The Arizona STEM Acceleration Project

STEM MAZE IT

STEM MAZE IT

A 1st, 2nd, 3rd grade STEM lesson

Kasi Johnson

8-25-2024

Notes for teachers

This maze activity builds all sorts of skills. Students will be improving spatial skills, logic skills, problem solving skills, math skills, technology skills, and fine motor skills

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Mazes provide students with a problem; create a maze from a starting block to the finishing block

List of Materials

• popsicle sticks
• toothpicks
• Q tips
• shapes cards
• computer
• slideshow presentation
• robots
• marble

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Standards

3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

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3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

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3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost

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2.G.A Reason with shapes and their attributes.

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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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Standards

MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

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MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

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MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

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MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

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Objective(s):

Today students will learn about the different types of mazes and different types of shapes by discussing and watching the slide show.

The students will then implement this knowledge to creating their maze with popsicle sticks, toothpicks, or/and q tips for a marble or robot to pass through their designed maze successfully from start to finish.

Agenda (120 min)

• Students will begin discussing what a maze is and if they have ever solved a paper one or walked through a land maze.

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• Students will recall the 4 main shapes(rectangle, square, circle, and triangle)

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• Students will then design their own maze and engineer/make it out of popsicle sticks or q tips making sure to create the different shapes throughout.

• Once the students have set up their own maze, they need to make sure they have a “START” and a “FINISH” marked.

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• Students will try to roll a marble through their maze successfully.

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• If they have a robot, students may try to code the robot to pass through their maze.

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What is a Maze?

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A maze is a network of paths. Mazes are usually designed as a puzzle through which something has to find their way. Most mazes also have a start and a finish. Have any of you ever solved puzzles that are called mazes? What do you notice about them? Besides the paper mazes, there are also mazes on land.

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Pineapple Maze

The most famous maze in the world is the Dole Pineapple Maze that is located in Hawaii. People walk through this huge maze trying to find their way into the center to find the giant Pineapple. Mazes are also made frequently in corn fields in the fall. What shapes do you notice as you look at the mazes?

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Corn Maze

A corn maze is a maze cut out of a corn field. Originally, the first full-size corn maze was believed to be created in Annville, Pennsylvania in 1993; however, similar corn mazes were highlighted in newspapers as early as 1982. Corn mazes have become popular tourist attractions in North America, and are a way for farms to generate tourist income.

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Corn mazes appear in many different designs. Some mazes are even created to tell stories or to portray a particular theme. What type of theme do you think a corn maze would portray? Where and when are the corn mazes most popular?

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https://www.youtube.com/watch?v=osigyT3hbxo

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Creation

In order for farmers to create a corn maze they must carefully plan their production, design, and marketing techniques in advance.

1. Planting the correct variety of corn is important for the success of a corn maze. Farmers must consider stalk strength and height when selecting the right hybrid to plant.
2. Corn maze crops should be planted from mid to late May in the northern hemisphere, or mid to late November in the southern hemisphere. This is two to three weeks later than crops being planted for grain.
3. When cutting the walkways farmers must cut the internal growing point of the stalk off to avoid regrowth.

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What are SHAPES?

Shapes are described as a form of an object. Can you name these shapes below?

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Did you name them correctly on the last slide?

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What are RIght Angles-90 degree part of some of the shapes-Do you see any vertices? Explain these concepts and more.

ENGINEER

What is an engineer and what do they do?

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An engineer is a person who designs, builds and improves things.

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Today, you get to be the engineers and design your own maze using popsicle sticks, toothpicks, and Qtips. Also use the shapes we just discussed to layout your mazes.

FOOD FOR THOUGHT:

As you are beginning to create and engineer your mazes:

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1. Use the shapes we discussed as a starting point
2. Make sure there is a START and FINISHED marked
3. Wide enough for a robot or marble to pass through it

Hands-on Activity Instructions

Students brainstorm ideas for how they could design a maze that can serve as a network of paths for a marble or a robot.

After brainstorming with a partner, they should consider the strengths and weaknesses of each idea.

Plan/Design- students plan and design a maze for a marble that includes at least one square, circle, rectangle, and triangle. It should also have a start and a finish and they should be able to carefully roll the marble through each twist and turn. Students may also try and guide a robot through the maze.

Students will design a tabletop or floor maze using popsicle sticks, toothpicks, and q tips. Make sure the marble can roll in it as well as a robot to guide through the maze if one is available.

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Students follow their plan, and create their mazes. Once they are created, students test their mazes in a measurable way to evaluate their effectiveness.

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Their results should be recorded, organized, and analyzed. After discussing and evaluating their results, students improve their maze, redesign some part of it, and retest if possible.

Assessment “Maze Reflection”

1. As a group, discuss how you were able to construct your maze and explain how the shapes that you included (square, rectangle and triangle) are different from each other.

2. As a group, evaluate the overall design of your maze and discuss how you would change your maze layout moving forward to improve it. If time permits, make these improvements and re-test. (ex. was the marble and/or robot able to pass through the maze without any interruptions? Are there pieces of your maze that need to be placed a slightly different way so that the marble/robot can get through it smoothly?)

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Differentiation

Students may use their table groups to ask further questions on what is needed to complete their maze.

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Students may speak or have one on one guidance with the teacher once the students are working independently.

Remediation

Extension/Enrichment

Students may add in more details on to their mazes to make it more difficult to complete.

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Students may research with computers some of the most popular trending land mazes throughout the USA and Worldwide.

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Students may dive deeper in to creating a more difficult maze out of different types of materials.

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Students can code a small robot to traverse their maze.