Students will listen to a close reading of The 3 Little Pigs over the course of 3 days. (Many versions are accessible via NC Kids Digital Library. Teacher discretion as to the story version. Personal copy or online versions can be used.) After each read aloud, students will have the opportunity to engage in The Engineering Design Process to create a new dwelling using materials of varying physical properties. Students will write to tell about their new dwelling design using sentence frames and an anchor chart for support. Finally, students will present their new dwellings and read their informational writing to reflect their knowledge of physical properties. Student informational writing should reflect physical properties such as size, color, shape, texture, weight and flexibility per the NC Kindergarten Science Standards.
Learners will become paleontologists for a day/week. They will discover this career and undertake the challenge of designing a fossil excavator structure to remove newly discovered fossils stuck in a cave crevice. As a class, graph the results on the amount of weight each structure could lift without breaking
Students will learn about famous African American, Lonnie Johnson who invented the Super Soaker and overcame problems along the way. They will then be given the STEM process to invent/create a miniature toy. Students will learn about the life of a famous African American, and then apply the STEM process to solve a problem just like Lonnie Johnson.
Students work together using their knowledge of grouping tens to create links of tens, combine and compare their links, then realize that if they combine all of their links this could create enough “snow” to build a snowman in the classroom!
Students will watch introductory videos about paratroopers in WWII and how parachutes work, and be challenged to design, create, and improve, an original paratrooper with specific limited supplies.
This project applies the concepts of Friction, Gravity, Newton's Laws, Potential and Kinetic Energy, Speed, Distance vs. Time Graphs, and integrates them into a culminating project. Students work in pairs to create a marble run using basic classroom supplies and a standard tri-fold board. The goal is to create a marble run that takes as long as possible for the marble to complete without getting stuck. The project includes a data analysis section and a content questions component. There is also a scoring rubric included. The standards that this project covers can be found on the final page of the document. No special materials or tools are necessary.
Students are tasked with moving a 20 gram (or other low denomination) weight a distance of one meter using a “Sphero*” remote controlled robot. Students use available materials to design and build a structure that will allow the sphero to push or pull the weight, while allowing for factors such as friction, direction, and gravity. *Note: Although students can issue specific commands in the Sphero software, this activity only requires that they be able to “drive” the Sphero, thus providing the force to move the weight.