Years 5 and 6
As a class, watch this clip of Jennifer George (Rube Goldberg's granddaughter) reading parts of her book Rube Goldberg’s Simple, Normal, Humdrum School Day, or read the book aloud to students.
Explain that the machines in the book are examples of Rube Goldberg machines. As a class, develop a definition for this type of machine.
Ask students if they can think of any films that feature Rube Goldberg machines. Examples may include Wallace & Gromit: The Curse of the Were-Rabbit, Chitty Chitty Bang Bang or Casper.
As a class, watch a few short videos of simple Rube Goldberg machines in action – examples are provided in the Resources section below. Students can also explore the setup of the Mousetrap boardgame.
Read the book Just Like Rube Goldberg: The Incredible True Story of the Man Behind the Machines written by Sarah Aronson and illustrated by Robert Neubecker to students or watch/listen to it on YouTube here.
As a class, discuss:
Ask students to think about a machine that has changed how we live our lives. Once they have identified one, ask them to find out who invented it, and when.
Just Like Rube Goldberg The Incredible True Story of the Man Behind the Machines.
Students may find the inventors they research are typically men. Women are often underrepresented as inventors and IP Australia’s 2022 report shows that there is a significant gender gap, with female inventors comprising only 12% of patent holders (IP Australia: 2022). Watch this video to draw students’ attention to women who have invented life-changing technologies.
Watch the videoSupport students to look closely at the simple machines used by Rube Goldberg: pulley, lever, inclined plane, screw, wedge, and wheel and axle. Explain that these simple machines help us complete a task more easily. With the students, try to identify each simple machine in one of the illustrations from the book.
Challenge students to look at their school or house and see how many simple machines they can see in action.
In the classroom, set up different challenges for the students to explore in small groups.
How to Make an Archimedes Screw
Hands-on activities are important for engaging and motivating students in STEM, however not all students will be confident in taking a hands-on role in a group exploration. Consider having a different student in the group take the hands-on lead for each activity while the other students make suggestions, ask questions and record observations.
After completing all the activities, ask students to reflect and describe how each simple machine makes work easier. Share ideas as a class and identify the role each simple machine could play in a Rube Goldberg machine. An example is provided below.
Simple machine |
Role in a Rube Goldberg machine |
Wedge |
Makes it easier to force things apart. |
Wheel and axle |
Reduces friction and makes movement easier. |
Lever |
Moves around a fulcrum to make it easier to move things. |
Inclined plane |
Makes it easier to raise objects by moving up a slope. |
Screw |
Makes it easier to lift things up an inclined plane. |
Pulley |
Changes the direction of a force. |
Challenge students to work in small groups to design their own Rube Goldberg machine. They will need to sketch their idea and then build it and demonstrate it for the class.
Rube Goldberg machines are complex! To make the task manageable, follow these steps.
Once students have built their machines, they can film it in action, then annotate the film or provide a voiceover to identify the simple machines they’ve used.
Some girls may be hesitant to engage in open-ended construction activities. Providing an opportunity to think through each stage and annotate their diagrams before they begin tinkering can build their confidence. Students may also benefit from explicit modelling of construction techniques, such as methods for attaching components.
Students can further explore Rube Goldberg’s work as a cartoonist.
Ask students, what is a cartoon? Explain that people of all ages and backgrounds often enjoy some form of cartoons. As a group, identify different types of cartoons and discuss the skills cartoonists need.
As a class, look closely at some Rube Goldberg cartoons. Have students consider how these are different to other cartoons and draw attention to the labelling in Rube Goldberg’s cartoons.
Now have students create their own cartoon of a Rube Goldberg machine. They should think of a simple task to complete, and then, working backwards, create simple chain reactions to make an interesting, zany and fun way to complete the first simple action. Explain that they are not limited by materials or space, only their imaginations!
They should label their cartoon so the processes in their Rube Goldberg machine are clear. They can also label the simple machines they’ve used.
Showcase students’ cartoons in the classroom or virtually. For videos to support students’ cartooning, see the Resources section below.
Cartoons are a great way to communicate with diverse audiences. Students may not realise that many women balance STEM careers with creative pursuits. Show students the work of Kelly Montgomery, who creates graphic novels about women in STEM, and is studying neurodegeneration at the University of California.