designs of their proposed covered wagons. Students will
then collaboratively develop and/or revise their drawings and agree on one prototype to
build. (The instructor will encourage and comment on the various designs and
conversations that occur
during the imagine step of the engineering design process.
3. Students improve their abilities to identify features that will lead to a successful design.
4. Students will achieve their design by refining their ideas based on the performance of
their prototypes. (The instructor will observe the reworking of designs during the creating
process).
5. Students reflect on how the engineering design process has contributed to their own
development and the accumulation of scientific knowledge. (The instructor will observe
the increased vocabulary of understanding during presentations).
Subjective Evaluation:
After completing the training, fourth grade students will be able to:
1. Read a scenario that describes a challenge, analyze several brief anecdotes of the
various steps from the engineering design process, and with 100% accuracy, write
the engineering design step that corresponds to the description.
2. Use an engineering notebook to elaborate details, which may include drawing pictures,
of the six steps of the engineering design process with 100% accuracy.
3. Answer the e-learning quiz questions relating to the various steps of the engineering
design process, with 80% accuracy.
4. Use the engineering design process, work collaboratively, and solve all design problems
with experimentation and compromise without the help of a facilitator, 100% of the time.
5. Finish the e-learning training by completing the six tasks related to the engineering design
process without assistance within a 60 minute time period.
Students use critical thinking skills to plan and conduct research, manage projects, solve problems,
and make informed decisions using appropriate digital tools and resources.
Lesson Procedure: (Suggested time: 1 hour)