4th/5th Grade Marshmallow Challenge How High Can You Build a Marshmallow Tower in 18 Minutes?

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1 4th/5th Grade Marshmallow Challenge How High Can You Build a Marshmallow Tower in 18 Minutes? Please let Brent ( bjackson@srcs.k12.ca.us ) know when you are planning to do this challenge in your class. We would like to come and observe, if possible. Marshmallow Challenge Grade: 4/5 Unit TBD Lesson TBD Teams of 3: Mixed gender teams (if possible); Student roles may include: Chief architect, testing coordinator, materials master, challenge captain, rapid reporter, time keeper Materials Permanent projecting countdown timer (e.g., google timer ) scissors (1 per team) measuring tape in cm (1 per team) clipboard (1 per team) Teacher Notes about measuring tapes: a) sewing tapes work well for this task. b) be mindful of where the zero is (i.e., where students begin measuring) Consumable pre sorted for each group prior to the challenge: 20 sticks of spaghetti, 1 yard of masking tape, 1 yard of string 1 large marshmallow (~1 inch) 1 lab sheet per team (on clipboard; at end of this lesson plan) 10 sticky notes per team (on clipboard behind lab sheet) Teacher Notes: Use spaghetti pasta not spaghettini (too flimsy) or fettucini (too thick). Any brand of standard sized marshmallows works fine (avoid mini or jumbo size). A 9 x12 manila envelope works well for distributing materials (except tape, which is best distributed in an unrolled length, stuck to the side of the workspace). 4th/5th Marshmallow Challenge 1 7 November 2015

2 Purpose Building STUDENT Maker Mindset & Standards for Mathematical Practice (SMP) The lesson in the marshmallow tower challenge is that we need to test our designs early and often. That s the mechanism that leads to effective innovation and design. In this challenge, students will... Collaborate Prototype revise Document process Document learning: What was hard? Where did I get stuck? How did I get unstuck? SMP 1 : Make sense of problems and persevere in solving them SMP 3: Construct viable argument and critique the reasoning of others SMP 6 : Attend to precision SMP 7 : Look for and make use of structure Purpose Reinforcing TEACHER Maker Mindset & Standards for Mathematical Practice (SMP) purpose : Teachers will stay out of the way of students rapid design work, trusting they will make progress and stay engaged in the task. Do not intervene during the 18 minute period. At any time, students are free to get up scout other teams (observe or ask questions of others). To do so, it is suggested the teacher documents (photographing) students during the creation of the towers to chronicle diversity of design, and document students affective response throughout. You may also want to take anecdotal records. You should specifically be on the lookout for evidence of the mathematical purpose for your grade level, as well as other grade levels mathematics content see below. Only if a group is truly stuck, you might ask: what is working well/not here? Would it help to go see what other groups are doing? The Mathematical Purpose This challenge will be followed by lessons which focus on identifying and classifying 2 dimensional shapes, and categorizing them based on properties including the number and length of their sides, the number and measure of their angles, and the presence of perpendicular or parallel sides. After categorizing, the task will be to write definitions of each category so that others could decide whether new shapes belong in the category. 4th/5th Marshmallow Challenge 2 7 November 2015

3 Some Mathematical Content that is Connected to this Challenge Some of the Mathematics Available in the Marshmallow Challenge at various grade levels: ( indicates math that will be targeted in the follow up math lesson for your grade level). K: MD 1,2,3, (measure and compare attributes) G1, 5 (describe shapes, model shapes from components) K: CC 4 & 5 (understand the connection of numbers to quantities; count to answer how many ) 1: M 4 (organize, represent, interpret data) G2 (compose/decompose 2 d shapes or 3 d shapes) 2: OA1 (addition and subtraction within 100 word problems) MD1 4 (measure, compare, estimate) 5 (word problems) 9, 10 (generate and draw graphs of measurement data) G1 3: MD4 (generate measurement data using halves and fourth, line plot) G1 (categorize shapes, e.g. quadrilaterals) 4: MD4 (line plot using fractions of units ½, ¼, ⅛), G1,2 (identify properties of lines and angles, classify figures based on parallel, perpendicular lines, identify right triangles) 5: MD 1 (convert among different sized standard measurement units) 2 (line plot with fractions of units, solve word problems); G3,4 (Classify two dimensional figures in a hierarchy based on their properties) 6: EE5 8 (reason about and solve one variable equations and inequalities) SP1 3 (develop understanding of statistical variability) 4,5 (summarize and describe distributions) 7: EE 3,4 (solve real world and math problems using numerical and algebraic expressions and equations e.g. coming up with max estimates) G 1,2, (scale drawings, given conditions, determine uniqueness (triangle congruence conditions)) focus on geometry 8: Modeling emphasize with previously learned content standards Also, using tools including using measuring tools (measuring tape, string). Connections to NGSS Define simple problem 3 5ETS1 1 Optimize design solution 3 5ETS1.C Make observations PS1 Matter and its Interactions 1 3 Empirical evidence 4 PS4 1 Recognizing patterns Connections to CCSS-ELA/ELD Comprehension and Collaboration: CCSS.ELA LITERACY.SL.4.1.B CCSS.ELA LITERACY.SL.4.1.C CCSS.ELA LITERACY.SL4.3 CCSS.ELA LITERACY.SL4.4 CCSS.ELA LITERACY.SL4.5 4th/5th Marshmallow Challenge 3 7 November 2015

4 Preparing the Maker Space Provide flat working space ( 3 x3 ) for each student team Determine a flow through the team working spaces for the gallery walk Plan for an efficient distribution of the materials for each team. One yard pieces of masking tape hanging from a convenient place pre sorted spaghetti, string, marshmallow for each team. Timeline (50 min total) 5 minutes instructions, team forming 18 minutes building (not 15 minutes or 20 minutes, but exactly 18 minutes). 10 min measuring and recording heights, gallery walk and team discussion of potential revisions 7 min completing lab sheet 10 min debrief discussion The Student Challenge The teacher s role is to present the challenge in an engaging way, encourage students along the way, and facilitate learning at the end. It is important that student groups struggle through the design challenge without design assistance. Because the challenge is designed to drive the mathematics of the lessons to follow, it is important that students not know how to solve the challenge before giving it. The challenge must give the context and reason to explore the mathematics to follow: it is not practice but a way to necessitate the math which is to follow. In order to give a meaningful experience of productive struggle to students, teacher moves are included and excluded intentionally to increase students self and peer reliance. Give very clear instructions to enable students independent work. Your challenge: In 18 minutes, build the tallest tower you can that will support a marshmallow at the top using only the given materials. Each group gets 20 whole pieces of raw spaghetti, 1 yard of string, plus 1 yard of masking tape and 1 large marshmallow. You ll also get 2 tools that can t be part 4th/5th Marshmallow Challenge 4 7 November 2015

5 of your tower: scissors and a measuring tape. Tower height is measured from top of table to top of marshmallow. Use as much or little of your materials as you wish. You may not use any other materials. You may break or cut the materials, except the marshmallow (which must be whole at the top of your tower). Your hands must be off the structure when the 18 minutes ends. Ensure that everyone understands the instructions, and each group has its tape and marshmallow. Send a member to get the team s materials. Have a visible countdown timer in the room. Countdown to start the timer: Call out remaining time at 9, 5, and 1 minutes remaining, then count down final 10 seconds. When the timer hits zero, call out, Hands Up! Anticipated problems Some (perhaps many) groups will not manage to have standing structures. That s OK! Since as the focus of the debrief and reflection is the features that worked (e.g., shapes: triangles vs. squares, diagonal braces, obtuse vs. acute angles; testing early/often with marshmallow; location of tape, etc.) & what students would try differently next time, the fact that some didn t manage a standing structure is not a problem. Do not intervene in order to help a group accomplish a standing structure! Data recording, field research After building, it is important for groups to examine and learn from their own tower building and other groups towers. The teacher should attempt to keep groups discussions focused on what they can learn from other towers (and from their own experience). Have each team measure their tower s height in centimeters with their tape measure, and record them on their lab sheet. Record your measurement in centimeters on your lab sheet. On 6 of your sticky notes, draw a shape that you can identify in your tower. They should each be different, and put the notes back onto the clipboard. It is important to note that different shapes of triangles should be considered different for this activity but encourage teams to not use only triangles Field Research : Have groups walk around as a group, examining other groups towers. Now walk around the classroom as with your team. Examine other towers, looking for ideas about what you might do differently next time. As you walk, what shapes do you notice? If you see some that are different than 4th/5th Marshmallow Challenge 5 7 November 2015

6 you put on your sticky notes, draw the new ones on the extra sticky notes. The focus for the follow up math lesson is shapes ; feel free to bring up this issue Please scans or pictures of representative lab sheets to Brent: bjackson@srcs.k12.ca.us Class Reflection/Debrief Report out: Teams share their process with the class. Have them think about: What design struggleses did you encounter? How did you tackle them? What was the outcome of your tower? What shapes did you see a lot of? Were there any that you saw only once or twice? What did you notice on your field research to see the other towers? Teacher Role How directed/constrained? Once directions are given, let students build uninterrupted for 18 minutes. Teacher s role during the Tower building phase Documenting (See formative assessment section below) What kind of help/guidance/facilitation can I offer? As students build their towers, some groups may tape their towers to the table. This is fine to allow, but including it in the rules ahead of time, is too leading. If students ask if this is allowed, tell them yes. Resist intervening as much as possible. Any assistance, including why didn t you? or have you thought about? can take away from the students important opportunities to develop SMP1 and SMP5. Only intervene in the following circumstances: 1 student is doing all the work in a group for an extended period of time, excluding others from participating, the group is clearly stuck to the point not doing anything, the group is disturbing other groups. In such circumstances, ask questions that will still enable the students to do the design thinking. What is causing that problem? Not: Have you tried? Have you all contributed any ideas you have about this problem? Have you all worked with the materials? Not: Chantelle has some good ideas you could listen to. Have you looked around the classroom for ideas (aka scouting)? Can you think of ideas from similar things you know about, and how they work? 4th/5th Marshmallow Challenge 6 7 November 2015

7 Formative Assessment Evidence that guides on going student feedback and supports instructional planning (especially instances for math follow up lessons) Take pictures/anecdotal records of group interactions (class climate) Take pictures of students towers (design) Take pictures/anecdotal records of SMPs in action (agency/authority/identity) Listen to student discussions, take down quotes. Teacher Reflection/Debrief Add an entry to your Maker Portfolio that includes at least two of your favorite photos of the Marshmallow Challenge tower/process (and two captions!) and a reflection on the activity. Feel free to address any of these prompts if you so desire: What was the hardest part of the challenge for students? What was the hardest part of the project for you as the teacher? What worked well for the students? What surprised you about the challenge? What would you do differently next time? What did students learn? How, if at all, does the Marshmallow Challenge support, influence, and/or revise your understanding of agency, authority, and identity? Reference: 4th/5th Marshmallow Challenge 7 7 November 2015

8 Marshmallow Challenge Lab Sheet Write the goals of this challenge Measurements Tower height Was the tower standing at the end? What was difficult? What worked well? What we will try differently next time 4th/5th Marshmallow Challenge 8 7 November 2015

9 Observation feedback Tell us what happens when you do this activity with your students. Please take notes during the challenge on these questions. 1. Were the launch instructions adequate for the students to engage with (not necessarily successfully complete) the maker challenge? Please describe student behaviors that demonstrated this. 2. Were the instructions and the level of the challenge sufficient to provide your students with an experience of productive struggle? Please describe student behaviors (or attach photos or videos). 3. Please comment on the timing for the various pieces of the challenge and follow up. 4. What mathematical issues, ideas, and conversations did you observe among the students as they engaged in the challenge? Please submit responses at 4th/5th Marshmallow Challenge 9 7 November 2015

10 Draft of Follow Up Grade 4: Math Lesson 1 Overview and anticipating Where did Prepare Blue and yellow stickie notes (1 pad of each color) Poster paper Markers to write on stickie notes Goals and standards Students will draw at least 6 shapes that they can find in their tower Launch (time) Challenge connection [Teacher show example of 2 different quadrilaterals from one of the towers] I want each of you on a separate small sheet of paper (ideally post its) to draw at least 6 shapes you can find in your tower. If you get stuck, talk with neighbor to get ideas. [Needs to be clear that different sized triangles are different shapes, so 6 triangles is acceptable] [issue: will scalene or obtuse triangles show up in this context? Maybe have to generate additional ones with spaghetti at the end of the lesson] Now make a new group of 3 and come up with different ways you could categorize (arrange) your shapes. Students will determine how to categorize 18 shapes examples include number of sides (triangles, quadrilaterals, etc.); equilateral vs not; has a right angle/doesn t; has an obtuse angle/doesn t; has parallel sides/doesn t; Now, as a group, make a poster displaying your categorization. Add your stickie notes to your poster paper and label your categories. Focus on categorizations by number of sides. Notice that there are lots of triangles. Some groups might have all triangles in one category; some might have them broken up (either obtuse/right/acute or equilateral/isosceles/scalene). Propose that we take all triangles and attempt to categorize them Two likely categorizations are obtuse/right/acute and equilateral/isosceles/scalene (without naming) 4th/5th Marshmallow Challenge 10 7 November 2015

11 Focus on Equilateral/isosceles/scalene (without naming), plus right or not. See picture below. Try to get post it triangles categorized this way. Teacher may have to explicitly ask to focus on presence of a right angle or not. Small groups write definitions for each (probably will be in terms of side lengths) (e.g.each small group is assigned one of these) Teacher note: Equilateral triangles are isosceles. Nested categories are a 5th grade geometry standard; but definitions here should accurately reflect this fact. Groups which wrote definition for same category get together & share definitions; see if they can agree on one. Get definitions up for everyone to see. If definitions are not correct, refer to categorized triangles, and ask whether definitions fit the categories. Give names: Scalene, Isosceles, Equilateral, Right; find definitions online or in book and compare. Get good definitions for each of these four written on board. End lesson 1 Draft of Follow Up Grade 4: Math Lesson 2 Now give prompt: Can you write definitions for each of these which only refer to angles, not side lengths? Move on to quadrilaterals could do with spaghetti everyone make & draw 4 quadrilaterals; bigger set to work with; categorize. Goal: definition of equilateral (equal length sides); equilateral triangles all the same somehow (similar), not true for quadrilaterals Taking definitions from triangles and trying to apply to quadrilaterals Include: Why so many more triangles than quadrilaterals or other shapes? They re strong because if the sides stay the same length, the shape doesn t flex not true with quadrilaterals or more sides. 4th/5th Marshmallow Challenge 11 7 November 2015

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