“STEM Boat Challenge,” by Timothy Baszak, STEM class, grades 5-8 at Waypoint Academy in Sandwich, MA.
- troubleshooting/problem solving
- Must have an edge that is at least 1/2″ high.
- Must be a minimum of 4″ long, 3″ wide.
- No more than 2 cups may be used.
- Use budget worksheet to plan your design.
- Purchase materials.
- Test your design.
- Purchase materials/make adjustments.
- Final test.
- foil; $0.50
- elastic; $0.10
- pipe cleaners; $0.25
- binder clip; $0.25
- cups; $1
- straw; $0.10
- popsicle stick; $0.25
- tape; $0.50
Aluminum Foil Boats, STEAMing Into the Future.
- Lesson: What Floats your Boat, Teach Engineering, University of Colorado.
- Collaborative Learning and Group Work Rubric – Emelina Minero, “Using Collaborative Learning to Build Student Agency,” Edutopia.
Next Generation Science Standards (NGSS)
|Engineering and Technology Content Standards
|3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
3-5-ETS1-3. Plan 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.
|MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
|HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.
|Cross-cutting concept||· Scale, proportion, and quantity
· Systems and system models
|Science Practices||· Planning and carrying out investigations
· Constructing explanations (for science) and designing solutions (for engineering)
· Obtaining, evaluating, and communicating information
Common Core State Standards (CCSS)
|Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects||WHST.6-8.1b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
WHST.6-8.2a Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
|WHST.9-10.2a Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.||WHST.11-12.2a Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.|
Internal Society for Technology in Education (ISTE) Standards for Students
ISTE Standards•S 4 Innovative Designer – Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.
- Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
- Students develop, test and refine prototypes as part of a cyclical design process.
- Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.