STEAM K-2
STEAM Curriculum K-2
My name is Tyler Butterfield, I have been in the education field for almost ten years. I worked as
an afterschool teacher all through college and am now a full-time teacher.
I have a passion for getting kids up and learning in the classroom and making the classroom the
most engaging place possible. I hope this resource helps bring some of your class time to life for
you and your students.
This resource is not to be used:
•By an entire grade level, school or district without purchasing the proper number of licenses.
For a large number of licensees, please email me at tbutterfield@gmail.com
•As part of a product listed for sale or free by another individual.
•On shared databases
•Online in any way other than on a password protected website for student use only
Curriculum Breakdown
About the class
This is an enrichment class designed to allow kids to use science,
technology, the arts, and math to engage in experiential learning, use
problem solving skills, and collaborate. They will work through the
engineering process as well as the creative process.
Teams
Students will collaborate in teams during the learning process. This
allows kids to listen to different perspectives, question, and use critical
analysis, which results in deeper solutions and higher performance.
Objectives
Each objective keeps the lesson on task and ensures each child has the
opportunity to engage in their learning experience.
Equipment/Supplies
This section has all the things you will need to gather before each lesson.
Certain supplies amounts will depend on the number of students in the
class.
Instruction
This section reflects the objectives. Each point is made to ensure the
objective is being covered in the lesson. Add any additional information
where needed.
Table of Contents
Week 1: Introduction
Lesson 1- Team Building
Lesson 2- Engineering process
Week 2: Electricity
Lesson 3- Circuit boards
Lesson 4- Lemon powered batteries
Week 3: Water/transportation
Lesson 5- Boats
Lesson 6- Bridges
Week 4: Simple Machines
Lesson 7- Finger Basketball
Lesson 8- Pulley system
Week 5: Culture
Lesson 9- Volcanoes
Lesson 10- Teepee
Week 6: Rockets
Lesson 11- Baking Soda rockets
Lesson 12- Pressure Bottle Rockets
Week 7: Chemical Reaction
Lesson 13- Penny changing
Lesson 14- Paint Bombs
Week 8: Games
Lesson 15- Marble Maze
Lesson 16- Rube Goldberg
Week 9: Food
Lesson 17- Food towers
Lesson 18- S’mores oven
Week 1
Lesson 1- Introduction/team building
(45 minutes)
Objective:
• Get to know each other, team building exercises to build community.
Supplies:
• Markers.
• Yarn
• Butcher paper
(Have a student hand out materials before explain activity)
Instruction:
• Introduce class rules/expectations (10 minutes)
•
Entering classroom
•
How to get class attention
•
How to get supplies
•
Level of talking
•
Cleaning up
•
Team building activity
•
Put students in teams of 3 or 5 depending on number of
students in class. (5 minutes)
• Explain activity (7 minutes)
•
First: you will tie each piece of string to your marker
•
(demonstrate this)
•
Then: you will each hold the end of one piece of string.
•
Your goal is to work together to write one of your names
with the marker.
•
You cannot touch the marker with your hands. You may only
touch the string.
•
(Give students 12-15 minutes to work depending on how they
are doing.)
•
(while students are working walk around and comment on
how well they are working together)
Clean up:
•
Have students untie their string from the markers.
•
Take up markers and string.
Conclusion:
• Ask students if the activity was easy or challenging.
•
What about it made it easy or challenging?
•
What did you learn from the activity?
•
What would you do differently if you were to do it
again?
Lesson 2- Engineering Process
(50 minutes)
Objective:
• Learn and practice using the engineering process.
Supplies:
• iPads/computers/books on skyscrapers
•
Straws
•
Plates
•
Tape
• Paper
•
Pencils
•
Printout of the engineering process model for each
group
Teaching Points:
• Ask students what they already know about the engineering
process before handing out the model. (Some may know a lot;
some may have never heard of it) (3 minutes)
• Have a student hand out print out of engineering process.
•
For each lesson the first step is to ask a question or
define the problem. At the beginning of every lesson, you will give
students a problem or question and they will go through the
engineering process to solve the given problem/question.
•
For example, the problem for this lesson is that
Nashville is trying to have the tallest and strongest skyscraper in
the United States. They have asked elementary schools all over TN
to build a model of a building that they can build in Nashville.
• After giving students the problem of the day, ask students what the
next step in the process is.
•
Provide students with iPads or laptops or
books. (Whatever you have access to)
• Give students time to research skyscrapers/towers. (6 minutes)
• Next have students tell you what the next step is:
Imagine (6 minutes)
• Give students time to talk about their design
•
Ask again what the next step is:
Plan (8 minutes)
• Tell students that during this time they will talk about how they
will build their design. They should draw the design and talk about
what each person’s job is.
•
Have students tell you the next step:
Create (10 minutes)
• During this step students will create their model.
•
The next step is to test their models. (8 minutes)
• Think of things that could affect a building. Wind, Planes,
helicopters, birds, Etc.
• The next step is to improve their model. (5 minutes)
• (Ideally, they would improve their model and go through the
planning and building and testing steps again but only do this if
you have extra time)
•
If you are short on time, you can have them look at
each other’s models and talk about what worked and what won’t
work. Then have them talk about what they would change to make
their model better.
Clean up:
• Use last 9 minutes to clean up.
WEEK 2
Lesson 3-Circuit Board
(50 minutes)
Objective:
• Learn how a circuit works
Supplies:
• Pre-cut Christmas lights (make sure to remove a small bit of the
plastic covering at the tip of each piece to reveal a little bit of
wire)
•
Aluminum foil
•
Brass Fasteners
•
9 bolt batteries
•
Cardboard or file folders (anything sturdier than a piece
of paper)
• Writing utensil
•
Paper
•
Tape (use this to tape circuit down)
Instruction:
• Ask students what prior knowledge they have about circuits.
• Have them give examples of circuits they have seen before.
•
Tell students that it is their job to design a pattern of
Christmas lights for a display in downtown Nashville. They can
create any design they want as long as it is a complete circuit. (It is
a complete circuit when all of the lights light up when you flip the
switch). They will make their circuit on the cardboard or whatever
you provide for them.
(10 minutes for questions and directions)
• They can go through the engineering process by first researching
how circuits work. (If you have computers or iPads available)
otherwise this step can be skipped. (10 minutes)
•
Next, they can talk with their team on what kind of
design they want to use. (5 minutes)
• Then they can draw their circuit. (5 minutes)
•
Finally, they can create their circuit and test it. (10
minutes)
•
If all their lights don’t light up, they will know they
have done something wrong, and their circuit is not complete.
They can then figure out the problem as a group and work together
to fix it. (10 minutes)
Clean Up:
• Use the last 10 minutes to clean up. (Batteries and Christmas lights
can be reused so you may want to collect those.)
Lesson 4: lemon powered batteries
(45 minutes)
Objective:
• Discover new ways to power a battery.
Supplies:
• Lemons (2 for every 2 students)
•
Galvanized nails (1 per lemon)
•
Copper pieces (1 per lemon)
•
Alligator clip wires (3 wires per 2 students)
•
A small light to power up (1 for every 2 students)
•
iPad or computers (if you have access, 1 for every 2
students)
(Have student hand out supplies before you go over the activity)
Instruction:
• Ask students about prior battery knowledge.
•
Discuss with students how batteries work and why they
work this way.
•
Have students discuss with their partner what they think
they are going to do with each of the supplies they have been
given.
•
Tell students why they are creating a light powered by a
lemon, there was a massive storm that cut the power throughout
the state, and they are creating a solution to present to the
Governor.
•
Explain the activity and what to expect from doing
this.
•
Have students research, on the iPad/computers,
different ways to power things, such as lights, without electricity.
•
Have students roll the lemons to release the juice and
pulp inside.
•
Have students put one galvanized nail and one piece of
copper into opposite sides of both lemons.
•
Connect the ends of one wire to a galvanized nail in one
lemon and a copper piece in another.
•
Connect the second wire to a galvanized nail of one
lemon.
•
Connect the third wire to the copper piece of one
lemon.
•
Connect the open ends of the wires to the small light.
•
Turn the light on and watch it glow.
•
If you have time at the end have group discussion on
the ways you could improve this activity and if there would be a
better way to power these lights.
(Give students 10-12 minutes to work depending on how they are
doing.)
(While students are working walk around and comment on their work
and question the way they are doing things and if their thoughts on the
activity.)
Clean-up:
• Have students unclip all of the wires from the lights, galvanized
nails, and copper pieces.
•
Have students take all the galvanized nails and copper
pieces out of the lemons and wipe them off and put them in
baggies.
•
Make sure all iPads/computers are turned back in.
•
Have students throw the lemons away.
•
Make sure the students wipe their workspaces off.
Conclusion:
• Ask students what about the activity was challenging or easy.
•
Ask the students if there is a different way to turn the
light on other than using a lemon that would work better.
WEEK 3
Lesson 5: Build a paddle boat
(45 minutes)
Objective:
• Create a mini paddle boat that can float for the longest period of
time.
Supplies:
• Shallow plastic containers (1 for every 2 students)
•
3 large rubber bands (for each pair of students)
•
2 pencils (works best with wooden pencils, for each
pair of students)
•
Cardboard pieces (to make paddles out of)
•
iPad/computers (1 for each pair of students, if you have
access to them)
(Have a student hand out supplies before you explain the activity.)
Instruction:
• Ask students about prior paddle boat knowledge.
•
Discuss with students why we have paddle boats and
why they work the way they do.
•
Have students discuss with their partner what they think
they are going to do with each of the supplies they have been
given.
•
Tell the students the weather channel is predicting a
major flood and there will not be enough gas to power all the boats
needed, the state has asked students to create a more energy
efficient prototype paddle boat.
•
Have the students put the pencils on both sides of the
plastic container and wrap the rubber band around the container
and pencils.
•
Have the students put another rubber band around the
back end of the pencils.
•
Then have the students put the last rubber band around
the front end of the pencils.
•
Ask the students why they would add these 2 rubber
bands.
•
Students need to cut the cardboard into 4 small pieces,
they need to be small enough to fit in between the 2 pencils.
•
The students should make a cut to the middle of each
piece of the cardboard (make sure they do not cut all the way
through).
•
Have students put 2 pieces of the cardboard together by
sliding one slit into the other, ask the students what they think this
part is for.
•
Have students repeat the last step with the other 2
pieces of cardboard.
•
Then students should fit the paddles onto the rubber
bands.
•
Ask the students how they think they will get the
paddles to work. If they do not figure it out have them twist the
paddles on the rubber bands to wind them up.
•
Discuss with the whole group what they each of the
paddles is doing for the boat.
•
Without letting the rubber bands untwist have students
place their boats in water and let go.
•
Discuss which way the boats go.
•
If you have time have students research each of the
questions you presented them with during the activity.
(Give students 12-15 minutes to work depending on how they are
doing.)
(While students are working walk around and complement each pairs
work. Ask each pair questions they should research and answer for the
class.)
Clean-up:
• Have students take apart their boats.
•
Have the students throw the cardboard away, put the
pencils back in their containers, make a pile of the rubber bands,
and stack up the plastic containers.
•
Make sure all the water is dumped out and wiped up.
Conclusion:
•
Ask students to tell the class what they researched.
•
Ask students if after researching these things if there is
anything they would change about the design.
Lesson 6: Bridge building
(45 minutes)
Objective:
• To build a bridge and decide which design would hold more
weight.
Supplies:
• 2 rolls of masking tape
•
3 bags of popsicle sticks
•
3 boxes of spaghetti noodles
•
2 bags of marshmallows
•
Paper
•
Pencils
•
Coins (these will be what you use to test the bridges)
•
iPad/computers (1 for each group, if available)
(Have a student put supplies in piles on one table so that the teacher can
call groups up at a time to pick out their supplies.)
Instruction:
• Ask students about their prior knowledge of bridges and how they
think they were built.
•
Ask students to discuss, in their groups of 3, whether
they think a bridge made from popsicle sticks or spaghetti noodles
will hold more weight.
•
After students have discussed which bridge, they think
will hold more weight have them create a design of their bridges.
They may use the iPads/computers to look at bridge designs to get
ideas, but they may not copy an exact design.
•
Call groups up one at a time to get their supplies.
•
Once all of the groups have their supplies and have
created a design plan, they may begin building their bridges.
•
While students are working walk around and comment
on their designs and ask them why they chose the design and the
supplies they did.
•
As groups start to finish have students test the weight
limit of their bridges by putting pennies on the bridge, do this until
you find the bridge that holds the most weight.
(Give students 12-15 minutes to work on this activity depending on how
they are doing.)
Clean-up:
• Have students throw away all of their supplies, except the pennies.
•
Make sure everything is picked up off the ground.
Conclusion:
• Ask students why they think the bridge, that won, held the weight
that it did.
•
Ask the groups to share with the whole class why they
chose the bridge they did and what they would change about their
design if they were to do this activity again.
WEEK 4
Lesson 7: Finger basketball
(45 minutes)
Objectives:
• To build a catapult that will be able to shoot a Ping-Pong ball into
a plastic cup.
Supplies:
• Ping-pong ball (1 for every 2 students)
•
Rubber bands (2 bags)
•
Large popsicle sticks (3 bags)
•
Plastic cups (1 for every 2 students)
•
Paper
•
Pencils
•
iPad/computers (1 for every 2 students, if you have
access)
(Have a student hand out supplies before you explain the activity.)
Instruction:
• Ask students about prior catapult knowledge.
•
Allow students time to look at some pictures of
catapults to get an idea for their own. They may not copy one of
these ideas.
•
Have students discuss with their group what they want
their catapult to look like and draw a design.
•
After students have their design drawn, they may begin
to work with their partner on their catapult.
•
While the students are working walk around and ask
questions about their design and comment on their work.
•
Once students have finished putting their catapults
together, tested, and modified have the students present their
catapults to the class.
Clean-up:
• Have students put all of their supplies back in their containers and
make sure all of their trash is thrown away.
Conclusion:
• Ask students what parts of their catapults they modified, if any.
•
Ask students what they would have modified if they
had more time.
•
Discuss why catapults are used.
Lesson 8- Pulley System
(48 minutes)
Objective:
• Work with a team to build a pulley system
Supplies:
• String
• Scissors
•
Solo cups (or whatever kind of cup/container you get)
Instruction:
• Show kids videos or have them look up videos on different types
of pulleys.
- https://www.youtube.com/watch?v=LiBcur1aqcg
• Have students create the actually pulley.
•
Give them the supplies and have them discuss with
their groups how they will make their pulley.
•
As a class share idea before they make it.
•
If groups need help you can guide them with these
directions.
• You can precut holes in the side of the cup, or you can let them do
it. You will need two holes, one in each side of the cup.
•
Next pull the string through the holes and tie it to where
it will make a triangle shape. (Like in the picture)
•
Cut a yard long piece of string and thread it through the
handle you created with the other string. (See picture)
•
Now that you have made the pulley talk to the kids
about what it does and how it will work.
•
Talk about how the container moves along the string.
• What causes the container to go faster, slower, be unstable, and so
on.
•
How would the pulley change with the material of the
string? of the container?
•
How would the pulley be impacted by the weight/shape
of the load?
•
Next let them test their pulley
•
You can hook the pulley to a doorknob, a cabinet
handle or anything like that.
• Have something for them to put in their pulleys. Coins, paperclips,
anything small enough to put in the cup.
•
Let them see how much their cup will hold without
breaking.
Clean Up:
• Use the last 12 minutes to clean up
WEEK 5
Lesson 9- Volcanoes
(45 Minutes)
Objective:
• To understand the reasons why a volcano erupts.
Supplies:
• Empty mini water bottles (1 per group)
•
Tape
•
Paper (LOTS)
•
Glue (a big bottle of Elmer's glue)
•
A laptop
(Try to a bucket of materials for each group already prepared before
your class begins. Have a student hand out a bucket of materials to each
group.)
Instructions:
• Split students into groups, of no more than 5 students a group, and
have them spread out throughout the classroom.
•
Ask students what they already know about volcanos.
•
Watch a video on instructions of building a replica
volcano.
• After watching a video on building a volcano ask your students if
there is anything they would change about the process and if so,
what would it be.
•
Have each group begin to think about how they should
build their volcano.
•
After the groups have discussed their plans, they may
begin to build their volcanos.
(While groups are discussing a building, their volcanos go around and
comment on how well they are doing and ask them questions on why
they did each thing the way they did.)
• Give students a 5-minute warning before it is time to clean up.
Clean up:
• Have students bring their volcanos (finished or unfinished, time is
up) to the front of the classroom where it is easy for you to get.
•
Have each group clean up their area and bring the extra
supplies back to the front of the room in the buckets they came in
(if you were able to get supplies in buckets)
•
Make sure there is nothing on the floor or any of the
tables
Conclusion:
• Allow students time to ask questions to one another and you about
how volcanos work (remember some questions might be better
answered during day 2 of this project because that is the day you
make the volcanos explode.)
Lesson 10- Teepees
50 minutes
Objective:
• Build a teepee for you and your Native American family.
Supplies:
• Popsicle sticks (or real sticks if you can find enough that would be
awesome!)
• Yarn
•
Scissors
•
Feathers
•
Paper
Instruction:
• Tell students…You are part of a Native American Tribe. You just
started your own tribe, so you have no name and nowhere to live.
•
The first thing you must do is come up with your tribe’s
name.
•
The next thing you need to do is build teepees for
people to live in, so they don’t leave your tribe and join another
tribe.
•
Give students 5 minutes to come up with a tribe name.
•
Tell them they can only use the materials you provide
them, and they cannot have more than what you give them because
materials to build with are scarce among the tribes.
• Although they cannot ask for more supplies, allow them to make
trades among each other.
•
they must ask another group to trade with them
•
they cannot just steal it from them.
•
Give students their supplies and give them 10 minutes
to discuss how they will build their teepee
•
Next give them 15 minutes to build.
• After they build have them show their teepee to the other tribes and
explain why they chose to build it the way they did. (12 minutes)
• Ask questions like….
⁃ What will you do if it rains?
⁃
How will you keep the teepee from blowing over in strong
winds?
⁃ Will it be warm enough inside for the people? How will you
make it warm enough if you have not already planned for
that?
• For the rest of the class you can use iPads or computers to research
teepee designs and uses and have students talk about what they
could do to make their teepees better.
Clean up:
• Use the last ten minutes to clean up.
WEEK 6
Lesson 11- Stomp Rocket
(43 minutes)
Objective:
• To have students experiment with different ways to make objects
move.
Supplies:
• empty plastic bottle with Lid 2
•
Straws of varying diameter Tape
• Paper/Cardboard/Plastic (optional for decorating)
•
Glue Gun
•
Drill and Drill Bit (size of the narrow straw Scissors
Instructions:
• Have your students split into groups of 3-4
•
Drill a hole in the center of the bottle cap (have this
done before you have class, you are not able to use drills or drill
bits in ESP.)
•
Put the narrow straw through the hole. (You will want
to place the straw mostly in the bottle. If you have a bendy straw,
cut the bendy part off before you put the straw in place OR place
that part down in the bottle)
• Secure the straw to the bottle top with a rim of hot glue around the
edge (your students should not be using the hot glue gun they need
to come to you when they are ready for this step). This serves two
purposes. First, it secures the straw, secondly it keeps the air from
escaping through the gap (ask your students why they think they
are doing this step, do not just tell them make them think about it
and process it).
•
Take the broader straw and fold the end over a couple
of times and secure with tape. This prevents the air from escaping
out the end of the straw which allows the air pressure to send the
rocket flying (ask your students why they think they are doing this
step, do not just tell them make them think about it and process
it).
•
Decorate the broader straw as a rocket if you choose. You could
try different shapes to test what shapes are most aerodynamic!
(This step is not required but they will highly enjoy it!)
•
Place the broad straw over the narrow straw
•
Now it is time to test them!!! (This step would be best
done outside if possible)
Clean up:
•
Use the last 10 minutes to have your students clean up their
area.
Lesson 12- Volcano Explosions
(48 minutes)
Objective:
• Show students the way pressure builds and then explodes because
the area in which it is building up in is not big enough and needs to
release everything.
Supplies:
• Baking soda
•
Vinegar
•
Food coloring (for fun... this is optional)
Instructions:
• Make sure all of your students remember their groups and have
them separate into their groups and have one person from each
group to come get their volcanos from the front of the room (do
not let every group come up at one time, call them up by who is
following class expectations)
• Have 3 students from each group (do not let every group come up
at one time, call them up by who is following class expectations)
come up to the front and get baking soda, vinegar, and food
coloring for their group
•
Once every group has all the supplies, they need you
will want to take to class outside (where there is grass) so that they
can watch each groups volcano explode (have one group go at a
time, this allows you to pay attention to all of your students and it
also makes your students watch the experiment happen multiple
times so they can observe more
Clean up:
• Make sure your students get all of their stuff brought in from
outside
•
Make sure every group grabs their volcano
• When you get back to the classroom have one student in every
group wipe down their table
•
Have two students wipe down the table the supplies
were on and puts the supplies back in the bucket you brought them
in
Conclusion:
• Ask each group to discuss the different things they observed during
all of the explosions
•
One your students have discussed with their groups
have a class discussion
• Ask each group to explain how pressure works, and have them
explain it to the class
WEEK 7
Lesson 13- Penny Changing
(40 minutes)
Objective:
• To understand what different chemicals can do to different
materials.
Supplies:
• old pennies (one penny per student. the older the better)
•
3 clear cups
•
water
•
dish soap
•
salt
• vinegar (you could also use lemon juice)
Instructions:
•
Split your class into groups of 4-5
•
Give each group 3 cups, have one student assigned to
each cup (they will be the ones to
•
fill the cups with the ingredients)
• fill the 1st w/plain water, fill the 2nd w/water + dish soap, fill the
3rd w/1/2 cup vinegar
•
+ 2 teaspoons salt
•
Give each group a penny per student
•
There needs to be at least one student using each cup,
depending on how many students are in a group there may be two
students per cup
•
Have the students dip their pennies halfway in the cup
for ten seconds and then take it out and see if there was any
change. Have them write all observations down.
• After your students have written down their observations have then
droptheir pennies in the cup and leave them there for five minutes
(during these five minutes have the groups discuss the observations
they made from each cup)
•
Once the five minutes is over, have the students take
their pennies out and put them on a paper towel and have them add
any additional observations they noticed after this time
•
Have the students run every penny under sink water (if
•
•
anything changes make sure they add it to their observation sheet)
Clean up:
•
Have students dump all the mixtures out in the sink and
throw the cups and paper towels away
Make sure you have a student wipe down every table
•
And make sure there is nothing left on the floor
•
All extra supplies need to go back in the bucket they
came from
•
All pennies need to go back in the Ziploc baggie
Conclusion:
Ask each group to share their observations on one of their cups
(they can raise their hand to add something for another cup, but
they only share their observations for one cup)
•
Ask them why they think these reactions occurred
•
Ask if they can tell you something this has happened to
(if they know then most likely their answer will be The Statue of
Liberty)
Lesson 14- Paint Bombs
(45 minutes)
Objective:
•
•
•
•
•
To better understand what happens during a chemical
reaction.
Supplies:
•
• Film canisters (little Rubbermaid containers would
work as well)
Alka Seltzer tablets
•
Water-based paint (finger paint works)
•
Watercolor paper
•
Butcher paper
•
Instructions: (20-25 minutes)
Have two students from each group come get paint, paper, Alka
seltzer, and film canisters
•
Make sure to cover all of your tables with butcher paper
before beginning this experiment
•
Split your class into groups of five
•
Pour some paint to a film canister and add half of an
Alka Seltzer tablet. Put the lid on
•
the canister and shake it well
Place the paint bomb onto your paper with the lid facing down.
Now, you just have to
•
stand back and wait for it to explode
•
The Alka Seltzer will mix with the paint and build
pressure inside the bottle until it releases.
•
Once the reaction happens, you can remove the lids and
let the paint dry for a fun and unique piece of art
Have your students take notes on what they think is happening
throughout this process and discuss with their group
Clean up:
•
Have your students clean up all of the extra supplies
that are at their table
•
Make sure they throw away all trash, tables are cleaned
off, and floors do not have anything on them
•
•
Have your students throw the butcher paper away and bring their
paper to the front of the room
Conclusion:
•
Ask each group to stand up and hold their art to show
the class and ask them to share a few of their observations
Ask each group if they think there is another chemical, like Alka
seltzer, that will do the same thing
WEEK 8
Lesson 15- Marble Maze
(40 minutes)
Objective:
• To have students use problem solving skills and creativity together.
Supplies:
• Shallow box (cardboard box)
•
Plastic straws
•
sheet of card
• Marbles
•
Glue
•
Duct tape
•
Scissors
•
Pencil
Instructions:
•
Separate your class into pairs
•
Have your partners come up and get their supplies
•
Your students can use the duct tape to line the outside
and inside of the walls of the
•
cardboard box
• Have your students cut a piece of paper to fit the bottom of the
box
•
Your students should draw out their design on paper
first
•
Then they are free to create their maze and test their
design
•
The goal for this project is for a marble to travel down
the maze using the obstacles the students put in place.
Clean up:
• Have your students clean up all of the extra supplies at their
workspace and put it back in the containers where they came
from
•
Make sure nothing is left on the floor or the tables
Conclusion:
•
Have each group present their maze to the class
•
Ask how many different ways they tried before they got
this maze
•
Is there anything they would change about theirs now?
Lesson 16- Rube Goldberg
(45 minutes)
Objective:
• To have students understand how to use both creativity and
problem solving, using a larger scale.
Supplies:
• Toilet paper rolls
•
Paper towel rolls
•
Yarn
•
Marbles
• Paper clips
•
Pie pans
•
Spoons
•
LARGE cardboard box
•
Empty cereal boxes
• Straws
•
Paper
•
You may come up with other things you would like
your students to be able to choose
•
from
Instructions:
• Split your class in half
•
Allow five students to come up and get supplies they
think they would like to begin with
•
Have each group either design their Rube Goldberg on
a whiteboard (if possible) or paper
•
After they have set a design, they would like to follow
they may begin working on their
• Rube Goldberg
•
The goal of this project is the have a marble travel and
move different obstacles on a large scale.
•
Your students should not be limited to only using the
marble as the thing that is moving, show them different pictures of
Rube Goldberg's to give them ideas.
(While your students are working go around the classroom and
discuss
what each group is doing and comment on how well they are
working.)
Clean up:
•
Have your students put all their extra supplies back in
the buckets they got them from
• Make sure there is nothing on the floor and nothing on the tables
•
Have your students bring their Rube Goldberg to the
front of the classroom
Conclusion:
• Assign one student from each group be the person that is going to
test their groups Rube Goldberg
•
Both groups should present their Rube Goldberg
• Ask the whole class why they used the design they did
•
Ask your students what some errors in their design
were, or if they don’t think they had any errors ask them why they
think theirs was without error
WEEK 9
Lesson 17- Food Towers
(45 minutes)
Objective:
• To have students create a tower out of nontraditional items and
hold the most weight.
Supplies:
• Marshmallows
•
Toothpicks
•
Gummy bears
• Straws
•
Paper cups
•
Marbles
•
You may think of other supplies that would be fun to
use
Instructions:
• Split your class into partners
•
Have one pair to come up at a time and choose three
items they would like to use for
•
their tower
•
Explain to your students the tower they are building is
going to be tested using marbles,
•
they want their tower to hold the most marbles
• Have your students discuss their design with their partner and they
may want to sketch
•
a design to base their towers off of
•
Once they have discussed their designs they may begin
working on the tower
• Have your student test their tower along the way and adjust where
needed
Clean up:
• Have your students put all of their extra supplies back in the
buckets where they came from
•
Make sure there is nothing left on the floor or on the
tables
•
Have your students wipe down all of the tables
•
•
Once your students have left you may throw the towers
away
Conclusion:
Test each of your students towers to see whose will hold the most
marbles
•
Have your class discuss why they think the tower, that
held the most marbles, held so much
•
Have each pair discuss what they would change about
their design after seeing everyone else's (if you have time)
Lesson 18- S'mores Oven
(50 minutes)
Objective:
• To see different ways to heat food without electricity. By creating
an oven that will melt the chocolate to create S’mores.
Supplies:
• Large pizza boxes
• A ruler
•
A black marker
•
Box cutter
•
Heavy duty aluminum foil
•
Glue
• Scissors
•
Clear plastic wrap
•
Tape
•
Black construction paper
Instructions:
• Split your class into groups of 4
•
Using the ruler and black marker, draw a square on
your pizza box lid leaving a 1-inch
•
border on each side of the pizza box.
•
Using the box cutter cut out, cut 3 sides of the square
you just drew, leaving the line at
•
the rear of the box attached.
• Fold the flap back so it stands up when the pizza box lid is
attached.
•
Using the glue as an adhesive, cover the underside of
the flap with heavy duty
•
aluminum foil. Smooth out wrinkles and cut off any
excess.
•
With the scissors cut 2 squares of plastic wrap, both
bigger than the size of the pizza box
•
flap opening.
• Tape one of the squares over the hole, fastening the plastic wrap to
the underside of the pizza box.
•
•
•
•
•
Close the lid and take the second plastic sheet and cover
the pizza box hold on the other side of the pizza box top. Creating
a window to help keep the suns heat in the box.
•
Pull both sheets tight as you tape them.
Glue or tape a layer of aluminum foil to the inside of the pizza box
for insulation.
•
Cover the foil layer in the box with sheets of black
construction paper and glue them into place.
•
Close your lid and you are ready to start cooking
•
Adjust the foil flap to find the best ray reflecting angle.
Use the ruler, a straw or stick to keep the flap strapped into place.
Preheat your oven by leaving outside for 30 minutes
•
Time to cook your s'mores
(While your students are working walk around and ask them
questions, comment on their work, ask if they need help.)
Clean up:
Have your students put all of their extra materials back where they
got them from.
•
Make sure your students throw all of their trash away.
•
Make sure your students do not leave anything outside
Conclusion:
•
While your student's ovens preheat discuss with them
why they think this works, or if they do not think this works ask
them why.
Ask your students if they think there is a better design for this
experiment.