In this Paper Cup Challenge, students of 4th grade (consist of 27 students, divided into 7 groups) explore more and apply their knowledge in science, technology, engineering, and mathematics. The context about this project is the teacher lead the students in to environment issues about plastic cup which can decompose over a long time. It aims to promote environmental awareness and understanding of scientific principles like surface tension while applying knowledge from science, technology, engineering, and math (STEM). By creating paper cups, students explore an alternative solution while engaging in hands-on learning. The students will learn about the principles of surface tension and collecting data based on the amount of water and the duration of the cup that hold water by designing, creating, and testing paper cup. This project encourages creativity, critical thinking, and collaboration while tackling a real-world challenge. A more comprehensive explanation about the project (steps of the lesson and STEM habits of mind) can be seen on the lesson plan and implementation slides.
Lesson Plan
Implementation
Worksheet File
Parachute Worksheet (3).pdfWhat potential alternative solutions exist for the task? Students could experiment with different folding techniques to create an ideal cup. Students could create a cup with a wider base to provide more stability. Students could create a cup with a narrower top to prevent water from spilling out.
What is the preferred setting for the task: individual or group work? We prefered in group work. Group work makes the students collaborate with the other students and communicate to discuss how to make the paper cup. Group work also can encourage collaboration and problem-solving.
What questions would you pose to stimulate your students' thinking?
How can you create a cup that is both strong and hold as much water?
What materials could you use to make your cup more water-resistant?
How can you design a cup that holds as much water as possible?
What different shapes could you use to create a cup?
Photos
The teacher introduced the context about environmental issues. Teacher asked the students to think the solution about the problem that leading in to paper cup.
Every group planned their paper cup and drew the design in the worksheet.
The students collaborated and discussed the ideal paper cup that can hold water.
Every group finished creating their 1st trial of paper cup and ready to test it.
The students tested their paper cup. All students were curious about how long it could hold water. They divided the role, there was someone who hold the paper cup, someone who put the water, someone who watched the stopwatch.
The students tried to improve their paper cup to make it ideal and can hold more water.
They tested their paper cup again to see the result.
Finally they succeded creating paper cup that can hold water more than 5 seconds.
Students's Work Sample
Assessment Result
From the result of students assessment, the point of creating product skillfully with the material provided is the highest point. The students used the materials provided to create the paper cup, they only used 1 piece of A4 paper. They showed their skills in hands on activity to use scissors, glue, and how they folded the paper. Meanwhile, designing product is the lowest point because many groups design the similar shape of the paper cup. The differentiation between the cup is the thickness of the cup and the use of the glue.
Feedback From the Students
They really excited and curious to test their paper cup. Some of them were confused in the beginning to create a paper cup that can hold water. But in the end, they were so happy when their cup can hold water more than 5 seconds.
Lesson Reflection and Observations
All of the students were so excited and curious to make a paper cup. In the beginning they were wondering how could a paper cup hold water. They started to discuss with their group about the design and started to create by folding the paper and glue it. This project was accesible to all students because every one could join and enjoy the learning process. They engaged in the learning process.
The students collaborated in the group and divided the role for every student, for example there was someone who hold the paper cup, someone who put the water, someone who watched the stopwatch, etc.
In the 1st trial, the paper cup from most of the group only last for 1 second. They improved their paper cup by creating a new one and tested it again. This activity was increasing their creativity and critical thinking on how they improve their paper cup for the next trial.
There are 4 groups that successed creating a paper cup that can hold water for more than 5 seconds. The other 3 groups last only for about 1-4 seconds. But they were really curious to create a new paper cup again until it last longer.
The observation also showed that students improve their creativity. This open ended exploration made the students invlove in multiple shape of the paper cup. They tried many ways to create an ideal paper cup and think critically about how the surface should be to hold water. Some of the groups glue a layer of paper to the surface to make it last longer in holding water.
Based on the feedback, the students are excited to do the lesson and they are still curious to make an ideal paper cup. They were amazed by the successful paper cup which can hold water more than 5 seconds and gave applause to their friends when the cup last longer.
Future Improvements
The teacher should remind the students how to calculate the area of two-dimentional figure, for example remind the students the formula.
The teacher should emphasize the importance of making designs before making the original object. This design will become a plan for students to realize it into a product.
The teacher could make a well structured self assessment to gain a comprehensive feedback from the students.