The Arizona STEM Acceleration Project

Pumpkin Chuckin’

Pumpkin Chuckin’

A 3rd-5th grade STEM lesson

Author: Chrissy Blank

Date: 6/22/2023

NGSS

Arizona Science Standards

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NGSS Standards:

1. NGSS Grade 3: Physical Science
• 3-PS2-1: Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
2. NGSS Grade 3: Engineering Design
• 3-5-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.
• 3-5-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.
3. NGSS Grade 3: Science and Engineering Practices
• Asking questions and defining problems.
• Planning and carrying out investigations.
• Analyzing and interpreting data.
• Constructing explanations and designing solutions.
• Engaging in argument from evidence.
• Obtaining, evaluating, and communicating information.

5.P3U2.5 Define problems and design solutions pertaining to force and motion.

Notes for teachers

Students should have a basic understanding of force and motion as well as how to use a ruler/meter stick.

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This lesson was designed as a Halloween STEM project. However, the idea and slides can be re-developed to fit any time of the season.

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The lesson incorporates hands-on catapult building as well as some basic math skills.

List of Materials

• Popsicle Sticks
• Candy Pumpkins
• Rubber Bands
• Plastic Spoons
• Slide Deck
• Tape
• Meter Stick or Yard Stick
• Scissors
• Glue Stick

Objective:

Students will design and build their own popsicle stick catapults, exploring principles of force, motion, and engineering.

Agenda

This lesson would comfortably take 1 week in an elementary classroom depending on the amount of time that is set aside for it.

If just using science time expect to take a full week. If this is incorporated into math as well it will be less time.

This also depends on the amount of front-loading teachers do as well as extensions.

Day 1: Slides 1-4

Days 2 & 3: Build Days

Day 4: Launch Day

Day 5: Reflection

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Intro/Driving Question/Opening

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1. What is a catapult, and how does it work? Two links are provided on slide 3 to videos.
2. How might a catapult have been used to protect castles from invasion?
3. How can we use popsicle sticks and other materials to design and build a functional catapult?
4. Show videos of student created catapults. These are on slide 4.

Hands-on Activity Instructions

• This may be a good time to ask for volunteers or older kids on campus to help.
• The catapult building activity could be done individually or with a partner. If working with a partner determine if they will each make one or work on just one together.
• If time is limited maybe making one style of catapult is the best option. If time is available let kids design and engineer their own.
• Consider: Who will get to take the catapult home? Will you send them home?
• Have an example or two available for students to see and test.

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Assessment

Any combination of the following depending on what standards you are assessing.

Completion of a catapult and the ability to launch a candy, regardless of how far the candy travels.

The completion of slides 10 & 11

The reflection conversation

The EXIT ticket on slide 13

Differentiation

Working with a partner

Imperial measurements, not metric

Having catapults pre-made

Less launches

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Remediation

Extension/Enrichment

Have students launch items of different weight and size and compare distances.

Introduce the concept of variables and have students change one thing prior to each launch.