We have been learning about S.T.E.A.M.
Picture books are often used as a “hook” to engage the students’ interests prior to participating in STEAM challenges.
Collaboration
Creativity
Communication
Connections
Curriculum
Creativity
Communication
Connections
Curriculum
WHAT TO DO WITH A BOX
Students will create an object which serves a specific purpose from found materials (a cardboard box).
I CAN develop and apply the following traits - inventiveness and open-mindedness.
I CAN use direct and indirect measurement to solve problems.
I CAN evaluate and improve objects.
I CAN use technology to investigate and solve problems.
Students will create an object which serves a specific purpose from found materials (a cardboard box).
I CAN develop and apply the following traits - inventiveness and open-mindedness.
I CAN use direct and indirect measurement to solve problems.
I CAN evaluate and improve objects.
I CAN use technology to investigate and solve problems.
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CLOUD IN A BOTTLE
Students will create precipitation inside a bottle using liquids and air pressure.
I CAN design and carry out an investigation.
I CAN use organizational processes and tools to manage inquiry.
I CAN access, use, and communicate information from a variety of technologies.
Students will create precipitation inside a bottle using liquids and air pressure.
I CAN design and carry out an investigation.
I CAN use organizational processes and tools to manage inquiry.
I CAN access, use, and communicate information from a variety of technologies.
BUILDING STRUCTURES WITH A NUMERIC VALUE
Students will build a structure with a specific numeric value represented with place value blocks (or build a structure and then challenged to figure out the place value).
I CAN develop and apply the following traits: willingness to work with others in shared activities and in sharing of experiences.
I CAN solve a problem using basic math operations and place value.
I CAN model and represent mathematical concepts.
Students will build a structure with a specific numeric value represented with place value blocks (or build a structure and then challenged to figure out the place value).
I CAN develop and apply the following traits: willingness to work with others in shared activities and in sharing of experiences.
I CAN solve a problem using basic math operations and place value.
I CAN model and represent mathematical concepts.
SIERPINSKI’S TRIANGLES
Students will assemble a series of tetrahedrons that combine to make one large class Sierpinski's triangle. Students will use the giant shape to figure out what shapes would be inside.
I CAN create, describe, and analyze positions of 3D objects and shapes.
I CAN determine the pattern rule to make predictions about subsequent elements.
I CAN work individually or cooperatively in planning and carrying out procedures.
Students will assemble a series of tetrahedrons that combine to make one large class Sierpinski's triangle. Students will use the giant shape to figure out what shapes would be inside.
I CAN create, describe, and analyze positions of 3D objects and shapes.
I CAN determine the pattern rule to make predictions about subsequent elements.
I CAN work individually or cooperatively in planning and carrying out procedures.
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ORIGAMI PAPER FOLDING
Students will assemble the instructions, and work together to make an origami paper design. Constraints will be assigned to groups to demonstrate how they may have to problem solve the same task but with different variables. For example, one team had to reach consensus before any decision was made, another group was not allowed to talk or write when communicating.
I CAN practise effective communication skills.
I CAN recognize that stressors affect people differently.
I CAN develop strategies to address personal roles and responsibilities in groups when dealing with conflict in group situations.
Students will assemble the instructions, and work together to make an origami paper design. Constraints will be assigned to groups to demonstrate how they may have to problem solve the same task but with different variables. For example, one team had to reach consensus before any decision was made, another group was not allowed to talk or write when communicating.
I CAN practise effective communication skills.
I CAN recognize that stressors affect people differently.
I CAN develop strategies to address personal roles and responsibilities in groups when dealing with conflict in group situations.
LEAF MANDALAS
Students will work in groups using many different coloured leaves to create a growing pattern. This idea was developed from the Calgary artist Carla Pelkey.
I CAN identify and describe reflections and symmetry.
I CAN evaluate and improve objects to create a desired effect.
Students will work in groups using many different coloured leaves to create a growing pattern. This idea was developed from the Calgary artist Carla Pelkey.
I CAN identify and describe reflections and symmetry.
I CAN evaluate and improve objects to create a desired effect.
STACKING CUPS
Students will assemble a stack of cups without being able to touch the cups. A piece of string and 4 elastics were provided.
I CAN develop strategies to address personal roles and responsibilities in groups.
I CAN explore respectful communication strategies that foster group and team development to encourage participation of all group members.
I CAN investigate the effectiveness of various decision making strategies.
Students will assemble a stack of cups without being able to touch the cups. A piece of string and 4 elastics were provided.
I CAN develop strategies to address personal roles and responsibilities in groups.
I CAN explore respectful communication strategies that foster group and team development to encourage participation of all group members.
I CAN investigate the effectiveness of various decision making strategies.
ON A BEAM OF LIGHT
Albert Einstein “play” challenge
Inspired by Albert Einstein’s quote, “play is the highest form of research”, students will conduct informal research through experimenting with a variety of tools.
I CAN explore, evaluate, and improve objects.
I CAN accept and take responsibility for fulfilling my role as a group member.
I CAN discuss and decide whether to work individually or collaboratively to achieve specific goals.
I CAN create based on different themes.
I CAN demonstrate skills and processes for inquiry and research.
Albert Einstein “play” challenge
Inspired by Albert Einstein’s quote, “play is the highest form of research”, students will conduct informal research through experimenting with a variety of tools.
I CAN explore, evaluate, and improve objects.
I CAN accept and take responsibility for fulfilling my role as a group member.
I CAN discuss and decide whether to work individually or collaboratively to achieve specific goals.
I CAN create based on different themes.
I CAN demonstrate skills and processes for inquiry and research.
THE MOST MAGNIFICENT THING
Invention Journals : After reading the picture book, students will use the design thinking process to create their own “Most Magnificent Thing”.
I CAN search for further ideas and information from others and from oral, print and other media texts to extend understanding.
I CAN use talk, notes, personal writing and representing to explore relationships among my ideas and experiences, those of others and those encountered in oral, print and other media texts.
Invention Journals : After reading the picture book, students will use the design thinking process to create their own “Most Magnificent Thing”.
I CAN search for further ideas and information from others and from oral, print and other media texts to extend understanding.
I CAN use talk, notes, personal writing and representing to explore relationships among my ideas and experiences, those of others and those encountered in oral, print and other media texts.
SCRIBBLE BOTS AND BRUSH BOTS
Students designed and built brush “bots” then recorded their random paths using colored markers.
I CAN attempt a variety of strategies and modify procedures as needed.
I CAN design and construct vehicles or other devices that use a battery-powered electric motor to produce motion.
I CAN use evidence as the basis for my conclusions and actions.
I CAN create specific effects using a variety color and composition methods.
Students designed and built brush “bots” then recorded their random paths using colored markers.
I CAN attempt a variety of strategies and modify procedures as needed.
I CAN design and construct vehicles or other devices that use a battery-powered electric motor to produce motion.
I CAN use evidence as the basis for my conclusions and actions.
I CAN create specific effects using a variety color and composition methods.
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PAPER CHAINS
Students were given the same size of paper, scissors and tape to make the longest paper chain possible.
I CAN develop and apply the following traits: willingness to work with others in shared activities and in sharing of experiences.
I CAN solve problems.
I CAN apply measurement skills.
Students were given the same size of paper, scissors and tape to make the longest paper chain possible.
I CAN develop and apply the following traits: willingness to work with others in shared activities and in sharing of experiences.
I CAN solve problems.
I CAN apply measurement skills.
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SPAGHETTI CHALLENGE
Students where given spaghetti, mini marshmallows, a paper clip and a small envelop. They need to design a structure that would hold the most weight in the envelop.
I CAN create artwork where all the parts work together.
I CAN design and provide examples of edges and faces of different geometric shapes.
Students where given spaghetti, mini marshmallows, a paper clip and a small envelop. They need to design a structure that would hold the most weight in the envelop.
I CAN create artwork where all the parts work together.
I CAN design and provide examples of edges and faces of different geometric shapes.
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SKI JUMP CHALLENGE
Students designed and built a ramp to make marbles roll down and see who’s goes to furthest.
I CAN demonstrate an understanding of measurement of length and various angles.
I CAN plan, with guidance, and carry out procedures that comprise a fair test.
I CAN contribute ideas to help solve group work problems.
Students designed and built a ramp to make marbles roll down and see who’s goes to furthest.
I CAN demonstrate an understanding of measurement of length and various angles.
I CAN plan, with guidance, and carry out procedures that comprise a fair test.
I CAN contribute ideas to help solve group work problems.
CALDER’S MOBILES
Students designed and constructed wire frame mobiles based on traditional Alexander Calder mobiles.
I CAN develop perseverance in the search for understandings and for solutions to problems.
I CAN develop confidence in my ability to learn and develop problem-solving skills.
I CAN select appropriate materials and identify how they will be used.
Students designed and constructed wire frame mobiles based on traditional Alexander Calder mobiles.
I CAN develop perseverance in the search for understandings and for solutions to problems.
I CAN develop confidence in my ability to learn and develop problem-solving skills.
I CAN select appropriate materials and identify how they will be used.
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ROBOTICS
Students followed instructions to assemble LEGO NXT robots and then programmed the robots to draw basic quadrilateral 2D shapes.
I CAN use technology to assist in problem solving.
I CAN use technology to represent quadrilaterals according to their attributes.
I CAN work individually or cooperatively in planning and carrying out procedures.
Students followed instructions to assemble LEGO NXT robots and then programmed the robots to draw basic quadrilateral 2D shapes.
I CAN use technology to assist in problem solving.
I CAN use technology to represent quadrilaterals according to their attributes.
I CAN work individually or cooperatively in planning and carrying out procedures.
CATAPULT
Using a fixed set of materials, students designed, built and tested catapults that could launch a small ball the furthest possible distance.
I CAN identify one or more ways of finding answers to given questions.
I CAN work cooperatively in planning and carrying out procedures.
Using a fixed set of materials, students designed, built and tested catapults that could launch a small ball the furthest possible distance.
I CAN identify one or more ways of finding answers to given questions.
I CAN work cooperatively in planning and carrying out procedures.
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POPCORN VOLUME
Students will create an container which will hold an exact amount of popcorn.
I CAN develop and apply a knowledge of volume.
I CAN use direct and indirect measurement to solve problems.
I CAN evaluate and improve objects.
Students will create an container which will hold an exact amount of popcorn.
I CAN develop and apply a knowledge of volume.
I CAN use direct and indirect measurement to solve problems.
I CAN evaluate and improve objects.
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Camera Obscura
Students will build a dark room box. We made two. One was a handheld model and one a whole classroom size.
I CAN explore, evaluate, and improve objects.
I CAN create based on instructions for a goal.
I CAN demonstrate skills and processes for inquiry and research.
I CAN answer questions about how the world works.
Students will build a dark room box. We made two. One was a handheld model and one a whole classroom size.
I CAN explore, evaluate, and improve objects.
I CAN create based on instructions for a goal.
I CAN demonstrate skills and processes for inquiry and research.
I CAN answer questions about how the world works.
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Paperclip Challenge
Students will use divergent thinking to think of as many ways to use a paperclip.
I CAN develop and apply background knowledge.
I CAN use creativity.
I CAN evaluate and improve objects.
Students will use divergent thinking to think of as many ways to use a paperclip.
I CAN develop and apply background knowledge.
I CAN use creativity.
I CAN evaluate and improve objects.
Spaghetti Building
Students will use a limit amount of materials (tape and spaghetti) to build a structure that will hold a marshmallow on top.
I CAN develop and apply background knowledge.
Students will use a limit amount of materials (tape and spaghetti) to build a structure that will hold a marshmallow on top.
I CAN develop and apply background knowledge.
Animal Creations
Students will use creativity to think of how to build a team member as an animal only using tape and newspaper.
I CAN develop and apply background knowledge.
I CAN communicate with my team members to complete a project.
I CAN work individually or cooperatively in planning and carrying out procedures.
Students will use creativity to think of how to build a team member as an animal only using tape and newspaper.
I CAN develop and apply background knowledge.
I CAN communicate with my team members to complete a project.
I CAN work individually or cooperatively in planning and carrying out procedures.
STRING COOPERATION MAKING SHAPES
Students will make shapes as a team. They are given the string to tie into a loop.
Students will make shapes as a team. They are given the string to tie into a loop.
Slime
LAYERED LIQUIDS
Students will use a variety of liquids to make a layering effect.
I CAN understand that liquids have different densities.
Students will use a variety of liquids to make a layering effect.
I CAN understand that liquids have different densities.
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VISIBLE SOUND CREATIONS
Students will see how the vibrations from the speaker will move plastic wrap with a small mirror to reflect a laser pointer.
Students will see how the vibrations from the speaker will move plastic wrap with a small mirror to reflect a laser pointer.
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Books:
Our celebration of learning.
The students showcased and shared our STEAM challenges with our community:
Suggested websites for teachers:
-Example of paper clip challenge: https://www.youtube.com/watch?v=fR-wEZ774b8
-Exploratorium museum https://tinkering.exploratorium.edu/projects
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-Example of paper clip challenge: https://www.youtube.com/watch?v=fR-wEZ774b8
-Exploratorium museum https://tinkering.exploratorium.edu/projects
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