STEMLC Sampler - Evan-Moor

Correlated to
STEM
Grades 1–6 Current Standards
GRADES
1–6 • 15 open-ended challenges
with testable goals
Evan-Moor® • Science concept text
selections
Lessons Challenges &

• Visual literacy support
• Design process guidance
SAMPLER • Suggested materials list
Design Proces
s Reason
e:
STEM Challeng
ation
Hibernation St
STEM Challeng
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your design. Lis
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Testable goal
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Think about ho ernation dens
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Collaborate
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9943 • STEM
Corp. • EMC
© Evan-Moor
52 Life Science
STEM Lesson
s and Challenge
s • EMC 9943
• © Evan-Moor
Corp.
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STEM
Lessons Challenges &
Contents
About STEM: Lessons & Challenges. . . . . . . . . . . Click
Grade 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Click
Grade 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Click
Grade 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Click
Grade 4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Click
Grade 5. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Click
Grade 6. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Click
What’s in STEM Lessons and Challenges
15 Engaging Units
Each grade of STEM Lessons and Challenges offers 15 grade-appropriate challenges representing life,
earth, and physical science. Each unit is focused on a hands-on activity in which students work
together as engineers to design, prototype, test, and refine their creation. Each unit also includes
informational text and graphics about the science concepts at the core of the challenge.
Features
STEM Challenge:
Helmet
Task: Students will work in small groups to design and create a helmet that will protect
a water balloon from breaking upon impact.
Getting Started
Teacher Overview
Build Content Knowledge
If you wish to provide students with background knowledge about the properties of
protective materials, reproduce and distribute pages 82 and 83. Then have students
read and discuss the science concept and the visual literacy graphics on those pages.
The unit begins with an overview that explains

Introduce the Challenge
Reproduce and distribute the STEM Challenge on page 84. Then have students read
the challenge and the testable goal. Discuss the materials with the students and decide
on a plan for gathering the materials.
how to prepare students for the challenge and

Next, have students research helmets and other protective devices. Ask them to think
about how science, technology, engineering, and math are used to create protective
devices. Finally, have students independently brainstorm and draw their ideas on
page 84.
how students use the design process materials. Completing the Challenge
Assign students to small groups.
STEM Challenge:
Helmet
1
Think About the Design Process
Think about the materials available to you.

How can you use the materials to create
a helmet that will protect a water balloon?
2
Use the materials you have to create a
helmet. Follow your design as closely as
Optional: Model the Design Process 3

Place the water balloon securely inside
You may wish to reproduce and distribute page 86 to students.

your helmet. Then go outside and throw it
4 Evaluate and Revise
This resource is intended to help students think about how to

Evaluate the performance of your helmet.
What revisions can you make to improve
its performance?
Repeat the design process until you are
satisfied with your helmet.
approach each step in the design process. 86 Physical Science STEM Lessons and Challenges • EMC 9943 • © Evan-Moor Corp.
Design Process Worksheets STEM Challenge: Design Process
Reproduce and distribute the STEM design process worksheets

Helmet
STEM Challenge: Redesign Process
1 Plan: Describe and draw your design. List your materials. Helmet
to students. Provide support when needed to help students 1 Redesign: Describe what you will change. Draw your new design.
describe and evaluate their plans. 2 Create
After the Challenge 3 Test: Describe and draw your results. 2 Revise or recreate
Have students share their design processes, compare their

3 Test: Describe and draw your results.
helmets, and brainstorm ideas for improvements.

4 Evaluate
4 Evaluate
© Evan-Moor Corp. • EMC 9943 • STEM Lessons and Challenges
88 Physical Science STEM Lessons and Challenges • EMC 9943 • © Evan-Moor Corp.
© Evan-Moor Corp. • EMC 9943 • STEM Lessons and Challenges Physical Science 81
STEM Challen
STEM Challenge: ge:
Helmet
Science Concept
Helmet Visual Literacy
Properties of Protection hard material
Helmets help protect against head injuries. A common type of

injury to the brain is called a concussion. Concussions are caused brittle
material
Science Concept and Visual Literacy

by a sudden blow or bump to the head. They can happen when your
head hits something hard such as the ground. If you fell, where would
you rather hit your head: on a pillow, on the grass, on the beach, on
a foam mat, on cement, or on brick? Some of these surfaces are soft
These pages provide students with foundational

and squishy and absorb the force of the hit. The hard surfaces don’t.
Your brain is protected by your skull, which is made of bone. Bone
information about the concepts that are

is a hard material that grows inside your body. When you are young
absorbent
and healthy, bone does not break easily, but it can break if you have material
an accident on your bike, skateboard, or skis. That’s why you should flexible material
always wear a helmet when doing these activities or similar ones.
In order to protect something, a helmet has to be harder than the

thing being protected. Hard materials such as wood or ceramic are
relevant to the challenge they are completing.
often also brittle and stiff, however. They will hold their shape unless
they encounter a force that is too hard. Then they will crack. A hard
material like leather or cardboard that is flexible, or can bend, can be
useful if it does not bend too much. Elastic material, like a rubber ball,
can change a greater amount under force and then go back to its
original shape. elastic material
The inside of a helmet needs to keep the head secure so it doesn’t STEM Challenge: Challenge
Helmet
bounce around inside the hard outer layer. It should be lined with
h space after isn’t working in the long story unit, softer, absorbent material that can be compressed, or squeezed
Paragraph Style. slightly.
Helmet
© Evan-Moor
Corp. • EMC
82 Physical Science STEM Lessons and Challenges • EMC 9943 • © Evan-Moor Corp. 9943 • STEM
Lesson s and Challen
ges
Physical Scienc
e 83
Challenge: Design a helmet that protects a water balloon.
Testable goal: A water balloon inside your helmet does not break when thrown
against a wall.
Research: Look at pictures of bike, sport, and safety helmets. Notice how the helmets
are constructed. Think about how science, technology, engineering, and math
are used to create the helmets.
Brainstorm: Draw one or more design ideas for a helmet.

There are many different ways to complete this challenge. Be creative!
STEM Challenge
This page introduces students to the specific
task and the goal. It also provides space for
students to brainstorm their ideas individually.
4 STEM Lessons and Challenges • EMC 9943 • © Evan-Moor Corp.

STEM Challenge:
Helmet
Suggested Materials List
This unit-specific list is divided into two or three sections:
Items for the whole class
items that each group should be given, items that should be □ cardboard
□ foam sheets
□
□
available in a central location in the classroom for all groups

□ floral foam bricks □
□ air-filled packing pillows □
to use, and items that relate specifically to testing whether

□ marshmallows □
□ plastic wrap □
□ rubber bands □
each creation meets the goal. You may choose to substitute □ packing tape
□ string
□
□
or add items as needed. □ cork pieces
□ clay
□
□
□ newspaper □
Consider making the testing items available during the Items for testing
creation phase if students need to check their work as they go.

□ water balloons
© Evan-Moor Corp. • EMC 9943 • STEM Lessons and Challenges Physical Science 85
STEM Challenge: Think About the Design Process
Helmet
1 Plan
Think About the Design Process Worksheet

a helmet that will protect a water balloon?
This optional page can be used to help students apply

2 Create
helmet. Follow your design as closely as
possible.
the design process to the specific unit.

3 Test
Place the water balloon securely inside
your helmet. Then go outside and throw it
against a solid wall.

Evaluate the performance of your helmet.
What revisions can you make to improve STEM Challen
ge:
Helmet
STEM Challenge: Design Process
its performance ?
satisfied with your helmet.
Helmet Redesign Proc
ess
1 Redesign:
1 Plan: Describe and draw your design. List your materials. Describe what
you will change. Draw
your new desig
n.
Design Process and Redesign Process 2 Create

2 Revise or re-cr
eate
Worksheets 3 Test: Describe and draw your results.

3 Test: Describe
and draw your results.
These worksheets guide students through each

step of the design process and provide space to
document their plan, materials, results, 4 Evaluate
4 Evaluate
Reproduce and distribute to students.
evaluations, and revisions. Dear parent/guardian,

STEM Materials Needed!
88 Physical. Scienc
Our class is doing a STEM activity on e
© Evan-Moor Corp. • EMC 9943 • STEM Lessons and Challenges Physical(date)
Science 87
STEM Lesson
s and Challen
ges • EMC 9943
Can you provide the following? • © Evan-Moor
Corp.
Thank you!
Sincerely,
, Room
Additional Feature STEM Planner Name:
ideas that you might need to use?
STEM Planner to learn about or make your creation?
Students can fill out this sheet in conjunction with their to invent a solution?
individual brainstorming. It guides students to anticipate measurement, calculation, or data might you make or collect?
how each aspect of STEM may contribute to the project.
© Evan-Moor Corp. • EMC 9943 • STEM Lessons and Challenges 5

How to Make STEM Challenges Successful
• Prepare for the lesson and the challenge. • Consider increasing the difficulty. You may
Review the first page of the unit, which wish to set constraints, such as time limit,
contains details for using each page of the unit. size, or minimum/maximum number of
Also review the Suggested Materials List to see materials used.
which materials you need for the challenge.
• Facilitate productive struggle. Productive
• Determine the size of the groups students will struggle is often part of the learning process.
work in. Think about the materials needed, Guide students with leading questions if
how long it will take to test their creations, and needed. Learning that occurs when students
the optimal group size that encourages every find and correct their own mistakes is
student to be actively involved. strongest.
• Determine the pace for completing the lesson • Support discussion and discourse. Allow
and the challenge. Plan how much time you sufficient time for sharing solutions and results
will allot for students to read and discuss the and discussing design strategies. Modeling a
Science Concept and Visual Literacy pages variety of approaches offers valuable learning
and to complete the individual and group benefits and encourages peer respect and
brainstorming. The challenges can be created cooperation.
in a single time block. Some may require more
than a day to dry, and some may require • Extend the lesson. You can expand the activity
specific weather conditions in order to test to incorporate other content areas:
the results. Have groups give their creation a brand
name or design (art and economics).
• Display the materials. Allow students to
see the available materials before they start to Have groups create an ad for their creation
brainstorm. The materials may elicit ideas and (art and economics).
also let them know what their constraints are.
Give each material a dollar value and require
• Foster a creative environment. Have students groups to stick to a budget (math and
begin by brainstorming independently. This economics).
will allow students to work through their Have groups summarize their stumbles and
thought processes at their own pace. Once success and details of what they learned
students are working in groups, let them design along the way (science and language arts).
and problem-solve however they wish: sketch
on paper, see how materials work together, or
conceptualize in their head first. Remind
students that there is no one correct solution.
6 STEM Lessons and Challenges • EMC 9943 • © Evan-Moor Corp.

Why STEM Is Important
Including STEM lessons in your curriculum is more important than ever. Economists say
that by the middle of the century, there will be 80,000,000 new jobs in automation. Technology
is growing at a tremendous rate. The students you are teaching now will be tomorrow’s
innovators. They will need to reason and be creative to solve problems that don’t exist yet!
STEM projects integrate science, technology, engineering, and math skills in a
problem-solving challenge. These hands-on challenges invite students to apply
critical thinking, innovation, and communication to solve all types of real-world
problems, even those in areas other than science or engineering.
The STEM projects in this book foster an innovator’s mindset: an innovator is
collaborative, observant, persistent, flexible, aware of others’ needs, and unafraid
to risk failure. There are many routes to solutions. Few are clear; most have dead
ends along the way. Students learn much about what not to do from dead ends,
which are as valuable as the more obvious successes. Even if students don’t meet
the original goal, what they have learned along the way makes the trip valuable.
The STEM projects should be attempted in groups. As in real jobs, people work in
teams, contributing their unique perspective and ideas and learning from others.
This fosters communication, collaboration, and respect for others.
Tips for STEM Challenges

STEM challenges allow you to exercise your brain in new ways.
There is no single way to solve any problem. Be creative and innovative!
These tips can help.
Think about all the ways to use the Use trial and error: Start experimenting
materials: For example, you can use with the materials. Put things together,
a straw in many ways. A straw can be see what they do, and add something
something you use to blow through or that gets you closer to what you are
something that rolls, holds things up, trying to accomplish.
provides stiffness, insulates, f loats, bends,
and guides round objects and water. Keep trying: Sometimes it
takes several tries to make
Think about how the science concept an idea work. Learn from
relates to the goal: Use the concept new problems that happen,
as a clue. Think about how you’ve seen and don’t give up. When
the concept work before. Compare the you find a solution, you’ll
examples described or shown with feel great!
what you are trying to make.
STEM Materials Needed

Dear Parent/Guardian,
Our class is doing a STEM activity on .

(date)
Can you please provide the following materials by the date above?
Thank you!
Sincerely,
, Room
STEM Planner Name:
What are some S cience ideas that you might need to use?
How will you use T echnology to learn about or complete your challenge?
How will you use E ngineering to invent a solution?
What kind of M ath measurements, calculations, or data might you make or collect?
STEM Challenge: Sample Grade 1
Making Shade
Task: Students will work in small groups to design a structure that provides shade
for two small toys.
Getting Started
If you wish to provide students with background knowledge about sunlight, shadows,
and shade, reproduce and distribute pages 10 and 11. Preview the Visual Literacy page
with students. Then read the Science Concept page to students as they follow along, or,
if they are able, have them read it independently. Next, discuss the science concept and
the visual literacy graphics on those pages.
Reproduce and distribute the STEM Challenge on page 12. Then have students
read the challenge and the testable goals. Discuss the materials with the students
and decide on a plan for gathering the materials.
Next, help students research ways to protect themselves from sunlight. Ask them to
think about how science, technology, engineering, and math can be used to create
a structure that provides shade. Finally, have students independently brainstorm and
draw their ideas on page 12.
Think About the Design Process
Making Shade
Completing the Challenge Plan

Think about the things you have. How can you
use them to build something that blocks light
and gives shade to small toys?

Create
Look at the design you drew. Then use the
things you have to build something that
blocks light.
Optional: Model the Design Process

Test
Place two small toys under what you built.
Does it stay up? Does light shine through it?
Is it 4 inches high and 4 inches wide?
You may wish to reproduce and distribute page 14 to students. How

Think about what happened during your
tests. Did your design work? What can
you do to make it better?

Plan, create, and test until you are
happy with what you built.
approach each step in the design process.

14 Earth Science STEM Lessons and Challenges • EMC 9941 • © Evan-Moor Corp.
Making Shade
Design Process Worksheets

Plan: Write about your design. Tell what things you
will use. Then draw your design.
Making Shade

Write about what you will change.
Draw your new design.
to students. Provide support when needed to help students Create
describe and evaluate their plans. Change when

Test: Write about or draw to show what happened
you did your tests.
It or Make It Again
Write about or draw to show what happened when
After the Challenge How Did IIt Work? Write what you think.
Have students share their design processes, compare their © Evan-Moor Corp. • EMC 9941 • STEM Lessons and Challenges
How Did It
I Work? Write what you think.
shady structures, and brainstorm ideas for improvements. 16 Earth Science STEM Lessons and Challenges • EMC 9941 • © Evan-Moor Corp.
© Evan-Moor Corp. • EMC 9941 • STEM Lessons and Challenges Earth Science 9
STEM Challenge: Science Concept
Making Shade
Shade from the Sun’s Energy

The sun gives us light and energy that help us live
and grow. We can see the energy as light. We can feel
the energy as heat. But the sun’s light and heat are
powerful. Too much sunlight can hurt living things. It
can hurt our eyes, burn our skin, and make us too hot.
We must stay safe in the sun.
Light travels in a straight line. It can shine through
some things, like a glass window or water. Light
cannot shine through other things, like wood, a rock,
or a ball. When light cannot move through something,
you can see a shadow. A shadow is a dark shape that
appears when an object blocks light. The darkness
from the shadow is called shade. It helps keep you
cool and safe from the sun’s light.
A great place to find shade is under a tree. The
branches and leaves of a tree grow out from the thick
trunk. Light cannot shine through wood or leaves, so
a shadow appears in the shape of the tree. You can
also stand under an umbrella to get shade. The shade
from a tree or an umbrella helps you stay safe on a
sunny day.
STEM Challenge: Visual Literacy
Making Shade
light
sun
object that light

shadow cannot pass
through
leaves
branch
shade
shadow
STEM Challenge: Challenge
Making Shade
Making Shade
Challenge: Build something Testable goals: The shelter will block
that blocks light and makes the sun and is 4 inches (10 centimeters)
shade for two small toys. high and 4 inches (10 centimeters) wide.
Research: Think about things that give shade on a sunny day.

Look at pictures of buildings, trees, and umbrellas. Notice the
shapes of the objects and the materials they are made from.
Brainstorm: Think about all the different things that give shade.
Think about what you will build to block light and make shade.
Then draw a picture of it in the box.
STEM Challenge:
Making Shade

Items for each group
□ glue □ string
□ tape □ scissors
□ cardboard □
□ paper □
□ plastic wrap □
□ wax paper □
□ craft sticks □
□ paper towel rolls □
□ straws □
Items for testing
□ ruler □ sunlight or flashlight
□ two small toys
Making Shade
Plan
Think about the things you have. How can you
use them to build something that blocks light
and gives shade to small toys?
Create
things you have to build something that
blocks light.
Test
Place two small toys under what you built.
Does it stay up? Does light shine through it?
Is it 4 inches high and 4 inches wide?
How Did It Work?

Think about what happened during your
tests. Did your design work? What can
you do to make it better?
happy with what you built.
Making Shade

Create
Test: Write about or draw to show what happened when

you did your tests.
How Did It Work? Write what you think.
Making Shade
Redesign: Write about what you will change.

Change It or Make It Again

you did your tests.
Erosion Barrier
Task: Students will work in small groups to design a barrier that protects a model
of a cliff from water erosion.
Getting Started
If you wish to provide students with background knowledge about weathering and
erosion, reproduce and distribute pages 10 and 11. Preview the Visual Literacy page
with students. Then read the Science Concept page to students as they follow along,
or, if they are able, have them read it independently. Next, discuss the science concept
and the visual literacy graphics on those pages.
Next, help students research weathering and erosion barriers. Ask them to think
about how science, technology, engineering, and math can be used to create a barrier
to slow down the erosion or weathering process. Finally, have students independently
brainstorm and draw their ideas on page 12.
Erosion Barrier
Completing the Challenge Plan

Think about the things you have. How can
you use them to make a barrier that will keep
water from touching the model of the cliff?

Create
things you have to make an erosion barrier.
Test

Place the model of the cliff in the tub. Pour
water on the opposite side of the barrier.
Does the barrier stop the water from touching
the cliff? Does your cliff get wet?
You may wish to reproduce and distribute page 14 to students. How Did It Work?
Think about what happened when you
tested the barrier. Did your design work?
What can you do to make the barrier

better?
happy with your barrier.

Erosion Barrier

Erosion Barrier

to students. Provide support when needed to help students Create
describe and evaluate their plans. Change when

Test: Write about or draw to show what happened
you did your tests.
It or Make It Again

you did your tests.
After the Challenge How Did It Work? Write what you think.
Have students share their design processes, compare their © Evan-Moor Corp. • EMC 9942 • STEM Lessons and Challenges
Earth Science 15
erosion barriers, and brainstorm ideas for improvements. 16 Earth Science STEM Lessons and Challenges • EMC 9942 • © Evan-Moor Corp.
Erosion Barrier
Shaping the Land

The land on Earth changes over time. It takes many years
for these changes to happen. Wind and water are natural
forces that change the shape of land. Wind and water
change the Earth’s land through weathering and erosion.
Weathering happens when water or wind break down
rock or wear it away. The wind and water act like a hammer.
Weathering can happen when a wave crashes onto the side
of a cliff and hits parts of rocks on the cliff. It can happen
when water slowly weathers a rock until it is smooth, like the
rocks you find by a river. It can even happen when wind
blows sand or water against rock.
Erosion happens when rock and soil are moved or carried
away by water and wind. Erosion can sometimes happen
fast. For example, you make a sand castle on the beach, and
then a big wave comes and washes it away. This is one kind
of erosion. But erosion mostly takes years to shape land. For
example, the Colorado River carried away rock and soil and
carved a path in the land. Over many years, water and wind
erosion made that path into a deep canyon. Today it is called
the Grand Canyon.
Most changes are too slow to see. But the land never
stops changing.
Erosion Barrier
Land Shaped by Weathering and Erosion
Erosion from wind and the Colorado Weathering and erosion can
River carved the Grand Canyon. become a problem for humans as
land and roads are broken down.
Erosion Barriers
Barrier: A barrier is a fence or a wall that helps keep something out.
A wall of tires is built on the beach. Bags of sand are piled up by the
They help hold the sand in place. edge of a river. This stops the river
water from reaching the riverbank.
Erosion Barrier
Erosion Barrier
Challenge: Build a barrier that protects Testable goal: The c liff
a model of a c liff from water erosion. model does not get wet.
Research: Look at pictures of different barriers near beaches

and rivers. Notice what they are made out of.
Brainstorm: Think about all the different ways you can make
a barrier. Think about the things you want to use to build the barrier.
Then draw a picture of what you want your erosion barrier to look like.
STEM Challenge:
Erosion Barrier
□ glue cliff model: Provide each group

with a sand castle made from
□ scissors water and sand or a structure
made from three pieces of graham
□ masking tape
crackers glued with icing.
□ tub
□ clay □ straws
□ cotton balls □ craft sticks
□ felt □ string
□ aluminum □
□ wax paper □
□ construction paper □
Items for testing
□ tub or bucket
□ water
□ cliff model
Erosion Barrier
Plan
Think about the things you have. How can
you use them to make a barrier that will keep
water from touching the model of the cliff?
Create
things you have to make an erosion barrier.
Test
Place the model of the cliff in the tub. Pour
water on the opposite side of the barrier.
Does the barrier stop the water from touching
the cliff? Does your cliff get wet?
How Did It Work?

Think about what happened when you
tested the barrier. Did your design work?
What can you do to make the barrier
better?
happy with your barrier.
Erosion Barrier

Create

you did your tests.
Erosion Barrier

Change It or Make It Again

you did your tests.
Dams
Task: Students will work in small groups to design and set up a dam that can
hold back water for a period of time.
Getting Started
If you wish to provide students with background knowledge about constructing dams,
reproduce and distribute pages 10 and 11. Then have students read and discuss the
science concept and the visual literacy graphics on those pages.
Next, have students research dams. Ask them to think about how science, technology,
engineering, and math are part of the dam-building process. Finally, have students
independently brainstorm and draw their ideas on page 12.
Completing the Challenge

STEM Challenge: Think About theScience
DesignConcept
Process
Dams
Assign students to small groups. 1

a dam that can hold back water?
Optional: Model the Design Process 2

Use the materials you have to build the
dam. Follow your design as closely as
possible.
You may wish to reproduce and distribute page 14 to students. 3 Test

Use your dam. Does it hold back water for
at least an hour?
This resource is intended to help students think about how to 4 Evaluate and Revise
Evaluate the performance of your dam.

its performance?
satisfied with your dam.
Design Process Worksheets 14 Earth Science STEM Lessons and Challenges • EMC 9943 • © Evan-Moor Corp.
Reproduce and distribute the STEM design process worksheets STEM Challenge: Design Process
to students. Provide support when needed to help students

Dams
1 Plan: Describe and draw your design. List your materials. Dams
describe and evaluate their plans. 1 Redesign: Describe what you will change. Draw your new design.
After the Challenge 2 Create
Have students share their design processes, compare their dams, 3 Test: Describe and draw your results. 2 Revise or recreate
and brainstorm ideas for improvements.

4 Evaluate
4 Evaluate
Dams
Constructing Dams
Dams are structures built to hold back water. Dams create a body
of water called a reservoir behind them. The first dams were built by
ancient Egyptians about 5,000 years ago. Egypt is in the world’s
largest desert, the Sahara. Egyptians built dams on the Nile River to
help provide year-round water for their people. They also used the
water to irrigate, or bring water to, crops and farms. Today there are
dams all over the world.
The main reason to build a dam is to store water to be used later.

Dams are built in areas that have a lot of people and not enough
water during the dry season. The water is also used for farms. Dams
can also be built to capture flood water and prevent it from damaging
homes and roads.
Dams can be made with natural materials, such as dirt and rocks.
They can also be constructed with manufactured materials, such as
concrete. The material chosen depends on the size and purpose of the
dam and where it is located. The dam must be high enough to store
enough water for a community’s needs. It must also be strong enough
to hold back all that water. Modern dams have a pipe or gate that
allows water to be released as it is needed by people in the area.
A simple and common type of dam is an embankment dam. This

type is made from soil, dirt, sand, pebbles, and rock. Beavers make
small embankment dams using wood and other natural materials.
Water flows very easily. It can flow through a riverbed or through

a tiny crack in a pipe or a water balloon. How well a dam works
depends on how well it is put together.
Dams
Beavers chew tree trunks
to cut them down.
Two beavers
work together
to build a dam.
A beaver dam
A manufactured embankment dam
Dams
Dams
Challenge: Design a dam that holds back water.
Testable goal: The dam holds back water for at least an hour.
Research: Look at pictures of dams. Notice how the dams are constructed. Think about
how science, technology, engineering, and math are used to create the dam.
Brainstorm: Draw one or more design ideas for a dam.

STEM Challenge:
Dams

□ foil baking tray or plastic bin, with sides at least 3" high
□ spray bottle filled with water
□ dirt □
□ sand □
□ rock □
□ gravel □
□ tape □
□ wood blocks □
□ dominoes □
□ clay □
Items for testing
□ watering can, pitcher, or gallon container of water
STEM Challenge: Think About theScience
DesignConcept
Process
Dams
1 Plan
a dam that can hold back water?
2 Create
Use the materials you have to build the
dam. Follow your design as closely as
possible.
3 Test
Use your dam. Does it hold back water for
at least an hour?

Evaluate the performance of your dam.
its performance ?
satisfied with your dam.
Dams
1 Plan: Describe and draw your design. List your materials.
2 Create
4 Evaluate
Dams
1 Redesign: Describe what you will change. Draw your new design.
2 Revise or re-create
4 Evaluate
Bird Feeder
Task: Students will work in small groups to design and create a bird feeder that can be
used to feed birds.
Getting Started
If you wish to provide students with background knowledge about birds’ feeding
habits, reproduce and distribute pages 10 and 11. Then have students read and
discuss the science concept and the visual literacy graphics on those pages.
Next, have students research local birds and what they eat. Have them use the STEM
Planner on page 8 to think about how science, technology, engineering, and math are
used to create a bird feeder. Finally, have students independently brainstorm and draw
their ideas on page 12.
Bird Feeder
Completing the Challenge

1 Plan
a bird feeder that can feed birds in your
neighborhood?
2 Create

bird feeder. Follow your design as closely
as possible.
3 Test
Hang or place your feeder outside. Does

it hold food securely? Do birds come to it?
Can predators bother the birds?

Evaluate the performance of your bird
feeder. What revisions can you make to
improve its performance ?
satisfied with your bird feeder.
This resource is intended to help students think about how to 14 Life Science STEM Lessons and Challenges • EMC 9944 • © Evan-Moor Corp.

Bird Feeder
Design Process Worksheets 1 Plan: Describe and draw your design. List your materials.
STEM Challenge:
Bird Feeder
Redesign Process
Reproduce and distribute the STEM design process worksheets 1 Redesign: Describe what you will change. Draw your new design.
to students. Provide support when needed to help students 2 Create
describe and evaluate their plans. 3 Test: Describe and draw your results. 2 Revise or re-create
After the Challenge

Have students share their design processes, compare their bird
4 Evaluate
4 Evaluate
© Evan-Moor Corp. • EMC 9944 • STEM Lessons and Challenges Life Science 15
feeders, and brainstorm ideas for improvements. 16 Life Science STEM Lessons and Challenges • EMC 9944 • © Evan-Moor Corp.
Bird Feeder
Birds’ Feeding Habits

While wild birds find food in their natural environment, feeding birds in
your neighborhood gives them a little extra food. It also lets you observe
wild birds up close. So, what do you feed a bird? It depends on the bird,
and there is a wide variety of appetites. Some birds eat meat. Some hunt
insects. Many prefer seeds, nectar, berries, plants, or worms. What a bird
eats depends on its habitat, energy needs, and beak anatomy, or parts
that make up a body’s structure.
Birds with cone-shaped beaks crack open seeds. Slender, pointed

beaks are for plucking up insects from the ground. Strong, pointed beaks
such as a woodpecker’s beak are meant for poking holes into wood to find
insects. Long, thin, tube-shaped beaks like a hummingbird’s work like
straws to sip nectar.
Birds that eat meat or fish or that strain food from swamps and ponds
probably won’t hang out near you. Most backyard birds eat seeds or nectar.
They may visit feeders that serve their favorite snack if it is convenient for
the birds to access the food in a safe way.
If the bird can hover, it won’t need to sit on the feeder or go inside it to
get food. Otherwise, it will need a place to perch, or sit. The feeder has to be
big enough for the bird’s weight, or the feeder may tip over and dump food
on the ground. Seeds must be kept dry from rain or snow or they will get
moldy. Feeders may hang from a tree or a roof, but predators should not be
able to steal the food or reach the bird while it’s busy munching. It should
be easy for people to add food to the feeder. There are as many
possibilities for feeders as there are types of birds.
10 Life Science STEM Lessons and Challenges • EMC 9944 • © Evan-Moor Corp.
Bird Feeder
These ostriches live in an Israeli desert reserve

park. Since they can’t fly, this seed feeder is just
the right height for their long legs and necks.
Songbirds love mealworms.
If live worms in a dish or
feeder crawl away before
the birds find them, use fat
balls containing a mix of
mealworms, seeds, and fat.
These feeders in snowy habitats have

roofs designed to keep the snow off
of the bird seed.
Bird Feeder
Bird Feeder
Challenge: Design a bird feeder that can be hung outside for local birds.
Testable goal: The bird feeder holds bird food and attracts local birds.
Research: Find out what kinds of birds live near you and what their food needs are.
Think about what kind of bird feeder they need. Think about how science,
technology, engineering, and math are used to create the bird feeder.
Brainstorm: Draw one or more design ideas for a bird feeder.

STEM Challenge:
Bird Feeder

□ scissors □ hole puncher
□ wire cutters
□ empty beverage cartons or bottles □
□ disposable plates or bowls □
□ empty tissue boxes □
□ straws □
□ clothespins □
□ wooden dowels, pencils, or twigs □
□ glue □
□ duct tape □
□ wire or wire coat hangers □
Items for testing
□ water/sugar mixture for hummingbirds
□ live worms or mealworm fat balls
□ bird seed
Bird Feeder
1 Plan
a bird feeder that can feed birds in your
neighborhood?
2 Create
bird feeder. Follow your design as closely
as possible.
3 Test
Hang or place your feeder outside. Does
it hold food securely? Do birds come to it?
Can predators bother the birds?

Evaluate the performance of your bird
feeder. What revisions can you make to
improve its performance ?
satisfied with your bird feeder.
Bird Feeder
2 Create
4 Evaluate
Bird Feeder
4 Evaluate
Mousetrap
Task: Students will work in small groups to design and create a humane mousetrap
that captures a mouse in a bucket for release somewhere else.
Getting Started
If you wish to provide students with background knowledge about the inclined plane
and wheel and axle, reproduce and distribute pages 10 and 11. Then have students read
and discuss the science concept and the visual literacy graphics on those pages.
Next, have students research components of humane mousetraps that make them
work. Have them use the STEM Planner on page 8 to think about how science,
technology, engineering, and math are used to create a mousetrap. Finally, have
students independently brainstorm and draw their ideas on page 12.
Mousetrap
Completing the Challenge 1 Plan

How can you use the materials to create a
mousetrap that can catch and hold a mouse?

2 Create
mousetrap. Follow your design as closely
as possible.

Place your mousetrap in a large clear box
and bait the trap. Have your teacher place
a mouse in the box. Does your mousetrap
catch the mouse? Can it hold the mouse
safely in the trap until you release it?
You may wish to reproduce and distribute page 14 to students. 4

Evaluate the performance of your mousetrap.
What revisions can you make to improve its
performance?

Repeat the design process until you
are satisfied with your mousetrap.

Design Process Worksheets STEM Challenge:

Mousetrap
STEM Challenge:
Design Process
Redesign Process
Reproduce and distribute the STEM design process worksheets Mousetrap


describe and evaluate their plans. 2 Create
After the Challenge 3 Test: Describe and draw your results.
Have students share their design processes, compare their 4 Evaluate
mousetraps, and brainstorm ideas for improvements.

4 Evaluate
Mousetrap
Simple Machines That Move You

An inclined plane is a f lat surface that is raised at one end. An inclined
plane may not look like much of a machine, but this nifty tool can make
work much easier. The most common example of an inclined plane is a
simple ramp. Think about someone in a wheelchair who needs to get from
the street up to the sidewalk or into a building that has a stairway to the
front door. A ramp, or a series of ramps, joins the two different levels
smoothly. Someone loading heavy boxes into or out of the back of a truck
would find the job much easier if the boxes could be pushed up or slid
down a ramp. Ramps can also be used to easily increase the height a
person can go. A skateboard ramp can launch a rider high into the air,
and walking up a hill is a natural way to get a better view.
An inclined plane makes the work of traveling upward easier by

spreading out the effort over a longer distance. This might not seem
obvious if you are just stepping up onto a curb or carrying a carton of milk
to the trunk of your car. But think about how you’d move a new couch into
your second-f loor apartment!
Round things also move easily. With no edges in the way, they roll
freely. Wheels have been used on carts and other vehicles ever since
the invention of the axle, which joins the wheels, but many devices use
a wheel-like object with the axle to cause different kinds of movement.
For example, fans use an axle to turn a “wheel” of blades that move air.
A rolling pin is a cylinder that can spin around an axle, which provides
handles on both sides. A cylinder is just a really thick wheel. The rolling pin
moves across dough to f latten it. A doorknob acts like a wheel (no matter
what shape the doorknob is), which turns an axle that moves a bolt out of
the doorway. The force from the part you turn is transferred to the other
part, making movement easier.
Mousetrap
This short ramp makes it possible for A chicken uses a ramp to reach the
the man in the wheelchair to access the loft in the barn.
door, but a longer ramp would be less
steep and even easier to move up.
Rotating logs f loating in a river

challenge these lumberjacks to
move their feet to stay upright in the
sport of log rolling.
Turning the knob rotates the rotor.
The rotor is connected to the bolt,
which moves when the rotor is turned.
knob (wheel)
bolt
rotor (axle)
axle
The “wheel” of cups turns
on the vertical axle as the
wind blows. wheel of cups
Mousetrap
Mousetrap
Challenge: Design a mousetrap that catches a live mouse in a bucket to be released later.
Testable goal: The mouse is caught safely in the bucket and cannot escape.
Research: Look at pictures of mousetraps. Notice how they are constructed.

Think about how science, technology, engineering, and math are used to
create a mousetrap.
Brainstorm: Draw one or more design ideas for a humane mousetrap.

STEM Challenge:
Mousetrap

Item for each group
□ large bucket
□ wooden dowels □
□ PVC pipe or paper towel roll □
□ rulers □
□ glue □
□ clean scrap or craft wood planks □

longer than bucket height
□
□ paper clips
□
□ pliers
□
□ string or rubber bands
□
□ wire
□
□ grass or other soft, nonallergenic
material □
Items for testing
□ pet mouse □ peanut butter, cheese, or candy
□ large clear box with steep sides □ spoon or knife
Mousetrap
1 Plan
How can you use the materials to create a
mousetrap that can catch and hold a mouse?
2 Create
mousetrap. Follow your design as closely
as possible.
3 Test
Place your mousetrap in a large clear box
and bait the trap. Have your teacher place
a mouse in the box. Does your mousetrap
catch the mouse? Can it hold the mouse
safely in the trap until you release it?

Evaluate the performance of your mousetrap.
What revisions can you make to improve its
performance ?
Repeat the design process until you
are satisfied with your mousetrap.
Mousetrap
2 Create
4 Evaluate
Mousetrap
4 Evaluate
Egg-Laying Box
Task: Students will work in small groups to design and create an egg-laying box that
rolls eggs away from the hens’ area into a collection area.
Getting Started
If you wish to provide students with background knowledge about laying eggs,
inclined planes, and absorbing forces, reproduce and distribute pages 10 and 11.
Then have students read and discuss the science concept and the visual literacy
graphics on those pages.
the challenge and the testable goals. Discuss the materials with the students and
decide on a plan for gathering the materials.
Next, have students research ramps and materials that affect friction and absorb shock.
Have them use the STEM Planner on page 8 to think about how science, technology,
engineering, and math are used to create an egg-laying box. Finally, have students
independently brainstorm and draw their ideas on page 12.
Egg-Laying Box
Completing the Challenge 1 Plan

an egg-laying box?
2 Create

Use the materials you have to create
an egg-laying box. Follow your design
as closely as possible.
3 Test
Place three eggs, one at a time, in the part
of the box where the hen would lay them.

Do they roll to the collection area? Do the
eggs remain undamaged? Can you collect
them easily?

Evaluate the performance of your egg-laying
box. What revisions can you make to improve
its performance?
satisfied with your egg-laying box.
This resource is intended to help students think about how to 14 Life Science STEM Lessons and Challenges • EMC 9946 • © Evan-Moor Corp.

STEM Challenge:

Design Process
Egg-Laying Box
1 Plan: Describe and draw your design. List your materials. Egg-Laying Box
Reproduce and distribute the STEM design process worksheets 1 Redesign: Describe what you will change. Draw your new design.

describe and evaluate their plans.
2 Create
3 Test: Describe and draw your results. 2 Revise or re-create
After the Challenge

Have students share their design processes, compare their 4 Evaluate
4 Evaluate
egg-laying boxes, and brainstorm ideas for improvements.

Egg-Laying Box
The Hen That Laid

the Rolling Egg
Scrambled, hard-boiled, or baked into a cake — most eggs that we eat
come from chickens. Eggshells are hard enough to keep the protein-packed
yolk and f luffy white contained inside but easy enough to break into a frying
pan or a mixing bowl — or onto the f loor, if the raw egg rolls off the counter.
Young hens usually lay an egg each day during spring, summer, and
fall, as long as there are at least 12 hours of daylight. They lay eggs less
often with less light and will stop during winter. While hens rarely build a
nest for their eggs, they do sit on the eggs as soon as they think they’ve laid
enough. Good luck collecting them out from under a mother hen at that
point — their beaks and talons, or toenails, become sharp weapons.
The easiest way to collect the eggs is to have the eggs roll away from
the chickens to someplace you can reach them without disturbing the birds
in their pens or cages. Just like water f lowing downstream or a sled sliding
down a snowy hill, eggs are easily pulled by gravity down an inclined
plane, or ramp. Once an egg is in motion, it will stay in motion unless
another force acts on it. Friction on the ramp’s surface is one possible force.
If the ramp is smooth, the egg will accelerate, or get faster, as it travels
downward. If it has a rough surface, friction will slow it down, possibly
making the egg come to a stop. Another factor affecting the egg’s speed is
the angle at which the ramp is set. The steeper it is, the faster the egg will
roll. If it is too shallow, the egg might not roll all the way down.
Assuming the egg reaches the bottom of the ramp, something there will
stop it. If the impact, or strike, of the egg with that something is too hard, it
could break the shell. However, if the material the egg hits can absorb the
shock of the impact, it won’t break — until you scramble it in a pan.
Egg-Laying Box
Three children are sliding down a sand dune, a snowy hill, and a wooden slide.
Who will slide most easily? Who will move most quickly? Who will land most safely?
sand dune snowy hill wooden slide
We can use gravity to move something without touching it. A homeowner uses a rain
gutter and gravity to collect water. After getting a roller coaster to the top of a hill, the
operator uses gravity and momentum to power the rest of the ride. A hydroelectric
plant uses falling water to move a turbine that causes a generator to produce electricity.
Egg-Laying Box
Egg-Laying Box
Challenge: Design and create an egg-laying box that rolls eggs away from where a hen
would lay them into a collection area.
Testable goals: Three raw eggs roll into the collection area at least 1 foot (30 centimeters)
from the hen’s area. The eggs do not break or crack and are easy to collect.
Research: Look at pictures of egg-laying boxes. Notice how the boxes are
constructed. Think about how science, technology, engineering, and math
are used to create an egg-laying box.
Brainstorm: Draw one or more design ideas for an egg-laying box.

STEM Challenge:
Egg-Laying Box

□ shoe box □ scissors
□ cereal boxes □ glue
□ foam sheets □ pencil
□ felt □
□ carpet scraps □
□ towels □
□ plastic, canvas, or wire mesh □
□ plastic bags □
□ rubber bands □
□ zip ties □
□ string □
□ strong tape □
Items for testing
□ a dozen raw eggs □ toy chicken (optional)
Egg-Laying Box
1 Plan
an egg-laying box?
2 Create
Use the materials you have to create
an egg-laying box. Follow your design
as closely as possible.
3 Test
Place three eggs, one at a time, in the part
of the box where the hen would lay them.
Do they roll to the collection area? Do the
eggs remain undamaged? Can you collect
them easily?

Evaluate the performance of your egg-laying
box. What revisions can you make to improve
its performance ?
satisfied with your egg-laying box.
Egg-Laying Box
2 Create
4 Evaluate
Egg-Laying Box
4 Evaluate
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Lessons Challenges &

SAMPLER • Suggested materials list

insi de box co vere d in

About STEM: Lessons & Challenges. . . . . . . . . . . Click

The unit begins with an overview that explains

how to prepare students for the challenge and

Think about the materials available to you.

Optional: Model the Design Process 3

You may wish to reproduce and distribute page 86 to students.

4 Evaluate and Revise

This resource is intended to help students think about how to

Design Process Worksheets STEM Challenge: Design Process

Reproduce and distribute the STEM design process worksheets

describe and evaluate their plans. 2 Create

Have students share their design processes, compare their

helmets, and brainstorm ideas for improvements.

Helmet Visual Literacy

Properties of Protection hard material

Helmets help protect against head injuries. A common type of

Science Concept and Visual Literacy

These pages provide students with foundational

Your brain is protected by your skull, which is made of bone. Bone

information about the concepts that are

In order to protect something, a helmet has to be harder than the

Brainstorm: Draw one or more design ideas for a helmet.

4 STEM Lessons and Challenges • EMC 9943 • © Evan-Moor Corp.

available in a central location in the classroom for all groups

□ air-filled packing pillows □

to use, and items that relate specifically to testing whether

or add items as needed. □ cork pieces

creation phase if students need to check their work as they go.

STEM Challenge: Think About the Design Process

Think About the Design Process Worksheet

This optional page can be used to help students apply

the design process to the specific unit.

4 Evaluate and Revise

Design Process and Redesign Process 2 Create

Worksheets 3 Test: Describe and draw your results.

These worksheets guide students through each

evaluations, and revisions. Dear parent/guardian,

Additional Feature STEM Planner Name:

ideas that you might need to use?

STEM Planner to learn about or make your creation?

how each aspect of STEM may contribute to the project.

© Evan-Moor Corp. • EMC 9943 • STEM Lessons and Challenges 5

6 STEM Lessons and Challenges • EMC 9943 • © Evan-Moor Corp.

Reproduce and distribute to students.

Tips for STEM Challenges

STEM Materials Needed

Our class is doing a STEM activity on .

STEM Planner Name:

How will you use E ngineering to invent a solution?

Completing the Challenge Plan

Assign students to small groups.

Optional: Model the Design Process

You may wish to reproduce and distribute page 14 to students. How

This resource is intended to help students think about how to

approach each step in the design process.

STEM Challenge: Design Process

Design Process Worksheets

Reproduce and distribute the STEM design process worksheets

to students. Provide support when needed to help students Create