# Rube Goldberg STRUCTURED STEM PROJECT with ASSESSMENT Rubrics 4-PS3-3, MS -PS3-5

Subject
Resource Type
File Type

Presentation (Powerpoint) File

(2 MB|14 pages)
Product Rating
4.0
(3 Ratings)
Standards
NGSSMS-ETS1-3
NGSSMS-PS3-5
NGSS4-PS3-3
NGSSMS-PS3-2
• Product Description
• StandardsNEW

Add structure and assessment to your Rube Goldberg engineering project! (MS-PS3-2, MS-PS3-5, MS-ETS1-3 and 4-PS3-3). Building a Rube Goldberg machine is a lot of fun during a forces/motion and simple machines unit for upper elementary or middle school. In all of the 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 form.

*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

*Final Rube Goldberg assessment rubric

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NGSSMS-ETS1-3
Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
NGSSMS-PS3-5
Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. Examples of empirical evidence used in arguments could include an inventory or other representation of the energy before and after the transfer in the form of temperature changes or motion of object. Assessment does not include calculations of energy.
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.
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.
Total Pages
14 pages
N/A
Teaching Duration
1 Week
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