Engineering Simple Machines

Lesson 1: Catapults and Mechanics

Duration: 20 minutes
Target Grade Level: 6th Grade
US Curriculum Area:

• NGSS: MS-ETS1-2 – Engineering Design: Evaluate solutions that meet problem constraints.
• NGSS: MS-PS2-2 – Forces and Motion: Understand how force impacts motion through simple machines.

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Objective:

Students will construct a simple catapult using common household items to explore how simple machines (levers) work and understand how force affects motion. They will use coding concepts to track and evaluate their results.

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Materials Needed:

• Popsicle sticks, rubber bands, a small plastic spoon, tape.
• Light projectile (e.g., marshmallows or erasers).
• Notebook or tablet to record their observations.
• Access to YouTube for video explanations.

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Lesson Activities:

1. Warm-Up (5 minutes): Introduction to Simple Machines

• Start with the question: "What do you think a simple machine is?"
• Explain that simple machines help us do work by amplifying force or changing its direction. Briefly introduce the concept of levers.
• Watch a short YouTube video titled: “What are simple machines? An introduction for kids.” Pause after the lever explanation and reinforce with examples (e.g., seesaws, scissors).

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2. Activity: Build a Mini-Catapult (10 minutes)

• Step 1: Assemble materials.
• Step 2: Guide them in building the catapult:
  1. Stack 7 popsicle sticks and secure both ends with rubber bands to make the base.
  2. Insert another single popsicle stick between the base stack and tape a plastic spoon securely to the free end of that stick.
  3. Secure the bottom end of this lever stick to the base stack with a rubber band, allowing limited up-and-down movement.
• Optional Extension: Adjust tension by adding/removing bands and changing where the lever fulcrum rests to test variance in projectile distance.

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3. Record Data Using Coding Concepts (5 minutes):

• Have the student launch their projectile several times and record results (distance, accuracy).
• Introduce simple coding language concepts by arranging this data into a sample chart or table on a Google Sheets document (or paper if no digital tools are available).
• Discuss variables: "What happens if you change the projectile or the force applied?"

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Wrap-Up and Reflection:

• Ask, "What did you observe about how the distance changes with different force levels?"
• Show a short YouTube video titled “The Science of Catapult Physics” to reinforce concepts of force and motion related to levers.

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Homework Challenge:

Research and draw 5 other real-world examples of levers in action.

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Exploring Robotics

Lesson 2: Building a Bristle Bot

Duration: 25 minutes
Target Grade Level: 6th Grade
US Curriculum Area:

• NGSS: MS-ETS1-4 – Engineering Design: Develop a model following design criteria.
• NGSS: MS-ETS1-3 – Evaluating and critiquing mechanical designs.

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Objective:

Students will create a simple mini-vibrating robot ("bristle bot") to demonstrate basic engineering principles and robotics. They will modify the design to explore how structure impacts robot motion.

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Materials Needed:

• Toothbrush (cheap plastic ones work best).
• Small vibrating motor (from an old phone or electronic toy).
• Tape, double-sided adhesive, and a coin-sized battery.
• Small decorations for the robot (pipe cleaners, googly eyes).

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Lesson Activities:

1. Warm-Up (5 minutes): What is a Robot?

• Discuss: "What do you think makes something a robot? Is a vacuum cleaner like a robot?"
• Highlight that robots can sense, think, and act using mechanical and electrical systems.

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2. Build a Bristle Bot (12 minutes):

• Follow these steps to build:
  1. Cut the bristle head from the toothbrush base.
  2. Attach the vibrating motor to the bristle head with tape.
  3. Connect the coin battery to the motor terminals using tape (make sure it vibrates).
  4. Decorate with pipe cleaners or googly eyes.
  5. Test the bot's movement by letting it "run" along a flat surface.

3. Experiment (5 minutes):

• Test what happens if they adjust the placement of the motor or the battery.
• Ask: "How does changing the bot's balance affect its movement?"

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Wrap-Up and Reflection:

• How does this compare to robots they’ve seen?
• Watch a YouTube video titled “Simple Robots for Kids” as a reflection tool.

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Homework Challenge:

Find objects in the house they think could be turned into simple robots. Draw concepts for these ideas.

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The Coding Race

Lesson 3: Code a Virtual Maze

Duration: 30 minutes
Target Grade Level: 6th Grade
US Curriculum Area:

• ISTE (International Society for Technology in Education): 1.1 Empowered Learner.
• ISTE: 5.3 Computational Thinker – Students develop and test code to problem solve.

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Objective:

Students will use coding blocks to design and navigate through a virtual maze on a platform like Scratch.

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Materials Needed:

• Access to Scratch coding (via browser or app).
• Notebook for sketching maze designs and code planning.

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Lesson Activities:

1. Warm-Up (5 minutes): What is Coding?

• Introduce coding as giving a computer instructions to solve problems.
• Watch an introductory YouTube video called “What is Coding? For Kids!”

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2. Design and Code the Maze (20 minutes):

• Step 1: In Scratch, walk the student through creating a simple maze backdrop.
• Step 2: Create a sprite (player) and guide them step-by-step to code "when arrow keys are pressed" to move the sprite.
• Step 3: Add a goal area that signals when the maze is successfully navigated (e.g., "if touching color, say 'You win!’").

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Wrap-Up and Reflection:

• Reflect: How did they troubleshoot if something wasn’t working in their code?
• Discuss: “How do engineers use coding to solve real-world problems?”

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Homework Challenge:

Modify the code to add enemies or hazards to their maze.

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Bonus Lessons

1. Lesson 4: "Explore Space with DIY Rockets." Students build and test straw rocket designs and analyze flight.
2. Lesson 5: "The Science of Circuits." Students build a working paper circuit using conductive tape and LEDs.