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Lesson Plan Rube Goldberg Machine

This 14-day lesson plan has students work in groups to design, build, test, and improve Rube Goldberg machines. Over the course of the lessons, students: 1) Brainstorm tasks for their machine and choose one as a group. 2) Design their machine over several days, identifying each part and its purpose and complexity. 3) Build their machine using provided materials, testing and redesigning parts that do not work. 4) Present their finalized machine, recording performance data, and providing feedback to other groups.

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Trino Grau
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202 views

Lesson Plan Rube Goldberg Machine

This 14-day lesson plan has students work in groups to design, build, test, and improve Rube Goldberg machines. Over the course of the lessons, students: 1) Brainstorm tasks for their machine and choose one as a group. 2) Design their machine over several days, identifying each part and its purpose and complexity. 3) Build their machine using provided materials, testing and redesigning parts that do not work. 4) Present their finalized machine, recording performance data, and providing feedback to other groups.

Uploaded by

Trino Grau
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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LESSON PLAN Maker Project: Build a Rube Goldberg Machine

Grade Level: 8th Grade

Supplies:

Craft supplies to build machines – cardboard, shoeboxes, string, tape, glue,


scissors, twisty chenille stems (pipe cleaners), legos, wheels, cups, blocks,
balloons, tacks, bells, dominoes, ping pong or golf balls, toy cars, trains,
ramps, marbles, playing cards, popsicle sticks, etc.

Maker Handout – one copy for each group printed ahead of time Pencils, extra
paper – since this session is about design, it’s a good idea to have some large
sheets of paper on which teams can draw their ideas

Butcher paper and/or large sheets of paper – for the design process, it works
best if students can draw on large paper and/or 11x17 sheets.

Computer / Screen / Projector – you will be showing a video at the beginning


of this class, ensure that you will have internet access in the classroom area,
and secure the required computer/screen or TV/projectors, etc.

Also, ensure that you have the proper connection cable and power cords.21st-
century Skills Communication, collaboration, creativity, critical thinking,
problem solving, flexibility, adaptability, productivity, initiative and
leadership

Prep Work

 Set up a research template in the classroom.


 Preview databases and websites for student success.
 Get supplies ready for controlled practice builds.
 Set up a data table to record launch results per class.
Day 0

 Introduce the project “Rube Goldberg machine” and brainstorm what


they already know about simple machines.

 Students are asked to find information about Rube Goldberg machine


and bring 3 tasks they would like for their machine to perform. (see
annex 1 for ideas)

Day 1

 Apply Think – Pair – Share thinking routine to organize students in


groups of 4-5 students.

Think: Prepare post its labelled with numbers from 1 to 6 and give
randomly to each student 3 post its of the same number to write down
in each post it the tasks he/she brought. (5 minutes).

Pair: Once all the students have written down their tasks in their post
its, group students by the number of their post its (all members of each
group have the same number in its post it). (2-3 minutes).

Share: students of each group share their tasks and they have to choose
one task, which would be the task for their project. Remind students to
keep in mind that the task needs to be able to be performed when
making the Rube Goldberg machine.

 Each group receives the handout “design thinking” to complete it


during the elaboration of the project.
Day 2

 Group members design their “ideal project” (page 2 of handout). They


need to complete the first draft of their machine.
 On page 3 of the handout, include each member´s idea that was
proposed to include in the machine. All group members need to
propose at least 1 contribution for the project.

Day 3

 Looking closely and exploring complexity (page 4 of handout).


Students must indicate what complexities they think each part of their
machines can be found. Complexity can be related not only to the
possibility of including or not an specific step, also to the possibility of
having the materials needed for performing it.

Day 4

 Parts, purposes, complexities (page 5 of handout): In this thinking


routine, students will identify clearly each part of their Rube Goldberg
machine, indicating the purpose of this part and the complexity
involved to perform the task associated to each part.

Day 5

 Parts, people, Interactions (page 6 of handout): In this thinking


routine, students will identify clearly what they need to make each part
of their Rube Goldberg machine, distributing the work for each team
member and how are they going to organize themselves for completing
the project and for making the powerpoint presentation.

Day 6

 Time to start thinking about building The Rube Goldberg machines out
of materials available in our makerspace. From their research, students
are very familiar with what Rube Goldberg machines look like, how
they work, how they have been used in different contexts and how they
are still used today.
 Students begin with a controlled build in order to learn what will work
and won’t work when building their own designs for a catapult. Each
table is given a supply of what they need.
 Students can work independently or with a partner.

Days 7, 8 and 9

 Students continue planning and building their Rube Goldberg


machines.
 Peer learning (page 7 handout): each group captures at least 1 idea
from the other groups, to include in their projects. This idea can be
related to something to include in the machine or something to include
in the presentation.
 Share your findings and capture feedback (page 8 handout): When
testing their machines, each group will ask to other groups to give
feedback about improvements or possible changes that could be
introduce in the machine built.
 Challenges and puzzles (page 9 handout): When testing their
machines, each group will capture the challenges they faced for solving
the problems found when testing their machines and puzzles that were
not solved when building the Rube Goldberg machine.

Day 10

 Students spend one more day rebuilding their Rube Goldberg machines
using the controlled materials based on what worked and didn’t work
last session — in other words, learning from failure!

Days 11, 12

 Build, test, fix, test, fix — and so on.


 Build your solution (page 10 handout): In a table, indicate for each
part of the machine (3 trials minimum):
- Distance
- Time spent
- Speed
- Acceleration

Days 13, 14: Official Launching Day and Presentation

 An official launch site is set up for presenting the Rube Goldberg


machines and materials prepared for the project. (Powerpoint, etc..)
 Each group gets one test launch and two official launches with
measurements taken. Results are recorded and contrasted with the ones
presented in the presentations.
 Share your solution and get feedback (page 11 handout): When
sharing their work, Groups will answer questions and ask for ideas to
other groups.
 Group discussions for grading each group´s presentation, using the
rubric.

Day 15: Final Reflection

 We spend a day reflecting on our Rube Goldberg machine experiences.


Each student takes time to complete the following phrases: I liked…, I
learned…, I wish…, I would change…, The teacher could…. These
reflections help kids determine what they learned from this experience
and how they can transfer that learning to future projects. The
reflections also help the teacher to improve the unit for the next group
of students.
ANNEX 1

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