There are many specialty carrying cases. Musicians require specific cases for their instruments, architects require special containers for their building plans, and we even have specific trash receptacles to allow for automated trucks picking up trash. In this unit, students will be challenged to design their own specialized carrying case. They will begin with some practice tinkering to make an object. They will then work through lessons on measurement, and how to choose materials to aid in their design of a carrying case for the object they make.
- Students will learn to identifying measurable attributes.
- Students will measure length and width.
- Students will compare and explain strengths and weaknesses of a design based on how an object performs as intended.
In the empathy phase, students will discuss material used in building cases, and what properties make those materials best suited for the intended purpose (2-PS1-2). While working through the lessons in the define phase, students will measure the length of various objects by selecting and using appropriate tools (2.MD.A.1). Once students reach the design challenge, they will also measure their object in comparison to their case to determine how much longer one object is than another (2.MD.A.4).
Suggestions for pacing and differentiation
If your students already have practice with measuring in non-standard units, lesson 2 may be skipped. If they have practice with standard units as well, you can choose to skip lesson 3. Part of lesson 3 involves students making their own measuring device. Should you skip this, be sure to have measuring tools available to students during the design challenge.
To simplify the unit, and complete the design challenge as a single lesson, do not have students build their own object. Instead, choose an item for which students will make a carrying case. This could be something all students use in school, or something special and specific to your classroom.