Students determine if a design solution works as intended to change the speed or direction of an object with a push or pull by designing and creating a ramp. They test their design, make improvements and redesign their ramp before retesting. They graph their data to determine which ramp makes their ball hit their intended target.
The students will work in small groups to design and create a prototype of a simple machine that could move a heavy box.. The machine has to be able to move a scale model of the heavy box.
Water is a natural resource that is limited and needs to be conserved. Students will collect data about how much water they are using at home, design a plan to conserve water, implement the plan, and again take data to determine their success.
Students will construct a program to help their friend safely retrieve their stuffed animal. They will debug their program if needed. They then will observe whether there are patterns in their codes which could be looped. AS they discuss their programs, they will be encouraged to use ordinal numbers.
Kevin the koala needs to come down from the tree quickly and safely.Design and create a slide that can help Kevin get down from the tree before it falls. The slide should reach the top of the tree, about 12 inches tall and have a “bucket” at the end to catch the marble.
The students are not being efficient when they get materials or move around the classroom, so they are wasting learning time. Students will design a sequence of steps, or program, to move the student to their destination without using extra steps.
Hurricanes form in warm ocean waters and oftentimes destroy coastal cities due to severe flooding. You have been hired by the Army Corps of Engineers to build a house in Virginia Beach that can withstand the next hazardous Category 5 hurricane. Can your team plan and create a prototype house that will be protected from the impact of flash flooding, severe winds and hail?
Students use a report card to evaluate how their schoolyard positively and negatively affects the Chesapeake Bay. They then design a plan to effectively address the negative impacts. They design and create a way to present their plan to others.
The students will work with a partner or small group to design a program to move a “student” through a classroom with obstacles. Their job is to find the most efficient sequence of actions for them to get to the cafeteria from the classroom. The student will be a paper avatar. The classroom will be a 8 by 8 grid with pictures of obstacles the student must move through to get to different destinations. The students will try to move through with the least number of steps. As an extension, they can rename a loop of multiple steps, and it will become one step.
The students will design and build a tent structure, working within a small group or partnership, that will keep the area under the tent cooler than the area in the sun. The structure will allow a small toy to fit underneath along with a thermometer. The students will use the materials provided by the teacher in the time frame allowed in the classroom.
The kindergarteners need games to play during indoor recess. Students will design and create a simple game or maze that uses a magnet to make something move. The object of the game should be simple so that kindergarteners can understand the directions and successfully play it. The game should also be neat and appealing so that kindergarten students will want to play it.
Students are given the scenario: You want to start a new summer business while you are off from school, you want to make and sell snow cones at your local playground, but you don’t want them to melt on the walk there. Can you design and create a container that will slow down the rate at which your snow cones will melt? Criteria include the size of the container and the determination of the temperature.
Using the available commands, students will design a sequence of events that will efficiently move the student to the restroom through the obstacles on the grid. Use repeated patterns when appropriate. The students will work with a partner or small group to design a program to move a “student” through a classroom with obstacles. The student will be a paper avatar. The classroom will be a 8 by 8 grid with pictures of obstacles the student must move through to get to different destinations. The students will try to move through with the least number of steps. As an extension, they can rename a loop of multiple steps, and it will become one st
Students will survey how paper is being used and conserved in their school. They will create a conservation plan, communicate the plan to the school, and then survey to determine the efficiency of their plan.
Students will design a ramp to move a toy car from one location to another.Then they will measure to determine how far the car moves on the floor until it stops rolling. They will record their data in a table after measuring with nonstandard units.
Students will design and create a miniature working chariot that can carry a passenger (Lego or Playmobil person) when a robot is coded to move around a designated track. Chariots must include a working wheel and axle, platform that holds the rider, hitch that will connect to the robot, and decorations on the chariot exterior that reflect the ancient culture of the students’ choice.
Students will apply their knowledge of the solar system in this two step challenge. First they will use the attachments for their robot, Legos, and additional recyclable/craft supplies to create a space suit for their robot that will account for all of his basic needs while encountering the varying conditions in space. Then, students will program their robot to visit the planets in size order starting with the largest planet. Students can use number line mats, grid mats, or a piece of bulletin board paper to create their “map” of the solar system. They will demonstrate their understanding by creating a diagram of the planets in order from the sun.
Students will design and create an aqueduct that will move water from a starting point to an ending point at least 1 foot away without leaks or spills. The aqueduct must stand on its own, include at least one arch in the design, and use the force of gravity to move the water. Students must also design and create their own “castellum” or container to collect the water at the end of the aqueduct.