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All grades  Project 9 weeks

How It Ticks!

Brooke H
Updated
K-2-ETS1-1
6-8.AF.1.1
K-2.AF.3.3
3-5.AF.1.3
K-2.AF.1.1
+ 11 more
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Purpose

Learners investigate a self-chosen object, tool, living system, or process to answer, “How does this topic work, and what clues help us figure it out?” Across short weekly sessions, they ask investigable questions, test ideas with hands-on materials, use observations and drawings to explain how parts work together, and revise their thinking through daily reflection circles. The work builds curiosity, scientific sensemaking, communication, and self-direction as students compare their evidence with insights from local professionals such as veterinarians, mechanics, and gardeners. The project culminates in a class-made clue exhibit and public showcase where students present before-and-after thinking boards, labeled models or drawings, and simple evidence-based claims about how something works.

Learning goals

Students will ask, sort, and refine questions about how a chosen object, system, or phenomenon works, using clues from observation, hands-on testing, and community expert conversations to decide what is testable and worth investigating. Students will use drawings, labels, models, test notes, and simple oral or written claims to explain how parts work together, identify patterns and cause-and-effect relationships, and show how their thinking changes over time. Students will collaborate in short investigations, listen and respond to others’ ideas, and use daily reflection circles to name evidence they used, questions they still have, and feelings they noticed while learning. Students will create and present a labeled station for the class clue exhibit and final showcase that clearly communicates their before-and-after thinking, one strong piece of evidence, and one new question for future inquiry.

Standards
  • [Next Generation Science Standards] K-2-ETS1-1 - Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
  • [Next Generation Science Standards] 6-8.AF.1.1 - Ask questions (a) that arise from careful observation of phenomena, models, or unexpected results, to clarify and/or seek additional information. (b) to identify and/or clarify evidence and/or the premise(s) of an argument. (c) to determine relationships between independent and dependent variables and relationships in models. (d) to clarify and/or refine a model, an explanation, or an engineering problem. (e) that require sufficient and appropriate empirical evidence to answer. (f) that can be investigated within the scope of the classroom, outdoor environment, and museums and other public facilities with available resources and, when appropriate, frame a hypothesis based on observations and scientific principles. (g) that challenge the premise(s) of an argument or the interpretation of a data set.
  • [Next Generation Science Standards] K-2.AF.3.3 - Evaluate different ways of observing and/or measuring a phenomenon to determine which way can answer a question.
  • [Next Generation Science Standards] 3-5.AF.1.3 - Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause and effect relationships.
  • [Next Generation Science Standards] K-2.AF.1.1 - Ask questions based on observations to find more information about the natural and/or designed world(s).
  • [Next Generation Science Standards] 9-12.AF.1.2 - Evaluate a question to determine if it is testable and relevant. (a) Ask questions that can be investigated within the scope of the school laboratory, research facilities, or field (e.g., outdoor environment) with available resources and, when appropriate, frame a hypothesis based on a model or theory. (b) Ask and/or evaluate questions that challenge the premise(s) of an argument, the interpretation of a data set, or the suitability of a design. (c) Define a design problem that involves the development of a process or system with interacting components and criteria and constraints that may include social, technical, and/or environmental considerations.
  • [Next Generation Science Standards] K-2-ETS1-2 - Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
  • [Next Generation Science Standards] K-2.AF.4.3 - Use observations (firsthand or from media) to describe patterns and/or relationships in the natural and designed world(s) in order to answer scientific questions and solve problems.
  • [Next Generation Science Standards] K-2.AF.8.2 - Describe how specific images (e.g., a diagram showing how a machine works) support a scientific or engineering idea.
  • [Common Core] CCSS.ELA-Literacy.WHST.6-8.7 - Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
Competencies
  • Critical Thinking & Problem Solving - Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.
  • Effective Communication - Students practice listening to understand, communicating with empathy, and share their learning through exhibiting, presenting and reflecting on their work.
  • Content Expertise - Students develop key competencies, skills, and dispositions with ample opportunities to apply knowledge and engage in work that matters to them.
  • Collaboration - Students co-design projects with peers, exercise shared-decision making, strengthen relational agency, resolve conflict, and assume leadership roles.
  • Self Directed Learning - Students use teacher and peer feedback and self-reflection to monitor and direct their own learning while building self knowledge both in and out of the classroom.
  • Academic Mindset - Students establish a sense of place, identity, and belonging to increase self-efficacy while engaging in critical reflection and action.

Products

Across the 9 weeks, students create investigation artifacts such as wonder lists, quick sketches, labeled diagrams, test notes from the lab stations, and simple oral or written claims about how a chosen object or system works. They also build a before-and-after thinking board that tracks what they first wondered, the clues they gathered, and how their ideas changed after testing, observing, and talking with community partners like veterinarians, mechanics, or gardeners. The final product is a class-made clue exhibit with labeled student stations featuring the chosen object, its parts, drawings or models, evidence from hands-on testing, and an explanation of how it works. For the closing celebration and showcase, students present their thinking boards, share one favorite clue, and name one new question they still want to investigate.

Launch

Kick off with a Wonder-to-Work Launch Parade where each student brings or selects a fascinating object, shows what they think it does, names the clues they noticed, and shares one question they still have. Then move into a How Does It Work? Lab Walk with short hands-on stations using magnets, gears, soil, brushes, and simple machines so students can test ideas, notice patterns, and talk with peers about cause and effect. Create a class wonder wall to sort their questions into “can test now,” “need more clues,” and “ask an expert,” setting up future visits from community partners like mechanics, gardeners, or veterinarians. End with a quick reflection circle where every student shares one clue, one lingering question, and one feeling they noticed during the investigation.

Exhibition

Host a Clue Showcase where families, classmates, and local experts rotate through student-led stations featuring the class-made clue exhibit. At each station, learners share their chosen object or system, labeled drawings or models of its parts, test notes, simple claims about how it works, and a before-and-after thinking board that shows how their ideas changed over time. Invite veterinarians, mechanics, gardeners, or other community partners to ask questions and compare the clues students used with the clues professionals use in real work. End with a short gallery walk reflection in which visitors leave one comment about a strong clue they noticed and one new question the exhibit inspired.