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file:///Users/hollymontick/Downloads/make-a-rainforest-cake_ks1_lesson_amazon-rainforest_earth-cubs.pdf

This lesson plan is about the Amazon Rainforest (Lesson KS1). The learning outcomes are for students to develop the geological vocabulary relating to layers in the rainforests, and being able to create a rainforest habitat.

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In my opinion failure is really never a bad thing. It may feel bad in the moment, but failure is one of the biggest learning experiences that there is. When you fail, it gives you a chance to reassess your goals and where you want to go/what you want to do next. For students, failing helps them to develop learning skills, boost their sense of determination, and build self-esteem. Failure also builds resilience, information recall, critical thinking skills, and provides an opportunity for creativity. Failure is an opportunity to teach children acceptance and problem solving skills. Once we learn how to accept failure, we can push ourselves to do better.

In my own life, when I fail, I reassess my efforts and then continue to try until I succeed. For example, I did not pass one of my PRAXIS exams on the first try. I realized that my studying habits were simply not allowing the information to stick in my head. When studying to take it again, I tried a completely different approach to studying and passed with flying colors!

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This lesson plan allows students in grades 3-6 to build a paper airplane with a challenge of whose can go the farthest. This aligns with the standard to create and compare many different solutions to a given problem and learning how to modify those ideas to improve an engineering design.

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Challenge students to build a paper airplane that can go at least go as far as possible. Building a Paper Airplane provides opportunities for investigation, team work, developing design skills and understanding the four forces of flight. ..............................................................

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Failure might seem bad at first, because it makes us realize that what we originally thought would help, didn't. However, the great thing about failure is that it also teaches us how we can improve for next time. If we fail initially, we now know to revise what caused us to fail. In this way, failure brings us closer to success. The ability to fail allows us to show resilience and get back up and try again. With determination to reach a goal, failure isn't seen as a limitation but instead is a motivator to work harder to solve the problem.
When I fail in my own life, I apply this understanding of what it means to fail. For example, if I fail a test, I know that I have to change the way I study for the next one. Accepting failure as an inevitable way to success is one way that failure can be good when applied in our own lives.

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https://pbskids.org/designsquad/pdf/parentseducators/DS_Act_Guide_Lead_Watercraft.pdf

Standards:
NGSS Practice: Constructing Explanations and Designing Solutions Scientific explanations can be used to describe why something in nature happens. These explanations are supported by evidence (measurements and observations). Scientific ideas can be used to think about, revise, and design better solutions to a problem.
Cross-Cutting Concept: Structure and Function The shape and stability of structures, of natural and designed objects, are related to their function(s). Also, Different materials have different observable impacts on a structure

Grade Level: 2-5 grade and could be built upon for higher level grades

What is bad about failure?
I think that failure is bad because society makes it seem bad. Societal standards such as grades, comparisons, and this idea of getting things right, are weighed more important in society than understanding and learning from failure or trying. Many people who fail and are not given opportunities to learn from these failures become fearful and make them discouraged to even try.

What is good about failure?
As I learned from the lecture and youtube videos, failure is actually a good thing. Students can succeed through failure. Allowing and having your students fail creates resilience, and creates frustration in problem-solving within their learning and instruction. From failure, you can create a growth mindset. Using STEM challenges as a start in the classroom can help bring valuable life lessons on how to fail and bounce back from failure. It allows students to Critically Think, Collaboration, Creativity, and Communicate with others about their failures and how to improve them.

How do you address failure in your own life?
Honestly, I am an overachiever and I love striving for the best grade I can get every single time. However, I wasn't always like this. In high school, I was very relaxed and carefree towards my grades. I always got the work done and did decently well but nothing compared to the standards I now hold myself accountable for. If and when I fail or get a grade I didn't expect, I usually look over the notes and have this feeling of guilt. I then always approach the Professor and ask what I could have done better and explain comments made on papers and notes regarding the outcome of my grade. I then always ask if there are extra credit assignments that I can complete, or if they do not offer that, I always go to office hours and ask the professor loads of questions and ask for help to redirect my next assignments. I feel like I hold myself to such a high standard that I always need to reach it and go above and beyond.

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Hi Angelina! I remember doing this lesson in the 6th grade and it was so much fun to throw around paper airplanes around the classroom and use measuring sticks to figure out how far the planes went based off of someone's design. I agree that failure sucks in the moment, but in the end it is always a learning experience. We all learn from mistakes no matter how bad or silly they seem to be, and from learning we can perform and be better. Sometimes accepting failure is really hard for people, including myself. I think that addressing this idea that failure is bad, when students are young, would help reduce or remove the stigma of failing and have students become more open to failure if it means they are learning something.

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This lesson looks so cute and engaging for students across all age groups and could easily be expanded to make it a bit more challenging as they get older. I love your outlook on failing, I honestly wish I could feel the same was as you. I like how you mentioned that by failing you reassess goals and your next steps. It is very easy for someone to shut down after failure, which I have done many of times, but promoting this idea of picking up where you left off and performing better than you could have ever imagined, is more rewarding than anything else. I am so happy to hear that through studying and resilience you passed your PRAXIS exam I know how hard and annoying those are lol. It makes the victory much more sweeter coming from a place where you worked very hard to accomplish your goals in life.

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https://www.teacherspayteachers.com/Product/Marshmallow-Toothpick-Tower-Science-Experiment-with-the-Scientific-Method-STEM-2109087?st=b017e4211caa4a0fbf28163a69be442e

Standard:

NGSS Practice - Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

In this lesson plan, students will be building a marshmallow tower. Each student will be provided toothpicks and marshmallows. The students will be record their process in the booklet which embodies the scientific method. They will be asking questions, making observations, and gathering information on how they want to go about with building the tower. After the first tower, they will have to rethink about their model of what worked and what did not and how to make it better using the given tools.

Grades: K-5

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Marshmallow Toothpick Tower Science Experiment with the Scientific Method - STEM

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Are you looking for an engaging STEM activity that teaches students about building structures? Simply provide students with toothpicks and marshmallows, then watch them create! Students will then record their process in an interactive science booklet which embeds the scientific method into it. Teach…

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What is bad failure?

I believe bad failure is when someone who is careless of their decisions and laking of trying. It happens when someone doesn’t know what they are trying to do or how to go about with their ideas. It may be hard in the moment because the student may fear to seek for help. It’s not a bad thing at all to ask for help.

What is good about failure?

A good failure is where we learn from our mistakes. We are testing our thoughts, questions and ideas. A good failure we can receive feedback from others which helps each other out because we can rethink what went wrong and how to make it better. You are determined to work better to achieve your goal. Good failure gives you the opportunity to look back and take responsibility of what went wrong but will help you trust yourself for future decisions.

How do you address failure in your own life?

With my academics, if I receive a bad grade on an exam or something else, I like to meet with the professor to go over each problem/step. By going through the problems together I can see how my thought process went when taking the exam in the given moment. When reviewing over with the professor I can see the mistakes I did wrong and question what I should have done. Which does teach me for the next time its addressed. The professor isn’t just giving me what the actual answer is but is going over each answer why its wrong or why its right. The spanish class that I am currently taking, the professor allows us to do test corrections on our exams. She told us she wants us to learn from our mistakes!  I thought that was a great idea not only to get some points back but because as I was going over my exam I saw what I did wrong and while looking back at my worksheets I was able to find why it was wrong and which/why it was right. It does have an impact because I can remember it for my homework, exams, and while learning in class. We learn from our mistakes!!

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Hi Serena! This activity looks so cute and engaging, I wish I had done this when I was younger. I feel like this activity gets the students so excited since it's something they can eat and that is super soft and manipulative. I feel like all these students would really love this activity. I also love the booklet that shows their process, observations, questions, and how they want to go about building the tower. This is almost the same activity with our index card towers, and how we reworked them. I agree that failing is good because you can receive feedback and learn from your mistakes. I am similar when it comes to my academics as well. I love to meet with the professor and figure out where I went wrong and figure out the steps together. I love how you mentioned that you were not just given the answers to the problems, but your professors walked it through with you and probed questions. By thinking about the steps and working through them, rather than just memorizing and moving on, you are actually learning through experience.

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Prosthetic Party is a health science engineering model. After looking through some of the links, this one, in particular, caught my attention because if I could be anything else but a teacher, it would be a doctor. This project is meant for Grade 7, they are just hitting that age of raging hormones and an overabundance of axe spray reeking through hallways. This project I think not only sheds light and gives grade 7 kids ages 13-14 but gives them a perspective that the world is a lot more complicated than it seems. Not everyone is so lucky to have two limbs, fortunately, there are people who dedicate their life and training to design things such as prosthetics so people are able to have two of the same limb. Many people require replacement body parts, and this model can give students the objective to learn how to describe their own engineering design, the consideration and steps that were taken into developing their design, and how this type of engineering is crucial to improving, benefiting and providing longevity for people to lead full lives. The NGSS performance expectation for this model is MS-ETS1-1: Define the criteria and constraints of a design problem with a sufficient and successful solution, taking into account relevant scientific principles and potential impacts and the natural environment that may limit possible solutions. Moving away from the lesson plan, but also in relation to this specific model and models in education, failure of a model can create frustrations and attitudes towards the given task at hand. It creates false and biased stigma toward a phenomenon. Failure in general, and in my life specifically leaves me feeling defeated. It sometimes prevents me from trying something again because I am afraid of failure. For example, trying out for a dance team if you don't make it one year, can always try the next. However, failure, when handled properly, can have great outcomes. Sometimes retracing our steps, and starting from the beginning allows for growth and a different approach to reach success. Much like science is changing, so can our methods!

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Student teams investigate biomedical engineering and the technology of prosthetics. Students create lower-leg prosthetic prototypes using various ordinary materials. Each team demonstrate its device's strength and consider its pros and cons, giving insight into the characteristics and materials biomedical engineers consider in designing artificial limbs.
This engineering curriculum meets Next Generation Science Standards (NGSS).

Learning Objectives

After this activity, students should be able to:

Describe the engineering design considerations that go into developing quality prostheses.

List characteristics and features that are important for a prosthetic leg.

Analyze a prototype prosthetic leg and make suggestions for design improvements.

Educational Standards

Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. (Grades 6 - 8 ) More Details
View aligned curriculum

Science & Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts

Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions.

The more precisely a design task's criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that is likely to limit possible solutions.

All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment. The uses of technologies and any limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions.

Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. (Grades 6 - 8 ) More Details
View aligned curriculum

Science & Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts

Analyze and interpret data to determine similarities and differences in findings.

There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process-that is, some of the characteristics may be incorporated into the new design.

Suggest an alignment not listed above

Materials List

Each group needs:

yardstick, ruler or tape measure, for measuring

scissors

1 type of prosthetic structural material with which to create a prototype (see suggestions below); note: the number of groups depends on how many different prosthetic resource materials are collected

Prosthetic Party Worksheet, one per person

For the entire class to share:

Provide a variety of prosthesis structural material resources. Suggestions:

For leg structure: toilet plungers (unused), plastic pipes, metal pipes, metal strips, cardboard tube (from wrapping paper roll), wooden "2 x 4," thin metal duct material (to be rolled and taped into a tube shape), all generally 1.5 ft (or .46 m) long

For comfort: large sponges, scrap bubble wrap, scrap cardboard, etc.

For lifelikeness: bath towels, pairs of pants, shoes (use students')

For body attachment: string, rope, twine (about 30 ft [or 10 m])

Worksheets and Attachments

Pre-Req Knowledge

Familiarity with the idea of bones providing a body's structure, as described in the Engineering Bones lesson.

Introduction/Motivation

What is a prosthesis? (Answer: An artificial body part that replaces a missing body part.) Who might need a prosthesis? Many people are in need of various types of prostheses, including injured soldiers, people who live in war zones, and people who have been in accidents. Biomedical engineers design prostheses for these amputees so that they can live as easily as others.

A student-made prosthetic lower leg.

What are some important features required for a good prosthetic leg? The most important characteristics are strength, durability, longevity, shock absorption, lifelikeness and comfort. Biomedical engineers research and design new ways to create prosthetic legs that have all of these characteristics.

Today, we will be biomedical engineers, and design and create our own prosthetic lower legs! Then we will test our prototypes by bending a knee and resting it on the prosthesis. Our goal is to provide all the important features that we talked about. Then, we'll figure out some way to connect our prostheses to a body. Since we do not have real manufacturing equipment, we will use some everyday, around-the-house materials.

Procedure

Before the Activity

With the Students

1. Divide the class into enough teams so each has a different structural prosthetic material.

2. Lead a pre-activity discussion and brainstorming session (as described in the Assessment section) so students have a good understanding of the various prosthetic requirements and material resources to meet these needs.

3. Explain to the students that when engineers design a new or improved product, they work in groups and follow the steps of the engineering design process: 1) understand the problem or need, 2) come up with creative ideas, 3) select the most promising idea, 4) communicate and make a plan to describe the idea, 5) create or build a prototype or model of the design, and 6) evaluate what you have made.

4. Assign teams different material resources with which to construct their prostheses. Make available other materials for the students to consider incorporating into their design.

5. Hand out worksheets and have students follow along with its questions throughout the activity.

6. Have students discuss ideas within their groups, while completing the first page of the worksheet.

7. Have each group choose one teammate for whom to make the prosthesis. So that the prosthesis fits him/her, measure that student's lower leg from where it bends at the knee.

Students design and create their own prosthetic lower legs, choosing and combining materials to achieve structural, stability, comfort and lifelikeness requirements.

Have students collect other materials, such as tape and string, and begin creating their prototypes, creatively addressing the requirements of strength, stability, durability, longevity, shock absorption, lifelikeness, comfort, etc.

Get creative to find ways to make your prosthesis comfortable and lifelike.

1. After all teams are finished, have each group present its prosthesis to the rest of the class, explaining the design concepts and material choices, as well as demonstrating the prototype's strength by having the teammate use it to walk (while bending his/her knee and wearing the prosthesis). See post-activity presentation suggestions in the Assessment section.

2. Conclude with a class discussion using the questions provided in the Assessment section.

Vocabulary/Definitions

amputee: A person who has had a limb removed.

bioengineering: The use of artificial tissues, organs or organ components to replace damaged or absent parts of the body, such as artificial limbs and heart pacemakers. Source: The Oxford Pocket Dictionary of Current English, http://encyclopedia.com/doc/1O999-bioengineering.html

biomedical engineer: An occupation that includes designing artificial body parts.

engineer: A person who applies his/her understanding of science and math to creating things for the benefit of humanity and our world.

prosthesis: An artificial body part to replace a missing one. Plural: prostheses.

prosthetics: A specialty of medicine and engineering that designs, constructs and fits artificial limbs and body parts (prostheses).

prototype: An original, full-scale and usually working model of a new product, or new version of an existing product. Source: American Heritage Dictionary: http://dictionary.reference.com/browse/Prototype

Assessment

Pre-Activity Assessment

Discussion/Brainstorming: As a class, have students engage in open discussion. Solicit, integrate and summarize student responses. Give prompts as necessary. Remind students that in brainstorming, no idea or suggestion is "silly." All ideas should be respectfully heard. Take an uncritical position, encourage wild ideas and discourage criticism of ideas. Have students raise their hands to respond. Record their ideas on the board. Ask the students:

What features would make a useful prosthetic lower leg? (Possible answers: Strength, stability, durability, longevity, shock absorption, lifelikeness, comfort.)

How can you achieve some of these qualities, using the provided resources? (Possible answers: Use the plunger head for a comfortable knee support, use rope or duct tape for connection to the body, use tube or pipe or wood for strong and sturdy support.)

Activity Embedded Assessment

Worksheet: Have students complete the activity worksheet; review their answers to gauge their mastery of the subject.

Post-Activity Assessment

Conference Presentation: Have each group present their prosthetic lower leg as if they were presenting it at an engineering conference. Have them include the following in their presentations:

List of materials and purpose of each

How they came up with the design

Important design features

Estimated cost

Demonstration of use

Concluding Discussion Questions: Conclude with a class discussion to gauge students' comprehension of the subject matter covered. Ask the students:

What improvements would you make to your prototype prosthesis?

What other materials and fasteners would help improve your design?

What would be different if you had to make the whole leg, including the knee?

What design constraints or limitations might be different for biomedical engineers developing real prostheses?

Safety Issues

Be careful when testing prostheses. Have student "spotters" positioned around the teammate who is testing the prosthesis to catch him/her if s/he falls.

Troubleshooting Tips

If the prostheses are not strong enough to hold the body weight, test them with heavy objects (such as books) while students hold the prosthetic steady.

Since students may be unable to cut certain materials to the correct length, advise groups with these materials to choose their "amputee" teammate by finding the person who has a lower leg length closest to the material length. Or, if the material is too long, they could adjust by elevating the opposite foot (perhaps by standing on a book or strapping an object to the foot). Engineers realize that all materials have pros and cons; if a material is difficult to work with, it is a disadvantage to ultimately choosing it to make prostheses.

Activity Extensions

Expand the design challenge to have teams make a functional prosthetic arm. For an artificial arm, the primary purpose shifts from being structural to enabling movement. Have students brainstorm ways to make the prosthetic arm move. A bonus challenge is to create a prosthetic arm and/or hand that can pick up an object.

See if your local hospital, rehab center, veteran's hospital or medical center can loan you real prosthestic devices to show students. Or, find images of the latest designs on the Internet.

Have students research gait analysis and how engineers help measure a person's gait. How would this analysis be helpful in designing prosthetic limbs?

Activity Scaling

For lower grades, instead of testing the device with the weight of an entire body, test it with heavy objects (such as books) while students hold the prototype steady. This way, the prosthetic need not be as strong or dependant on a secure leg attachment.

For upper grades, have students draw more than one design. Have them predict and explain why one of their designs would be best, and construct a prototype of that one.

Additional Multimedia Support

As featured in Copper-Hewitt National Design Museum's Design for the Other 90% exhibit (http://archive.cooperhewitt.org/other90/other90.cooperhewitt.org/Design/jaipur-foot-and-below-knee-prosthesis.html), have students investigate the Jaipur prosthesis at http://jaipurfoot.org/.

References

The American Heritage® Dictionary of the English Language, Fourth Edition. Accessed October 9, 2008. Dictionary.com. http://dictionary.reference.com/browse/prototype

Contributors Megan Podlogar; Malinda Schaefer Zarske; Denise W. Carlson

Copyright © 2008 by Regents of the University of Colorado

Supporting Program Integrated Teaching and Learning Program, College of Engineering, University of Colorado Boulder

Acknowledgements

The contents of this digital library curriculum were developed under grants from the Fund for the Improvement of Postsecondary Education (FIPSE), U.S. Department of Education and National Science Foundation (GK-12 grant no. 0338326). However, these contents do not necessarily represent the policies of the DOE or NSF, and you should not assume endorsement by the federal government.

Last modified: March 27, 2019

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Prosthetic Party: Build and Test Replacement Legs - Activity

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Student teams investigate biomedical engineering and the technology of prosthetics. Students create lower-leg prosthetic prototypes using various ordinary materials. Each team demonstrate its device's strength and consider its pros and cons, giving insight into the characteristics and materials biomedical engineers consider in designing artificial limbs.

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Hi Angelina! This experiment reminds me a lot of the one we just did in class with building our towers. Giving the students the opportunity to compare with others in the class can be really beneficial to broadening their thinking about how they could go about this project. Further giving them an opportunity to modify/revise is a supper important learning technique. Revision gives students an opportunity to reflect on what they have done. What a student thinks/assumes while completing this task on the first try might differ significantly from what think/assume the second time around after learning more. Large-scale changes prove that a student now knows something that they didn't originally know in the first place. - Holly Montick

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Hi Arianna! I really like how you said that "failure is bad because society makes it seem bad". I completely agree, and didn't really think of this until reading your response. In my response I said that I don't think failure is really bad at all, and that it is in fact one of the biggest learning techniques. Failure often encourages a fearful behavior in people like you said. When people first fail, the idea of eventually succeeding often goes out the window. Since eventual success is never a guarantee after failing, this often leads to the fear factor that you mentioned. I personally believe that "failing is part of the stepping stones to success". When you accept failure, you can acknowledge where you have room to improve and then can make those improvements. - Holly Montick

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Hi Serena! I really like how your lesson involves calling the student a "scientist". This can really make them feel like their ideas are smart/valued, and help to build confidence. I think the booklet is so cute, and it breaks down the scientific method in a really simple way for younger kids. Having both the hard copy and the digital version also allows for delivery differentiation of the lesson. I think it would be a good idea to let the students choose which version they would want to use (student choice). Student choice leads to increased engagement and empowerment. The lesson also allows for reflection which is super important. This allows them to explore their own perspectives and gain insight on how to move forward. - Holly Montick

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https://www.teacherspayteachers.com/Product/The-Girl-Who-Never-Made-Mistakes-Growth-Mindset-STEM-Activity-4034842

Standard:
K-2-ETS1-2 Engineering Design

Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

(After reading a story, students will build their own dustpans/brooms using the given objects)

No one likes failing at something. Oftentimes, it makes them feel useless or not good enough. However, failure is a part of life, and it isn’t always bad. A lot of times, failure helps a person improve in many ways. Failure is a way to see your mistakes and then fix them. Although no one likes to fail, it is essential because it shows that not everyone is perfect, and mistakes are allowed. When I fail at something in my own life, I use it as a learning experience to be better the next time. I also remind myself that no one is perfect and everyone makes mistakes, and it is just about how you deal with them.

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K-2-ETS1-2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a problem.

Failure can be really scary, and sometimes cause us to doubt ourselves and our capabilities. Students can feel this anxiety especially because in the classroom, it is sometimes engrained in students that failure is equated with being stupid or not getting a good grade. With this developed belief in students that failure is bad and a reflection of your intelligence, it is our job as teachers to change the narrative we present to our students in the classroom. We need to show students the positive parts of failure and why it is so necessary to the learning process--it shows us what works and what doesn't, helps us to identify specific areas of weakness that can be fixed or addressed, and ultimately leads us to become better learners and engineers.

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This FREE STEM challenge is designed similarly to the other STEM Challenges in my store. I am offering this one as a free sample so that you can experience the joy of STEM with your students. The "problem" presented in this shelter building challenge was a real life situation that happened to my family and me this summer on a back country hike. We got caught out in a rain storm on a hiking trail and were forced to quickly solve the problem of building a shelter to keep ourselves and our gear dry. Our children were able to help us solve the problem during this situation. Solving real-life problems with the available supplies is an important skill for our students to develop.

If you enjoy the format of this STEM challenge, please leave feedback and check out my store to shop for more STEM challenges for your students. My paid STEMS follow the same format, but include more resources. Click this link to see my HUGE STEM bundle:

STEM Mega Bundle - A Growing Bundle for the Year

In my STEM challenges, students are always presented with a "problem" to solve and are given a limited number of materials to solve the challenge. In each STEM challenge, I incorporate a budget portion of the challenge. Students are forced to make decisions on which items would best solve the problem.

Or check out some of these other individual STEMS that you may be interested in:

Introducing STEM to Your Students
Abraham Lincoln - Log Cabin STEM
Marble Maze STEM Challenge
Push and Pull STEM
STEM: Weather Hazard Bundle

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This FREE STEM challenge is designed similarly to the other STEM Challenges in my store. I am offering this one as a free sample so that you can experience the joy of STEM with your students. The "problem" presented in this shelter building challenge was a real life situation that happened to my f...

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Within this lesson, students are given the opportunity to create a paper airplane, choosing from a variety of different methods. The goal is to see whose paper airplane can go the farthest. This lesson can apply to students in grades 3rd through 6th, and be modified based on students levels of understanding. The learning outcomes for this activity are for students to develop critical thinking, problem-solving, and design skills, as well as understand the driving forces of flight.

I think I can speak for everyone when I say that no one likes to fail in any endeavor that they do. However, it is inevitable. Failure is a part of life and is essential in order for us to learn and grow as individuals. If no one ever made a mistake, there would be no personal growth. Everyone would just be at stand still not gaining any new knowledge about themselves or the world and the people around them. The feeling of failing is one that definitely knocks us down and makes us doubt our capabilities. However, it is important for us as future educators to make it known to our students that making mistakes is okay, and is actually a good thing in the classroom. Students need to make mistakes in order for them to learn and apply their new knowledge to other tasks in the future. We also need to make it known that everyone on the planet makes mistakes, even people that are the best at what they do. However, they come to terms with it, fix their mistakes next time, and know that they just conquered an essential step in the learning process. Failing is a part of life, that everyone goes through in order to succeed.

In my own life, I take it pretty hard when I fail at something. I hold myself to pretty high standards, as I'm sure everyone else does, and feel let down. However,  I closely reassess what I did wrong, and do everything in my power to fix it for next time. As a kid, it was hard for me to accept the fact that I had made a mistake, not out of being spoiled or not understanding when I was wrong, but out of worry that I would let myself and others down. However, I have learned overtime that with the strong support system of friends and family behind me cheering me on, I can have the confidence to fix any mistake, and that is what I hope to be for my future students.

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Challenge students to build a paper airplane that can go at least go as far as possible. Building a Paper Airplane provides opportunities for investigation, team work, developing design skills and understanding the four forces of flight. ..............................................................

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Hey Arianna! I really liked how you said that failure was only bad because society makes it that way. I completely agree that society often expects everyone to be successful without understanding that failure is often a part of that. I also thought it was interesting that you describe yourself as an overachiever and hold yourself to high standards, because I'm the same way. I mentioned in my response how with failure, I often change my studying habit or learn to study more next time, and you're completely right that there is this feeling of "guilt" that often comes with that. However, it's important to remember that sometimes failure is necessary for success!-Angelina Sangiovanni

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Hi Bailey, This lesson looks so fun and engaging for students in K-2! I completely agree that in school, failure is often put as a characteristic of the student's intelligence rather than a needed adjustment in their learning. This reminds me of the fixed vs. growth mindset that we've learned in so many education courses, understanding that failure requires a response of addressing a challenge rather than defeat. This ties into what you said about showing the positive parts of failure, to help them understand that failure is necessary to learn. This is something so important that makes a great life lesson for their future outside of school as well. -Angelina Sangiovanni

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Hi Cassidy, this lesson looks so fun and engaging for students! It's great that you connected it to not only the engineering design process, but also your other interests of being a doctor as well. Giving kids a reason to build things and showing that their design could eventually help someone will increase their motivation as well. I agree that failure can sometimes be a scary thing, and trying new things with a possibility of failure seems intimidating. However, it's important to remember, for ourselves and for our future students, that failure is necessary to learn from and grow towards success. -Angelina Sangiovanni

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Standard 1.G.A.2 (2nd grade)
"Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape."

Failure can be stressful, but I don't personally think failure is a bad thing. Failure allows you to learn from your mistakes, allowing for deeper thinking on whatever topic. Failure is a reality of life, so it's important we as teachers show failure is okay, even on something small. We need to teach confidence within our students by allowing them to learn and grow from their mistakes. When I make a mistake, I take a step back for a moment to collect my feelings. I tell myself that it's okay, and that I can fix it, or figure out whatever it is I need to figure out. This is something I hope I can pass on to my students.

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These 24 toothpick STEM structure cards help kids develop abstract thinking, engineering, 2d and 3d shape recognition and shape knowledge.

-----------------------------> Bundle with all of our STEM challenges and SAVE! <-----------------------------

After building each shape, children take their learning one step further and label the number of vertices and edges. The STEM structure cards are perfect for engineers from preschool to second grade!

Just grab a box of toothpicks and a container of playdough and you're ready to start problem solving.

You can even switch out the playdough for jelly beans, marshmallows or gumdrops to add a fun, seasonal twist.
INSIDE YOU'LL FIND
--> (14) 2-dimensional challenge cards

--> (10) 3-dimensional challenge cards

--> (2) record sheets with answer keys

--> (1) build your own toothpick picture challenge
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STEM Challenge: Build Toothpick Structures

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These 24 toothpick STEM structure cards help kids develop abstract thinking, engineering, 2d and 3d shape recognition and shape knowledge. -----------------------------> Bundle with all of our STEM challenges and SAVE!

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https://www.teacherspayteachers.com/Product/Marshmallow-Toothpick-Tower-Science-Experiment-with-the-Scientific-Method-STEM-2109087?st=00594fe134c6b7621702519c827b10e3

This lesson plan allows students to build a structure using just toothpicks and marshmallows. Students will predict how tall they think their tower will be. Once they are finished, they will explain what the strongest part of their tower was and how they worked through the process.

3-5-ETS1-2 Engineering Design

Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

Failure can make students feel anxious about learning. I think students can become doubtful about themselves and can lower their confidence. This may be a reason why some students do not participate in class because they are scared to fail. However, I think failure isn’t really a bad thing. I think when the word failure is being mentioned, people automatically assume it is a bad thing. Failure can play a huge roll in the learning process. When something doesn’t work the way it is expected to, it means trying again, coming up with a new plan, and can help when critical thinking. It also creates resilience and problem solving skills. In my own life, failure sometimes discourages me, however, it makes me determined to succeed even more than before.

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The standard that would fit with this lesson would be K-2-ETS1-2 Engineering Design which states "Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem". This standard says it is meant for students grades K-2, but I think this project would better be served for grades 3-5.

Something that is bad about failure is that it can really discourage a student and bring down a student's confidence. Failure can also be looked at as being "less than" others if a student is not taught the potential positives of failure.

Failure can be a very positive idea in the classroom if approached correctly by the teacher. Failure is another opportunity for learning and growing as a student in order to be successful in the future.

In my own life, specifically in sports I am very hard on myself when it comes to failure. In the classroom I am not as hard on myself about failure because I do not let failure in the classroom define me which can be more difficult in athletics to achieve.

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https://www.nextgenscience.org/pe/3-ps2-1-motion-and-stability-forces-and-interactions

Standard: 3.PS2.1, "plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object". This would be a 3rd grade lesson.

Bad about failure: too much failure for a child, or failing and not receiving proper support can lower their confidence, and reinforce negative feelings they may have about school. I think a good example of this is cases where children develop math anxiety. When a student fails and they aren't shown how to properly respond and move past it, they are going to feel averted to trying new things for fear of failure.

Good about failure: failure in a controlled environment like a classroom can be a great opportunity for learning. In an academic way, it can be shown how learning and discovery is a process of trial and error in many cases (like in most of the engineering experiments we're looking at). If you can do so well, then framing failing as a necessary part of learning will help kids deal with it in the classroom as well as outside in their own lives.

In my own life, when I fail at something I try my best to not get discouraged and to instead work towards changing what went wrong. I have some good examples of this with coaching I have done over the years. Certain tactics and ideas I have had did not work as I had hoped. It's easy to feel discouraged, but over the years I have learned from those failures and have improved a lot over time. This is going to be the same case when I start teaching in a couple of years. I am not going to have all of the answers right away. Teachers with experience have told me that I will need to come in ready to fail, and not afraid to ask questions and work to improve myself.

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https://pbskids.org/designsquad/pdf/parentseducators/DS_Act_Guide_complete.pdf

I chose the Paper table activity. "Design and build a table out of newspaper tubes. Make it at least eight inches tall
and strong enough to hold a heavy book." Failure is frustrating because it always hurts to fail and it always hurts to lose. We all want to succeed and it's hard for our expectations to not come to fruition. However, failure shapes us. We learn from our failures and improve. Things do not always happen on the first try. You cannot succeed without failure. When you fail, you need to evaluate why you failed and learn from it. When I fail, I keep trying and try to learn from my failures. I try to use my failures as motivation. Failure is a part of life, and it is important to learn how to handle it. I hope to teach my students how to handle failure and the importance of it.

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file:///Users/mollyharer/Downloads/HalloweenSTEMChallengeBoneBridgePAPERLESSversion-1%20(2).pdf
I am not sure if you are going to be able to see that because it is a file from a TPT.

This is a halloween inspired STEM lesson that uses supplies (q-tips for a skeleton effect and halloween colored materials) to experiment with building a bridge. This lesson could be done for any grade 1-8 but I am choosing to do it for 4th grade class. The standards are:
3-5-ETS1-1.Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
• 3-5-ETS1-2.Generate and compare multiple possible solutions to a problem based on how well each is likely to
meet the criteria and constraints of the problem.
These are standards that can be used for any grade 3-5.

Students will be building a bridge that need to meet the criteria and constraints of the lesson, given the materials provided. They will be in partners and given a time limit as well.

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What is bad about failure is first of all the connotation that the word itself gives off. Society has deemed it as a word that no one wants to be associated with. The word needs to be used as a motivation in the classroom. If failure is celebrated and encouraged, the connotation behind the word will start to make new meaning in kids heads and students will stop being so fearful of being defeated or failing. Another thing that is bad about failure is that it is so frustrating! No one wants to be frustrated, so failing at something seems like a waste of time and annoying. Making STEM lessons about the process over product gives value to these lessons when students fail. Following up the lesson with time to reflect and re-do is also important! From an engineering lens failing is crucial for identifying why and how systems work. Without failing we would not have answers to how things work in our lives. From an SEL lens it is so important to normalize failing because it allows students opportunity to feel their emotions and figure out how to regulate those emotions. If failure is introduced in all settings of a child's life, academically, relationships, sports/extracurricular etc., they will build those coping skills to be capable of getting through challenges in their life. Failing is always going to be something we all have to work on being okay with. It is easy to fail and then give up and move on, but that doesn't add any value to our lives. In my life I try to work with what I have in terms of when I fail. Taking a minute to figure out why I failed, and then creating a proactive plan to how I can achieve what I wanted to achieve is something I try to do. Although of course that is sometimes easier said than done!

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Hi Arianna,
I actually just commented on Emily's post, and her lesson was similar to yours. The students would gain an understanding of how and why things are structured. As well as why they are structured the way they are. Similarly, your lesson can be used to describe something in nature or the reason and purpose for a phenomenon in nature. I see a connection between both these lessons because so much of the world is waiting to be explored by young minds. However, they need to understand and develop reasoning for why things are the way they are, and how something happens in nature to understand the world. I like how you brought math into the lesson, or the lesson allows the opportunity for students to practice using math for evidence when explaining things that happen in nature. It can be done with measurements or shapes which is cool to help them practice their skills while still doing science! I did not think of it at first, but I do agree with your statement that failure can cause fear and biased attitudes. It is sad but true to think bout the fact that many who do fail, sometimes automatically fit into a category of "they can't" (students especially) when they really just may need an opportunity of the right hlep to get to the success part. -Cassidy Tobiasz

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Hi Bailey, I agree, failure is scary. It makes me question whether I have the strength to do things or not all time. For students, as you mentioned, being pressured in a classroom to learn and be at a level of knowledge as the rest of their classmates, can make failure seem like the end of the world. I like though, how your lesson allows for students to develop and solve their own model in a way that makes sense to them. No fear of failure, and they solve a problem by an object designed by them to function for that problem. This lesson is very equitable because it allows for every student to explain their thinking in their own way, as well as learn from each other without the pressure of doing what everyone else is. -Cassidy Tobiasz

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I picked the same activity to do as you but choose a different standard! I think it is interesting how every teacher views lessons and projects differently and decides what path they want to choose even if they are the same activity being done. I also said that this project could be used for upper elementary or even middle school despite the age of the standard. I also agree and did not think of that point that society makes failing seem bad. I feel that I was the same way in high school vs college when it comes to my views on failure. I was never a bad student in high school, but definitely am extremely harder on myself now in college about getting the best grades I can.

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Hi Bailey! I agree and said something very similar about how many students view failure in a negative way and that it can lower their confidence. I also agree that as teachers it is our job to teach students that failure can be positive and that it is not bad despite the way society makes it out to seem. I think the lesson you picked is so fun and would be so engaging in the classroom! Students will love to build the model of the shelter and it will teach them about other aspects that aren't directly associated with the lesson such as the weather and spending money.

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Hi Marisa! I really like how you included in your description that this lesson incorporates critical thinking and problem solving skills. I also like how you said that nobody likes to fail, but that failure is inevitable because that is the truth and being honest with students and making them feel like failure is normal will foster a better learning environment. I like what you said about failure in your own life and how you use to be extremely hard on yourself as a child, but have learned to grow and fix the mistake that was made. I feel most of us as future educators can relate to this due to being hard on ourselves and the grades we get because of teaching being our future career. But, I also think experiencing this will make us into better teachers due to knowing the feeling of pressure and failure and the potential negative impact in can have on a child.

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I found a lesson plan that was not in TPT or the links you shared, so I hope this is okay. I came across an early elementary STEM activity about clouds! The NGSS standards that this lesson falls under are:

“5-ESS2-1. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.”

“MS-Ess2-5. Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions.”

In short, my lesson will be allowing students to explore the progression and evolution of a cloud while creating a hands-on model of what the cloud process looks like. This lesson is a great way to introduce the weather system, the water cycle, etc.

The downside to failure is the emotional hit that you can take. The feeling of failure is usually a frustrating and discouraging one, especially when it is something you care about or something that has a lot of pressure and/or importance associated with it. When you fail at something, though, you can choose to see that failure in a positive light. The benefit to failure is that a new light is shown on what you still need to work on in order to succeed the next time. Failure shows you your weaknesses, and it also shows you your strengths. As you progress and focus on what you need to improve on for next time, your failure will become the key to your success. Failure is where the most growth happens; mentally, emotionally, and physically. It is important to use failure to your benefit whenever possible. Personally, I choose to see my failures as a strength rather than a weakness. I use my failures as a benefit and as a secret weapon to succeed the next time around. Further, I try to push myself to sit in my failure and discomfort in order to really zone in on what caused me to fail and what I could do next time to succeed.

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Hi Bailey! I think the lesson you chose is super cute and would be fun to facilitate and take part in. I like that there is flexibility in the lesson on whether you want to create a sketch, drawing, or a physical model. Would you give the students the option or would you choose one for the whole lesson? I think it would be great to give the students the choice!! Good job!

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Megan Giordano Responds to Marisa Ungaro

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Megan Giordano Responds to Marisa Ungaro

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Hi Marisa! I worked at a summer camp this past summer, and the kids were OBSESSED with making paper airplanes. I think this lesson would be a hit! I like that they get the opportunity to choose from different methods of how to create their plane, and then they get to go against each other to see whose plane flies the longest/furthest. I think it is great that you would have the lesson split up into different parts, this is always more engaging for students of all ages. Great work!