Mark Rober

Series

Mark Rober

79 episodes

A former NASA engineer builds absurdly ambitious things and shows the reasoning underneath them. This collection spans the squirrel obstacle courses (three of them, each a bigger engineering build and an accidental animal-behavior study) alongside a dartboard that moves itself to catch the dart, 25 million water beads dumped in a pool to test buoyancy, and 200 wallets dropped across cities to turn honesty into data. Several aim squarely at classroom projects: egg drops, mousetrap cars, ten science-fair ideas done properly. Most run ten to twenty-plus minutes, so plan on one as the anchor of a period rather than a filler.

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what this series covers

What Mark Rober covers

79 episodes in the library, tagged for 3rd–6th. Heaviest coverage: Science, Technology and Social Studies. Between them they line up with 33 distinct standards across 7 frameworks.

Episodes per grade

3rd
22
4th
66
5th
79
6th
79

Episodes per subject

Science
76
Technology
6
Social Studies
3
Health
2
Math
2
Social-Emotional Learning
2

NGSS (Science) 20

  • 3-5-ETS1-1Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
  • 3-PS2-1Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
  • 4-LS1-2Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.
  • 3-PS2-2Make observations and/or measurements of an object's motion to provide evidence that a pattern can be used to predict future motion.
  • 4-PS3-1Use evidence to construct an explanation relating the speed of an object to the energy of that object.
  • 3-5-ETS1-3Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
+ 14 more
  • 4-LS1-1Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
  • 4-PS3-3Ask questions and predict outcomes about the changes in energy that occur when objects collide.
  • 5-PS1-4Conduct an investigation to determine whether the mixing of two or more substances results in new substances.
  • 1-PS4-1Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.
  • 4-PS3-4Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
  • 5-ESS3-1Obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment.
  • 4-PS3-2Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
  • 4-PS4-1Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.
  • 4-PS4-2Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.
  • 5-PS1-3Make observations and measurements to identify materials based on their properties.
  • 5-PS2-1Support an argument that the gravitational force exerted by Earth on objects is directed down.
  • 3-5-ETS1-2Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
  • 4-ESS3-2Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
  • 5-PS1-1Develop a model to describe that matter is made of particles too small to be seen.

Common Core — Math 1

  • 3.MD.A.1Tell and write time to the nearest minute and measure time intervals in minutes; solve word problems involving addition and subtraction of time intervals.

Social Studies (C3 / NCSS) 4

  • D2.His.2.3-5Compare life in specific historical time periods to life today.
  • D2.Eco.1.3-5Compare the benefits and costs of individual choices.
  • D2.Eco.12.3-5Explain the ways in which the government pays for the goods and services it provides.
  • D2.Geo.5.3-5Explain how the cultural and environmental characteristics of places change over time.

CASEL (Social-Emotional) 2

  • CASEL.SA.4Show honesty and integrity, including admitting mistakes.
  • CASEL.SOA.2Demonstrate empathy and compassion for others.

National Health Education 2

  • NHES.1.5.5Describe practices and behaviors that prevent or reduce health risks, such as eating vegetables and fruit daily.
  • NHES.7.5.1Demonstrate age-appropriate observable health and safety practices.

ISTE (Technology) 1

  • ISTE.1.5.dAlgorithmic thinking: put steps in order to solve a problem, and recognize what can be automated.

ITEEA STEL (Technology & Engineering) 3

  • STEL-8JUse devices to control technological systems.
  • STEL-2MDifferentiate between inputs, processes, outputs, and feedback in technological systems.
  • STEL-4Impacts of Technology

Every episode is vetted and tagged before it goes in. Pick your state in the filters above to see your own state’s codes alongside these.

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