1. The STEM Quick Challenge Related names: Anticipatory set – bell ringer – hook activity

2. STEM is not Dessert! Too often, students are treated with hands-on STEM activities as a reward following a content lecture. Inexpensive STEM quick challenges can engage students in conceptual learning & hands-on activity immediately STEM should be the main course!

3. The Quick Challenge is … Designed to engage the students’ attention at the beginning of class and draw them into the lesson. Related to the “anticipatory set,” the “hook activity,” or the “bell ringer”, it pulls student into the lesson. And, prepares them for things to come…

4. Sample Quick Challenge: Natures Weavers Learning Standard: CCSS.Math.Content.2.G.A.1: Recognize and draw shapes having specified attributes. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. 1.Standing in a large circle within the room, students will pass yarn back and forth—continuing until each student has had a turn. Each time a new angle or shape can be identified, students will describe its attributes and identify it accordingly. 2.Working in teams, students will use push pins, a foam frame, and string to make a spider web that will hold the most weight—paying close attention to the different angles of the shapes. 3.Read literature such as Nature’s Weavers, Charlotte’s Web, etc.

5. Characteristics of the Quick Challenge Similar to a hook activity Differs from the anticipatory set or bell ringer in that it is activity-based Short: 10-15 minutes maximum Addresses one important concept Tied directly to the daily content/standards Usually not graded Typically, 1 st exposure to a learning concept—to be expanded upon later Uses simple/common materials Uses a curtailed design loop methodology Uses easy instructions

6. Launched at the Beginning of Class Directs student attention to the learning tasks at hand. Exposes the students to concepts they are about to learn. It is NOT about rote drill and kill.

7. Quickly Engages Students in the Topic Expands upon student life experiences & background knowledge. Puts students in a receptive mode. Draws out major concepts to be learned Introduces concepts to be learned Engages students early Encourages critical thinking/problem solving Provides purpose for continued study

8. Thus, the Quick Challenge should … Create an organizing framework for the ideas, curiosities, principles, or information that is to follow. Start considering the content that will follow

9. The Quick Challenge is also used anytime a different activity or new concept is being introduced— curriculum transitions.

10. Successful, Quick Challenges should: Help the student get mentally or physically ready for the coming lesson.

11. The Quick Challenge should include: Motivation for learning Transfer of learning Glimpse of new content Purpose for learning The learning itself

12. Developing your own 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 will I place on the teams? How will I expand further into the STEM concept after this quick challenge?

13. Sample: Paper Spring Lift Standard: Next Generation Science: PS.6.4.2 Investigate the relationship between force & mass Directions: Make a paper spring that will hold a weight as far 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? Materials: different types of paper, scissors, various weights, ruler. Expansion Challenge: Build a spring-powered launcher

14. A Transportation-related Sample A quick challenge introduces students to 1 learning concept/idea from the standards. This concept will be expanded upon in a larger design challenge to follow. Example: I plan to teach STL Standard #18 Transportation Technology and K-2 Benchmark B (Vehicles move people or goods from one place to another in water, air or space, and on land), I might: Quick Challenge: 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 be placed in a bucket of water and pennies will be added until the vessel sinks. Such an activity can be used to introduce the concepts of balance, stability, buoyancy, cargo, etc. Expansion Challenge: Follow the quick challenge with an information session where Standard #18 will be expanded upon and other STEM content added. Then conclude with a larger design challenge (i.e., carve a sailboat from Styrofoam that can be powered down a water- filled rain gutter with a box fan). This larger sailboat design lesson will: 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.).

15. Sample: Platform Play-Doh Standard: STL #20 Construction Technology: K-2 Benchmark B, The type of structure determines how the parts are put together. Materials: Play-Doh, golf balls 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

17. 4 Ingredient STEM Cookbook Develop your own STEM lessons without expensive equipment Attend local garage sales, use recycled materials, keep it simple The best problems are the ones that you develop and the ones to which the students can relate