Review: Design a Paper Shelter
Choose, compare and improve drawings using a clear goal.
Bring the unit skills together
Use these 4 new cases to check your reasoning. Choices are temporary and are not saved to an account, sent to staff or recorded as school grades. Download your current review choices before leaving or reloading.
The download contains your current choices and any checked feedback. Keep the separate transfer-task work in your own document; downloading its instructions does not mark it complete.
Use the skills in a new task
Draw or write four parts for “Design a Paper Shelter”—one pretend example from each lesson. In each part, show what happened, give your answer, and say which clue helped you. If the question gives numbers, show your working too. Finish with one thing the practice case does not tell us. You may say your answers aloud.
Work on paper or in your own document. Explain the choices you made.
- Choose one pretend example from each of the four lessons.
- Name what each example shows.
- If the example gives numbers, show your calculation and unit. Otherwise, say which clue explains your answer.
- Say that the case details are supplied for practice; they are not your own real-life observations.
- Say one thing the example does not tell us, or one change that could give a different answer.
Compare with a model response
Panel 1: Which scientific label fits the specifically described step or feature? Supplied case: What should the shelter accomplish. Result: goal. Reasoning: The answer is goal. In the notes, it means “keep the drawn toy space dry.” A design goal says what a solution should do. A drawing helps explain an idea before building. Our pretend goal is a dry toy space, not a real emergency shelter. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified. Panel 2: Which scientific label fits the specifically described step or feature? Supplied case: A roof reaches both outside edges. Result: covered. Reasoning: The answer is covered. In the notes, it means “roof spans the whole toy space.” Both supplied shelters have the same base. One roof has a gap. Look for a path through which water could reach the toy; appearance alone does not show performance. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified. Panel 3: Which scientific label fits the specifically described step or feature? Supplied case: Design A’s toy space stays dry. Result: passes. Reasoning: The answer is passes. In the notes, it means “toy space stays dry in the record.” A supplied test record shows dry or wet toy spaces. Read each record once. A design meets this one goal when the stated test leaves the toy space dry. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified. Panel 4: Which scientific label fits the specifically described step or feature? Supplied case: Water enters through a roof opening. Result: close gap. Reasoning: The answer is close gap. In the notes, it means “blocks the shown path through the roof.” A useful improvement connects a change to a specific problem. Draw your change and point to the expected water path. A prediction still needs a test record. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified.
A different response can also meet the criteria. Compare the evidence and reasoning, rather than copying the wording.