STEM in the primary FI Science room

This year I totally "revamped" the way I teach Science. Teaching younger students than I'm used to (grade 2s with the 3s), I knew I couldn't have them write up lab-reports. We needed to get right to the science. I also knew that their attention spans are a lot shorter and they get distracted easily. I also needed them to practice their French speaking more than their French reading & writing.

With the STEAM movement back in full swing again, I decided to do a series of open-ended engineering challenges. I wanted the students to really understand the curriculum expectations by exploring them first hand. Here are some of the activities we did.

Grade 3: Ontario Curriculum: Strong + Stable structures

- Task 1: Build the tallest structure that can hold a tennis ball (using straws and tape)
- Task 2: Build the strongest structure (using popsicle sticks, coffee stirrers and tape)
- Task 3: Build the strongest structure (using cups, sticks, straws, tape)
- Task 4: Build the strongest structure (using only index cards - no tape!)
- Task 5: Build the strongest bridge between 30cm desks (using straws and tape)
- Task 6: Build the strongest boat (using aluminum foil)
- Task 7: Build the strongest and most stable structure to survive hurricane (fan) and earthquake (shaking) (using any material they can find)

For each challenge we used different weighted objects to measure strength. After each challenge, we gathered together to talk about why the "winning group" won. What made their structure stronger? What made their structure more stable? Students pulled out all sorts of learning and concepts - and applied them to the next challenges. (ex. struts, ties, beams, solid base, etc.)

In between the challenges, students led conversation about what else they were wondering about strong and stable structures. They talked about stable vs. unstable, animal built vs. natural vs. man-made structures, what materials make the best structures, the tallest towers in the world and how weather can destroy structures. Ta-da! They unpacked the curriculum right in front of me. It was pretty awesome. Anecdotal notes, student wonderings and reflections, coupled with a Kahoot! quiz helped give me some great assessment data. I really knew they knew it.


Grade 3: Ontario Curriculum: Forces Causing Movement

-Task 1: Design your own catapult or slingshot that using elastic force and will pass a series of tests. (ex. materials: spoons, elastic bands, tape, cups, binder clips, popsicle sticks, straws…)

           Test 1: Accuracy: (fling pom poms into a hat from a distance)

           Test 2: Strength (fling large bead at a cup tower from a distance )

           Test 3: Distance (fling mini marshmallows as far as you can)

- Task 2: Make the toy car go down the ramp the slowest. (change the friction) (Materials: a variety of types of paper, rubber bands, sticks, straws, felt, cloth, tape…..)

- Task 3: Design a maze (straw pieces + card stock).  Use magnetic force to move an object through it

- Task 4: Push a pop can at least 10 metres using only static force. Race!

- Task 5: Test your muscle force in a series of exercises: tug of war, arm wrestle, push-ups, monkey bars. Students also threw a variety of different size/weighted balls

- Task 6: Design and create a gravity marble run/roller coaster (Materials: paper bowls/plates, paper tubes, cardboard, cans, etc.) -- THEN market your coaster with an iMovie trailer advertisement.

Throughout these tasks, students had many conversations around questions like these (taken from Ontario Curriculum Document). Would using two magnets instead of one to pick up pins be better? What would happen if you put more people on one side of a tug of war game? What would happen if you rubbed a balloon on your sweater? Would it matter if you rubbed it 5 times or 10 times? Why should you use a seatbelt in the car? or knee and elbow pads and wrist guards for roller blading? helmets for cycling and hockey? Sport shoes designed for basketball?

I was right. Students loved science this year - always asking for more. They learned a lot. 

I am definitely going to continue keep Engineering Challenges in my Science lab.