STEAM Projects at Laureate College
STEAM Projects are activities based on one or more of the STEAM subjects: Science, Technology, Engineering, Arts, and Mathematics. The goal of incorporating STEAM projects into learning at Laureate College is to promote critical thinking and collaborative skills in our students. Each term, all student houses compete with each other in order to see which house can achieve the greatest results on their project.
Term 4: Catapult Project
Assignment Goals: The challenge is to build a functional catapult using classroom-approved materials that can launch a standard tennis ball. The final launch test will happen during a class competition on June 20th. The farthest launch wins.
Assignment Instructions: Your catapult must be student-built (no kits or pre-assembled devices). Materials must be safe and classroom-appropriate (wood, popsicle sticks, spoons, elastic bands, etc.). The tennis ball must be launched using mechanical energy only—no motors, combustion, or pressurized air. All measurements will be taken from the launch line to the first point of ball contact with the ground. Requirements: Design sketch with labels, construction of the catapult, launch trial data (distance measurements from test runs), reflection or short report explaining the science behind your design, what worked, and what you would improve.
Term 4: Sunflower Project
Assignment Goals: The objective is to combine science, technology, engineering, art, and math (STEAM) to grow the tallest sunflower by the end of the school year.
Assignment Instructions: Each team is given sunflower seeds, a pot or container, soil, and access to water and light. Their job is to grow, track, and document the sunflower’s development. They may get creative with your setup and use design thinking to support optimal growth. Requirements: plant and care for your sunflower from seed to full bloom, keep a weekly journal (written or digital) of your sunflower’s progress, measure and record the sunflower’s height weekly, submit a short reflection or visual presentation (poster, slideshow, or video) about what you learned, including challenges and what worked best, all sunflowers must be brought in or photographed with a measuring tape by June 20th.
Term 3: Glider Project
Assignment Goals: The assignment goal was to create a glider that will stay in the air longer than any of the other teams’ gliders. Students are encouraged to use the principles of physics, engineering and aerodynamics in their design process.
Assignment Instructions: Each team has a $30 budget, and are permitted to use any materials at their disposal. Once construction has concluded, each team will throw their glider from the roof of the school, measuring their results against the other teams’. Students are required to submit a design brief explaining their design, rationale, and the scientific principles they applied to create a stable glider.
Term 2: Icebox Project
Assignment Goals: The purpose of this assignment was to build a contraption that can keep something cold. The goal of the assignment was to keep ice cubes from melting for as long as possible. Whichever house could make the contraption that keeps the ice solid for the longest won.
Assignment Instructions: Each team had a $30 budget, and were permitted to use any materials at their disposal. Once building was complete, each team was required to write a report on their design process and research done on insulation.
Term 1: Pinewood Derby Physics Project
Assignment Goals: The goal of this assignment was for students to build two Pinewood Derby cars in their house teams. This assignment helped students to learn to design and build their own car while establishing teamwork in their house groups. Students also used the velocity equation (Velocity = Distance/Time) to calculate the speed of their derby cars.
Assignment Instructions: Students were given an official Pinewood Derby kit to build their car, and were supplied with supplies to customize their vehicle in an artistic way. Once complete with their build, students timed their cars run down the hill in the back of the school to test the velocity of their car. There were two winners of the derby; whoever built the fastest car and whoever designed the most aesthetically pleasing vehicle voted on by the teachers. Each team was required to submit a report on their plans and final race time/speed.
