LIS 663 - Library Services for Young People - Fall 2018

Program Development & Evaluation Assignment

Yellow Group
Kelsey Blackburn, Autumn Landers, Patricia Lyons

SPAGHETTI STEAM ENGINEERING CHALLENGE

PROGRAM PLAN: YELLOW
Target Audience: Gr. 6-8

Rationale:

While students receive STEAM education in their schools, studies have shown the
positive impact that out of school experiences can have on student success. Some of these
studies have also demonstrated the positive role informal experiences, such as those found at a
public library, can have on a student’s perception of science-related occupations and learning
(Dusenbery, 2013). Other studies have illustrated that those students who report earlier
aspirations for a career in science are more likely to complete a STEAM degree in college
compared to those without these aspirations (“Federal STEM Education,” 2013).

Whether today's students go on to be scientists, doctors, or politicians, we know that the

challenges their generation faces will demand creative solutions. This STEAM program, in
particular, allows middle schoolers to learn and apply engineering concepts to discover
solutions to real world problems. Teaching engineering concepts to youth has a variety of
benefits. Not only are they using science and math, but they are also frequently put into hands-
on situations that require them to work together in groups to solve these problems. These
students are able to practice effective communication and team organization (Wormley, 2003).
More importantly, practicing engineering also teaches students that failure is normal in any
design process. In design failure, students learn that it offers them an opportunity to make
something better, and as such should be celebrated (“Teaching The Engineering Design
Process,” 2018). These lessons are particularly important for middle schoolers, as they are in a
place in their development which can benefit from strengthening their social skills and improving
their self-confidence.

The addition of STEAM programs also meets several strategic goals set by the library.
The Charlotte-Mecklenburg Library System has established learning as one of its core values,
striving to connect children with information to help them “expand curiosity, explore interests,
and discover passions” (“i can create,” 2014) In its vision for the future, Charlotte-Mecklenburg
also hopes the library will serve as a place of community strategy, helping individuals learn and
grow in order to make a difference in their lives and the lives of others for the betterment of their
community (“i can create,” 2014). Library programs that allowed youth to discover engineering
concepts definitely promote the expansion of a youth’s curiosity, and their development of
solutions to solving real-world problems can promote a future of improving the communities
around them.

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 Finally, STEAM programming allows the library system to practice its core value of
inclusion (“i can create,” 2014). According to the STEM strategic plan put forth by the Obama
Administration, progress in STEM fields and programming are crucial to building an inclusive
society, as women and minorities are severely underrepresented in STEAM career fields, like
that of engineering (“Federal STEM Education,” 2013). Libraries have an obligation to help
reach these groups and insure they are offered the same educational opportunities as others.
The public library, as a place of free-choice, provides an ideal learning alternative where youth
have the opportunity to experiment with STEAM in an informal setting without the pressures
experienced in formal education settings.

References:

Dusenbery, P. (2013, December). The STEM education movement in public libraries.

Retrieved November 14, 2018, from http://ncil.spacescience.org/images/papers/ILR
STEM Library_FINAL.pdf

Federal Science, Technology, Engineering, And Mathematics (STEM) Education 5-Year

Strategic Plan (Rep.). (2013, May). Retrieved November 14, 2018, from U.S.
Department of Education website: https://www.ed.gov/stem

I can create a library of possibilities: Charlotte Mecklenburg Strategic Plan 2014-2017

(Rep.). (2014). Retrieved November 14, 2018, from
https://www.cmlibrary.org/sites/default/files/CML-StrategicPlan_FINAL_PRESS.pdf

Teaching The Engineering Design Process. (2018, February 04). Retrieved November 30,
2018, from https://stemactivitiesforkids.com/2016/02/22/the-engineering-design-process/

Wormley, D. (2003). Engineering Education and the Science and Engineering Workforce.
Retrieved November 30, 2018, from https://www.ncbi.nlm.nih.gov/books/NBK36351/

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 SPAGHETTI STEAM ENGINEERING CHALLENGE
PROGRAM PLAN: YELLOW

Program Objectives
Participants will:
a) Explore basic engineering principles through building a freestanding structure that can
support weight using the supplied materials. The goal is to make the structure as tall and
as strong as possible.
b) Use their creativity and imagination while also learning new skills in a group setting.
c) Explore basic principles of engineering/construction such as the use of shapes
(triangles), strong bases, or reinforced support.
d) Engage in self and group reflection about their structure and in comparison to other
structures.

Materials Needed:
● Challenge Kit:
○ 20 sticks of spaghetti (or similar pasta)
○ Mini Marshmallows (more can be provided during activity)
○ Paper Bag - simplifies distribution and hides the contents, ensuring that no one
starts early
● Handouts
● Example real world structure photos that show engineering/architectural concepts
○ - at least 2 or 3
● Mini versions of example noodle and marshmallow structures
● Paper bowl (to hold weights)
● Marbles (or other small item to use for weight)
● Measuring Tape
● Stopwatch or countdown application (could use phone or computer)
● Age appropriate related books from collection for check out
● Prizes (up to your discretion)

Expected Turn Out:

Maximum of 20 participants to be divided into 5 teams of 4 members.

Program Time:
Preparation: 2-3 hours
Delivery: 1 hour

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 Program Overview: Spaghetti Engineering Challenge

Introduction

Welcome and Staff introductions.

Explain Program Objective:

For the Spaghetti Engineering Challenge activity, we will create teams of 4 participants and the
objective is to build the tallest and strongest freestanding structure. Each team will receive a
marshmallow challenge kit and will use the materials inside the bag to create their own
structure. We will be having a friendly competition to see which structure is the tallest, strongest,
tallest and strongest, and most creative.

Before construction begins, we’ll will discuss basic principles of engineering/architecture (noted
above) to give everyone some tips and ideas.

Architecture/Engineering Discussion

Staff member will share information concerning basic principles of engineering and construction
through the use of real life examples, such as the Eiffel Tower. Will draw attention to shapes
(triangles) used to create strong structures, wide bases, and reinforcement. Remind participants
that they cannot simply copy the eiffel tower; their structure needs to have a top surface that can
support weight--the tip of the tower is too small!

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Image source: https://www.cntraveler.com/story/eiffel-tower-ticket-price-increase

Activity (see full procedure on page 6)

Explain: Pass around handout about activity and go over handout together

Today the goal is to build the tallest and strongest freestanding structure. The winning team is
the one who's structure can hold the most weight and is also the tallest structure measured
from the tabletop surface to top. There will also be a category for tallest, strongest, and most
creative.

Height requirements:
● The structure cannot be suspended from a higher structure, like a chair, ceiling or lamp.
● The team can use as many or as few or the spaghetti sticks and marshmallows as they
like.
● The team cannot use the paper bag or any other materials as part of their structure.
● Teams are free to break the spaghetti or cut marshmallows, but only extra
marshmallows will be supplied.
● Teams cannot hold onto the structure when the time runs out. Those touching or
supporting the structure at the end of the exercise will be disqualified.

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 ● We have provided some examples of smaller structures and real world structures at the
front to help you get started. (Remember not to reveal the example mini structures until
teams have seen the materials in their bag--the element of surprise is half the fun!)

Strength requirements:
● There is no set amount of weight your structure should support. Concentrate on making
it as strong as possible through the concepts we’ve discussed and your own ideas. Be
creative!

After the allotted time has passed, begin process of judging the categories noted on the
handout: tallest, strongest, and more creative.

● Most Creative
○ Allow participants to mingle and view other’s towers. Each team will receive a
number. Participants may vote for the team they think is most creative by secret
ballot. A staff member will tally these votes while other judging happens.

● Tallest
○ Measure all towers from table top to top using a tape measure and record
measurements.Tallest tower wins this category.

● Strongest
○ Place paper bowl on the top of each tower and slowly add marbles (or other
small weights). The tower that supports the most weight wins this category.

● Overall:
○ The tower that is the tallest and also the strongest wins this category. It may not
be the same as either of the previous winners.
○
Announce winner for most creative at end of judging.

Discussion (more discussion suggestions available in Procedure on page 6.)

Discuss the experience of building and testing the towers. Did everyone have fun? What
elements worked the best? What would you do differently next time? What did you learn? What
was it like working in a team?

Closing: Thank you for joining us today for our program. I hope that you learned something
new and will continue to explore and create. Please take a calendar of our upcoming events.

Promote Library Collections: You can find more materials in the library’s physical and digital
collections. Items displayed on tables can be checked out today!

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Activity Procedure:

1. Before the program: Prepare the spaghetti marshmallow challenge kit, one per team.
2. Let the participants know that they have 30 minutes to create their structure and let them
know when it is time to start.
3. Walk around the room.
4. Remind the teams of the time. Countdown the time. Call 15 minutes (half-way through),
5 minutes, 3 minutes, 2 minutes, 1 minute, 30 seconds and a ten-second countdown.
5. Remind the teams that holders will be disqualified. Several teams will have the powerful
desire to hold on to their structure at the end. The winning structure needs to be stable.
6. After the clock runs out, ask everyone in the room to sit down so everyone can see the
structures.
7. Judge the structures for creativity. Have participants vote on creativity. Measure the
structures. From the shortest standing structure to the tallest, measure and call out the
heights. Apply weight to structures. Place paper bowl/cup on top of structure and add
marbles, calling out each one. Structures that cannot hold the paper bowl/cup due to
lack of flat top will be disqualified from this round as noted in handout.
8. Identify the winning teams for each category. Ensure they get a standing ovation and a
prize (if you’ve offered one).
9. Discuss with group. Talking suggestions: What did this activity show you about yourself?
What did this activity show you about working as a team? What elements worked and
what didn’t? Why were some structures more steady? Others taller? Connect back to
engineering and architecture principles.

Outcomes:
1. Participants will practice and demonstrate creative/out of the box thinking when creating
their towers.
2. Participants will engage in experimentation via the tower building process.
3. Participants will experiment with basic engineering concepts while creating their towers.
4. Participants will engage in self and group reflection when discussing the success of their
creation, their assumptions, and what they learned afterward.
5. Participants will be able to work in a team setting

Methods of evaluation:
1. As the teams are building their structure, the librarian and a volunteer will be walking
through the room listening to the teams expressing their ideas and rationale behind them
to build the structure with spaghetti that would support the weight.

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 2. At the end of the activity the librarian will promote a discussion regarding the insights the
participants gained by working as a team for the challenge.
3. In the same discussion, the librarian will reflect on identifying assumptions in the
challenge by sharing the metaphor for the hidden assumptions in the challenge:
spaghetti breaks easily, marshmallows are fluffy and light, marbles aren’t that
heavy/might be too heavy?
4. Librarian will also prompt discussion of engineering concepts used--what worked the
best? What didn’t? Why do you think that is?
5. Observations throughout the program will allow us to judge engagement and interest in
activities.

Use of evaluation data:

1. Share data with other librarians, board of directors, and interested community members.
2. Outcomes and evaluation data will be shared through presentations, reports, and social
media announcements to relate back to the community and stakeholders the value of
STEAM programming.
3. Use observations to inform future programs - were participants engaged? Were books
taken home?

Communication activities:

1. Library website, in the program calendar:

Saturday, December 1st at 2 pm
“STEAM Spaghetti Architecture for Middle School” (For students 6-8 grade)

Call (XXX) XXX-XXXX to register.

2. Branch monthly calendar, in the teen programs:

Saturday, December 1st at 2 pm
“STEAM Spaghetti Architecture for Middle School” (For students 6-8 grade)

Call (XXX) XXX-XXXX to register.

Marketing Graphics on next page:

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3. Flyer:

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4. Facebook and Twitter post graphic:

Note: Any images in this document without references have been chosen from Creative
Commons

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