Valentine's day activity! STEM Challenge!

Valentine's day activity! STEM Challenge!
Loading...
Valentine's day activity! STEM Challenge!
Valentine's day activity! STEM Challenge!play
Valentine's day activity! STEM Challenge!
Valentine's day activity! STEM Challenge!
Valentine's day activity! STEM Challenge!
Valentine's day activity! STEM Challenge!
Valentine's day activity! STEM Challenge!
Valentine's day activity! STEM Challenge!
Valentine's day activity! STEM Challenge!
File Type

Zip

(468 MB|20 pages)
Product Rating
Standards
NGSS3-5-ETS1-2
NGSS3-5-ETS1-1
NGSS3-PS2-2
NGSS3-5-ETS1-3
NGSS3-PS2-1
Also included in:
  1. Looking for some Valentine’s Day activities that will provide enrichment for your students will allowing students to create and have fun? Valentine’s STEM Challengesengage your students in critical thinking exercises disguised as fun!The basics:Students work in groups of threes against criteria &amp
    $9.00
    $6.00
    Save $3.00
  • Product Description
  • StandardsNEW

This Valentine's day challenges your students to make a bow and arrow using very small and inexpensive items. Students are able to learn about thrust, drag, lift, weight, and tension through this unit. Students go through the engineering design process in this week-long unit. How this unit looks from a glance:

Day 1 Define The Problem-

Students work on the define the problem worksheet in their groups and build an understanding of vocabulary by doing the vocabulary sheet.

Day 2 Plan a Solution

Students build blueprints for their prototype. Giving reasoning as to why they are wanting to build it a certain way.

Day 3 Build a model

Students build what they have drawn. After they predict on the testing worksheet.

Day 4 testing

Students gather data on the testing worksheet and begin to see what works and what doesn't work about their prototype and why.

Day 5 Reflect and redesign

Students reflect on testing and talk to one another about what they want to change and why. They then retest on the final day.

What's Included:

  • Student curriculum
  • Instructional Powerpoint with a video on how I teach this unit
  • Pictures to give you ideas
  • Rubric
  • Extension of activity

How to implement:

Great for Science

Great for a fun educational Valentine's day party.

Great for students who are new to STEM.

Great for students to show they can apply knowledge.

HAVE FUN and build ON!!!!

If you like this worksheet check out this unit check out my store:

https://www.teacherspayteachers.com/Store/Sharp-The-Builder

Thank you for viewing my STEM lessons. If you have any questions at all you can email me at sharpthebuilder2020@gmail.com

Follow me on social media:

Instagram:https://www.instagram.com/sharpthebuilder/

Facebook: https://www.facebook.com/Sharp-the-Builder-107818707417879/?modal=admin_todo_tour

Twitter:https://twitter.com/home?lang=en

Log in to see state-specific standards (only available in the US).
NGSS3-5-ETS1-2
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
NGSS3-5-ETS1-1
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
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.
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-PS2-1
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.
Total Pages
20 pages
Answer Key
N/A
Teaching Duration
1 Week
Report this Resource to TpT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TpT’s content guidelines.
Loading...
$3.00
Digital Download
Share this resource
Report this resource to TpT
More products from Sharp The Builder
Product Thumbnail
Product Thumbnail
Product Thumbnail
Product Thumbnail
Product Thumbnail

Teachers Pay Teachers is an online marketplace where teachers buy and sell original educational materials.

Learn More

Keep in Touch!

Sign Up