Arizona STEM
Acceleration Project
Help Rapunzel Escape the Tower
Simple Machines
Help Rapunzel Escape the Tower
A 5th grade STEM lesson
Monica Carrera-Wilburn
02/02/23
Prior to the Challenge
During the Challenge
Notes for Teachers
With teacher/facilitator guidance students should:
Suggested Materials
Science Standard(s):
5.P3U2.5-Define problems and design solutions pertaining to force and motion.
5.P4U2.5-Analyze how humans use technology to store (potential) and/or use (kinetic) energy.
5.P3U1.4 Obtain, analyze, and communicate evidence of the effects that balanced and unbalanced forces have on the motion of objects.
Science and Engineering Practices
5.RL.2 Determine a theme of a story, drama, or poem from details of the text; include how characters in story or drama respond to challenges, how the speaker in a poem reflects upon a topic, and a summary of the text.
5.W.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a t a specific question.
5.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
Learning Objectives
After this lesson, students should be able to:
Agenda (2 classes)
What is a simple machine? click on image for link
Simple machines are devices with no, or very few, moving parts that make work easier. Many of today's complex tools are really just more complicated forms of the six simple machines. By using simple machines, ordinary people can split huge rocks, hoist large stones, and move blocks over great distances.
Planning, designing, working as a team and using tools to create something, or to get a job done, is what engineering is all about. Engineers use their knowledge, creativity and problem-solving skills to accomplish some amazing feats to solve real-world challenges. People call on engineers to use their understanding of how things work to do seemingly impossible jobs and make everyday activities easier. It is surprising how many times engineers turn to simple machines to solve these problems.
Once we understand simple machines, you will recognize them in many common activities and everyday items. (Hand out Simple Machines Reference Sheet.) These are the six simple machines: wedge, wheel and axle, lever, inclined plane, screw, and pulley. Do you recognize some of these simple machines? Can you see any of these simple machines around the classroom? How do they work? Well, an important vocabulary term when learning about simple machines is the phenomenon of mechanical advantage. Mechanical advantage of simple machines means we can use less force to move an object, but we have to move it a longer distance. A good example is pushing a heavy object up a ramp. It may be easier to push the object up a ramp instead of just lifting it up to the right height, but it takes a longer distance. A ramp is an example of the simple machine called an inclined plane.
Sometimes it is difficult to recognize simple machines in our lives because they look different than the examples we see at school.
Bill Nye The Science Guy Simple Machines
click on image for link
The tale, Rapunzel, is classified as Aarne–Thompson type (The Maiden in The Tower). Its plot has been used and parodied in various media. Its best known line is, "Rapunzel, Rapunzel, let down your hair".
We are going to change the ending of the story. In our version, Rapunzel does not wait to be rescued and will plan her own escape using items found in the tower.
Essential Question: How can we use what we’ve learned about simple machines to help Rapunzel escape from her tower?
Challenge: Design and construct a way for Rapunzel to safely escape the tower using simple machines.
SUCCESS CRITERIA | CONSTRAINTS |
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TEAM EVALUATION FORM
click on image for link
Instructions
In a group of 3-4, engineer a way for Rapunzel to safely escape the tower.
How do we assess our work?
We evaluate our final solution’s ability to meet the success criteria and stay within constraints.
Category | 4 | 3 | 2 | 1 |
Criteria, materials, and construction | The prototype is demonstrated successfully within the 3 allowed attempts. A detailed drawing of the prototype with labels is complete. 5 or more of the building materials were thoughtfully selected and creatively used in the design. The escape model is safe, easy to operate, and will support the weight of the Rapunzel Avatar. Evidence of the Design Thinking Process is included in the design. A “Team Evaluation” for is completed by each team members.
| The prototype is demonstrated successfully within the 3 allowed attempts.A drawing of the prototype with most items labeled is complete. The prototype includes 5 of the building materials listed. It is safe and easy to operate. Evidence of the Design Thinking Process is included in the design. A “Team Evaluation” for is completed by each A “Team Evaluation” is completed by each of the team members. team members. | The prototype may or may not be successfully within the 3 allowed attempts. A drawing of the prototype may or may not be complete. At least 3 of the building materials were used in the prototype. The prototype may or may not be easy to operate, Safety is questionable. Some evidence of the Design Thinking Process is included in the design. A “Team Evaluation” may or may not be completed by each of the team members. | The prototype was not successful within the 3 allowed attempts. It includes 2 or less building materials listed or is incomplete. There is some difficulty in operating or may not operate as planned. Little evidence of the Design Thinking Process is included in the design. The “Team Evaluation is incomplete or missing. |
Presentation
(Speaking and Listening) | Explains the design process completely using accurate academic vocabulary, pronunciation and complete sentences. Responds to grade level appropriate questions, including describing events using three or more details. Relates personal experience through the design process using descriptive language, supporting details, and/or examples in complete sentences.
| Explains three or more steps of the design process using complete sentences. Responds to grade level appropriate questions, two or more details. Uses some accurate academic vocabulary relating force and motion. Relates personal experiences through the design process with one or two details in complete sentences.
| Explains two-steps of the design process using a complete sentence. Responds to grade level appropriate questions with at least one detail. | Explains one-step of the design process using a complete sentence.
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Differentiation Enrichment
One way to differentiate in this lesson is to allow some groups to Google ideas. This can help students who struggle with the “getting started” phase.
Another option is to have students walk around to see some of the ideas others in the classroom have come up with.
Finally, the success criteria can be modified to require less materials to be used.
Students who are successful right away can brainstorm other fairy tales and come up with ways to help characters escape their predicaments. For example: Using simple machines, design a way to trap the Big Bad Wolf and save the 3 Little Pigs.
Photos