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Overview

Title of the Project/Task: Rube Goldberg Project

Essential Question:How can I use knowledge of energy transfer to make a change in society?

Overview and Purpose:In this project we are going to be using our engineering abilities to construct Rube Goldberg Machines. Together the senior English and Science classes, with the assistance of the Beam center, will be collaborating and problem solving using simple machines, forces, and energy transfers to send a message using a Rube Goldberg Machine. In this project, groups will choose a health topic that they feel is necessary for their friends, family and the community to know more about. Using the canvas of a Rube Goldberg machine they will construct a public service announcement that will educate and inform people to start making healthier decisions in their lives. The process will involve multiple stages of planning where the understanding of energy transfer and the uses of simple machines to complete small tasks will be emphasized through a series of interactive lessons in science class. Health topics, PSA design and planning will occur simultaneously during English class. Videos of the PSA “Rube Goldberg Machine” will be presented to the community to spread the word on making better choices. As a final performance task for their science class students will write a photo essay describing their experiences with trial, error, failure, and success and will facilitate a discussion on energy transfer.

Standards (including technical standards):HS-PS3- 3 Design, Build, and Refine a Device, HS-ETS1- 2 Design a Solution, HS-ETS 1-3 Evaluate a Solution

Twenty-first Century Skills:● Problem Solving● Collaboration● Planning for Success

Key Activities That Develop 21st Century Skills:

Entry Activity: Introduction to the Rube GoldbergStudents have an anchor activity to generate interest by watching a video on the human Rube Goldberg machine. Students explore 5-6 videos using Rube Goldberg machines and write descriptions about how the videos used the Rube Goldberg to send a message.

Activity #1: Ramps and PulleysStudents will be introduced to ramps and pulleys as useful simple machines. They will discuss multiple ways in which they are used and will explore how to build them. They will also discuss how the simple machine facilitates energy transfer. Students will begin building small machines and in doing so will begin practicing problem solving skills, collaboration with other students and begin the initial steps towards planning for success. Students will build a ramp and roll something down it. Students will then describe the energy transfer. Students will build a pulley then use it to lift something.

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Activity #2: Pendulums and LeversStudents will be introduced to pendulums and levers as useful simple machines. They will discuss multiple ways in which they are used and will explore how to build them. They will also discuss how the simple machine facilitates energy transfer. Students will build and design levers and then use them to pick something up or switch the direction of motion of an object.

Activity #3: Lift an Object ChallengeStudents will use their knowledge of pulleys, ramps, pendulums, and levers to construct a 2-3 step process for lifting an object off of the ground. At the end of the period they will be given 10 minutes to describe a problem that they had while building and the steps they took to solve it.

Activity #4: Change the Direction of an Object ChallengeStudents will use their knowledge of pulleys, ramps, pendulums, and levers to construct a process to change the direction of an object that is moving. At the end of the period they will be given 10 minutes to describe a problem that they had while building and how they solved it.

Activity #5: Changing the Speed of an Object ChallengeStudents will use their knowledge of pulleys, ramps, pendulums, and levers to construct a 2-3 step process to change the speed of various objects. At the end of the period they will be given 10 minutes to describe a problem that they had while building and the steps they took to solve it.

Activity #6: Chain Reaction Challenge Students will use their knowledge of pulleys, ramps, pendulums, and levers to construct a multi step process to achieve a goal. At the end of the period they will be given 10 minutes to describe a problem that they had while building and the steps they took to solve it.

Activity #7: Socratic Reflection on Building ProcessStudents will engage in a Socratic reflection to make sense of their building process.

Activity #8: Storyboarding and PlanningStudents will be split into their building groups, will be assigned a section of the room for them to build and then they will storyboard their initial plan.

Activity #9: Building the Rube GoldbergStudents will build their Rube Goldberg Machine. The last 10 minutes of every class students must write a reflection of the day’s successes and failures.

Feedback:Feedback will primarily be presented in the form of self, peer, and teacher evaluation. Students will use a checklist to self-evaluate their readiness for building the Rube Goldberg Machine. Students will frequently complete Exit Tickets in Google forms to reflect on their days of building, highlighting one struggle or success they had throughout the day regarding collaboration, problem solving or planning for success and comment on their struggle or success. Students will engage in a mid-project engineering review using a charrette protocol with their peers as they discuss a design flaw they encountered and offer solutions on how to solve it. The teacher will be providing feedback throughout the process on student work (storyboards, reflection journals, etc.) and students will be engaging in a peer review using the pendulums and levers component. Inclusion of experts or ELO partners/outside of school/class feedback?

About Our School:

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The mission of The Brooklyn International High School is to help English Language Learners (ELLs) to develop their language, intellectual, cultural, and collaborative abilities so that they may become active participants in today’s interdependent world. We strive to help every student reach his or her potential by fostering academic growth, personal growth, and tolerance. At BIHS, our teaching philosophy is focused on real-world content and project-based learning. Throughout the year, students and teachers work collaboratively on authentic, experiential, interdisciplinary projects which are presented to fellow teachers, students, and outside visitors.

Credits:Michael Skvarch

Supported by Educurious

Lessons/Steps/Activities

Entry Activity #1:: Introduction to the Rube Goldberg

Student Directions Teacher Notes

Question students are answering:1. What is a Rube Goldberg Machine?2. How are Rube Goldberg machines used to send messages?

Objective:Describe different Rube Goldberg machines.

Skills and Knowledge (including 21st Century Skills):● Observation and inferences from visual representations of Rube

Goldberg Machines● Acting out a Rube Goldberg using people as examples● Defining a Rube Goldberg machine● Defining a chain reaction

21st Century Skills:● Problem Solving

○ Defines problems by considering all potential parts and related causes.

○ Gathers and organizes relevant information about a problem from multiple sources.

● Collaboration○ Completes tasks as they have been assigned or agreed

upon by the group.

Goals/Outcomes (21st century skills):Students will be able to:

● collaborate together to plan and execute a skit.

Entry Activity 1: Introduction to the Rube Goldberg: Students have an anchor activity to generate interest by participating in a human Rube Goldberg machine. Students explore 5-6 videos using Rube Goldberg machines and write descriptions about how the videos used the Rube Goldberg to send a message.

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● review and make inferences from visual media.● define and describe a Rube Goldberg machine.

Task Introduction (for Student):Students will watch videos on Rube Goldberg machines to describe what they see to help them build up their own definition of a Rube Goldberg Machine.Students will create a human Rube Goldberg machine by choosing different household appliances and acting them out in front of the class. Students will then connect their “appliances” with a high-five.

Feedback and Evidence (for Student):The deliverable for the day is the Rube Goldberg PSA: Entry Activity.

Introduction- where students reflect on the assigned questions and submit for review at the end of the lesson.

Resources You Will Need and What You Should Do Outlined Below:● Rube Goldberg PSA: Entry Activity 1● Introduction - Copied below

**The following document is used for: Introducing the PSA Rube Goldberg Project to students**Rube Goldberg Public Service Announcement Project(PSA) 2016

Challenge: As a group you will create a Rube Goldberg machine that serves as a public service announcement (PSA). Your machine will teach your audience the effects of their nutritional decisions.

Your Rube Goldberg PSA should: ● serve your community by teaching your audience the consequences of their nutritional choices. ● use at least 3-5 persuasive strategies revealed through a Rube Goldberg machine. ● use at least 3 different simple machines in your Rube Goldberg machine (pulley, ramp, lever, pendulum).● collaborate with your class to create a classwide Rube Goldberg machine with an overarching theme.

You will:● record and reflect on your learning daily using a design journal.● present your PSA Rube Goldberg machine to an audience. ● reflect on the CCLs you use throughout the project.

**The following document is used for: organizing entry activity 1 and giving students access to the various links used in the lesson**

Nutrition and Wellness in Action Rube Goldberg PSA Project

Entry Activity 1 - AIM: How can I use a Rube Goldberg to teach people about nutrition and wellness?

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Objective: Describe different Rube Goldberg machines.

Homework: Finish this document and submit it to Google Classroom by Friday, February 26th.

Reminder: Complete the “What’s on a Nutritional Label” Assignment posted in schoology - This assignment was Due February 16th.

Part I: Making a MachineGoal: Let’s make a human machine through tag-team-skits.

Directions: 1. Find the members of your “Rube Goldberg Project Group” (You will work with this group for the week).

2. In groups: You have 5 minutes to come up with a 5 second skit that represents an appliance that you can find in your kitchen, apartment, or house.

3. Practice: You will be performing this skit in front of the class.

4. Performing Round 1: Perform your skit for the class and have them guess what appliance you are.

5. Performing Round 2: Once everyone is ready, we are going to play tag-team skits.Groups will line up in a circle; the first group will perform their skit and then high-five the next group to start. This will continue until all skits are performed.

Reflection Question:How is this activity related to building a machine?

Part II. What is a Rube Goldberg Machine?

1. As we watch the “Ok Go” Rube Goldberg video, answer the following questions:

1. What were 3 different things that you noticed about the video?

2. What was your favorite part of the video? Why?

3. What is a chain reaction? How does it relate to Rube Goldberg machines?

4. In your own words, how would you explain a Rube Goldberg machine?

5. What definition or definitions do you find when you search for “Rube Goldberg machine” through Google?

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Part III. Project Description 1. We will review the project requirements. Here are the important documents.

“Project description/calendar 2016”

Part IV. Exploring Rube Goldberg Machines1. Choose 2 Rube Goldberg videos from this website: 10 Brilliant Rube Goldberg Machines and answer the

questions below.

Video 1:________________


2. What materials were used in the building of the Rube Goldberg Machine?

3. Did the video have a story or message? If so, what was it?

Video 2: ________________


2. What materials were used in the building of the Rube Goldberg Machine?

3. Did the video have a story or message? If so, what was it?

For an Extra Challenge (Optional) - Search for more Rube Goldberg Videos online. Insert the links here then answer the questions:

Title:Link:

What did you like about this Rube Goldberg Machine?

Which part of the video seems like it would be the most challenging to build? Why?

Entry Activity #2: What is a Rube Goldberg Machine?


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Question students are answering:1. What is a Rube Goldberg Machine?2. How do I build a Rube Goldberg Machine?3. What should I think about when building machines?

Objective:Reflect on building and then build a Rube Goldberg machine through the game of Mouse Trap.

Skills and Knowledge (including 21st Century Skills):● Reading and interpreting directions● Assessment skills● Building a machine● Defining a Rube Goldberg machine● Identifying and discussing sections and transitions within a machine





upon by the group.○ Encourages the ideas, opinions, and contributions of others,

leveraging individual strengths.


● collaborate together to play a game and build a simple Rube Goldberg machine.

● review and make inferences from visual media.● define and describe a Rube Goldberg machine.

Task Introduction (for Student):Introduce students to the directions for the game Mouse Trap. Demonstrate the game in front of the class and then have students play the game.

Feedback and Evidence (for Student):The deliverable for the day is the mousetrap reflection where students reflect on the assigned questions and submit for review after playing Mouse Trap.

Resources You Will Need:● 1 Mouse Trap game for every 4 students● Rube Goldberg PSA: Entry Activity 2 - Mouse Trap - Linked below● Mouse Trap Reflection

Entry Activity 2: Introduction to the Rube GoldbergStudents review Rube Goldberg Machines, discuss content skills and 21st century skills they will be practicing throughout the project then prepare and play Mouse Trap to begin thinking about the building process.

**To save on time, explain the rules to mouse trap at the beginning of class. (While I would have loved if they had read the directions like I assigned for homework, they were still perplexed at the start of class until I explained the rules.)**

***This would be an excellent time to incorporate a formative assessment that would focus student attention on how well each one of them individually were using problem solving, communication, and collaboration techniques. I would also recommend making this more explicit through the MouseTrap reflection guide.

**The following document is used for: reviewing the rules for Mouse Trap and having students play the game.**

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Entry Activity 2 AIM: How can I use a Rube Goldberg to teach people about nutrition and wellness?

Objective: Build and reflect on building a Rube Goldberg machine through the game of Mouse Trap.

Homework: Finish the Mouse Trap Reflection document assigned in google classrooms by Saturday, February 27th.

Reminder:- Complete the “What’s on a Nutritional Label” Assignment posted in schoology - This assignment was Due

February 16th.- Finish Lesson 1- Introduction and submit to google classrooms by February 26th.- Finish Lesson 2- Engineering and submit to google classrooms by February 26th.

Part I: Play Mouse Trap!!Remember to assign managers for each of the following:

Cheese Piece ManagerThis person will be in charge of giving out cheese pieces and make sure they are collected and put back together at the end of playing the game.Rube Goldberg Pieces ManagerThis person will be in charge of the Rube Goldberg Pieces and will make sure they get put away at the end of the game.Building Plan ManagerThis person uses the building plan to help build the rube Goldberg machine.Note taking ManagerThis person is in charge of taking notes on the challenges that arise when building the machine. His/her notes will be helpful in filling out the “Mousetrap Reflection” (You will be assigned this document next class).

Part II. Complete the Mouse Trap lesson posted on google classrooms and submit the document by Saturday, February 27th.

**The following document is used for: having students reflect on the building processes and game play of Mouse Trap**


Mousetrap Reflection

Name: Class: Date:

1) How did you encourage the ideas, opinions, or contributions of others throughout the game?

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2) What problems did you face when building the mousetrap? How did you and your group overcome them?

3) Did you test the mousetrap as you were building? Why is it important to test a machine before you use it?

4) A transition is when one section of the machine connects with another. What are some of the transitions that are used in the mousetrap? Analyze the mousetrap and explain how the different sections connect.

5) If you had to build your own mousetrap Rube Goldberg, what would you try to include in your overall design? Describe a new section and new transition that you would want to include.

Activity #1: Ramps and Pulleys


Question students are answering:1. What is a ramp?2. How can I build a ramp?3. How can I use a ramp to achieve a goal?

Objective:Build ramps out of different materials and reflect on the process.

Skills and Knowledge (including 21st Century Skills):

● Building with various materials● Testing and refining a prototype● Troubleshooting complex problems in building● Describing and evaluating machines and simple structures.● Analysis of a design.● Ramps/inclined are simple machines that can be used to obtain

different forms of mechanical advantage.





upon by the group.

Activity 1: RampsStudents will be introduced to ramps as useful simple machines. They will discuss multiple ways in which they are used and will explore how to build them. They will also discuss how the simple machine facilitates energy transfer. Students will complete a set of challenges that involve building with their simple machine then reflect on their problem solving skills, collaboration with other students and planning for success.

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Goals/Outcomes (21st Century Skills):Students will be able to:

● collaborate in groups to complete a challenge.● test and refine a prototype to determine its reliability.● use a variety of materials together to achieve a goal.● describe a Rube Goldberg machine of their making using relevant

vocabulary.● analyze a Rube Goldberg machine to determine how it was made

and what components were used.● evaluate Rube Goldberg machines and propose relevant design

changes that could be made to increase reliability, ingenuity and creativity.

● create Rube Goldberg machines given a simple goal and limited materials.

Task Introduction (for Student):Today you will discuss what ramps/inclined planes are and then use them to complete a variety of challenges.

Feedback and Evidence (for Student):Your deliverable for the day is section 1 - of the PSA Rube Goldberg Machine - Simple machines reflection.

Resources You Will Need:● Challenges for the day● Reflection guide● Tape● Cardboard (1 box per group)● Cardboard cutter (1 per group)● Marbles● Cups, dowels, stools, chairs, tables, and any other materials that

could be used as a structure for building

**The following document is used for: organizing activity 1 and includes the challenges that can be used.**


Activity 1 AIM: How can I use a Rube Goldberg to teach people about nutrition and wellness?

Objective: Build ramps out of different materials and reflect on the process.

Homework: Finish the Ramps and Inclined Planes section of your “PSA Rube Goldberg Reflection: Building Simple Machines” found in Google Classroom.

Reminder:Check Google Classroom and turn in any assignments that you are missing.Check out the “PSA Project Guide for students 2016” for updates and a description of the Rube Goldberg project.

Warm Up - What are the 6 most common simple machines? Choose one of these simple machines and give 5 examples of where you use the machine in your daily life!

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Part I: Welcome Alex Nathanson! Alex is from the Beam center and will be working with us on the Rube Goldberg Project on Mondays and Fridays throughout the month of March.

Part II: What is a ramp?

An inclined plane is any slope or ramp, like a wheelchair ramp or a slide. Ramps make it easier to to move or lift something heavy, like a rock. Instead of lifting the rock straight up, you can push it a greater distance on the ramp, but use less force. A great example of this is walking up a set of stairs. It is easier to walk up stairs than to jump up 5 stories to science class.

Part III: Ramp Challenges - 35 minutesDirections: Build! Complete the challenges below by building different ramps using the materials that you are given and/or other materials you find around the room.

Materials - Cardboard, wood blocks, cups, other materials you see throughout the room

Challenge 1: Make a hole in 1: Get a marble to roll into a cup.Challenge 2: Reverse the direction of a marble (from side to side and up to down).Challenge 3: Use more than one ramp to slow an object.Challenge 4: Transfer the energy of a small marble or a larger ball. Challenge 5: Complete challenges 1-4 in one complex machine.

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Part IV: Clean up and Reflection - 15 Minutes Directions: Complete the first section of the “PSA Rube Goldberg Reflection: Building Simple Machines.”

- Have at least one person in your group take a photo of what you completed and upload it into your document.

**The following document is used for: Student reflection for each day of building that they participate in throughout the week.**

2015-2016 PSA Rube Goldberg:Building Simple Machines

Reflection Guide

Your Job: Complete the challenges outlined for each day that you build a different simple machine. Take a photo of what you and your group builds. Insert it in the space below and reflect on your collaboration, problem solving and building progress.

Due Date: This document should be turned into Google Classrooms by Saturday, March 5th.

Resources: Reflective Writing GuideBuilding Simple Machines - Interactive GameThe essence of simple machinesSimple Machines and Mechanical AdvantageSimple Machines

Simple Machine 1: Ramps/inclined planes- Activity 1Inclined Plane/Ramp - BrainPOPHow are ramps used in our daily lives? Reflect on the building, challenges, and successes you had while exploring ramps. How were the ideas of kinetic energy, potential energy, gravity, and friction used throughout your building? Write a reflection of your day of building in the space below.

Insert images of what you built. Write a short reflection.(At least 2-3 sentences for each)

Describe:What did you do?

Interpret:How did you feel about what you did?

Simple Machine 2: Levers- Activity 2Levers - BrainPOPHow are levers used in our daily lives? Reflect on the building, challenges, and successes you had while exploring levers. How were the ideas of kinetic energy, potential energy, gravity, and friction used throughout your building? Write a reflection of your day of building in the space below.


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Simple Machine 3 (Not exactly a simple machine, but they are very useful!): Pendulums- Activity 3The Pendulum How are pendulums used in our daily lives? Reflect on the building, challenges, and successes you had while exploring pendulums. How were the ideas of kinetic energy, potential energy, gravity, and friction used throughout your building? Write a reflection of your day of building in the space below.




Simple Machine 4: Pulleys- Activity 4Pulleys - BrainPOPHow are pulleys used in our daily lives? Reflect on the building, challenges, and successes you had while exploring pulleys. How were the ideas of kinetic energy, potential energy, gravity, and friction used throughout your building? Write a reflection of your day of building in the space below.




Step 5: Collaboration and Problem Solving ReflectionReflect on the past week of building

1. Collaboration● How did you encourage the ideas of your group

mates?● How did your group mates encourage your

ideas?● What is something you think you should work

on while collaborating with your group mates?

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2. Problem Solving● What was a problem you faced while building?● How did explore the cause of the problem?● How did you solve the problem?

3. ReflectionWhat did you learn?

● One thing that I learned about the the engineering process and build this week was…

● One thing that I learned about myself while completing this process was…

● I feel...

Reflection Rubric

Outstanding5

Good4

Competent3.25

Needs Improvement2.5

Incomplete1

Effort

Completed on time and to the best of the student’s ability

Completed on time and clear effort is present.orCompleted to the best of the students ability and turned in late.

Completed on time and some effort was put in to complete the document.orCompleted late and clear effort is present.

Turned in late and completed with minimal effort.

Did not turn assignment in.

Describe

Describes what was done in exceptional detail using clear and appropriate vocabulary.

Describes what was done in detail using appropriate vocabulary.

Describes what was done in detail.

Hard to understand without a clear focus on how things were built.

Nothing written for 1 or more of these sections.

Interpret/Evaluate

Clear and thoughtful analysis of building, answers all questions and can demonstrate what was learned through the building process

Analysis of building, answers all questions and can demonstrate what was learned through the building process

Some analysis of building, answers most questions and demonstrates what was learned through the building process

Some analysis of building, answers few questions. Does not clearly demonstrate what was learned.


Final Reflection

Answers all questions clearly and with insight.

Answers most questions clearly and with insight.

Answers most questions.

Answers only 1 or 2 questions and is difficult to understand at times.


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Final Score:

Activity #2: Pendulums and Levers


Question students are answering:1. What is a lever?2. How can I build a lever?3. How can I use a lever to achieve a goal?

Objective:Build levers out of different materials and reflect on the process.

Skills and Knowledge:● Building with various materials● Testing and refining a prototype● Troubleshooting complex problems in building● Describing and evaluating machines and simple structures.● Analysis of a design.● levers are simple machines that can be used to obtain different

forms of mechanical advantage.





upon by the group.Goals/Outcomes (21st century skills):Students will be able to:






Task Introduction (for Student):Today you will discuss what levers are and then use them to complete a variety of challenges.

Activity 2: LeversStudents will be introduced to levers as useful simple machines. They will discuss multiple ways in which they are used and will explore how to build them. They will also discuss how the simple machine facilitates energy transfer. Students will complete a set of challenges that involve building with their simple machine then reflect on their problem solving skills, collaboration with other students and planning for success.

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Resources You Will Need:● Reflection guide● Tape● Cardboard (1 box per group)● Cardboard cutter (1 per group)● Marbles● Chopsticks● Rulers● Meter sticks● Cups, dowels, stools, chairs, tables, and any other materials that

could be used as a structure for building.

**The following document is used for: Organizing activity 2 and includes the challenges that can be used.**



Objective: Build levers out of different materials and reflect on the process.

Homework: Finish the levers section of your “PSA Rube Goldberg Reflection: Building Simple Machines” found in Google Classroom.

Reminder:❏ Continue working on previously assigned sections for the PSA Rube Goldberg Reflection.❏ Check Google Classrooms and turn in any assignments that you are missing.❏ Check out the “PSA Project Guide for students 2016” for updates and a description of the Rube Goldberg

project.

Warm - Up - Play “Balancing Act” - How many points can you get in 10 minutes!First - Select “Game” Second - Select Level

Part I: What is a lever?

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A lever is basically just a long stick that you push or pull against a fulcrum to move something. A lever helps you move something heavy or make something go fast. The earliest levers developed naturally inside animals' bodies. Whenever you pick up anything heavy, your elbow acts as the fulcrum of the lever, and your arm bone acts as the lever itself.

Lever

Part II: Lever Challenges - 35 minutesDirections: Build! Complete the challenges below by building different levers using the materials that you are given and/or other materials you find around the room. Materials - Cardboard, wood blocks, cups, other materials you see throughout the room.

Challenge 1: Use a lever to launch something into the air.

Challenge 2: Use a lever and a ramp to make two marbles move in opposite directions.

Challenge 3: Use a lever to get a marble into a cup.

Challenge 4: Use a lever to have a light object knock over a heavy object.

Challenge 5: Build a machine that meets all of the challenges 1-4.

Part III: Clean up and Reflection - 15 Minutes Directions: Complete the first section of the “PSA Rube Goldberg Reflection: Building Simple Machines.”Have at least one person in your group take a photo of what you completed and upload it into your document.

Activity #3: Pendulums


Question students are answering:1. What is a pendulum?2. How can I build a pendulum?3. How can I use a pendulum to achieve a goal?

Objective:Build pendulums out of different materials and reflect on the process.

Skills and Knowledge:● Building with various materials● Testing and refining a prototype● Troubleshooting complex problems in building● Describing and evaluating machines and simple structures● Analysis of a design● Pendulums are objects that exhibit a regular form of oscillation and

are made up of pivot point, bob, and string

Activity 3: PendulumsStudents will be introduced to pendulums as useful simple machines. They will discuss multiple ways in which they are used and will explore how to build them.They will also discuss how the simple machine facilitates energy transfer. Students will complete a set of challenges that involve building with their simple machine then reflect on their problem solving skills, collaboration with other students and planning for success.

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Fulcrum

● Why a simple machine can be a useful component in a Rube Goldberg machine.





upon by the group.







Task Introduction (for Student):Today you will discuss what ramps/inclined planes are and then use them to complete a variety of challenges.


Resources You Will Need:● Reflection guide● Tape● Cardboard (1 box per group)● Cardboard cutter (1 per group)● Marbles● Strings● Washers● Cups, dowels, stools, chairs, tables, and any other materials that

could be used as a structure for building.

**The following document is used for: Organizing activity 3 and includes the challenges that can be used.**Nutrition and Wellness in Action

Rube Goldberg PSA Project


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Objective: Build pendulums out of different materials and reflect on the process.

Homework: Finish the pendulum section of your “PSA Rube Goldberg Reflection: Building Simple Machines” found in Google Classroom.

Reminder:Continue working on previously assigned sections for the PSA Rube Goldberg Reflection.Check Google Classroom and turn in any assignments that you are missing.Check out the “PSA Project Guide for students 2016” for updates and a description of the Rube Goldberg project.

Warm - Up - Watch the Pendulum wave effect video. Show examples of the two different pendulums. Use the materials and build a simple pendulum at your desk using a washer, a string, and a pencil. Once your group has built your pendulums you can move on to today’s challenges.

Part I: What is a pendulum?

A pendulum is a weight suspended from a pivot so that it can swing freely. When a pendulum is displaced sideways from its resting, equilibrium position, it is subject to a restoring force due to gravity that will accelerate it back toward the equilibrium position.

Part II: Pendulum Challenges - 35 minutesDirections: Build! Complete the challenges below by building different pendulums using the materials that you are given and/or other materials you find around the room. Materials - Cardboard, wood blocks, cups, other materials you see throughout the room.

Challenge 1: Use a pendulum to knock a marble into a cup.Challenge 2: Use a different pendulum to knock something over. Challenge 3: Connect the two different pendulums together.Challenge 4: Use a ramp, lever, and pendulum in one complex machine to knock a marble into a cup.

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Part III: Clean up and Reflection - 15 Minutes Directions: Complete the first section of the “PSA Rube Goldberg Reflection: Building Simple Machines”.Have at least one person in your group take a photo of what you completed and upload it into your document.

Activity #4: Pulleys


Question students are answering:1. What is a pulley?2. How can I build a pulley?3. How can I use a pulley to achieve a goal?

Objective:Build pulleys out of different materials and reflect on the process.

Skills and Knowledge:● Building with various materials● Testing and refining a prototype● Troubleshooting complex problems in building● Describing and evaluating machines and simple structures● Analysis of a design● Pulleys are simple machines that can be used to obtain different

forms of mechanical advantage. A pulley is a form of wheel and axle system with a strong that runs along the outer edge.





upon by the group.







Task Introduction (for Student)Today you will discuss what ramps/inclined planes are and then use them to

Activity 4: PulleysStudents will be introduced to pulleys as useful simple machines. They will discuss multiple ways in which they are used and will explore how to build them. They will also discuss how the simple machine facilitates energy transfer. Students will be given directions and the chance to build a simple pulley out of cardboard materials. Students will complete a set of challenges that involve building with their simple machine then reflect on their problem solving skills, collaboration with other students and planning for success.

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complete a variety of challenges.


Resources You Will Need:● Reflection guide● Tape● Cardboard (1 box per group)● Cardboard cutter (1 per group)● Marbles● Circular objects that can be used to create the various parts of a

pulley● Cups, dowels, stools, chairs, tables, and any other materials that

could be used as a structure for building




Objective: Build pulleys out of different materials and reflect on the process.

Homework: Finish the pulley section of your “PSA Rube Goldberg Reflection: Building Simple Machines” found in Google Classroom.

Reminder:

PSA Rube Goldberg Reflection DUE: Saturday, March 5th at 11:59pm.

Part I: What is a pulley?A pulley is a wheel with two raised edges so that a rope or a string will run along the wheel without coming off. The pulley acts much like a lever. It changes the direction of a force.

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Part II: Building a Pulley with AlexStep by Step instructions build as you go.

Part III: Pulley Challenges - 35 minutesDirections: Build! Complete the challenges below by building different pulleys using the materials that you are given and/or other materials you find around the room. Materials - Cardboard, wood blocks, cups, other materials you see throughout the room.

Challenge 1: Use a pulley to lift an object.Challenge 2: Use two pulleys to lift an objectChallenge 3: Use three pulleys to lift an objectChallenge 4: Use one or more machines in a simple Rube Goldberg.

Part IV: Clean up and Reflection - 15 Minutes Directions: Complete the first section of the “PSA Rube Goldberg Reflection: Building Simple Machines.”Have at least one person in your group take a photo of what you completed and upload it into your document.

Activity #5: Build a Rube Goldberg machine that uses pulleys, ramps, levers and pendulums


Question students are answering:1. How do I start building a Rube Goldberg machine?2. How can I manage my goals for a Rube Goldberg machine?3. How do I organize and use materials wisely?4. How can I incorporate different simple machines into a machine to

achieve a goal?

Objective:Build a Rube Goldberg machine that uses pulleys, ramps, levers and pendulums

Activity 5: Build a Rube Goldberg machine that uses pulleys, ramps, levers and pendulumsStudents will use their knowledge of simple machines to construct a multi step Rube Goldberg machine. They will focus on building their Rube Goldberg machine with a clear goal in mind and will use the experience of building this Rube Goldberg machine in class as a prototype to prepare them for their final

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Skills and Knowledge:● Building with various materials● Testing and refining a prototype● Troubleshooting complex problems in building● Describing and evaluating machines and simple structures● Analysis of a design● Rube Goldberg construction


○ Defines problems by considering all potential parts and related causes

○ Gathers and organizes relevant information about a problem from multiple sources


upon by the group







Task Introduction (for Student):You will be building a Rube Goldberg machine with your group that incorporates 3-4 simple machines, uses a variety of materials, and acts as a prototype for the final Rube Goldberg machine you will build. As you build, focus on parts and aspects of your machine that you are particularly proud of and be prepared to evaluate these components to explain why you view them as a success. Also, keep in mind a part of your Rube Goldberg that was difficult, challenging, or unsuccessful. Be prepared to discuss and reflect on these challenges, as they will be valuable experiences for you as you start your final project.

Feedback and Evidence (for Student):Your deliverable for the day is “PSA Rube Goldberg Reflection 2 - Successes and Failures.”

Resources You Will Need:● Reflection guide● Tape

building experiences. (2-day activity)

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● Cardboard (1 box per group)● Cardboard cutter (1 per group)● Marbles● Cups, dowels, stools, chairs, tables, and any other materials that

could be used as a structure for building● Metal pulleys● Construction paper● Magnets● Eye hooks● A Clamps● C Clamps● Hot Glue and Glue guns● String and Ribbon● Space for each group to build




Objective: Build a Rube Goldberg machine using pulleys, ramps, levers, and pendulums.

Homework: Start working on “Successes and Failures - PSA Rube Goldberg Reflection 2” posted in Google Classroom.

Bring in boxes!!! (Especially boxes with pictures of food, nutritional labels, fast food or other images that could be related to your PSA Rube Goldberg topic.)

Reminder:Building Simple Machines - PSA Rube Goldberg Reflection WAS DUE: Saturday, March 5th at 11:59pm.

Warm - Up: Watch the following video and identify as many simple machines as you can. Answer the questions that follow.

- What simple machines were used?- What materials where the simple machines made out of?- Identify where the fulcrum, pivot point, or axle is for a few of the simple machines and describe what materials

were used to make them.

Part I: Building Challenge- Each group will receive a section of the room to build a Rube Goldberg machine. The Rube Goldberg machines

will be staying up in the classroom until the end of the week. Each Rube Goldberg should meet the following requirements.

All Rube Goldberg machines- must include at least one pendulum, one pulley, one ramp, and one lever. - must be kept in the space provided to that group. - must have a clear start and a clear ending.

Part II: Class brainstorm Direction: Each group gets a sheet of paper and 3 minutes to come up with as many endings as possible for a Rube Goldberg machine. Then the groups will read their lists outloud to the class.

- What do you want your Rube Goldberg to do?

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Part III: Building!Directions: Build your Rube Goldberg machine.

Part IV: Clean up and Reflection - 10 Minutes Directions: Begin working on the “Successes and Failures - PSA Rube Goldberg Reflection 2” document posted in Google Classroom.

**The following document is used for student reflection on the weeks building activities.** 2015-2016 PSA Rube Goldberg:Building Rube Goldberg Machines

Successes and Failures

Your Job: Work with your group to build a Rube Goldberg Machine. Use this document to reflect on the building process.

Due Date: Turn this document into Google Classroom by 11:59pm on Sunday, March 13th

Resources: Reflective Writing GuideBuilding Simple Machines - Interactive GameThe essence of simple machinesSimple Machines and Mechanical AdvantageSimple MachinesInclined Plane/Ramp - BrainPOPLevers - BrainPOPThe Pendulum

Example Image

Insert an image of what your group built throughout the week.Use Google Draw to label the different simple machines used throughout your section

of the Rube Goldberg machine.

Step 1: What did you do? Use this section to describe the building process that you used to build your overall design.

Insert an image of what your group built throughout the week.

Use Google Draw to label the different simple machines used throughout your section of the Rube

Goldberg machine.

Write a reflection.

Describe:What did you do? What materials did you use? How did you build some of the more complex components of your Rube Goldberg?

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String

Step 2: What went well? - Describing a successChoose one specific part of your Rube Goldberg machine that you are proud of and think works particularly well. Take a photo of that part and insert it in the space below that complete the reflection.

Insert an image of a successful part of your Rube Goldberg

Use Google Draw to label the different parts of the simple machine used in the image.

Write a reflection.

Describe:What did you do? How did you build this part? (Give enough detail so that you or another person could recreate this part of your Rube Goldberg.)

Evaluate:Why did you choose this part of your Rube Goldberg as a success? Why was it successful? What are you most proud of from building?

Step 3: What went wrong? - Describing problems and failures

Insert an image from your Rube Goldberg that was difficult or frustrating to build. You can also choose an

image of something that didn’t work and had to be taken out of your design.

Use Google Draw to label the different parts of the simple machine used in the image.

Write a reflection.(At least 2-3 sentences for each)

Describe:What did you do? How did you build this part? (Give enough detail so that you or another person could recreate this part of your Rube Goldberg.)

Evaluate:Why did you choose this part of your Rube Goldberg as a problem or failure? Why was this section so difficult to build? What did you do to overcome the problem?

Step 4: Successes and failuresReflect on the past week of building and answer the questions below.

1. Successes and failuresCompare and contrast your successes and failures while building your Rube Goldberg machine.

● What do we learn from failure?● What do we learn from success?

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● Are failures just as important as successes? Why?

2. ReflectionWhat did you learn?

● One thing that I learned about the the engineering process this week was…

● One thing that I learned about myself while completing this process was…

● One thing I learned about collaboration this week was...

Reflection Rubric

Outstanding5

Good4

Competent3.25

Needs Improvement2.5

Incomplete1

Effort

Completed on time and to the best of the student’s ability

Completed on time and clear effort is presentorCompleted to the best of the students ability and turned in late

Completed on time and some effort was put in to complete the documentorCompleted late and clear effort is present

Turned in late and completed with minimal effort.

Did not turn assignment in

Describe

Describes what was done in exceptional detail using clear and appropriate vocabulary

Describes what was done in detail using appropriate vocabulary

Describes what was done in detail

Hard to understand without a clear focus on how things were built

Nothing written for 1 or more of these sections

Interpret/Evaluate

Clear and thoughtful analysis of building, answers all questions and can demonstrate what was learned through the building process

Analysis of building, answers all questions and can demonstrate what was learned through the building process

Some analysis of building, answers most questions and demonstrates what was learned through the building process

Some analysis of building, answers few questions. Does not clearly demonstrate what was learned.


Final Reflection

Answers all questions clearly and with insight

Answers most questions clearly and with insight

Answers most questions

Answers only 1 or 2 questions and is difficult to understand at times


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Final Score:

Activity #6: Chain Reaction Challenge


Question students are answering:How can I collaborate with different groups to connect different parts of a machine?

Objective:Connect different Rube Goldberg machines by building transition points.

Skills and Knowledge:● Building with various materials● Testing and refining a prototype● Troubleshooting complex problems in building● Describing and evaluating machines and simple structures● Analysis of a design● Rube Goldberg construction





upon by the group.







Task Introduction (for Student):As a class we will set goals to determine how the sequence of machines will be completed. The teacher will facilitate a class discussion that focuses on

Activity 6: Chain Reaction ChallengeStudents will analyze the Rube Goldberg machines set up in other class and will discuss various designs that are used and how they could incorporate these designs in their own machines.

Students will then be challenged with the task of of connecting and creating transitions between the Rube Goldberg machines that the individual small groups created. By the end of class students will have produced a classwide Rube Goldberg machine.

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the following points:● What will that group give the next group? Where will this be?

○ Start○ Transition 1 -○ Transition 2 -○ Transition 3 -○ Transition 4 -○ Transition 5 -○ End -

● Once the class has discussed and articulated these different points they will use the rest of the time to try and connect the Rube Goldberg machines to the best of their ability.

● Students should take photos and videos of the process.

Feedback and Evidence (for Student):Your deliverable for the day is “PSA Rube Goldberg Reflection 2 - Successes and Failures.”

Resources You Will Need:● Reflection guide● Tape● Cardboard (1 box per group)● Cardboard cutter (1 per group)● Marbles● Cups, dowels, stools, chairs, tables, and any other materials that

could be used as a structure for building● Metal pulleys● Construction paper● Magnets● Eye hooks● A Clamps● C Clamps● Hot Glue and Glue guns● String and Ribbon● Space for each group to build




Objective: Connect different Rube Goldberg machines by building transition points.

Homework:Bring in boxes!!! (Especially boxes with pictures of food, nutritional labels, fast food or other images that could be related to your PSA Rube Goldberg topic.)

Reminder:Finish working on “Successes and Failures - PSA Rube Goldberg Reflection 2” posted in Google Classroom This assignment is now LATE.

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Warm up - Organizing and Planning- Challenge - How are we going to work together to connect the different Rube Goldberg Machines?

- On poster board let’s come up with a list of things that we need to do in order to connect the different machines.

- Which groups will work together?- What will be the start?

- What will that group give the next group? Where will this be?- Start- Transition 1 - - Transition 2 - - Transition 3 - - Transition 4 - - Transition 5 - - End -

Part I: Building Challenge- Connect the Rube Goldberg Machines.

Part II: Take Photos and Videos

Activity #7: Reflection Circle on Building


Question students are answering:1. What is a success or challenge I have had encouraging ideas,

opinions, and contribution of others while building simple machines and Rube Goldberg machines in class?

2. What is a success or challenge I had problem solving or building a part of my Rube Goldberg machine.

3. What is a hope or goal I have about building my final PSA Rube Goldberg machine.

Objective:Reflect on the engineering design process that has been used to build the PSA Rube Goldberg machine prototypes.

Skills and Knowledge:● Describing and observing machines.● Analyzing machines to better understand how they work.





upon by the group.○

Goals/Outcomes (21st Century Skills):

Activity 7 : Reflection Circle on Building Students will engage in a reflection circle discussing their successes, failures and hopes in building their final Rube Goldberg machine, solidifying their experiences thus far and preparing themselves for the planning and building of the final Rube Goldberg machine.

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Students will be able to…● describe a Rube Goldberg machine and articulate the parts used in

its construction.● analyze a Rube Goldberg machine and reflect on how they can use

different components in future designs.● articulate a struggle or success that they have had with building and

set a goal for how they will improve on this in the coming project.● reflect on their skill in collaboration and identify skills that they will

work on in the following project.

Task Introduction (for Student):Students will begin the class with a warm up involving the exploration of another class/classmate’s Rube Goldberg machine. Students will identify aspects of the machine that they think are important and then will comment on how they could use an idea from one of the machines in their upcoming building.

Students will then organize themselves into a reflection circle where their trained peers will discuss the rules for the circle (being respectful of others, only speak when you hold the talking piece, use positive language). Students then share their thoughts from the warm up.

Students will then choose two from the following three prompts to answer on an index card. They will share their answers with a partner before they share out their answers to the class.Prompts:

● A success or challenge I had encouraging ideas, opinions, and contribution of others while building simple machines and Rube Goldberg machines in class.

● A success or challenge I had problem solving or building a part of my Rube Goldberg machine.

● A hope or goal I have about building my final PSA Rube Goldberg machine.

Students will then participate in the closing of a circle where students will think of an action that represents a machine act out that machine. Then connect the parts. Creating a human Rube Goldberg.

Feedback and Evidence (for Student):The students’ deliverable for the day is the reflection from their classmates as well as their written responses on index cards that will be used to evaluate how the class is moving along with their learning targets.

Resources You Will Need:● Chairs arranged in a circle● Index cards of different colors with the prompts written on them● 4-5 small objects that can be placed in the center of the circle to be

used as talking pieces


Nutrition and Wellness in Action 31



Objective: Reflect on the engineering design process that has been used to build the PSA Rube Goldberg machine prototypes.


Reminder:Finish working on “Successes and Failures - PSA Rube Goldberg Reflection 2” posted in Google Classrooms.This assignment is now LATE.

Part I: Reflection CircleDirections:Participate in a reflection about building over the past week. Reflect on challenges and discuss hopes and goals for the coming week.

- Opening - Analyze and Evaluatea. Choose a Rube Goldberg machine from another class. b. Describe the Rube Goldberg Machine. What machines were used? What is an interesting design

component of the Rube Goldberg machine? What questions do you have about the machine?c. Discuss these questions and be prepared to share your answers with the class.

- Reflect on the following questions:a. Name a success or challenge I had encouraging ideas, opinions, and contribution of others while building

simple machines and Rube Goldberg machines in class.b. Name a success or challenge I had problem solving or building a part of my Rube Goldberg machine.c. Name a hope or goal I have about building my final PSA Rube Goldberg machine.

- Closing - Human Rube GoldbergDirections: Students think of an action that represents a machine act out that machine. Then connect the parts.

Activity #8: Planning


Question students are answering:1. What simple machines will I use to build my Rube Goldberg

machine?2. What materials will I use to build my Rube Goldberg machine?3. How will I transition from one part of my machine to another?

Skills and Knowledge:● Sketching/Drawing ideas● Organizing materials



○ Gathers and organizes relevant information about a

Activity 8: PlanningStudents will be split into their building groups. They will be assigned a section of the room for them to build in and then they will create an initial plan including pictures, the connection they have to health and nutrition, and the common theme that they would like to coordinate as a class.

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problem from multiple sources.


upon by the group.

● Planning for success○ Breaks goals into actionable steps.

Goals/Outcomes (21st Century Skills):Students will be able to…

● Breakdown their ideas into actionable steps.● Sketch different parts of their Rube Goldberg machine● Connect each section of their Rube Goldberg machine to the

message they would like to send through their PSA.

Task Introduction (for Student):Today students will plan out the different sections of their Rube Goldberg machines so that they have a framework and plan to work from as they begin building.

Feedback and Evidence (for Student):The plans that they make will be reviewed by their teachers.

Resources You Will Need:The planning document and the lesson activity guide outlined below.




Objective: Sketch and prepare an outline for your section of the Final PSA Rube Goldberg.


Reminder:Finish working on “Successes and Failures - PSA Rube Goldberg Reflection 2” posted in Google Classrooms.This assignment is now LATE.

Warm-Up: Tear down, Clean-up, and organize!Directions:

- Take apart your in-class Rube Goldberg Machines. - Collect all metal pulleys, eye hooks, and reusable materials into your class box. - Organize the materials on the back table to include all marbles, tape, items used for cutting, glue, and glue guns. - Save in a safe place any parts of your machine that you would like to use with your final project.

Part 1: Start and Finish - Class BrainstormDirections:

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Each group will receive a card and will need to come up with 3 ideas to start a Rube Goldberg and three ideas to end a Rube Goldberg machine. The groups will then pair up with another group discuss their ideas and refine their ideas down to two main ones they would like to do. As a class we will decide on the final starting and ending point for the Rube Goldberg and the groups that came up with those ideas will assigned to build them.

Part 2: Exploring your space! - Select class space.- Use tape to mark off the space for each group.

**The following document is used for: students to plan out the Rube Goldberg machine they will build and to begin the design of the PSA component of the project.**

2015-2016 PSA Rube Goldberg:Project Planning

Group Members:

Part AClass Theme/Slogan:

Possible Audience:

Evidence supporting class theme/slogan: Source:

1.

2.

3.

Sketch of Rube Goldberg (insert photo):

Part BStart

Remember - This part of your Rube Goldberg machine will have to connect with another group.

Sketch this part of your Rube Goldberg machine and insert a photo here.

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Describe the simple machine(s) used.

List the materials you will use for building.

Describe how you will transition from this part of your Rube Goldberg to the

next.

Describe the message connected to this part of the machine and how it will be

revealed.

Section 1





next.


revealed.

Section 2


35




next.


revealed.

Section 3





next.


revealed.

36

EndRemember - This part of your Rube Goldberg machine will have to connect with another group.





next.


revealed.

Activity #9: Building the Rube Goldberg: Multi-day Activity


Question students are answering:How do I build a Rube Goldberg machine to send a message?

Skills and Knowledge:● Building with various materials● Testing and refining a prototype● Troubleshooting complex problems in building● Describing and evaluating machines and simple structures.● Analysis of a design.● Rube Goldberg construction.




Activity 9: Building the Rube GoldbergStudents will build their Rube Goldberg Machine. The last 10 minutes of every class students must write a reflection of the day’s successes and failures. This activity will span the length of a week using all available class time to give students a chance to build.

Before students begin building, you will have to designate the area and create boundaries they will have to abide by throughout their project.

37


upon by the group






● Create Rube Goldberg machines given a simple goal and limited materials.

Task Introduction (for Student):Today students will begin and continue the process of building their Final Rube Goldberg machines. Attention should be given to safety when handling any tools used throughout the building processes. Students should set goals for the day before they begin building and reflect on how they completed those goals during the beginning of every class.

Feedback and Evidence (for Student):Students will receive constant feedback from teachers and fellow classmates as they begin building.

Resources You Will Need:● Cardboard● String● Marbles● Tape● Glue● Cardboard cutters● Chairs, tables● Scrap wood● Drills● Screws● Dowels● Any other materials you would want students to use for building

(Paint, construction paper, and rolls of butcher block paper are also needed so students can begin their final public service Announcement. )


Nutrition and Wellness in Action

38



Objective: Begin the building process for the final PSA Rube Goldberg Machine.

Homework:Bring in boxes!!! Especially boxes with pictures of food, nutritional labels, fast food or other images that could be related to your PSA Rube Goldberg topic.

Warm-Up: Complete the “daily planning” document as a warm-up- Review design plan and begin building.

Part I:- Designate an area for using box cutters - Pay attention to the number of box cutters available at the

beginning and end of the period. The number must remain constant. - Designate an area for using the hot glue guns. Show how to reload the gun and explain proper use. - Alex demonstrates how to use a drill. You may use on an as-needed basis with supervision. - Fab lab tools are available if you would like to use them, but a teacher must accompany you (Even if

you’re the expert!)

Part II: Clean up Directions: Anything not attached to your Rube Goldberg machine should be stored in the classroom. All materials must be put back in their designated areas before people leave.

Daily Planning Document

Group Names:

Directions: Complete this document at the beginning of every class. Once your group has completed it you may give it to your teacher and begin building.

Questions Answers

What did your group complete or accomplish last class?

What are three things your group would like to accomplish today?

How will you divide the work? Which group members will work on which parts of the Rube Goldberg today?

Activity #10: Presentation: Reflection and Final Photo Essay

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Question students are answering:1. What did I do for the PSA Rube Goldberg project?2. What did I learn throughout this experience?3. What would I do next time if I had to change or modify my building.

Skills and Knowledge:● Building with various materials● Presentation of final design● Troubleshooting complex problems in building● Describing and evaluating machines and simple structures● Analysis of a design● Evaluate the building processes and set up● Rube Goldberg construction





upon by the group.







What to Do:1. Have students choose an audience that they would like to present

to, then assist them in the process of contacting that audience to visit their final Rube Goldberg machines. Students present to the audience and display their final machines.

2. After students have presented, have students participate in a reflection circle where they discuss the process of building, the collaboration the participated in, and the issues they had while building. This is also a great chance for students to reflect and celebrate on their accomplishments.

a. A reflection circle involves a series of questions and small activities having students sit in a circle where everyone is

Activity 10: Presentation - Reflection and Final Photo EssayStudents will present and display their Rube Goldberg machines to members of their community.Students will participate in a reflection circle to talk about their successes, failures, and takeaways from the project. Students will be given time in class to write a photo essay on their journey from simple machines and energy to building a classwide PSA Rube Goldberg machine.

40

visible. A key aspect of this circle is creating a safe environment where everyone feels comfortable to share their thoughts and feelings.

3. Students will then work on completing their final assignment which will include a photo essay where students will create captions of different photos of their Rube Goldberg machine to discuss how they built that specific component and the processes they used to reach their final result.

Task Introduction (for Student):Today students will present their final Rube Goldberg projects to an audience of their choosing.

Today students will reflect on the building process through a circle.

Today student will use photos to reflect on the building process and discuss what they’ve learned throughout the year.

Feedback and Evidence (for Student):Students will receive verbal feedback from fellow students and the visiting audience as well as written feedback from the teacher on their PSA Rube Goldberg Reflection Photo Essays.

Resources You Will Need:

**The following document is used for: evaluating the student's final building project and PSA.**PSA Rube Goldberg

Engineering Design Rubric

Group Names: Class: Theme:

Evaluated as a group on the section you helped design

Expert Practitioner Apprentice Novice

Engineering Design and Structure

-At least three different simple machines are used.-Rube Goldberg has a strong structure and foundation that requires minimal maintenance throughout the project.-Design is unique and incorporates the majority of the simple machines in a novel way.

-At least three different simple machines are used.-Rube Goldberg has a strong structure and foundation that requires minimal maintenance throughout the project.-Design is unique and incorporates some of the simple machines in a novel way.

-At least three different simple machines are used.-Rube Goldberg has a strong structure and foundation that requires some maintenance throughout the project.- Design is unique and has a novel idea.

-Simple machines are used.-Thought is given to the structure of the Rube Goldberg machine.- Design is unique.

Transitions and

Functionality

-All parts of the Rube Goldberg function the majority of the time.-Transitions between groups shows clear and thoughtful signs of

-Most parts of the Rube Goldberg function the majority of the time.-Transitions between groups shows clear signs of communication and the

-Most parts of the Rube Goldberg function some of the time.-Transitions between groups shows signs of communication and the

-Rube Goldberg functions some of the time.-Transitions between groups function the

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communication and the transitions function the majority of the time.

transitions function the majority of the time.

transitions function the some of the time.

some of the time.

Aesthetics

-Incorporates a variety of components of art and design into the Rube Goldberg machine. Includes the proper and elegant use of color, space, imagery, and symbols.- All pieces of the machine come together both elegantly and beautifully to display the final message.

-Incorporates a variety of components of art and design into the Rube Goldberg machine. Includes the proper use of color, space, imagery, and symbols.- All pieces of the machine come together beautifully to display the final message.

-Incorporates a variety of components of art and design into the Rube Goldberg machine. Includes the use of color, space, imagery, and symbols.- All pieces of the machine come together to display the final message.

-Incorporates a variety of components of art and design into the Rube Goldberg machine. Includes some use of color, space, imagery, and symbols.

Connection to Class theme

-Design shows a clear and appropriate connection to class theme.-Images and quotes that support the PSA message are expertly used throughout the design.-The PSA message is incorporated in novel and interesting ways throughout the Rube Goldberg.

-Design shows an appropriate connection to class theme.-Images and quotes that support the PSA message are used appropriately throughout the design.-The PSA message is incorporated in interesting ways throughout the Rube Goldberg.

-Design shows connection to class theme.-Images and quotes that support the PSA message are used throughout the design.-The PSA message is incorporated in interesting ways throughout the Rube Goldberg.

-Design shows connection to class theme.-Images and quotes that support the PSA message are used throughout the design.

Persuasive Strategies

The Rube Goldberg PSA shows 3 or more

relevant persuasive strategies (research, statistics, big names,

urgency, emotions) in a convincing and novel

way to convey the PSAs main message.

The Rube Goldberg PSA shows at least 3

somewhat relevant persuasive strategies

(research, statistics, big names, urgency,

emotions) to convey the PSAs main message.

The Rube Goldberg PSA shows at least 2

somewhat persuasive strategies (research, statistics, big names, urgency, emotions) to convey the PSAs main

message.

The Rube Goldberg PSA

shows persuasive strategies (research,

statistics, big names, urgency,

emotions) but the strategies do not always

convey the PSAs main message.

Persuasive Evidence

The Rube Goldberg PSA uses relevant and

persuasive evidence that connects to the class’s

theme and is included in the group’s slogan,

main evidence and call to action. The evidence is incorporated into the

The Rube Goldberg PSA uses relevant evidence

that connects to the class’s theme and is

included in the group’s slogan, main evidence and call to action. The evidence is somewhat incorporated into the

The Rube Goldberg PSA sometimes uses

relevant evidence that connects to the class’s

theme and is included in the group’s slogan,

main evidence and call to action. The evidence is only incorporated into

The Rube Goldberg PSA

rarely uses evidence that

connects to the class’s’ theme

and is included in the group’s slogan, main

42

machine’s design using precise language suited

to the audience.

machine’s design using some precise language suited to the audience.

the machine’s design using language suited to

the audience in a few places.

evidence and call to action.

The evidence is not always

incorporated into the machine’s

design and does not always use language suited to the audience.

**The following documents are used for: the prompt of final PSA Rube Goldberg Photo Essay.**

2015-2016 PSA Rube Goldberg Reflection

Directions: Use this document to help you write a reflection paper about your Rube Goldberg PSA. Your final reflection should be in a separate Google Doc and should not exceed 650 words. Please share the link of the Google Doc in Schoology.

Due Date: Friday, April 8th at 11:59 in your English Schoology account.

Writing Prompt:

While building the Rube Goldberg PSAs, you encountered both successes and challenges in building and creating the public service announcement. Write a well-developed reflection paper addressing the following question:

What did you learn about yourself through problem solving while building the Rube Goldberg PSA?

Address both a success and challenge in your paper.

Include the following photos in your essay:

1. A photo of the class Rube Goldberg PSA.2. A photo of your group’s Rube Goldberg PSA.3. A photo of a successful part of your Rube Goldberg PSA.4. A photo of a challenging part of your Rube Goldberg PSA.5. A selfie of your group with your Rube Goldberg PSA.

**The following document is used for: a scaffold student’s final PSA Rube Goldberg Photo Essay.** 2015-2016 PSA Rube Goldberg Reflection

43

Directions: Use this document to help you write a reflection paper about your Rube Goldberg PSA. Your final reflection should be in a separate Google Doc. Please share the link of the Google Doc in Schoology.

Due Date: Friday, April 8th at 11:59 in your English Schoology account.

Introduction:

Insert a photo of the class Rube Goldberg

PSA:

Insert a photo of your group’s Rube Goldberg

PSA.In a paragraph, describe the Rube Goldberg PSA

project:

1. Hook the reader by explaining what a Rube Goldberg machine is.

2. Describe the purpose of your Rube Goldberg PSA (include class slogan).

3. Describe your Rube Goldberg machine and the PSA messages.

4. For your claim answer: What did you learn about yourself through problem solving while building the Rube Goldberg PSA?

Body Paragraph 1:

Insert a photo of a successful part of your Rube Goldberg

PSA:

In a paragraph, describe a part of your Rube Goldberg PSA that was a success. Explain why.

1. Describe a part of your Rube Goldberg PSA that was a success.2. Explain what made this part successful.3. Reflect on what you learned from this success about problem solving.

Body Paragraph 2:

Insert a photo of a challenging part of your Rube Goldberg

PSA (you can also insert a part that didn’t work and had to be

taken out of your design).

In a paragraph, describe a part of your Rube Goldberg PSA that was a challenge Explain why.

1. Describe a part of your Rube Goldberg PSA that was a challenge.2. Explain what made this part challenging.3. Reflect on what you learned from this challenge about problem solving.

Conclusion:

Insert a selfie of your group and your Rube Goldberg PSA

machine.In a paragraph, reflect on what you learned through problem solving.

1. Reflect on what you learned about through problem solving in the Rube Goldberg PSA project.

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2. Describe what you learned about yourself.3. Describe what you learned about working collaboratively with your group

and class.4. Connect how this type of problem solving will help you in the world beyond

Brooklyn International High School.

**The following rubric is used for: evaluating the student’s final PSA Rube Goldberg Photo Essay.**Rube Goldberg PSA Reflection Rubric

Performance Indicators

Expert (5.5 points each)

Practitioner (5-4.5 points each)

Apprentice (4-3.5 points each)

Novice (0-3 points each)

Thesis and organization

Efficiently organizes paper around a clear, compelling argument.Develops argument thoughtfully. Uses relevant, convincing evidence from the Rube Goldberg PSA that thoroughly supports argument.

Has a clear argument.Effectively organized & developed coherently around central argument. Uses relevant evidence from the Rube Goldberg PSA that support central argument.

Has a central idea.Mostly organized around a central idea, but may lose focus at times. Uses relevant evidence from the Rube Goldberg PSA to support central idea.

Lacks a central idea.Unfocused organization. Little, irrelevant, or no evidence used (may be incomplete).

Analysis Provides deep insight and reflection on experience creating the Rube Goldberg PSA. Elaborates on central argument and meaning of supporting evidence; answers question, So what?

Meaningfully reflects on experience creating the Rube Goldberg PSA. Explores central argument and meaning of supporting evidence; answers question, So what?

Provides basic reflection on experience creating the Rube Goldberg PSA. Develops central idea and explains choice of evidence.

Little or no reflection.Little or no use of evidence from the Rube Goldberg PSA.

Styleand Voice

Creative, clear, and appropriate use of language and word choice.

Clear and appropriate use of language and word choice.

Shows some awareness of appropriate language and word choice.

Relies on conversational language. Little or no evidence of formal or appropriate use of language and word choice.

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Conventions Mechanical and grammatical errors are rare or non-existent; uses transitions effectively.

Few mechanical or grammatical errors; makes some use of transitions.

Some mechanical or grammatical errors but communication is not impaired; minimally uses transitions.

Communication is impaired by errors; shows little awareness of appropriate use of transitions.

**The following checklist is used as a guide for students to self evaluate their final PSA Rube Goldberg Photo Essay.**

Revision Checklist for Students:

❏ I have an introduction, body paragraphs and conclusion.

❏ I have written a thesis/claim that shows what I learned about myself through problem solving for the Rube Goldberg PSA.

❏ I have strong topic sentences in each of my paragraphs that connect to my thesis.

❏ I have evidence from my Rube Goldberg PSA that supports my thesis.

❏ I have reflected on my learning for each of my examples (this is your analysis).

❏ I have strong concluding sentences in my paragraphs that answer so what and connect to my thesis.

❏ I have used formal academic writing (with no contractions and no text message language).

❏ I have checked my grammar and use correct verb tense, appropriate punctuation and capitalization.

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