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Standards: TEK 112.18 (b) (3) (A) Scientific investigation and reasoning. The student uses
critical thinking, scientific reasoning, and problem solving to make informed decisions and
knows the contributions of relevant scientists. The student is expected to:
(A) in all fields of science, analyze, evaluate, and critique scientific explanations by using
empirical evidence, logical reasoning, and experimental and observational testing, including
examining all sides of scientific evidence of those scientific explanations, so as to encourage
critical thinking by the student;
College and Career Readiness – II. Foundation skills: Scientific application of mathematics (D)
Scientific problem solving (1) Use dimensional analysis in problem solving
Materials:
instruction sheet – per set
100 toothpicks - 5 sets
80 pieces of foam - 5 sets
a ruler - x 5
poster board of architectural wonders
a pencil - x 5
a lab sheet - per student
Chrome Books
3 Jenga games
Extension: Reteach:
Research on the internet ways to The need to re-teach will be based on the
strengthen the structure to withstand observations and lab sheet answers.
forces of nature, such as gravity, Teacher discusses ways of strengthening
tornado, and earthquakes. tower...broader base, more foam blocks, etc.
Test their construction against certain Teacher discusses how scientists, architects,
natural phenomenon. Can it survive and engineers must work together to design
winds (a fan) or an earthquake (shaking buildings to be able to defy gravity in order
the table)? to stand up without assistance.
Teacher discusses how scientists, architects,
or and engineers must work together to design
buildings to be able to stay together in forces
The STEM Challenge question page. of nature such as tornadoes and earthquakes.
Students will use computers and data Teacher shows video of “How to
from the challenge to apply concepts of Demonstrate Engineering Principles”
STEM to the activity. https://www.youtube.com/watch?v=y6FmrO
S72EA
Students ask students to "Pair-N-Share" and
Second Activity: (Time allowing) each partner share something they learned
establish starting and stopping signals about science, architects, engineers, and
team-up students in groups of 5-7. building structures. Share for 2 minutes and
provide groups with a Jenga game and then say "switch." Other Partner shares for 2
explain how dimensional analysis is minutes, then teacher says "stop."
needed to prevent causing the stack to
fall.
explain the concept and rules of the
game.
tell students they will have 10 minutes
in which to try to accomplish four
moves each without collapsing the
stack.
set blocks in starting position.
have students record the number of
moves they make successfully.
tell students they may restart game as
long as time remains.
set time and start activity.
Jody Bush Sixth-Grade Science