Step 2 – Individual Design
After being given a list of certain materials and supplies, students brainstorm and sketch a plan to create a carrier to
transport the (toy) soldier or princess (figurine) down the zip line.
M ATE RIAL S PROVI D E D :
ACCE SSI B LE S U P P LI E S :
6 ft. string
Scissors
2 small paper cups (3 ounces)
Single-Hole Punch
4 plastic straws
Tape Measure
4 wooden skewers
Toy Soldier or Princess Figurine
1 piece of chipboard
Stopwatch
Roll of masking tape
Art room tables and stools
4 Washers
Step 3 – Collaborative Design
Students are assigned design teams to share their ideas and sketches . Working with their teammates, students
devise a collaborative design plan.
As the school that I teach at has two campuses, my
schedule, along with the art teacher’s schedule,
provides me with the ability to utilize the art room for
STEAM projects and activities such as the activity
mentioned in this article as well as others. While it is
important to note that mathematics teachers can
integrate STEAM activities within the mathematics
classroom, the space that the art room provides, along
with the large flat table surfaces within the art room,
offer students an atmosphere that is more suited for
building than the small desks with tilted desktops
found in the core academic classes. Not only does the
change of location for STEAM activities helpful in
successfully implementing STEAM activities, it is
also appreciated by students who have expressed how
they like doing math outside of the classroom.
STEAMed Magazine
STEAM challenge in the art room.
13
October 2016 Edition