The Arizona STEM Acceleration Project
Rube Goldberg Machine Challenge
Rube Goldberg Machine Challenge
A 6th Grade STEM Lesson
Kayla Walden
July 6, 2023
Notes for Teachers
List of Materials
AZ Standards
Physical Science
6.P2U1.4 Develop and use a model to predict how forces act on objects at a distance.
Science & Engineering Practices
● ask questions and define problems
● develop and use models
● use mathematics and computational thinking
● construct explanations and design solutions
● engage in argument from evidence
● obtain, evaluate, and communicate information
Mathematical Practices
6.MP.1 Make sense of problems and persevere in solving them.
6.MP.7 Look for and make use of structure.
Objective(s):
Students will be able to create a Rube Goldberg machine using at least 5 simple machines.
Students will be able to identify all the energy transformations that occur in their machine.
Intro/Driving Question/Opening:
Today we’re going to use what we know about the engineering design process with a twist. Has anyone played the game Mouse Trap? If yes - have them explain point of game - if no move on to video below:
Epic Basketball Rube Goldberg Machine | Rube Goldberg - Ferris State perfect Rube Goldberg Machine run - From "Mousetrap to Mars" or similar video - my students really liked this one.
Explain to students they will be working in teams to build their own machine - assign teams.
Agenda (Day 1)
This lesson should take between 2 and 5 days to complete on a 55-minute bell schedule.
Introduce the project.
See what the students already know about Rube Goldberg Machines.
Show example videos.
Discuss the types of simple machines they need to include in their machine.
Show example videos.
Assign groups of 2-6.
Review Engineering Design Process.
Individuals brainstorm and draw initial machine design.
Agenda (Day 2-5)
Refresh Engineering Design Process.
Hand out supplies - if you have a TA pre-prep into gallon bags for easy pass out.
Have students review their designs within groups, agree upon and sketch group design w/ labels.
After teacher review - students begin building.
Remind students to answer questions in EDP document as they go.
* Test and revise phase can be completed as many times as you wish - more than twice and my students began to lose enthusiasm for the project*.
Hands-on Activity Instructions
In our table teams using the packet given in class, brainstorm, design and build your Rube Goldberg machine. You must include at least 5 energy transformations and 5 simple machines.
Materials provided: 10 popsicle sticks, 2 straws, 5 rubber bands, 2 paper cups
*You may bring in items from home to use but they must be school appropriate and cleared through me first*.
Directions left intentionally broad - I found that the more structured the instruction, the less creative the project design.
Assessment
This project was the first of its kind that my students had tried - I wanted to be sure to inspire and keep that positive, daring momentum going during the week.
I reinforced DAILY that their project may not necessarily work as they planned and as long as their grades would be based upon effort rather than end result. It opened the door for conversations on growth mindset, invention designs and failures, and the importance of first drafts.
In addition to the completed Engineering Design Process packet students were required to complete a reflection form. Here are example questions you can ask:
Differentiation
Intentional pairing when assigning groups.
Reduce number of machines and energy transfers.
Provide more guided instruction by working closely with group.
Remediation
Extension/Enrichment
Challenge students to design practical Rube Goldberg machines for home use. One example: turning off the alarm clock.