• How Big in 2 Dimensions?

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In this first lesson, students are introduced to a small character to compare with known objects and use Brackitz planks to measure height and width.

• How Big in 3 Dimensions?

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In this lesson, students reconsider the figure from the first lesson by exploring the third dimension and using Brackitz planks to measure height, length and depth.

• Unit 2, Lesson 2: One Wheel On The Cart

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Students will explore the ideas of work, effort, and enhancing transportation with wheels (mechanical advantage). At the close of this lesson, students will be able to describe how wheels help do work.

• Unit 2, Lesson 1: Lets Move It

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Students will explore the idea of work, effort, and moving items. This lesson will lead them to ask, “How can we do this work faster/easier?”

• Unit 1, Lesson 1: How Big In 2 Dimensions

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Students explore two dimensions, compare a figure to common objects to understand height and width dimensions, measure and record data and estimate in units. “I can” statements that students should be able to do after completing this lesson include: “I can describe how big something is by using height and width.” “I can compare size by thinking about everyday objects.” “I can use measurement data to estimate in another unit size.”

• Unit 1, Lesson 2: How Big In 3 Dimensions

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Students continue practicing spatial thinking and vocabulary as they reconsider the figure from Lesson 1, now understanding the third dimension and using Brackitz unit planks to measure height, width, and depth.

• Unit 1, Lesson 3: Free Our Friend

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Students continue with the gingerbread character as their building and engineering inspiration. Given an immediate problem to help solve, students have a play-based introduction to solving problems by designing and building devices.

• Unit 1, Lesson 4: Creature Comforts

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Students continue their play-based introduction to solving problems by designing and building to the Gingerbread character’s special needs. Students continue to consider dimensions as they design health, safety, comfort, and recreation items for a creature that’s much smaller than them.

• Unit 1, Lesson 5: Moving Around

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Students will continue to collaborate as they design and consider what they make relates to more than one need. “I can design with competing factors in mind.” and “I know a design will not be perfect the first time.” and “I can count simple combination options given a small number of items and ways to arrange them.”

• Unit 2, Lesson 5: Four Wheels On The Cart

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This lesson leads students to add a fourth wheel as they continue to experiment with mechanical advantage, transportation, and designing with constraints and criteria.

• Unit 3, Lesson 1: What Goes Up, Must Come Down

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Students consider the challenges of moving things and people up and down, and revisit the idea of how simple machines can do the work of moving more effectively.

• Unit 3, Lesson 2: Going Up

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Students consider how to solve real world problems using a simple machine to make work easier.

• Unit 3, Lesson 3: Rescue!

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Students consider how to use pulleys to complete a rescue!

• Unit 3, Lesson 4: Moats & Castles

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Students situate their pulleys in a unique setting, continuing to practice needs-based design process.

• Unit 3, Lesson 5: From Here To There

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Students practice using pulleys to move things “across” rather than “up and down.”

• Unit 1, Lesson 1: How Big In 2 Dimensions

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Students begin practicing spatial thinking and vocabulary as they’re introduced to a small character to compare with known objects, and using Brackitz unit planks to specify two dimensions (2-D): height and width.

• Unit 1, Lesson 2: How Big In 3 Dimensions

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Students continue practicing spatial thinking and vocabulary as they reconsider the figure from Lesson One, now understanding the third dimension and using Brackitz unit planks to measure height, length, and depth.

• Unit 1, Lesson 3: Free Our Friend

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Students continue with the Gingerbread character as their building and engineering inspiration. Given an immediate problem to help solve, students have a play-based introduction to solving problems by designing and building devices.

• Unit 1, Lesson 4: Creature Comforts

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Students continue their play-based introduction to solving problems by designing and building to the Gingerbread character’s special needs. Students continue to consider dimensions as they design health, safety, comfort, and recreation items for a character that’s much smaller than them.

• Unit 1, Lesson 5: Moving Around

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Students apply their understanding of designing for a user to a wider system of designs and needs.

• Unit 2, Lesson 2: One Wheel On The Cart

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Students will explore the ideas of work, effort, and enhancing transportation with wheels (mechanical advantage). At the close of this lesson, students will be able to describe how wheels help do work.

• Unit 2, Lesson 1: Lets Move It

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Students will explore the idea of work, effort, and moving items. This lesson will lead them to ask, “How can we do this work faster/easier?”

• Unit 2, Lesson 3: Two Wheels On The Cart

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Students will practice what they learned about transportation, work, effort, and mechanical advantage with more wheels, while still being challenged with a design constraint.

• Unit 2, Lesson 4: Three Wheels On The Cart

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Students will practice what they learned about transportation, work, effort, and mechanical advantage with more wheels, while still being challenged with a design constraint. At the end of this lesson, students will better understand that creating stability/safety when enabling speed is desirable.

• Unit 2, Lesson 5: Four Wheels!

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As students add a fourth wheel, new design choices are available. At the end of this lesson, students will design vehicles that are more related to their everyday experiences, and consider the mechanical and design advantages of four wheels.

• Unit 2, Lesson 1: Lets Move It

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Students will explore the ideas of work, effort, and moving items. This lesson will lead them to ask, “How can we do this work more easily?”

• Unit 2, Lesson 2: One Wheel On The Cart

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Students will explore the ideas of work, effort/force, and enhancing transportation with wheels (mechanical advantage). They will also practice design thinking and process, with criteria and constraints. At the close of this lesson, students will be able to describe how wheels help do work.

• Unit 2, Lesson 3: Two Wheels On The Cart

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Students will practice what they learned about transportation, work, effort, and mechanical advantage with more wheels, while still being challenged with a design constraint.

• Unit 2, Lesson 4: Three Wheels On The Cart

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Students will practice what they learned about transportation, work, effort, and mechanical advantage with more wheels, while still being challenged with a design constraint. At the end of this lesson, students will better understand that creating stability/safety when enabling speed is desirable.

• Unit 2, Lesson 5: Four Wheels!

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As students add a fourth wheel, new design choices are available. At the end of this lesson, students will design vehicles that are more related to their everyday experiences, and will consider the mechanical and design advantages of four wheels.

• Unit 2, Lesson 3: Two Wheels On The Cart

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Students will practice what they learned about transportation, work, effort, and mechanical advantage with more wheels, while still being challenged with a design constraint.

• Unit 2, Lesson 4: Three Wheels On The Cart

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Students will practice what they learned about transportation, work, effort, and mechanical advantage with more wheels, while still being challenged with a design constraint. At the end of this lesson, students will better understand that creating stability/safety when enabling speed is desirable.

• Unit 1, Lesson 1: How Big In 2 Dimensions

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Students get hands-on practice in thinking about “bigger than” and “smaller than” in two dimensions and engage in some measurement practice. " I can” statements that students should be able to make as a result of this lesson include: “I can compare size by thinking about everyday objects.”

• Unit 1, Lesson 2: How Big In 3 Dimensions

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Students explore 2D vs. 3D objects to better understand size and dimensions. “I can” statements that students should be able to do after completing this lesson include: “I can identify height, length, and width.“ “I can compare size by thinking about everyday objects.”

• Unit 1, Lesson 3: Free Our Friend

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Students will demonstrate they can create a Brackitz design to try and solve a problem, practice testing a design, and continue getting familiar with the Brackitz system. “I can create a 3D design to help solve a problem.” “I can test designs and say why they work or don’t work.”

• Unit 1, Lesson 4: Creature Comforts

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Students will create a Brackitz design that considers the gingerbread’s small size and continue getting familiar with the Brackitz system, and build their collaboration skills. “I can design in 2D and then build in 3D.“ and “I can consider what a user needs.”

• Unit 1, Lesson 5: Moving Around

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Students will continue to collaborate as they design, considering that what they make relates to more than one need. “I can design to solve more than one problem or constraint,” and “I know a design will not be perfect the first time.”

• Unit 1, Lesson 1: How Big In 2 Dimensions

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Students explore two dimensions by imagining a creature and comparing it to common objects to understand size and dimensions. “I can” statements that students should be able to do after completing this lesson include: “I can describe how big something is by using height and width. “ “I can compare size by thinking about everyday objects. “ “I can use measurement data to estimate in another unit size.” “I can use discussion to come to consensus.”

• Unit 1, Lesson 2: How Big In 3 Dimensions

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Students continue practicing spatial thinking and vocabulary as they reconsider the figure from Lesson 1, now understanding the third dimension and using Brackitz unit planks to measure height, width, and depth.

• Unit 1, Lesson 3: Free Our Friend

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Students continue with the creature as their building and engineering inspiration. Given an immediate problem to help solve, students have a play-based introduction to solving problems by designing and building devices.

• Unit 1, Lesson 4: Creature Comforts

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Students continue their play-based introduction to solving problems by designing and building to the imagined small creature’s small size. Students continue to consider dimensions as they design health, safety, comfort, and recreation items for a creature that’s much smaller than them.

• Unit 1, Lesson 5: Moving Around

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Students apply their understanding of designing for a user to a wider system of designs and needs.