STEM Supplies Exclusive Product
CreateKit Pinball Machine Kit
This challenge encourages students to think critically, while also rewarding them with a fun game to play afterwards. Working in a team, they conceptualize, sketch, and build a pinball machine according to parameters set by the teacher. The challenge may encourage students to include a certain number of obstacles, working flippers, or limit the size of the machine footprint. They use the Engineering Design Process to troubleshoot any issues with their machine. After the lesson wraps up, students can enjoy playing their custom pinball machines!
From carboard and cups to craft sticks and table tennis balls, the set includes everything needed to build your own pinball machine. The included lesson direction details setup instructions, activities by grade level, learning objectives, and teaching suggestions to expand lessons. Accommodates 24 students. Recommended for Elementary and up.
CHOKING HAZARD (1). Not for under 3 yrs.
Kit includes:
- Construction Paper, 200 Sheets
- Cups (7 oz), Set of 50
- Assorted Rubber Bands, Pack of 320
- Carboard, 100 Sheets
- Jumbo Craft Sticks, Set of 100
- Table Tennis Balls, 6 Ea
- Brads, Set of 100
- Tape, 2 Rolls
- Lesson Direction
For an overview of the lesson direction, click here.
Next Generation Science Standards*:
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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.
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3-5-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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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.
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K-PS2-1: Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.
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K-PS2-2: Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.
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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.
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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.
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4-PS3-1: Use evidence to construct an explanation relating the speed of an object to the energy of that object.
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MS-ETS1-1: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment.
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MS-ETS1-2: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
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MS-ETS1-3: Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
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MS-PS2-1: Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects.
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MS-PS2-2: Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.
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MS-PS3-5: Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.
*The Next Generation Science Standards are a registered trademark of WestEd. Neither WestEd nor the lead states and partners that developed the Next Generation Science Standards were involved in the production of this product, and do not endorse it.