The bunny has forgotten to deliver an egg. Design a structure for the bunny to safely deliver the missing egg without the bunny being seen (drop from above) and without the egg breaking.

Students will be given a variety of materials. They are tasked with building a structure (ie: parachute, cage, etc.) to safely drop their egg to the floor without it breaking.

Marshmallows are too big for Lego people to throw. Your kingdom has come under attack and must defend itself. Design a catapult using the WeDo kit and motors, that will launch a marshmallow with enough force to knock down your opponent’s wall, before they down yours.

This parent guide supports parents in helping their child at home with the 3rd grade Science content.

This resource accompanies our Rethink 3rd Grade Science course. It includes ideas for use, ways to support exceptional children, ways to extend learning, digital resources and tools, tips for supporting English Language Learners and students with visual and hearing impairments. There are also ideas for offline learning. 

Can your group make a balloon to look like a favorite book character, famous person or Superhero which will be driven by a Sphero and Sphero Chariot?

In this lesson, students will learn that forces can change the speed or direction of motion. Students will observe what happens to a toy car as it moves down a ramp and then encounters "speed bumps" that are added at different lengths away from the ramp. Students will also add a clay figure to the top of the cars to see what effect the ramp and "speed bumps" will have on the figure.

In this activity, students will build their own catapult to help them understand the concept of force and its effect on an object.

In this lesson, students will discover the results of force applied to an object using balls of varying weights.

In this lesson, students will explore friction as a force. They will experiment with sandpaper and by rolling a ball across the floor. They will then create balloon-powered box cars and race them on 2 different surfaces.

In this activity students will investigate the paths that marbles take once set into motion and then how to change those paths, noting if and how they change.

In this guided inquiry activity, students will use 2 marbles of different size and a box to investigate what makes the marbles move and what will cause the marbles to change speed and direction. Students record their observations and discuss their finding with the class after the lab portion of the lesson. Suggested teacher questions to guide the discussion are included in the lesson.

In this lesson, students demonstrate how forces cause changes in speed or direction of objects by using a pulley to lift objects. Students compare the amount of force needed to lift the load with and without the pulley. Students record their learning on a provided worksheet.

In this lesson, students will learn how a thermometer works and is used to measure temperature.

In this lesson, students will read the book "What's Faster Than a Speeding Cheetah?" by Robert E. Wells and make comparisons of the speeds mentioned in the text. Then they will set up a simple experiment to investigate motion of a toy car moving down ramps of various slopes.

In this activity, students will make go-carts and measure the speed, then change different factors of the experiment and see how the speed changes. In day 1, students will design and build a cart based on a specified set of materials, and then complete several trials to test the cart by rolling it down a ramp. Through discussion and journaling students will share their designs and compare the speeds of carts. In day 2, students will experiment with ways to increase or decrease the speed of their cart.

In this lesson, students will learn about the laws of motion and force and demonstrate how difference in the amount of force causes changes in speed or direction of objects.

This is the educator's guide for a set of activities that teach students about humans' endeavors to return to the moon. The emphasis is for students to understand that engineers must "imagine and plan" before they begin to build and experiment. Each activity features objectives, a list of materials, educator information, procedures, and student worksheets. Students should work in teams to complete the activities. Note: Activities do not align to all objectives that are listed; specific activities align to specific objectives.

Students will be grouped into teams. Then each team will create a pathway for their Hexbug to travel. The Hexbug path should be 5 feet from beginning to end and must include two curves, a hill, one bridge and one tunnel. The Hexbug must travel from the beginning to the end without any assistance. Each team will have a timer and will have 20 minutes to design the quickest path they can for their Hexbug.  After the first race teams will have 5 minutes to talk about changes they can make and 5 minutes to make the changes. There will be one final race to see if a different team is able to win.

In this first hands-on lesson in a two part series, students will explore and measure the rate of spherical objects rolling down a ramp. Assessment suggestions and real-life connections are included.

In this interactive second lesson in a two-part series, students explore ramps. They design and create plans for ramps; and then they build, test, evaluate and adjust the make up of the ramps they create to determine the ramp that will allow objects to roll the longest distance. Lesson extensions include probing questions, a Ramp Builders activity sheet, an assessment suggestion and alternative activities using the ramps which include timing the rolling objects, building ramps where items go up, a web link for differentiated learning and real life applcations.