Drive them to Think! My Favorite STEM Challenges

One of the key elements of a PBL is to provide a driving question.  That driving question provides the open-ended challenge or problem that we want our children to work on.  Bottom line, the question should be open-ended, require collaboration, critical thinking and teach students new skills.  These building blocks of inquiry are why STEM education goes with problem-based learning like macaroni goes with cheese! 

Driving Questions

Driving questions can, among other things, challenge students to solve a problem, design a better way to do something, build something useful or educate others.  Build, design, create and make are all verbs that bring the element of engineering into your classroom.  Adding constraints to a problem (things that students may or may not use, size/weight limitations, safety rules, etc.) not only adds to the challenge but reflects the reality of every day problem solving.

One of my all-time favorite examples of constraints in problem solving is the square peg in a round hole problem that was given to the Engineers at NASA to help Apollo 13 astronauts.  It has all the makings of a great problem:  It’s real and has real constraints. I use this great  video clip from the movie to have students practice defining a problem and listing the constraints

My Favorite STEM Challenges

Here are some of my favorite STEM challenges that I have used with kids to cover a variety of content:

1.       Build a better ________________.  Your students come across design flaws every day.  Ask them to listen to the complaints of their peers or parents about something that “just doesn’t work right” and develop a solution to the problem.  It could be a machine (like a mousetrap), law (like immigration), toy, or whatever.  They should gather information about the product, propose a solution, build a prototype, and present it to the class.  Example:  I recently had to use an airline travel toothbrush for a week – it collapsed into two pieces every time I brushed. Surely someone can come up with a better design!

2.       Rube Goldberg Contraptions.  The best engineering programs in the world participate in Rube Goldberg challenges.  Share a few Rube Goldberg cartoons, a couple of great YouTube videos and challenge your students to design and build a Rube Goldberg contraption that can do any or all of the following:

a.       Uses both a chemical change and a physical change.

b.      Uses 4 different simple machines.

c.       Uses both a mixture and a solution.

d.      Uses 4 different energy transfers.

e.      There is a whole lot of physics and chemistry that can be learned here.  Video tape their demonstrations and explanations to share with parents and post them to share with the rest of the world.

3.       Build a solar cooker with recyclable materials.  Food is a great motivator!  (and S’mores demonstrate both chemical and physical changes -burnt marshmallow, melted chocolate, broken graham crackers).  Have students research, design and build a cooker that will melt the chocolate for your s’more.  (Just saw that they now sell flat square marshmallows just for s’mores in the microwave-build a better marshmallow?)

4.       Build a SCALE Model of a large object (NASA’s latest MMS satellite, the solar system, the continents) or a small object (a life size lego man, cell, the Jolly Green Giant’s cell phone) using tape on the floor or string outside.  Lots of math involved!

5.       Make a model with moving parts using just paper (research paper engineering), Legos or recyclables of any science concept:  life, water or nutrient cycles, mitosis, meiosis, laws of thermodynamics, etc.  

Build, design, create, make, are all words that are key to putting engineering in your STEM lesson and developing problem solving, collaboration, creativity and communication.   Put the learning in their hands!

What are your favorite engaging STEM Challenges?

The Packet is Dead! (or at least it should be)

Remember the packet?  I mentioned “the packet” the other day in a workshop could see that everyone knew exactly what I was talking about.   The packet – a number of “worksheets” stapled together that students can work on independently -in theory, not so bad, in practice, not so good.  Not too long ago, there was a Youtube video, of a student ranting against the packet- (warning – “strong language”).  The video went viral, mostly because everyone understood what this student was talking about! 

However, not all packets are created equal.  Some very good project-, problem- and challenge-based learning activities start with something like a packet, but questions, challenges, and resources send students far beyond the packet.  The thing is, there are simple ways to get students to work independently, creatively, collaboratively, and thinking critically.  Why not avoid the packet all together?  You can present interactive problems with links, collaborative discussion areas, brainstorming centers and student workspaces using simple technology tools.   

Take a look of these sample projects and launch your project with the same creativity and learning objectives you expect from your students (and look like you are some kind of techno-geek in the process).  

These simple tools offer students (and parents) 24-7 access to the project that they can never lose:

Wiki – this wiki is a great example of how a problem can be presented, resources linked and places provided where students can work and share with other students.  This problem was presented to teams of teachers in the problem-based learning style. 

Livebinders- I am a great fan of Livebinders because they are so simple to use.  You can insert documents, provide links and resources all in one nice neat package (note I did not say packet!))  This one presents a challenge to students, provides links, resources, rubrics, and even a place for them to share their finished products.

Blendspace  provides a place for you to insert text to present the challenge and then places that you can link websites, photos, videos, etc. to give students different perspectives to study.  This is a great way to share informational text for common core standards. 

Ted-Ed provides a really simple interface where you can start students out with a challenge via video (or just provide a video to get them thinking) and you can then supply “The right questions” to get them thinking and learning.  You can provide links to information, and collaborative sites to enrich the lesson or project.  Here is my most recent critical thinking problem on graffiti presented Ted-ED style.

Google web site and docs – This is a great mock-up of a class web page made by the people at ITSCO for their AMLE work session.  They used a Google site with links to separate Google docs for the students to work on in small groups.  They provided a large group timeline for the entire group to work on and an exit quiz using Google forms for assessment.  What a great way to leverage all of these free Google tools to provide resources, a collaborative space and assessment.  The ITSCO people did a great job with all of their mini workshops at AMLE, you can check out their other workshops and resources  with this link.  Top quality work!

Web page I attended a PBL workshop last year, where Mr. Cooper was kind enough to share his website with us.  He shared some great examples of how a teacher might use a website to present students with a project, provide resources, etc. (Note:  he has a place where you can “print the packet” for those of you that ask “what if a child does not have access to technology at home?”) 

Want apps?  Check out apps for challenge based learning which provides suggestions for apps for launching and supporting a challenge based learning project from start to finish.

Setting up a SCAN scenario for discussion can be a great way to launch a problem-based learning experience with your students.  You can attach links customized to reading levels, and get them to see a problem from different perspectives before they get started.

Although, I might not express myself in the same way as Jeff Bliss has in his viral youtube video (although, I am pretty sure I might have in high school!) I agree that “if you want kids to come in here and get excited for this, you gotta make ‘em excited!”  PBL’s and technology are a great way to achieve that goal.  Ditch those packets, as Bliss says “you gotta take this job serious, it is the future of the nation!”

Awards Assembly with a Twist

I have sat through a number of great and some mind numbing assemblies at the end of the year.  (You know the ones-where everyone gets a certificate and the few that don’t, don’t care?)  Don’t get me wrong, I think that students should be recognized for their successes. (Students loved being honored on my “wall of fame” bulletin board in my class…but I digress).   I recently attended an awards assembly with a twist at the the Black River Middle School in Chester, NJ. 

The Hall of Fame

This assembly had both staff and students proud and excited.  It was a “Hall of Fame Induction” honoring outstanding alumni of their middle school.   (Alas, I graduated from this same school system, but since there is no one alive that can attest to that, and there was no BRMS at the time, I am not eligibleJ).  What a great way to have students learn about their own potential, through the eyes of someone who had sat in their very same chairs not so long ago. 

Sharing Memories and Inspiration

The inductees represented a wide range of areas of success from politics, law and community volunteerism to business and athletics. Each honored guest gave a short speech with some anecdotes about their time at the school (some pointing out their teachers) and then pointing out that any one of the 7^th graders in that audience could achieve their dreams if they just put their minds to it.  Joseph S. Pizzo, language arts teacher, created the Hall with his students “to honor exemplary former students and community members who provide real-life success stories for our students.”  That’s the key, not just real life, but connecting to their lives!

Project Based Learning

I cannot help but think of all of the potential learning opportunities that can come just from having students participate in all phases of the planning process- from collecting nominees, research, etc. to planning the actual event (writing, reading introductions, writing press releases, letters of invitation, etc).  The selection process itself, from setting criteria, weighing candidates and making the selection is a great lesson in decision analysis.  Sounds like a problem based learning activity waiting to happen- complete with critical thinking processes and multiple writing opportunities.

I want to thank Joe Pizzo for inviting me in and invite the rest of you to share any twists that you might add to your end of the year assemblies.

Step Out of Your Comfort Zone and into the Learning Zone

I worked with a colleague on an open-ended challenge this past spring….the MMS Mission.  She was a G&T teacher with a background in Language arts and the science content of the Magnetospheric MultiScale Mission and technology options were a bit out of her comfort zone.  Students were asked to determine why this mission, launching in 2014 is relevant to their lives and to find a way to share what they learned with the world.  I assured her that her students would rise to the challenge and learn the technology part on their own.  It was a stretch for both students and teacher, but the results were amazing!  (Check out some of their projects under the Student Sample Challenge Solutions tab)

The teacher’s assessment of the project:

“I do have to tell you that it was very exciting for me to do this project!   Way out of my comfort zone!   I learned so much about the magnetosphere and about learning!  As educators we are programmed to be the expert of the subject matter.  After a lifetime of teaching, I am thinking that it is stifling. 

Most of my students gained so much from this experience!  There were some who wanted the road map, the requirements, the RUBRIC etc., I get that.  But the curious and the "gifted" really loved the learning and the creating.”

The students' assessment of the Challenge:

“I like the way that our teams were able to collaborate.  Also, we had free reign over the project’s actions.  Finally, we had time and were encouraged to use social media in school.”

“I like that this challenge was actually a challenge.  It caused us to work harder and faster, challenging us to learn more.” 

“I liked how it was a project for the real world instead of just in the classroom.  I learned more ways to share my work and make it public.”

“I loved the flexibility and challenge of the challenge.  Because we had really no guidelines, my creativity was at its maximum.  That is why I’m very proud of my xtranormal animation video.”

“Throughout my journey with the MMS Challenge, I had learned about more than simply the magnetosphere.  For instance, I learned about commitment, teamwork, responsibility, listening, taking advantage of given tools, etc.  The livebinder provided my group and I with a handful of tools and features that we could learn how to use then use.  This gave me a sense of the unique possibilities that could easily be found and used for the largest or smallest of projects.  I was given the feel for the community connected by the internet and web.  …I learned about technology in the real world, the everyday life of a scientist working for NASA.  I had a taste of a dream”

Wow!  Is that powerful or what?  Imagine giving your students a “taste of a dream?”  Having them enjoy the “challenge” of being pushed? 

Here is what I learned:

1.     You do not have to wait to be comfortable with something.  Take the risk.  Teachers do not have to be experts in all content areas or perfect.  Resources abound! 

2.     Let them share!  One of the keys to the great enthusiasm, creativity and care taken in this project by students resulted from the knowledge that projects would be shared with the world (one of the criteria).  Want to see some of their projects?  Link to video.  Link to livebinder

3.     Let them choose.  Students loved being allowed to select the medium of their project.  They were encouraged to select a “career path” – artist, physicist, writer, or engineer to help spread the word about the mission.    

4.     You do not have to be a techno-geek.  Students were given a long list of 2.0 tools listed by function that they might use (web-site developing, video production, blogs, animation sites, etc.).  Not one student asked for directions!  They just get on and go (my get on and go is considerable slower than theirs, but I find that there is a video for everything!).

5.     Challenge yourself and your students.   Both teachers and students were excited to learn the challenging vocabulary involved with the MMS mission.  Push each other to learn a little more!