Goonies (1985)

Concept featured in clip: Work, Energy, Simple Machines, Rube Goldberg Machines
Location of clip: 0:07:00 - 0:08:00 (DVD)

Play Flickclip Here

Summary of clip: Chunk has some big news to share with the rest of the gang.  As he excitedly reaches the Walsh’s house, the gate is locked.  After completing the infamous “Truffle Shuffle”, Mikey triggers the Rube-Goldberg-type machine that runs through a series of steps to eventually open the gate to allow Chunk to enter.

Storyline: Mikey Walsh and Brandon Walsh are brothers whose family is preparing to move because developers want to build a golf course in the place of their neighborhood -- unless enough money is raised to stop the construction of the golf course, and that's quite doubtful. But when Mikey stumbles upon a treasure map of the famed "One-Eyed" Willy's hidden fortune, Mikey, Brandon, and their friends Lawrence "Chunk" Cohen, Clark "Mouth" Devereaux, Andrea "Andy" Carmichael, Stefanie "Stef" Steinbrenner, and Richard "Data" Wang, calling themselves The Goonies, set out on a quest to find the treasure in hopes of saving their neighborhood. The treasure is in a cavern, but the entrance to the cavern is under the house of evil thief Mama Fratelli and her sons Jake Fratelli, Francis Fratelli, and the severely disfigured Lotney "Sloth" Fratelli. Sloth befriends the Goonies and decides to help them.

Connection of flickclip to the concept: Rube Goldberg machines are highly recognized for their intricate design for completing simple tasks.
Suggestions to teachers:

This clip is entertaining and attention-grabbing.   Used as the Engage phase, it would serve as an ideal opening to any learning cycle on work, energy, and/or simple machines.  It could also be used in combination with other clips on this topic and students could compare and contrast the machines in each clip and/or identify what the clips have in common.

  • Can students identify / label one or more of the machines used in the clip?
  • Evaluate the chances that this machine would really work … or is it a movie trick?  Ask students about their experiences using machines and/or building with machines.
  • What are some common examples of simple machines that we use everyday? (This can lead into the Explore phase where students participate in a concrete experience investigating a variety of simple machine devices)