Slide Show Script
Hands-On Science Training
To watch the narrated slide show, go to
pbs.org/parents/fetch/training
Welcome!
Hi, I’m Susan. Today, I’m going to lead my kids in a science activity from FETCH!
with Ruff Ruffman, called Target Practice. The kids will build catapults and use
them to launch marshmallows at a target!
As you go through this training, you’ll see me lead the activity using five steps. In
each step, I’ll spend time encouraging kids to explore and asking them open-ended
questions—questions that expand their thinking and help them generate questions
of their own. Keep this in mind as you watch, and listen for other tips and strategies
you can use when leading a science activity with your kids.
STEP 1: PREPARE
I’ve chosen to lead a science activity because I want to give my kids an opportunity
to explore, think like scientists, and have fun. I search the FETCH! Web site for a
hands-on activity that will really ignite their curiosity. There are so many to choose
from! I download the catapult challenge, Target Practice. This sounds great!
It’s important that I try the activity myself before leading it. This gives me a good
idea of what materials I’ll need; which areas the kids might find challenging;
and what my learning goals are for them. I’ll understand how a catapult works and
determine what science concepts I want to convey, and I’ll think about which
variables can be changed as kids build their own designs—like the placement
of the rubber band and the length of the lever.
It also gives me a chance to find books and photos to help introduce the activity
and its concepts; and write down some open-ended questions to ask kids
throughout each step.
Let’s put this activity to the test and try out the basic design I just built.
Ready, set, launch! The kids are gonna love this!
It’s the day of the activity and I get the room set
up before the kids arrive. I lay out the materials and
pre-cut tape. Duct tape can be tricky for kids to cut,
so I hang some from the tables to get them started. I decide
to make a bull’s-eye on the floor with colored tape. The kids
will have fun with this target. The room is prepared and I’m
ready to go!
©2009 WBGH Educational Foundation
1
Hands-On Science Training
STEP 2: INTRODUCE THE ACTIVITY
I gather the kids together to introduce the challenge and ask if anyone knows what
a catapult is. A few kids share their ideas while the others listen; to get everyone on
the same page, I hold up some images and ask questions to get them thinking.
“Where have you seen a catapult before? How does it work?” As they answer, I get
a good sense for what the kids know. “Now check this out!” I say, and show them
the catapult I built. They’re excited to hear they’ll be making their own!
Before I launch a marshmallow, I ask, “How far do you think it will go?” The kids
make some predictions, then clear a path as I load, aim, and release! Demba
jumps back for an impressive catch as the marshmallow flies high but not too far.
I use a rough sketch to introduce and define the science concepts: the lever is a
rigid bar that rotates and the fulcrum is the point of rotation. Energy is stored in the
rubber band when you pull back and released when you let go. “Where are the
lever and fulcrum on this catapult?” I ask. “Where does the energy to launch the
marshmallow come from?”
I review the materials I used so the kids can think about how to build their first
design, and give them tips about things like punching holes and cutting tape. But I
don’t distribute any materials yet! They’re engaged and listening, and I want them
to stay that way!
I hand out copies of the activity sheet and we read the challenge together. They’re
definitely hooked. “Go get your materials, it’s time to start building!”
STEP 3: TRY IT
At the materials table, the kids inspect their options and make their selections.
They’re off and running, poking holes, building their bases, and constructing levers
at every turn.
I move around the room to check in and offer guidance to kids if they need it. I ask
questions to get them exploring and making observations. “Where will you attach
the rubber band to your base?” “How can you secure the lever to the fulcrum?”
“How can you get more tension in the rubber band for your launch?”
As they test, I use open-ended questions to see what they understand. “What
would happen if you changed the angle of your lever?” “Why do you think your
catapult aims low? How could you make it shoot higher?” Though it’s hard
sometimes, I resist giving kids answers and telling them how to make adjustments
to their designs. This is their chance to experiment and learn by doing.
When all of the kids have tested their catapults, it’s time to round up the
marshmallows and move on—to an even bigger challenge!
©2009 WBGH Educational Foundation
2
Hands-On Science Training
STEP 4: REVISE AND TEST
I gather the group together again and challenge them: “Use what you’ve learned
about catapults and build your own design!” This will reinforce the science
concepts they’ve already learned and call on their creativity. I ask them to
brainstorm ideas for a new and improved catapult. To get them thinking, I ask,
“How could you change the design of your catapult? How do you want it to
work differently?” As the kids come up with ideas, I write them down on chart paper
so they can refer to them as they build. “Think about your plan and go choose your
materials,” I say. It’s time to create a new design and the sky’s the limit!
The kids jump right in. Some choose to revise their first design while others start
from scratch. To encourage experimentation, I tell them to keep adjusting, changing
one variable at a time, and observing what happens as they test.
“What variable did you change?” “How did it affect the way your catapult works?”
“What can you do to make it work the way you want it to?”
Isaiah’s catapult isn’t launching very far. I ask him, “What can you do to your
design to make the marshmallow go farther?” He makes some adjustments to the
placement of the rubber band on the base, then loads, and releases. What a shot!
From marshmallow storage compartments to triple catapults, cross catapults to
catapults with handles, the bull’s-eye target is seeing a lot of action as kids test
their impressive designs—from every location imaginable! And I’m enjoying
watching them. These kids are curious, engaged, and thinking like scientists at
every point along the way. And I think it’s safe to say they’re having fun too!
A few kids finish early, so to keep them engaged, I send them to a second testing
station in the hallway. I set it up in advance, using tape to mark off distances rather
than a target. I record the kids’ results on chart paper as they test. Spencer can’t
believe how far her catapult launches! Wow!
STEP 5: SHARE
I bring the kids together to reflect on the activity, so they can draw conclusions
about what they’ve learned. I also want them to share their designs with each other
to find similarities and differences and identify common experiences.
I want to include everyone in the conversation and keep the discussion moving, so
I have a few kids share individually and ask the group questions as a whole.
©2009 WBGH Educational Foundation
3
Hands-On Science Training
Claire shows her cross-catapult design. “How did you come up with this idea?” I
ask her. “Does anyone else have a design that can launch several marshmallows?”
I ask the other kids.
I ask Jillian, “What challenges did you run into with your design? Did anyone else
face similar challenges?
“How is your second catapult different from your first?” I ask Demba, “What’s your
favorite feature?” He launches one into the air. I continue to ask the kids questions
as they show off their great designs.
These kids have really embraced the challenge. They’ve explored, asked questions,
and have learned a lot about catapults. They understand the science behind how
catapults work, and each design is innovative and different from the rest.
Leading a science activity is a great way to foster your kids’ exploration and
creativity and give them the tools they need to experiment on their own and have
a ton of fun too!
FETCH! is produced by WGBH Boston. Major funding for Fetch! is provided by the National Science Foundation and public television viewers. This Fetch! material is based upon
work supported by the National Science Foundation under Grant No. 0813513. Any opinions, findings, and conclusions or recommendations expressed in this material are those of
the author(s) and do not necessarily reflect the views of the National Science Foundation. © 2009 WGBH Educational Foundation. All rights reserved. FETCH!, the characters and
related indicia are trademarks of the WGBH Educational Foundation. All third party trademarks are the property of their respective owners. Used with permission.
4