STEM: Ice Cube Race

Content Area(s): Science, Engineering Grade Level(s): K-2

Materials: prepared Google slide deck, 3

whiteboards, textbooks, tape, ice cubes, wax paper, Time Frame: 30 minutes
foil, and sandpaper

Learning Objective:
Students will:
● Recognize the differences in materials [wax paper, foil, and sand paper].
● Use what they know to make predictions.
● Make observations and reflect/improve their design.

Next Generation Science Standards

Science and Engineering Practices

● SEP-6 Constructing Explanations and Designing Solutions
● SEP-8 Obtaining, Evaluating, and Communicating Information
Crosscutting Concepts
● CCC-1 Patterns
● CCC-6 Structure and Function

California CCSS for English Langauge Arts

Speaking and Listening

● Comprehension and Collaboration
​ SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and
texts with peers and adults in small and larger groups.
​ SL.1.2 Ask and answer questions about key details in a text read aloud or information presented
orally or through other media.
​ SL.1.3 Ask and answer questions about what a speaker says in order to gather additional
information or clarify something that is not understood.

California English Language Development Standards

Part 2: Learning About How English Works

● A. Structuring Cohesive Texts
​ P2.1.1 Understanding text structure

Anticipatory Set:

➔ Teach: What is STEM?

◆ Science, Technology, Engineering, and Math
➔ “Have any of you ever been on a SLIP-N-SLIDE before?”
◆ Show image of a SLIP-N-SLIDE
◆ Allow students to respond
➔ Discuss: “What material is the SLIP-N-SLIDE made of? Is it rough? Is it flat or angled? How can you go
fast on a SLIP-N-SLIDE?”

Modifications in place:
● Small group instruction (one-on-one instruction as needed)
● Access to Assistive Technology (as needed)
● Reinforcements [Class Dojo, food reinforcers, first-then charts, choice, earned breaks]
● Visuals to support vocabulary

Teaching/Practice

Building the Ramp:

1. Stack books directly on top of each other to reach 4-6 inches high
2. Lay the wipe board on a diagonal off the edge of the books to the flat surface.

Whole Group Teaching/Practice:

1.“We want to create the perfect water slide ramp to SLIP-N-SLIDE down when the sun gets too hot!
Today we are going to race ice cubes to help us determine which material will be the BEST choice to
use in creating a Slip-N-Slide.”
2.“Which material will cause the ice cube to slide down the hill at the greatest speed?”
○ Show the students the 3 materials: Foil, Wax Paper, and Sandpaper.
○ Let students feel the texture of each type of paper.
3.Discussion: Talk about the different materials. What textures are they? What is the same/different?
4.“We will cover each ramp. The first ramp we will cover with foil. The second ramp we will cover will
wax paper. The third ramp we will cover with sandpaper.”
5.Allow students to help set up 3 ramps on a flat surface.
6.Imagine and Predict: Rank which ramp will allow the ice cube to move the fastest.
○ Discuss: Rank the materials from 1st place to 3rd place.
○ “Think about putting the ice cube on a ramp made of the materials in the pictures. Which
material will help the ice cube go fast? Slow? Medium? Rank 1st, 2nd, 3rd Place.”

Test our Hypothesis:

1. Have 3 students volunteer to race the ice cubes.
a. Remind them NOT to let go of the ice cube until directed.
2. Repeat with new volunteers for a 2nd and 3rd trial.

Reflect/Improve:
1. Discuss:
a. Did the results stay the same all 3 times?
b. How would you redesign the ramp to make the ice cube move even faster? Think about
making it taller? Smaller? Wider? Steeper? Flatter? Changing the material to cover the ramp?
2. Have students draw and write their Improvement Ideas on a piece of paper
3. Present: Invite volunteers to present their ideas to the entire class.

Modifications in place:
● Small group instruction (one-on-one instruction as needed)
● Multiple examples to help with understanding
● Modeling
● Access to Assistive Technology (as needed)
● Reinforcements [Class Dojo, food reinforcers, first-then charts, choice, earned breaks]
● *Brain breaks as needed*

Closure:

“Today we were scientists and engineers. We used our observations to make predictions. Then, we tested our
hypothesis and made observations. In the end, we reflected and made improvements ideas for our ramp. We
were scientists, and engineers but overall we were THINKERS and REFLECTORS. When you are learning
and trying something new, you should always reflect on what happened and make improvements to try try
again!”

Modifications:
● Small group instruction (one-on-one instruction as needed)
● Model skill (small groups or one-on-one as needed)
● Reinforcements [Class Dojo, food reinforcers, first-then charts, choice, earned breaks]
● Access to Assistive Technology (as needed)