This document provides an overview of STE(A)M Truck's 20-day programming at Connally Elementary School during the spring of 2016. It includes:
1) A sample daily schedule including activities like huddles, activations, building, and reflections.
2) A day-by-day schedule of the 20 visits, outlining specific projects and builds students will work on each day.
3) Background on STE(A)M Truck's mission to close opportunity gaps and transform learning through hands-on, experiential making with students and community experts.
1. M A K E R
P L A Y
B O O K
STE(A)M TRUCK
CONNALLY ELEMENTARY
SPRING 2016
2. To close opportunity gaps
and provide lifelong
opportunities by transform-
ing teaching and learning
through an experiential
maker approach that brings
together youth and adult
learners within collaborative
communities.
COMMUNITY GUILDS
MISSION STATEMENT
CONTENTS
Introduction
Letter from the Director
Chapter 1: Our Story
History & Stats
Our Team
Our Vision for the Future
Chapter 2: At-A-Glance
STE(A)M Truck Sample Day
Connally 20-Day Plan
Chapter 3: Maker Kit
In Review
Our Badging System
Tool of the Day Cards
Word of the Day Cards
STEAM Trunks Lesson Plans
Lesson Plans
Glossary
Partners & Supporters
4 - 5
5
6 - 9
6 - 7
8
9
10 - 11
10
11
12 - 45
12 - 13
14 - 15
16 - 25
26 - 35
36 - 53
54 - 61
63 - 64
65
3. JASON MARTIN
EXECUTIVE DIRECTOR
with community experts,
build something together.
Our work, based on a “Maker
Mindset”, has struck a chord
with educators, like Donna
Davis, a 5th grade teacher
in Atlanta Public Schools,
who became inspired by the
programming after seeing
the impact it had on her stu-
dents. But, most importantly,
Donna leaves better equipped
to bring similar instructional
concepts and methodolo-
gies into her classroom after
STE(A)M Truck has driven
away. Our mission is to close
opportunity gaps and pro-
vide lifelong opportunities
by transforming teaching and
learning through an experi-
ential maker approach that
brings together youth and
adult learners within collab-
orative communities.
At Connally Elemen-
tary School, STE(A)M Truck
will conduct 20 visits this
school year. A day by day re-
view can be found on page 11
of this Playbook. Our work
is being generously funded
with a grant from the Arthur
M. Blank Family Foundation.
Upon completion Connally
will receive a $2,000 pass
thru mini-grant to seed or
supplement your own maker-
space. In addition, STE(A)M
Truck staff will again return
Dear Colleagues,
Thanks for jumping
on board! We hope you find
our Playbook useful and
inspiring. Since 2014, Com-
munity Guilds has focused
on delivering an innovative,
gap-closing approach to
education through its mobile
makerspace, STE(A)M Truck.
As a classroom teach-
er in Title I schools for 10
years, I believe Community
Guilds provides program-
ming critical to building
non-cognitive and 21st
Century STEM skills. Much
like what happens in class-
room across the country, we
ignite a passion in students
to learn about the real world
by tackling real problems,
designing solutions and then,
to Connally and provide
12 follow up coaching ses-
sions designed to support
your work over the next 3-6
months.
Creating a thriving
STE(A)M community is a
foundational component.
Having both students and
educators engage in the pro-
gram helps embed the core
components of learning and
teaching in daily practice,
and having community mem-
bers as part of the experience
helps make that learning
“real-world relevant.” While
STE(A)M Truck will always
be limited by the number of
students it can serve directly,
it seeks to extend its impact
through the engagement of
the adults in the community,
creating a “ripple effect” of
transformative learning.
4. 7STEAMTRUCK.ORGSTE(A)M TRUCK PLAYBOOK6
CHAPTER 1
Our Story
Research has been
clear: Access to hands-on build-
ing, tinkering, and the kinds of
curriculum offered through STE(A)
M Truck can increase access to
STEM careers and build the skills
critical for long term success. How-
ever, the tools, expertise, and time
needed to utilize these types of
strategies are usually unavailable
in public schools, and especially
so in public schools serving low
income communities. Our program
provides access to materials,
expertise, and curriculum that can
reach students during the school
day directly on their own campus.
STE(A)M Truck is Com-
munity Guilds’ core program,
delivered in partnership with ele-
mentary and middle schools and
after-school programs serving
high-need student populations.
The experience is anchored in
three strategic “levers”:
• Providing students with
hands-on opportunities to
make and learn through in-
dividual and team- based ex-
periences, building non-cog-
nitive skills and igniting
excitement about learning
• Connecting students to
community members with
maker-related careers, giving
them exposure to mentors
and careers different from
those they typically access
on a daily basis (e.g., artists,
industrial designers) and
expanding their worldview
about future possibilities
• Equipping educators with
the ability to shape instruc-
tion through experiential
learning, enabling them to
PLAYBOOKCHAPTER1:OURSTORY
deepen and reinforce the
learnings from the STE(A)
M Truck experience and take
them to more students, be-
yond those directly served by
the program.
Since 2014, Community
Guilds has focused on delivering
an innovative, gap-closing
approach to education through
its mobile makerspace, STE(A)M
(Sciece, Technology, Engineering,
(Arts), and Math) Truck, targeting
elementary and middle school
students. The STE(A)M Truck
experience is anchored by a
rigorous, experiential learning-
based curriculum, which is
brought to life in a mobile
maker-space with the support
and collective expertise of
the local community. STE(A)
M Truck creates a community
of adult STE(A)M role models
– “maker-mentors,” STE(A)M
designers, and local artists, along
with “traditional” educators –
and connects them closely with
youth; together, they tackle real
problems, design solutions, and
build things.
Over the course of the
program, students learn the
design process and develop a
sense of self- efficacy as they
create their own solutions.
Community Guilds also strikes
a chord with educators, who
become inspired themselves
by the experience and the
impact on students, and leave
better-equipped to bring
similar instructional concepts
and methodologies into the
classroom.
In its first full year of
operation, over 300 students
completed a STE(A)M Truck
20 day program. Community
Guilds has partnered with
several organizations, including
district schools (e.g., Atlanta
Public Schools), charter schools
(e.g., KIPP Metro Atlanta,
The Kindezi Schools), and
community organizations (e.g.,
Boys & Girls Clubs of Metro
Atlanta).
Community Guilds’
programming has also helped
build students’ non-cognitive
skills and awareness of a breadth
of life opportunities they need to
be successful.
NON-COGNITIVE SKILLS
• 97%+ of students improved
non-cognitive skills
• 90%+ of students performed
at satisfactory competency
levels on non-cognitive skills
• Increased student interest
and willingness to take
risks and try new things in
learning
• Improved classroom behav-
ior (e.g., significant decline
in discipline referrals)
STEM SKILLS AND
AWARENESS
• 87%+ of students have im-
proved applied STEM skills
• 2/3 (and as high as 90%)
of students perform at satis-
factory competency levels
on STEM skills
• 73%+ of students have
increased interest and con-
fidence in pursuing a STEM
career
5. 9STEAMTRUCK.ORGSTE(A)M TRUCK PLAYBOOK8
OUR TEAM
JASON MARTIN
EXECUTIVE DIRECTOR
MIKE STASNY
ARTIST IN RESIDENCE
SARAH LASHINSKY
MAKER MENTOR
MARSHA FRANCIS
STEM DESIGNER
DOMENIC LIGGETT
OPERATIONS MANAGER
KEITH DEVRIES
MAKER MENTOR
PLAYBOOKCHAPTER1:OURSTORY
OUR VISION
Over the next five
years, Community Guilds is
committed to strengthening
and deepening its impact,
while driving to greater scale
and sustainability, in two
main ways. First, Community
Guilds will continue to refine
its STE(A)M Truck and student
engagement model, both by
codifying and standardizing
certain elements and by
piloting variations to others.
Second, Community Guilds
will work to deepen its sup-
ports to educators over time,
extending design thinking
techniques into the classroom
and creating longer-term
sustainable impact.
The overall value proposition is powerful. Community
Guilds enables students in even the least- resourced schools to access
making-focused learning experiences, and gives districts and schools
the opportunity to explore the benefits of an innovation lab without
building one, while beginning to deepen their own capacity around
experiential learning.
Over the next five years, Community Guilds is committed
to strengthening and deepening its impact, while driving to greater
scale and sustainability, in two main ways. First, Community Guilds
will continue to refine its STE(A)M Truck and student engagement
model, both by codifying and standardizing certain elements and
by piloting variations to others. Second, Community Guilds will
work to deepen its supports to educators over time, extending design
thinking techniques into the classroom and creating longer-term
sustainable impact.
In parallel, Community Guilds has set ambitious yet
achievable plans to grow its reach while preserving its high bar for
quality and maintaining a low cost for the programming (today, an
average program cost per student of $200-300). Community Guilds
aims to more than double its reach in 2015- 16, with plans to serve
roughly 900-1,000 students per platform per year at full utilization,
and to expand to four platforms serving over 4,000 students in
Atlanta and near-in districts by 2020.
OUR FIVE-YEAR PLAN
Four more trucks by 2020
Reach 5.4K students in 2019-
2020 school year
“Over the course of the pro-
gram, students learn the de-
sign process and develop a
sense of self- efficacy as they
create their own solutions. “
6. 11STEAMTRUCK.ORGSTE(A)M TRUCK PLAYBOOK10
CHAPTER 2
At•A•Glance
Our recipe for creating
change lies in our impactful
20-Day series of in-school pro-
gramming. Each day consists
of four main activites, some
of which happen as a class,
and some of which take place
with students broken down into
groups of 4-6. A sample day
may look a lot like this, with
flexibility for projects as neces-
sary.
STE(A)M TRUCK
SAMPLE DAY
Huddle (5 mins) The goal is to
have all the elements connect
seamlessly, and to create a class
culture.
•• Game plan
•• Word of the Day (WoD)
•• Tool of the Day (ToD)
Activation (5-10 mins) One or
two of the below will be done
depending on time, either inside
or outside depending on activity.
remain the same for the entire
program. One adult will mentor
one crew.
• Icebreaker ( 1-2 mins)
• Energizer (3-5 mins)
• Game (5-10 mins)
• STEAM Trunk (10 mins)
Build (30 min)
Typically in small groups
Time range depends on Build.
Longer Builds mean shorter Acti-
vation activity
Reflection (5-10 min)
•• Quick check in (scale 1-5)
•• Shout outs/ Fabulous Failures
•• Journal reflection
•• Next steps/reminders
•• “STE(A)M Truck on 3” cheer
PLAYBOOKCHAPTER2:AT•A•GLANCE
DAY 1 APRIL 12
Spark Day
DAY 2 APRIL 13
Brick Build
DAY 3 APRIL 14
Journal/Name Tag Day; 1/2
DAY 4 APRIL 19
Journal/Name Tag Day; 2/2
DAY 5 APRIL 20
Safety Badging
DAY 6 APRIL 21
Design Thinking
DAY 7 APRIL 26
Bridge Build Day 1/2
DAY 8 APRIL 27
Bridge Build Day 2/2
DAY 9 APRIL 28
Two Day Build A; Day 1/2
DAY 10 MAY 3
Two Day Build A; Day 2/2
DAY 11 MAY 4
Two Day Build B; Day 1/2
DAY 12 MAY 5
Two Day Build B; Day 2/2
DAY 13 MAY 10
Big Build; Day 1/6
DAY 14 MAY 11
Big Build; Day 2/6
DAY 15 MAY 12
Big Build; Day 3/6
DAY 16 MAY 17
Big Build; Day 4/6
DAY 17 MAY 18
Big Build; Day 5/6
DAY 18 MAY 19
Big Build; Day 6/6
DAY 19 MAY 23
Share Prep Day
DAY 20 MAY 24
Share Day
Over 20 days, we start to build
the capacity for educators and
schools to continue to do this work
even after we are gone.
CONNALLY
CLASS SCHEDULES
CLASS A
11:00 am - 11:50 am
CLASS B
12:00 pm - 12:50 pm
CLASS C
1:00 pm - 1:50 pm
7. 13STEAMTRUCK.ORGSTE(A)M TRUCK PLAYBOOK12
PLAYBOOKCHAPTER3:MAKERKIT
Grounded in both constructiv-
ist1,2,3
(Kafai & Resnick, 1996;
Piaget, 1956; Vygotsky,1978)
and constructionist4
(Papert,
1991) learning theories, maker
spaces are commonly defined
as “informal sites for creative
production in art, science, and
engineering where people of
all ages blend digital and phys-
ical technologies to explore
ideas, learn technical skills, and
create new products”5
(Sheri-
dan et al., 2014, p. 505). They
are spaces where children and
adults can gather, share, and
explore6
(Britton, 2012). While
much making is situated in com-
munity maker spaces, innova-
tors are increasingly exploring
its potential to support formal
education, so students and
teachers can work together to
create, solve problems, collab-
orate, and develop new skills
(Halverson & Sheridan, 2014).
The White House Maker Faire
recently implemented policies
for schools to pursue hands-on
innovation and manufacturing7
(Fried & Wetstone, 2014).
Our Maker Kit is
designed as a) a takeaway for
your class’s STE(A)M Truck
experience, and b) a resource
to use to further thought and
discussion around making.
Keep this as a reference in
your classroom.
CHAPTER 2
Maker Kit
1. Kafai, Y. B., & Resnick, M. (1996).
Constructionism in practice : De-
signing, thinking, and learning in a
digital world. Mahwah, N.J: Lawrence
Erlbaum Associates.
2. Piaget, J. (1956). The Origins of
Child Intelligence. New York: Inter-
national University
3. Vygotsky, L. S. (1978). Mind in so-
ciety: The development of higher
psychological processes. Cambridge,
MA: Harvard University Press.
4. Papert, S. (1991). Situating construc-
tionism. In I. Harel & S. Papert
(Eds.), Constructionism (pp. 1–11).
Norwood, NJ: Ablex.
5. Sheridan, K., Halverson, E. R.,
Brahms, L., Litts, B., Owens, T., &
Jacobs-Priebe, L. (2014). Learning
in the making: A comparative case
study of three makerspaces. Harvard
Educational Review, 84(4).
6. Britton, L. (2012). A fabulous labora-
tory: The makerspace at Fayetteville
Free Library. Public Administration
Review, 1– 5.
7. Fried, B., & Wetstone, K. (2014).
President Obama at the White House
Maker Faire:“Today’s D.I.Y. is to-
morrow’s ‘made in America’” [White
House blog post]. Retrieved
from http://www.whitehouse.gov/
blog/2014/06/18/president-obama-
white-house-maker-faire-today-s-diy-
tomorrow-s-made-america
IN THIS KIT
• Our Badging System
• Tool of the Day
• Word of the Day
• STEAM Trunk Activites
You Can do in Your
Classroom
8. 15STEAMTRUCK.ORGSTE(A)M TRUCK PLAYBOOK14
OUR BADGES
PLAYBOOKCHAPTER3:MAKERKIT
OUR BADGING SYSTEM
STE(A)M Truck Badg-
es have been developed to pull
a common thread through the
various projects and activities
that we do at STE(A)M Truck as
well as provide an additional
incentive to our makers. The
badges have been written with
three things in mind: the funda-
mental principles of the maker
movement, STE(A)M Truck’s
Core Competencies, and Geor-
gia Department of Education’s
Performance Standards.
The badges represent
the knowledge and skills that
young makers develop during
their explorative time with the
STE(A)M Truck. Earning the
Iteration badge,for example,
shows that a maker has demon-
strated the essential ability to
evaluate and revise a project in
development while strengthen-
ing their perseverance, innova-
tion, and design thinking. A skill
such as this is not only essential
but it is easily transferable to
the real world. A 2014 mi-
cro-credentialing and badging
study found that when learners
were engaged in a badging
system, “the use of badges
helped motivate them toward
further autonomous study”8
(Elliot & Clayton, 2014). Often
makers can easily see the value
in the final product of a given
project, but earning badges
that demonstrate the built-in
knowledge and skills helps
them more appreciate the les-
sons learned in the process and
builds on their intrinsic motiva-
tion. We’ve seen an increase
in student engagement since
badges have been introduced;
students are eager to hear
about the next badge that they
can earn.
HOW STE(A)M TRUCK
BADGES WORK
As makers actively
participate in various STE(A)
M Truck projects and activi-
ties, they’ll be made aware of
the potential badges that can
be earned. There are particular
requirements, or earmarks,
for each badge. Many of the
earmarks are built right into
the projects and activities that
the STE(A)M Truck provides.
STE(A)M Team members will
sign off the various earmarks
until they are all completed
and the maker has earned the
badge. Engagement with the
badging earmarks provides
makers with an opportunity
for reflection that builds on
our integrated journaling and
reflection sessions. The 2014
study highlighted badging as
a means by which leaners can
“engage in a process of reflec-
tion and self improvement.
Through reflection individuals
make meaning of their current
capabilities and identify areas
for improvement and person-
al growth” (Elliot & Clayton,
2014).
8. Elliot, R., Clayton, J., (2014). Ex-
ploring the use of micro-credential-
ing and digital badges in learning
environments to encourage motivation
to learn and achieve. Retrieved
from http://researcharchive.wintec.
ac.nz/3546/1/276-Elliott.pdf
CONNECTION TO OUR
CORE COMPETENCIES
All badges fall under the
realm of knowledge, skills,
and disposition, and support
the following competencies:
• Design Thinking
• Creativity & Innova-
tion
• Grit & Perseverance
• Curiosity
• Optimism and Zest
• Focus & Self-Control
• Use of STEM Tools
• Measurement
12. 23STEAMTRUCK.ORGSTE(A)M TRUCK PLAYBOOK22
HOW TO: USE THESE
CARDS IN THE CLASSROOM
These cards are a log of the
tools and technologies stu-
dents learned about on STE(A)
M Truck. Cut them out and
use them as a reference for
your classroom.
WHAT’S ON THE CARDS?
Each card includes one or
two facts about how the tool
works, and, in some cases the
history of how the tool came
about. A price range of the
tool is also provided.
CODE
Sometimes color codes and
categories can make learning
easier. Here are a few groups
we used to sort the tools; feel
free to add your own!
= tools that measure
= tools that cut
= tools that connect
= rapid prototyping tools
= electronics tools
TOOLS OF THE DAY
PLAYBOOKCHAPTER3:MAKERKIT
jigsaw
• straightandcurvedcuts
• cutssolidwood,ply-
wood,plastic,metal,
ceramic
• cost$25-$200
level
• alsocalledabubble
levelorspiritlevel
• indicatewhetherasur-
faceishorizontal(level)
orvertical(plumb)
• cost$15-$100
multimeter
• measurevoltage(in
volts),resistance,and
current
• cost$10-$150
pliers
• usedtohold,bendor
compress
• comprisedoftwohan-
dles&twojawsthat
maycrimp,pinchorcut
• cost$3-$30
mitersaw
• accuratecrosscuts(the
shortendoflongstock)
• longripcutsnotpossible
• typicallyusedforwood
exclusively
• cost$200-$600
drillpress
• usedforboringholes
• setofhandlesrotatedto
lowerdrillbitintopiece
• cutswood,metal,plas-
tics
• cost$150-$600
Fold along the dotted
lines to make a folder to
hold your cards in!
13. 25STEAMTRUCK.ORGSTE(A)M TRUCK PLAYBOOK24
TOOLO
F
T
H
E
DAY
Which tools and technologies would you like to see in your class-
room? What might you make with them?
What tools did you see on the STE(A)M Truck/Trailer for which
there is no Tool Card? Which did you not see on STE(A)M Truck/
Trailer?
CRITICAL THINKING AS A CLASS
FRONT
BACK
INSIDE POCKET
PLAYBOOKCHAPTER3:MAKERKIT
18. 35STEAMTRUCK.ORGSTE(A)M TRUCK PLAYBOOK34
W
ORDO
F
T
H
E
DAY
Which words of the day resonate with your classroom rather than
being STE(A)M Truck-specific? Why?
Invent some Words of the Day for your classroom, and assign
each one a quote, definition, or discussion prompt.
CRITICAL THINKING AS A CLASS
FRONT
BACK
INSIDE POCKET
PLAYBOOKCHAPTER3:MAKERKIT
19. 37STEAMTRUCK.ORGSTE(A)M TRUCK PLAYBOOK36
STEAM TRUNKS
OVERVIEW
Name of Project: Cork Ball
Float
This challenge is best suited for
grades: 3-8
Overview: This activity has the
students attempt to make a cork
ball float in the Wind Tube.
They will try different iterations
of their design, working from
sketches through to prototypes
until they are successful.
Approximate Preparation Time:
20 minutes
Approximate Setup Time: 10
minutes
Approximate Duration: 30
minutes
Approximate Clean Up Time:
10 minutes
STEAM Focus: Science, Tech-
nology, Engineering, Art, and
Math
should be able to complete the
challenge without much guid-
ance. In certain cases, some
students will require guidance.
Be available to clarify the chal-
lenge and provide scaffolding
where needed.
Once students are ready to test
their design, ensure that they
are wearing safety glasses
and allow them to place their
creation in the wind tube. If it
floats they were successful. If
it doesn’t, have them consider
why not and make some adjust-
ments.
Assessment
Because STE(A)M Trunks are
short, warm-up style activities
there is no formal assessment.
Students can self assess their
ability to complete the chal-
lenge. With self-reflection and
possibly a group discussion af-
terwards, students can analyze
what they did well, what they
could have done differently,
how they extended or modified
the challenge to push their
understanding.
Possible discussion questions:
RESOURCES
Equipment/Materials
Wind Tube, cork ball, scissors,
tape, paper and pencils, and
an assortment of craft supplies
such as piece of fabric, tooth-
picks and straws. Table option-
al.
Safety Plan & Mitigations
Electronics should not be used
near water. Not to be done
outside if it is raining. There are
moving parts involved in this
activity. Students should wear
safety glasses when working
with the Wind Tube.
How did their drawings and
ideas about pre-existing float-
ing objects inform their design?
What designs really worked
well. What didn’t? Why do they
think that is?
Did they collaborate with any
of their peers, what did they
learn from that experience?
What can they explain about
what is necessary to make an
object float?
What real world applications
can this knowledge have?
Clean Up
Have students throw out or
keep their drawings and return
their cork ball and pencil to
you. Collect all of the one pag-
ers and put them in the folder.
Close all of the STE(A)M Trunks
and put them in the tub.
LEARNING SEQUENCE
Preparation/Setup
Set up the Wind Tube and
ensure that it works properly.
Ensure that extension cords are
secured to minimize the trip
hazard. In each STE(A)M Trunk
place a cork ball, scissors and
an assortment of craft supplies
such as piece of fabric, straws,
and tape. Also include a piece
of paper, a pencil, and a
one-pager.
Guidance During Session
Welcome students to the STE(A)
M Truck. If they’ve never
encountered STE(A)M Trunks
before, give them a brief de-
scription of what they’re about
to do.
The combination to all of the
STE(A)M Trunks is 365. Give
the students an age appropri-
ate math or trivia question that
will have them arrive at that
number. Once they solve for
365 they may open their trunk
and begin by following the
instructions on the one-pager.
STE(A)M Trunks are designed
to be self-guided. The students
LEARNING SEQUENCE
Common Core/Georgia
Performance Standard(s)
S4P3. Students will demon-
strate the relationship between
the application of a force and
the resulting change in position
and motion on an object. d.
Demonstrate the effect of grav-
itational force on the motion of
an object.
Connections to (a) prior
learning, (b) everyday life, (c)
other content areas.
Students are given a hands-on
experience with aerodynamics
and the movement of air. This
can help them begin to under-
stand the physics of flight and
other practical applications for
aerodynamicy.
PLAYBOOKCHAPTER3:MAKERKIT
20. 39STEAMTRUCK.ORGSTE(A)M TRUCK PLAYBOOK38
PLAYBOOKCHAPTER3:MAKERKIT
TAKEAWAYS
S T E ( A ) M T R U N K
C H A L L E N G E
Cork Ball Float
OBJECTIVE: Make a cork ball float in the wind
tube.
REFINE IT: Make small tweaks and re-test.
Can you make your design more steady? Can you
make it do tricks (spin, flip, etc.)?
JOURNAL IT: Write and sketch your takeaways
from this challenge in your journal.
2 BUILD IT
Buildyourdesign.
Don’tbeafraidto
iterate(change)as
youbuild.
1 DESIGN IT
Comeupwith a
plan.Checkout
yourmaterials.How
couldyoucombine
themtomakethe
corkballfloatinthe
windtube?
3 TEST IT
Placeyourcreation
inthewindtube.
Doesitfloat?Ifso,
congratulations!If
not,whynot?Tweak
yourdesignand
retry!
TAKEAWAYS
S T E ( A ) M T R U N K
C H A L L E N G E
High Rise
OBJECTIVE: Design a tower out of newspaper
that is as tall as your forearm, can support a
tennis ball, and also withstand wind force.
REFINE IT: Make small tweaks and re-test.
Can you make your tower hold more weight or
more windforce?
JOURNAL IT: Write and sketch your takeaways
from this challenge in your journal.
2 BUILD IT
Usingyourplan,
buildyourtower.
Don’tbeafraidto
iterate(change)as
youbuild.
1 DESIGN IT
Comeupwith aplan
foryourtower.Think
abouthowyouwill
useyournewspaper
(roll,fold,stack,
etc.).Whichshapes
willyouuseinyour
design?Whichshapes
arestrongest?
3 TEST IT
Withthetennis
ballinposition,put
yourtowerinfront
ofthefan.Doesit
withstandtheforce?If
so,congratulations!If
not,whynot?Tweak
thedesignandretryit.
21. 41STEAMTRUCK.ORGSTE(A)M TRUCK PLAYBOOK40
STEAM TRUNKS
OVERVIEW
Name of Project: High Rise
This challenge is best suited for
grades: 3-8
Overview: This activity will
have the students attempt to
make a tower at least 18” tall
that can support a tennis ball
on top and withstand wind
force. They will use newspaper
and masking tape for the build.
Approximate Preparation Time:
20 minutes
Approximate Setup Time: 15
minutes
Approximate Duration: 30
minutes
Approximate Clean Up Time:
10 minutes
STEAM Focus: Science, Tech-
nology, Engineering, Art, and
Math
RESOURCES
Equipment/Materials
Newspaper, tennis ball, mask-
ing tape, tabletop fan
Safety Plan & Mitigations
Electronics should not be used
near water. Fan should not be
used if it is raining.
LEARNING SEQUENCE
Preparation/Setup
Place a predetermined amount
of newspaper, masking tape, a
tennis ball, a paper, a pencil,
and the one-pager in each
STE(A)M Trunk.
Lock the trunks.
Set up a fan to provide wind
force.
Guidance During Session
Welcome students to the STE(A)
M Truck. If they’ve never
encountered STE(A)M Trunks
before, give them a brief de-
scription of what they’re about
to do.
The combination to all of the
STE(A)M Trunks is 365. Give
the students an age appropri-
ate math or trivia question that
will have them arrive at that
number. Once they solve for
365 they may open their trunk
and begin by following the
instructions on the one-pager.
STE(A)M Trunks are designed
to be self-guided. The students
should be able to complete the
challenge without much guid-
ance. In certain cases, some
students will require guidance.
Be available to clarify the chal-
lenge and provide scaffolding
where needed.
Assessment
Because STE(A)M Trunks are
short, warm-up style activities
there is no formal assessment.
Students can self assess their
ability to complete the chal-
lenge. With self-reflection and
possibly a group discussion af-
terwards, students can analyze
what they did well, what they
could have done differently,
how they extended or modified
the challenge to push their
understanding.
Possible discussion questions:
How did your final design differ
from your sketch?
What was the strongest way to
manipulate the paper (folding,
rolling, stacking, etc.)?
How did the wind affect your
tower?
If you could have one more ma-
terial for this build, what would
it be and why?
Clean Up
Have students throw out or
keep their newspaper, towers,
and drawings. Have them
return the masking tape, tennis
ball, and pencil to you. Collect
all of the one pagers and put
them in the folder. Close all of
the STE(A)M Trunks and put
them in the tub.
LEARNING SEQUENCE
Georgia Performance
Standard(s)
S8P3. Students will investigate
relationship between force,
mass, and the motion of ob-
jects. b. Demonstrate the effect
of balanced and unbalanced
forces on an object in terms of
gravity, inertia, and friction.
S4P3. Students will demonstrate
the relationship between the
application of a force and the
resulting change in position and
motion on an object. d. Demon-
strate the effect of gravitation-
al force on the motion of an
object.
Connections to (a) prior
learning, (b) everyday life, (c)
other content areas.
Students are given the oppor-
tunity to practically understand
the application of forces on
structures. This introductory
lesson in engineering is a good
basis for further understanding
in the field. This encounter can
enhance their understanding
of what they have been (or will
be) taught in the classroom.
PLAYBOOKCHAPTER3:MAKERKIT
22. 43STEAMTRUCK.ORGSTE(A)M TRUCK PLAYBOOK42
STEAM TRUNKS
OVERVIEW
Name of Project: Cup Float
Jellyfish
This challenge is best suited for
grades: 3-8
Overview: This activity has the
students attempt to make a cup
float in the Wind Tube with the
added requirement that it have
tassels like a jellyfish. It is slight-
ly more challenging than the
Cup Float as the tassels may af-
fect the movement of the object.
They will try different iterations
of their design, working from
sketches through to prototypes
until they are successful.
Approximate Preparation Time:
20 minutes
Approximate Setup Time: 10
minutes
Approximate Duration: 30
minutes
Approximate Clean Up Time:
10 minutes
STEAM Focus: Science, Tech-
nology, Engineering, Art, and
Math
RESOURCES
Equipment/Materials
Wind Tube, Styrofoam cup,
pieces of fabric, straws, tape,
pipe cleaners, string, scissors,
drawing paper, pencils. Table
optional.
Safety Plan & Mitigations
Electronics should not be used
near water. Not to be done
outside if it is raining. There are
moving parts involved in this
activity. Students should wear
safety glasses when working
with the Wind Tube.
LEARNING SEQUENCE
Preparation/Setup
Set up the Wind Tube and en-
sure that it works properly.
Ensure that extension cords are
secured to minimize the trip
hazard.
In each STE(A)M Trunk place
a Styrofoam cup, string, scis-
sors, and an assortment of craft
supplies such as piece of fabric,
straws, and tape. Also include
a piece of paper, a pencil, and
a one-pager.
Lock the STE(A)M Trunks.
Guidance During Session
Welcome students to the STE(A)
M Truck. If they’ve never
encountered STE(A)M Trunks
before, give them a brief de-
scription of what they’re about
to do.
The combination to all of the
STE(A)M Trunks is 365. Give
the students an age appropri-
ate math or trivia question that
will have them arrive at that
number. Once they solve for
365 they may open their trunk
and begin by following the
instructions on the one-pager.
STE(A)M Trunks are designed
to be self-guided. The students
should be able to complete the
challenge without much guid-
ance. In certain cases, some
students will require guidance.
Be available to clarify the chal-
lenge and provide scaffolding
where needed.
Once students are ready to
test their design, ensure they
are wearing safety glasses and
let them place their creation in
the Wind Tube. If it floats (and
vaguely resembles a jellyfish),
they were successful. If not,
have them consider why not
and make some adjustments to
their design.
Assessment
Because STE(A)M Trunks are
short, warm-up style activities
there is no formal assessment.
Students can self assess their
ability to complete the chal-
lenge. With self-reflection and
possibly a group discussion af-
terwards, students can analyze
what they did well, what they
could have done differently,
how they extended or modified
the challenge to push their un-
derstanding. Possible discussion
questions:
How did their drawings and
ideas about pre-existing float-
ing objects inform their design?
If the students had previously
done the Cup Float Challenge,
how did their knowledge of that
activity inform how they ap-
proached this one?
Which designs worked well?
Which didn’t? Why do they
think that is?
How did the addition of the
extra materials affect the effec-
tiveness of their design?
Did they collaborate with any
of their peers, what did they
learn from that experience?
What can they explain about
what is necessary to make an
object float?
Clean Up
Have students throw out or
keep their drawings and return
their cup and pencil to you.
Collect all of the one pagers
and put them in the folder.
Close all of the STE(A)M Trunks
and put them in the tub.
LEARNING SEQUENCE
Common Core/Georgia
Performance Standard(s)
S4P3. Students will demon-
strate the relationship between
the application of a force and
the resulting change in position
and motion on an object. d.
Demonstrate the effect of grav-
itational force on the motion of
an object.
Connections to (a) prior
learning, (b) everyday life, (c)
other content areas.
Students are given a hands-on
experience with aerodynamics
and the movement of air. This
can help them begin to under-
stand the physics of flight and
other practical applications for
aerodynamicy.
PLAYBOOKCHAPTER3:MAKERKIT
23. 45STEAMTRUCK.ORGSTE(A)M TRUCK PLAYBOOK44
PLAYBOOKCHAPTER3:MAKERKIT
TAKEAWAYS
S T E ( A ) M T R U N K
C H A L L E N G E
Floating Cup Jellyfish
OBJECTIVE: Design and build a floating ‘jelly-
fish’ using the materials provided.
REFINE IT: Make small tweaks and re-test.
Can you make your ‘jellyfish’ more steady? Can
you make it do tricks (spin, flip, etc.)?
JOURNAL IT: Write and sketch your takeaways
from this challenge in your journal.
2 BUILD IT
Buildyour
prototype. Don’t
beafraidtoiterate
(change)asyou
build.
1 DESIGN IT
Checkoutyoursup-
plies.Howcouldyou
putthemtogetherin
awaythatwillfloat
inthewindtubeand
looklikeajellyfish?
3 TEST IT
Placeyour‘jellyfish’
inthewindtube.
Doesitfloat?Ifso,
congratulations!If
not,whynot?Try
anotherdesign!
TAKEAWAYS
S T E ( A ) M T R U N K
C H A L L E N G E
Watercraft
OBJECTIVE: Design a craft that can float on wa-
ter and hold at least 1 lb without sinking.
REFINE IT: Make small tweaks and re-test.
Can you make your craft hold more weight?
JOURNAL IT: Write and sketch your takeaways
from this challenge in your journal.
2 BUILD IT
Buildyourwatercraft.
Don’tbeafraidto
iterate(change)as
youbuild.
1 DESIGN IT
Checkoutyour
materials.Consider
howyoucanput
themtogether
tobuildacraft.
Rememberthatthe
height,width,and
shapecanaffecthow
wellitfloats.
3 TEST IT
Giveitatry!Place
yourwatercraftin
thewaterandtestits
buoyancy(‘floatabil-
ity’).Diditwork?If
so,congratulations!
Ifnot,whynot?
Canyoutweakitto
improvethedesign?
24. 47STEAMTRUCK.ORGSTE(A)M TRUCK PLAYBOOK46
STEAM TRUNKS
OVERVIEW
Name of Project: Watercraft
This challenge is best suited for
grades: 6-8
Overview: This activity will
have the students attempt to
make a watercraft that can sup-
port at least a pound of weight.
They will use only provided
materials for the build.
Approximate Preparation Time:
20 minutes
Approximate Setup Time: 15
minutes
Approximate Duration: 30
minutes
Approximate Clean Up Time:
10 minutes
STEAM Focus: Science, Tech-
nology, Engineering, Art, and
Math
RESOURCES
Equipment/Materials
A few tubs full of water, class-
room materials of your choos-
ing , a one pound weight,
paper, and a pencil
Safety Plan & Mitigations
Keep all electronics away from
the water.
LEARNING SEQUENCE
Preparation/Setup
Place the classroom materials
of your choosing , a paper, a
pencil, and the one-pager in
each STE(A)M Trunk.
Lock the trunks.
Fill the tubs with water. No
need to over fill them; they just
need enough to allow their
crafts to float.
Guidance During Session
Welcome students to the STE(A)
M Truck. If they’ve never
encountered STE(A)M Trunks
before, give them a brief de-
scription of what they’re about
to do.
The combination to all of the
STE(A)M Trunks is 365. Give
the students an age appropri-
ate math or trivia question that
will have them arrive at that
number. Once they solve for
365 they may open their trunk
and begin by following the
instructions on the one-pager.
STE(A)M Trunks are designed
to be self-guided. The students
should be able to complete the
challenge without much guid-
ance. In certain cases, some
students will require guidance.
Be available to clarify the chal-
lenge and provide scaffolding
where needed.
Once students have completed
their craft and are ready to test
it out, allow them to carefully
place their craft on the water. If
it floats on its own they can add
the weight. If it floats they were
successful. If it doesn’t, and if
there’s time, encourage them to
assess what they could do dif-
ferently and make adjustments.
Assessment
Because STE(A)M Trunks are
short, warm-up style activities
there is no formal assessment.
Students can self assess their
ability to complete the chal-
lenge. With self-reflection and
possibly a group discussion af-
terwards, students can analyze
what they did well, what they
could have done differently,
how they extended or modified
the challenge to push their
understanding.
Possible discussion questions:
How did your final design differ
from your sketch?
What was one technique that
really helped your design?
Why do you think it worked so
well? Or didn’t work so well?
Clean Up
Have students throw out or
keep their watercraft. Collect all
of the one pagers and put them
in the folder. Close all of the
STE(A)M Trunks and put them
in the tub. Dump out the water
and if you are indoors, dry up
any spilled water.
LEARNING SEQUENCE
Georgia Performance
Standard(s)
S8P3. Students will investigate
relationship between force,
mass, and the motion of ob-
jects. b. Demonstrate the effect
of balanced and unbalanced
forces on an object in terms of
gravity, inertia, and friction.
S4P3. Students will demonstrate
the relationship between the
application of a force and the
resulting change in position and
motion on an object. d. Demon-
strate the effect of gravitation-
al force on the motion of an
object.
Connections to (a) prior
learning, (b) everyday life, (c)
other content areas.
Students are given the oppor-
tunity to practically understand
the application of forces on
structures. This introductory
lesson in engineering is a good
basis for further understanding
in the field. This encounter can
enhance their understanding
of what they have been (or will
be) taught in the classroom.
PLAYBOOKCHAPTER3:MAKERKIT
25. 49STEAMTRUCK.ORGSTE(A)M TRUCK PLAYBOOK48
STEAM TRUNKS
OVERVIEW
Name of Project: Straw
Bridge
This challenge is best suited for
grades: 3-8
Overview: This activity will
have the students attempt to
make a bridge that can span
12” and support a half pound
of weight. They will use drinking
straws and scotch tape.
Approximate Preparation Time:
20 minutes
Approximate Setup Time: 10
minutes
Approximate Duration: 30
minutes
Approximate Clean Up Time:
10 minutes
STEAM Focus: Science, Tech-
nology, Engineering, Art, and
Math
RESOURCES
Equipment/Materials
A table, 20 straws per trunk,
scotch tape, scissors, a half
pound weight, a paper, and a
pencil, two cinder blocks (or
anything similar) for the bridge
to span.
Safety Plan & Mitigations
Follow standard safe practice
for using scissors..
LEARNING SEQUENCE
Preparation/Setup
Place 20 straws, a roll of scotch
tape, a pair of scissors, a pa-
per, a pencil, and the one-pag-
er in each STE(A)M Trunk.
Lock the trunks.
Set up a table with two cinder
blocks on top, 12” apart. Their
bridges will span this gap.
Guidance During Session
Welcome students to the STE(A)
M Truck. If they’ve never
encountered STE(A)M Trunks
before, give them a brief de-
scription of what they’re about
to do.
The combination to all of the
STE(A)M Trunks is 365. Give
the students an age appropri-
ate math or trivia question that
will have them arrive at that
number. Once they solve for
365 they may open their trunk
and begin by following the
instructions on the one-pager.
STE(A)M Trunks are designed
to be self-guided. The students
should be able to complete the
challenge without much guid-
ance. In certain cases, some
students will require guidance.
Be available to clarify the chal-
lenge and provide scaffolding
where needed.
Once students have bridges
ready to test, have them place
their bridge spanning the gap
between the cinder blocks.
Allow them to slowly place
the weight on their bridge. If
the bridge doesn’t collapse
they were successful. If it does
collapse, and if they have time,
encourage them to consider
what went wrong and find a
solution.
Assessment
Because STE(A)M Trunks are
short, warm-up style activities
there is no formal assessment.
Students can self assess their
ability to complete the chal-
lenge. With self-reflection and
possibly a group discussion af-
terwards, students can analyze
what they did well, what they
could have done differently,
how they extended or modified
the challenge to push their
understanding.
Possible discussion questions:
How did your final design differ
from your sketch?
What was one technique that
really helped your design?
Why do you think it worked so
well? Or didn’t work so well?
Look at some of the other
designs people came up with.
Consider some of the types of
bridges that you’ve seen. How
could you have built yours
differently?
What shapes did you use in
your design? Which shapes
do you think are strongest?
Squares? Rectangles? Trian-
gles? Circles?
Clean Up
Have students throw out or
keep their bridges and draw-
ings. Have them return any
straws and tape to you. Collect
all of the one pagers and put
them in the folder. Close all of
the STE(A)M Trunks and put
them in the tub.
LEARNING SEQUENCE
Georgia Performance
Standard(s)
S8P3. Students will investigate
relationship between force,
mass, and the motion of ob-
jects. b. Demonstrate the effect
of balanced and unbalanced
forces on an object in terms of
gravity, inertia, and friction.
S4P3. Students will demonstrate
the relationship between the
application of a force and the
resulting change in position and
motion on an object. d. Demon-
strate the effect of gravitation-
al force on the motion of an
object.
Connections to (a) prior
learning, (b) everyday life, (c)
other content areas.
Students are given the oppor-
tunity to practically understand
the application of forces on
structures. This introductory
lesson in engineering is a good
basis for further understanding
in the field. This encounter can
enhance their understanding
of what they have been (or will
be) taught in the classroom.
PLAYBOOKCHAPTER3:MAKERKIT
26. 51STEAMTRUCK.ORGSTE(A)M TRUCK PLAYBOOK50
PLAYBOOKCHAPTER3:MAKERKIT
TAKEAWAYS
S T E ( A ) M T R U N K
C H A L L E N G E
Leaning Tower of Pasta
OBJECTIVE: Design a tower at least 6” high
that can support a textbook.
REFINE IT: Make small tweaks and re-test. Can
you make your tower strong enough to support
two textbooks?
JOURNAL IT: Write and sketch your takeaways
from this challenge in your journal.
2 BUILD IT
Buildyourtower.
Considerwhich
shapesyou’reusingin
yourdesign.Which
shapesarestrongest?
1 DESIGN IT
Checkoutyoursup-
plies.Howcouldyou
putthemtogetherin
awaythatwillbeat
least6incheshigh(a
littleshorterthana
pen)andsupporta
textbook?
3 TEST IT
Testyourtowerby
carefullyplacinga
textbookontop.Did
itwork?Ifso,con-
gratulations!Ifnot,
whynot?Canyou
tweakittoimprove
thedesign?
TAKEAWAYS
S T E ( A ) M T R U N K
C H A L L E N G E
Straw Bridge
OBJECTIVE: Design and build a bridge that can
support a tennis ball.
REFINE IT: Make small tweaks and re-test.
Can you make your bridge span a longer dis-
tance or hold more weight?
JOURNAL IT: Write and sketch your takeaways
from this challenge in your journal.
2 BUILD IT
Buildyourbridge.
Don’tbeafraidto
iterate(change)as
youbuild.
1 DESIGN IT
Comeupwith a
planforyourbridge.
Thinkaboutwhich
shapesyouwilluse.
Whichshapesare
strongest?Don’t
forgettodesigna
spotfortheball.
3 TEST IT
Withthetennisball
inplace,putyour
bridgeinposition.
Doesitwithstandthe
weightoftheball?If
so,congratulations!
Ifnot,whynot?
Tweakthedesign
andretry.
27. 53STEAMTRUCK.ORGSTE(A)M TRUCK PLAYBOOK52
STEAM TRUNKS
OVERVIEW
Name of Project: Leaning
Tower of Pasta
This challenge is best suited for
grades: 6-8
Overview: This activity will
have the students attempt to
make a tower at least 6” tall
that can support a textbook.
They will use only spaghetti
and marshmallows for the build.
Approximate Preparation Time:
20 minutes
Approximate Setup Time: 10
minutes
Approximate Duration: 30
minutes
Approximate Clean Up Time:
10 minutes
STEAM Focus: Science, Tech-
nology, Engineering, Art, and
Math
RESOURCES
Equipment/Materials
A table, spaghetti, marshmal-
lows, small textbook, a paper,
and a pencil
Safety Plan & Mitigations
For sanitary reasons, encour-
age students not to eat the
materials.
LEARNING SEQUENCE
Preparation/Setup
Place a predetermined amount
of spaghetti and marshmallows,
a paper, a pencil, and the
one-pager in each STE(A)M
Trunk.
Lock the trunks.
Set up a table for the students
to work on.
Guidance During Session
Welcome students to the STE(A)
M Truck. If they’ve never
encountered STE(A)M Trunks
before, give them a brief de-
scription of what they’re about
to do.
The combination to all of the
STE(A)M Trunks is 365. Give
the students an age appropri-
ate math or trivia question that
will have them arrive at that
number. Once they solve for
365 they may open their trunk
and begin by following the
instructions on the one-pager.
STE(A)M Trunks are designed
to be self-guided. The students
should be able to complete the
challenge without much guid-
ance. In certain cases, some
students will require guidance.
Be available to clarify the chal-
lenge and provide scaffolding
where needed.
Once students have built their
tower and are ready to test,
allow them to slowly place the
textbook on top. If it supports
the book they were successful.
If not, have them consider why
not and make adjustments (if
possible).
Assessment
Because STE(A)M Trunks are
short, warm-up style activities
there is no formal assessment.
Students can self assess their
ability to complete the chal-
lenge. With self-reflection and
possibly a group discussion af-
terwards, students can analyze
what they did well, what they
could have done differently,
how they extended or modified
the challenge to push their
understanding.
Possible discussion questions:
How did your final design differ
from your sketch?
What was one technique that
really helped your design?
Why do you think it worked so
well? Or didn’t work so well?
If you could have one more ma-
terial for this build, what would
it be and why?
Clean Up
Have students throw out or
keep their towers, and draw-
ings. Have them return any
unused spaghetti and marsh-
mallows, the testbook, and
pencil to you. Collect all of the
one pagers and put them in the
folder. Close all of the STE(A)M
Trunks and put them in the tub.
LEARNING SEQUENCE
Georgia Performance
Standard(s)
S8P3. Students will investigate
relationship between force,
mass, and the motion of ob-
jects. b. Demonstrate the effect
of balanced and unbalanced
forces on an object in terms of
gravity, inertia, and friction.
S4P3. Students will demonstrate
the relationship between the
application of a force and the
resulting change in position and
motion on an object. d. Demon-
strate the effect of gravitation-
al force on the motion of an
object.
Connections to (a) prior
learning, (b) everyday life, (c)
other content areas.
Students are given the oppor-
tunity to practically understand
the application of forces on
structures. This introductory
lesson in engineering is a good
basis for further understanding
in the field. This encounter can
enhance their understanding
of what they have been (or will
be) taught in the classroom.
PLAYBOOKCHAPTER3:MAKERKIT
28. 55STEAMTRUCK.ORGSTE(A)M TRUCK PLAYBOOK54
LEARNINGSEQUENCE
GeorgiaPerformanceStan-
dard(s)
VA8PR,1(d)Usestoolsandmateri-
alswithcraftsmanship(e.g.withcare
inasafeandappropriatemanner).
VA8C,1(a)Makesconnectionsto
othersubjectsthathelpexpandart
knowledgeand/orskills.
VA8C,2(b)Integratesinformation
andskillsfromartintoothersubject
areastosupportpersonallearning-
VA8MC.1Engagesinthecreative
processtogenerateandvisualize
ideas.
VA8MC.2Identifiesandworksto
solvesproblemsthroughauthentic
engagement(thinking,planning,and
experimenting)withartmethodsand
materials,exploringthenatureof
creativity.
STEAM TRUCK: TWO DAY LESSONS
RESOURCES
Day 1 (Name Tag)
Safety Plan: Safety gog-
gles when CNC is running,
proper protocol for using
hot glue guns.
Materials and Resources:
• CNC mill
• 3D printer
• plywood
• hot glue gun
• one magnetic name tag
backing per person
• sanding blocks
Day 2 (Journal)
Safety Plan: Relatively low-
risk day
Materials and Resources:
• laser cutter
• chipboard (2 sheets per
student)
• three-hole punched,
lined paper (20 per
student)
• any additional papers
necessary
• brads (3 per student)
• clamps
PLAYBOOKCHAPTER3:MAKERKIT
RESOURCES
Day 1
Key Goals for the Day: Students will have their own name
tags for use for the remainder of the program.
• Prior to lesson, precut the name tags for each student. Allow
3-5 minutes per name.
• (6 min) Introduce the 3D Printer video and the CNC video,
show to students and have a brief discussion.
• Instructors pass out the pre-cut Name Tags
• Split Group 1 into two Groups: Group 1A and Group 1B
(5 min) Students are brought to the CNC Router where they
are shown how it works.
• (5 min) Students are shown how to properly sand using a
sanding block and then sand their name tags.
• (5 min) Students are given the opportunity to color their
Name Tags using Paint Pens.
• Prior to lesson, precut the journal covers for each student.
Allow 1-2 minutes per cover.
• (5min)StudentsarebroughttotheLaserCutter.MakerMentor
leadsadiscussionaboutmakers’priorknowledge/experience
withlasers.LeadintoLaserCuttervideo.MakerMentorcontinues
discussion,referencingAdditivevs.SubtractiveManufacturing.
Similarities/differencestoahouseholdprintercouldbediscussed.
• Scorethebacksideofthefrontcoverontheseamside,1”infrom
theedge.Foldthescore.
• Holdthefrontandbackcoveralignedanddrilltheholes.Usea
pieceofwoodbelowsoastonotdrillthroughthetable.
• Assemblejournalwithcoverssandwhiching allsheetsofpaper.
Day 2
Key Goals for the Day: Students will have their own journals.
OVERVIEW
Name of Project: CNC Name
Tags & Laser Cut Journals
This challenge is best suited for
grades: 3-8
Overview: Students will learn
about rapid prototyping tech-
nologies
Deliverable: A name tag and
journal that will be used by the
student for the remainder of the
engagement.
STEAM Focus: Science, Tech-
nology, Engineering, Art,
and Math
ASSESSMENT
Use a rubric to assess a stu-
dents’ competencies in the
following categories:
• Student is able to describe
the distinction between
additive and subtractive
manufacturing techniques
• Student can explain the pro-
cess of CNC milling, laserc
cutting, and 3D printing.
• Student can explain the
process of assembling their
journal and name tag effec-
tively and clearly.
29. 57STEAMTRUCK.ORGSTE(A)M TRUCK PLAYBOOK56
STEAM TRUCK: TWO DAY LESSONS
OVERVIEW
Name of Project: Bridge
Build
This challenge is best suited for
grades: 3-8
Overview: Students will work
together to build the strongest
cardboard bridge that spans a
kiddie pool.
Deliverable: A bridge made
of cardboard that students can
use to walk across a short span.
STEAM Focus: Science, Tech-
nology, Engineering, Art, and
Math
ASSESSMENT
Use a rubric to assess a stu-
dents’ competencies in the
following categories:
• Student is aware of motives
and feelings of other peo-
ple and oneself; including
the ability to reason within
large and small groups.
• Student is able to find solu-
tions during conflicts with
others
• Student knows when and
how to include others ,
and allows others to speak
without interruption
RESOURCES
Day 1
Safety Plan: Guide will give
reminder to be careful with
scissors, but expects that
students have previously
learned safety with scissors.
Materials and Resources:
• Small whiteboards (1
per team)
• Scissors (1 per team)
• Pencils (5 per team)
• 2x4’s
• Bricks/blocks
• Cards
• Paper (spans)
Day 2
Safety Plan: Guide will review
safety procedures with students
on using glove with knives
and glue guns, and wearing
goggles with drill.
Materials and Resources:
• Scissors (1 per team)
• Xacto knives (1 per team)
• Glue guns (6)
• Hand drill (1 per team)
• Safety gloves and gog-
gles (3 per team)
• Small whiteboards (1 per
team)
PLAYBOOKCHAPTER3:MAKERKIT
RESOURCES
Day 1
Key Goals for the Day: Students will forge an understanding
about bridge design, construction, and teamwork.
• (5 min) Group leaders will initiate a conversation with stu-
dents about traveling on bridge or bridge they have seen on
TV. Show video https://www.youtube.com/watch?v=t7uc-
3Mqe4_c (start at sec 25)
• (3 min) Maker mentor will introduce project and explain that
today will focus on a prototype and testing different bridge
structures: truss and beam, straw bridge, paper triangles,
K’nex.
• (5 min) Students will reflect as a group about what they
learned about bridge design, construction, and teamwork.
Create individual sketches of bridges in journals.
• (5 min) Maker mentors will help students review information
discussed in the previous day. Students will have opportunity
to share the sketches they created in the closing activity of
previous day.
• Tinker (10 min) Students will manipulate cardboard pieces
to create small structures. Student will note how they are
able to reinforce and shape the pieces.
• Design (10 min) Groups will revisit the notes they took
with previous builds and together, students will combine their
ideas into the one they’ll build.
• Build (25 min) Students will divide work among students to
construct bridge, test & refine, then test over kiddie pool.
Day 2
Key Goals for the Day: Students will have constructed the bridge.
LEARNINGSEQUENCE
GeorgiaPerformanceStan-
dard(s)
SCSh3. Studentswillidentify
andinvestigateproblems
scientifically.
Suggestreasonablehypothesesfor
identifiedproblems.
Developproceduresforsolving
scientificproblems.
SPS8.Studentswilldetermine
relationshipsamongforce,
mass,andmotion.
Calculatevelocityandacceleration.
ApplyNewton’sthreelawsto
everydaysituationsbyexplainingthe
following:
Explainthedifferenceinmassand
weight.
Calculateamountsofworkand
mechanicaladvantageusingsimple
machines.
31. 61STEAMTRUCK.ORGSTE(A)M TRUCK PLAYBOOK60
PLAYBOOKCHAPTER3:MAKERKIT
STEAM TRUCK: TWO DAY LESSONS
OVERVIEW
Name of Project: Make a Tes-
sellation Mural
This challenge is best suited for
grades: 3-5
Overview: Students will learn
about tessellating art, and cre-
ate a large-scale mural of their
own design.
Deliverable: A mural that can
be left behind as a wall piece
for the school.
STEAM Focus: Science, Tech-
nology, Engineering, Art, and
Math
ASSESSMENT
Use a rubric to assess a stu-
dents’ competencies in the
following categories:
• Student is able to describe
the assembly of a tessellat-
ing image
• Student understands frac-
tions as one part broken
down into x amount of
sections.
• Student is able to draw,la-
bel, and recreate 2D and
3D shapes.
RESOURCES
Day 1
Safety Plan: Relatively low-
risk day
Materials and Resources:
• whiteboard + Expo
markers
• ruler
• heavy construction
paper, cut to square
• pencils
• tape (masking)
• scissors
RESOURCES
Day 1
Key Goals for the Day: Students will have their own tessellat-
ing tile created and a color scheme for their mural selected.
• Startingwiththewholeclass,ProjectLeader
showsimageryoftessellatingart,ie,theartof
MCEscher.
• (20min)Studentswillfollowthestep-by-step
process(shownleft)toconstructtheirown
tessellationoutofheavyconstructionpaper.
(Instructormayconsidermountingtessella-
tionsontofoamcoreorcardboardtomake
themeasiertotracelater,andmoreduable.
Startwithlargesquares(8.5”x8.5”)
• Studentswillthenselectcolorschemesfor
theirrespectivepartsofthemural,andconsid-
erhowthelargermuralwillcometogether.
• Besuretodocumentday’sprogress!
• Asawholegroup,briefreviewofprojectplanfortheday.
• Briefdiscussionontimeparameterstoaccomplishtask
• Mountlargestock/butcherpapertowall(orspreadoutonthe
groundifnecessary)
• Studentswilltracetheirtessellatingimagesonthelargepiece.
• Setupvideocameratorecord. Onestudenttitled“documentari-
an”willassisttheinstructorinsettingupthecameraandframingit,
thenwillbetaskedwithcheckingitperiodicallytoensurethatitisstill
capturingfootage.
• Paint/colortessellatingimagestocompletethemural.
• Showcaseofallfinalprojectsandclass-widediscussion
Day 2
Safety Plan: Relatively low-
risk day
Materials and Resources:
• whiteboard + Expo
markers
• completed tessellations
from previous day
• butcher paper (or thick
stock of something,
wood, cardboard, etc)
• 1 large sheet per class
• markers (washable and
sharpies)
• acrylic paints & brushes
Day 2
Key Goals for the Day: Completed tessellating mural!
LEARNINGSEQUENCE
GeorgiaPerformanceStan-
dard(s)
MGSE3.OA.9Identifyarithmetic
patterns(includingpatternsinthe
additiontableormultiplicationtable),
andexplainthemusingpropertiesof
operations.‡Forexample,observe
that4timesanumberisalwayseven,
andexplainwhy4timesanumber
canbedecomposedintotwoequal
addends.
MGSE3.NF.1Understandafrac-
tion1/basthequantityformedby1
partwhenawholeispartitionedinto
bequalparts(unitfraction);under-
standafactionabasthequantity
formedbyapartsofsize1/b.For
example,3/4meanstherearethree
1/4parts,so3/4=1/4+1/4+
1/4.
MGSE3.NF.2Understanda
fractionasanumberonthenumber
line;representfractionsonanumber
linediagram.
MGSE3.NF.3Explainequivalence
offractionsthroughreasoningwith
visualfractionmodels.Comparefrac-
tionsbyreasoningabouttheirsize.a.
Understandtwofractionsasequiva-
lent(equal)iftheyarethesamesize,
orthesamepointonanumberline.
32. 63STEAMTRUCK.ORG
"What we are learning from
STE(A)M Truck is how to
teach the creative thinking
behind the science. Schools
need to be as engaging as
the STE(A)M Truck."
GILBERTE PASCAL
THE KINDEZI SCHOOL PRINCIPAL
3D printer
a type of industrial robot
which creates objects by laying
successive layers of material
under computer control to create
an object. These objects can be
of almost any shape or geometry
and are produced from a 3D
model or other electronic data
source.
additive manufacturing
describes the technologies that
build 3D objects by adding
layer-upon-layer of material,
whether the material is plastic,
metal, concrete, and even food.
Common to AM technologies
is the use of a computer, 3D
modeling software (Computer
Aided Design or CAD), machine
equipment and layering
material.
computational thinking
a problem solving process that
includes (but is not limited
to) the following characteristics
• Formulating problems in a
way the enables us to use a
computer and other tools
• to help solve them.
• Logically organizing and
analyzing data
• Representing data through
abstractions such as models
and simulations
• Automating solutions
through algorithmic
thinking
• Identifying, analyzing,
and implementing possible
solutions with the goal of
• achieving the most efficient
and effective combination of
steps and resources
CNC mill
CNC, or Computer Numerical
Control, refers to the
automation of machine tools
that are operated by precisely
programmed commands
encoded on a storage medium,
as opposed to controlled
manually by hand wheels
or levers, or mechanically
automated by cams alone. A
CNC mill computer controls the
process of milling -- removing
layers from the surface of a
flat piece of material. CNC
milling is a type of subtractive
manufacturing.
design thinking
design-specific cognitive
activities that designers apply
during the process of designing.
Consists of the following steps,
which can be repeated, and are
nonlinear:
• empathize
• define
• ideate
• prototype
• test
iterative design process
a design methodology based on
a cyclic process of prototyping,
testing, analyzing, and refining a
product or process. Based on the
results of testing the most recent
iteration of a design, changes
and refinements are made.
laser cutter
a technology that uses a laser
to cut materials. The focused
laser beam is directed at the
material, which then either
melts, burns, vaporizes away, or
is blown away by a jet of gas,[1]
leaving an edge with a high-
quality surface finish. Laser
cutting is a type of subtractive
manufacturing.
maker-mentors
STE(A)M Truck’s full time
educators with maker or
technical backgrounds.
maker movement
a contemporary culture or
subculture representing a
technology-based extension
of DIY culture, which often
includes engineering-oriented
pursuits such as electronics,
GLOSSARY
33. 65STEAMTRUCK.ORGSTE(A)M TRUCK PLAYBOOK64
robotics, 3-D printing, and the
use of CNC tools, as well as
more traditional activities such
as metalworking, woodworking,
and, mainly, its predecessor, the
traditional arts and crafts
makerspace
a community-operated
workspace where people
with common interests, often
in computers, machining,
technology, science, digital art
or electronic art, can meet,
socialize and collaborate.
metacognition
defined as “cognition about
cognition”, or “knowing about
knowing.” It can take many
forms; it includes knowledge
about when and how to use
particular strategies for learning
or for problem solving.
model
a visual, mathematical, or three-
dimensional representation in
detail of an
object or design, often smaller
than the original. A model is
often used to test ideas,
make changes to a design, and
to learn more about what would
happen to a similar,
real object.
response to intervention
a multi-tier approach to the
early identification and support
of students with learning and
behavior needs.
spatial thinking
a cognitive skill that can be used
to structure problems, find
answer, and express solutions
using the properties of space.
STE(A)M
an acronym for Science,
Technology, Engineering, Arts,
and Math, this is an approach
to teaching and learning that
integrates the content and
skills of science, technology,
engineering, and mathematics.
STEM Standards of Practice
guide STEM instruction by
defining the combination of
behaviors, integrated with
STEM content, which is
expected of a proficient STEM
student. These behaviors include
engagement in inquiry, logical
reasoning, collaboration, and
investigation.
STE(A)M Trunks
STE(A)M Truck’s hands-on
energizer kits, these are self-
contained activities that are able
to fit inside of a trunk a little
smaller than a shoe box, with a
combination lock.
subtractive manufacturing
any of various processes in
which a piece of raw material is
cut into a desired final
transdisciplinary
the transdisciplinary approach
to integration, teachers organize
curriculum around student
questions and concerns.
Students develop life skills as
they apply interdisciplinary and
disciplinary skills in a real-life
context. Two routes lead to
transdisciplinary integration-
project-based learning and
negotiating the curriculum.
RESOURCES
Still can’t get enough? Try
these websites and resources
for more information on Mak-
ing and STE(A)M.
• makered.org
• makezine.com
• slomakerspace.com
• sparktruck.org
• www.startcode.net
• steamtruck.org
• stemtosteam.org
• theconnectory.org
PARTNERS & SUPPORTERS
34. Community Guilds
c/o Center of Civic Innovation Third Floor
115 M.L.K. Jr Dr
NW, Atlanta, GA 30303
steamtruck.org
Playbook by Sarah Lashinsky, 2016