Egg Drop Collaboration STEM Challenge

Egg Drop Collaboration STEM Challenge
Egg Drop Collaboration STEM Challenge
Egg Drop Collaboration STEM Challenge
Egg Drop Collaboration STEM Challenge
Egg Drop Collaboration STEM Challenge
Egg Drop Collaboration STEM Challenge
File Type


(1 MB|10 pages)
Product Rating
  • Product Description
  • StandardsNEW

This Egg Drop Collaboration STEM Challenge is a fun and engaging way to learn the STEM process, work collaboratively with a team, and evaluate the process of designing a container that may support an egg when dropped at a height of 5 feet! It provides students with great opportunities to think through problems and find creative solutions to them. Once you mention the words "Egg Drop" you will have them hooked!

The Egg Drop Collaboration STEM Challenge is a GREAT reinforcement activity
for science units on energy. There's no prep needed for this STEM activity.


  • STEM Teacher Pages: A complete lesson guide with Common Core Standards, materials list, and step-by-step instructions and tips

  • STEM Activity Pages: 2 complete pages of directions and questions for the students to follow along

  • STEM Rubric: Grading Rubric to help you assess your students' abilities with the STEM challenge and also assess their collaboration skills.

  • Answer Keys provided

Download the preview to check it out!



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Log in to see state-specific standards (only available in the US).
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
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.
Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
Total Pages
10 pages
Answer Key
Included with rubric
Teaching Duration
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