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4th Grade  Project 5 weeks

Energy in Motion

Andrea A
Updated
4-PS3-4
3-5.AF.6.4
3-5.AF.6.5
3-5.AF.1.5
3-5.AF.6.2
+ 11 more
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Purpose

Students will apply their understanding of energy, motion, collisions, and energy transfer to collaboratively design, test, and refine a Rube Goldberg machine that completes a real task. Through hands-on investigations and repeated trials, they will use evidence to compare solutions, explain design choices, and treat setbacks as opportunities for improvement. The project builds scientific understanding alongside problem-solving, communication, collaboration, and self-directed learning, culminating in an Energy Expo for families, school staff, and community partners.

Learning goals

Students will explain how energy moves between objects through motion, collisions, sound, light, heat, or electricity and use evidence to connect an object’s speed with its energy. They will predict collision outcomes, observe results, and create labeled models showing energy transfers and conversions within a chain reaction. Students will define criteria and constraints, compare possible solutions, and use testing data and feedback to design, test, and refine a reliable Rube Goldberg machine. They will collaborate through shared roles, communicate and defend engineering decisions, and reflect on their perseverance, leadership, and growth.

Standards
  • [Next Generation Science Standards] 4-PS3-4 - Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
  • [Next Generation Science Standards] 3-5.AF.6.4 - Apply scientific ideas to solve design problems.
  • [Next Generation Science Standards] 3-5.AF.6.5 - Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution.
  • [Next Generation Science Standards] 3-5.AF.1.5 - Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost.
  • [Next Generation Science Standards] 3-5.AF.6.2 - Use evidence (e.g., measurements, observations, patterns) to construct or support an explanation or design a solution to a problem.
  • [Next Generation Science Standards] 4-PS3-3 - Ask questions and predict outcomes about the changes in energy that occur when objects collide.
  • [Next Generation Science Standards] 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.
  • [Next Generation Science Standards] 4-PS3-2 - Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
  • [Next Generation Science Standards] 4-PS3-1 - Use evidence to construct an explanation relating the speed of an object to the energy of that object.
  • [Next Generation Science Standards] 3-5.AG.5.3 - Energy can be transferred in various ways and between objects.
Competencies
  • Critical Thinking & Problem Solving - Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.
  • Collaboration - Students co-design projects with peers, exercise shared-decision making, strengthen relational agency, resolve conflict, and assume leadership roles.
  • Effective Communication - Students practice listening to understand, communicating with empathy, and share their learning through exhibiting, presenting and reflecting on their work.
  • Content Expertise - Students develop key competencies, skills, and dispositions with ample opportunities to apply knowledge and engage in work that matters to them.
  • Self Directed Learning - Students use teacher and peer feedback and self-reflection to monitor and direct their own learning while building self knowledge both in and out of the classroom.
  • Academic Mindset - Students establish a sense of place, identity, and belonging to increase self-efficacy while engaging in critical reflection and action.

Products

Teams will create investigation notes, design sketches, energy-transfer diagrams, engineering notebooks, and small prototypes throughout the project. They will collect testing data, peer feedback, and revision records showing how evidence informed design changes. Each team’s final product will be a safe, reliable Rube Goldberg machine that completes a simple task through a visible chain of energy transfers. Teams will also present a labeled energy model and a brief explanation of their scientific reasoning, engineering choices, challenges, and growth at the Energy Expo.

Launch

Begin with a surprising teacher-built chain reaction that ends by completing a simple classroom task, such as ringing a bell, while students record notices, wonders, and predictions about where energy moves. Teams then use ramps, balls, dominoes, cups, cardboard, and toy cars to create a three-step chain reaction without directions, predicting collision outcomes before each test. After testing, students compare results, identify failures, and generate questions about speed, motion, collisions, and energy transfer. Introduce the challenge—“How can we use our understanding of energy and energy transfer to design, test, and improve a chain-reaction machine that accomplishes a real task?”—and have students help establish initial criteria and constraints.

Exhibition

Students will host a Rube Goldberg Energy Expo for families, other classes, school staff, and community STEM partners. Teams will demonstrate their machines, use labeled models to explain each energy transfer, and share testing data and key revisions. Audience members will ask questions and provide feedback on scientific clarity, reliability, creativity, and teamwork. The expo will conclude with brief student reflections celebrating growth, perseverance, and contributions to the team.