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ROUTE STEM-FAST GOING LANDSAIL

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OBJECTIVE: To design the fastest sailing sailboat to represent her/his school in the Land Sailing tournament.

Grade: Primary School 2nd Grade
Lesson Duration: 10 Lessons

STUDENT OUTCOMES
HB.2.6.4. It contributes to the recycling of consumed materials.
HB.2.4.1. Categorizes the types and means of transportation.
T.2.1.5. Answers questions about what they have listened/watched.
T.2.4.1. Writes meaningful and regular sentences.
M.2.2.1.2. Creates structures using shape models, draws structures created.
M.2.3.1.2. Recognizes standard length measurement units and explains their usage.
Engineering
1-Explains the basic processes needed for a project. (including design and prototype development)
2-Uses appropriate units for all calculations and measurements.
3-Applies design concepts related to physical and mechanical system problems.
ART
Drama: ***Role playing skills develop.
***Gives the ability to act together with the group.
G.1.2.3.1.2. Unexpected/unpredictable results occur when creating visual artwork.
realizes he can.
TECHNOLOGY
T.10. By actively exploring real-world issues and problems, developing ideas and theories,
creates a pool of knowledge by emphasizing answers and solutions.

UNIT CONCEPTS AND SYMBOLS
*wind force
*Recycle
*Vehicles
*Push and Pull

TEACHING METHODS AND TECHNIQUES
*Project-based learning
*Learning by doing
*Stem learning model
*Design thinking
*Modelling

TOOLS AND EQUIPMENT
*Plastic bottle and cap

  • Garbage skewers, tongue sticks
    *Silicone gun
    *Phone
    *Scissors
    *Pencil
    *Lego
    *Toy wheel
    *Carrier bag
    *Aluminium foil
    *Rope
    *Hair dryer
    *Fan
    *Eva

1.ENGAGE

Lesson Preparation for the Teacher:

https://drive.google.com/file/d/17mALweXjdbmxLaw1coqjDstxe9JCdnUj/view?usp=sharing

Photos designed in the form of a blockposter in the link above are removed. You can divide the children into groups if you want, or you can have them done individually.

Drawing Attention:
Students are asked to put together the puzzle-shaped photos distributed. Students may then be asked the following guiding questions:
1-What does this tool look like?
2-Why does he have a sail?
3-Does only sea vehicles have sails?
4- Gasoline is necessary for the movement of cars and planes. Some trains run on coal. So what do you think drives this vehicle?
The answers given by the students to the above questions that establish the school life connection and include their preliminary knowledge.
answers are heard by the teacher. And it goes to the problem state:

Problem State-Scenario
“Deniz’s teacher enters the classroom with a photograph that looks like a sailing vehicle in his hand. The teacher says that the photograph is a “Black Sailboat”, how it moves, its features and tournaments. It states that our school will also participate in the land sailing tournament and the fastest land sailing boat will represent the school. Do you think Deniz will be able to build the fastest “Black Sailboat”?

Your Mission;
1- To learn about land sailing
2- Helping Deniz to design the fastest land sailboat.

2. EXPLORE

TO EXPLORE THE SUBJECT BETTER, WE WILL DO 3 FUN STUDY IN THIS SECTION:

1- First of all, students are asked to do research and gather brief information about land sailing. Using the “Popplet” web2.0 tool together, a mind map is prepared with the information you have learned:

https://app.popplet.com/#/p/6565662

Note: Popplet Usage Video:

You can prepare it in different ways and with different information.

2-A wind rose is made to observe the force of the wind with the students.
Wind rose construction stages video:

3-“LANDSAIL DRAMA STUDY”

Game play: First, the students are asked to form a circle. And one person in the middle becomes a midwife. The students are given the names of the materials of the land sailboat, respectively: Sail-Mast-Wheel-Carbine-Seat…. A name is also given to the midwife. When the teacher says to change the sails, the sails are changed, and when the teacher says to change the masts, the masts are changed. But when he says LANDSAIL, everyone has to change places. The midwife tries to find a place for herself. The person who cannot find a place becomes a midwife. The game continues in this way.
The aim of the drama work is to make people comprehend the materials of the land sailer…
Note: The game can be more fun with large groups.

Promotional video of the drama: https://youtu.be/uKLFp0ftilo

3.EXPLAIN

At this stage, students are briefly informed about the land sailing boat:

What is Land Sailing?
Racing tricycles over wide and flat pieces of land is called land sailing. In sailboats moved in the direction of the wind, the angle of the sail is changed to give direction to the vehicles. Land sailing first emerged in the 1950s. Land sailing, which has turned into a racing sport after the 1950s, is one of the extreme sports that is very popular especially in the United States and Europe.

Land sailing tournaments and races are held in many countries. One of the most popular of the international tournaments is the week-long European Championship. The World Land Sailing Championship, which is held every four years, is also one of the most popular tournaments.

Although it has similar points with normal sailing, land sailing is based on the wind. Wind has much more thrust than water. In this way, sailboats can move much faster than on the water.

How to do Land Sailing?
In this sport, which is made with three-wheeled sailboats of different sizes, vehicles are classified differently according to their sizes. Sailboats in the same category compete with each other. Sailboats are divided into 2nd, 3rd, 5th, 7th and 8th Class. At the same time, mini sailboats consisting of standard class and smaller vehicles compete separately. The most frequently used class in these races is the 3rd class.

Necessary Materials for Land Sailing
The sailing materials required for land sailing are usually purchased separately and combined to make them ready for the sport.
Sail
The first equipment required for land sailing is a sail. Models produced in different sizes and features are in various classes. Pilots choose sails according to which class they will be in. Sails from 2 meters to 8 meters are produced.
Direct
The masts that help the sails to stay stable are produced with durable materials. Poles produced with materials such as fiberglass, carbon and ultra carbon are designed in various thicknesses and lengths. In addition to being durable, the sailboats are very light thanks to their maximum weight of 1 kilogram.
Wheel
It is necessary to use different sizes of wheels in sailboat models, which are divided into early and late periods. Wheels are chosen from multi-toothed and heavy or flatter and lighter models according to sailing classes.
Carbine
Carabiners are used as attachments in many extreme sports. High quality carabiners are used together with ropes and screws for joining main parts such as sails, seats and masts.

When is Land Sailing Done?
For land sailing races, periods with strong winds are definitely preferred. Beach edges, dry lakes in desert lands, even airstrips are suitable for races. Spring months, when the wind is strong as a season, is the most suitable season for land sailing. Races can be held in the regions where the wind is seen in the summer season. Very cold weather and snow-covered areas are not suitable for this sport. Generally, from March to November, there are favorable weather conditions for doing this sport.
Best Land Sailing Routes in the World
Land sailing tournaments, which are widely held especially in Europe, are accompanied by uniquely beautiful beaches.
*Spain
*France
*Britain
*Belgium
*Germany
The following informative videos can also be watched:

FORCE
PUSH AND PULL issues can also be briefly mentioned:
If the direction of the force is towards us, it is attraction.
If the direction of the force is ahead of us, it is repulsion.
Examples of Push and Pull Forces:
*Wind shakes tree branches
*The wind blows the kite
*The wind carries the sailboat
*The wind turns the windmill

4.ELABORATE

TURKISH INTEGRATION:
“Answers questions about images” with Blockposter work. The learning outcome is “Answers questions about what they listen/watch with the informative videos they watch.” The outcome is “Writes meaningful and regular sentences” in popplet web2.0 application. His achievement is “Fills the forms according to the instructions” in the crosswordlabs web2.0 tool application. A plan suitable for gains is implemented.

MATHEMATICS INTEGRATION:
Information is exchanged on which geometric objects to choose for the design. The designed prototype is first measured with non-standard measurement units and compared. Then, using a ruler, drawing the line segment whose length is given, forming triangles, squares, rectangles and determining the diagonals are done.

TECHNOLOGY INTEGRATION:
The student realizes that he can solve problems by modeling. Uses problem solving steps. Develops the ability to use technology in the right direction while researching and using web 2.0 tools.

LIFE SCIENCE AND SCIENCE INTEGRATION:
“What is wind energy? Where to use? Have information about “Push and Pull Force”.

ENGINEERING INTEGRATION:

An Annex-1 form is distributed to the students. Students start making design drawings to help Deniz.
Each student draws a design. Describes the features of the design in prototype drawing and explains how the design will work.
The necessary materials for their design are provided by the parents and the teacher.
All students will be given 3 days for the design and at the end of this period, everyone will be
It is stated that he will explain the features of his own design in the class. with available materials
Ask students to turn their solutions into products. The design phase begins.

4.1. SKETCH DRAWING OF THE DESIGN

**At this stage, students will be guided while drawing the design.

**You can watch the Black Sailboat design drawing presentations from the link below:

4.2. DESIGN TIME

**Start and check the design you will prepare.

4.3 SHARE YOUR PRODUCT

**Tell your friends about the construction stages and materials of the design you have prepared by making a presentation.
**After the presentations are over, everyone compares their own design with the designs of other students. Thus, they have the opportunity to evaluate and improve their designs. The teacher uses supportive statements for students to improve their products. After sharing, students are asked what they can do to improve their designs. Students can refine their designs if they need to.

**Products made in the school entrance hall are exhibited and offered to other students:

5.EVALUATE

In order to measure what the students have learned about the “BLACK SAIL”, the following puzzle is solved using the CROSSWORDLABS web2.0 tool.

After all the sharing is done, the design evaluation form is distributed and the students
It is ensured that they evaluate their product objectively.

5.1. ASSESS YOUR PRODUCT AND THINK BETTER

QUALIFICATIONYes No Indecisive
Have you learned about the Black Sailboat?   
Did you find a solution to the problem for the Black Sailboat to go fast?   
Did you imagine and design while drawing your design?     
Did you have a hard time designing the product?   

• You should tell us your product’s strengths and weaknesses.
• What would you like to change if you were to do it again?

REFERENCES

https://drive.google.com/file/d/17mALweXjdbmxLaw1coqjDstxe9JCdnUj/view?usp=sharing

https://app.popplet.com/#/p/6565662

https://www.flypgs.com/ekstrem-sporlar/kara-yelkenciligi#:~:text=%C3%9C%C3%A7%20tekerlekli%20yelkenlilerin%20geni%C5%9F%20ve,1950’li%20y%C4%B1llarda%20ortaya%20%C3%A7%C4%B1km%C4%B1%C5%9Ft%C4%B1r.

https://www.fenbilim.net/2018/01/itme-ve-cekme-kuvvetlerine-ornekler.html

ANNEX 1
Name and surname :………………………………………………..
Class No:…………………………………………………………
School:……………………………………………………….

Dear Students,
Can you draw the tool or mechanism you designed?

Can you tell me what science, mathematics, engineering, technology or other science branches you should benefit from in order to be able to make the tool/machine/assembly you pictured above in real life?

Emergency Response to Forest Fires and Early Warning System

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OBJECTIVE: In this event, prototypes were designed in places where vehicles and people cannot reach quickly in forest fires, which intervene immediately and prevent the spread of fire by warning the authorities early.

CLASS: 2nd Class

CLASS HOURS: 8

STUDENT ACHIEVEMENTS:
HB.2.6.6. Gives examples of natural disasters.
HB.2.6.7. Explains natural events and measures that can be taken against natural disasters.
T.2.4.8. Uses capital letters and punctuation in the correct place.
T.2.4.1 Write meaningful and regular sentences.
M.2.2.1.2. Creates structures using shape models, draws structures created.
Technology-Explains the basic processes needed for a project. (including design and prototype development)
Technology-Uses appropriate units for all calculations and measurements.
Applies design concepts related to Technology-Physical and Mechanical system problems.
**Expresses himself in creative ways.
**Reads visual materials.
**Produces solutions to problem situations.

UNIT CONCEPTS AND SYMBOLS:
*Natural disasters
*Fire
*Precaution
*Forests

TEACHING METHODS AND TECHNIQUES
*Project-based learning
*Learning by doing
*STEM learning model
*Design thinking
*Modelling

1.ENGAGE

First of all, at the beginning of the activity, students with different abilities and characteristics came together, homogeneously divided into groups. The scenario was written for each student in the groups. Worksheets were distributed. Afterwards, the scenario was read and the students noticed the problem is provided. Groups of students were asked questions about what the problem is.

SCENARIO

Deniz had come to Manavgat from Istanbul to her grandmother’s house on vacation that summer. She was very happy to see her grandparents and cousins. She loved Manavgat very much. Especially its deep blue sea and lush forests… On the day they went, they went on a trip to the forest together as a family. They spent a lot of time in the lush green hills and colorful flowers. As soon as Deniz came home in the evening, he fell asleep immediately due to exhaustion. When he woke up in the morning, there was a hectic mood at home. Everyone was huddled in front of the window. They were staring at the distant forests with fearful eyes. The sea came quickly to the window. His eyes were wide open. The forest they went to yesterday was in flames, it was on fire. This was common during the summer months. It was said that the fire was getting closer and closer to the houses. Many villages, especially those close to the forest, were evacuated. Everyone was very upset. Grandfather said: “Who knows how long it’s been on fire? I wish the authorities had known earlier.. Then it wouldn’t have spread that much, would it have been extinguished immediately?”. Deniz: “Really, can a device be made that can detect forest fires, and fire and smoke immediately?” he thought…Yes, there were these devices in the houses. But why wasn’t it in the forests???

Revealing students’ prior knowledge, alternative concepts, and personal experiences after our story is finished.

The following questions are asked by the teacher.
1-What is a natural disaster?
2-Have any of you ever experienced a fire?
3-Have you seen a forest fire before?
4-What causes forest fires?
5-How do you think forest fires can be prevented?
6-Can a device that notifies forest fires be made?

The answers given by the students to the questions above establish the school life connection and include the students’ prior knowledge. Answers are heard by the teacher. As a more effective practice, in the classroom is shown the “Forest Fires” informational video:

2. EXPLORE

In this section, in order to determine the needs for the problem situation, the students say what they know. Before starting the problem solving, the readiness of the students is determined.

Student groups are asked to do research on forest fires. (In the research of students, our parents were informed about safe internet use, when it is considered, the research should be more visual and conducted under the guidance of parents. Necessity is expressed.)
The spokesperson of each group explains their research to the class using the presentation technique. The visual research presentations brought by the students were presented with photographs, pictures.

Answers to the following questions are sought on internet printouts. (Question-answer technique): 1) What are the causes of forest fires?, 2) In which season are they most visible? Why?, 3) What can be the harm of forest fires?, 4) Can forest fires be prevented?, 5) Can forest fires be responded to more quickly?

Afterwards, students are guided to help Deniz. Brainstorming is done about the device that informs about forest fire. What do you think the features of this device should be? Based on the question, word cloud work is done with the “WORDART Web2.0” tool. It is then printed and displayed on the classroom board.

3. EXPLAIN

At this stage, the teacher gives brief information about forest fires to the students:

FOREST FIRES
**The biggest danger that causes the depletion of forest resources is fires.
**Every year, thousands of people lose their homes due to forest fires, and hundreds of people lose their lives in these fire-related accidents. Thousands of forest animals perish in fires.
** Damages to trees, soil and agricultural areas are great.
** The fact that Turkey is located in the Mediterranean climate zone means that it frequently encounters forest fires.
** After fire prevention and control, the important issue to be addressed; extinguishing it before it turns into a disaster with an effective organization.

For a better understanding of the subject, the following reinforcement video is watched:

  • The causes of forest fires are emphasized.
  • Rather than extinguishing the fire, guidance is given on what prevention and early detection activities can be.

4.ELABORATE

TURKISH INTEGRATION:
Our problem situation in the script is read once again. The students have completed the preliminary preparation phase about the design they will make with the research and presentations they have made during the exploration phase.

ENGINEERING INTEGRATION:
An Annex 2 form is distributed to the students. Students start making design drawings to help Deniz. The groups evaluate the design drawn by each student and choose the most likely solution. The groups describe the features of the design in the prototype drawing and explain how the design will work.

The necessary materials for the designs are provided to the groups by the parents and the teacher. Each group will be given 3 days for the design and at the end of this period, each group will be presenting. It is stated that they will explain the features of the design in the class with available materials.

Ask students to turn their solutions into products. The design phase begins.

MATHEMATICS INTEGRATION:
Information is exchanged on which geometric objects to choose for the design. The comparison is made by measuring the height of the trees and the designed prototype with non-standard units of measurement.

4.1. SKETCH DRAWING OF THE DESIGN

**You can watch the student presentations of emergency response design drawings for forest fires from the link below:

**At this stage, students will be guided while designing.

4.2. DESIGN TIME

**Start and check the design you will prepare.

4.3 SHARE YOUR PRODUCT

**Tell your friends about the construction stages and materials of the design you have prepared by making a presentation.
**You can reach the group presentations from the link below:

https://youtu.be/a6bI7VlA8ms

**Products made in the school entrance hall are exhibited and offered to other students:

5. EVALUATE

After the presentations are over, the groups compare their design with the designs of the other groups. Thus, groups have the opportunity to evaluate and improve their designs. The teacher uses supportive statements to help the groups improve their products. After sharing, the groups are asked what they can do to improve their designs. Groups can improve their designs if they need to. After all the sharing is done, the design evaluation form is distributed to the groups and the groups are ensured that they evaluate their product objectively.

5.1. ASSESS YOUR PRODUCT AND THINK BETTER

Attributes Yes No
Indecisive
Have you learned about Forest Fires?   
Have you found a solution to the problems for emergency response to forest fires?   
Did you imagine and design while drawing your design?     
Did you have a hard time designing the product?   

• You should tell us your product’s strengths and weaknesses.
• What would you like to change if you were to do it again?

REFERENCES:


https://youtu.be/a6bI7VlA8ms

ANNEX 1

SCENARIO
Deniz had come to Manavgat from Istanbul to her grandmother’s house on vacation that summer. She was very happy to see her grandparents and cousins. She loved Manavgat very much. Especially its deep blue sea and lush forests… On the day they went, they went on a trip to the forest together as a family. They spent a lot of time in the lush green hills and colorful flowers. As soon as Deniz came home in the evening, he fell asleep immediately due to exhaustion. When he woke up in the morning, there was a hectic mood at home. Everyone was huddled in front of the window. They were staring at the distant forests with fearful eyes. The sea came quickly to the window. His eyes were wide open. The forest they went to yesterday was in flames, it was on fire. This was common during the summer months. It was said that the fire was getting closer and closer to the houses. Many villages, especially those close to the forest, were evacuated. Everyone was very upset. Grandfather said: “Who knows how long it’s been on fire? I wish the authorities had known earlier.. Then it wouldn’t have spread that much, would it have been extinguished immediately?”. Deniz: “Really, can a device be made that can detect forest fires, and fire and smoke immediately?”

ANNEX 2

Name and surname :………………………………………………..
Class No:…………………………………………………………
School:……………………………………………………….

Dear Students,
Can you draw the device or mechanism that you think of, the design that can immediately detect forest fires, intervene and notify the authorities quickly?

Can you tell us which science, mathematics, engineering, technology or other science branches you should benefit from, in order to make the tool / machine / device you pictured above in real life?