S.T.E.M. Hands-On Activities
Sterling Grade School Library
Sterling, KS
compiled by Amy Brownlee, District Librarian
Sterling Grade School Library
Sterling, KS
compiled by Amy Brownlee, District Librarian
The SGS library has a new collection of hands-on S.T.E.M. and problem-solving kits. We got items free through our book fair points and the online Scholastic Dollars catalog. I am using them as a stations / centers activity with older students in the library. I also make them available if students finish a lesson early. The kits are available for teachers to check out to have in their room for center activities, indoor recess, etc. I received a $500 grant from the South Central Kansas Library System to purchase more materials, so I was able to add more Legos (a classic kit of 1500 pieces), two Ozobots, and two Breakout Edu kits as well. I borrowed a marble run from a teacher to add to our S.T.E.M. stations.
In addition to science, engineering, technology, and math (S.T.E.M.) skills, these kits also involve technical reading, problem solving, and teamwork / interpersonal skills.
I keep a box of supplies students may need to work with these kits: aluminum foil, waxed paper, play dough, rubber bands, toilet paper and paper towel tubes, scissors, scotch tape, masking tape, duct tape, etc. I also had a student aide create a one-page list for each kit that includes a brief description of each project and a list of any extra supplies that are needed for that project beyond what's included in the kit (aluminum foil, rubber bands, etc.). I took a photo of the components of each kit and printed the photo to include with the kit so that when kids are cleaning up, they can check the photo to be sure they have all the components.
Scroll down to see classroom management tips -- This explains the process I used in scheduling and teaching kids how to use the materials.
View photos and videos of our students using the STEM kits.
In addition to science, engineering, technology, and math (S.T.E.M.) skills, these kits also involve technical reading, problem solving, and teamwork / interpersonal skills.
I keep a box of supplies students may need to work with these kits: aluminum foil, waxed paper, play dough, rubber bands, toilet paper and paper towel tubes, scissors, scotch tape, masking tape, duct tape, etc. I also had a student aide create a one-page list for each kit that includes a brief description of each project and a list of any extra supplies that are needed for that project beyond what's included in the kit (aluminum foil, rubber bands, etc.). I took a photo of the components of each kit and printed the photo to include with the kit so that when kids are cleaning up, they can check the photo to be sure they have all the components.
Scroll down to see classroom management tips -- This explains the process I used in scheduling and teaching kids how to use the materials.
View photos and videos of our students using the STEM kits.
Classroom Management
We spent 3 weeks on our STEM stations. I used these activities with 5th graders. I spent 30 minutes in a previous class demonstrating and/or doing a "show and tell" about each hands-on item kids would be using and explaining how the rotations would work. That way on Day 1, kids could begin right away.
I divided each class period in half, so kids spent 15-20 minutes at each station. 1a is Day 1, first half of class, 1b is Day 1, second half of class. I divided students up into 5 groups with 4 students per group. For day 3b, I gave kids free choice. I started by allowing any students who had been absent during our STEM days to choose a station they had missed. (Scroll to the bottom of the page to see the rotation schedule.)
Each station was labeled and included instructions on what students were to do or accomplish. At the end of their time, students were asked to clean up their station and organize it for the next group.
Teacher reflections: The kids loved the STEM rotations! I found that instructions for the station needed to be set up on an easel or stand. If the instructions were sitting flat on the table, the kids didn't notice them because they were too excited to get their hands on the materials. Also, if there are multiple kits that kids were using and I needed the parts to stay separated for each kid, I found the best way was to physically separate the kits and require the students to use them in the different areas where I set them out. Otherwise, all the pieces didn't get put back with the right kit and you have incomplete sets. When possible, it's a good idea to get a spare set to use as "extra parts." The Lego stations take the longest to clean up because things must be taken apart and parts must be sorted and sealed into bags. I encouraged kids who were finished cleaning up at other stations to go help at the Lego stations.
What kids learned: I saw a lot of problem-solving, trial and error, and teamwork skills. Kids would come ask me for help, and often I silently pointed out the part of the instructions they needed to read and follow. I loved seeing kids use the circuit kits and then say, "I want to go home and take apart my electric toothbrush [or flashlight] to see all the parts because now I know how it works." In multiple stations, I saw kids follow the directions and then use what they knew to modify things or make their own creations. I especially saw this in Lego Classic and Circuit stations. For example, Gabe invented "the world's most annoying machine" by creating a gadget with an annoying bright light, buzzer, and rotating feather to tickle you. I had hoped this would eventually happen but was surprised and pleased to see it happening in a 15-20 minute time period.
It takes a lot of time and energy to get materials organized and set up, but I feel it is definitely worth it. I am looking forward to adding more to our STEM curriculum.
EXTENDED STEM: When I gave my students a survey asking their advice for making STEM stations better, several said they wanted more time. The rotations gave everyone a taste of using the different materials, but they wanted more time to dig deeper into projects. My plan: to offer students Extended STEM by allowing them to choose one project area that they would focus on for 2 whole class periods (80 minutes total). They would not have to take things apart between the two periods so they could work on a longer and more complex project. I gave students a list of the stations and had them rank them in order of preference with 1 being their favorite station and so on. I used the stations they had all visited and added a couple: origami (paper folding) and stop-motion animation (we have 2 iPads with the Animate it! app and 2 iPad mounts for tripods, so I could have 2 groups working on this, but I don't have enough time or equipment to make it part of the regular rotations).
Outcome / reflection: I was able to give everyone their #1 or #2 choice for Extended STEM. Students loved having extra time in Extended STEM and had the option to display their creations in the hallway display case. Next year I would like to continue with offering STEM stations followed by Extended STEM. One challenge is that since kids don't have to take their creations apart, no other classes can work with the materials until Extended STEM is over. I had to keep that in mind when scheduling time to use the STEM materials with different classes. Kids were excited about the stop-motion animation project, but it takes quite a bit of time to take enough pictures to make much of a movie. I gave kids the option to come in during recess or free time to work on their project, and that helped them get more accomplished.
We spent 3 weeks on our STEM stations. I used these activities with 5th graders. I spent 30 minutes in a previous class demonstrating and/or doing a "show and tell" about each hands-on item kids would be using and explaining how the rotations would work. That way on Day 1, kids could begin right away.
I divided each class period in half, so kids spent 15-20 minutes at each station. 1a is Day 1, first half of class, 1b is Day 1, second half of class. I divided students up into 5 groups with 4 students per group. For day 3b, I gave kids free choice. I started by allowing any students who had been absent during our STEM days to choose a station they had missed. (Scroll to the bottom of the page to see the rotation schedule.)
Each station was labeled and included instructions on what students were to do or accomplish. At the end of their time, students were asked to clean up their station and organize it for the next group.
Teacher reflections: The kids loved the STEM rotations! I found that instructions for the station needed to be set up on an easel or stand. If the instructions were sitting flat on the table, the kids didn't notice them because they were too excited to get their hands on the materials. Also, if there are multiple kits that kids were using and I needed the parts to stay separated for each kid, I found the best way was to physically separate the kits and require the students to use them in the different areas where I set them out. Otherwise, all the pieces didn't get put back with the right kit and you have incomplete sets. When possible, it's a good idea to get a spare set to use as "extra parts." The Lego stations take the longest to clean up because things must be taken apart and parts must be sorted and sealed into bags. I encouraged kids who were finished cleaning up at other stations to go help at the Lego stations.
What kids learned: I saw a lot of problem-solving, trial and error, and teamwork skills. Kids would come ask me for help, and often I silently pointed out the part of the instructions they needed to read and follow. I loved seeing kids use the circuit kits and then say, "I want to go home and take apart my electric toothbrush [or flashlight] to see all the parts because now I know how it works." In multiple stations, I saw kids follow the directions and then use what they knew to modify things or make their own creations. I especially saw this in Lego Classic and Circuit stations. For example, Gabe invented "the world's most annoying machine" by creating a gadget with an annoying bright light, buzzer, and rotating feather to tickle you. I had hoped this would eventually happen but was surprised and pleased to see it happening in a 15-20 minute time period.
It takes a lot of time and energy to get materials organized and set up, but I feel it is definitely worth it. I am looking forward to adding more to our STEM curriculum.
EXTENDED STEM: When I gave my students a survey asking their advice for making STEM stations better, several said they wanted more time. The rotations gave everyone a taste of using the different materials, but they wanted more time to dig deeper into projects. My plan: to offer students Extended STEM by allowing them to choose one project area that they would focus on for 2 whole class periods (80 minutes total). They would not have to take things apart between the two periods so they could work on a longer and more complex project. I gave students a list of the stations and had them rank them in order of preference with 1 being their favorite station and so on. I used the stations they had all visited and added a couple: origami (paper folding) and stop-motion animation (we have 2 iPads with the Animate it! app and 2 iPad mounts for tripods, so I could have 2 groups working on this, but I don't have enough time or equipment to make it part of the regular rotations).
Outcome / reflection: I was able to give everyone their #1 or #2 choice for Extended STEM. Students loved having extra time in Extended STEM and had the option to display their creations in the hallway display case. Next year I would like to continue with offering STEM stations followed by Extended STEM. One challenge is that since kids don't have to take their creations apart, no other classes can work with the materials until Extended STEM is over. I had to keep that in mind when scheduling time to use the STEM materials with different classes. Kids were excited about the stop-motion animation project, but it takes quite a bit of time to take enough pictures to make much of a movie. I gave kids the option to come in during recess or free time to work on their project, and that helped them get more accomplished.
After I got more materials, I expanded the stations to 5 weeks and kids spent a full class period at each station.