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Each student published a “How to Create a Cooler” instructional video utilizing Canva.

Florida State Academic Standards for Computer Science: SC.7.CC.2.1 Organize compiled information using a digital tool.

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Login to access and create your next design.

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In this lesson, students will be engaged in the Engineering Design Process. Students will research materials for their cooler, brainstorm a design for their cooler, sketch a plan for their cooler, build a physical prototype of their cooler using their chosen materials, evaluate their prototype’s effectiveness in minimizing thermal energy transfer, modify the prototype to further minimize thermal energy transfer if possible, and then present their final product of a cooler to minimize thermal energy transfer.

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Standard: MA.7.AR.3.3 Solve mathematical and real-world problems involving the conversion of units across different measurement systems.

In the process of building their cooler, students must first sketch out a plan for their prototype, pre-construction. The plan will include three drawings. The first will be a rough drawing where students brainstormed ideas. The second drawing will include the volume in cubic centimeters and the conversion of the measurement to cubic inches. The third drawing will include modifications after the prototype was tested. A sixth-grade mathematics standard was embedded in this project (MA.6.GR.2 Model and solve problems involving two-dimensional figures and three-dimensional figures). That afforded students the opportunity to make mathematical connections between sixth grade and seventh grade concepts and provided continuity of learning.

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Standard: SC.7.P.11.4: Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones as they reach the same temperature.

Throughout this activity, students will learn about thermal energy transfer and observe how heat flows from warm to cool objects until they reach the same temperature. Students will be tasked with helping minimize that flow of thermal energy, observing and describing how different materials affect that heat flow. Students’ final demonstration of their understanding for this standard will be evidenced by the materials they choose to use to build their cooler device and their justification for why those materials were chosen.

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Standard: VA.68.S.2.3: Use visual-thinking and problem-solving skills in a sketchbook or journal to identify, practice, develop ideas, and resolve challenges in the creative process.

Students will use their visual-thinking and problem-solving skills to draw out a plan for their coolers in their sketchbooks, helping them identify and develop ideas for how to build said coolers. The plan will include three drawings. The first will be a rough drawing where students brainstormed ideas. The second drawing will be of the design from a different angle. It will also include the volume in cubic centimeters and cubic inches. The third drawing will include any modifications made in the testing phase of the prototype. This brainstorming and sketching will help students resolve challenges in the creative process as they build a physical prototype of their design.

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2025 2026 STEAM Engineering Artifacts 1 and 2

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Metric to Customary Conversion on the Second Page