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Explore resources, tools, and strategies for teaching STEM and STEAM. Discover innovative ideas to engage students in science, technology, engineering, arts, and math.

Vibrant explosion of rainbow colors with the text "The Fully Primed Light Show – Introducing the Engineering Design Process" written in playful white font at the center.
RoboticsSTEM/STEAM

Start with a Spark: The SPIKE Prime Light Show Challenge for Beginners

by Peggy Reimers
written by Peggy Reimers

If I were a new robotics teacher handing out sets of SPIKE Prime kits, my first thought would be, “What do I do first?” “Where do I start?”

Before jumping into bots that spin out of control or crash off the table, I like to begin with a no-wheels, no-stress activity: The Fully Primed Light Show Challenge.

This project focuses on using the 5×5 light matrix on the SPIKE Prime hub—no motors, no movement—just creativity, teamwork, and flashing lights. It’s the perfect way to introduce block programming, collaboration, and the Engineering Design Process (EDP) in a low-pressure, high-impact way.

Activity 1: Kickoff with “Initial Sound”

A block-based code sequence begins with "when program starts" and includes light commands, timed waits, and a final sound block labeled "Boop Bing Bop", accompanied by a yellow reference guide explaining programming blocks.
The Initial Sound Program

The first program I always introduce is a quick activity called Initial Sound. Each student programs their SPIKE Prime hub to:

  • Display their initials on the 5×5 light matrix
  • Add a sound effect at the end

Why this works so well:

  • No moving parts
  • No teamwork required (yet)
  • Just focused programming practice

Programming Blocks Introduced:

  • When program starts (event block)
  • Show image (to display initials using the light matrix)
  • Wait [x] seconds (control block)
  • Play sound until done (sound block)

Activity 2: The Fully Primed Light Show Challenge

Four small wheeled robots lined up on a table, each displaying a bright LED number from 1 to 4. Hands with red-painted nails are pressing buttons on each robot's faceplate.
Ready, set, go the FULLY PRIMED LIGHT SHOW

The next step is to work together in small groups (3 to 5) to create a light show using the 5×5 light matrix. No motors, just pure pixel power.

Why I love this as a starting challenge:

  • It introduces block coding with zero movement-induced stress
  • It builds teamwork and planning from the start
  • It’s the perfect opportunity to roll out the Engineering Design Process

Step 1: The EDP (Engineering Design Process)

Cue the pencils—it’s time to sketch, plan, and dream. Students complete the EDP template before they ever touch the code.

Since this is their first experience with EDP, I recommend completing it together as a class.

Example EDP Prompts:

  • What is the challenge I’m trying to solve?
    “My group is programming a light show with our SPIKE Prime hubs.”
  • The List (Real-World Connections):
    Where do you see light shows in everyday life?
    • Fireworks
    • Concert stage displays
    • Public art installations
    • Football halftime shows
    • Digital advertising signs
    • Arena or stadium LED ribbon boards
    • The Aurora Borealis
    • Amusement parks and rides
  • Brainstorming: Draw symbols or ideas for animations
  • Drawing Zone: Sketch out your pattern
  • Light Patterns: Color in the 5×5 Matrixes to plan your light blocks

After the Challenge: Revisit the EDP to reflect, rate, and rank the experience.

Step 2: Plan It Out

Give groups dedicated time to sketch and plan before touching the computer. This ensures intentionality and teamwork.

Step 3: Program, Test, Modify

Time to bring those designs to life. Encourage groups to iterate and refine as they test their light shows.

Step 3.5: Back Pocket Trick (Time to Wow Me!)

Let’s be real: The most important thing I can tell you as a robotics teacher is this—what are you going to do with your early finishers? Because if you don’t have a plan, they will find something else to do… and it usually involves off-task creativity.

That’s why I always keep a back pocket trick—a simple way to extend the challenge and keep students engaged.

Once students have completed their light sequence, challenge them to add some “Wow Me” features—shoutout to Joy Schwartz for the alternate name!

Back Pocket Bonus Ideas:

  • Add scrolling letters or words
  • Sync sound effects with the light sequence
  • Program the center button light for color changes
  • Build a stand or frame for their hub display

“I’ll be watching for the wow factor” is all it takes to keep motivation high.

Step 4: Showcase and Reflect

Wrap up the challenge with a classroom Light Show Showcase. Let groups present their light sequences and explain their design process.

Afterward, revisit the EDP sheets to complete:

  • Emoji reflection (How did it go?)
  • Star rating (1–5 stars)
  • Final tweaks to the Drawing Zone or program notes

This reinforces the importance of reflection, feedback, and iteration.

Resources

Final Thoughts: Let There Be Light (and Learning!)

The SPIKE Prime Light Show Challenge is a beginner-friendly project that sets the tone for creativity, collaboration, and coding from day one. It’s open-ended, fun, and just the right amount of challenge.

So go ahead—spark curiosity and light up your students’ imaginations.

And if your class creates a spectacular light show, I’d love to see it! Share a clip or photo with me at preimers@tcea.org or tag me on X @preimers.

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Classroom ActivitiesCulturally ResponsiveEnglish Language Arts Reading (ELAR)ESL/ELLScienceSocial StudiesSTEM/STEAMTechnology Applications

Igniting Minds: The PRISM Framework for ELLs

by Miguel Guhlin
written by Miguel Guhlin

The PRISM framework offers a powerful and practical approach to supporting English Language Learners (ELLs). It assists you by facilitating simple to complex thinking through the use of meaningful learning experiences. In this blog entry, you will see three possible projects aligned to the TEKS that will help you incorporate the PRISM Framework for ELLs.

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These experiences match the acronym, which stands for Patterns, Reasoning, Ideas, Situation, and Methods:

  • Patterns: Identifying similarities and differences.
  • Reasoning: Explaining why things happen.
  • Ideas: Generating new ideas and possibilities.
  • Situation: Understanding the context of a problem.
  • Methods: Developing and testing solutions.

Combine PRISM with project-based learning to get benefits of:

  • Creativity
  • Critical thinking
  • Language development

Let’s explore these ideas via three example projects for grades K-2, 3-6, and 6-8. Before we do that, let’s get a big picture of each project.

PRISM in Action: Grade-Specific Ideas

First, let’s take a look at this organizer showing projects and each step of the PRISM Framework for ELLs. Notice how PRISM scaffolds students as they move from simple to complex.

  • Patterns: Students identify recurring features in their neighborhood (K-2), cultural symbols (3-5), and sustainable features (6-8), focusing on related vocabulary.
  • Reasoning: Students explain the purpose of neighborhood features (K-2), the significance of cultural symbols (3-5), and the benefits of sustainable features (6-8), practicing explanatory language.
  • Ideas: Students brainstorm improvements for their neighborhood (K-2), compare cultural traditions (3-5), and propose sustainability solutions (6-8), developing creative and comparative language.
  • Situation: Students discuss community cooperation (K-2), global traditions (3-5), and the global impact of local actions (6-8), focusing on social interaction and global awareness vocabulary.
  • Methods: Students practice conversational English through role-play (K-2), collaborate on presentations (3-5), and present their solutions with Q&A (6-8), enhancing spoken English and presentation skills.

With that big picture overview, let’s go a bit deeper into each project.

Project Spotlight: Engaging ELLs Across Grade Levels

Let’s take a closer look at each project idea and how the PRISM framework and TEKS alignment come together in practice. Each comes with an AI-aided TEKS alignment. Be sure to check to see if it applies to your own classroom and curriculum goals.

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Neighborhood Storybooks: A K-2 Adventure in Community Exploration

Young learners connect best with what they know. K-2 ELLs create storybooks about their neighborhoods to learn vocabulary, storytelling, and community.

PRISM Breakdown

Patterns: Students identify and draw recurring elements in their neighborhoods (e.g., houses, trees, stores).

  • TEKS Alignment: Mathematics §111.11.b.1.C – identify, create, and extend patterns of objects, pictures, and numbers.
  • Other TEKS: Visual Arts §117.103(b)(1)(A) – identify the elements of art, including line, shape, color, texture, and space, in their own artwork.

Reasoning: They use sentence stems (e.g., “My house has a _____”, “The park is for _____”) to discuss the purpose of these places.

  • TEKS Alignment: ELAR §110.4(b)(7) – express complete thoughts and ideas clearly.
  • Other TEKS: ELAR §110.4(b)(8) – share information and ideas that are relevant to the topic or text.

Ideas: Students imagine and draw new things they would like to see in their neighborhood (e.g., a playground, a library).

  • TEKS Alignment: ELAR §110.5(b)(4) – generate ideas before writing or speaking.

Situation: The class discusses how neighbors help each other and participate in community events.

  • TEKS Alignment: Social Studies §113.12(b)(1)(A) – identify the responsibilities of citizens.

Methods: Students role-play simple conversations related to their neighborhood (e.g., asking for directions, greeting a neighbor).

  • TEKS Alignment: ELAR §110.4(b)(5) – participate collaboratively in conversations with peers and adults in small and larger groups.
  • Other TEKS: ELAR §110.4(b)(6) – speak audibly and clearly using appropriate language for the situation.
  • ELPS Alignment: This activity strongly aligns with various aspects of the English Language Proficiency Standards (ELPS), particularly regarding speaking and listening skills in social and academic contexts. You could specifically reference the ELPS expectations for the students’ grade level related to expressing themselves and interacting with others.
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Cultural Quilts: Weaving Heritage into 3-5 Learning

For grades 3-5, the “Cultural Heritage Celebrations” project celebrates the diverse backgrounds of students. The “Cultural Heritage Celebrations” project for grades 3-5 allows students to design quilt squares representing their cultural heritage, celebrating diversity and building descriptive language skills.

PRISM Breakdown

Patterns: Students draw or represent cultural symbols, traditions, or celebrations that are important to them or their families.

  • TEKS Alignment: Visual Arts §117.106(b)(1)(A) – identify and describe cultural contexts expressed in art.
  • Other TEKS: Social Studies §113.15(b)(1)(B) – identify and describe customs, traditions, and celebrations of various cultural groups in the community and other parts of the world.

Reasoning: Learners explain the significance and meaning behind their chosen symbols or traditions.

  • TEKS Alignment: Social Studies §113.15(b)(2)(B) – explain the significance of various cultural celebrations.

Ideas: Facilitate classroom discussions where students compare and contrast different cultural traditions represented in their quilt squares.

  • TEKS Alignment: ELAR §110.9(b)(4) – compare and contrast information in texts and graphics.
  • Other TEKS: Social Studies §113.15(b)(2)(A) – compare and contrast customs, traditions, and celebrations of different cultural groups.

Situation: Students research global traditions and celebrations, exploring their origins and significance in different parts of the world.

  • TEKS Alignment: Social Studies §113.17(b)(1)(A) – identify customs and celebrations of various cultural groups.

Methods: The class collaboratively assembles the individual quilt squares into a class quilt, creating a visual representation of their diverse heritage.

  • TEKS Alignment: Social Studies §113.18(b)(1)(B) – work independently and collaboratively.

Enhancing the Project for ELLs:

  • Provide examples of cultural symbols and traditions from various cultures.
  • Encourage students to interview family members about their heritage.
  • Use bilingual resources and allow students to use their native language for initial brainstorming and note-taking.
  • Provide sentence starters for explaining the significance of their symbols.
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Eco-School Design: 6-8 Sustainability Showcase

Middle school ELLs engage in problem-solving and critical thinking with the “Sustainable Solutions Challenge” project. This activity combines research, design, and presentation skills. Students work to propose eco-friendly solutions for their school or community.

PRISM Breakdown

Patterns: Students research common features of sustainable buildings and practices (e.g., solar panels, rainwater harvesting, recycling programs).

  • TEKS Alignment: Science §112.18(b)(2)(A) – identify and describe the properties of natural resources.

Reasoning: Learners explain the environmental and economic benefits of these sustainable features using cause-and-effect language.

  • TEKS Alignment: Science §112.19(b)(1)(B) – analyze data to formulate reasonable explanations.

Ideas: Encourage students to brainstorm innovative and practical sustainability solutions tailored to their school or community’s needs.

  • TEKS Alignment:
    • Grade 6-7: ELAR TEKS 110.5(b)(4) – plan a first draft by generating ideas.
    • Grade 8: ELAR TEKS 110.6(b)(1)(A) – generate and organize ideas for composing clear, innovative responses.

Situation: Students connect their proposed solutions to broader global environmental challenges, understanding the importance of sustainability on a larger scale.

  • TEKS Alignment: Science §112.20(b)(1)(D) – evaluate the impact of human activities on Earth systems.

Methods: Students present their designs and solutions to the class, incorporating visual aids and participating in a Q\&A session to receive peer feedback.

  • TEKS Alignment: Technology Applications §126.16(b)(1)(A) – present information in a variety of formats.

To better enhance the project for English Language Learners, consider taking advantage of the SAVE process.

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SAVE Earth: Steps and Resources

It can be easy to forget second language learners need a bit more scaffolding. The SAVE process can assist language learners in these ways: offer visual and simplified information, provide tools to organize thoughts without relying on words alone, as well as give sentence support to clearly express their ideas.

SAVE Earth: Steps and Resources

S: See and understand easy-to-find information (e.g., websites, videos, diagrams)

A: Arrange your ideas using helpful tools (e.g., mind maps, charts)

  • Example: Create a mind map to brainstorm different ways to reduce plastic waste.
  • Resources:
    • Use a free online mind mapping tool like MindMeister or draw one on paper.
    • Create a chart comparing the energy consumption of different appliances (search online for energy consumption charts).
    • Develop a flowchart outlining the steps of recycling (search online for recycling process flowcharts).

V: Voice your thoughts clearly with support (e.g., sentence frames, prompts)

  • Example: Use the sentence frame: “One way to help the environment is by __ because __.”
  • Resources:
    • Sentence Frames:
      • “The impact of pollution is __ because __.”
      • “A sustainable solution to this problem could be __.”
      • “I think this is important because __.”
    • Prompts:
      • “Explain the difference between renewable and non-renewable energy.”
      • “Describe one way your school could become more environmentally friendly.”

E: Engage with others and learn together (e.g., group work, discussions)

  • Example: Participate in a group discussion about the pros and cons of different energy sources.
  • Resources:
    • Group Work Activity: Plan a school-wide recycling campaign as a team.
    • Discussion Prompts: 
      • “What are some of the biggest environmental challenges facing our community?”
      • “How can young people make a difference in protecting the environment?”
    • Peer Feedback: Share your ideas for reducing waste with a partner and get their suggestions.

Project-Based Learning and PRISM Framework for ELLs

PRISM and TEKS with SAVE create engaging, hands-on learning for ELLs, boosting language skills, critical thinking, and collaboration. These projects empower their academic and linguistic success in Texas classrooms.

Let us know how you plan to use the PRISM Framework for ELLs in the comments below!

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A vibrant, surreal illustration of a human brain exploding with splashes of blue and yellow paint, symbolizing creativity, innovation, and the fusion of art with science.
Classroom ActivitiesGood TeachingSTEM/STEAMTechnology Applications

Integrating Art into STEAM Lessons

by Dr. Bruce Ellis
written by Dr. Bruce Ellis

In today’s rapidly evolving world, education is no longer just about teaching students what to learn—it’s about equipping them with the skills to think creatively, solve problems, and adapt to new challenges. This is where STEAM education comes in, blending the rigor of Science, Technology, Engineering, and Mathematics (STEM) with the creativity and innovation of the Arts.

But why does art belong in this equation? Simply put, art transforms STEM into STEAM by fostering imagination, encouraging hands-on exploration, and helping students see connections between disciplines. For K-8 teachers, integrating art into STEAM isn’t just a way to make lessons more engaging—it’s a powerful tool to deepen understanding, spark curiosity, and prepare students for a future where creativity is as valuable as technical knowledge. In this post, we’ll explore practical strategies, inspiring ideas, and actionable tips to help you seamlessly weave art into your STEAM curriculum, creating a richer, more dynamic learning experience for your students.

Why Art Belongs in STEAM

A young girl in a futuristic, creative workspace builds a miniature city using gears and circuits, surrounded by glowing light bulbs, floating mechanical parts, and a DNA helix spiraling into the sky.

At first glance, art might seem like an outlier in the world of STEM. After all, what does painting or sculpture have to do with solving equations or building robots? The answer lies in the unique role art plays in fostering creativity and innovation—skills that are essential for success in any field. Art isn’t just about creating something beautiful; it’s about thinking differently, exploring possibilities, and expressing ideas in ways that words and numbers alone cannot.

When art is integrated into STEM, it transforms into STEAM, a holistic approach that encourages students to approach problems with both logic and imagination. For example, a science lesson on the water cycle becomes more engaging when students illustrate the process through drawings or create a 3D model. A math lesson on geometry comes alive when students design tessellations or build sculptures using geometric shapes. These activities don’t just make learning fun—they help students visualize abstract concepts, make connections between disciplines, and develop a deeper understanding of the material.

Research supports this approach, too. Studies have shown that students in STEAM programs often outperform their peers in traditional STEM programs, particularly in areas like critical thinking, collaboration, and problem-solving. By integrating art, we’re not just teaching students to be scientists or engineers—we’re teaching them to be innovators, creators, and lifelong learners. Art belongs in STEAM because it reminds us that creativity is not a luxury; it’s a necessity.

Key Principles: Integrate Art into STEAM

A visually structured "Educator Quick Start Guide for STEAM," outlining key principles for integrating art into STEM, a quick implementation framework, and key reminders for effective STEAM instruction

Integrating art into STEAM isn’t just about adding a splash of color to a science project or letting students doodle during math class. It’s about creating meaningful connections between disciplines, fostering creativity, and empowering students to think holistically. You can find these principles as well as other information neatly organized in our three-page Educator Quick Start Guide for STEAM. To successfully weave art into your STEAM curriculum, consider these key principles:

Authentic Problem-Solving: Connect STEAM activities to real-world challenges and applications that students can relate to. When art is integrated with STEM to address authentic problems—whether local environmental issues, community needs, or global challenges—students develop a deeper sense of purpose in their learning. For example, students might design artistic water conservation devices, create informative murals about local ecology, or build aesthetically pleasing adaptive technologies for people with disabilities. This approach helps students understand the real-world impact of their interdisciplinary skills, fosters empathy and social responsibility, and demonstrates how creative thinking combined with technical knowledge can make a meaningful difference in the world.

Interdisciplinary Approach: Art shouldn’t exist in a silo—it should naturally complement and enhance STEM subjects. For example, a lesson on ecosystems can include creating dioramas, while a unit on geometry can involve designing tessellations or building 3D models. By blending art with STEM, you help students see the interconnectedness of disciplines and encourage them to approach problems from multiple perspectives.

Hands-On Learning: STEAM thrives on active, project-based learning. Art integration is no exception. Whether it’s painting, sculpting, coding digital art, or designing prototypes, hands-on activities allow students to experiment, make mistakes, and learn through doing. These experiences not only deepen understanding but also make learning more memorable and engaging.

Student-Centered Design: Give students the freedom to express their creativity and take ownership of their learning. Instead of prescribing exactly how an art component should look, provide open-ended prompts that allow for individual interpretation. For instance, rather than asking students to draw a specific diagram, challenge them to create a visual representation of a concept in their own unique way. This fosters creativity and builds confidence.

Inclusivity: Art has the unique ability to engage learners of all abilities and backgrounds. It provides multiple entry points for students who may struggle with traditional STEM subjects, allowing them to showcase their strengths in new ways. For example, a student who finds math challenging might excel at creating a visual representation of a data set, while another might use storytelling to explain a scientific concept.

Reflection and Iteration: Incorporate opportunities for students to reflect on their creative process and iterate on their work. Ask questions like, “How did your artwork help you understand the concept?” or “What would you do differently next time?” This not only reinforces learning but also encourages a growth mindset, where mistakes are seen as opportunities for improvement.

By embracing these principles, you can create a STEAM environment where art isn’t just an add-on — it’s an integral part of the learning process. This approach not only enriches the curriculum but also prepares students to think creatively and critically in an increasingly complex world.

Practical Strategies for K-8 Classrooms

A vibrant classroom filled with young students engaged in hands-on STEAM activities, combining art, science, and technology. Children paint circuits, build models, and work with digital screens, while walls are adorned with colorful scientific diagrams and artwork.

Integrating art into STEAM doesn’t have to be overwhelming—it can start with small, intentional steps that make a big impact. Here are some practical, grade-level strategies to help K-8 teachers bring art into their STEAM lessons in meaningful ways:

Elementary (K-5)

At this stage, students are naturally curious and eager to explore concepts through hands-on experiences. They learn best through play, experimentation, and sensory engagement, making art an ideal medium for introducing STEM concepts in an enjoyable and accessible way. By integrating art into science, technology, engineering, and math lessons, students can visualize abstract ideas, manipulate materials to test their understanding, and develop problem-solving skills in a creative environment. Whether they are painting a diagram of the water cycle, building geometric sculptures, or designing patterns that demonstrate symmetry, these activities help them make connections across disciplines. Additionally, the open-ended nature of art encourages students to think critically, ask questions, and develop their own unique interpretations of STEM concepts. By fostering both analytical and creative thinking, art-integrated STEM learning not only deepens comprehension but also builds confidence in young learners as they explore and experiment in meaningful ways.

Science + Art: Have students illustrate scientific concepts, such as the life cycle of a butterfly or the layers of the Earth. For example, after learning about plant growth, students can create a step-by-step comic strip showing the process from seed to flower. Consider a “Weather Collages” activity where students use mixed media (paint, fabric, paper) to create collages that represent different types of weather.

Math + Art: Use art to teach mathematical concepts like symmetry, patterns, and geometry. Students can create symmetrical drawings, design tessellations, or build 3D shapes using clay or recycled materials. Try a “Fraction Art” activity where students divide a piece of paper into sections and decorate each section to represent different fractions.

Engineering + Art: Combine creativity with problem-solving by having students design and build structures, such as bridges or towers, using materials like popsicle sticks, straws, or LEGO bricks. Encourage them to decorate their creations, blending functionality with aesthetics. A “Marble Run Design” activity challenges students to design and decorate a marble run, experimenting with angles and slopes to make the marble travel as far as possible.

Middle School (6-8)

As students grow older, their ability to engage in more complex problem-solving and creative challenges increases, making art an even more powerful tool for STEM learning. Middle school students are often developing a stronger sense of independence and personal expression, which can be leveraged through projects that combine artistic design with real-world applications. At this stage, technology becomes a critical component, allowing students to explore digital art, animation, coding, and 3D modeling as ways to express their understanding of STEM principles. For example, they might use software to create interactive simulations of ecosystems, design architectural models that incorporate principles of physics and geometry, or develop infographics that visually represent data from a science experiment. These types of projects encourage students to think beyond traditional methods of learning by blending logic and creativity in ways that prepare them for future careers in STEAM fields. By integrating art with STEM, students not only develop critical problem-solving skills but also learn to approach challenges with innovation and adaptability, which are essential in today’s rapidly evolving world.

Technology + Art: Introduce digital tools like coding platforms (e.g., Scratch or Tinkercad) to create animations, digital art, or 3D models. For example, students can code an interactive story that explains a scientific concept or design a 3D-printed object that solves an engineering challenge. “Digital Storytelling” can be a powerful way to use coding to create an animated story about concepts like the water cycle or the solar system.

Engineering + Art: Challenge students to design and build functional prototypes, such as a wind turbine or a simple machine, while incorporating artistic elements like color, texture, and form. An “Eco-Friendly City Model” project allows students to design a sustainable city using recycled materials, incorporating both engineering principles and artistic design.

Math + Art: Explore the intersection of math and art through activities like creating fractals, designing geometric patterns, or using data visualization techniques to turn numbers into art. A “Data Art” project invites students to collect data (e.g., survey results or weather data) and create an infographic or visual representation of their findings.

Cross-Grade Opportunities

Collaborative Projects can pair older students with younger ones for mentorship opportunities, such as helping younger students design and build a STEAM project. Community Connections invite local artists or professionals to share how they use art and STEM in their work, inspiring students to see real-world applications. Creating a STEAM gallery or exhibition where students can display their projects celebrates the integration of art and STEM.

By incorporating these strategies, you can make STEAM lessons more dynamic, engaging, and accessible for all students. Whether it’s through hands-on projects, digital tools, or collaborative activities, art has the power to transform STEM into a truly interdisciplinary experience.

Example STEAM Activities

Rainbow Science (Grades K-2)

Objective: Students will learn about light and color mixing while creating rainbow art.

Description: Students use prisms or water to explore how light creates rainbows, then mix primary colors (red, yellow, blue) to paint or draw their own rainbows.

Assessment: Observe students’ ability to mix and identify secondary colors, and ask them to explain how rainbows form in their own words.

Extension for Gifted and Talented: Challenge students to create a “rainbow journal” documenting different light experiments (e.g., using flashlights, mirrors, or colored filters).

Bridge Building (Grades 3-5)

Objective: Students will design and build a bridge that balances strength and artistic design.

Description: Using materials like popsicle sticks, straws, or LEGO bricks, students construct a bridge that can hold weight while incorporating decorative elements like color, patterns, or themes.

Assessment: Test the bridge’s strength by adding weights (e.g., pennies or small objects), and evaluate the creativity and functionality of the design.

Extension for Gifted and Talented: Have students research famous bridges worldwide and incorporate architectural styles into their designs.

Coding Art (Grades 6-8)

Objective: Students will use coding to create an animated story or artwork that explains a STEM concept.

Description: Using platforms like Scratch, students code an interactive animation (e.g., the water cycle, solar system, or a math concept like fractions). They can add characters, dialogue, and sound effects to make their project engaging.

Assessment: Assess the accuracy of the STEM concept portrayed and evaluate the creativity and functionality of the code.

Extension for Gifted and Talented: Challenge students to create a more complex project, such as a game or simulation, and present it to the class.

Tips for Success

A glowing lightbulb with a bright filament, symbolizing creativity and innovation, against a dark background

Integrating art into STEAM can feel daunting at first, but with the right approach, it can become a seamless and rewarding part of your teaching practice. Here are some practical tips to help you succeed:

Start Small: Begin by integrating art into one subject or unit at a time. For example, add a drawing activity to a science lesson or incorporate a design challenge into a math project. Gradually expand as you and your students become more comfortable with the STEAM approach.

Collaborate with Art Teachers or Local Artists: Partner with your school’s art teacher to co-plan lessons or share resources. Invite local artists or professionals to visit your classroom and demonstrate how they use art and STEM in their work.

Use Readily Available Materials: You don’t need expensive supplies to integrate art into STEAM. Everyday items like paper, markers, clay, recycled materials, or digital tools can be just as effective. Get creative with what you already have in your classroom or school.

Encourage Student Reflection: After each STEAM activity, ask students to reflect on their process and learning. Questions like, “How did art help you understand the concept?” or “What was challenging, and how did you overcome it?” can deepen their understanding. Use journals, group discussions, or presentations as reflection tools.

Embrace Open-Ended Projects: Allow students to take ownership of their work by providing open-ended prompts rather than step-by-step instructions. For example, instead of saying, “Draw a plant cell,” ask, “How can you creatively represent the parts of a plant cell?” This encourages creativity and allows students to explore their unique ideas.

Celebrate and Showcase Student Work: Create a STEAM gallery or exhibition where students can display their projects. This not only boosts their confidence but also helps the school community see the value of integrating art into STEM. Use bulletin boards, digital portfolios, or school-wide events to showcase their creations.

Seek Professional Development: Attend workshops, webinars, or conferences focused on STEAM education. Many organizations, such as the National Art Education Association (NAEA) or local STEM/STEAM networks, offer resources and training for teachers. Join online communities or social media groups to share ideas and learn from other educators.

Be Patient and Flexible: Integrating art into STEAM is a learning process for both you and your students. It’s okay if things don’t go perfectly the first time—experiment, reflect, and adjust as needed. Celebrate small wins and use challenges as opportunities for growth.

Integrating art into STEAM isn’t just about making lessons more colorful or fun—it’s about unlocking the full potential of your students. By blending creativity with science, technology, engineering, and math, you’re helping students see the world in new ways, solve problems with innovative thinking, and express their ideas with confidence. Whether it’s through hands-on projects, digital tools, or collaborative activities, art has the power to transform STEM into a dynamic, interdisciplinary experience that prepares students for the challenges of the future.

As you begin your STEAM journey, remember to start small, embrace experimentation, and celebrate the unique ways your students bring art and STEM together. The results will not only enrich your classroom but also inspire a lifelong love of learning in your students. So, grab some paintbrushes, coding tools, or recycled materials, and let creativity take the lead—your STEAM adventure starts now!

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ScienceSTEM/STEAM

PRISM: Support Student Thinking

by Miguel Guhlin
written by Miguel Guhlin

Thinking in new ways can be difficult, and scaffolding the critical thinking support that leads moves from unistructural to extended abstract (a la SOLO Taxonomy) can be even tougher. In this blog entry, you will see how to use the PRISM Framework to support student thinking. You will also get an idea for a “Water Cycle Story Bin,” which you may recall from previous blog entries on story bins. This is part two of the PRISM Framework series.

A Review of The PRISM Framework

This infographic serves as a quick review of the PRISM Framework. You will want to read part one of this series to get more details on the PRISM Framework.

Why it’s Important to Support Student Thinking

Often in school, my experiences involved memorizing information, divorced from any context. As you might imagine, this left me unable to critically analyze information and ideas. Learning about science is different from thinking like a scientist. One way to bridge the gap involves scaffolding students as they try to think. As you may know, scaffolding provides students with temporary supports. These are designed to assist them when learning new concepts or skills.

This approach enhances understanding by connecting new information to prior knowledge, promotes independence as support is gradually removed, and encourages active participation in learning (source). By differentiating the support for specific student needs, scaffolding makes it possible for all students to achieve success (source).

It’s for this reason that tools like the PRISM Framework can be helpful. Let’s see what that might look like in the context of a science lesson on a topic with relevance today.

How This Activity Scaffolds Learning

In the table below, you can see how each PRISM element supports a specific SOLO Taxonomy Level within the context of teaching The Water Cycle for grade 6 science.

TEKS §112.26. Grade 6(b)(10)(B): “The student is expected to diagram the water cycle, including evaporation, condensation, precipitation, and runoff”.

PRISM ElementQuestionsActivitySOLO Taxonomy LevelExplanation
Patterns (Recognizing recurring themes or structures)What do you notice about water in nature? How does it change?Water Cycle Awareness and ObservationPrestructural to Unistructural (No idea to one relevant aspect)Students move from wrong ideas to seeing basic parts of the water cycle.
Reasoning (Making logical connections and inferences)How do different parts of the water cycle connect? Why does one stage lead to another?Connecting Water Cycle StagesMultistructural (Several relevant independent aspects)Students learn about many water cycle steps and how they link.
Ideas (Generating creative solutions or perspectives)How can we show the water cycle in a model? What new ways can we represent it?Water Cycle Model DesignRelational (Integration into a structure)Students build models that show how all parts of the water cycle work together.
Situation (Analyzing broader context and implications)How does the water cycle affect different parts of the world? What would change if part of the cycle was disrupted?Global Water Cycle AnalysisRelational to Extended Abstract (Integration to generalization)Students use water cycle ideas to understand world-wide effects.
Methods (Developing and testing approaches to solve problems)How can we test our ideas about the water cycle? What experiments could we design?Water Cycle ExperimentExtended Abstract (Generalization to new domain)Students make and test new ideas about the water cycle.

While this table packs a lot of information into a small package, the main idea is that PRISM questions support students as they begin to navigate the uncertain terrain of critically thinking about the Water Cycle. It might be helpful to use a pre-assessment to find what phase of learning (e.g. Surface, Deep, Transfer) students are in.

A Bell Ringer Entry Ticket

You are already familiar with the benefits of bell ringer activities. The goal of this pre-assessment is to assist you in identifying students’ current understanding of the water cycle. What’s more, it aligns to the SOLO Taxonomy levels and John Hattie’s phases of learning (e.g. Surface, Deep, Transfer Learning). The mix of questionstries to adjust to different levels of understanding.

“What and when are equally important when it comes to instruction that has an impact on learning. Approaches that facilitate students’ surface-level learning do not work equally well for deep learning, and vice versa. Matching the right approach with the appropriate phase of learning is the critical lesson to be learned.” (John Hattie)

Let’s use a quick assessment to start us down the path of identifying the WHEN.

Water Cycle Pre-Assessment Entry Ticket

  1. Draw what you think happens to water in nature. Label your drawing. (Drawing question)
  2. Which of these is part of the water cycle? (Multiple choice)
    a) Photosynthesis
    b) Evaporation
    c) Erosion
    d) Plate tectonics
  3. What causes rain to fall from clouds? (Short answer)
  4. Match the following terms to their definitions: (Matching)
  • Evaporation
  • Condensation
  • Precipitation

Put the correct term from above next to the definition below:

DefinitionTerm
Water vapor turns into liquid__
Water falls from the sky__
Liquid water turns into vapor__

5. How might the water cycle be different in a desert compared to a rainforest? (Short answer)

Scoring Guide:

Surface Learning (Prestructural to Unistructural):

• Question 1: Drawing shows only one aspect of the water cycle or is unrelated
• Questions 2-4: Correct answers on 1-2 items

Deep Learning (Multistructural to Relational):

• Question 1: Drawing shows multiple connected parts of the water cycle
• Questions 2-4: Correct answers on all items
• Question 5: Provides a basic comparison

Transfer Learning (Extended Abstract):

• All previous criteria met
• Question 5: Provides a detailed comparison with logical reasoning

Assessing Your Class

Given a class of fifteen students (wouldn’t that be nice?), you might see results similar to the following. Note the item analysis is followed by an identified phase of learning and SOLO Taxonomy level. Finally, you also get a PRISM Framework related suggestion to better assist scaffold student learning. Please note the names of students have been anonymized for their privacy. See Item Analysis section at the end of the blog entry for details.

Item Analysis (Percentage of students who got each question correct):

  • Q1 (Drawing): 46.67%
  • Q2 (Multiple Choice): 46.67%
  • Q3 (Short Answer): 46.67%
  • Q4 (Matching): 80.00%
  • Q5 (Comparison): 20.00%

With this information in mind, you can now come to some conclusions.

Identifying Surface, Deep, and Transfer Learning

Here’s a breakdown of what phase of learning students are in. The chart summarizes the number of students in each learning phase, combines recommendations, and displays the corresponding student numbers (in lieu of student names).

Learning PhaseNumber of StudentsCombined RecommendationsStudent Numbers
Surface Learning9Start with Patterns activities to build basic understanding. Focus on observing and identifying parts of the water cycle. Progress to Reasoning activities to connect (Situation?) multiple parts of the water cycle.1, 2, 5, 6, 8, 10, 12, 13, 15
Deep Learning5Engage in Ideas activities like designing water cycle models to integrate knowledge. Focus on applying understanding to different contexts.3, 7, 9, 11, 14
Transfer Learning1Focus on Methods activities, such as designing and testing experiments to explore new ideas about the water cycle. Encourage generalization and application to new domains.4

This table provides a clear overview of the distribution of students across learning phases and offers consolidated recommendations for each group. You can see PRISM throughout the process. In this next portion, you will see some PRISM activities that address each area.

PRISM Activities for Middle School Science: The Water Cycle

These activities below seek to scaffold students as they move from Surface Learning (basic observation and identification) through Deep Learning (connecting concepts and applying understanding) to Transfer Learning (generating and testing new ideas).

Patterns Activity: Water Cycle Observation (Surface Learning)

Students will observe and record daily weather conditions over a week, focusing on basic elements like rain, clouds, and temperature. They will identify and label these elements as parts of the water cycle.

Sentence Stems:

  • “I see _ (rain/clouds/sun), which is part of the water cycle.”
  • “This reminds me of the water cycle stage called _.”
  • “I noticed that _ happens before/after _.”

Reasoning Activity: Connecting Water Cycle Stages (Surface to Deep Learning)

Students will use a simple water cycle diagram to explain connections between stages. They’ll create “if-then” statements to show cause and effect.

Sentence Stems:

  • “If water evaporates, then it might lead to _ because _.”
  • “The reason for _ after is __.”
  • “_ connects to in the water cycle because __.”

We are in Deep Water Now

The previous activities have been focused on Surface Learning but you saw a shift from Surface to Deep Learning in the Reasoning activity. Let’s continue with more Deep Learning and Transfer Learning transition.

Ideas Activity: Water Cycle Model Design (Deep Learning)

Students will design and build 3D models of the water cycle, incorporating all stages and showing their interactions. They’ll explain how their model represents real-world processes.

Sentence Stems:

  • “Our model shows _ by _.”
  • “We represented _ differently by _.”
  • “This part of our model demonstrates _ in the real world.”

Situation Activity: Global Water Cycle Analysis (Deep to Transfer Learning)

Students will compare water cycles in different climates (e.g., desert vs. rainforest) and analyze how these differences affect local ecosystems and human activities.

Sentence Stems:

  • “The water cycle in _ is different from because __.”
  • “This difference in the water cycle affects _ by _.”
  • “If we changed _ in this water cycle, it might lead to _.”

Methods Activity: Water Cycle Experiment (Transfer Learning)

Students will design, conduct, and analyze experiments to test hypotheses about factors affecting the water cycle (e.g., temperature’s effect on evaporation rate).

Sentence Stems:

  • “Our hypothesis is that changing _ will affect _ in the water cycle.”
  • “We can test this by _.”
  • “Based on our results, we can conclude _ about the water cycle.”

Again, those activities work to get us started. Here’s one more activity in the TCEA Story Bin format. View full screen or get a copy via Canva here.

PRISM-Adapted Story Bin STEM Activity: “The Great Water Cycle Adventure”

Welcome to “The Great Water Cycle Adventure”! In this hands-on STEM activity, you’ll become both a storyteller and a scientist. Using everyday materials from our special “story bin,” you’ll create an interactive tale that brings the water cycle to life. As you craft your story, you’ll also build a model that demonstrates how water moves through our world.

The Tale of Droplet’s Journey

Once upon a time, in a vast ocean, there lived a tiny water droplet named Droplet. Droplet was curious about the world beyond the sea but had never left the comfort of the waves. One sunny day, Droplet felt a strange sensation. The sun’s warm rays made Droplet feel lighter and lighter until suddenly, Droplet was floating up into the sky!
“What’s happening to me?” Droplet cried.
“You’re evaporating,” whispered the Wind. “You’re starting a great adventure through the water cycle!” Excited but nervous, Droplet floated higher and higher, joining other droplets to form a fluffy cloud. As they drifted over land, Droplet noticed the air getting colder.
“Brrr!” Droplet shivered, feeling heavier. “You’re condensing,” the Wind explained. “Get ready for the next part of your journey!”
Suddenly, Droplet was falling from the sky as rain. “Wheee!” Droplet shouted, splashing onto a leaf in a lush forest. From the leaf, Droplet slid down to the forest floor and seeped into the soil.
“This is called infiltration,” a friendly Earthworm said. “You’re helping the plants grow!” Sure enough, Droplet was soon sucked up by the roots of a tall tree. Droplet traveled up through the trunk and out to a leaf.
“Now you’re transpiring,” the leaf whispered. “You’re helping me make food for the tree!” Once again, Droplet evaporated into the air, ready to start the cycle anew.
As Droplet floated away, the Wind called out, “Remember, Droplet, your adventure never really ends. The water cycle goes on forever!” Droplet smiled, realizing that every stage of the journey was important.
Whether in the ocean, the air, or the ground, Droplet was always part of something bigger – the great water cycle that keeps our planet alive.

This adventure will take you from identifying basic patterns in the water cycle to understanding complex relationships between its stages. You’ll even predict how changes in one part of the cycle might affect the whole system. Get ready to dive into a world of creativity and discovery as we explore the amazing journey of water through our environment!

Challenge: Create an interactive story and model that demonstrates all stages of the water cycle. One possible twist on the story? Use a cliffhanger:

Droplet floats up into the sky, joining other droplets to form a big, fluffy cloud. The cloud drifts over a dry, thirsty land where nothing grows. Suddenly, Droplet feels a strong pull downward and begins to fall as rain. But before reaching the ground, a hot wind blows Droplet back up into the air. Droplet realizes the land below desperately needs water to survive, but something is stopping the rain from falling. Now, Droplet must find a way to complete the water cycle and bring rain to the parched land. Will Droplet figure out how to overcome this mysterious force and save the dying plants and animals below, or will the land remain trapped in an endless drought?

What story could students tell on their own that resolves this problem Droplet is facing?

Materials: Provide a “story bin” with items like clear containers, plastic wrap, ice, hot water, food coloring, clay, pebbles, small plants, and craft materials.

PRISM Implementation:

  1. Patterns (Surface Learning): Students identify and incorporate the seven stages of the water cycle in their story and model: evaporation, condensation, precipitation, sublimation, transpiration, runoff, and infiltration.

Sentence Stem: “I see _ happening in our model, which represents the _ stage of the water cycle.”

  1. Reasoning (Surface to Deep Learning): They explain the cause-and-effect relationships between different stages of the water cycle in their narrative, focusing on how changes in temperature and pressure affect water’s state.

Sentence Stem: “When _ occurs, it leads to because __.”

  1. Ideas (Deep Learning): Encourage creative storytelling and unique model designs that accurately represent the water cycle, incorporating elements like the sun’s energy, different ecosystems, and human impacts.

Sentence Stem: “We could show _ in our model by _.”

  1. Situation (Deep to Transfer Learning): The story should include how the water cycle impacts different environments and ecosystems, considering global climate patterns and local variations.

Sentence Stem: “The water cycle in _ ecosystem is different from ecosystem because __.”

  1. Methods (Transfer Learning): Students test their models, ensuring they accurately demonstrate each stage of the water cycle. They formulate hypotheses about how changing one aspect of their model might affect the entire cycle.

Sentence Stem: “We can test how _ affects the water cycle by changing _ in our model.”

Final Thoughts

As educators, our goal is to inspire curiosity and nurture a love for scientific inquiry. Through activities like “The Great Water Cycle Adventure,” we’re not just teaching science facts. Instead, you support students as they seek to think like scientists. This will develop skills that they can use outside the classroom. Use the PRISM Framework with storytelling and hands-on activities to create a rich, learning experience. This approach helps students move beyond mere memorization of facts to a place where they can apply their knowledge, analyze complex situations, and even innovate solutions to real-world problems. Want to see more Story Bins examples? Check out this bonus resource. Stay tuned for future applications of PRISM Framework to other content areas.

Item Analysis

StudentQ1Q2Q3Q4Q5Phase of LearningSOLO Taxonomy LevelPRISM Suggestion
Student 100100Surface LearningUnistructuralStart with Patterns activities to build basic understanding. Focus on observing and identifying parts of the water cycle.
Student 200011Surface LearningMultistructuralUse Reasoning activities to connect multiple parts of the water cycle.
Student 311100Deep LearningRelationalEngage in Ideas activities like designing water cycle models to integrate knowledge.
Student 411111Transfer LearningExtended AbstractFocus on Methods activities, such as designing and testing experiments to explore new ideas about the water cycle.
Student 500010Surface LearningUnistructuralStart with Patterns activities to build basic understanding. Focus on observing and identifying parts of the water cycle.
Student 601010Surface LearningMultistructuralUse Reasoning activities to connect multiple parts of the water cycle.
Student 711010Deep LearningRelationalEngage in Ideas activities like designing water cycle models to integrate knowledge.
Student 800110Surface LearningMultistructuralUse Reasoning activities to connect multiple parts of the water cycle.
Student 901110Deep LearningRelationalEngage in Ideas activities like designing water cycle models to integrate knowledge.
Student 1010010Surface LearningMultistructuralUse Reasoning activities to connect multiple parts of the water cycle.
Student 1111110Deep LearningRelationalEngage in Ideas activities like designing water cycle models to integrate knowledge.
Student 1200110Surface LearningMultistructuralUse Reasoning activities to connect multiple parts of the water cycle.
Student 1310000Surface LearningUnistructuralStart with Patterns activities to build basic understanding. Focus on observing and identifying parts of the water cycle.
Student 1411010Deep LearningRelationalEngage in Ideas activities like designing water cycle models to integrate knowledge.
Student 1500011Surface LearningMultistructuralUse Reasoning activities to connect multiple parts of the water cycle.
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Announcements/Important DatesCoding/Computer ScienceDigital LiteracySTEM/STEAM

Happy CSEdWeek from TCEA!

by Macee Hall Greer
written by Macee Hall Greer

At TCEA, computer science is near and dear to our hearts… In fact, it’s how our organization got its start! This week (Dec. 9-13, 2024) is Computer Science Education Week, or CSEdWeek, and we’re so excited to celebrate with you. Keep reading to discover the history and significance of this week, as well as some ideas to use in your K-12 classroom!

What is CSEdWeek?

CSEdWeek was officially launched on Dec. 6, 2009, when a group of educational and technological organizations joined forces to celebrate computer science in schools. This group, led by the Association for Computing Machinery (ACM), included many supporting organizations like the Computer Science Teachers Association (CSTA), the National Center for Women & Information Technology (NCWIT), the National Science Foundation (NSF), the Anita Borg Institute (ABI), the Computing Research Association (CRA), and leading tech companies like Google, Intel, and Microsoft.

According to CSEdWeek’s official website, “CSEdWeek is an annual call to action to inspire K-12 students to learn computer science, advocate for equity in computer science education, and celebrate the contributions of students, teachers, and partners to the field.”

Why was this week chosen?

CSEdWeek always falls on the week that includes December 9 as a way to celebrate the birthday of Grace Hopper, a pioneer in the computer science industry. Hopper served as a naval officer in the second World War and worked on early computers like the Mark I. Often referred to as “Amazing Grace” by those in the computer science field, she is well known for inventing the first compiler and popularizing both the terms “bug” and “debugging.”

The Timeline of CSEdWeek

2009: CSEdWeek is launched by a collective of computer- and education-focused organizations.

2010: Computing in the Core, a non-partisan advocacy coalition, adopted CSEdWeek, thus furthering the cause.

2013: Code.org founder, Hadi Partovi, starts the Hour of Code initiative. In its first year, the event included 15 million students from more than 150 countries around the globe.

2014: An executive committee of Computing in the Core passed a vote which made the Hour of Code initiative the primary centerpiece of CSEdWeek’s itinerary. Code.org would continue to lead the charge for the event’s worldwide celebration.

2015: The Hour of Code event reached 100 million hours total, making CSEdWeek the largest education technology campaign to date.

2020: The CSTA gained the rights to coordinate CSEdWeek’s festivities. While the Hour of Code program is still technically related to CSEdWeek, it remains the property of code.org.

2024: More than 200,000 Hour of Code events are held annually across more than 180 countries, bringing together educators, industry leaders, policymakers, and students to celebrate the future of computer science.

Ideas for Celebrating CSEdWeek

Want to bring CSEdWeek into your classroom? Check out these ideas!

  • Participate in the Hour of Code. This year’s theme is “Music Lab: Jam Session.”
  • Introduce Scratch, a visual programming language from MIT that’s great for beginners looking to create animations, stories, or games.
  • Build a website with HTML, CSS, or JavaScript! Try platforms like Glitch and CodePen.
  • Design 3D models with software like Tinkercad. If your school has a printer, you could even have students vote on which designs they’d like to see come to life!
  • Learn to code with the help of AI! Many AI tools offer awesome code conversion software.
  • Host interactive quizzes on computer science basics using platforms like Kahoot! or Quizizz.
  • Check out our Micro:Bit coding card activity!
  • Use logic puzzles and pattern recognition games to teach the foundations of coding to younger students.

How are you celebrating CSEdWeek?

There are so many fun ways to incorporate computer science into your classroom, this week and year round! Let us know how you’re celebrating CSEd in the comments below!

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Back to SchoolPlanning and PreparationSTEM/STEAM

Ignite Innovation: Online Contests to Spark Makerspace Inspiration

by Peggy Reimers
written by Peggy Reimers

Educators, are you looking for ways to spark your classroom’s makerspace inspiration and ignite a love for learning in your students? Look to the incredible world of contests and challenges available online!  From engineering marvels to artistic expressions, these opportunities offer students a platform to showcase their talents, build critical skills, and have some serious fun in the process.

This blog post explores a variety of contests and challenges across different disciplines, from the classic Rubber Band Contest to the innovative Rube Goldberg contraptions. Whether your students are passionate about science, art, technology, or something in between, there’s a challenge out there waiting to be explored.

Rubber Band Contest for Young Inventors

The University of Akron’s Rubber Band Contest challenges students in grades 5-8 to design and create a working invention or artwork that incorporates at least one rubber band. This competition allows students to explore their creativity and problem-solving skills while learning about the properties of rubber. Participants can compete in two divisions: Arts & Leisure or Science & Engineering.

The information for the 2024-2025 school year has not been released. But I would think the contest would follow the same timeline. Contest opens in October and runs through February with finalists announced in April.

Global Cardboard Challenge

The Global Cardboard Challenge ignites the spark lit by Caine’s Arcade. In case, you have never heard of Caine’s Arcade. Here’s the story: In mid-2011,  9-year-old Caine Monroy built a mini-arcade out of cardboard boxes in his father’s East Los Angelese auto parts store. A local filmmaker becomes his first customer and then creates a 11-minute short documentary film released in April 0f 2012. Check it out here.

The Global Cardboard Challenge encourages teamwork, problem-solving, and imagination as students transform cardboard into structures, costumes, or fantastical creations. With no entry fees or limitations, it’s a fantastic opportunity to showcase ingenuity and have a ton of fun – all while following in the spirit of Caine’s inspiring cardboard legacy!

Rube Goldberg Contests 

Perhaps the most classic and well known source of makerspace inspiration is that of the Rube Goldberg. The Rube Goldberg Institute is a non-profit organization celebrating creativity and problem-solving through the lens of Rube Goldberg machines. They host annual contests where people design and build overly-engineered contraptions to complete simple tasks, inspiring innovation and fun through applied science.


My favorite video for a Rube Goldberg machine is from Audri that was posted on YouTube 12 years ago. It is priceless and shows the joy in failure.

As the website’s tagline states, “There’s a competition for everyone!” The Rube Goldberg Institute for Innovation & Creativity has several contests happening throughout the year all with different problems and deadline dates. Check out this list of Rube Golberg contests:

  • Cartoon
  • Miracle Machines Playground
  • “Feed a Pet!” Rube Goldberg Machine Online Contest
  • NASEF Minecraft Challenge
  • Unreal Engine Challenge
  • The Rube-A-Thon Contest

Red Heart Crochet Challenge

While the Red Heart Crochet Challenge may be over, that doesn’t mean the fun of learning and creating with yarn cannot go on! Crocheting fosters creativity, improves hand-eye coordination, and promotes mindfulness – all qualities that contribute to a well-rounded educational experience while providing quality makerspace inspiration that carries over into other subjects. The repetitive nature of crocheting can also be incredibly calming and reduce stress, contributing to students’ mental well-being. Still available are the teacher’s guide and four guides:

  • The Basics of Crochet
  • Making a Red Heart Crochet Banner
  • Making a Red Heart Smiley Emoticon Key Chain
  • Making a Red Heart Crochet “Egg Guy” 

3D Printing Contests

There are a ton of 3D printing and 3D design competitions on the internet. Usually these are geared toward older competitors or company-sponsored, but perusing the websites might give you ideas for K-12 challenges. Check out these blog posts for inspiration and entry requirements:

3D Printing Competitions 2024 – List of Contests

3D Design Contests on Printables.com

Instructables Current Contests

Duct Tape

A quirkier makerspace inspiration source is the Duck® Brand Stuck at Prom Scholarship Contest, a unique competition for high school students (individually) to design a prom outfit made entirely of Duck® Brand Duct Tape and/or Crafting Tape. The contest period runs from March to June. Students are encouraged to impress the judges with their dazzling constructions of gowns, tuxedos, or other creative ensembles. Substantial scholarships are awarded in various categories. 

Perler Beads 

This is not really a contest, but you could certainly turn this idea into a design challenge during any month of the year. Each month, makers try their hand at a different mini Perler bead challenge. A calendar of mini Perler bead challenges are set up for each month. The above web page has a bunch of ads so be prepared.  A library or classroom certainly could  set up their own challenge where the design is not provided.  Students are encouraged to create their own design within the 9 X 9 grid. Ideas off the top of my head:

  • January – snowflake
  • February – hearts galore
  • Spring – flower or insect
  • July – fireworks
  • October – Halloween
  • November – fall leaf

The competitions and challenges highlighted in this post are just a starting point. With a little creativity, you can tailor these themes to fit your curriculum or classroom focus. Remember, the most important ingredients are fostering a supportive environment for exploration and celebrating the ingenuity of your students. So, get ready to unleash their creativity and empower your students to become the next generation of innovators.

And have you discovered a fantastic contest that would be a perfect fit for your students? Please share it in the comments below. I certainly believe that inspiring content should be shared, so let’s add to this resource together.

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12 cards featuring cards 1, 2, 6, 11, and 12.
Coding/Computer ScienceSTEM/STEAM

12 micro:bit Block Coding Cards

by Peggy Reimers
written by Peggy Reimers

The micro:bit is a pocket-sized computer that packs a powerful punch when it comes to engaging students in the world of coding. But where to start with it? This blog post provides 12 fun “finish the code” block coding cards designed for use with the MakeCode platform. 

What Is a micro:bit?

Imagine a tiny computer with a 5×5 LED display, buttons, sensors (light, accelerometer, temperature), and the ability to connect with other devices. That’s the magic of the micro:bit! It’s a versatile tool that allows students to bring their creations to life through code.

Why micro:bits Are Perfect for the Classroom

  1. Bridging the Gap Between Abstract and Concrete: Coding concepts can seem abstract. But with the micro:bit, students see their code translated into tangible actions on the device, creating a clear link between cause and effect.
  2. Coding Success from Day One: MakeCode’s intuitive block coding interface makes learning to code accessible, even for beginners. 
  3. Computational Thinking across the Curriculum: Problem-solving, critical thinking, and creativity are at the heart of computational thinking. BBC micro:bits can be integrated across various subjects, from engineering challenges in science to interactive storytelling in language arts.
  4. Learning from Mistakes: Mistakes are inevitable, and with micro:bits, they become valuable learning opportunities. Students can debug their code, iterate, and improve their problem-solving skills.
  5. Durability Built-in: micro:bits are kid friendly, NOT kid proof.
  6. Plug-and-Play Simplicity: No complicated installations or drivers are needed. Simply connect the micro:bit to your computer and you’re ready to code.
  7. Budget-Friendly Choice: Compared to other STEM/STEAM educational tools, micro:bits offer a cost-effective way to introduce students to the world of coding.

Introducing the Finish the Code Cards

My thought on the design of these 12 “Finish the Code” cards is that they can be assigned to students after certain blocks have been introduced. The cards cover 20 blocks of code in different combinations. You can access just the PDF file here to print and of course, laminate your own set of cards.

Bonus! I have also provided the Google Slide deck here. This resource includes:

  • Handy table with the specific blocks used for each card
  • 12 cards
  • A possible solution for each card

I could also see the Finish the Code Cards being used for the following:

  • Extension Activities: Challenge students to expand upon the provided code, adding complexity or incorporating new features.
  • Assessment Tools: The cards offer a quick and engaging way to assess students’ understanding of specific coding concepts.
  • Fun: Use the cards for a quick brain break or collaborative coding challenge, fostering a fun and engaging learning environment.
  • STEM Night: Students could use cards as challenges for friends and family.

With micro:bits and MakeCode, the possibilities for creative learning are endless! If you have a program that should be included in this set, please email me at preimers@tcea.org. If you need a learning experience on micro:bits, please check out the TCEA online course that my colleague Miguel Guhlin and I designed. This course is designed for the educator who wants to bring micro:bits into their classroom but is not sure where to start.

Happy coding!

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sustainable building
STEM/STEAM

Four Sustainable Building Sets for STEM and Creative Classrooms

by Peggy Reimers
written by Peggy Reimers

In today’s classrooms, fostering creativity and exploration goes hand-in-hand with fostering a love for our planet. This is where reusable building materials shine! Not only are they kind to the Earth by reducing waste, but they are also cost-effective in the long run. Here are four fantastic options for sustainable building.

KEVA Planks

Teacher building with KEVA planks.

Design: KEVA Planks are maple or pine rectangular wooden blocks. They come in one standard size (approximately 1/4 inch thick, 3/4 inch wide, and 4 1/2 inches long) and lack any connecting mechanisms.

Open-Ended Play: The beauty of Keva Planks lies in their simplicity. Without snaps, hooks, or specific building instructions, they encourage open-ended play and creative exploration. Students can use them to build towers, bridges, ramps, intricate structures, or anything their imaginations conjure.

Classroom: The KEVA Planks website has tons of ideas and an educator section that includes classroom information, grant information, and a free downloadable educator guide. The KEVA Planks YouTube channel has 152 videos in categories such as KEVA Ed for Teachers, KEVA Ed for Kids, Ball Runs, and Speed Builds.  

Cost: After registering as an educator and creating an account, educator discounts are available for volume purchasing. 1,000 educator pack with wood bin is $500.00.

Sustainability: Made from natural wood, Keva Planks are an eco-friendly choice for classrooms. They’re also incredibly durable, meaning they can be used by countless students over time, minimizing waste.

LEGO Bricks

Building names with LEGO bricks.

Design: LEGO bricks are  brightly colored, interlocking blocks that snap together with a satisfying click. The only downside? Speaking from experience, those little bricks can be rough on bare feet. LEGO and DUPLO® bricks are made from ABS (Acrylonitrile Butadiene Styrene), which is a hard plastic, very scratch-resistant and optimal for achieving the perfect clutch connection. 

Open-Ended Play: LEGO bricks epitomize the perfect blend of simplicity, open-ended play, and foundational engineering concepts. While building, children (and adults!) experiment with different shapes, sizes, and connection points, unknowingly developing spatial reasoning and problem-solving skills. They learn basic engineering principles like balance, weight distribution, and even rudimentary physics as they create towering structures and complex mechanisms. 

Classroom: LEGO has several robotic systems made with LEGO parts and pieces. For the regular brick, many websites have been created for lessons and activities for the classroom:

  • Follow Erik Murray on Twitter/X. I quote, he is the “Instigator of Learning. Trying to find a better way to engage everyone in STEM.”  He has great ideas and many include LEGO bricks. 
  • Little Bins for Little Hands is also a great resource for all kinds of LEGO challenges. 
  • Get your free Mars Mayhem Disaster Cards from TCEA (These cards can be used with any building materials, not just LEGO bricks.)
  • Frugal Fun for Boys and Girls from Sarah Dees. She is an educator (BSE in Special Education) and a published author, and she has a passion for creating engaging hands-on activities for kids!

Cost: STEAM School Kit includes 4,000 pieces and curriculum aligned lessons and activities for $700.00.

Sustainability: Not traditionally considered eco-friendly because of their environmental impact, but LEGO bricks are durable and can be passed down or rebuilt into new creations for generations, minimizing waste. By 2032, LEGO’s ambition is to make LEGO products from materials that are renewable and recycled.  Insider tip: Watch nearby garage sales and request donations from your students’ parents and grandparents. For sure, some will have LEGO bricks stashed somewhere in their house and would be willing to donate to your classroom.

Nurcs

Displays a Nurcs creation plus a pile of the connectors and craft sticks.

Design: Nurcs are reusable connectors specifically designed for craft sticks. With a variety of colors and angle shapes, they snap onto craft sticks. The plastic connectors come in six distinct styles: 60°, 90°, 135º, 180º, 360º, and E-shape couplers).

Open-Ended Play: The diverse connector shapes and the endless possibilities of craft sticks ignite creativity and encourage children to design their own unique structures, characters, and anything their imaginations conjure.

Classroom: Nurcs can be used across various subjects, from geometry and physics to art and storytelling. Teachers can create engaging activities that spark curiosity and make learning a fun and rewarding experience. The website also has a Gallery page where builders can send in their creations to be shared with other creators. While working with craft sticks, one can now ditch the messy glue, tape, and hot glue burns. 

Cost: Nurcs are fairly new and offer two buying options. A Starter Pack of 300+ Nurcs Connectors and 200 Nurcs Craft Sticks will cost $20.00. The other option is a Bag-o-Nurcs with 300 connectors for $15.00.

Sustainability: Nurcs embrace sustainable building by promoting the reuse of everyday materials. By replacing tape and glue with reusable connectors, Nurcs minimize waste and encourage responsible making practices. Nurcs are durable and designed for long-term use. This not only saves money but also reduces the environmental impact associated with constantly replacing disposable crafting or building materials.

Strawbees

A STEM lab student created Strawbees structure.

Design: Strawbees building straws are wider in diameter and stronger than regular drinking straws. The set includes five different lengths. The four connectors are color-coded with 1, 2, 3, and 5 legs. These materials are non-toxic, made of polypropylene (PP), and are 100% recyclable. 

Open-Ended Play: Strawbees intuitive design requires no complex instructions, making it accessible for a wide range of ages and skill levels. With just straws and connectors, the possibilities are endless! Students can build anything from 3D models and whimsical sculptures to intricate bridges and even working mechanisms. 

Classroom: Strawbees can be integrated with micro:bits and quirkbots. The Strawbees Classroom is a digital platform with engaging hands-on learning for STEAM subjects.  Strawbees also has a teacher support library.

Cost: STEAM School Kit includes 4,000 pieces and curriculum aligned lessons and activities. The price is $700.00.

Sustainability: The Strawbees connectors and straws are easy to modify and are designed to be used over and over again. Strawbees can be placed in the dishwasher in mesh laundry bags for cleaning purposes. You can even boil the pieces in hot water for ultra cleanliness. 

Incorporating reusable building materials into your classroom is a win-win for students and the planet. These versatile tools spark creativity, nurture critical thinking skills, and introduce STEM concepts in a fun and engaging way. From the classic appeal of wooden planks to the innovative click of interlocking connectors, there’s a perfect reusable building set waiting to be explored in your classroom. So ditch the disposable materials and embrace a world of sustainable building!

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MicrosoftReadingScienceSocial StudiesSTEM/STEAMWriting

Story Bins: The Virtual Edition

by Miguel Guhlin
written by Miguel Guhlin

In the earlier blog entry, Seven Ready-to-Use Story Bin STEM Activities, you saw hands-on, makerspace-like activities to foster literacy. As important as hands-on, manipulative activities are, virtual story bins are something you can take advantage of. If you are familiar with Microsoft Minecraft or Minetest (free, open source version), then you can also adapt these Story Bin ideas for virtual construction. That’s right, instead of messing around with physical bins, you can do some of this in online virtual spaces!

Did You Know?

TCEA offers an online, self-paced course that shows you how to use a program for Windows, Mac, and GNU/Linux computers.:Virtual World Builder: Game-Based Learning, The program is free, no-cost, and is called Minetest.

Find out more about the TCEA course, Virtual World Builder now.

Engineering Design Process for Story Bins

Before exploring STEM challenges for story bins, let’s revisit the Engineering Design Process below:

Please find an adaptation of the Engineering Design Process. What if you ran one of the story bin challenges through this process?

Stages of the Engineering Design Process
Public View Link | Template Link

To use Minetest (or Minecraft), think of building something. Here are some AI-generated ideas to get you started:

ChallengeAskImaginePlanCreateShare
Build a castleHow do we build the best castle?Think of different castles.Draw our castle and list materials.Build our castle and fix any parts.Show our castle to others.
Make a farmHow can we make a farm with animals and crops?Dream up farms with animals and plants.Plan where everything goes on our farm.Create our farm and plant seeds.Share our farm and how we made it.
Create a rollercoasterWhat makes a super fun rollercoaster?Imagine rollercoasters with loops and drops.Draw the track and figure out where it goes.Build the rollercoaster and ride it.Show our rollercoaster to our friends.
Design a water parkHow can we make the coolest water park?Think of slides and pools.Plan out the water slides and where pools are.Build our water park and splash around.Invite others to see our water park.

Let’s explore what this might look like in the context of Minecraft (available via Microsoft Education subscription) or Minetest (free, no cost).

Minetest offers Castle mod, which can be quite helpful

Sample Instructions for the Build a Castle Challenge

In the first Story Bin challenge, you can see the question is, “How do we build the best castle?” Here is one set of instructions you can tailor for your own use:

  1. Choose Your Location: Find a suitable spot for your castle. Consider factors like terrain, space, and proximity to resources.
  2. Gather Materials: Collect blocks for your castle. Good options include stone, cobblestone, stone bricks, and wood. Don’t forget torches for lighting.
  3. Lay the Foundation: Decide on the size and shape of your castle, then create a flat foundation using cobblestone or stone blocks.
  4. Build the Walls: Erect the outer walls of your castle. Use stone or cobblestone for a sturdy look. Consider adding texture with different block types.
  5. Construct the Towers: Build towers at the corners and along the walls for defense and visual appeal. Make them taller than the walls.
  6. Add a Gate: Create a grand entrance using wooden doors, iron bars, or a portcullis made with fence posts and pistons.
  7. Create the Inner Courtyard: Inside the walls, build a courtyard with a well, garden, or training grounds.
  8. Design the Keep: Construct the central keep or great hall where the lord resides. Use impressive blocks like quartz or stone bricks.
  9. Add Details: Enhance your castle with details like banners, stained glass windows, arrow slits, and a moat.
  10. Light it Up: Place torches or lanterns to illuminate your castle at night and add ambiance.
  11. Furnish and Decorate: Add tables, chairs, beds, bookshelves, and other decorative items to make your castle feel lived-in.
  12. Finish the Roof: Top your towers and buildings with crenelated battlements or sloped roofs using stairs and slabs.
  13. Test and Refine: Step back and admire your work. Make adjustments as needed to improve the design.
  14. Share Your Creation: Give your friends a tour of your completed Minecraft castle!

What you may notice from these instructions is that all the materials for your challenge appear in Minecraft or Minetest.

Image Citation

Feature image. Castle featured from r/Minecraft. Available online 5/22/2024 at https://www.reddit.com/r/Minecraft/comments/kwgtzy/first_ever_attempt_at_building_a_minecraft_castle/

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Created with ChatGPT on 5/23/24
End of YearGood TeachingSTEM/STEAM

Engage and Connect: Fun Summer Activities for Students Using Goosechase

by Mia David
written by Mia David

Summer break is a time for relaxation (especially for you!), but it’s also an opportunity to keep kids engaged and connected with learning. And you don’t need to choose one or the other!

Using interactive experiences, especially through platforms like Goosechase, can make summer learning fun and exciting for students, while remaining easy for you to set up and moderate.

Here are five innovative ways to use interactive experiences to maintain students’ enthusiasm and curiosity over the summer.

What Is an Interactive Experience?

Interactive experiences are those that encourage your students to feel involved by actively engaging with their senses, surroundings, and other people. These experiences are involved, participatory, and often a lot of fun. As a participant, students can affect the outcome through their actions, rather than just passively observing. 

Think of it as a conversation rather than a monologue. Instead of just listening to a story or watching a scene unfold, your students are a part of it. As a participant, students can make decisions, solve puzzles, create content, and engage in a wide range of activities. In the classroom (or from home), rather than just sitting and listening to a lesson or reading a text, students actively participate in their own learning.

What Is Goosechase?

Goosechase is an online platform that allows you to create interactive Experiences. These experiences can be customized with various tasks, called “Missions,” that participants complete by submitting photos, videos, text, or GPS check-ins. Teachers can design Experiences that align with their curriculum, encouraging students to explore, create, and collaborate in a fun and educational way. Who wouldn’t like that?

Five Educational Interactive Experiences for the Summer

1. Summer Reading Challenge

One of the best ways to keep kids engaged over the summer is through a Summer Reading Challenge. Using Goosechase, you can create an innovative reading program where students complete Missions related to the books they read. Each Mission can involve tasks like summarizing a chapter, drawing a scene, or acting out a favorite part of the story. This not only keeps students reading but also encourages them to think critically about what they read and share their experiences with their peers. For example, a Mission could ask students to take a picture of a setting described in their book and explain why it’s significant to the story.

Here’s a great reading challenge example you can adapt to your own summer reading program.

2. Nature Exploration

Encouraging kids to get outside and explore nature is another excellent way to keep them engaged. Students can complete Missions that involve discovering and documenting plants, animals, and unique natural features in their local area. Missions can include tasks like identifying different types of leaves, spotting specific birds, or taking photos of interesting rock formations. This keeps students active and helps them learn more about their environment. For instance, a Mission could involve finding a particular type of flower and researching its characteristics and habitat.

Get kids outside with this nature-themed interactive experience, a great way to promote advocacy for the great outdoors.

3. STEM Activities

STEM (Science, Technology, Engineering, and Math) activities are perfect for keeping students intellectually engaged over the summer. Using Goosechase, you can set up Missions that involve at-home science experiments, engineering challenges, or math puzzles. For example, one Mission could be to build a simple circuit using household items and explain how it works, while another could involve solving a series of math riddles. These activities can be both educational and entertaining, helping students to develop their problem-solving skills and fostering a love for STEM subjects.

This math-themed Experience will have your students seeing shapes, equations, and solutions in everyday things.

4. Community Service Projects

Summer is a great time for students to give back to their communities. Creating an interactive experience focused on community service can help students stay connected and engaged while making a positive impact. Missions can include acts of kindness like picking up litter in a local park, helping a neighbor with yard work, or volunteering at a local food bank. These activities not only teach students the value of community service but also help them develop empathy and social responsibility. For example, a Mission might involve organizing a small community cleanup event and documenting the experience with photos and reflections.

This Community Service Marathon is a great resource for brainstorming ideas!

5. Cultural Exploration and Appreciation

Exploring different cultures can be a fascinating and enriching experience for students. A Cultural Exploration scavenger hunt can include Missions that involve trying new foods, listening to music from different cultures, creating art inspired by different traditions, or taking virtual tours of museums around the world. This helps students gain a broader perspective and appreciation for diversity. For instance, a Mission could involve cooking a dish from another country and sharing a video of the process along with a brief history of the dish.

Here’s a fun and easy example that will get your students to document a cultural culinary adventure!

Interactive experiences, like those facilitated through Goosechase, can make summer learning engaging, fun, and meaningful. Setting up and running these activities is simple and straightforward, ensuring they are easy for teachers to manage. By incorporating reading challenges, nature exploration, STEM activities, community service projects, and cultural exploration, you can help students stay connected to their learning and to each other. These activities not only keep their minds active, but also provide opportunities for personal growth and community involvement. So, this summer, consider using these easy-to-set-up interactive experiences to create a memorable and enriching break for your students – and for yourself!

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If you’re interested in learning more about Goosechase, check out the great information here.

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