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Early Stage 1 – STEM Activity 9

Stack it tall!

11 different coloured, different shaped, wooden building blocks. 5 are stacked forming a small tower and others are scattered around its base.

Description of activity

Students plan and build a stable structure, equal to the height of a table, using a specified set of construction materials.

This activity will take approximately 1 hour. If there are not enough construction materials available for a whole class to build together, a construction zone in a corner of the learning space may be set up for small group constructions.

Context

Students have observed the properties of cones, cubes and rectangular prisms. They have investigated how rectangular prisms are used in building structures and can identify the features that make them suit their purpose. Students will apply their understandings to construct a model of a tall freestanding structure.

Outcomes

Skills

STe-4WS explores their immediate surroundings by questioning, observing using their senses and communicating to share their observations and ideas
STe-5WT uses a simple design process to produce solutions with identified purposes
MAe-1WM describes mathematical situations using everyday language, actions, materials and informal recordings
MAe-3WM uses concrete materials and/or pictorial representations to support conclusions

Knowledge and understanding

STe-9ME identifies that objects are made of material that have observable properties
STe-10ME recognises how familiar products, places and spaces are made to suit their purpose
MAe-4NA counts to 30, and orders, reads and represents numbers in the range 0 to 20
MAe-5NA combines, separates and compares collections of objects, describes using everyday language, and records using informal methods
MAe-9MG describes and compares lengths and distances using everyday language
MAe-14MG manipulates, sorts and represents three-dimensional objects and describes them using everyday language
MAe-17SP represents data and interprets data displays made from objects
ENe-1A communicates with peers and known adults in informal and guided activities demonstrating emerging skills of group interaction

Resources

  • Images of tall buildings and towers
  • Access to exposed brick or block-work in buildings or fences, particularly at corners
  • Boxes and plastic containers from home, eg cereal boxes, biscuit boxes, ice-cream containers, plastic food containers, milk cartons
  • Non-connecting building blocks, eg wooden, plastic, foam
  • Clear space with flat surface
  • Formal or informal instrument for measuring height, eg shoe box or 30cm ruler.

Work, health and safety

  • Check relevant Work, health and safety guidelines.
  • Ensure that construction materials will not cause injury if they topple.

Evidence of work for assessment purposes

  • Labelled photograph of completed tower.
  • Verbal explanation of reasons for choices, explaining how the properties of the materials suit their purpose

STEM teaching and learning activities

  • Students explore bricks and blocks used in the construction of school buildings and fences. Examine where and how they are used, eg sandstone blocks in foundations with bricks above; brick foundations with panelling or boards above.
  • Observe brick and block construction arrangements, particularly at corners. Take photographs or crayon rubbings.
  • Observe the properties of loose bricks:
    • shape
    • surfaces
    • size
    • weight
    • texture.
  • Demonstrate different ways of stacking bricks. Replicate the arrangement used in school wall/foundation constructions.
  • Observe a range of tall structures, preferably landmarks in the local area.
  • Students observe and explore a variety of three-dimensional objects. They predict and test the building and stacking capabilities of each object.
  • Students sort three-dimensional objects into two categories, stackable and not stackable. Record these observations in a class data display. Identify the similarities of stackable objects and predict the building and stacking capabilities of various three-dimensional objects.
  • Students, individually or in pairs, plan how they can use stackable objects to construct a tall and stable structure, building it to the height of a table.
  • By comparing the size of the objects, students determine how many blocks they will need to build this structure.
  • Students sketch the design of the structure they intend to build and build it.
  • Photograph and measure the structures for recording, reflection and comparison.
  • Students label the photograph of their tower and provide a verbal explanation of the purpose of its design features, such as the shapes used and the way they were stacked.
  • Students observe the design features of the students’ structures, compare them to their own structures and discuss the differences by focusing on the following questions:
    • How many blocks did I use?
    • Did everyone use the same number of blocks?
    • What were the differences between the numbers of blocks used?
    • Explain some of the reasons that different numbers of blocks were used.

Vocabulary list

Curved – bent
Flat – having a level surface
Foundation – the base of a building
Object – a three-dimensional figure
Pointy – sharp corners
Roll – to move by repeatedly turning over
Round – shaped like a circle
Shape – a two-dimensional figure
Size – overall dimensions of an object or shape
Slide – to slip; objects with flat sides slide
Stack – to place one on top of another
Wall – a side of a building

Key inquiry questions

What are the properties of construction blocks used in buildings?
Students observe the properties of bricks and other building blocks. Encourage use of specific language, eg object, shape, size, curved, flat, pointy, round, roll, slide and stack.

How do the properties of construction blocks suit their purpose?
Students examine the features of blocks that can be used in real-life and in play for construction, eg flat surfaces.

What makes an object stackable?
Students explore, test and categorise a variety of three-dimensional objects into stackable and not stackable. They identify the common features in stackable objects.

What is the tallest structure that can be constructed from the available stackable objects?
Encourage students to explore alternatives in constructing a tall and stable structure. By using the same quantity and quality of materials, students explore the concept of a fair test and will be able to compare structures fairly.

Additional information

The following statements outline some common preconceived ideas that many students hold, which are scientifically inaccurate and may impede student understanding.

Shape and object
The word ‘object’ relates to three-dimensional figures and the word ‘shape’ relates to two-dimensional figures. In Early Stage 1 students are encouraged to use their own informal language to describe objects whilst teachers can model correct mathematical language. In Stage 1, students will be introduced to the mathematical language of shapes and objects. The teacher models using the word ‘object’ when referring to three-dimensional objects.

Perspectives of objects
A brick in a wall will look two-dimensional to a young student. Observing brick and block work on building and foundation corners will help to demonstrate the three-dimensional properties of bricks. Reconstructing part of a wall or brick foundation on site using loose bricks or similar should help develop students’ understandings. Students should handle and explore ways of stacking a range of objects.

Support materials

Diversity of learners

For additional support

  • Assist students to select the most appropriate materials for a successful construction.
  • Students view their peers’ models and reflect on their own design. They make changes if desired.

For extension

  • Students draw and label their planned design before constructing it. They explain their design to their peers and may make changes following discussion.
  • Following construction, students compose a procedure for creating a tall structure from stackable blocks.
  • Use a time lapse app for recording the construction. Compare construction methods of different students. Recreate a structure employing methods used by other students.
  • Students research and create an annotated photograph collage or slideshow featuring a range of the world’s tallest buildings.
  • Create a collaborative class ‘ephemeral city’ using boxes and cartons.

Review

In this STEM activity students have observed the properties of construction materials and recognised that construction products are made to suit their purpose. They have manipulated a variety of three-dimensional objects and have assessed their properties for stackability.

Students have worked individually or collaboratively to design and construct a model using available materials. They have applied understandings, thought creatively, solved problems and provided verbal explanations to justify their design decisions.

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