Our new STEM lessons and lunchtime C.I.D’s Club (Create Innovate Design Club) have been

launched during Term 1. The students in Years 3-6 have been involved in fortnightly lessons learning

about the engineering design process. During the lessons students were involved in working

collaboratively, completing challenges and using the design process.

ASK: Understand the problem. STEM Challenge Design Process

IMAGINE: What ideas do you have for solving this problem? What are some solutions? Brainstorm with your team? Choose a way to solve the problem

Research: Research to find out more. Read. Research. Talk about. View. Record information needed to understand the task.

Planning: Make a personal plan for solving the problem. Draw a diagram. What materials will you need? Make a list of the steps involved.

Create: Get busy building, testing and rebuilding. Follow your plan. Collaborate with your team. Work steadily and manage your time.

Test and Improve: Make changes to your structure Learn from mistakes. Make your design better. Test it again. Redesign it again.

Present: Share your design.

Share your design with the whole class even if it doesn’t work. Everyone in the group talks.

STEM

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The broad aims of the STEM project are to improve the students’ uptake, engagement and

achievement in the areas of Science, Technology, Engineering and Maths. The following information is

a brief outline of what the students and staff have been involved in so far.

The fortnightly STEM Challenges have focused on our key theme of LET’S MOVE SOMETHING!

The students have investigated catapults, marble mazes, marble runs and building free standing

structures to create a marble run roller coaster.

The STEM lessons have been enjoyed a great deal by the students. They have liked having the

opportunity to work collaboratively to investigate and solve the challenges. The enthusiasm and the

engagement of students during the lessons has been very high. Students have been keen to continue

beyond the end of the lesson working on the challenges.

One of the terrific learning aspects of the challenges is that it provides students with the opportunity to

see that there are many different ways to create a solution. Often, there is a lot of testing and improving

of designs before groups are successful. They have also learned that they may not get a successful

outcome but that by sharing the ways their idea did not work helps others to improve and develop their

designs.

Each challenge has allowed the opportunity for maths (measurement and angles) and science

concepts, in the area of forces and motion, to be applied in a practical way. It also allows students to

see how their understandings of these concepts are utilised in real world situations and jobs.

LET’S MOVE SOMETHING!

Catapult Challenge

This was the first challenge that the students were involved with. It gave them an introduction to the

ideas of working together, finding solutions, working to set design criteria and having a time frame.

The challenge was;

To move a paint soaked cottonwool ball through the air more than a metre and hit a target. Using only 8

rubber bands, 8 paddlepop sticks and a plastic spoon.

The Catapult Challenge incorporates all aspects of a quality STEM activity: maths connection,

engineering design process, student-driven learning, and hands-on fun. Using the engineering

design process along with math skills, teams of students built a catapult design from common materials.

Each team then tested their design for distance, accuracy, and power.

Many students were keen to work on their designs at home and were proud to demonstrate just

how far their catapult could propel the cottonwool ball.

Marble Maze Challenge The Marble Maze Challenge involved students investigating marble mazes and then designing and

making one of their own. The challenge involved using paper plates or folding scrap paper to create a

marble maze that had:

A start and an end

Followed a set path or included at least 5 obstacles

Used only the materials provided

Some students displayed their high levels of creativity including ramps at the start and catching systems

at the end. Several students created their own marble mazes at home using a variety of materials and

designs.

Marble Run Challenge

The Marble Run Challenge was the third challenge the students completed. By this time they were

familiar with the design process and were working more effectively in groups. This Challenge was

keenly contested and brought out the competitive side of some students. We also discovered that the

design, test and improve aspect of STEM means that sometimes we don’t get a working result by the

end of the set time frame!

The Marble Run Challenge

Design a marble run using the items provided in your Challenge bag ( a collection of tubing, plumbing

supplies, half pipe and tape) to design a marble run that will take a marble the LONGEST time to travel

a metre.

In discussing the design restrictions in the ASK part of the process we had some interesting ideas put

forward regarding was it a metre in height (high to low) or a metre in length? The answer was it could

have been either. This goes to show the creative and design unlimited opportunities of STEM

challenges. It allows for a wide range of solutions to be found for the set Challenge.

Marble Run Challenge

Marble Run Designs

at C.I.D’s Club

Freestanding Tower Marble Run Challenge For the next challenge students had to design a freestanding tower to hold their marble run. There was

a LOT of learning about angles and measurement during this lesson. Students also learnt the

importance of accurate measurement!

The Freestanding Tower Marble Run Challenge

Students had to use the design process to construct a tower to hold their marble run, similar to a roller

coaster design.

The tower had to include

A tower that had right angles and uprights of 90 degrees

2 corners in the marble track

The marble must stay on the track

The marble must end up in the cup

Students will continue this design and build activity next term during lunchtimes in C.I.D’s Club.

Freestanding Tower Marble Run Challenge

STEM Student Survey

The broad aims of the STEM project are to improve the students’ uptake, engagement and

achievement in the areas of Science, Technology, Engineering and Maths. One of the outcomes we

are working towards is increased student engagement, curiosity, passion and enjoyment for creative

learning and STEM. To measure this aspect of the program and to give us an incite into the current

attitudes and understandings of students, they completed a survey at the end of Term 4 last year.

The results of the survey have helped us get an overview of students understandings and attitudes

towards the STEM subjects. This survey will be used again at the completion of the STEM program to

identify and qualify any changes or improvements that may have occurred as a result of the program.

C.I.D’s Club

Create Innovate Design

A lunchtime club for students who like to create, innovate and design!

C.I.D’s Club runs at lunchtime on Wednesday’s in the STEM room. During this time those students who

are interested, have been coming to the STEM room to work on a design of their own choice. The Club

runs to allow students greater time to create, test and improve their designs. Students have shown great

interest in learning from others and sharing how they can improve their designs. The room has many

“Work In Progress” signs up so that students can return to their constructions the following week. The

number of students attending has been steady with a core group of students creating and having a great

deal of fun. Many would like the Club to be open more often!

STEM Learning For Teachers

During Term 1 several of the Staff were fortunate to attend two Professional Development sessions run

by Niki Buchan a very, very experienced and professional STEM educator. The sessions were focussed

on STEM in the early years. We were introduced to the idea of students being STEM Detectives and

how to support children’s play through science, technology, engineering and maths concepts. Niki’s

experience in working with children in wild natural spaces encompasses many years in the United

Kingdom. Niki took time on the Friday to wander our school grounds and was extremely impressed with

our outdoor play spaces. She loved watching and listening to the children playing in their bases and

reinforced how important this kind of activity is for the development of maths and science concepts. All

of us came away from the Saturday session full of ideas and understandings to integrate into our maths

and science learning.

Mini Golf Course Design-Ultimate Challenge

The next phase of the STEM program is for those students who would like to continue with the learning

we have done and use the Design Process to create their very own mini golf course hole. The following

information is the design challenge outline given to those students who are interested. It is an activity

that can be completed at home with parent involvement.

Mini Golf Course Design - Ultimate Challenge

Background:

Have you ever been on a rollercoaster or played mini golf? They can be fun and they can be

challenging. These leisure activities rely on the scientific principles of force and motion.

We want you to design a mini golf course hole that will challenge and surprise the player. It can be as

elaborate as you can imagine but you must be able to construct it.

Challenge:

Your challenge is to design and make a mini golf course hole for our school playground.

The golf course hole should be constructed out of recycled or affordable materials. You are

allowed to use some new materials or components to help you in your design.

Your golf hole must include one challenge (eg a loop, tunnel ) or a novelty aspect (sounds, lights

or music).

Criteria:

Creativity Does your golf course hole show originality?

Does it make the player go WOW?

Aesthetics

Does your design look special?

Will students be attracted to the theme of your mini golf course hole?

Engagement

Will students want to play your mini golf course hole again?

Is the level of challenge suitable? It is too hard or too easy?

Safety

Is the mini golf course hole safely constructed?

Will students be safe when playing the mini golf course hole?

Practicality

Will your design be easily constructed, cost effective and suitable for out in the

playground?

STEM @ St John’s

Reward Points

All participants will receive Academic points for their School Team (Luther, Goessling or Dight).

The student with the most successful design according to the criteria will be eligible to have their mini

golf course hole constructed in the playground. This will require adult help.

All students who attend lunch time CID’S Club and enter the design challenge may have the oppor-

tunity to be involved with further STEM activities.

Timeline:

Stage 1 ‘Ask, Imagine and Research’

Wednesday 3 May (Week 2 Term 2)

Design Journal entry to be signed off by Mrs K or Mrs T with the ‘Ask, Imagine and Research’

components completed. This may be recorded in your STEM scrapbook journal (with supporting

diagrams/pictures) or in digital format using Popplet, Padlet or Powerpoint.

Stage 2 ‘Plan, and Create’

Wednesday 24th May (Week 5 Term 2)

Student will need to present their current design /model together with their journal planning to Mrs K

and Mrs T . At this time students designs will undergo testing and a review . Feedback will be given in

line with the set design criteria.

Stage 3 ‘Improve and Present’

Wednesday 7th June (Week 7 Term 2)

Students to present final design model and completed journal to the STEM Review Panel.

Stage 4 Ultimate mini golf course holes to be constructed.

Weeks 8 to 10

Parents, carers and community volunteers will be needed to assist in the construction of this project.

***********

If you have an interest in helping with this project please email us.

Mrs Louise Kotzur (lkotzur@stjls.nsw.edu.au)

Mrs Therese Schmidt (tschmidt@stjls.nsw edu.au)

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The following pages are the STEM Challenge outline which clearly sets out the

Design Process for the students.

ASK: Design and make a mini golf course hole. What is the challenge? What do we already know? What are the limits of the task?

STEM CHALLENGE Name:___________________

Using recycled materials create a mini golf course hole that showcases your

understanding of forces and motion. It must include at least one challenge or one

novelty. Your hole must cater for a regular sized golf ball. Refer to the challenge

outline sheet for the extended criteria.

IMAGINE: What ideas do you have for solving this problem? What are some solutions? Brainstorm with friends and family and record the most creative ideas? Imagine yourself playing your mini golf course hole.

What do you already know about FORCE and MOTION that can help you design your

ultimate mini golf course hole?

Research: Research to find out more. Research and read about forces and motion. Apply the knowledge you have gained from the challenges you have completed. Look at rollercoasters, Rube Goldberg machines, and marble runs to help with your design. Record any details and measurements i.e. angles etc. and any websites and/or books you have used to research this topic.

Planning: Make a plan for your own personal idea for solving the problem. Draw a diagram. What materials will you need? Where will you source them? What costs will you incur? Make a list of the steps involved to build your mini golf course hole.

Create: Get busy building, testing and rebuilding. Follow your plan. Collaborate with other students involved in the project. Work steadily and manage your time.

First Next Then

Improve: Make changes to your structure Learn from mistakes. Make your design better. Test it again. Redesign it again.

When you see something that doesn’t work, FIX IT! Record each test and improvement you make to your design. This can be recorded digitally or sketched. Include details such as materials and measurements. Keep a STEM design journal of your planning and progress.

Remember to check in with Mrs K or Mrs T throughout the process especially if you are having any problems.

Diagram:

Present: Share your design and model with the STEM team.

Take Home Challenges

Now that the students have been introduced to the Design Process we can begin another exciting part of

our STEM program , the Take Home Challenges. These challenges will be for those students who are

interested in designing and creating at home and are completely optional. The Take Home Challenge

will come home as a sheet which will clearly set out the design challenge, restrictions and date for

completion. This type of challenge will allow students complete freedom to produce a solution to the

challenge in a way that they are interested in and allows for unlimited creativity. It is hoped that we will

run one or two challenges per term. Students will need to share with their classmates at the conclusion

of the challenge.

What’s next?

During Term 2 there will be a lot of STEM activities happening. C.I.D.’s Club will continue to run on

Wednesday at lunchtime in the STEM room. The students who have shown an interest in STEM and

regularly attend C.I.D.’s Club may also be invited to be involved in some possible excursions and guest

speaker activities where they will learn about the real world applications of STEM knowledge and skills.

Collection of Construction Materials

To construct all of theses great designs we will need donations of materials for the students to work

with. The attached list outlines a wide variety of items that will be very useful for the students to build

with during C.I.D.’s Club. The items can be brought to school and will be collected by Mrs T and stored

in the STEM room. Please contact us directly if you have a large collection of items to donate.

PARENT SURVEY

As part of the STEM program we are also asking parents to complete a parent

survey. The survey can be completed on-line. As well as collecting information

about understandings and attitudes towards STEM, it will allow parents the

opportunity to list skills and experiences that we may be able to draw on for

our STEM program. Please go to the following link and complete the survey.

https://www.surveymonkey.com/r/9KJ7W7M

The survey will remain open until the end of Week 7 this Term.

STEM

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Dear Parents,

To support the running of our STEM (Science, Technology, Engineering and Maths)

program throughout the school we require some recycled materials to create our

designs. Please send the materials to school STEM room. We will need:

Thank you in advance.

Mrs Louise Kotzur (Mrs K) & Mrs Therese Schmidt (Mrs T)

Recyclable Materials

Cardboard boxes–

all shapes and sizes

(tissue, shoe cereal)

Paper towel rolls

Cardboard cylinders

Empty containers

Egg carton

Tin foil

Paper plates, cups, bowls

String, ribbon. Wool

Bubble wrap

Lids of any size

Twisty ties

New Materials

Pipe cleaners

Popsticks/ tongue depressors

Toothbicks

Coffee filters

Paper/Styrofoam plates, cups, trays

Coffee stirrers

Straws

Cotton buds

Beads

Wire

Masking tape, electrical, duct tape, blue

painters tape, gaffer tape.

Aluminium foil

Hot glue gun/ glue sticks

Staple gun

Lego

Marble run

4 April , 2017.