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https://www.youtube.com/watch?v=18B8WMJdTCQ&ab_channel=ToadstoolsandFairyDust

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📐🏢 Iggy Peck Architect by Andrea Beaty (Read Aloud) | Storytime | Self-confidence |Miss Jill

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What is your challenge (include criteria and materials)?
"Students will construct a variety of structures using fruit snacks and toothpicks. The fruit snacks will connect toothpicks together at the joints, allowing students to experiment with a wide variety of two-dimensional shapes and three-dimensional solids such as cubes, prisms, and pyramids. They will discover that certain patterns allow for more stability and balance of 3D structures than others."

Materials: fruit snacks and toothpicks for each student

Is it open-ended?
Yes. Students will brainstorm before the experiment is introduced. Next, the student will experiment with different shapes using the materials. Students will be free to make their own discoveries on 2D and 3D shapes through this challenge.

What 2 elements of STEM are involved?
This challenge integrates engineering and mathematics. Students are working with 2-dimensional and 3-dimensional shapes which fall under the mathematics curriculum. They also make structures using these shapes which incorporate engineering.

Would students use the 4 C's of engineering?
Students are using critical thinking at the beginning of the lesson when they brainstorm. This critical thinking continues throughout the rest of the challenge as students make 2D and 3D shapes with toothpicks and fruit snacks. Students can work in pairs to make their structures. This would incorporate collaboration into the activity. Students can bounce ideas off one another to come up with a strategy. With pairs, students will also use communication. Lastly, the students will use creativity in this challenge since the answers and instructions are not provided for them.

Can students do multiple iterations?
Yes. Students can do this activity more than once. Students can attempt new shapes that they did not get to try to make in the second iteration. Students can also challenge themselves to try a different strategy or tactic the second time.

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What to Do With a Box- Jane Yolen and Chris Sheban

-What is your challenge (include criteria and materials)?
The STEM activity that students will be completing to go along with the read aloud is that they will be challenged to create something out of a tissue box. They will be able to research ideas or foster their own creativity and imagination. They will be provided with a variety of materials that will allow them to repurpose their tissue boxes into a brand new creation. This lesson demonstrates that objects that seem insignificant can actually be made into something that is purposeful and creative.

General materials will include- Tissue box for each student, scissors, colored pencils/crayons/markers, glue stick, construction paper; some students may utilize other materials depending on their individual project including googly eyes, pom poms, toothpicks, sticks, etc. (depends on what each student needs)

-Is it open-ended?
Yes, this activity is open-ended. Students will brainstorm their individual tissue box creation and have the ability to be imaginative, original, and creative with their design. They can create anything that they want from their tissue box and can use any materials that would be important to include in their project. They will even have the ability to select the shape of the tissue box that they would like (rectangular or cube).

-What 2 elements of STEM are involved?
Two elements of STEM that are involved in this activity are science and engineering. In terms of science, students will learn what it means to reuse an object that may seem insignificant, like a tissue box, but can nevertheless, hold great purpose. This can also connect to the importance of reducing, reusing, and recycling in our environment. This lesson focuses on engineering as well, in which students will need to brainstorm and design their individual projects. They will need to be creative, use critical thinking skills, and constantly reflect on how they can make the best possible design.

-Would students use the 4 C's of engineering?
The students would absolutely use all 4 C's of engineering. They will need to use their critical thinking skills to brainstorm what design they want to make and how they can execute that design with a tissue box and the provided materials. They will show their creativity because they will ultimately decide how to go about their design. They can use an array of the materials and can research original and imaginative ideas, including making a monster, a piggy bank, an animal, a car wash, a house, etc. Though they are creating individual projects, they can still collaborate and communicate with each other and ask each other for advice/recommended materials or any questions about their project.

-Can students do multiple iterations?
Yes, students will be allowed to complete this project more than one time. If one design did not fully work for them, they can brainstorm a new idea and utilize different materials. They can be challenged to recreate one of their peer's designs or research a new idea online.

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📚 READ ALOUD FOR KIDS: What to do with a box by Jane Yolen

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https://www.youtube.com/watch?v=DyeI0nay4Os

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If I Built a Car – 🚗 Creative read aloud kids book by Chris Van Dusen

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What is your challenge (criteria & materials)?

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What is your challenge (criteria & materials)?

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Students will construct their own model cars as a group and see whose can travel the farthest down a two-meter tall ramp. Materials will include cardboard, duct tape, popsicle sticks, wood dowels, bottle caps, and glue.

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Is it open-ended? Can students do multiple iterations?

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Is it open-ended? Can students do multiple iterations?

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I believe this STEM read-aloud challenge is open-ended as groups will have their own process of tackling this challenge. They can redesign their cars after a test drive to improve the distance.

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What two elements of STEM? Would students use 4 C's?

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What two elements of STEM? Would students use 4 C's?

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Technology and engineering for sure and students would need to collaborate and communicate well together as a group as well as think critically and creatively of their designs.

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After the Fall: How Humpty Dumpty Got Back Up Again - Kids Books Read Aloud

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Students will be constructing their own egg drop! This connects to the book because Humpty Dumpty is trying to overcome his fear of heights. As the story goes on, Humpty creates a paper airplane for him to fly on in order to get down from a high place. The materials given to each student will be one egg, (external protection for the egg (mini cardboard boxes, balloons, etc), internal protection (tissues, fabric, etc), pen/pencil, tape, and scissors. Each student will be dropping their egg from 3 different heights - whosever falls from the highest point without breaking or cracking will win a prize!

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I think this challenge is open ended because it allows students to be creative in their own ways. They get to choose how they want to design and protect their egg in order to prevent any cracks/breakage.

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What two elements of STEM are involved and which of the 4 C's of engineering are being used?

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What two elements of STEM are involved and which of the 4 C's of engineering are being used?

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Students will be using technology and engineering throughout this lesson because they're creating their own design. As for the 4 C's, students will be critically thinking, as well as using their individual creativity.

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What is your challenge (criteria and materials)?

Students (1st or second grade) will design and construct their own makers' space (mini model) in the classroom. Students will have paper, index cards, popsicle sticks, and plastic cups provided. Materials can also include tissue boxes or paper towel rolls

Is it open-ended? Multiple iterations?
I believe this read-aloud challenge is open-ended as groups will have their own way of creating their project. I think that students can do multiple iterations. I would have the first construction be very loose in constraints. I would then have them revise and redesign their maker's spaces.
Instead of multiple redesigns we can come together as a class and make a groups makers space, using what students learned from making their mini models.

Two elements of stem- this lesson includes science as well as engineering. This lesson can also incorporate mathematics when making a classroom maker's space students will have to take into account the space available.

Use of the 4 c's- I think that this lesson incorporates all of the 4 c's of engineering.

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What is your challenge (include criteria and materials)?

Students would draw and construct their own models of their “dream school” working in small groups. They would first plan out their schools by drawing them out on paper. They would then use a large cardboard box as the school, and other materials including tissue boxes, pipe cleaners, cups, sticks, glue, tape, bottle caps, etc. to create the walls, rooms, and other aspects of their schools.

Is it open ended?

Yes, I think this STEM read aloud would allow students to imagine what their own dream school would look like, and bringing that to life with their partners. I think by planning out their ideas they can set expectations for themselves before constructing their schools.

What 2 elements of Stem are involved?

Within this activity, students are utilizing engineering skills along with science. Students are brainstorming with their groups to create a 3D model of their dream school, while thinking critically, the students are using reusable materials to create the walls and rooms of their school. Using reusable materials is not only the science aspects, but it also allows students to use their imaginations and be creative with their projects.

Would students use the 4 C's of engineering?

Yes, collaboration, communication, critical thinking, and creativity would all be incorporated in this lesson/activity. Having a variety of materials to choose from, students will collaborate with their groups to come up with ideas and create their schools. Using the reusable materials allows them to think critically about how to use the materials and think about what they will represent in their school. Sharing out their ideas with their group members will allow for great communication throughout the activity.

Can students do multiple iterations?

Since this is a bigger task, students would have the chance to continue to work on this for multiple days. I think a good way to split this project up is for the groups to complete one room each time. For example, the first day, they would be creating their dream classroom. Then the next day, they would be creating the cafeteria, the next, the library, etc. They would also be able to go back and adjust their creations from the day prior.

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📕 Kids Book Read Aloud: 🏫  If I  Build School By Chris Van Dusen

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https://www.youtube.com/watch?v=31eBdgnPsCo

What is the challenge?
The challenge for this read aloud would be letting the students plan and build a model of a type of transportation such as plane, car, helicopter, boat, train, bus, bike, etc. They will be working in groups of 2-3. The students can build this model and decorate it and then describe how they will use it. Will they is this form of transformation to go to school, vacation, family members house, or anywhere. The materials for this activity will be cardboard, paint, markers, tape, glue, and construction paper.

Is it open-ended?
Yes, this activity is open ended. Students will have the opportunity to build any transportation model they would like and there would be a personal meaning behind it. They will have the chance to also include any kind of decorations, colors, and words on it as well.

What 2 elements of STEM are involved?
This activity includes 2 STEM elements; science and engineering. Students will have to use their engineering tools to construct a model. Their science tools will be also used during the construction, along with learning that they can use any tools to creat something. They will also use science when determining what kind of transportation it will take for them to get to a place, such as a car to school or a boat on the water.

Would students be using the 4 C’s of Engineering?
For this activity, students will be using the four C’s of engineering; collaboration, critical thinking, creativity, and communication. During this process, the students will be collaborating with others and as well as from the read aloud book. They will use critical thinking skills to come up with a model with meaning behind it. Creativity will be shown through how the student creates and designs their model. And, communication will be displayed through sharing what they will use the form of transportation for.

Can students do multiple iterations?
There would be multiple iterations for this activity. This project will be worked on over the span of a few days (a week or so). As they wrk on the project, they will have chances to try to build their models in different ways until it comes out to be the way they want it. Since they are also working with other students, there will be many different ideas for different designs, formats, and model types.

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Hi! I love this idea. I like the part where the students can create anything from a tissue box. It is fun how the students are all starting with one object and they can all use their own ideas to come up with a creation. This activity connects really well with the read aloud as well! It is also nice to see that thing activity includes the 4 C’s and multiple elements of stem. -Taylor Foster

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This idea is so fun! I think students will enjoy this activity a lot since they are in school and they can use their own creativity to make a school how they think it should be. I also like the way you split up the days to focus on different parts of the school such as the library, cafeteria, and classroom. This activity involves a lot of creativity and critical thinking. Great idea! -Taylor Foster

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This activity is a great way to incorporate mathematics and engineering. Especially with a big project like this, students will more likely remember the important aspects of shapes. They will also be able to learn more about the difference between 2D and 3D shapes. This activity makes math fun! -Taylor Foster

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What is the challenge?
In this read-aloud students will be challenged to use their imagination to create anything out of a box. For this challenge, I think it would be interesting for students to use different-sized boxes so that there can be some variation in the classroom. While no project will be the same giving students the freedom to choose what box they want to build from can be inspiring! I chose this read-aloud lesson because I think it is important to recognize that students don't need a bunch of already-made manipulatives to create something great!

Materials
- any sized box
- scissors
- markers
- colored pencils
- tape
- glue
- stencils
- stickers

Is it open-ended?
Yes, students will think about anything that they want to create out of the box. With the other materials that have been provided students can collaborate with one another to think about ideas!

Can students do multiple iterations?
Yes! This activity would be done over the course of a few days so that students have time to walk away from their projects to help spark new ideas and thoughts that they may want to incorporate into their projects! One of the main goals of this challenge is that there is no right or wrong way to complete the challenge students can build and design in different ways!

Would students be using the 4 C's of Engineering?
Yes! This whole challenge is built around the four C's of engineering. Students will collaborate, communicate, and use critical thinking skills and creativity throughout the whole challenge process. Even in this class, we spoke about collaboration and communication because by looking at one another's projects we got ideas for our projects. This is a crucial step in this challenge and allows students to express enthusiasm for their projects.

What 2 elements of STEM are involved?
In this activity, students are using science and engineering as their 2 elements of engineering. With the materials provided students with use engineering skills to build their projects. In many ways, students will use science in the same way but also are practicing the skill of experimenting!

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The challenge I would present to my students is who can construct the strongest boat out of materials such as tin foil, plastic wrap, foam, etc. and then they would have to see how much weight their boat can hold (floating on water in a basin/plastic bin). The weight would be measured in number of pennies the boat could hold. This challenge is relatively open-ended as the students have the free will to determine what their boat will look like and what materials they would like to make it out of. This experiment incorporates engineering as the students have to construct the boat and then it also includes math as the students have to measure and compare how much weight each boat can hold. This activity would cater to the 4 C's of engineering as students could work collaboratively/help each other out as well as being creative and applying critical thinking skills. After working on their first boat and recording the data, the students can then take notice of areas in need of improvement in order to construct a second boat.

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Who Sank the Boat? - Read Aloud for STEM Challenge

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After using this read aloud in my class, I will challenge the students to make "the perfect nest" for the stuffed animals I have- student groups will have different sized animals. students will work in teams  First, students become material engineers as they think about what materials they can collect that will work the best to build their nest.  Next, they will gather their materials. To do this, we can take a walk outside- collect grass, sticks, leaves etc. Finally, they use their math skills as they measure the size of the nest and create it.

This lesson is definitely open ended. Students have the freedom to use whatever material they think is fitting for "their perfect nest". They have the ability to explore their ideas and creativity to what a perfect nest looks like to them- and they have the ability to use the outdoor's for their natural materials.

Math is involved in measuring how big this nest needs to be to fit the assigned stuffed animal. This may also include some trial and error which then incorporates the circle of engineering. Students will have to add less or more material depending on the size of their assigned stuffed animal.

The 4 c's are included in this project. They are collaborating and communicating with their group, using their imagination and critical thinking to how and what can be used to make the best fitting birds nest for their animal. Creativity is key here- they can use anything.

This activity won't be done more than once, but they have the ability and time for trial and error. Fixing what dosen't work, trying a different style, material etc. if they don't like how it came out the first time. They will have the time and ability to play around with it, but it probably will only be done in one lesson/activity.

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The Perfect Nest - A read Aloud Book for STEM

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Apple boat

What is your challenge (include criteria and materials)?

Students will be challenged to build an apple boat that floats and will determine if different shapes and sizes of sails influence how the apple piece floats and if different size apple pieces float as well as others? Students will be given one apple each, toothpicks, something to cut with and simple card stock paper.

Is it open ended?

This activity is open ended, students are given the freedom to design their apple boats however they would like.

What 2 elements of Stem are involved?

This lesson includes 2 STEM elements; science and engineering. Students will have to use engineering skills to construct their design. Science is also included in this lesson because students will determine that apples are less dense than water when observing their boats.

Would students use the 4 C's of engineering?

Students are able to combine and use the 4 cs of engineering. Students will collaborate and communicate with classmates while designing their apple boats and sharing their results with the class after the activity is completed. This activity also allows students to be creative and use critical thinking skills when planning and designing their apple boats.

Can students do multiple iterations?

As a team, students will be able to complete this activity more than once after completing it once.

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What is your challenge (include criteria and materials)?
After listening to the read aloud, the STEM activity that students would be completing would involve creating "Ada's Nose Smeller" to help them determine different mystery smells. They will be able to use the image of Ada's Nose Smeller to help guide them in their design. However, they would also have the opportunity to add different design elements as well to embody a greater level of creativity. After creating the "Nose Smeller," students will then use it in different jars, each containing an object with a scent. The objects will be covered and students will have to make predictions as to what they believe the object is based on its smell. Once everyone makes a prediction, the items will be revealed. The next step of the activity would involve students seeing if their initial prediction was correct and then writing down what they think causes the object to smell that way. Students could then take their "Nose Smeller" home and use it to help them find one more smell. At home, students would find an item with a scent, explain where they found the smell, what they think caused the smell, and if it is a smell they should get rid of. They could then bring their findings back to school and discuss with their peers.

Materials: toilet paper rolls, cardstock cut in strips, aluminum foil, yarn, masking tape, crayons, jars, objects with a distinct smell

Is it open ended?
This activity is open-ended as students will have the opportunity to brainstorm how they wish to design their "Nose Smeller." Thus, they will be able to use their imagination and creativity to guide them in this process. They will also have the opportunity to look for an object with a smell on their own at home. This gives students a level of autonomy to explore a smell that they chose that makes them curious. Overall, students will be reflecting on the different scents and attempting to determine what makes them smell the way they do.

What 2 elements of STEM are involved?
The elements of STEM that are involved in this activity are science and engineering. For instance, regarding science, this activity has students ask questions (a common standard found within science) and use investigations to help them explore those questions. Students will use their sense of smell to help guide them in determining not only what an object is, but what makes it smell that way. They will also have the opportunity to make observations at home to help them further explore these concepts. It is also a great way to explore cause  and effect. In terms of engineering, this activity has students design and build a "Nose Smeller." Thus, they will have to use the model presented in the story to guide them in creating a "Nose Smeller" that will effectively allow them to smell different objects that are placed in jars. Overall, this allows them to be creative while also thinking about what factors and design elements would be most effective.

Would students use the 4 C's of engineering?
The four C's of engineering would definitely be incorporated in this lesson. Students would be using critical thinking skills when approaching how to design their "Nose Smeller." They will also be critically thinking about what causes different smells. This will directly tie into creativity as students would have to create their "Nose Smeller" in any way that they wish. Thus, they could use their imagination to help them approach their design. The way that they use the materials could also vary depending on the student. Collaboration and communication will be implemented when students attempt to determine the objects based on their scents. Thus, they will be able to discuss their predictions. Together, they will also discuss what they think causes the different scents. Communication will also occur the following day when students share what they gathered from the extension activity that they completed at home.

Can students do multiple iterations?
Students would definitely be able to complete this activity multiple times. If they discovered that their "Nose Smeller" was not working effectively, they might want to create a new design. Furthermore, they could use their "Nose Smeller" for different objects (in the classroom, outside, at home, in the cafeteria, etc.).

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For this lesson, I would read this book aloud to my class and then have them complete a challenge similar to what is being done in the book. We see that they are trying to make a tower out of some interesting objects so I would have an activity where students try to make the tallest tower using 3 different materials (pasta and toothpicks students will get marshmallows to help the towers together pr gumdrops) The students will get to make a tower for each object (5 minutes each) and see what tower is the tallest and even the strongest after by placing lightweight items like stuffed animals on top of them. I think this lesson could be pretty open-ended since the kids get to pick how they would design their towers and plan ahead of time through trial and error as they are building. The students would be working collaboratively in groups together as well as creatively since they get to design their towers using methods they come up with as a team. Students will also be applying critical thinking skills when it comes to creating their design and thinking of what would work best based on the knowledge they know. For the students to work collaboratively, they need to have good communication skills which they will hopefully be able to accomplish through active listening and planning well together. Students will be using the element of STEM of building a model with materials well as being able to think through and design the model they will be making. There can be multiple different ways to approach and perform this project. Perhaps there could be some interesting other tools that could be added in for fun such as trying index cards or playing cards to see what kind of tower the kids could brainstorm and construct. There isn't a wrong way to approach this lesson since it emphasizes kids' creativity and planning behind planning and making these towers.

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Be A Maker ~ STEM read aloud ~ STEM Story time ~ STEAM books

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https://www.youtube.com/watch?v=N7D3pWc3T4E
Our Table by Peter H. Reynolds

What is your challenge (include criteria and materials)?
challenge: (page 15) https://pbskids.org/designsquad/pdf/parentseducators/DS_Act_Guide_complete.pdf
In this challenge, students must design and build a table out of newspaper, and then test it by placing a book on it and seeing if it would stand the weight.
Materials include newspaper, cardboard, tape, and a book to test the table's weight.

Is it open ended?
Yes, this activity is open-ended. Students will brainstorm designs they want their table to look like, and then experiment / test the strength of their designs.

What 2 elements of Stem are involved?
This challenge involves math and engineering. Students are working with shapes such as tubes and flat surfaces. Students have to design their tables, find ways to make the legs or base stronger, and find ways for it to support the weight of the book.
Students also have to keep in mind the angles of the table legs to make sure it does not collapse. The students will use math principles like geometry and simple algebra and apply it to their design and construction.

Would students use the 4 C's of engineering?
Yes. For this challenge, I would put students in pairs. Students would have to work in Collaboration and have to Communicate effectively to make sure they successfully build the table with all of its criteria. Students will use their Creativity in designing their table. Lastly, they would have to use Critical Thinking skills to figure out what works for their table and what would not work, analyze and evaluate, and adjust their constructions from there.

Can students do multiple iterations?
Yes! Students can attempt this challenge more than once. They can create a design and test it, and if it does not work they can go back to the drawing board, brainstorm, and come up with something more effective. They can come up with new ideas, get information from peers/teacher/online and create a new design, and/or work through trial and error.

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What is your challenge (criteria and materials)?
Students will design a device/machine that can lift the baby bird up to its nest like the snort does in the book. They will be split into groups and given a piece of paper, ruler, cardboard box, string, tape, glue, scissors, popsicle sticks, and a small chick toy.  Their desks will represent the tree. Students will need to plan a blueprint of their design on the paper first, and measure the height of their desks before they start to build.

Is it open ended?
This challenge is open ended because students can design any type of machine they would like.

What elements of stem are involved?
Math is involved because they need to measure before they build, and engineering is also involved.

Would students use the 4 C's of engineering?
Yes. In order to work together as a group and make a successful project communication and collaboration are necessary. They will also need to use critical thinking skills to figure out how to make a machine that works, and creativity to design their machines.

Can students do multiple iterations?
It is likely that the students machines won't be successful on the first try, so multiple iterations may be a necessity. They can change and improve upon their projects based on what they've seen for other groups and what has and hasn't worked for their own group.

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Are You My Mother | Mr Storytime | Read Aloud Book

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https://youtu.be/TQzq6KolYhw

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How to Catch a Turkey Read Aloud | Kids Books | Read Along

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https://www.teacherspayteachers.com/Product/How-to-Catch-a-Turkey-Storybook-STEM-Thanksgiving-STEM-Activities-4990247

What is your challenge (include criteria and materials)?

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 given problem.

The Great Turkey Escape: engineering mazes with obstacles, force and motion, pushes, pulls, and friction

Students will construct a marble maze with obstacles using a geoboard, rubber bands, sticky notes as obstacles, and a marble to model the turkey.

Is it open ended?

Yes, there are various possible outcomes.

What 2 elements of Stem are involved?

Science and engineering. Students work with force and speed and develop a physical model.

Would students use the 4 C's of engineering?

Yes. Students would use critical thinking to construct the maze/ help the turkey escape, the students will communicate about possible ways to construct and escape the maze, students will collaborate with each other to develop a model and solve the problem, and use creativity when developing their model.

Can students do multiple iterations?

Yes, students can plan and test the design and then revise their model.

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{How to Catch a Turkey} Storybook STEM - Thanksgiving STEM Activities

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These printable and digital interactive activities are perfect for K-4th Grade! Differentiated Google Slides, Seesaw, AND Printable versions for K-1st Grade and 2nd-4th Grade are ready to use in the classroom or click and share immediately with students or parents for use during distance learning at…

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https://carlyandadam.com/thecarlyandadam/september-read-alouds-and-stem-challenges
For this challenge, the students are going to be designing a large claw to grab things. They could use materials such as cardboard, tape, glue, paper, etc.

This challenge is open-ended because they are able to think about what they want their design to look like and how it can work.

This challenge involves engineering and math. The students are working with shapes and have to design a claw that is large, which has to do with measurements.

Students would use the 4 C's of engineering in this challenge. I would have the students work together (collaboration and communication) to come up with a design idea (creativity). Then, the students will discuss how their design will work and what could be improved or taken out (critical thinking).

Students can do this challenge more than once. They can create one design to see how it works, and if needs to be worked on and fixed, they have the option to redo it or add to it. Students can also bring this design home and create a large claw while they are at home if they want to.

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I will use this Read Aloud to challenge my students to make their "specialty dish" out of construction paper (variety of colors), markers, and cardboard, and paint. I will also give them the option to make their favorite fast food/dessert if they become stuck on what to do (e.g., french fries can be made out of cardboard and mixing brown and yellow paint; cinnamon rolls can be made out of cardboard and brown and black markers). To assemble their projects, they can use glue, staplers and scissors (this will be an in class assignment so that I can ensure the safety of my students).
After doing this, I would then ask my students to calculate how long it took them to complete the assignment and figure out if it would take that long to make the food realistically.

Is it open ended?
Yes this activity is open ended as I give my students the option to either make their specialty dish, favorite fast food, or favorite dessert. Giving my students these options will allow for brainstorming and engagement since they can choose which out of the three they would rather work on.

What 2 Elements of STEM are involved?
The two elements of STEM that are involved in this activity are engineering (assembling their assignments) and math (calculating how long the assignment was and how long it would take to bake/cook their chosen option).

Would Students Use the 4 C's of Engineering?
Students would not be using the 4 C's of Engineering for this assignment. They would only be using 2: Creativity and Critical Thinking. Since I would make this an individualized activity, the students would not be collaborating or communicating with each other.

Can Students Do Multiple Iterations?
Yes! Students will be able to complete multiple iterations with this assignment. Due to it requiring time and great creativity, students might think of another food they want to create (or even add to their current activity). They will be given the tools to work on the assignment as they please, as long as they follow the guidelines.

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The Moose Who Loved Noodles By Rachel Dutton I Storytime Read Aloud

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https://www.youtube.com/watch?v=7fkR7X4SevE

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Read-Aloud of Chrysanthemum by Kevin Henkes

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The teacher will cut out a big paper heart and pass it around to each student in the room. Each student will be asked to write something or an appropriate word that is not nice on the paper heart. Once everyone is done the heart will be given to the teacher who will then pass around to each student a specific flower called a chrysanthemum. The teacher will then stand in front of the room and begin a class discussion to make observations of the flowers and ask the students questions about what they see. The teacher will then stand in front of the room and crumple the big paper heart up and ask the students to do the same to the flowers. After this is done there will be another class discussion about what their flowers look like now. They will compare and contrast their observations. We will then dive into a discussion back to the big paper heart in relation to the flowers and why we crumpled them up. We will discuss the impact of hurtful words and how you can't take them back once they've been said.

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I will provide rulers and mini magnifying glasses while students observe their chrysanthemums.

This lesson is open ended because the students are able to become vulnerable and discuss the importance of their words.

Math is involved when the students are measuring their chrysanthemum. Along with science to observe, discuss, and record what they see.

Students would definitely use the 4 c's of engineering during this lesson. Students will need to collaborate and communicate what they see and observe with their flowers. They will need to use their critical thinking skills on how they think the lesson connects to the two activities of the heart and the flowers. Students will use their creativity when discussing the flowers of what happens after we squish them up. And why once they are squished up can they not go back to their original form.

Students will not really be able to do multiple iterations. Since this STEM lesson has more of an emotional connection to it rather than building something using materials they will only have the opportunity to do it once. This lesson is mainly based on discussion and the importance of how we speak to one another while also including stem.

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What is your challenge (include criteria and materials)?

Students will work in pairs to attempt to make their own flying object out of “junk”.  I will provide lots of random craft/school supplies such as construction paper, popsicle sticks, pom poms, pencils, and more. Students will try to make something that can fly just like Violet. Then, have a competition of who’s can go the furthest.

Is it open ended?

Yes I think that this would be open ended because students are able to use whatever objects they can find in the classroom to make their own model. Each and every model the students make will be different.

What 2 elements of Stem are involved?

Students are using engineering and mathematics. Engineering because students are creating their own models that will be able to fly the furthest out of ordinary objects. Mathematics will be used to measure how far the models go.

Would students use the 4 C's of engineering?

Students are using critical thinking when they are choosing which objects to use for their model. Students use creativity by using random objects to create their model ,they have to get creative to figure out what would work. Students will use communication to work with their partners along with using collaboration while working together.

Can students do multiple iterations?

Yes! Students can try this multiple times to try to beat their last distance.

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Violet the Pilot by Steve Breen.  Read Aloud with comprehension questions.