Reflection: Student Grouping Rube Goldberg Introduction - Section 4: Elaborate


Students are grouped for this activity based on their personalities.  It involves a bit of personality observing and research, but could be done in one or two classes where students are actively collaborating.  I chose for students to work in small groups of three students each.  I made sure to include a strong, verbal student, a not-so-verbal student and a student who could go either way.  

I wanted to make sure they were able to collaborate despite their differences in communication.  I reinforced that ALL students would be graded upon their contribution to the design and building of this project and that it isn't fair for only one person to do all the work and everyone else get the credit.  Because the groups were smaller, this process worked very well.  Each student felt responsible for his or her contribution, as it was obvious should someone not be sharing the load. 

  How did I choose the groups?
  Student Grouping: How did I choose the groups?
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Rube Goldberg Introduction

Unit 6: Simple Machines
Lesson 7 of 10

Objective: SWBAT identify the purpose of a Rube Goldberg machine through video examples.

Big Idea: To complete the Rube Goldberg design challenge, students need to build a basic ideas of what the machines are and what they are capable of.

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Science, engineering, Simple Machines, SPED, machines, physics
  40 minutes
rube intro
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