Valentine's Day STEM Challenge Zip Line

Rated 4.95 out of 5, based on 186 reviews
186 Ratings
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Teachers Are Terrific
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Grade Levels
3rd - 5th
Standards
Formats Included
  • Zip
Pages
32 pages
$3.50
$3.50
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Description

This is a kid-favorite STEM Challenge all about Valentine’s Day! That is already exciting enough, but this one also features a zip line! This challenge is not just for Valentine’s Day! I included teacher directions, a lab sheet, and photos to adapt this for Christmas time!

This challenge can be purchased as part of money-saving bundles!

What is the challenge?

In this challenge, students will use materials to make a carrier for a Valentine’s Day gift. The carrier will have to fly down a zip line holding the gift that is being delivered. The zip line as a delivery method is just part of the fantastic gift! Students have to build the gift carrier, a way to attach the carrier to the zip line, and decorate it to be given as a gift. In the end, each group will share its gift box and demonstrate how it flies down the zip line to be delivered in a most unique way.

NOTE: This challenge is labeled as a challenge for Valentine's Day. However, you can use this at any time of the year. Just have students deliver a different object as a gift. IDEAS: Mother's Day. Father's Day, Halloween, or Christmas. Use the editable form to change the constraints and requirements and the possibilities are endless!

What is your prep?

You will need supplies in addition to this package. This includes copy paper, cardstock, construction paper, masking tape, straws, craft sticks, binder clips, paper clips, string, fishing line, and an item to use as the gift being delivered on the zip line.

The package specifically includes:

  • Cover
  • Teacher background
  • Materials and preparation page
  • 5 pages of teacher directions
  • Constraints list
  • Bonus page of trivia questions about Valentine’s Day with an answer key
  • 4 pages of photographs
  • Student lab sheet
  • Terms of Use page
  • Also included are directions, photos, a lab sheet, and constraints for use at Christmas time!
  • Student answer sheets are not included, but samples from student work are included in the teacher direction pages.
  • The page count listed for this package includes everything.
  • And there is even more! You will also find a scoring rubric that will work for either form of the challenge and an editable file that contains all the forms!
  • AND MORE! An idea page and generic forms for using this challenge at any time of year are included.

This challenge will need 1 class session to complete. We completed it in one hour.

You might also enjoy these Valentine's Day Resources:

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Total Pages
32 pages
Answer Key
N/A
Teaching Duration
N/A
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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.
NGSS4-PS3-4
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. Examples of devices could include electric circuits that convert electrical energy into motion energy of a vehicle, light, or sound; and, a passive solar heater that converts light into heat. Examples of constraints could include the materials, cost, or time to design the device. Devices should be limited to those that convert motion energy to electric energy or use stored energy to cause motion or produce light or sound.
NGSS3-5-ETS1-3
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
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.
NGSS4-PS3-1
Use evidence to construct an explanation relating the speed of an object to the energy of that object. Assessment does not include quantitative measures of changes in the speed of an object or on any precise or quantitative definition of energy.

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