Standards:

3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.

Materials:

• Masking Tape-any type will do (here are some cute options: plain or patterned)

• Regular Paper Clips

• Bendable Straws

• Index Cards

• 100 Pennies

Summary:

In this challenge, small groups or partners of students build their own bridge with straws, paperclips, and a little masking tape. The object is to see who can build a bridge to hold 100 pennies. If students get over 100 pennies, then keep adding more and see who’s bridge could hold the most or which bridge holds the weight for the longest amount of time.

This activity could be done before or after learning about different types of bridges and the type of science & thinking is used to hold them up. It might be cool to see how students improve their bridge making skills after the unit!

Focus Questions:

• What can you do if your first idea doesn't work?

• Are there multiple ways to build a successful bridge?

• What do successful bridges have in common?

Posted by: Lauren Pio

Description:

Students will work In teams and complete a task using surprise materials in their bags. Students will use teamwork to construct a solution for the given problems. They will have to explain what they built, how they built It, and why they chose the way to build the way they did. Throughout this project, students will be encouraged to record what they're doing in their science notebooks.

Examples of topics in bags:

• Build a pulley

• Slow Ball roll (how slow can you make the ball roll)

• Marshmallow Tower

• Car Launch

Focus Questions:

• What were your materials? What is your problem/trying to build?

• Why did you choose to build the way you did?

• What was the most challenging about this project?

• What went well? What would you change if we did this project again?

After: I would tell students all engineers work differently and that its okay to have different ideas as long as you are able to explain why you built It that way.

Posted by: Alyssa Costantino

Description: Get their cup the highest

To start this activity, prop up the box fan with books, binders, or anything to get It a few Inches off the ground. Students will take their scissors and cut their water cups Into any shape they'd like. Encourage students to cut edges, fold them up, cut off the tips, and be creative! After cutting, students will test their water cups and make changes as needed.

Focus Questions:

• What did you observe?

• What changes did you make after testing your water cup?

• What made you successful? What challenges did you face?

• How did you problem-solve?

• Why did you design the water cup the way you did?

Posted by: Alyssa Costantino

Description:

The goal of this activity Is to only let the Barbie doll's hair touch the ground from letting her drop off the top of the staircase. To start, students will articulate a hypothesis of how many rubberbands they think It will take to achieve this goal. Students will then work in teams to generate a way to not let the Barbie hit the ground by only using rubber bands. Students will be encouraged to tie together rubber bands and test their theories. In order to be successful students will need to think like an engineer.

Focus Questions:

• Was your hypothesis correct?

• What did you like about being an engineer?

• What design did your team come up with?

• How did your team come up with that design?

Posted by: Alyssa Costantino