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William Templeton

Potential Energy and Kinetic Energy: Bouncing Golf Balls - 1 views

    • William Templeton
       
      For a an extension to this activity students could drop the ball from three predetermined heights, record the height of the first bounce, and then predict the height of the first bounce for a fourth starting height.
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    Use bouncing golf balls to understand the relationship between potential and kinetic energy.
Lori Jones

5th Grade SC Unit 3 Activity 6 - 1 views

    • Lori Jones
       
      6.4.1  Potential / kinetic energy.  Love how this students to be the access of their own learning journey.  
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    Students will discuss and understand how to apply potential or kinetic energy to power a simple device (in this case, a yoyo.)   Standard 6.4.1 Working in groups, allow students to experiment with yoyos, a marble rollercoaster, etc.  Follow activity guidelines. Gifted students could design an amusement park (to be used in school.)   ELL's pair with a gifted student who can assist them with this project.  
Liz Dilts

ZOOM . activities . sci . Balloon Blast-Off | PBS Kids - 1 views

    • Liz Dilts
       
      6.4.2 Construct a simple device that uses potential or kinetic energy to perform work. Differentiation: Gifted students could go a step further and cover the next standard "6.4.3 Describe the transfer of energy amongst energy interactions" and do a write up on how energy was transferred during this activity
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    This is a familiar activity!  This fun activity teaches students about harnessing potential and kinetic energy!  Very good for students who need to learn or like to work in teams!  Also would be fun on a family night.
Laura Riggins

Odyssey of the Mind Curriculum Activity: Extend-sive Thinking - 1 views

    • Laura Riggins
       
      Sticky Note: This would be a great addition to a math lesson as well if the students were required to create, maintain, and balance a budget for creating this machine.
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    6.4.2 Construct a simple device that uses potential or kinetic energy to perform work. Activities 2 and 3 Sticky Note: This would be a great addition to a math lesson as well if the students were required to create, maintain, and balance a budget for creating this machine.
Mary Jo Mack

The Marshmallow Machine - 1 views

    • Mary Jo Mack
       
      6.4.2. "Construct a simple device that uses potential or kinetic energy to perform work"
    • Mary Jo Mack
       
      This is a great activity that takes this standard to a whole new level- using the body to make a model of a machine.  Once the students have completed the activity, I would challenge them to think of what we use in our every day life that is made out of machines like the "marshmallow-smashing machine." Sixth grade students will love coming up with silly noises and motions- awesome learning tool/visual for kinesthetic students!
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    Children are formed into groups to 'invent' a pretend machine that smashes marshmallows. Each child plays the role of a cog or part of the machine to move the marshmallow along. Children then read the story Mike Mulligan and His Steam Shovel, a machine that digs its way to a happy ending, and recognize how technological devices affect our lives.
Mary Jo Mack

Rollin' Rollin' Rollin' - 1 views

    • Mary Jo Mack
       
      6.4.1 "Understand how to apply potential or kinetic energy to power a simple device"
    • Mary Jo Mack
       
      This activity could be differentiated for gifted students by challenging them to use materials they can find around the classroom other than those provided once they have determined how to successfully build the wheel and axle devices out of the provided materials.
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    Children will use and describe processes of science and design technology to build and test simple wheel and axle devices made of disposable cups.
Ashley Stewart

Building the Best Bridge | Education.com - 1 views

    • Ashley Stewart
       
      The Design Process: Identify a need or problem to be solved; brainstorm potential solutions; document the design throughout the entire design process; select the most appropriate materials to develop a solution that will meet the need; create the solution through a prototype; test and evaluate how well the solution meets the goal; communicate how to improve the solution. This activity can be modified for gifted students by having them record their predictions, as well as measure how much weight each bridge held. The activity can be adjusted for younger grades by having them design only one bridge, rather than several. It can also be adjusted by providing specific materials for the younger students, rather than giving them a wide variety of choices for materials.
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    Students use various materials to build and design the best possible bridge. The goal is to build different types of bridges using different materials and testing the strength of their bridges with various objects.
Lori Jones

Announcing Communities Participating in SSEP Mission 1 to ISS, and NEW Flight Opportuni... - 1 views

    • Lori Jones
       
      This project would also be excellent for creating a sense of community in the classroom as everyone would be working together toward a common goal (acceptance of their project by NASA_.   ELL differentiation:  I would probably find a different project to accommodate ELL's as this project is very intense, and requires a strong command of language (in order to follow instructions.)  It is possible to create a book of picture instructions for the project or give them a smaller, yet still important role in the class for this particular assignment.
Laura Riggins

Odyssey of the Mind - 1 views

    • Laura Riggins
       
      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.
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    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.
Ashley Stewart

MAIS K-6 Science Inquiry, Investigation, and Design Technology - All in the Balance Qui... - 1 views

    • Ashley Stewart
       
      The Design Process: Identify a need or problem to be solved; brainstorm potential solutions; throughout the entire design process, document the design with drawings (including labels) in a portfolio or notebook so that the process can be replicated; select a solution to the need or problem; select the most appropriate materials to develop a solution that will meet the need; evaluate and test the design. This activity can be adapted for gifted students by allowing them to first draw a blueprint of their model. This will allow them to make predictions and hypothesis about their cube model and their tag board model. These students can then record their observations and their conclusions about their final product. This activity can also be adapted for younger grades by giving the students more materials to help them balance their models. Also, allowing the younger students to work in partners, rather than pairs, will allow them to more freely express their ideas. Working with a partner will give each student the opportunity to make sure their ideas are heard. For younger students, omitting the blueprint may also be helpful. Rather, having the students simply draw a picture of their model with labels may be more appropriate.
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    Children use styrofoam cubes to design and construct an object that will balance on your finger. Also, another challenge can be given to the students after completing the first challenge. Students use tag board to design and construct a model figure that will balance on a high wire. Students should draw their own blueprint to illustrate what they did and what they discovered.
William Templeton

Rubber Band Racers - 1 views

    • William Templeton
       
      After the primary lesson students can extrapolate to real life devices and how they store energy to perform work.
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    Students work to design a rubberband race car.
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