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Rube Goldberg STRUCTURED STEM PROJECT with ASSESSMENT Rubrics Energy Transfer

Rated 4.78 out of 5, based on 27 reviews
4.8 (27 ratings)
;
Science by Sinai
1.4k Followers
Grade Levels
5th - 8th
Standards
Formats Included
  • PDF
Pages
15 pages
$4.00
$4.00
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Science by Sinai
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What educators are saying

My students loved making the rube and I really appreciated the structure and organization from this unit.
My students loved doing this project! This resource helped me keep the project structured and organized!
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Description

Add structure and assessment to your fun Rube Goldberg, critical thinking engineering project during a forces/motion and simple machines unit discussing the change in kinetic energy as it is transferred from one object to another. Low prep and super fun end of year project based learning! During all of the designing excitement it can be easy for the students to lose their focus so I have created a more structured approach to the engineering process.

The students start out with a brainstorming session, that includes a rubric, and plan, plan, plan. As they work their way through building the project they fill out daily progress reports plus I have included rubrics for the teacher to use to assess the progress of each student each day. At the end of the project the students have a self-assessment form to fill out and there is a final grading rubric.

*Teacher notes

*Rube Goldberg project directions

*Brainstorming questions

*Brainstorming session rubric

*Daily Journal cards

*Daily project assessment cards

*Organizational pages for the students to include their sketches and descriptions

*Self assessment for students

*UPDATED WITH VIDEO ASSESSMENT RUBRIC

*Final Rube Goldberg assessment rubric

Please visit my blog to see how I use this resource in my classroom. How to Create a Rube Goldberg Unit plus a Free Simple Machines Review Set.

I would love your feedback if you purchase this product! Thank you!

Related products:

SIMPLE MACHINES iPad Schoolyard Scavenger Hunt Google Slides Activity

REAL LIFE SITUATIONS Newton's Laws of Motion PHOTO PROMPT TASK CARDS MS-PS2


There are several methods I use to get this resource to students.

  1. Since this is a PowerPoint, I simply upload it into a Google slides presentation and share it on Google Classroom with each individual student. The students can then copy which slides they want and paste them into their own Google Slides unit presentation and add text boxes.
  2. You can export the PowerPoint into images and then send the images to them in Google Classroom.
  3. You can download the PowerPoint into images and place all of the images into a Google Drive folder to share with the students.
  4. If you are using iPads, in the same room as the students, you can simply AirDrop the images, Powerpoint or Google Slides presentation to their iPads .

If you have any questions at all, as to how to use these, please contact me at Karensinai2@gmail.com and I am more than happy to help you!

Feedback

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Copyright

Each purchase is a license for ONE person to use in a classroom setting. It is a violation for individuals, schools and districts to redistribute, edit, sell, or post this item on the Internet or to other individuals. Disregarding the copyright is a violation of the Digital Millennium Copyright  Act and subject to legal action. By purchasing this product you acknowledge that you have read and understood these terms of use. 

Total Pages
15 pages
Answer Key
N/A
Teaching Duration
1 Week
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Standards

to see state-specific standards (only available in the US).
NGSS3-PS2-1
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. Examples could include an unbalanced force on one side of a ball can make it start moving; and, balanced forces pushing on a box from both sides will not produce any motion at all. Assessment is limited to one variable at a time: number, size, or direction of forces. Assessment does not include quantitative force size, only qualitative and relative. Assessment is limited to gravity being addressed as a force that pulls objects down.
NGSSMS-ETS1-4
Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
NGSS3-PS2-2
Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. Examples of motion with a predictable pattern could include a child swinging in a swing, a ball rolling back and forth in a bowl, and two children on a see-saw. Assessment does not include technical terms such as period and frequency.
NGSSMS-PS3-2
Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. Emphasis is on relative amounts of potential energy, not on calculations of potential energy. Examples of objects within systems interacting at varying distances could include: the Earth and either a roller coaster cart at varying positions on a hill or objects at varying heights on shelves, changing the direction/orientation of a magnet, and a balloon with static electrical charge being brought closer to a classmate’s hair. Examples of models could include representations, diagrams, pictures, and written descriptions of systems. Assessment is limited to two objects and electric, magnetic, and gravitational interactions.
NGSS4-PS3-3
Ask questions and predict outcomes about the changes in energy that occur when objects collide. Emphasis is on the change in the energy due to the change in speed, not on the forces, as objects interact. Assessment does not include quantitative measurements of energy.

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