Sloth Marble Maze STEM Activity

Rated 4.76 out of 5, based on 17 reviews

4.8 (17 ratings)

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Sarah's STEM stuff

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Grade Levels

3rd - 6th, Homeschool

Subjects

Science, Critical Thinking, Engineering

Resource Type

Activities, Centers

Standards

NGSS3-PS2-1

NGSS3-5-ETS1-3

NGSS3-PS2-2

NGSS3-5-ETS1-1

NGSS3-5-ETS1-2

Formats Included

Pages

7 pages

$3.25

Wish List

$3.25

Wish List

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What educators are saying

I used this with my 3rd grade GATE kiddos and they truly enjoyed this unit! I will be doing it again this year.

— Robin c.

Rated 5 out of 5

My students LOVED this resource. Their sloth marble race was a great way to learn about design technology principles.

— Jayde B.

Rated 5 out of 5

Description

Standards

⁵

Reviews

¹⁷

Q&A

More fromSarah's STEM stuff

Description

Your students will be so excited and engaged while completing the sloth marble maze STEM challenge! Students will use the engineering design process to create a race track for their marble (the sloth) to see how slowly it can move along their track. My students loved this activity! They complete with each other to see which marble takes the longest time to go through their maze.

Students will build with simple, easy to find materials - straws, tape, and cardboard (or whatever you have) to make and improve their track to be the slowest sloth in the room!

What's Included?

Teacher notes
2 versions of the student pages to move through the engineering design cycle
Directions for completing the activity at home.

Content Connection >>> This is a great introduction to force, motion, and speed and relies on problem solving and critical thinking.

This is a super fun way to tie sloths, STEM, and science into the curriculum.

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Total Pages

7 pages

Answer Key

N/A

Teaching Duration

1 hour

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Standards

to see state-specific standards (only available in the US).

NGSS3-PS2-1

Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. Examples could include an unbalanced force on one side of a ball can make it start moving; and, balanced forces pushing on a box from both sides will not produce any motion at all. Assessment is limited to one variable at a time: number, size, or direction of forces. Assessment does not include quantitative force size, only qualitative and relative. Assessment is limited to gravity being addressed as a force that pulls objects down.

NGSS3-5-ETS1-3

Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

NGSS3-PS2-2

Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. Examples of motion with a predictable pattern could include a child swinging in a swing, a ball rolling back and forth in a bowl, and two children on a see-saw. Assessment does not include technical terms such as period and frequency.

NGSS3-5-ETS1-1

Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

NGSS3-5-ETS1-2

Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

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