Marshmallow Catapult

Copyright Science Demo Guy © 2014

In this activity students will work in

groups to create a catapult from popsicle sticks. They will

modify their catapult in order to produce the best launch

possible. Kids will have a great time launching mini

marshmallows across the room while learning

about potential and kinetic energy.

https://www.youtube.com/watch?v=2jdOe-yT5-g&feature=youtu.be

Marshmallow Catapult

Due to the size of my videos, and the size limit that TPT and Teacher's Notebook puts on the files I can

provide for you, I've included your video as an unlisted youtube link (meaning you can find it, whereas

the general public can't). Some people like to have these actual video files stored on their computers as

mp4s. If you would like to do this, I've provided instructions below on how to download it.

How to download my youtube video as a video file on your computer

There are numerous websites that will help you download a youtube video onto your computer. This just happens to be my favorite one. What you'll need to do is follow these 3 steps:

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3. Click the download button then select "MP4 360p" as the quality

After it has downloaded, it will be available in your downloads folder!

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VIDEO LINK

Teacher Instructions (Marshmallow Catapult):

There are many ways to use this activity in your classroom. Below is just one suggestion.

Set out the materials (per station): 10 Popsicle sticks (jumbo size is best)3 or 4 rubber bands1 pop bottle topmini-marshmallowhot glue gun with glue (1 per class ... only the teacher applies this when the students request it) Masking tape (for team names / distance marker)Student Instructions Sheet

Optional:1 Ping Pong BallMarkers (for coloring the catapult)

You will need to split your students into groups or stations. You may or may not want to use the student instructions sheet based on the reading level of your students!

Introduction: You can begin discussion by asking students what a catapult is and how maybe they've been used in the past. (You may go into a mini history lesson here if you want:)

Say that today we will be having a competition. We will be building catapults and trying to see which group can get their marshmallow to go the furthest. (You may also want to point out that special recognition will be made for the most artistic catapult too).

Tell the students that this challenge will test their groups ability to work together in building a catapult that will launch the marshmallow the furthest before touching the ground. Tell the students to put their names on a piece of masking tape to mark their best distance on the ground.

Direct students to follow their student instructions sheet. As students are working, wander the classroom and ask questions about why they are doing what they are doing. If students ask questions to you the teacher, encourage them or their group to answer.

Research Activity (optional)The research activity asks the students to research the furthest launch on a TV show called "punkin chunkin". If you ask them to do this, they will find it flew several thousand feet!!! They might even want to share what that catapult looks like and how it did so well!

Copyright © Science Demo Guy 2014

Marshmallow Catapult - Materials

Materials listed below are per group (3-4 students)

10 Popsicle sticks (jumbo size is best)

3 or 4 rubber bands

1 pop bottle top

mini-marshmallows

hot glue gun with glue (1 per class)

Masking tape (for team names / distance marker)

Student Instructions Sheet

Optional:

1 Ping Pong Ball

Markers (for coloring the catapult)

Copyright © Science Demo Guy 2014

Copyright © Science Demo Guy 2014

Marshmallow Catapult - Student Instructions

Student Name(s):___________________________________________

Challenge: Can you create a catapult that will launch a mini-marshmallow? Can you launch your marshmallow further than other groups? Your challenge is to create a catapult from popsicle sticks and rubber bands that will give your group the best launch possible. Construction: 1. Take 2 popsicles sticks and lay them on top of each other. 2. On one end attach a rubber band (you may need to twist it over on itself several times). 3. Take 3 popsicle sticks and lay them on top of each other. 4. Twist a rubber band around each end (one rubber band around each end) 5. Slide these 3 sticks into the 2 stick set. 6. Choose where you would like your cap and hot glue it on (leave a little popsicle to pull down on).

Make predictions:

You now have a basic catapult. You will be making modifications to it to improve your launching ability. After making changes, you will test them and evaluate if they helped. 1. Do you think the catapult arm is a good length right now, or should you attach another stick and make it longer? Why? 2. Do you think the 3 popsicle stick wedge is a good sized wedge, or do think it should be more, or less sticks? Why?

Copyright © Science Demo Guy 2014

Practice time:

Start launching some mini-marshmallows and make some changes to your catapult. Remember, only change one variable at a time. When you find something that works, keep it. If you find something that hurts, get rid of it. 3. Based on your practice launches, what changes / modifications did you choose for your catapult?

Let the competition begin! 4. How did your catapult do? Approximately how far did your marshmallow go? If you could change something or perform more trials, what would you change about your catapult and why? Further research: There is a TV show called "Punkin Chunkin". The whole point of the show is to launch a pumpkin as far as possible. With your parent permission, search the internet to find the record for the furthest a pumpkin has been launched with a catapult. Note: There are different devices that will launch a pumpkin (like an air cannon) this research question is only about the catapult category!

STEM Activity Rubric

Marshmallow Catapult Grade

__Teacher Name: __________________ 20

Student Name: __________________

CATEGORY 4 3 2 1Problem-solving

Contributions

Attitude

Focus on the task

Comments:

Activity / Challenge:

Actively looks for and suggests solutions to problems.

Refines solutions suggested by others.

Does not suggest or refine solutions, but is willing to try out solutions suggested by others.

Does not try to solve problems or help others solve problems. Lets others do the work.

Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort.

Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard!

Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required.

Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate.

Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s).

Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s).

Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s).

Often is publicly critical of the project or the work of other members of the group. Often has a negative attitude about the task(s).

Consistently stays focused on the task and what needs to be done. Very self-directed.

Focuses on the task and what needs to be done most of the time. Other group members can count on this person.

Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task.

Rarely focuses on the task and what needs to be done. Lets others do the work.

Working with Others

Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.

Usually listens to, shares, with, and supports the efforts of others. Does not cause \"waves\" in the group.

Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.

Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.

EDITABLE FILES LINK

Editable Files:Marshmallow CatapultTo access the editable files such as the students instruction worksheets and rubrics, click on this link:

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3rd - 5th Grade

RELATED NGSS STANDARDS

Forces and Interactions

Students who demonstrate understanding can:

3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. [Clarification Statement: 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 Boundary: 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.]

3-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. [Clarification Statement: 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 Boundary: Assessment does not include technical terms such as period and frequency.]

3-PS2-3. Ask questions to determine cause and effect relationships of electric or magnetic interactions be-tween two objects not in contact with each other. [Clarification Statement: Examples of an electric force could include the force on hair from an electrically charged balloon and the electrical forces between a charged rod and pieces of paper; examples of a magnetic force could include the force between two permanentmagnets, the force between an electromagnet and steel paperclips, and the force exerted by one magnet versus the force exerted by two magnets. Examples of cause and effect relationships could include how the distance between objects affects strength of the force and how the orientation of magnets affects the direction of the magnetic force.] [Assessment Boundary: Assessment is limited to forces produced by objects that can be manipulated by students, and electrical interactions are limited to static electricity.]

3-PS2-4. Define a simple design problem that can be solved by applying scientific ideas about magnets. [Clarification Statement: Examples of problems could include constructing a latch to keep a door shut and creating a device to keep two moving objects from touching each other.]

3-5 Engineering Design

3-5-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.3-5-ETS1-2. Generate and compare multiple possible solutsions to a problem based on how well each is likely to meet the criteria and constraints of the problem.3-5-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.

For complete details, please visit the NGSS website: http://www.nextgenscience.org/

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