Stem Challenge Lesson Plan – Create a stable structure using
pasta.
Name: Stephanie Silver
Subject/topic
Science – Stable structures.
Art – Creating in response to a challenge.
Time
90 minutes
Grade level
Grade 3
Learning Goals
Students will:
Learn how to design a stable structure.
Problem solve and use abstract thinking to create a stable structure using pasta.
Critically think of ways to build a structure so that it will hold a marshmallow.
Students will follow instructions and success criteria for the challenge.
Materials Needed
Any kind of pasta that students have access to.
An adhesive that will hold together the pasta in an effective manner (i.e., tape, glue, sticky tac,
pins).
A marshmallow or equivalent (gum drop, slice of banana, slice of sausage, slice of cucumber,
etc.,) something that is the same weight/size as a marshmallow.
Camera to take photo proof.
A flat surface to build the tower on.
Background Information
This STEAM challenge will be a project for the stable structures curriculum requirements that will
be taught prior to this challenge being facilitated. Students will have an understanding of what a
stable structure is and is not, how to build a stable structure, materials used to build a stable
structure, shapes used, etc., This background knowledge will allow them to better build the tower
than if they did not have this information.
This STEAM challenge looks at science, engineering and art.
Participants are to create a tower that will hold a marshmallow (or something equivalent to a
marshmallow)
The tower will be created using pasta only. Whatever type of pasta the students have access to
they will use or if it is completed in-person the teacher will provide the pasta.
The tower will be held together by an adhesive of the student’s choice (tape, glue, sticky tac,
playdough, etc.,)
The tower will have to be a specific height (2ft) and students will have to take a picture showing
the height and that the structure can hold the marshmallow effectively.
Curriculum Connections
Grade 3: Science
Big Ideas:
A structure has both form and function
Structures are affected by forces acting on them
Structures need to be strong and stable to be useful.
Overall Expectations:
2. investigate strong and stable structures to determine how their design and materials
enable them to perform their load-bearing function
Specific Expectations:
2.2 investigate, through experimentation, how various materials and construction
techniques can be used to add strength to structure.
2.4 use technological problem-solving skills (see page 16), and knowledge acquired
from previous investigations, to design and build a strong and stable structure that
serves a purpose
2.6 use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with
different audiences and for a variety of purposes
Grade 3: Art
Overall Expectation:
D1. Creating and presenting: apply the creative process to produce a variety of two- and
three-dimensional art works, using elements, principles, and techniques of visual arts to
communicate feelings, ideas, and understandings.
Specific Expectation:
D1.4 use a variety of materials, tools, and techniques to respond to design challenges
Deep Learning - Global Competencies
Collaboration: This project will be done in teams either in small groups in person or virtually in
small breakout groups.
Character: This challenge will be set up in phases, a planning phase, a building phase, an
evaluation phase, and one last building phase to make changes prior to the final product being
completed. This set up allows for students to plan accordingly, reduces pressure to get it right the
first time, enhances a growth mindset and allows for metacognition skill building.
Citizenship: Since this challenge requires the students to use limited materials (i.e., pasta and a
material that will hold the tower together), students will discuss the difficulties with only using this
particular material. Students will also consider how some places in the world have limited
resources to build homes and buildings and how they would tackle doing this. I would get the
students to reflect on the limits of only having some resources compared to having access to
extensive resources and how that impacts the community as a whole.
Creativity: During this challenge there will be a sheet for students to use called “I wonder”, this
will be a place for students to write down ideas, thoughts that come up during the challenge, “I
wonder statements” that students could explore while completing the challenge or after the
challenge. It also adds a nice reflection piece to the challenge for students to think about. The
ideas that they write down could trigger creative ideas for the current challenge they are
completing or inspire inquiry for a new challenge.
Critical Thinking: Students will use their analyzing skills and brain storming skills to think of
ways to improve their structure while building. They will have the opportunity to evaluate their
plan and make changes as they are creating their structure. This will involve using their quick and
critical thinking skills to come to a solution with a problem they are experiencing.
Communication: Students will share ideas and brainstorm ways in which they can create a
tower using the dynamics of stable structures to fulfill the success criteria laid out by the teacher.
Students will have time to discuss their ideas extensively and come up with a plan that all
students will agree upon prior to the start of building. Students will be allowed to communicate
during the building of the tower to discuss different strategies if their initial building strategies are
not working.
Differentiation Options
Visuals will be provided for ESL/ELL learners as well as students with special needs. Visuals of
each step to build the pasta tower will prompt the student in the creation of their own towers.
Modified success criteria (i.e., tower can be less than 2 ft, does not have to hold a marshmallow
just has to be able to stand, etc.,).
Small groups chosen specifically (either grouped by level or grouped by varying level).
Allow for student to use sturdier materials like popsicle sticks instead of pasta.
Lesson
Minds On
For the minds on task, we will watch a video, which, discusses different shapes in buildings and
structures and how they are supportive or non-supportive. In class we will be doing a live
presentation on these shapes, weighing the pros and cons of, if they would be stable in a
structure or if they would be unstable. From there I would engage students to think further by
asking them what they would do if they only had limited supplies to work with.
https://www.youtube.com/watch?v=mBHJtWbsiaA&feature=emb_title
Action
STEM Challenge Prompt:
1. How would you create a stable structure tower out of pasta?
2. What shapes would you use to create your structure?
3. How will you be sure that your structure will hold a marshmallow
when you are done?
Consolidation and Reflection
What was a success in your creation?
What was something that you found difficult?
What shapes did you use in your structure?
Did you find that some shapes worked better than others?
Do you think it would be easier to create a stable structure with different or more
materials? Why?
What are some ideas that you can come up with that would improve your
structure if you were to re-do the challenge?
