STEM QUICK CHALLENGES: STEM IS NOT DESSERT Presented by: University of Arkansas - STEM Faculty Lindsey Swagerty, Mike Daugherty, Vinson Carter, Cynthia Orona Website:

STEM is not Dessert! Unfortunately STEM is often introduced as: Anticipatory Set Bell Ringer Hook Activity Brain Buster After-School Activity After Thought Incentive Reward Extra Credit Fun BUT...

STEM SHOULD BE THE MAIN COURSE!!! Inexpensive STEM quick challenges can engage students in conceptual learning & hands-on experiences immediately STEM is not Dessert!

The Quick Challenge Peak the students’ attention Increase interest into the lesson/topic Relevant to the lesson/desired content to be taught

Successful quick challenges should help the student get mentally or physically ready for the coming lesson The Quick Challenge

Directs attention to the learning tasks at hand Exposes the students to the concepts they are about to learn Provides a foundation for learning It is NOT about rote drill and kill The Quick Challenge

Puts students in a receptive mode Engages students early Introduces concepts to be learned Draws out major concepts to be learned Expands upon student life experiences & background knowledge Encourages critical thinking/problem solving Provides purpose and desire for continued study Quick Challenge: Advantages

Quick Challenge Characteristics: Hands-on Quick: Completed all at once (10-15 Addresses one important concept Tied directly to the content/lesson Usually not graded Uses simple/common materials Uses a curtailed design loop methodology Uses easy instructions STEM is not Dessert!

Overall Quick Challenges: Create an organizing framework for ideas, curiosities, and principles for learning STEM is not Dessert! Guides the students to consider: o How the content is used in real-world? o Why the content is relevant and important?

The Quick Challenge can also be used anytime a different activity or new concept is being introduced Quick Challenge = Curriculum Transition

Developing Quick Challenges What problem could I present that would cause students to apply the concepts I desire? What tools and materials do I have? Does the challenge have the potential for multiple solutions? What parameters should I place on the teams? How will the challenge expand into an integrated STEM design challenge?

STL Standard #18 Transportation Technology: K-2 Benchmark B (Vehicles move people or goods from one place to another in water, air or space, and on land) A quick challenge introduces students to 1 learning concept/idea Concept will be expanded in a larger design challenge Expansion Challenge: Use knowledge from all STEM disciplines to successfully meet all parameters and learning objectives for the following design problem: Construct a sailboat that can be powered down a water-filled rain gutter with a box fan Quick Challenge: Example

Quick Challenge - Science: Students will work as a member of a small team and use a 6” square of aluminum foil to build a boat that will hold the most pennies. The vessel will would then be tested to determine strength and sustainability. I could also choose to focus on balance, stability, buoyancy, cargo, etc. Quick Challenge – Math: Students modify existing boats to increase time, distance, or graph speeds and distance of various model boats Expansion Challenge: Expand upon the knowledge and experience gained in the original quick challenge and add new features from related STEM standards (i.e., propulsion, time, distance, rate, graphing, etc.). Quick Challenge: Example

Science Standard: Investigate the relationship between force & mass Quick Challenge: Design a paper spring that will hold a penny as far away from the table surface as possible Questions: 1.How many designs did you consider before starting to cut the spring? 2.Did you make adaptations along the way? 3.What is the optimum width of the spring stem? 4.How high did your spring hold the penny? 5.Did you consider different types of springs (leaf, compression, etc.)? 6.What STEM concepts are central here? Expansion Challenge: Build a spring-powered launcher Quick Challenge: Example

STL Standard: #20 Construction Technology: K-2 Benchmark B, The type of structure determines how the parts are put together. Materials: Play-Doh, golf balls Quick Challenge: Build the tallest structure of Play-Doh that will support the weight of a golf ball at the top Expansion Challenge: Design a model of a new piece of playground equipment Quick Challenge: Example

4 Ingredient STEM Cookbook Develop your own STEM lessons without expensive equipment The best design problems are the ones that you develop and the ones to which the students can relate Download at

The Quick Challenge should include: Motivation for learning Transfer of knowledge Glimpse of new content Purpose for knowing The learning itself STEM is not Dessert!

Quick Challenge: Natures Weavers 1. Read literature such as Nature’s Weavers, Charlotte’s Web, etc. 2. Working in teams, you will use push pins, an embroidery hoop, and string to make a spider web that will hold the most pennies What individual learning standards could be addressed in each of the STEM disciplines? Science? Math? Technology and Engineering? How could this tie into one of your current units or expansion design challenges?

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