Sticky Note: This would be great to use with younger kids by making the distance shorter that the balloon had to travel and making the material list shorter. It would be a great way of graphing as well: graph the length of of each trial for each team.
4.NS.6: Test predictions with multiple trials.
I would put the limitations in less words with visuals to show what the different things mean to make it clearer for all participating. I would also take the competition aspect out of it (limitations 5-7)and use it simply as a group activity.
Sticky Note: This would be great to use with younger kids by making the distance shorter that the balloon had to travel and making the material list shorter. It would be a great way of graphing as well: graph the length of of each trial for each team.
Sticky Note: This could be used for graphing if students had to test their structures multiple times, create a graph and find the average. Then could create a class graph of each group's averages. Could also be manipulated for younger students by changing the amount of materials.
5.DP.2-4: Brainstorm potential solutions. Document the design throughout the entire design process. Select a solution to the need or problem.
Omit the scoring, extend the time frame so that each group gets 15 minutes to brainstorm their solution and 20 minutes to build/test their structure
Sticky Note: This could be used for graphing if students had to test their structures multiple times, create a graph and find the average. Then could create a class graph of each group's averages. Could also be manipulated for younger students by changing the amount of materials.
This activity could be extended to other grades in a variety of ways. For example, you could use it to teach place value for first grade using money, or teaching how to count change for kingergarten. Also, you could set up a class store and demonstrate positive and negative intergers pretending to "shop" for items in the classroom, this cold be a great 3rd grade activity. You could make a "grocery list" and give them a spending amount and demonstrate - or + integers!
Pair students up based on ability levels. Have an advanced student work with another to create the telescope. They will get to be the "teacher" without having to single anyone out.
Have students make different shapes and try to create the biggest bubble. Answer questions like "Does a bubble last longer if it is smaller or larger? "Will a bubble get bigger if you blow fast or slow? " Have them draw the different shapes, sizes and colors in their science notebooks.
Group items tagged 
