Standards:

"4-PS3-2. Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents" (NGSS Lead States, 2013).

"4-PS3-4. Apply scientific ideas to design, test, and refine a device that converts energy from one form to another" (NGSS Lead States, 2013).

Objectives:

Students will be able to sketch a Rube Goldberg machine that provides evidence of how energy can be transferred from place to place by sound, light, heat, and electric currents.

Students will be able to demonstrate their understating of energy and energy transfer by writing a paragraph that describes the machine they created and how the 4 types of energy were transferred.

Lesson Overview: Todays lesson will be help synchronously via Zoom. In this lesson studnets will review the energy concepts they have been learning this week. They will view videos, participate in collaborative discussions, and answer open ended questions to show what they know. They will learn about cartoonist Rube Goldberg and the machines he invented. They will gather inspiration from various trick-shot and Rube Goldberg videos to help them create and design a team Rube Goldberg machine. In teams of 4 students will brainstorm and design a simple Rube Goldberg that could help them accomplish a simple task. The machine will need to included all 4 types of energy we covered in class. Each member will be responsible for 1 section and 1 type of energy. To end the unit studnets will write a paragraph that describes the Rube Goldberg that another team designed. They will need to communicate how the 4 types of energy are transfer within the machine. They should account for potential and kinetic energy as well. This assessment will help the teacher see if the class is able to understand where energy transfer is happening and if they have mastered the unit of energy.

Slides- Convert to NearPod

Collaborative Group Assignment: In teams of 4 students will be designing 1 Rube Goldberg Machine that demonstrates all 4 types of energy that we covered being transferred. Each studnets will be responsible for 1 type of energy within the design. Students will access this slide deck HERE that will walk them though the process and give them a collaborative place to work on their machines design.

Reteaching: During the lesson teacher will circulate between the breakout rooms to help scaffold and support. After grading the unit assessment the teacher will assess which studnets may need reteaching of the concepts. To do this, teacher will offer lunch bunch drop in support via Zoom. The teacher may also embed small groups into the next weeks synchronous lessons to review energy before the studnets move on to deeper exploration of the topic.

Extension: To enrich and enhance the virtual learning setting students may:

1) Design an actual Rube Goldberg, follow the sketch you make or create a new design, use materials around your home to build it.

2) Enter the Rube Goldberg creating contest: Information found here Rube Goldberg Contest

3) Create a musical instrument at home- Demonstrate your understand of sound energy by creating an instrument that can make pitch sounds: Email teacher for more info

4) 3) Use PHET simulations to further explore: Skate Park- Potential and Kinetic

Unit Summative Assessment: To end the unit students will write a paragraph that fully describes a Rube Goldberg created by another team. They will state where and how each type of energy was transferred and will also need to mention where in the machine one could see potential energy becoming kinetic energy. Click HERE to access the prompt and rubric.