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Home/ Educating for Innovation/ Able to Leap Tall Buildings - How Can I Measure the Height of a Building Without a Ruler?
Educating for Innovation Details

Able to Leap Tall Buildings - How Can I Measure the Height of a Building Without a Ruler?

By Leslie Pcolinsky
Thinking Challenge
Estimated time15 minutes
Sessions1
GradeGrade 6
View lesson details
Subjects
Engineering Math Science
STEM
Science Math Engineering Technology
Collaboration Medium
Overview

About this resource

Teams of 2-3 students are asked to measure a building or other structure that they can't reach the top of. They are given limited supplies and a limited time frame. This activity asks students to find out of the ordinary solutions to everyday tasks.

Modifications for all Learners: Students can use assistive technology if needed to work to solve the problem. Calculators can be provided as needed. 

Curriculum connections

Curriculum & Standards

Related General Curriculum / Common Core Area

Engineering/Science/Critical Thinking & Problem Solving

Related Curriculum / Common Core Standard

AASL Main Standard(s): V. EXPLORE Discover and innovate in a growth mindset developed through experience and reflection. A. Think - Learners develop and satisfy personal curiosity by: 3. Engaging in inquiry-based processes for personal growth.

V. EXPLORE Discover and innovate in a growth mindset developed through experience and reflection. C. Share - Learners engage with the learning community by: 2. Co-constructing innovative means of investigation. 3. Collaboratively identifying innovative solutions to a challenge or problem.

Related STEM Area: Math

NGSS Main Related Engineering Design Standard: 

3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. 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. 

Learning outcomes

What students will do

  1. I will think creatively to solve a problem.
  2. I will work effectively in a group.
  3. I will use tools that are unconventional to solve a problem.

I can think creatively to solve a problem.

I can work effectively in a group.

I can use tools that are unconventional to solve a problem.

Preparation

Resources Needed

  • meter stick
  • 20 cm x 20 cm mirror (or approximately that size)
  • paper
  • pencil
Assessment

How learning is assessed

  1. I thought creatively to solve a problem.
  2. I worked effectively in a group.
  3. I used tools that are unconventional to solve a problem.