The Arizona STEM Acceleration Project

Marble Maze Run

Marble Maze Run

A 6th grade STEM lesson

Elizabeth Stein 4/30/2023

Notes for teachers

• Context: This lesson takes place in the classroom over the course of two to three hours or 3-4 class periods
• Students may work in small groups of 3-4 students
• An emphasize on the target product (a functioning marble maze that can move one marble from a starting to an ending point
• Facilitate the student planning/reflection sheet on how to create the marble maze and what worked and didn’t work

List of Materials

• copy paper machine lids or shoe box lids
• straws
• glue/tape
• pipe cleaners
• cardstock
• craft sticks
• scissors
• cardboard
• marbles

Next Generations Science Standards

Arizona Science Standards

MS.Energy MS-PS3-2:

• Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system
• A system of objects may also contain stored (potential) energy, depending on their relative positions.

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6.P2U1.4 Develop and use a model to predict how forces act on objects at a distance.

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6.P4U2.5 Analyze how humans use technology to store (potential) and/or use (kinetic) energy.

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Science and Engineering Practices

• Developing and using models
• Planning and carrying out investigations
• Analyzing and Interpreting data
• Constructing explanations and designing solutions
• Engaging in argument from evidence

Objectives:

• Students will learn about different types of mazes
• Students will plan and design a maze where one marble can travel from one place to another
• Students will use different types of angles in their design and gussets to make it stronger
• Students will understand the difference between potential and kinetic energy

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Agenda (40 minutes)

Students will plan and design a maze using the supplies provided to move one marble from the start line to the finish line. They will learn about potential and kinetic energy properties. We will use lines of symmetry to create angles and gussets to make it stronger.

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Intro

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Begin by showing the students a picture of a corn maze. Ask the students how many have been in a corn maze before? First students will think, pair share at their tables. Then I’ll have the students raise their hands and retell about their experience. Explain how during the Fall season we’ll get an opportunity to walk through corn mazes. For this reason I’ll be having them plan and construct a marble maze run. Your challenge is to use the following materials to build a maze that can move a marble from the starting point to the finish line.

Hands-on Activity Instructions

• Have students work in groups of 3-4 students
• Before you can begin building your team's maze.
• You must complete a Planning & Reflection sheet.
• Each student will first draw and design their own maze.
• Then you’ll share your maze drawing and ideas with the other students at your table.
• As a group you’ll decide how everyone can work together to create one maze for your team’s project.
• After I have come to each table and see your group's design and materials list.
• Then we can begin to gather the materials and begin building the maze as a team.
• Each table will receive one copy paper lid to build their maze on

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My Maze Planning & Reflection Sheet

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Hands-on Activity Instructions

• The building materials provided are cardboard, cardstock, straws, popsicle sticks, pipe cleaners, elmer’s white glue, cellophane, and a marble.
• As you build your maze take into consideration the “walls” must be wide enough to allow the marble to pass through.
• Your maze must include the lines of symmetry we discussed in class.
• The arrangement of your “walls” will determine how easily the marble will run through the maze.
• The marble will be in potential energy at the starting point and kinetic when moving through the maze.

Assessment

• Where you are able to successfully complete a marble maze using lines of symmetry, rays and different angles.
• Did your maze move a marble from one starting point to another finish line? Did you follow the 4 C’s while working within your teams (communication, collaboration, creativity and critical thinking).
• Last is the reflection section, "what did you learn", "what worked and didn't" and "how could you improve the maze?" Each student will complete this sheet.
• I will assess student achievement of these goals by seeing their completed projects.
• I'll be looking to see that they included the line segments, rays and different types of angles.
• I'll be testing their marble maze and have the student point out to me all the different features within their maze and what they do. If the group has a successful run from starting point to finish line, then they met my goals for the marble maze design run.

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Differentiation

• Students only need to have one angle of each acute, obtuse and right angle
• Students will be given less building materials in order to make their maze more simple

Remediation

Extension/Enrichment

• Students can create a digital presentation using google slides
• They can compare and contrast different mazes and insert images
• They can insert images of their own maze into their slides