I disseminated ‘Challenge Cards’ with such varied options as “Build two different styles of bridges of
the same size and test to see which holds more weight” or “Design a Functional Accessory.” Provided
with each challenge were supplementary materials intended to guide students toward further research.
Students worked in teams to meet a challenge of their choosing, documenting the design process
throughout.
Once a design was “complete”, students cycled back through to revise designs by altering variables
(different scales, materials, methods, functions...).
Our Recycle Engineering Challenge with these
humble materials had students abuzz with
discussions about tensile strength and
architectural supports. It had them comparing the
qualities or materials and analyzing methods of
construction for maximum benefit (even drawing
on knowledge of history and world cultures!).
Students were brainstorming, measuring,
calculating, collaborating, learning to give
constructive feedback…They were ALL IN.
Literacy and writing were interwoven as
students documented their processes and
communicated their thinking.
Ingenuity and aesthetics culminated in some fun
products, but the proud Designers took away much
more than what meets the eye.
This project works well for ELL students, allowing
them to engage in higher-order thinking with minimal
language restraints.
STEAMed Magazine
46
April 2016 Edition