Title
Kicking Machine
Grade Level: 5
Total Time Required: (Identify the number of
class sessions and minutes)
15 minutes, 45 minutes, 15 minutes (1-2 class sessions)
(Th
Prepared by: Kara Fletcher & Barbara Kroemer
(
Lesson Objectives: (List any 3 that directly apply to the lesson)
Students will be able to:



Identify how machines move things and the different mechanisms they use to do so.
Show that energy can be stored and released at a later time.
Explain the differences between potential and kinetic energy.
Indiana Science Standards: (Identify 2 content/subject-specific standards and 3 design process-specific
standards)
Content specific:
6.1.4 Recognize that objects in motion have kinetic energy and objects at rest have potential energy.
6.4.2 Construct a simple device that uses potential or kinetic energy to perform work.
The Design Process:
 Keep accurate records in a notebook during investigations and communicate findings to others using
graphs, charts, maps and models through oral and written reports.
 Create a solution through a prototype.
 Test and evaluate how well the solution meets the goal.
Mathematics Connections: (Identify 2 or 3 connections or standards that apply)
In this lesson, the students will be working to take measurements and graph collected data from repeated tests they will
be performing. These activities easily lend themselves to mathematics concepts and connect easily to the area of
mathematics. This activity will allow the students to work within the standards in statistics and probability. Specifically:
5.G.2 Graph points on the coordinate plane to solve real-world and mathematical problems.
Represent real world and mathematical problems by graphing points in the first quadrant of the
coordinate plane, and interpret coordinate values of points in the context of the situation.
6.SP.5 Summarize numerical data sets in relation to their context, such as by:
a. Reporting the number of observations.
b. Describing the nature of the attribute under investigation, including how it was measured and its
units of measurement.
c. Giving quantitative measures of center (median and/or mean) and variability (interquartile range
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and/or mean absolute deviation), as well as describing any overall
pattern and any striking
deviations from the overall pattern with reference to the context in which the data were gathered.
Concepts and Vocabulary
Science Concepts / Vocabulary: (List and define relevant science/engineering/mathematical terms will
use or need to know)
Term
Defined by a scientist or engineer
Defined by a 5th or 6th grade student
gravity
The force of attraction by which bodies tend to fall
toward the center of the earth
The energy an object has based on it’s position,
rather than its motion
The energy an object has based on it’s motion
An object suspended from a fixed point as to move
to and fro by the action of gravity and acquired
momentum.
The action or process of moving and/or changing
place
An apparatus consisting of interrelated parts with
separate functions.
The attraction between two masses
potential energy
kinetic energy
pendulum
motion
machine
Stored energy
Energy in motion
An object that moves back and
forth because of gravity and
momentum
The process of an object that is
moving
An apparatus with various parts
that work together to perform
some kind of work
Equipment, Materials and Tools
List the quantities of all materials and equipment needed:
Tools
scissors
ruler
Materials
Balls (ping pong and golf)
cardboard
Paper clips
Paper or plastic cups
Popsicle sticks
Rubber bands
String
Tape (masking or duct)
Thin metal wire (optional)
2
Wooden skewers
Include specific scientific information relevant to the task (i.e., comprehensive explanations of the “science concepts”
Special Materials Notes and Comments
and how they are related). Include graphics, illustrations, or concept maps. List relevant web sites. Note any special
materials or procedures that need to be included or followed.
Relevant Websites:
http://pbskids.org/designsquad/pdf/parentseducators/ds_pe_ed_guide_unit4.pdf
Science Concepts:
Throughout this lesson, there are many important science concepts. Specifically, this lesson focuses on the
concepts of energy; potential and kinetic. These terms need to be specifically defined and explained to students so that
they can fully understand and apply the meanings behind them. Potential energy is defined as energy that is stored, or
the energy an object has based on its position, rather than its motion. This can be demonstrated through an example of
a soccer ball. A soccer ball has potential energy when it is just sitting on the grass, before it has been kicked. Then
kinetic energy will come into play when the ball has been kicked. Kinetic energy is defined as the energy an object has
based on its motion. When the ball is moving, either along the ground or through the air, it has kinetic energy. Energy
is usually measured in units of Joules, or one Newton acting through one meter. Another term the students will need to
be familiar with in this lesson in motion. They will learn that motion is the action or process of moving or changing
position. They will see this when they test their designs as their ping-pong and golf balls move according to their
machines. Before the students begin to create their machines, they will need to know exactly what machines are, what
they do, and how they can range from very simple to very complex. Machines are apparatuses that are interrelated and
each part that have separate functions. Machines can be found almost anywhere, from inside factories to a weight
lifting machine. To create their machines, students will be working with the concept of a pendulum as well. They will
need to know that a pendulum is an object suspended from a fixed point as to move to and fro by the action of gravity
and acquired momentum. Throughout this project, the students will be able to see this concept take place, as they build
their machines. This is an important concept of physics that the students will need to understand as they are
brainstorming and creating their designs.
Illustrations:
Example of a Pendulum:
Simple Machines:
Special Materials or Procedures to be followed:
For the students to create their machines they will need some special materials. To test their machines, they will need
ping-pong or golf balls. They may also need some special materials that will need special purchasing. This includes
wooden skewers and thin metal wire. These materials will most likely be found at a local hardware store. The rubber
bands, string, tape, cardboard, and cups can be found at a local grocery store or supermarket. Students will also need to
know that specific procedures should be followed when they find bugs in their original designs. These procedures
include:
The ball is hard to get into the cup. Make sure the machine sends the ball in a predictable direction. Try different release points for the
pendulum or rubber band. Test on a smooth surface. Check whether the ball bumps into part of the machine on its way out.
• The stretched rubber band bends the frame. Use stronger materials, or make the frame stronger by reinforcing it.
• The rubber band won’t stay hooked once it’s been pulled back. Use3 a paper clip or piece of cardboard to make a solid anchor. Or, tie a
piece of string to the middle of the rubber band and use it to pull back the rubber band. Then secure the string.
The students should also follow the SLED design model procedure when creating their designs and prototypes. They
should gain practice with identifying the problem, share and develop their plans, create and test,
communicate results and gather feedback and finally improve and retest. They should also be
sure to develop all of these steps with the use of their personal design notebooks. Students should
take care to record accurate results and be detailed and elaborate in their explanations.
Lesson Plan #1
What is a machine? What makes a machine move?
Time: 15 minutes
Procedures / Steps: (Include and/or number the steps or procedures to follow. Note key
questions for students to consider / discuss)
1. The lesson will begin by teaching about machines that are used to set balls in motion.
The students will be shown a power point that gives several examples of these types of
machines such as pinball machines and ball machines used in tennis, soccer, and baseball.
The power point also contains information on other machines that use these types of
mechanisms and gives a brief overview of how it works
a. What makes a machine?
b. What are some types of simple machines?
c. What kinds of energies make a machine move?
2. The teacher will initiate a discussion about what can be used to get a ball moving.
a. What would be some ways you could get a ball to move on its own?
b. What kind of energy needs to happen?
c. What kind of materials would you need?
 Gravity will move the ball if you drop it, roll it down a ramp, or if it is hit with a
swinging pendulum
 A rubber band can be used to get the ball moving by pulling it back and releasing it
3. Introduce Design Task
Key Questions:



How can you make a pendulum or a rubber band store up energy?
How would the rubber band mechanism work?
How would the pendulum mechanism work?
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5

Lesson Plan #2
How do designers begin to create their designs?
Time: 45 minutes
Procedures / Steps: (Include and/or number the steps or procedures to follow. Note key
questions for students to consider / discuss)
1. After design task is introduced, ask students to brainstorm answers to the following
questions:
 What is the problem?
 Who is the client?
 Who is the end user?
 Will my machine use a pendulum or a rubber band (or a combination) to send a ball
into the cup?
 How will I stop the machine from launching the ball before I’m ready to release it?
 How will the machine be triggered when I’m ready to launch the ball?
 How will I make sure the pendulum or rubber band launches the ball straight enough
and with the right amount of force so it goes into the cup?
2. Students will begin by listing the client and the user in their design notebooks. They will then
be asked to briefly answer the questions above after they are discussed with their design teams.
Students will create a sketch of their individual plans, and then come together as a group to plan
a prototype for their group’s kicking machine. This should include detailed drawings.
3. The students will have the opportunity to collect their materials and begin working on their
prototypes. They will be given 25-30 minutes to do so. We will use an online timer to insure that
we do not run out of time.
Guide Students in building their prototypes.
Possible Questions to Ask:




What mechanism will you use to kick the ball into the cup?
Would you prefer to use a ping pong ball or a golf ball?
What other materials will you use?
What problems could you potentially run into?
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Lesson Plan #3
Can your machine kick the ball into the cup?
Time: 15 minutes
Procedures / Steps: (Include and/or number the steps or procedures to follow. Note key
questions for students to consider / discuss)
1. Allow students to test their prototypes: lay a cup on its side 1 foot away and see if they
can get the ball in.
Pay attention to these common issues to help students “debug”:



The ball is hard to get into the cup. Make sure that the machine sends the ball in a
predictable direction. Try different release points for the pendulum or rubber band. Test
on a smooth surface. Check whether the ball bumps into part of the machine on its way
out.
The stretched rubber band bends the frame. Use stronger materials, or make the frame
stronger by reinforcing it.
The stretched rubber band won’t stay hooked once its been pulled back. Use a paper clip
or piece of cardboard to make a solid anchor, or tie a piece of string to the middle of the
rubber band and use it to pull back the rubber band. Then secure the string.
2. Discuss what happened. Have students show each other their kicking machines and talk
about how they solved any problems that came to up. Emphasize the key themes in this
challenge (using stored energy and building workable machines) by asking questions
such as:
 What are some advantages of a pendulum based machine? A rubber band based
machine?
 How did you determine the right amount of energy to store up before making your
shot?
 How did the two kinds of machines compare considering how the ball got into the
cup?
 What are examples of potential and kinetic energy in your kicking machine? (The
lifted pendulum and stretched rubber band are examples of potential energy. The
moving ball, swinging pendulum, and rubber band just after it was released are
examples of kinetic energy
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Lesson Plan #4
Design Challenge – What feedback do you get on your design?
Time: 15-20 minutes
Procedures / Steps:
1. Have the students record the above questions in their design notebooks. In this section,
they should include any changes that they would make to their prototypes if they would
be given the opportunity to redesign/retest. They should include a thorough explanation
of why they would make these changes.
2. The class will share the changes that they would implement and have the opportunity to
compare and share ideas with the other design teams. The students should discuss
whether or not they encountered the same problems.
3. Reiterate the main science concepts that were taught during the lesson by giving a brief
overview. Ask the students questions to check for their understanding:



Where did we find potential and kinetic energy in the kicking machines?
How do these machines relate to other machines? Did they have similar
mechanisms?
How comfortable did you feel using the Engineering Design Process?
Assessment
The following are possible sources of formative and summative assessment:
Formative Assessment:
 Review students initial design plan for their kicking machines. We will complete this by
collecting the student’s notebooks with their initial designs and reviewing them for
drawing, labels, and materials. We will assess the student’s plans by checking for a
complete design, a drawing with labels, and a list of materials. We will be assessing how
the students plan to implement their designs.
 Whole class discussion about prior knowledge of potential and kinetic energy.
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o What are the two types of energies?
o What makes one potential and one kinetic?
o How might these relate to creating machines?
Summative Assessment:
 Assess students prototypes of kicking machines (see rubric)
 Assess student responses to design questions in notebook: This will assess how the
students are able to apply the science concepts to their designs.
o Will my machine use a pendulum or a rubber band (or a combination) to send a
ball into the cup?
o How will I stop the machine from launching the ball before I’m ready to release
it?
o How will the machine be triggered when I’m ready to launch the ball?
o How will I make sure the pendulum or rubber band launches the ball straight
enough and with the right amount of force so it goes into the cup?
 Assess the students completed graphs of their trials. We will be assessing accuracy of
graph and correctly labeled parts of graph.
Interdisciplinary Connections:
Language Arts: Have students write a persuasive letter to the arcade company explaining why
their kicking machine should be used in their pinball machines. The students should explain why
their mechanism is the best and should give several reasons why their design will best meet the
company’s needs. The students should exemplify the qualities that make up a strong persuasive
letter.
Social Studies/Economics: Have the students market their kicking machines. They should
create advertisements and/or commercials to persuade consumers to buy their products.
Lesson Extensions and Resources
Activity Extensions: For this activity students can take it to the next level by creating designs
that enhance or change their original machine’s design. The students could:
o Design a remote system that allows you to pull back the pendulum or rubber band and
then release it.
o Design an automatic feeder that allows you to launch three balls in ten seconds.
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These activities would allow the students to apply the same science and math concepts while
encouraging them to expand their knowledge of these topics by applying it to new situations and
deepen their understanding of the design process.
Web Resources:
o See how simple machines bring mechanical advantage to the rescue! Download Not So
Simple Machines from Intel’s Design and Discovery hands-on engineering program.
intel.com/education/designanddiscovery
o Indiana academic Common Core standards:
http://dc.doe.in.gov/Standards/AcademicStandards/index.shtml
o More design challenge activities for students:
pbskidsgo.org/designsquad.
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Design Activity
Student Resource
Game Zone, one of Indiana’s most popular arcades, has recently found
that many of their customers are unhappy with their products. Game Zone
is famous for their wide variety of pinball machines, which attract
enthusiasts from near and far. Many of the customers have been
dissatisfied lately because the machines are not functioning properly. The
pinball machines are not producing enough energy to send the balls into
the game, therefore the customers cannot play. Game Zone needs to find
a machine that will have the most effective mechanism for sending the
ball up into the game or else they will lose all of their customers. They
need assistance in designing a kicking machine that they can implement
into their pinball machines.
During the Lesson you will:



Design a kicking machine that can be used in a pinball machine
Kick different types of balls using either a pendulum or a rubber band mechanism
Test your prototype to insure that it works consistently
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Rubrics- Kicking Machine
Performance Indicators
Criteria
0
1
Can kick ping-pong
Could not kick
Could kick
ball into a cup that is ping-pong ball
ping-pong ball
12in away
into cup
into cup at 6in
away
Uses rubber band,
Did not use
Attempted to
pendulum or
rubber band or
use rubber band
combination of the
pendulum
or pendulum
two
design
design
Able to set the ball in Machine was
motion
not able to set
the ball in
motion
Machine
attempted to set
ball in motion
12
2
Could kick
ping-pong ball
into cup at 12in
away
Design met
rubber band or
pendulum
design standards
3
Could kick
ping-pong bal
into cup over
12in away
Met design
standards, went
above and
beyond in
design and
creativity
Machine was
Machine was
able to set ball
successfully
in small-forward able to set the
motion
ball in motion.
Rubric- Design Notebook
Criteria
Performance Indicators
1
2
Beginning/Developing Proficient
Identifies the
Problem
Does not sufficiently identify the
problem, give the setting, shares the
user or clients and give the
constraints for the task.
Shares and
develops a Plan,
and creates
prototype
Little to no planning is done for the
task. Prototype is incomplete or
dysfunctional. The prototype does
not meet the criteria.
Tests the prototype,
communicates
results, and gathers
feedback
The prototype is not tested
effectively. The test results are not
communicated in the design
notebook and no feedback is given.
States improvement Little to no ideas regarding
Ideas for retests
improvement ideas are shared. The
prototype is not retested.
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States the problem,
but leaves out some
details regarding the
setting, user or
clients and/or
constraints for the
task.
Plan lacks detail and
drawing is not
labeled well. A
prototype is created
but is not efficient.
The prototype meets
most criteria.
The prototype is
tested for efficiency,
but little to none of
the results are
communicated and
feedback is
minimal.
Some ideas for
improvements are
shared. The
prototype is retested
but the results are
not given.
3
Welldeveloped
Effectively states the
problem, gives
specific details
about the setting
user or clients, and
the constraints for
the task.
A plan is given with
a detailed drawing
and labeling where
needed. A very
efficient prototype is
created. The
prototype meets all
criteria.
The prototype is
tested and the results
are communicated
with detail.
Feedback is
gathered based on
the data.
Detailed ideas about
improve the
prototype are given.
The prototype is
retested and all
results are shared in
detail.