The Arizona STEM Acceleration Project

Candy Tower

Candy Towers

A 2nd grade STEM lesson

Heather Wilson

April 2023

Notes for teachers

• Context: This lesson takes place in a classroom or outdoors for 45-60 minutes.
• Students may work in small groups of 2-4.
• An emphasis on three-dimensional shape and structures, engineering towers/skyscrapers, and measurement.
• Encourage students to collaborate and brainstorm ideas.
• Facilitate student reflection on the effects and outcomes of building their structures.

List of Materials

• 24 candy pumpkins, gummy pumpkins, or marshmallows
• 20 toothpicks
• ruler

Arizona Science Standards

2.P1U1.1 Plan and carry out an investigation to determine that matter has mass, takes up space, and is recognized by its observable properties; use the collected evidence to develop and support an explanation.

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1.SL.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

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1.SL.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

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1.MP.5 Use appropriate tools strategically.

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1.MD.A Measure lengths indirectly and by iterating length units.

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Arizona Math Standards

2.G.A.1 Identify and describe specified attributes of two-dimensional and three-dimensional shapes, according to the number and shape of faces, number of angles, and the number of sides and/or vertices. Draw two-dimensional shapes based on the specified attributes (e.g., triangles, quadrilaterals, pentagons, and hexagons).

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K-2-ETS1-2.

Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

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Science and Engineering Practices

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• ask questions and define problems
• develop and use models
• plan and carry out investigations
• analyze and interpret data
• use mathematical and computational thinking
• construct explanations and design solutions
• engage in argument from evidence
• obtain, evaluate and communicate information

Objective(s):

I will be able to identify shapes that build towers.

I will be able to identify 3D shapes.

I will be able to build a tower/structure.

I will be able to measure the height of the tower by using a ruler.

Agenda (45-60 minutes)

Introduce the lesson.

What shapes are towers/structures?

Discuss 3D shapes with their attributes.

Read alouds and discuss on exploring structures.

Introduce and discuss the vocabulary words related to the lesson (pyramid, cube, prism, joint, 2D and 3D shapes).

Have students sketch a blueprint of their design on graph paper.

Distribute materials and allow students 45 minutes with partners or small groups to construct their towers and measure the heights after three 15 minute intervals.

Whole class closing discussion and reflection, allowing students to share their tower designs.

Intro

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What is the strongest shape to build the tallest tower/structure?

What they already know about towers and what shapes are used to build towers?

Before beginning, model how to gently attach a pumpkin and toothpick without breaking the candy, with the bases of the pumpkins facing down.

Students will attempt to build the tallest possible tower using the given materials and will measure the height three times in 15 minute intervals.

Students will most likely discover that triangular prisms, hexagonal prisms, and pyramids are more durable than cubes and rectangular prisms.

Hands-on Activity Instructions

• 2-4 students in a group or individually
• Activate students’ prior knowledge by asking them to share what they already know about towers/structures, what 3D shapes are used, and what important parts they might have.
• Share and discuss the suggested read aloud books.
• Hold a class discussion, using real world examples to guide student thinking. Record their ideas on chart paper.
• Introduce the STEM challenge: to build the tallest tower/structure that stands on it’s own and permitted materials: candy and toothpicks.
• Introduce and discuss key vocabulary words related to the challenge: pyramid, cube, prism, joint, 2D and 3D shapes and attributes.
• Have students sketch blueprints of their designs on their graphing sheets.
• Distribute materials and allow students 45 minutes with partners or small groups to construct their towers and

measure the heights after three 15 minute intervals.

• Hold a whole class closing discussion and reflection, allowing students to share their tower designs.

Questions to ask during and after activity:

What was most difficult about this challenge?

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What types of two-dimensional and three-dimensional shapes did you use in your design?

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How do you think the shapes and patterns might relate to the strength of your tower?

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Which design was the highest and why do you think so?

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What parts of your tower were most important for it to be the most balanced and stable?

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How are real tower designs similar to and different from your design?

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If we completed this challenge again, what would you do differently next time?

Assessment

• Students / groups will present their observations and ideas to the class.
• Students will form opinions and provide reasoning for building the tallest tower/structure.
• Students will respond to and respectfully disagree with their classmates.

Differentiation

One way to differentiate in this lesson is to provide some groups with a step-by-step outline for completing the experiment.

Show different examples of structures to look at and make.

Have an example of how to start building a tower.

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Remediation

Extension/Enrichment

To extend or enrich this activity is to have the students use:

-different types of candy

-building different shapes