Physical Science Lessons

Students will design and build a working lava lamp using specific materials and criteria. 

Request access to 'Lava Science'.

Materials Needed (per group):

• two identical bottles or jars that can be thrown away (water bottles, spaghetti sauce jars)

• one Alka-Seltzer tablet broken into 4 pieces

• vegetable oil (enough to fill at least half the bottle or jar)

• access to warm and cold water

• clock or timer

• food coloring

Standards Connection:

• DCI: ETS1-2 Generate and compare multiple solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

• SEP: Planning and Carrying Out Investigations: Planning and carrying out investigations to answer questions or test solutions to problems in 3-5 builds on K-2 experiences  and progresses to include investigations that control variables and provide evidence to support explanations or design solutions.

• CCC: Influence of Engineering, Technology, and Science on Society and the Natural World 

Let’s get popping! Things will get a little slippery as students learn about solutions and polymers while creating their own Bubble Juice. 

Each team of students will compete by choosing the best ingredients for Bubble Juice Company to use in their newest Bubble Juice. After testing the company’s current Bubble Juice as a baseline, each team will work to design its own Bubble Juice recipe. Careful consideration must be given to variables as students investigate. 

Students will test their solutions by blowing a bubble until it pops. Groups will measure and record the diameter of each popped bubble to determine which Bubble Juice Solution is the best. 

Request access to 'Bubble Juice'.

Materials Needed (per group): 

Each team of students will need a flat, smooth surface to test their bubble solutions. The solution will go directly on the surface (this will get “science messy”).

• teaspoon

• tablespoon

• measuring cup

• 3 paper or plastic bowls

• 3 plastic spoons

• 1 straw per student

• access to water

• ruler

• pencils

• cardboard (or multiple sheets of dark colored construction paper)

• 3 types of liquids that produce bubbles when mixed with water. Students can choose what they want to test, including, but not limited to:

  • different liquid soap brands

  • shampoo

  • bubble bath

  • laundry detergent

  • hand soap

Standards Connection:

• DCI: ETS1.B Developing Possible Solutions

• SEP: Engaging in Argument from Evidence

• CCC: Influence of Science, Engineering, and Technology on Society and the Natural World 

What happens when Play-Doh meets an electrical current? It’s time to power up playtime as students discover they can build real working circuits using Play-Doh. After seeing this electric action, students will make homemade play-doh to test in place of the brand-name Play-Doh. Through scientific play, students will investigate circuits, conductivity, and insulators. They will conduct additional tests to figure out how to turn an insulator into a conductor. 

Materials Needed:

• Play-Doh (name brand)

Ingredients to Make Insulated Doh:

• 1 ½ cups flour

• ½ cup sugar

• 3 tablespoons vegetable oil

• ½ cup distilled water

• measuring cups (½ cup and 1 cup)

• measuring spoon (tablespoon)

• small bowl/cup (can be paper/plastic)

• large mixing bowl

• large mixing spoon

• eye dropper

• wax paper or cookie sheet

• gloves (optional)

• 9-volt battery

• LED lights

• student notebook

• container of salt

• plain white paper

• markers/crayons

• Play-Doh Circuit Template (to be provided)

Standards Connection:

• DCI: 

  • PS3.A Definitions of Energy

  • PS3.B Conservation of Energy and Energy Transfer

• SEP: Planning and Carrying Out Investigations 

• CCC: Energy and Matter 

Combine your magnificent engineering skills with your inner artist and watch as the magic unfolds! Students create a bot that will design art! 

Request access to 'Wiggle Bot'.

Materials Needed:

• 3 markers

• plastic cup

• tape (electrical preferred)

• large sheets of white posters

• clothespin

• craft stick

• masking tape

• AA battery holder

• 2 AA batteries

• 1.5-3 V DC Motor

Standards Connection:

• DCI:

  • PS3.A Definitions of Energy

  • PS3.B Conservation of Energy and Energy Transfer

• SEP:

  • Asking questions and Defining Problems

  • Developing and Using Models

  • Analyzing and Interpreting Data

• CCC: Energy and Matter 

Students explore the law of conservation of energy – that energy can neither be created nor destroyed, but can be converted! In this lesson, students will use weighted rubber bands inside cylinders to demonstrate kinetic and potential energy. 

Request access to 'From Rest to Roam'.

Materials Needed (per student or group):

• cardboard cylinder or can (ex. 1 lb. coffee container, Pringles can, oat cylinder)

• 1 large hex nut or 9-V battery

• pencil with dull tip

• 3 large paper clips

• wide rubber bands

• masking tape

• scissors

• hammer and nail (if can has metal ends)

Standards Connection:

• DCI: PS3.B Conservation of Energy and Energy Transfer: Energy is present whenever there are moving objects.

• SEP: Developing and Using Models: Construct a model as a helpful tool for representing ideas and explanations.

• CCC: Energy and Matter in Systems: Energy can be transferred in various ways and between objects.

• 3-5 ETS1-3: Plan and carry out fair tests in which variables are controlled, and failure points are considered to identify aspects of a model or prototype that can be improved. 

What’s better than Putt-Putt? SCIENCE and PUTT-PUTT! Students will be challenged to design and build a putt-putt hole that allows for optimal energy transfer! Before doing this, we will explore different materials to discover which material causes a golf ball to travel the longest distance after collision and changing direction.

Request access to 'Hole-in-One'.

Materials Needed (per group):

For Collision Tests:

• putt-putt/golf ball

• ramp

• masking tape/painter’s tape (to mark distances)

• ruler or tape measure

• collision materials: sponge, wooden block, cardboard, plastic, Styrofoam

  • These only need to be large enough to tape down and test the collision distance after impact. You could even do this as a demo and collect class data instead of group data.

For Putt-Putt Engineering:

• putt-putt/golf ball

• meter stick (this will be used as a golf putter)

• large box lid, cardboard box, or something similar with edges to build their putt-putt hole on

• at least two different materials to include on course: sponges, plastic (spoons, bowls, plates), pieces of cardboard/construction paper, craft tubes, wood blocks, Styrofoam, foam craft sheets, craft sticks etc.

• tape

• scissors

• any other building supplies

• student data sheet (emailed)

• pencil

Standards Connection:

• DCI: PS3.B Conservation of Energy and Energy Transfer

  • Energy is present whenever there are moving objects, sound, light, or heat. When objects collide, energy can be transferred from one object to another, thereby changing their motion. In such collisions, some energy is typically also transferred to the surrounding air; as a result, the air gets heated and sound is produced.

• SEP: Planning and Carrying Out Investigation

  • Make observations to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution.

• CCC: Energy and Matter in Systems

  • Energy can be transferred in various ways and between objects.

• 3-5-ETS1-3: Plan and carry out fair tests in which variables are controlled, and failure points are considered to identify aspects of a model or prototype that can be improved. 

Students will design, build, and test their own solar ovens to see if they can heat the inside to a temperature warm enough to melt candy like Peeps or chocolate.

Request access to 'Melting Peeps with Solar Ovens'.

Materials Needed:

• Elmer’s Liquid Glue

• index cards (5-10)

• paper and pencil

• salt

• flour

• cornstarch

• baking soda

• plastic spoon

• plastic cups

• dried beans

• water

• teaspoon measuring spoon

• timer

Standards Connection:

• DCI: PS1.A Structure and Properties of Matter

• SEP: Planning and Carrying Out Investigations: Conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled, and the number of trials is considered.

• CCC: Cause and Effect: Cause and Effect relationships are routinely identified, tested, and used to explain change.

• 3-5-ETS1-2: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. 

Can electricity flow in either direction? Students will construct their own paper circuits in order to test and confirm their hypothesis.

Request access to 'Paper Circuits'.

Materials Needed:

• paper (printer/copy paper, colored paper, construction paper, etc.)

• copper foil tape with adhesive back (see example)

• light-emitting diodes (LED) (see example)

• CR2032 3V lithium battery (see example)

• miscellaneous crafting materials for decorating the cover page

Standards Connection:

• DCI: PS3.B Conservation of energy and Energy Transfer

• SEP: Plan and carry out an investigation: Make observations to produce data to serve as the basis for evidence for an explanation of a phenomenon or to test a design solution.

• CCC: Energy and Matter in Systems: Energy can be transferred in various ways and between objects.

• 3-5-ETS1-3: Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. 

Students will observe first-hand what happens to energy when objects collide on their pinball prototypes. We will use evidence from our observations to answer questions regarding the relationship between the speed of an object and its energy. 

Request access to 'Pinball Machine'.

Materials Needed:

• cardboard lid or large piece of cardboard

• large rubber band

• tape

• Sharpie marker

• marble

• a variety of craft materials for obstacles/traps (ex. paper cups, toothpicks, toilet paper rolls, scissors, craft sticks) 

Standards Connection: 

• DCI: ETS1.C Optimizing Design Solutions 

• CCC: Influence of Society, Engineering, and Technology on the Natural World

Students will engineer a descending marble maze obstacle course on the wall using everyday materials. With a focus on potential and kinetic energy, students zoom through their Waller Coaster, pointing out different types of energy. 

Request access to 'Waller Coasters'.

Materials Needed (per group):

• pool noodles, pipe insulation, or paper towel rolls cut in half long ways to create a track

• masking tape or painter's tape

• scissors

• marble or other small ball

Standards Connection:

• DCI: PS3.A Definition of Energy

  • Energy can be moved from place to place by moving objects.

  • The faster a given object is moving, the more energy it possesses.

• SEP: Constructing explanations and designing solutions

  • Apply scientific ideas to solve design problems.

  • Use evidence (e.g., measurements, observations, patterns) to construct an explanation.

• CCC: Energy and Matter

  • Energy can be transferred in various ways and between objects. 

Students will learn about alternative energy sources as they design and build working wind turbines. Students will test various structures within their turbines to create the most effective design. 

Request access to 'Wind Turbines'.

Materials Needed:

• water or Gatorade bottles (partially filled)

• straws

• string

• plates

• nuts/bolts

• dowel rods

• plastic spoons

• foam pieces

• cups

• tape

• index cards

• toothpicks

• cut pool noodles

• any other materials to build

Standards Connection:

• DCI:

  • PS3.B Conservation of Energy and Energy Transfer

  • ESS3.A Natural Resources

• SEP:

  • Asking questions and Defining Problems

  • Developing and Using Models

  • Planning and Carrying Out Investigations

  • Analyzing and Interpreting Data

  • Obtaining, Evaluating and Communicating Information

  • Constructing explanations and designing solutions

• CCC: Cause and Effect

Students will create their own investigations to explain how the speed of an object is related to the mass of the object. Using ramps and balls, students will design and set up their investigation to answer this investigative question. 

Request access to 'Ramp It Up'.

Materials Needed:

• ramp (made of cardboard, plastic, or other sturdy object)

• balls of various mass (examples include golf ball, ping pong ball, baseball, softball, marble, or any other ball)

• scale (optional but helpful)

• paper and pencil

• timer

• materials to cover ramp (aluminum foil, plastic, foam, fabric, rubber, carpet remnants, other materials)

Standards Connection:

• DCI: PS3.A Definitions of Energy

• SEP: Planning and Carrying Out Investigations: Conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled, and the number of trials is considered.

• CCC: Influence of Science, Engineering, and Technology on Society and the Natural World: Engineers improve existing technologies or develop new ones.

• 3-5-ETS1-2: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

Aerodynamics will help you take flight in this lesson if you apply the concepts of drag, thrust, lift, and gravity to your paper airplane designs. Can you build an airplane that will fly the farthest? 

Request access to 'Flying Into A Problem'.

Materials Needed:

• multiple sheets of blank paper

• scissors

• measuring tape or ruler

Standards Connection: 

• DCI: PS2.A Forces and Motion 

• CCC: Cause and Effect 

Students will learn about momentum, forces, gravitational pull, and other amazing STEM concepts as they compete in various Minute to Win It STEM challenges. 

Request access to 'Minute To Win It STEM Challenges'.

Materials Needed:

• water bottles (students will fill with water)

• plastic cups (10 per group)

• index cards

• balloons

• 1 chopstick (per student)

• keys (or something similar)

• string

• paperclips

• stopwatch/timing device

Standards Connection:

• DCI:

  • PS2.A Forces and Motion

  • PS3.A Definitions of Energy

• SEP:

  • Asking questions and Defining Problems

  • Obtaining, Evaluating and Communicating Information

  • Constructing explanations and designing solutions

• CCC: Energy and Matter

Students take a deep dive into the world of sound waves, where dolphins reign as the ultimate communicators. Students will learn about the language of sound codes used amongst dolphins. The students will then use Morse code to unlock messages from our outreach team using the human equivalent of this aquatic language. 

Request access to 'Sonic Symphony'.

Materials Needed (per student):

• Morse Code template (to be emailed)

• pencil

• paper

Standards Connection:

• DCI: PS4.C – Compare solutions that use patterns to transfer information.

• SEP: Designing Solutions – Compare multiple solutions on how well they meet the criteria and constraints.

• CCC: Patterns – Similarities and differences in patterns can be used to sort and classify designed products.

Valentine's is a time for secret sweet science messages! Students create secret colored messages that can only be revealed using a very special magnifying glass. As students reveal their secret messages, we will learn how different colored inks absorb and reflect different wavelengths (colors) of light. 

Materials Needed (per student):

• white paper

• blue colored pencil

• red marker

• cardboard

• glue

• scissors

• various other colors of colored pencils and markers

• various colored cellophane sheets (see example)

• Lens Template (to be provided)

Standards Connection:

• DCI: PS4.B Electromagnetic Radiation

• SEP: Developing and Using Models

• CCC: Cause and Effect

Students will design a tractor, pulled by magnets, that will allow Farmer Norse to overcome the harvest challenges he has faced this year and end his farming year successfully.

Request access to 'Farmer's Harvest'.

Materials Needed:

• Magnetic Wand (This is the “tractor,” and you can have one available per group or just have one and they can take turns testing their wagon as a class)

• paper and pencil

Per group:

• paper/pencil

• magnet

• paper tubes

• construction paper

• tape

• craft sticks

• pipe cleaners

• straws (at least 2)

• mints

• bottle lids with holes or other items to make wheels for a wagon

• any other crafting supplies

Standards Connection:

• DCI: PS2-4 Define a simple design problem that can be solved by applying scientific ideas about magnets.

• SEP: Asking Questions or Defining Problems: Define a simple problem that can be solved through the development of a new or improved object or tool.

• CCC: Interdependence of Science, Engineering, and Technology: Science discoveries about the natural world can often lead to new and improved technologies, which are developed through the engineering design process.

What better way to learn about powerful magnetic forces than by using them to compete in a Magnetic Maze Showdown!

Request access to 'Magnetic Mazes'.

Materials Needed:

• paper plates or cardboard to design a maze

• Maze Obstacles:

  • pipe cleaners

  • cardboard

  • Gummy Worms/Twizzlers

  • straws

• tape

• magnetic items (paper clips or magnetic balls)

• variety of magnets (different strengths)

• paper and pencil

Standards Connection:

• DCI:

  • PS2.A Forces and Motion

  • PS2.B Types of Interactions

• SEP:

  • Asking questions and Defining Problems

  • Planning and Carrying Out Investigations

  • Analyzing and Interpreting Data

  • Obtaining, Evaluating, and Communicating Information

• CCC: Energy and Matter

Unsure of what to do with all that extra Halloween candy? Donate it to science while learning about physical and chemical changes. 

Request access to 'Candy Chemistry'.

Materials Needed:

• baking soda

• vinegar

• spoons (to dish out materials)

• 4 clear plastic cups with water

• 4 different pieces of candy (anything that is not chocolate-based, like Starbursts, Skittles, hard candy, Airheads, chewy candy)

Standards Connection:

• DCI: PS1.B Chemical Reactions

• CCC: Cause and Effect 

Dive into biochemistry with this chromatography challenge! Students will learn to use chromatography to separate colors. 

Request access to 'Chromatography'.

Materials Needed:

• 3 coffee filters

• 3 clear plastic cups with a very small amount of water

• 3 paper plates

• 2 ½ feet of yarn or string

• washable markers (1 brown, 1 black, and 1 any other color)

• ruler

Standards Connection:

• DCI: PS1.A Structure and Properties of Matter 

• CCC: Scale, Proportion, and Quantity 

Students will make observations as ice changes states of matter. Students will manipulate the changes in states of matter with varying substances to determine which causes ice to change states faster. 

Request access to 'Ice Ice Baby'.

Materials Needed:

• 4 ice cubes

• 3 tablespoons of each:

  • salt

  • sugar

  • one of the following: baking soda, rock salt, sand, or other substance

• 4 bowls/plates (for each cube of ice)

• 4 plastic spoons

• pencil and paper

Standards Connection:

• DCI:

  • PS1.A Structure and Properties of Matter

  • PS1.B Chemical Reactions

• SEP:

  • Asking Questions and Defining Problems

  • Planning and Carrying Out Investigations

  • Analyzing and Interpreting Data

  • Obtaining, Evaluating, and Communicating Information

• CCC: Energy and Matter

Why do we wear coats in the winter? If you put a coat on a snowman, will it melt faster? Students will conduct a scientific experiment to test the impact of insulators on cold objects. 

Request access to 'Jacket for Frosty'.

Materials Needed:

• 2 disposable water bottles, frozen ahead of time

• a glove or cloth that can be used to cover one of the frozen water bottles

• digital thermometer (optional)

Standards Connection:

• DCI: PS1.B Chemical Reactions 

• CCC: Cause and Effect 

Students will explore balanced and unbalanced forces while they create balloon-powered cars. Students experience Newton’s third law firsthand as they work to get their car to move. 

Request access to 'Balloon Car'.

Materials Needed:

• balloon

• straw

• rubber band

• tape

• scissors

• bamboo skewers or toothpicks (something to go through the straw to act as an axle)

• materials for the body (ex. small box, bottle, popsicle sticks, etc.)

• materials for wheels (ex. water bottle lids, etc.)

• Balloon Car Challenge worksheet (PDF) - Optional

Standards Connection:

• DCI: PS2.A Forces and Motion

• CCC: Cause and Effect

Students will design and build working parachute candy droppers that will drop candy to children.

Request access to 'Candy Droppers'.

Materials Needed (per group or student):

• various materials for making a parachute (tissue paper, construction paper, paper towels, newspaper, cloth, etc.)

• string

• tape

• candy pieces

• small disposable cup

• measuring tape or meter stick

• watch or timer

Standards Connection:

• DCI: ETS1-2 Generate and compare multiple solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

• SEP: Planning and Carrying Out Investigations: Planning and carrying out investigations to answer questions or test solutions to problems in 3-5 builds on K-2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions.

• CCC: Influence of Engineering, Technology, and Science on Society and the Natural World

Who doesn’t love pumpkin chunking? Students will design, build, and test their own pumpkin catapults using basic materials and little candy corn pumpkins. 

Request access to 'Pumpkin Chunking'.

Materials Needed:

• 7 craft sticks

• 4 rubber bands

• 1 water bottle lid

• small candy pumpkins or small pom-poms

• hot glue gun (for teacher use)

Standards Connection: 

• DCI: ETS1.C Optimizing Design Solutions 

• CCC: Influence of Society, Engineering, and Technology on the Natural World

The Winter X Games have teamed up with our STEM students to design the fastest and farthest traveling ski jumpers.

Request access to 'Winter STEM X Games'.

Materials Needed:

• 2 pipe cleaners

• tape

• construction paper

• scissors

• washers/nuts and/or pennies

Standards Connection:

• DCI:

  • PS3.A Definitions of Energy

  • PS3.B Conservation of Energy and Energy Transfer

• SEP:

  • Asking questions and Defining Problems

  • Developing and Using Models

  • Planning and Carrying Out Investigations

  • Analyzing and Interpreting Data

  • Obtaining, Evaluating and Communicating Information

  • Constructing explanations and designing solutions

• CCC: Energy and Matter

Everything is frosty outside, but can you make frost inside? Students will be engaged in testing variables to create frost on the outside of cans. 

Request access to 'Frosty'.

Materials Needed:

• aluminum cans (various sizes, no labels)

• glass jar

• salt

• crushed ice

• measuring spoons

• paper and pencil

Standards Connection:

• DCI: PS1.A Structure and Properties of Matter

• SEP: Planning and Carrying out Investigations: Make observations and measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon.

• CCC: Scale, Proportion, and Quantity: Standard units are used to measure and describe physical quantities such as weight, time, temperature, and volume.

• 3-5 ETS1-3: Plan and carry out fair tests in which variables are controlled, and failure points are considered to identify aspects of a model or prototype that can be improved.

Students hop into this sticky situation feet first as they design and test a new formula for an adhesive. They will learn about mixtures and solutions as they compare and analyze their data from their investigation. 

Request access to 'Make It Stick'.

Materials Needed:

• Elmer’s Liquid Glue

• index cards (5-10)

• paper and pencil

• salt

• flour

• cornstarch

• baking soda

• plastic spoon

• plastic cups

• dried beans

• water

• teaspoon measuring spoon

• timer

Standards Connection:

• DCI: PS1.A Structure and Properties of Matter

• SEP: Planning and Carrying Out Investigations: Conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled, and the number of trials is considered.

• CCC: Cause and Effect: Cause and Effect relationships are routinely identified, tested, and used to explain change.

• 3-5-ETS1-2: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

Feeling lucky enough to catch a leprechaun? Join us as we put engineering to the ultimate test when we design traps to catch the sneaky little leprechauns. 

Request access to 'Leprechaun Traps'.

Materials Needed:

• cardboard

• boxes (shoe boxes, cereal boxes)

• tape

• scissors

• craft sticks

• cups/bowls/paper plates

• pipe cleaners

• string

Standards Connection:

• DCI:

  • PS2.A Forces and Motion

  • PS2.B Types of Interactions

• SEP:

  • Asking questions and Defining Problems

  • Developing and Using Models

  • Planning and Carrying Out Investigations

  • Analyzing and Interpreting Data

  • Obtaining, Evaluating, and Communicating Information

  • Constructing explanations and designing solutions

• CCC: Scale, Proportion, and Quantity

Students will design a working Rube Goldberg machine, focusing on incorporating simple machines in the design. The device must drop an item into a cup and contain at least one simple machine. 

Request access to 'Simple Goldberg'.

Materials Needed:

• blank paper

• pencil

• Per group:

  • marble (or other item to drop)

  • long strips of cardboard

  • string

  • cup

  • aluminum foil

  • paper tubes

  • construction paper

  • cardboard

  • dominoes

  • straws

  • craft sticks

  • tape/glue

  • items to assist in Goldberg machines (examples may be toy cars, golf balls, funnels, buckets, bowls, magnets, or anything creative your students can come up with)

  • other building supplies - Supplies may vary per group and what you have available. You can set this up so students must build a device from what you have available within your classroom.

Standards Connection:

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

• SEP: Planning and Carrying Out Investigations: Planning and carrying out investigations to answer questions or test solutions to problems in 3-5 builds on K-2 experiences and progresses to include investigations that control variables and provide evidence to
  support explanations or design solutions.

• CCC: Cause and Effect: Cause and effect relationships are routinely identified

Join us for an engaging and challenging lesson where students experiment with variables to get the perfect shot.

Request access to 'Dunk Dynamics'.

Materials Needed (per student):

• 1 spoon

• 4 rubber bands

• 7 medium-sized craft sticks

• 1 pom-pom

• 2 index cards

• pipe cleaner

• straw

• tape

• Data Sheet

Standards Connection:

• DCI: PS2.B: Types of Interactions – The gravitational force of Earth acting on an object near Earth’s surface pulls that object down towards the planet’s center.

• SEP: Planning and carrying out investigations – Conduct an investigation using fair tests in which variables are controlled and the number of trials considered.  

• CCC: Cause and Effect – Cause and effect relationships are routinely identified and used to explain change.

Sound is all around us. Students will explore the properties of sound waves and then design, build and play their own string instrument. 

Request access to 'The Sound of Strings'.

Materials Needed (per group):

• ruler

• shoe box or other box (for creating an instrument)

• several rubber bands of different sizes and widths

• scissors

• paper towels

• stapler or binder clips

• tape

• 4-8 straws

• construction paper

Standards Connection:

• DCI: PS4.A: Wave Properties - Waves of the same type can differ in amplitude and wavelength.

• SEP: Developing and Using Models - Develop a model to describe phenomena.

• CCC: Cause and Effect - Cause and effect relationships are routinely identified.

• 3-5 ETS1-2: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

During this lesson, students will investigate how sound moves through different materials to answer the question: Does sound move fastest through solids, liquids, or gases? 

Request access to 'Wave of Wonders'.

Materials Needed: 

Per student:

• balloons

• binder clips

• templates

• pencil

• legal paper (8.5x14 inches)
  OR
  large construction paper (light colors: yellow, orange)
  OR
  ledger paper (multipurpose)

Per group:

• dominoes

• rulers

• timers (digital options are ideal)

Standards Connection:

• DCI: PS4.B: A sound wave needs a medium through which it is transmitted.

• SEP: Planning and carrying out investigations - Make observations and measurements to produce data to serve as the basis for evidence for an explanation.

• CCC: Energy - Energy may take different forms.