SlingStudy Slingshot Set

$299.00

In Stock

Item#

35-305

Unit: Set

STEM slingshot for kids launches beginners' lessons in force and trajectory!

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Details

Students of any age collaborate to accurately launch beanbags with this oversized slingshot. Individual hands-on investigations explore accuracy, force, and trajectory by changing one variable at a time. Keep everything consistent for the highest accuracy, or swap out light, medium, and heavy resistance bands to change the force behind beanbags. Then experiment with degree of release to alter the trajectory of projectiles.

When lessons conclude, allow students to learn autonomously using trial and error to hone their accuracy! Older students can apply critical thinking to generate ideas about the differences between accuracy and precision or kinetic and potential energy. An ABS frame is lightweight but durable, withstanding shot after shot and allowing for far-flinging STEM lessons almost anywhere. Bands connect easily via carabiners and are covered for safety.

Lesson direction is adaptable to grade ranges K-4 and 5-8 and details setup instructions, activities by grade level, learning objectives, and teaching suggestions to expand lessons. Frame is 41"L x 47"W x 28"H; 16 lb. Recommended for Elementary and up.

Set includes:

SlingStudy Frame, 1 Ea
Resistance Bands, Set of 6 (2 ea light, medium, heavy)
Beanbags, 6 Ea
Lesson Direction

Standards Alignment

Next Generation Science Standards*:

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.
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.
2-PS2-1: Plan and conduct an investigation to compare the effects of different strengths or directions of pushes and pulls on the motion of an object.
2-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.
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.
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.
5-PS2-1: Support an argument that the gravitational force exerted by Earth on objects is directed down.
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.
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.
MS-ETS1-4: Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
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.
MS-PS2-4: Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.
MS-PS2-5: Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.
HS-PS2-1: Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.

*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.

Common Core State Standards for Mathematics*:

CCSS.MATH.CONTENT.4.MD.A.1: Know relative sizes of measurement units within one system of units and convert from one unit to a larger unit and from a larger unit to a smaller unit.
CCSS.MATH.CONTENT.4.MD.A.2: Use the four operations to solve word problems involving masses or volumes that are given in the same units.
CCSS.MATH.CONTENT.4.MD.C.6: Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.
CCSS.MATH.CONTENT.5.G.A.1: Define a grade-based geometric figure by its properties and understand how these properties define the shape.
CCSS.MATH.CONTENT.6.RP.A.3: Use ratio and rate reasoning to solve real-world and mathematical problems, including problems involving percentages.
CCSS.MATH.CONTENT.6.SP.B.5: Summarize numerical data sets in relation to their context.
CCSS.MATH.CONTENT.7.RP.A.3: Use proportional relationships to solve multi-step ratio and percent problems.
CCSS.MATH.CONTENT.7.SP.B.4: Use data from a random sample to draw inferences about a population.

National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards. Washington, DC: Authors.