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# STEM Designing a Box Using Volume Challenge

Rated 4.91 out of 5, based on 178 reviews
178 Ratings
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Teachers Are Terrific
21.3k Followers
4th - 6th
Subjects
Resource Type
Standards
Formats Included
• Zip
Pages
31 pages
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Teachers Are Terrific
21.3k Followers

#### What educators are saying

My students loved this activity. Anytime they can get their hands on materials and be creative the engagement level increases!

### Description

If you are ready for a highly engaging STEM activity, this Designing Boxes Challenge is for you! Students will investigate volume and learn to calculate surface area in preparation for design a cereal box.

What is the challenge?

• Students will use cereal boxes and have great discussions about the appearance of the boxes, as well as how much a box contains.
• They will learn about volume and surface area through weighing and measurement tasks.
• Finally, they will take all the things they have learned and design a box.
• Each box begins with the same size poster board, but which box will end up having the greatest volume? Can the students apply what they have learned?

NOTE: This resource includes two versions of the activity. Version 1 will take 3-4 class sessions. Version 2 is a quicker challenge and will take 2 class sessions.

VERSION 1:

Specifics of this version:

• Students brainstorm about cereal boxes and learn about special symbols found on products.
• They will investigate volume by using a filler material to test the different amounts a box can hold. The Math that takes place is so much fun!
• Students will measure and calculate the volume and surface area of their boxes.
• Students will be given a piece of poster board and challenged to apply what they have learned about creating the largest volume.

NOTE: The entire experience will take 3-4 class sessions to complete.

What is Your Prep for Version 1?

• You will need supplies in addition to this package. empty cereal boxes - in a variety of sizes, Poster board- cut in half, masking tape, rulers, scissors, clear tape, glue sticks, Art supplies for drawing and coloring, Packing peanuts, Digital scale, and Calculators.

Version 2:

Specifics of this version:

• This version uses the same great idea of creating a new type of cereal and designing the packaging.
• The background information and the experiments about volume are not part of version 2.
• Instead, students get busy designing the cereal boxes quickly and they can finish this in two sessions.

What is Your Prep for Version 2?

• Materials for version 2 include poster board, masking tape, rulers, glue sticks, and scrap paper.

This resource specifically contains:

• Cover sheet
• Overview and Materials page
• Version 1 - 9 pages of step-by-step procedures and helpful hints for each step of the design process and lessons
• 3 pages of photos
• 3-page Lab Sheet set
• Constraints of the Task Sheet
• Things to Do While Working in Groups sheet
• 3-page scoring rubric
• Version 2 - 3-page teacher's guide
• Criteria page
• Lab Sheet
• Scoring Rubric
• Photos
• Forms are editable

No matter which version or combination of the two versions you choose, your students will love creating a new cereal and designing the packaging!

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You might also like these STEM Activity sets:

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Total Pages
31 pages
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Teaching Duration
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### Standards

to see state-specific standards (only available in the US).
Apply the formulas ๐ = ๐ญ ร ๐ธ ร ๐ฉ and ๐ = ๐ฃ ร ๐ฉ for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems.
NGSS3-5-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.
NGSS3-5-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.
NGSS3-5-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.

### Reviews

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