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2016 UASTEM Technical-Procedural Problem Solving
STEM activities, Grades 2-3 ........................................................................................................ 2
Rudolph the Circuit-Nose Reindeer ............................................................................................ 2
Title: Racing into Energy ............................................................................................................ 7
Rubber Band Racer ..................................................................................................................... 9
Will the New Year’s Star Shine? .............................................................................................. 11
What Is A Reindeer To Do?? .................................................................................................... 15
Racecar ...................................................................................................................................... 17
Rubber Band Powered Racer .................................................................................................... 22
Buddy the Elf, Fixes Santa’s Sleigh ......................................................................................... 32
The Rubber Band Racer ............................................................................................................ 35
STEM activities, Grades 4-5 ...................................................................................................... 40
Racecar Wreckage .................................................................................................................... 40
The Lucky Race ........................................................................................................................ 46
2
Technical Procedural STEM activities, Grades 2-3
Rudolph the Circuit-Nose Reindeer
Grade: 2nd
Unit: Electrical Circuits
Stem Content Standards:
Science
K-2 PS4.B Electromagnetic radiation Objects can be seen only when light is available to
illuminate them.
Technology and Engineering
K-2 Standard 2. Students will develop an understanding of the core concepts of technology.
C. Tools are simple objects that help human’s complete tasks.
D. Different materials are used in making things.
Math
Reason with shapes and their attributes.
CCSS.MATH.CONTENT.2.G.A.1
Recognize and draw shapes having specified attributes, such as a given number of angles or a
given number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
Big Ideas:
Using shapes to draw Rudolph
Working as a group to construct and understand the tools in an electrical circuit
Using the electrical circuit to light up Rudolph’s nose
Essential Questions:
Using the materials given, how can you make an electrical circuit to light up Rudolph’s nose?
Scenario:
Whoops! Rudolph’s nose has broken the night before Christmas and now Santa is going to have
a hard time delivering presents. It is up to you to fix Rudolph’s nose so that he can guide Santa to
each house.
Challenge:
Working with your group you need to help design an electrical circuit so that Rudolph’s nose
will light back up.
Limitations:
The electrical circuit must:
Be constructed in one class period
Be no larger than a piece of copy paper
Use the materials provided
3
Materials and Resources:
Construction paper
Crayons
Light bulb
Aluminum foil
Electrical tape
Two wire cords
Battery
Content Information:
Directions
1. Draw a reindeer.
2. Decorate the reindeer.
3. Look at the Led light. The shorter peg is negative and the longer peg is positive.
4. Using electoral tape, tape one piece of aluminum foil to each peg.
5. Poke the led through the reindeer’s nose in the front.
6. On the other side, clip the cord that’s attached to the positive peg on the positive side of
the battery. Clip the cord that’s attached to the negative peg on the negative side of the
battery.
7. Tape it down and watch it glow!
Shapes
Rectangle
Oval
Circle
Deliverables:
Drawing of Rudolph
Completed electrical circuit
4
Evaluation:
Rubric Planning Sheet
Project or Assignment: __________________________________
Category 0-3pts. 4-6pts. 7-10pts. Sco
re
Unacceptabl
e Level
Performanc
e
Intermediate
Level
Performance
Accomplishe
d
Level
Performance
Design a Rudolph
No effort to
complete
the drawing
Attempted
the drawing
but did not
complete
Completed
and
accomplishe
d the
drawing
Understanding the
shapes of Rudolph’s
Face
No effort to
understand
the shapes
Attempted to
try and
identify the
shapes
Was able to
identify the
shapes
Shows understanding
of electrical circuit
No effort to
understand
the
electrical
circuit
Attempted to
understand
the electrical
circuit
Understood
and
accomplishe
d the
electrical
circuit
Group Participation
Did not
participate
in the group
Attempted to
participate
Fully
participated
5
Student Copy
Rudolph the Circuit-Nose Reindeer
Unit: Electrical Circuits
Big Ideas:
Using shapes to draw Rudolph
Working as a group to construct and understand the tools in an electrical circuit
Using the electrical circuit to light up Rudolph’s nose
Essential Questions:
Using the materials given, how can you make an electrical circuit to light up Rudolph’s nose?
Scenario:
Whoops! Rudolph’s nose has broken the night before Christmas and now Santa is going to have
a hard time delivering presents. It is up to you to fix Rudolph’s nose so that he can guide Santa to
each house.
Challenge:
Working with your group you need to help design an electrical circuit so that Rudolph’s nose
will light back up.
Limitations:
The electrical circuit must:
Be constructed in one class period
Be no larger than a piece of copy paper
Use the materials provided
Materials and Resources:
Construction paper
Crayons
Light bulb
Aluminum foil
Electrical tape
Two wire cords
Battery
Content Information:
Directions
1. Draw a reindeer.
2. Decorate the reindeer.
3. Look at the Led light. The shorter peg is negative and the longer peg is positive.
4. Using electoral tape, tape one piece of aluminum foil to each peg.
6
5. Poke the led through the reindeer’s nose in the front.
6. On the other side, clip the cord that’s attached to the positive peg on the positive side
of the battery. Clip the cord that’s attached to the negative peg on the negative side of
the battery.
7. Tape it down and watch it glow!
Shapes
Rectangle
Oval
Circle
Deliverables:
Drawing of Rudolph
Completed electrical circuit
7
Title: Racing into Energy
Suggested Grade Level: 2-3
STEM Content Standards
Science:
PS3B- Conservation of Energy or Transfer of Energy
Kinetic energy can be distinguished from the various forms of potential energy. Energy
changes to
and from each type can be tracked through physical or chemical interactions. The
relationship
between the temperature and the total energy of a system depends on the types, states, and
amounts of matter.
Technology & Engineering:
Standard 2 Students will develop an understanding of the core concepts of technology
Benchmark B-Systems have parts or components that work together to accomplish a
goal.
Standard 13 Students will develop the abilities to assess the impact of products and systems.
Benchmark A- Collect information about everyday products and systems by asking
questions.
Math:
CCSS.MATH.CONTENT.2.MD.A.3
Estimate lengths using units of inches, feet, centimeters, and meters.
CCSS.MATH.CONTENT.2.MD.D.9
Generate measurement data by measuring lengths of several objects to the nearest whole unit, or
by making repeated measurements of the same object. Show the measurements by making a line
plot, where the horizontal scale is marked off in whole-number units.
Big Ideas:
Potential Energy versus Kinetic Energy
Acceleration
Amount of Acceleration/ length of movement
Challenge: Design a rubber-band car (with directions that are included), and then research and
demonstrate ways to define potential and kinetic energy within vehicles.
Criteria:
o Shows three ways of kinetic energy, and three ways to show potential energy.
Essential Question:
How can you demonstrate kinetic (3 ways) and potential energy (3 ways) with your built car and
given materials?
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Scenario: Cars demonstrate potential and kinetic energy within their parts and components. The final race
officials want to see how this acceleration and energy is done given the different materials. There
will be competitions on fastest car, longest distance, most friction, etc.
Tools-Scissors, Glue, Tape
Materials-Cardboard, Sand Paper, Rubber Bands, Shoe Box, Artificial Grass, Aluminum Foil,
Play-Dough
Content Information:
Kinetic energy is the energy of motion. An object that has motion—whether vertical or
horizontal—has kinetic energy. Potential energy is the stored energy of position possessed by an
object. Acceleration is the rate at which an object changes its velocity.
Deliverables:
Student Instruction Sheet (Car Assembly instructions)
Materials
Parameters or constraints:
Utilize Design Loop
Follow Directions and meet requirements
Evaluation- Product based Assessment:
Model-Students will demonstrate their car by following directions to complete the project.
The finished product should demonstrate potential and kinetic energy and create the greatest
distance for kinetic energy.
Evaluation-Process-Focused Performance-Based Assessment:
Questioning and Discussion- Students will be asked different questions during the construction
and presentation of their project. To include but not limited:
1. How did you demonstrate potential energy?
2. How did you demonstrate kinetic energy?
3. What is acceleration? How was it demonstrated with the car?
4. What is the maximum length of acceleration? Least? Include data chart.
5. What did you learn? What was your favorite part?
9
Rubber Band Racer
Unit: design, structure, speed, force and motion
Disciplinary Area: STEM – Basic engineering and creativity
Grade Level: 2nd Grade
Standards:
Mathematics: 2.OA. A. 1 Operations and Algebraic Thinking: Represent and solve
problems involving addition and subtraction
Mathematics: 2. MD. A. 2 Measurement and Data: Measure and estimate lengths in
standard units
Language: R1. 2. 6 Reading: Informational Text: Identify the main purpose of a text,
including what the author wants to answer, explain, or describe.
Science: PS2.A: Forces and motions: Pushes and pulls can have different strengths and
directions, and can change the speed or directions of its motion or start or stop it.
Science: PS3. C: Relationships between energy and forces: Bigger pushes and pulls
cause bigger changes in an object’s motion or shape.
Big Ideas:
Building rubber band racer
Recognizing how materials perform traction
Construction design
Teamwork
Brainstorming ideas and possible solutions
Understanding factors involved in making something of good structure
Essential Question: How can you create a rubber band motored car that will go the farthest
distance?
Scenario: Sarah is the top racecar driver in the nation. However, she is having problems with her
car. For some reason her car won’t go very far without dying. Can you help Sarah build a car that
will take her all the way to the finish line without breaking down while going the fastest speed?
Challenge: After being introduced to the rubber band racer and all the parts that will make up
the racer, students will work together in pairs to build a car that will go the farthest and fastest
with just operating off a rubber band.
Tools, Materials and Resources: Safety glasses, hammer, hole plates, wheel hubs, stretch tires,
rubber bands, two 12-inch dowels, stop clips, cutter
Content Information: Introduce rubber band cars to the class. Using the car parts and a few
rubber bands, demonstrate to your students how pulling the rubber band back as far as it will go
will make the car go farther at a faster rate. Explain that the higher number of times the rubber
band is wrapped around the car parts, the more “gas” the car will have and the further distance it
10
will be able to go. Let your students know that it is okay for their car to look different from their
classmate’s cars. Pass out the supplies and make those cars roll!!
Deliverables: Each student will work in pairs to build a rubber band powered car that will go
farther than the other student pairs in the class. Each pair of students will have one hour to work
together to build their rubber band powered car and develop a strategy to get their car to go the
farthest distance. After the hour is over, each pair will bring their car to the front of the
classroom. Starting at the starting line, each pair will go one by one and let their car roll using
the strategy they came up with. Each car will be measured from the starting line to where it
stopped. On the worksheet attached, each student will record the strategy each pair used and the
distance that each pair’s car was able to go. After each pair has tested their car, the class will
look at the results on their worksheet to see which group’s car went the farthest and what
strategy was used to make the car. Each student will then complete the worksheet attached with
follow-up questions.
Parameters: Your pair's car must:
Be made of only the given materials
Be made by using only the given tools
Be powered by a rubber band
Evaluation: During and after all pairs present their cars, students will complete a worksheet with
assignment observations and follow-up questions on it. I will grade this worksheet.
STEP-BY-STEP BUILD
1. Cut four (4in) pieces from the dowels.
2. Insert the 4 pieces of the dowels into the corners of the hole plates in order to make the
sides of the car.
3. Cut two (5 in) pieces from the dowel. (These will become axles).
4. Insert the dowels into the two wheels.
5. Place the wheel and axles through the frame.
6. Press the two remaining wheels onto the axles.
7. Roll your racer across the floor to make sure it rolls.
8. Place the two rubber tires (thick rubber bands) around the two back wheels in order to
provide traction.
9. Place the stop clip on the wheel axle with the stretch tires.
10. Attach two rubber bands and one stop clip to the inside of the car to give it “gas.”
11. Secure the stop clip so when it is pulled by the rubber band, it won’t be moved.
12. Hook the rubber band around the clip and roll the car backwards as many times as it will
go.
13. Let go of your car and it should spring forward.
11
Will the New Year’s Star Shine?
Grade Level: 3rd Grade
STEM Content Standards:
Science:
PS3.A Definitions of energy: Moving objects contain energy. The faster the object moves,
the more energy it has. Energy can be moved from place to place by moving objects, or
through sound, light, or electrical currents. Energy can be converted from one form to
another form.
Technology & Engineering:
Standard 16. Students will develop an understanding of and be able to select and use
energy and power technologies.
o Benchmark A: Energy comes in many forms
Standard 10. Students will develop an understanding of the role of troubleshooting,
research and development, invention and innovation, and experimentation in problem
solving.
o Benchmark A: Asking questions and making observations helps a person to figure
out how things work.
Math:
CCSS.MATH.CONTENT.3.MD.D.8 Solve real world and mathematical problems
involving perimeters of polygons, including finding the perimeter given the side lengths,
finding an unknown side length, and exhibiting rectangles with the same perimeter and
different areas or with the same area and different perimeters.
Big Ideas:
Simple circuits with switch
Following instructions
General electricity
Problem solving skills
Simple Circuits with switch
Essential Question: How can you design a simple switch circuit that will light up the New Year’s Eve star in New
York City, New York before it is supposed to drop?
12
Scenario: It’s almost New Year’s Eve in New York City and everyone knows the celebration is not
complete without the count down at midnight. This year instead of using a ball the city will use
a light up star to help ring in the New Year. Its hours before the countdown will begin and the
crew doing a final test on the star. The workers are devastated when they flip the switch and
nothing happens. The workers are in a panic trying to get the star light up on time. Using the
materials provided create your own idea that will help NYC ring in the New Year because the
workers need your help and creativity.
Tools, Materials, and Resources:
Scissors
Tape/ glue
Crayons, color pencils, or markers
Light bulb or strand of lights
Battery
Connecting wires
Paper
Pencil
Aluminum foil
Box cutter (with supervision)
Cardboard
Tape
Ruler
Content information:
Electrical current is the flow of charge. When the switch is connected, electrons flow from the
anode (positive/top of battery) to the cathode (negative) at the bottom of the battery and return to
the positive pole. The illustration is a diagrammatic form (i.e. circuit diagram or schematic) used
to illustrate an electrical circuit.
The battery provides the electromotive force (or e.m.f.) that "pushes" the electrons through the
wires of the circuit. Electromotive force is measured in volts. In some ways it is similar to the
potential energy stored in an object at the top of a hill. The object might roll down the hill and
lose its potential energy and, in an analogous way, the electrons flow down the voltage drop (or
potential difference) as they move around the circuit.
As the switch is turned on, the light bulb ignites (lights up). When the circuit is closed, by
throwing the switch, the battery forces those electrons to flow around the wire, thereby creating
the current.
13
Deliverables:
Project
Completed Worksheet
Sketch of design ideas for project
Parameters or constraints:
Only use materials provided
It must use a switch to light up
Work within your group only
Sketches must complete before construction
Evaluation:
Students will be evaluated on:
o Ability to work as a team
o Completed worksheet
o Completed design sketches
o Completed working circuit with switch
o Presentation
Discussion of ways to improve future work
o Evaluation of team members
New Year’s Eve Light Challenge
Student Copy
Scenario:
It’s almost New Year’s Eve in New York City and everyone knows the celebration is not
complete without the count down at midnight. This year instead of using a ball the city
will use a light up star to help ring in the New Year. Its hours before the countdown will
begin and the crew doing a final test on the star. The workers are devastated when they
flip the switch and nothing happens. The workers are in a panic trying to get the star light
up on time. Using the materials provided create your own idea that will help NYC ring in
the New Year because the workers need your help and creativity.
Challenge:
How can you design a simple switch circuit that will light up the New Year’s Eve star in
New York City, New York before it is supposed to drop?
14
Answer the Following Questions:
1) What are some things around you that use electricity?
2) What are some of the ways that electricity gets power?
3) Sketch some ideas you have for your project. (on back)
4) What is your groups final design decision?
5) What materials will you use to complete your design?
6) How do you find a perimeter of an object or shape?
7) Find the perimeter of your object. Sketch it here.
After completion of project:
8) Did your design work? Why or why not?
9) Name one improvement your team could make to your project.
10) Did your team work well together? Why or Why not?
15
What Is A Reindeer To Do??
Grade Level: 3rd
STEM Content Standards:
Science: Strand 3- Physical Science
Standard 7: Energy and Transfer of Energy
Students shall demonstrate and apply knowledge of energy and transfer of energy using
appropriate safety procedures, equipment, and technology.
PS 7.3.1: Classify materials as those which can reflect, refract, or absorb light.
Technology/Engineering: Standard 2- Students will develop an understanding of the core
concepts of technology
- In order to comprehend the core concepts of technology students should learn that
resources are the things needed to get a job done, such as tools and machines, materials,
information, energy, people, capital, and time.
Math: Measurement and Data 3.MD.8
Geometric Measurement: Recognize perimeter as an attribute of plane figures and distinguish
between linear and area measures
- Solve real world and mathematical problems involving perimeters of polygons, including
finding the perimeter given the side lengths, finding an unknown side length, and
exhibiting rectangles with the same perimeter and different areas or with the same area
and different perimeters.
Big Ideas: Simple circuit with switch, questioning for a deeper understanding, and recognition
of geometry and simple fractions.
Essential Question: Can you make the sleigh light up?
Scenario: Rudolph is sick! O NO!!! In order to save Christmas we must figure out a way to light
up the sleigh so we can deliver the presents to the children of the world!
Challenge: How can you design a simple switch circuit that will light up Santa’s Sleigh without
Rudolph?
Tools, Materials, and Resources: - Thumb Tacks
- Glue
- Paper Clips
- Tape
- Scissors
- LED Lights
- Battery
- Aluminum Foil
- Crayons
- Foam Board
16
- Wire Cutter (Adult Supervision)
Content Information:
If implementing this at the primary or secondary level, the instructor would need to provide
students with background information on electricity, electric charge, conductors, currents,
circuits, atoms, and a power source prior to implementing this design challenge.
Deliverables:
The evidence needed from the students would be the completion of the product. The circuit
design must meet all requirements. The students will receive a “What did you learn?” worksheet
that must be completed. The instructor will collect notes that any students have written down.
Parameters or Constraints:
To complete this project, the team must adhere to the design parameters outlined below:
1. You must conduct research on electric circuits.
2. Experiment different designs and different types of circuits that would work.
3. There must be a complete circuit, with no breaks between connectors.
4. Identify numerous methods by which this problem can be solved and make sketches.
5. The completed circuit design must:
a. Be constructed in one class meeting. You will have 50 minutes.
b. All lights must work
c. There must be no breaks between connectors.
Evaluation: The circuit design must light up. The instructor will use the design as an evaluation along with
the notes and the “What did you learn?” worksheet.
17
Racecar
Grade level: 3
Standards:
Next Generation Science Standards: PS3.A Definitions of energy
PS3.B Conservation of energy and energy transfer
Moving objects contain energy. The faster the object moves, the more energy it has.
Energy can be moved from place to place by moving objects, or through sound, light, or
electrical currents. Energy can be converted from one form to another form.
Standards for Technological Literacy: Standard 16: Students will develop an understanding of and be able to select and use energy and
power technologies.
Benchmark C. Energy comes in different forms.
Benchmark D. Tools, machines, products, and systems use energy in order to do work.
Common Core Mathematics Standards:
CCSS.MATH.CONTENT.3.OA.A.3 Use multiplication and division within 100 to solve word problems in situations involving
equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a
symbol for the unknown number to represent the problem.
Common Core Literacy Standards:
CCSS.ELA-LITERACY.SL.3.1 Engage effectively in a range of collaborative discussions with diverse partners on grade
3 topics and texts, building on others’ ideas and expressing their own clearly.
Big Ideas: Understand energy and energy transfer
Calculate speed
Follow detailed instructions to complete experiments and tasks
Essential Question: How can you build a racecar, explain energy transfer, calculate the car’s
speed at different distances, and make the car move faster?
Scenario and Challenge: You have been hired to build a racecar for an upcoming race, but the one condition is that the
racecar cannot have a speedometer. You and your partner will build a car using the materials
provided and calculate the car’s speed at 2 ft, 4 ft, and 6 ft. After calculating the speed at those
distances, you will want to see how you can make your racecar the fastest of all the teams. You
will be able to manipulate your car how you wish, with extra materials provided, and calculate
the car’s speed at 2 ft, 4ft, and 6 ft again.
18
Materials per Racecar: ● Connector Strip - 4
● 12 in Dowel - 4
● Hole Plate - 2
● Wheel Hub - 4
● Thick Rubber Band - 2
● Thin Rubber Band - 5
● 1 in Slide - 1
● Stop Clip - 1
● Stopwatch - 1
Content Knowledge: Potential energy is energy that is stored and has the ability to change into another kind of energy
to do work or to cause a change. Kinetic energy is energy of motion. As a class, discuss and
explain what parts of the experiment with the racecar is potential energy and what parts of the
experiment with the racecar is kinetic energy and why it is those forms of energy. Also, define
speed as how fast an object travels from one point to another, which is calculated by distance
divided by time.
1. Cut four 4-inch dowels. Insert them into the hole in the hole plates.
2. Cut two 5-inch dowels. They will be the axles. Insert them into the wheels.
3. Place the wheel and axle through the frame where you think it will work best (you can
move them later).
4. Place the thick rubber bands around 2 back wheels to provide traction.
5. Attach a stop clip to the wheel axle with the stretch tires. The stop clip should be attached
so the “hook” is facing away from the racecar when up.
6. Wind up your racecar by hooking the rubber band around the clip.
a. Pull the racecar backwards with the wheels on the ground or by holding the
racecar and turning the wheels backward with your hands.
7. Let it go!
19
Test Your Racecar
Place a piece of tape horizontally at the starting point of your race.
Measure 2ft away from your starting point and place another piece of tape that is parallel to your
starting point.
Measure 4ft away from your starting point and place a piece of tape that is parallel to both your
starting point and your 2ft marker.
Measure 6ft away from your starting point and place a piece of tape that is parallel to your
starting point as well as both your 2ft and 4ft marker.
Place your car at the starting point and get ready to time and record the speed that the car crosses
the 2ft mark.
Let your car go and record the time of when the racecar crosses the 2ft marker.
Place your car at the starting point and get ready to time and record the speed that the car crosses
the 4ft mark.
Let your car go and record the time of when the racecar crosses the 4ft marker.
Place your car at the starting point and get ready to time and record the speed that the car crosses
the 6ft mark.
Let your car go and record the time of when the racecar crosses the 6ft marker.
With your teammate, you may re-manipulate your car in attempt to make it go faster.
Complete a second trial:
Place your car at the starting point and get ready to time and record the speed that the car crosses
the 2ft mark.
Let your car go and record the time of when the racecar crosses the 2ft marker.
Place your car at the starting point and get ready to time and record the speed that the car crosses
the 4ft mark.
Let your car go and record the time of when the racecar crosses the 4ft marker.
Place your car at the starting point and get ready to time and record the speed that the car crosses
the 6ft mark.
Let your car go and record the time of when the racecar crosses the 6ft marker.
20
Now, calculate the car’s speed at each distance for both trials. You may use a calculator.
Record the speed of your Racecar:
Speed 2ft (seconds) Speed 4ft (seconds) Speed 6ft (seconds)
Trial 1
Trial 2
What was the car’s speed in Trial 1? Show your work here:
2ft:
4ft:
6ft:
What was the car’s speed in Trial 2? Show your work here:
2ft:
4ft:
6ft:
Overall, was your car faster in the first or second trial?
21
Rubric:
8-10 4-7 1-3
Followed Procedural
Directions
Followed directions,
completed two trials
with the racecar.
Mostly followed
directions, completed
a full trial.
Directions were not
followed, the trials
were not complete.
Completion of
Handout
The handout was
complete and all work
was shown.
The handout was
nearly complete, most
work was shown.
The handout was not
complete and not all
the work was shown.
Demonstrates
Knowledge of Speed
and Energy Transfer
The second trial, the
racecar got faster than
the first trial.
The second trial, the
racecar fluctuated
speed or remained the
same in comparison
to the first trial.
The second trial, all
speeds were slower
than in the first trial.
22
Rubber Band Powered Racer
Unit: Stem Transportation Technologies
Grade Level: 3rd
Stem Standards:
Science: 4-PS3-1 Use evidence to construct an explanation relating the speed of an object to the
energy of that object.
Technology and Engineering:
Standard 18: Students will develop an understanding of and be able to select and use
transportation technologies.
Benchmark B. Vehicles move people or goods from one place to another in water,
air or space, and on land.
Benchmark E. A transportation system may lose efficiency or rail if one part is
missing or malfunctioning or if a subsystem is not working.
Math:
CCSS. Math. Content. 3.MD.B.4 Generate data by measuring lengths using rulers marked with
halves and fourths of an inch.
Big Ideas:
Understand how to follow step-by-step directions.
Understand different types of energy and when they are transferred.
Understand how to measure data from one point to the other.
Essential Questions:
How can you create a rubber band powered car that can transport a deck of cards from one point
to another?
Scenario:
The King and Queen are moving to a different castle. They need a reliable way to get all of their
treasures from one castle to the other. Today, you will help the King create a new form of
transportation that can withstand different types of distances and surfaces. Follow the
instructions on the back to create a rubber band powered racer that can move transport the cards
(Kings treasure) both on tile and on carpet.
Challenge: After discussing the different types of energy, the students will create a rubber band racer that
when tested, will be able to transport a deck of cards to different distances, 5 feet, 10 feet, and 15
feet on both the carpet and the tile.
Tools:
Multi-Cutter
Reamer
23
Materials (Per Team for Racer):
Four 4” dowels
Hole Plates
Two 5” dowels
Four wheels
Six Spacers
Two 2” dowels
Two connector strips
Five thin rubber bands
Four thick rubber bands for the wheels
Stop Clip
String
Materials needed to Test the Racer:
Tape Measure
Masking Tape
Data Table to record Data
Content Information:
Introduce the different types of energy to the students, potential and kinetic. The video at
https://www.youtube.com/watch?v=vl4g7T5gw1M does a great job at explaining the differences
between kinetic and potential while giving examples of both. Once your class is done watching
the video, explain the different vocabulary that is being learned during this lesson such as
potential energy, kinetic energy, energy, transportation, friction, and traction. Make sure to
explain that the rubber band is used on the wheels so that it can get traction on the different
surfaces and that friction between the surfaces and the wheels allow the wheels to move.
Introduce the scenario to the students and place them in pairs. Pass out the materials and then
allow them to begin making their racer and testing it.
Vocabulary:
Energy: the strength required to sustain physical or mental activity
Potential Energy: energy that is stored in an object
Kinetic Energy: energy that an object has when in motion
Transportation: the action of transporting someone or something somewhere
Friction: is a force that holds back the movement of a sliding object
Traction: power that is used to pull something
Preparation: To prepare the materials for class, you will need a pair of hand cutters and
scissors.
For the lever arm connector strips, cut the strips 30 holes in length with hand cutters.
For the string, cut it 10” in length with scissors.
24
Student Handout
Scenario:
The King and his wife are moving to a different castle. They need a reliable way to get all of
their treasures from one castle to the other. Today, you will help the King create a new form of
transportation that can withstand different types of distances and surfaces. Follow the
instructions on the back to create a rubber band powered racer that can move transport the cards
(Kings treasure) both on tile and on carpet.
Instructions:
Gather the following supplies from your teacher, then begin making and testing your racer.
Tools: Multi-Cutter and Reamer
Materials (Per Team for Racer):
Four 4” dowels
Hole Plates
Two 5” dowels
Four wheels
Six Spacers
Two 2” dowels
Two connector strips
Five thin rubber bands
Four thick rubber bands for the wheels
Stop Clip
String
Materials needed to Test the Racer:
Tape Measure
Masking Tape
Data Table to record Data
25
Rubber Band Racer
Step-by-Step Construction
Step 1: The Frame
Cut four 4” dowels. Connect dowels to the
corners of the hole plates as shown.
The assembled frame is shown below.
Step 2: The Wheels
Cut two 5” dowels and connect them into two separate wheels.
Don’t forget to add a spacer on the wheel end of the dowel.
Step 3: Adding Wheels to the Frame
Add your wheel and axles from step 2 two holes UP from the bottom corners. Press the
other two wheels and spacers onto the other end of the axle.
26
Step 4: Lever arm
Cut two 2” dowels and connect them to the ends of the two connector strips.
Step 5: Reaming
Ream the 9th hole from one end on both connector strips.
Connect the lever arm to the front-top dowel on the car. Be sure to add spacers on both sides of
the lever arm.
Step 6: Rubber Bands
On the short end of the lever arm, add the 5 rubber bands to the dowel.
27
Now, stretch the rubber bands to the back-bottom dowel on the car.
Step 7: Stop Clip
Add the stop clip to the back axle of the car.
Step 8: String
Tie the piece of string to the long end of the lever arm on the dowel.
Tie a loop on the other end of the string and attach it to the stop clip.
28
Step 8: Traction
Attach the wide rubber bands to the outside of the back wheels.
Your final product should look like this.
29
Steps for Testing the Car:
1. Using the tape, make a starting point.
2. From the starting point, measure three different distances, 5 feet, 10 feet and 15 feet.
Make sure you place a piece of tape at each distance since you will be testing your car
to see if it made it to each distance.
3. Test the Racer to see if it can transport the deck of cards from the starting point to the
5 foot marker.
4. Record the time it took for your racer to get to the mark on the data table.
5. Test the racer to see if it can transport the deck of cards from the starting point to the
10 foot marker.
6. Record the time it took and if it made it to the marker on your data table.
7. Test the racer for its final distance of 15 feet.
8. Record the time it took and if it made it to the marker on your data table.
9. After testing your racer on the tile, repeat steps one through eight on the carpet then
compare your results. Make sure to fill in all the data on the data table.
10. Once you have completed all of the test and recorded your data in your data table,
complete the Rubber Band Powered Racer Review Crossword Puzzle worksheet.
Students Data Table
Team Members:
Racer’s Name:
5 feet
Tested on Carpet
10 feet
Tested on Carpet
15 feet
Tested on Carpet
5 Feet
Tested on Carpet
10 Feet
Tested on Carpet
15 Feet
Tested on Carpet
Did your racer make it? Time It Took
30
Rubber Band Powered Racer Review Crossword Puzzle Worksheet
Across
4. the strength required to sustain physical or mental activity
5. for that holds back the movement of something
6. power this is used to pull something
Down
1. energy that is stored
2. energy that an object has when in motion
3. action of transporting something from one point to another
Short answer questions:
1. When does your racer have potential energy?
2. When does your racer have kinetic energy?
3. Did you come across any errors when building your racer? What was the problem and
how did you fix it?
31
Grading Rubric:
Rubber Band
Racer
1
Poor
2
Good
3
Excellent
Following
Instructions
How well did the
group follow
instructions on
constructing the
rubber band racer?
Neatness
How neat and well
put together was the
final construction?
Understanding
Based on the tests
done with the racer,
how well does the
group understand
the concept of
transportation?
32
Buddy the Elf, Fixes Santa’s Sleigh
Suggested Grade Level: 3rd Grade
STEM Content Standards:
Science:
PS3.A Definitions of Energy
Moving objects contain energy. The faster the object moves, the more energy it has.
Energy can be moved from place to place by moving objects, or through sound, light or electrical
currents. Energy can be converted from one form to another form.
Technology and Engineering:
Standard 16. Students will develop an understanding of energy. Students will also be able to
select and use energy and power technologies.
Benchmark A: Energy comes in many forms
Standard 10. Students will develop an understanding of the role of troubleshooting, research and
development, invention and innovation and experimentation in problem solving.
Benchmark A: Asking questions along with making observations helps a person to
discover how things work.
Math:
CCSS.MATH.CONTENT.3.G.A1
Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may
share attributes (e.g., having four sides), and that the shared attributes can define a larger
category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of
quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these
subcategories.
CCSS.MATH.CONTENT.3.G.A2
Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the
whole. For example, partition a shape into 4 parts with equal area, and describe the area of each
part as 1/4 of the area of the shape.
Big Ideas:
Simple Circuits with switch
Questioning for deeper understanding
Recognition of geometry and simple fractions
Electrical circuit explanation
Essential Question:
How can you design a simple switch circuit that will fix Santa’s 500-reindeer power jet turbo
engine for his sleigh, so he can finish delivering the presents before the Central Park rangers can
get him?
33
Scenario: Christmas Spirit has lost its way, so Santa’s sleigh must be ran by engine. Buddy the Elf and you
will fix the engine. You will know the sleigh’s engine is fixed when its red light is lit up, full of
Christmas Spirit.
Tools: Scissors
Wire
Stripper
Ruler
Materials:
Electrical tape
LED red bulb
Wire
Resister
Round battery
Aluminum foil
Glue
Two candy canes
Kit-Kat
Santa Chocolate
Cardboard
Resources: PowerPoint Presentation
Parameters or constraints: Follow directions precisely
Assembly Directions (Santa and his sleigh):
1.) Take two candy canes (face up) and spread them out enough so that a Kit-Kat can lay flat
on the top.
2.) Glue the Kit-Kat on top of both of the candy canes to create the sleigh
3.) Take the Santa chocolate and break him in half where it divides his upper body from his
lower body.
4.) Glue Santa on the sleigh so it looks like he is sitting down.
Assembly Directions (House)
1. Cut out four, 5 inches by 5 inches of cardboard and one 7 inches by 7 inches of
cardboard.
2. Cut out a 1 inch by 2 inch door and two 1 inch by 1 inch windows.
3. Glue the 5 inch by 5 inch squares together to form a house
4. Glue the 7 inch by 7 inch on top of the others, to form the roof.
34
Assembly Directions (Circuit)
1. Put aluminum foil on the bottom of the candy canes, covering about 2/3.
2. Place two 2 inch wide and 7 inches long of aluminum foil on the roof. Far enough so that
when the sleigh lands on the house, the candy canes line up with the aluminum foil.
3. Get the LED red light and using electrical tape, attach it to the back of the sleigh
separating the positive to one candy cane and the negative to the other candy cane.
(Remember which is place where).
4. Take two pieces of aluminum foil and fold it up into two separate thick strips.
5. Cut out a piece of electrical tape leaving it sticky side up on the table
6. Take the strips of aluminum foil and place one on the positive side of the round battery
and the other strip on the negative side
7. Using the electrical tape attach the battery with the strips
8. Using the electrical tape sitting sticky side up on the table, attack the battery in between
the two aluminum foils on the roof.
9. Place the sleigh to the corresponding positive and negative slide and watch Santa’s Sleigh
light up
35
The Rubber Band Racer
Grade Level: 3rd
Next Generation Science Standards
PS3.C Relationship between energy and forces - Bigger pushes and pulls cause bigger
changes in an object’s motion or shape.
Standards for Technological Literacy
Standard 10. Students will develop an understanding of the role of troubleshooting,
research and development, invention and innovation, and experimentation in problem
solving.
K-2 A. Asking questions and making observations helps a person to figure out how
things work.
Big Ideas:
Understanding pushes and pulls
Following detailed instructions to complete an experiment
Making observations to improve upon a conclusion
Essential Question: How can pulling a rubber band racer backwards at different distances affect the outcome of the
final distance traveled?
Scenario: Ruby and Rudy Racecar just got finished with a long day of school and want to get to the candy
store before it closes. Today, you are going to help build one of these racecars and help them
make it to the candy store by pulling the racecar backwards at different distances.
Challenge: After being introduced to pushes and pulls by the teacher, a pair of students will follow step-by-
step instructions to build a simple rubber band racecar using the materials provided by the
teacher.
Content Information:
After introducing the assignment, have a class discussion about the basics of pushes and pulls.
Emphasize how bigger pushes and pulls cause greater changes on the object. You can also talk
about how pushes and pulls can be done manually, requiring work from a person, or
automatically. The class discussion can also include how objects other than your typical
measuring devices can be used to measure. In this activity, the students will use the tiles on the
hallway floor to determine how far their racer went.
Deliverables: Using only the materials supplied by you, each pair of students must build a rubber band racer
following the instructions, also supplied by you. Students must also complete the experiment
using their racer and complete the student handout.
36
*Hallway Racetrack: Using painter’s tape, create a starting line. One foot behind that line, add
another strip of tape. Continue that two more times, so you will have a total of four lines one foot
apart from each other. A student will place his/her racecar on the starting line and pull back to
the one foot, two foot, and three foot lines for each of his/her trials. Have the students use a small
piece of tape labeled with their initials to mark down their racer’s final destination.
Parameters:
Students will be given 30 minutes to follow directions and assemble the racecar.
Students will be given another 30 minutes to test their racecar and complete the handout.
Students will work with one partner chosen by the teacher. However, each student will
complete his or her own student handout.
Assessment:
Rubric for Teacher
Points Awarded
Ability to build the racecar the way it was
instructed to do so. Student is able to
follow multistep instructions.
0-10 points
Did the student fill out the handout to the
best of his/her ability?
0-10 points
Demonstrates knowledge of pushes and
pulls.
0-10 points
Total Points Awarded
Ruby and Rudy’s Trip To the Candy Store!
37
Instructions:
1. Gather the following supplies from your teacher:
4 red wheels
8 yellow stoppers
2 black hole plates
2 thick rubber bands
1 thin rubber band
3 dowel rods
1 yellow stop clip
Cutter
Ruler
2. Cut 4 (4inch) dowels.
3. Insert the dowels into the hole plate (the frame
of the car) in the outermost corners on all four
sides.
4. Cut 2 (7inch) dowels.
5. Attach a yellow stopper to the end of one 7inch dowel rod. Attach the wheel to the same
dowel rod next to the yellow stopper. Once the wheel is placed, add another stopper. TIP: the
wheel will be surrounded by two yellow stoppers.
6. Repeat step 5 once using your other 7inch dowel.
7. Insert one of your 7inch dowel rods into the bottom of the right side of the car frame. You
will put the dowel into the third hole from the bottom and third from the edge.
8. Repeat step seven on the left bottom side.
38
9. Place a yellow stopper on both of the dowels, and then place a red wheel on each one. After
the wheel has been placed, put another yellow stopper on the other side of the wheel.
TIP: There should be a yellow stopper on each side of all of the wheels.
10. On the two back red wheels place a thick rubber band around the wheel, to create traction.
11. On the back wheel dowel place a yellow stop clip onto the dowel in the center.
12. Place a rubber band on the top bar of the frame of the car and hook it onto the stopper.
13. YOUR RACECAR IS COMPLETE! TIME TO RACE THE CAR
Students will go into the hallway where the teacher has already premeasured select distances for
the racers to be pulled back. From the starting line, there will be tape behind the line marking one
foot, two feet, and three feet. For the first distance, each pair of students will place their car on
the starting line and pull back to the one-foot mark. The students will release the car and mark
the final destination with a piece of tape labeled with their initials. Students will be allowed two
trials per distance. Repeat for next two distances. Below is a chart students will fill out to record
how far their racer went per distance pulled back. Students will measure the total distance
traveled from the starting line to the final destination. They will use the tiles on the floor as a
measuring unit.
TRIAL 1 (unit = floor tiles) TRIAL 2 (unit = floor tiles)
1 FOOT
2 FEET
3 FEET
39
Based on the chart above, which distance caused your racecar to travel the farthest?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Based on what you learned about pushes and pulls, why do you think this happened?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Did you find errors when making your racecar? If yes, how did you fix them?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Partner Evaluation
Went above &
beyond!
Good, but needs
improvement.
Did not try.
My partner listens to and
respects my ideas.
My partner solves
problems calmly &
productively.
My partner willingly
explains things &
considers my ideas
throughout the project.
My partner stays on task
and does a fair share of
work.
40
STEM activities, Grades 4-5
Racecar Wreckage
Grade Level: 4th
STEM Content Standards:
NGSS:
PS2.A/PS2.B Forces and motion & Types of interactions
Pushes and pulls can have different strengths and directions, and can change the speed or
direction of its motion or start or stop it.
STL:
2B. the effect of unbalanced forces on an object results in a change of motion. Patterns of motion
can be used to predict future motion.
2D. Different materials are used in making things.
Math:
CCSS.MATH.CONTENT.4.MD.C.6
Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.
ELA:
CCSS.ELA-LITERACY.SL.4.4
Report on a topic or text, tell a story, or recount an experience in an organized manner, using
appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly
at an understandable pace.
Big Ideas: Angle measurement, following technical procedure, & steering
Essential Question: How do we get the cart to turn at a 45 degree angle and avoid the
wreckage?
Scenario: Oh no! There has been a wreck on the race track, and the other race cars must avoid
the wreck in order to stay safe, take the lead, and win the race! Build a rubber band racer that is
able to turn so that it might avoid the wreck on the race track.
Instructions:
1. Have the students follow the directions in the student packet to build the cart
2. Allow them time to experiment with this cart so that it will turn at the correct angle
3. Have each group complete the packet and demonstrate their solution
Tools, Materials, and Resources: TeacherGeek Materials will be used to build the rubber band
racer which includes connector strips, 300mm dowels, hold plates, wheel hubs, stretch tire, #16
rubber band, 1 in machine screw, Nut #10, 100mm (3in) slides, stop clips, 50 tooth gears, 40
tooth gears, 20 tooth gears, 10 tooth gears, and string. Tools needed include a cutter, reamer,
wax, soap or crayon, and optional hammer, pliers, and screwdriver. Optional resources include
41
two different children’s books: Racecar Alphabet by Brian Floca and How Cars Work: The
Interactive Guide to Mechanisms that Make a Car Move by Nick Arnold.
Content Information: Students must build and conduct experiments with a rubber band racer
according to the directions given. They will need prior knowledge of how to use tools such as a
cutter, hammer, reamer, and other tools. Students will also need background knowledge of how a
vehicle is built and runs such as how tires and wheel axels work or how the racer needs a frame
to hold it steady.
Deliverables: Students should be able to deliver a completed design loop, completed rubber
band racer that turns, completed work sheet, and a short demonstration and presentation of their
work.
Parameters: Working in pairs, students must use only the TeacherGeek materials available as
well as the tools and have their rubber band racer turn in accordance with the race track and
obstacles provided by the teacher.
Assessment: Students will be assessed by their completion of a design loop, worksheet, and
rubric. They must show that they followed the design loop in some way, stayed within the
parameters, and had an understanding of STEM content standards and the activity itself when
filling out the worksheet.
Student Instructions
Oh no! There has been a wreck on the race track, and the other race cars must avoid the wreck in
order to stay safe, take the lead, and win the race! Build a rubber band racer that is able to turn a
forty five degree angle so that it might avoid the wreck on the race track.
You must work in teams and use only the materials given. You can build any form of the rubber
band racer than your team chooses. There are step by step instructions for you to follow which
you can find in the attached packet, but your team may make any changes that you think may
help achieve the goal.
What I need from your teams:
1. Completed rubber band racer
2. Completed design loop
3. Completed worksheet
4. Completed rubric of each team member
5. A short demonstration and explanation of your team’s work
42
Rubber Band Racer Reflection
1. How did you make your rubber band racer turn?
2. Did you decide to change your first design you made to your racer? Why?
3. Did you decide to change or remove any materials used for your racer? Why?
4. If you could have different materials what would they be and why?
5. Do you think that engineers or car makers have to change their original plans when
making their designs? Why?
6. What other designs or methods did you see other teams try that you thought worked well?
43
Student Team Performance Rubric
Project or Assignment: __________________________________
Name: ________________________ Teammate Name: __________________________
The following rubric is designed to be used to assess student performance when working in
teams.
Category Up to 5 pts. Up to 10 pts. Up to 15 pts. Up to 20 pts. Sco
re
Unacceptabl
e Level
Performanc
e
Intermediate
Level
Performance
Accomplishe
d
Level
Performance
Superior
Level
Performance
Responsibility: My
teammate
contributed at least
50% of the effort and
helped us finish the
task.
Team
member did
not
contribute
effort
Team
member
contributed a
little effort
Team
member
contributed
some effort
but other
member
clearly did
more work
Both
teammates
contributed
equal amounts
of effort
Contribution: My
teammate contributed
to the success of the
team, completed
his/her share of the
work, and offered
constructive feedback
to complete the tasks.
Team
members
worked
independent
ly and did
not
complete
their share
of work
Team
members
worked
together a
little but did
not look over
each other’s
work
Team
members
completed all
of the work
and offered
limited
feedback to
each other
Team
members
completed
tasks and
looked over
and edited
final product
together
Team Performance:
My team completed
the task or finished a
project accurately, on
time, & according to
specifications because
all members
contributed.
The task
was not
finished
The task was
almost
complete but
was missing
one or two
specification
s
The task was
completed
but was
sloppy and
last minute
The task was
complete,
neat, and on
time
Team Collaboration:
The team functioned
at a high level—with
all members carrying
out specific roles and
contributing equally.
One
member did
all of the
work
Members
split work
but one did
not complete
or did little
actual work
Members
split work
but one did
an unequal
amount of
work
Members split
work and
completed
equal roles
44
Communication:
My teammate
contributed to an
effective team output,
presentation, or
communication of
effort.
The team
members
fought or
refused to
share
information
Team
members
demonstrated
limited
communicati
on
Team
members had
some
communicati
on but some
parts seemed
unorganized
Team
members
worked
together well
and clear
planning was
shown in the
presentation
Comments:
Total Points:
45
Teacher Assessment Rubric
Category 10 pts. 15 pts. 20 pts. 25 pts. Score
Unacceptable
Level
Performance
Intermediate
Level
Performance
Accomplished
Level
Performance
Superior
Level
Performance
Applying
Concepts
Structure does
not meet
perimeter
requirements
and is missing
necessities for
the pets
Structure
does not
meet
perimeter
requirement
and is
missing a
necessity
Structure
meets the
perimeter
requirement or
the
necessities,
but the
structure is
crowded for
the pet
Structure
includes
necessities
for pet while
still leaving
room for the
pet while
meeting the
perimeter
requirement
Creativity
Little to no
creativity
evident
Project
shows
limited
effort
Project shows
a decent
amount of
thought and
effort
Project is a
well thought
out idea that
meets the
requirements
in a neat way
Following
the Design
Loop
The loop was
not followed
Some steps
of the loop
were used,
but it was
not
completed
One or two of
the steps were
skipped
The loop was
used in its
entirety to
plan and
build the
project
Presentation
Little to no
explanation or
demonstration
of ideas.
Speaker is
difficult to hear
The speaker
has decent
volume but
only has a
limited
amount of
explanation
of their ideas
The speaker
can be heard
clearly, but
the
explanation
and
demonstration
are short
The speaker
is clear and
detailed in
their
explanation
and
demonstratio
n
Comments:
Total Points:
46
The Lucky Race
By: Hanna Neff and Elise Meyer
Grade: 4th
STEM Content Standards:
Science:
Next Generation Science Standards: 4.PS3.2 Make observations to provide evidence that energy
can be transferred from place to lace by sound, light, heat, and electric currents.
Technology:
Standards for Technological Literacy: Standard 8. D. Requirements for a design include such
factors as the desired elements and features of a product or system or the limits that are placed on
the design.
Engineering:
Standards for Technological Literacy: Standard 12. D. Follow step-by-step directions to
assemble a product.
Math:
Common Core State Standards: 4.MD.A.1 Measurement & Data. Know relative sizes of
measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min,
sec. Within a single system of measurement, express measurements in a larger unit in terms of a
smaller unit. Record measurement equivalents in a two-column table. For example, know that 1
ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion
table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ...
Big Ideas:
Observe electric current
Follow step by step directions
Design using specific elements and features
Estimate measurements
Essential Question:
How does an electric circuit work?
Scenario:
There’s a community St. Patrick’s Day 5K race. As the runners cross over the finish line, we
want a pot of gold to light up. We need your help with creating this.
Challenge:
Working in groups of 4, create an electric circuit that is complete and lights up a pot of gold
when a runner runs across the finish line.
47
Materials:
Foam Board
3 Alligator Clip Wires
Aluminum Foil
Light Bulb
Battery
Index Card
Tape
Cup
Yellow Tissue Paper
Markers
Black Construction Paper
Pre Cut Wood Pieces
Tools:
Scissors
X-Acto Knife (teacher use only)
Hot Glue Gun (teacher use only)
Content Information:
See attached papers
Deliverables:
The project
What did you learn? Worksheet
Parameters and Constraints:
Use only provided materials
Follow step by step instructions
Evaluation:
See attached rubric
48
49
50
51
Rubric
Excellent (5
Points)
Good (3 Points) Poor (1 Point) Total (25 Points)
Followed Steps
Accurately
Project is
completed using
the steps
provided.
Varied from
steps slightly
when creating
project.
Did not follow
steps given to
create project.
Understanding of
Electric Current
Demonstrates
understanding of
simple circuits.
Demonstrates
some
understanding of
simple circuits.
Demonstrates
little to no
understanding of
simple circuits.
Proper Use of
Materials
Used only
materials
provided in
correct manner.
Used materials
provided and
some additional
materials.
Used a wide
array of
materials. Some
provided, most
not.
Correct
Measurements
Used
Materials are cut
to the right size
as stated in steps.
Some materials
are cut to the
right side.
Did not use
measurements
given to create
project.
Group
Collaboration
Worked well
with group
members and
allowed all ideas
to be heard.
Worked well
with group
members, but not
all contributed.
Did not work
well as a group.
52
Student Copy
St. Patrick’s Day 5K
The Lucky Race
Big Ideas:
Observe electric current
Follow step by step directions
Design using specific elements and features
Estimate measurements
Essential Question:
How does an electric circuit work?
Scenario:
There’s a community St. Patrick’s Day 5K race. As the runners cross over the finish line, we
want a pot of gold to light up. We need your help with creating this.
Challenge:
Working in groups of 4, create an electric circuit that is complete and lights up a pot of gold
when a runner runs across the finish line.
Materials:
Foam Board
3 Alligator Clip Wires
Aluminum Foil
Light Bulb
Battery
Index Card
Tape
Cup
Yellow Tissue Paper
Markers
Black Construction Paper
Pre Cut Wood Pieces
Tools:
Scissors
X-Acto Knife (teacher use only)
Hot Glue Gun (teacher use only)
53
Step by Step:
1. Cut a foam board base (22 inches by 16 inches)
2. Fold index card and wrap top half in aluminum foil
3. Create your circuit:
a. Connect positive and negative clip to battery
b. Connect negative to bottom half of index card and positive to light bulb
c. Take 3rd wire to negative of light bulb and to the other side of the bottom half of
index card
d. Place wires in correct spot and tape down
4. Cut out rainbow (with teacher assistance) and color it
5. Cut hole in bottom of cup (with teacher assistance) and cover sides with black
construction paper
6. Place cup over light and crinkle tissue paper and place over light
7. Position Rainbow in front of foil lined index card
8. Hot glue wood behind each cloud to support rainbow (with teacher assistance)
9. Create and color finish line in front of rainbow
10. Test with fingers
To Turn in:
The project
What did you learn? Worksheet
54
Draw and label a simple circuit:
Can you think of another switch that could have been used?
What have you learned about the flow of electricity?
What are some common simple circuits that you use everyday?
What Did You Learn?
