STEM Badges
Objective:
Expose the students to open-ended problem solving.
This is the very first activity I did with the elementary students for their first visit to the STEM Lab. Many students had been in the STEM Lab before or used it as a library but this was their first experience with me. I wanted to find an activity that was easily accessible for students of all ages and that could be completed relatively quickly. This first session also included reviewing the “CHAMPS” expectations for the STEM Lab as well as proper procedures for using scissors.
Key Words/Concepts:
STEM- Science, Technology, Engineering, Mathematics
Engineer- A person who solves problems (not just the person on a train)
Overview of Lesson:
As this was the welcome lesson, teachers were also being trained as to the configuration of the room and how to effectively and efficiently transport their class into the new space. I introduced myself, the expectations for the room, and the expectations for using scissors. We then discussed what does an engineer do. Most students answered build things or work on a train. I led them to the finding problems and solving them definition and then asked the students to consider what would happen if they came to school barefoot. The students at all levels were able to figure out that a good way to solve the problem of getting hurt would be to wear shoes, thereby earning them the status of being an engineer. For the older grades, I also asked them about what they could do to keep ants out of their lunchbox, which was another approachable question.
For the actual building part of this, students were each given a badge and needed to find some way to attach the badge to themselves. I purposefully included items that would be usable but might need to be applied creatively. The string pieces were a bit too short for a necklace. I did let them know too that some items in the bins might not be useful. Students also had to figure out how to attach string or pipe cleaners to their piece of cardstock without tape or glue. This final building activity took about 10 minutes. Finally, the students had to prove to me that they were successful by giving me a high five as they exited the room, proving that their badge could stay on without them holding it on.
Differentiation by age groups:
K-2 students only needed to fill in their names on their badges. 3-5 students filled in their name, “Engineer” and “solve problems”
Materials/Requirements:
–> Photocopied badges- I copied them on cardstock to make them more sturdy
–> Supplies for attaching badges- short pieces of string, pipe cleaners, buttons, pom-poms, beads
–> Scissors, Pencils
Conclusions/Reflections for the future:
Overall this activity was well received and accomplished what I intended for it to do. The students had the immediate gratification of solving a problem and then being able to take something with them. The task was challenging, but still simple enough for students to understand and to attempt. Within individual classes, it was interesting to see one student make a design breakthrough (a bracelet, a lapel pin, a clip for the belt loop, etc) and then to see that idea ripple around the class. I did not provide any specific examples because I do indeed want students to come up with their own novel approach to a problem or to learn from their peers. While most students were successful, not all students were able to attach their badge in the time given. These students generally had trouble figuring out how to poke a hole in the paper or how to tie a knot. This sort of frustration was very telling for me and for the teacher about the kind of learner each student is.
While I don’t need to do the same complete introductory lesson again next year, I will need to think of some sort of similar challenge to get them back into the solving problems mindset. It would be interesting though to see what growth students have made one year after doing the same activity.
