New Test Activity

ACTIVITY HEADER

 

 

 

Name of Activity New Test Activity
Author Tufts STOMP
Keywords keyword 1, keyword 2, keyword 3, keyword 4, keyword 5, 1 Hour Total, NXTs, LEGO, k-3
Subject NXTs
Grade Level K, 1, 2, 3
Time 1 Hour Total
Brief Description Brief description goes here. Describe what the activity consists of in 1-4 sentences.
Lesson Objectives: - To teach students about _____________________.
- To introduce ____________________ vocabulary words.
- To familiarize students with LEGO building.
- To introduce programming to students grades k-3.
Materials Needed: - Material 1.
- Material 2.
- Material 3.
- Material 4.
- Material 5.
- Material 6.
- Worksheets 1-4.
Preparation and Set Up: - Describe all set up here.
- Hand out worksheets.
- Split students into groups.
- etc etc etc.
Necessary Background Fill in necessary teacher background here. This can include vocabulary words, general information, or any prepared information about important subject matter here.
Procedure
  1. Step by step procedure goes here.
  2. Include the Engineering Design Process wherever applicable.
  3. continue all the way through the activity, start to finish.
Extensions: Please elaborate here if there is any way to make the activity more difficult for students who finish the activity early or are more experienced than other students in the subject matter.
Modifications: Please elaborate here if there are ways to change this activity to make it slightly different or better in any way after your experience with it.

Smiley Genetic Engineering

ACTIVITY HEADER

 

 

 

Name of Activity Smiley Genetic Engineering
Author Jay Clark
Keywords flip coins, coins, baby, genetics, genetic makeup, breeding, specifications, dominant, recessive, traits, heterogenous, homogenous, 1 Hour Total
Subject Non-LEGO
Grade Level K, 1, 2, 3, 4, 5, 6
Time 1 Hour Total
Brief Description Students flip coins to determine the genetic makeup of a baby smiley from mom and dad smilies. Next, the children “breed” their smilies to try and make a specific smiley.
Lesson Objectives: - learn about dominant and recessive traits.
- learn about heterogeneous and homogeneous genetic makeup.
- learn about genetic engineering.
Materials Needed: 1 unique smiley for every student in class with genetic makeup.
key for genetic makeup
1 coin per student
Baby smiley worksheet
Preparation and Set Up: Print out attached documents, or make your own.
Procedure Lesson – 10 minutes Ask all brunettes to raise their hands Ask all blonds to raise their hands Why are there more brunettes? Brown hair is a dominant trait! explain how if you inherit a dominant gene, you will show that trait no matter what gene it’s paired with.   What are some other inherited traits? (have students see who has dominant and recessive traits) widows peak (dominant) hitchhikers thumb (recessive) rolling tongue (dominant) left thumb over right when hands are interlaced (left over right – dominant) attached/detached earlobes (detached – dominant) You inherit traits from your parents! which gene you inherit from each parent is just like a flip of a coin! Talk with students about genetic engineering- breeding to achieve favorable traits. This includes seedless fruit, large vegetables, and fast horses.   Activity – 40 minutes Hand out a smiley and a coin to each student. With their partner, students should have a set of ‘parent’ smileys, and two coins. One trait at a time, students flip coins to determine which gene is passed on from the parent smiley. Heads means the first trait is passed, tails means the second trait is passed. Students fill out their ‘baby smiley’ worksheet to determine the genetic make up of the baby, and then draw the child in the box. activity phase two – if time permits Students draw a smiley using their favorite traits, and go around the room flipping coins with other smilies to try and ‘breed’ their favorite smiley. Students should keep track of how many generations it took them to arrive at their smiley.
Reference 1 http://sites.tufts.edu/stompactivitydatabase/files/formidable/o.png
Reference 2 http://sites.tufts.edu/stompactivitydatabase/files/formidable/p.png
Reference 3 http://sites.tufts.edu/stompactivitydatabase/files/formidable/q.pdf
Online Reference(s) http://sciencespot.net/Media/gen_smilewkst1.pdf

Mini Turbines

ACTIVITY HEADER

 

 

 

Name of Activity Mini Turbines
Author Jay Clark
Keywords mini turbines, turbines, construct, wind, wind farm, alternative energy
Subject Non-LEGO
Grade Level K, 1, 2, 3, 4, 5, 6
Time 1 Hour Total
Brief Description Students build mini turbines and the class splits into two teams to construct competing wind farms. The farm with the most “energy generation” wins.
Lesson Objectives: To introduce students to alternative energies.
Materials Needed: - Paper
- Pencils
- Push pins
- Puddy
- Two fans
Procedure Lesson How does a car drive? energy! We use energy all the time… and where does the energy from cars come from? gasoline! what’s wrong with using gasoline as energy? there is a finite amount of it on the earth, It can run out! also, it is harmful to the environment. What are some sources of energy that don’t run out?

  • The sun (for all intents and purposes)
  • wind
  • water

A lot of time, effort, and resources are being put into developing alternative, renewable energy sources.   How can we harness the wind’s power? Turbines!   Today we’ll be making turbines. What are some things to think about when designing and installing a turbine?

  • Making it high enough so it is not affected by the boundary layer friction caused by the ground.
  • Making the base strong enough to counteract the moment caused by the wind.
  • Making the base strong enough to counteract the moment caused by the spinning blades.

Activity Hand out materials, and have students construct pinwheels according to the directions in the attached document. When all the pinwheels are completed, split the class into two teams to construct competing wind farms. For a successful farm, each turbine should get its own free stream of wind, and should not catch any of the turbulence coming off of a turbine near it.

Reference 1 http://sites.tufts.edu/stompactivitydatabase/files/formidable/m.jpg
Reference 2 http://sites.tufts.edu/stompactivitydatabase/files/formidable/n.doc

Paper Airplanes

ACTIVITY HEADER

 

 

 

Name of Activity Paper Airplanes
Author STOMP
Keywords aerodynamics, airplane, paper, paper airplane
Subject Non-LEGO
Grade Level K, 1, 2, 3, 4, 5, 6
Time 1 Hour Total
Brief Description Teach students about aerodynamics by making paper airplanes.
Lesson Objectives: To learn about aerodynamics.
Materials Needed: Paper that is easy to hold.
Preparation and Set Up: I have made the worksheets- but I drew in diagrams for the students to follow them- you might want to draw them in too.
Procedure Talk about different aspects of aerodynamics.  Make paper air planes. Go crazy.
Extensions: See how adding weight like a paper clip affects the flight of the plane. Let students decorate planes and try different ways to make them. See which planes fly the farthest.
Reference 1 http://sites.tufts.edu/stompactivitydatabase/files/formidable/k1.doc
Online Reference(s) http://www.10paperairplanes.com/

Hydrogen Power

ACTIVITY HEADER

 

 

 

Name of Activity Hydrogen Power
Author STOMP
Keywords hydrogen, hydrogen power, cars, balloons, power
Subject Non-LEGO
Grade Level K, 1, 2, 3, 4, 5, 6
Time 2 Hours Total
Brief Description Teach students about hydrogen power. Then get them to make cars that are powered by balloons.
Lesson Objectives: Teach students about hydrogen power as an alternative fuel for cars.
Materials Needed: Individual size milk cartons, balloons, axles, wheels, markers to decorate cars, tape
Preparation and Set Up: Collect and clean out the milk cartons. Make sure the axles are long enough to go through the cartons. Perhaps experiment with different wheels to find which ones work best.
Procedure Teach about hydrogen power and why people are considering it. Do worksheet. Do activity.
Extensions: Race the cars! Use different size balloons and compare how fast and how far the cars go.
Modifications: The link shows a picture with the balloon on top of the car- but it works best if it is on the back of the car. The students figured this out on their own- so it might be best to let them experiment and learn it by themselves…
Reference 1 http://sites.tufts.edu/stompactivitydatabase/files/formidable/j2.doc
Online Reference(s) http://www.marthastewart.com/portal/site/mslo/menuitem.3a0656639de62ad593598e10d373a0a0/?vgnextoid=c90d8b6244277110VgnVCM1000003d370a0aRCRD&vgnextfmt=default

Hydrogen Power

ACTIVITY HEADER

 

 

 

Name of Activity Hydrogen Power
Author STOMP
Keywords hydrogen, hydrogen power, cars, balloons, power
Subject Non-LEGO
Grade Level K, 1, 2, 3, 4, 5, 6
Time 2 Hours Total
Brief Description Teach students about hydrogen power. Then get them to make cars that are powered by balloons.
Lesson Objectives: Teach students about hydrogen power as an alternative fuel for cars.
Materials Needed: Individual size milk cartons, balloons, axles, wheels, markers to decorate cars, tape
Preparation and Set Up: Collect and clean out the milk cartons. Make sure the axles are long enough to go through the cartons. Perhaps experiment with different wheels to find which ones work best.
Procedure Teach about hydrogen power and why people are considering it. Do worksheet. Do activity.
Extensions: Race the cars! Use different size balloons and compare how fast and how far the cars go.
Modifications: The link shows a picture with the balloon on top of the car- but it works best if it is on the back of the car. The students figured this out on their own- so it might be best to let them experiment and learn it by themselves…
Reference 1 http://sites.tufts.edu/stompactivitydatabase/files/formidable/j1.doc
Online Reference(s) http://www.marthastewart.com/portal/site/mslo/menuitem.3a0656639de62ad593598e10d373a0a0/?vgnextoid=c90d8b6244277110VgnVCM1000003d370a0aRCRD&vgnextfmt=default

Climate Change

ACTIVITY HEADER

 

 

 

Name of Activity Climate Change
Author STOMP
Keywords climate, change, climate change, planet, environment, polar bears, arctic, zoo, transportation
Subject NXTs, LEGO Building
Grade Level K, 1, 2, 3, 4, 5, 6
Time 1 Hour Total
Brief Description Teach students about climate change and how it could affect the planet. Then the students will build a vehicle that can transport 2 polar bears from the melting arctic to a safe zoo.
Lesson Objectives: To teach students about climate change.
Materials Needed: Lego kits, polar bears (can be made from clay, cotton balls, etc- just make sure they will be scaled so they can fit in a Lego car)
Preparation and Set Up: Make polar bears. Make an overhead about climate change if you want to.
Procedure There is not an overhead about climate change- but it would be pretty easy to make one. Do the activity. The worksheet is just for fun.
Extensions: Depending on the students’ building skills- the cars can use motors or not. You can have certain specs such as the polar bears must be enclosed so they don’t get too hot during the journey.
Reference 1 http://sites.tufts.edu/stompactivitydatabase/files/formidable/i1.doc

Levees and Erosion

ACTIVITY HEADER

 

 

 

Name of Activity Levees and Erosion
Author STOMP
Keywords levees, coast, coastal structure, coastlines, erosion, storms, LEGOs, LEGO People
Subject Non-LEGO
Grade Level K, 1, 2, 3, 4, 5, 6
Time 1 Hour Total
Brief Description Teach students about levees and how different coastal structures protect coastlines in different ways.
Lesson Objectives: Teach students about coastal erosion and storms. Build levees out of Legos to protect Lego people.
Materials Needed: LEGO Kits, rocks, sand, large bin, bucket to pour water from.
Preparation and Set Up: Experiment with this a bit before doing it in a classroom. Ours worked but it could have been better.
Procedure
  • Go over material on overhead.
  • Do worksheet.
  • Do activity.
  • Have students build walls out of Legos that need to protect a Lego man from stormy seas. Set the man and wall in the large bin and dump a bucket of water on them (to mimic waves). See if the man is still standing.  You could make students build different types of structures, use sand and rocks to protect people, etc. The sand can also be used to demonstrate how waves erode beaches.
Modifications: We were winging it for most of the activity- if you want to teach this lesson, think about how to best simulate a storm and get students to build protective structures.
Reference 1 http://sites.tufts.edu/stompactivitydatabase/files/formidable/f.doc
Reference 2 http://sites.tufts.edu/stompactivitydatabase/files/formidable/g.doc
Reference 3 http://sites.tufts.edu/stompactivitydatabase/files/formidable/h.doc

The 3 R’s

ACTIVITY HEADER

 

 

 

Name of Activity The 3 R’s
Author STOMP
Keywords reduce, reuse, recycle, paper, impact, environment
Subject Non-LEGO
Grade Level K, 1, 2, 3, 4, 5, 6
Time 1 Hour Total
Brief Description Teach students about reducing, reusing, and recycling. Then take scraps of paper and make a new sheet of paper.
Lesson Objectives: Teach students how to lower their impact on the environment by using the 3 Rs.
Materials Needed: Old scraps of colored paper, sponge, window/nylon screening, wood frame, plastic tub, blender, paper blotters, glitter/leaves/moss/Halloween decorations, deckle, rolling pen, hair dryer/microwave, rags.
Preparation and Set Up: Take window screens and popsicle sticks and make frames with the screens in them. This is to be able to collect the paper pulp from the water tub in “sheet” form.If you have enough materials to make screens for each kid, that would work well since sometimes the paper pulp gets stuck and you have to re-do it.

This activity is messy- towels for the floor might be a good idea.

Try out different speeds on the blender to figure out which one makes the best pulp.

Procedure Go over the 3 Rs with the overhead. The worksheet provides step by step directions for making the paper.  At the end of the overhead doc, there is another worksheet that you can give to students to do after they finish making their paper. Most kids will want to watch the others, though.
Modifications: You don’t really need the hair dryer if you are willing to let the paper dry overnight. Also- the worksheet has a step about putting the paper on felt and using a rolling pin to dry it- don’t do this- it wrecks the paper. Just let it dry on the screen.
Reference 1 http://sites.tufts.edu/stompactivitydatabase/files/formidable/c.doc
Reference 2 http://sites.tufts.edu/stompactivitydatabase/files/formidable/d.doc
Reference 3 http://sites.tufts.edu/stompactivitydatabase/files/formidable/e.doc
Online Reference(s) http://hubpages.com/hub/How-to-Make-Paper—An-Illustrated-Step-by-Step-Guide

Solar Power

ACTIVITY HEADER

 

 

 

Name of Activity Solar Power
Author STOMP
Keywords solar power, pizza oven, found materials
Subject Non-LEGO
Grade Level K, 1, 2, 3, 4, 5, 6
Time 1 Hour Total
Brief Description Teach students about different uses for solar power and how they work. Then get them to make a solar pizza oven.
Lesson Objectives: Teach students about different uses for solar power and how they work. Then get them to make a solar pizza oven.
Materials Needed: sun, empty pizza box, black construction paper, aluminum foil, clear plastic laminate, glue, tape, scissors, ruler, marker, wood dowel rod, cookie dough (the break and bake kind)
Preparation and Set Up: Link to directions to make the oven: http://tristate.apogee.net/kids/lase_ifrm.aspx
Procedure Teach basic concepts with the overhead. Do the worksheet. Make the oven.
Modifications: If there is not any sun on the day you do this (very likely in Mass…) you should make sure the teacher can bake the cookies in the teacher’s lounge or something so the kids don’t get disappointed. Encourage the kids to take their ovens home and try them.
Reference 1 http://sites.tufts.edu/stompactivitydatabase/files/formidable/a.doc
Reference 2 http://sites.tufts.edu/stompactivitydatabase/files/formidable/b.doc
Online Reference(s) http://tristate.apogee.net/kids/lase_ifrm.aspx-linktoactivity

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