Sean Splawski

Data Analysis Project

Cohort 2
Formative Assessment: Build a Home STEM Challenge
For this assignment I have chosen to analyze a Fifth Grade STEM Challenge that was done
during the Third Quarter of this school year. The challenge took place in our schools STEM
Lab. Students only come to the STEM Lab once every six school days for a total of 50 minutes.
This challenge was conducted with 6 classes. Prior to beginning this challenge the students had 3
lessons where they conducted multiple experiments to learn about electricity. The challenge was
given as an assessment to see how the students would be able to put their knowledge to use in a
real-world situation.
The Standard:
S5P3. Students will investigate the electricity, magnetism, and their relationship.
b. Determine the necessary components for completing an electric circuit.
c. Investigate common materials to determine if they are insulators or conductors of electricity.
The Challenge:
Build a Home STEM Challenge
5th Grade
Electrical Engineers and Architects are exploring new ways of
lighting up houses. They are looking for new and economical
ways to use less power to light a house. They need you to
create model of home that uses the least amount of power to
light up each room of your house!
Challenge: Design a model of house that has at least 4 rooms
that is lit up with the least amount of power.
Criteria:
1. The house must have 4 different rooms.
2. Each room must have a light bulb.
3. You must have a series circuit and a parallel circuit in your house.
4. Use the least amount of batteries to light up your house.
5. Create a switch that turns your lights on and off.
Materials:
Cardboard, 24 inches of tape, glue sticks, light bulbs, wires, batteries
How did the students perform?

This lesson began with students conducting a review of previously learned information. Students
used Ipads to post to a class learning wall at www.linoit.com. As students wrote what they knew
about electricity and electrical circuits students then read and reviewed what their classmates
wrote. After students completed the review each class was then read the challenge. On the first
day of the challenge each class explored the materials they would use and also created their
design. Each class was given 1 class period to complete their Imagine and Planning phase of the
Engineering and Design process. The students were given the reaming class periods to create and
improve their designs. While the challenge was taking place school was closed and some classes
also had Field trips. Due to this, 4 out of 6 classes were given 4 days of construction time while 2
out of 6 classes only received 2 days of time. During the challenge the criteria of the challenge
was altered for 2 out of the 6 classes due to the amount of time they were given. To conduct the
challenge students decided who they would work with. Students worked in groups of 4 to 5
people. 5 out of 6 classes had a total of 6 groups and 1 out of 6 classes had 7 groups.
To create a successful house design students had to; create a house with 4 separate rooms, each
room had to have one light bulb, students had to have a parallel circuit and a series circuit, they
had to use the least amount of power (batteries) to light up the house, and also create a switch to
turn the lights on or off. See Table A below to see student performance.
Table A:
Class #

4 rooms
*Class 5 and
6 only needed
2 rooms

1 lit light bulb # of batteries

per room
used to light
each room

Parallel and
series circuit

Class 1
6 groups

6 out of 6

4 out of 6

4 out of 6

Switch
*Class 5 and
6 did not have
to create a
switch.
2 out of 6

Class 2
6 groups
Class 3
6 groups
Class 4
7 groups
Class 5
6 groups
Class 6
6 groups
Totals
37 Groups

6 out of 6

6 out of 6

5 out of 6

3 out of 6

6 out of 6

5 out of 6

4 out of 6

3 out of 6

7 out of 7

6 out of 7

7 out of 7

4 out of 7

6 out of 6

6 out of 6

6 out of 6

N/A

6 out of 6

6 out of 6

6 out of 6

N/A

100% of
groups had
the correct
amount of
rooms.

89% of
groups were
able to light
up the
required
amount of
light bulbs

86% of
groups
included both
a parallel and
series circuit
in their
homes.

52% of
groups were
able to create
a switch to
operate their
houses lights.

1 battery
4 out of 6
2 batteries
2 out of 6
1 battery
6 out of 6
1 battery
6 out of 6
1 battery
7 out of 7
1 battery
6 out of 6
1 battery
6 out of 6
95% of
groups were
able to use 1
battery. 5% of
groups
needed 2
batteries.

Overall I found this challenge to be a very successful challenge for each group. The results
showed that 100% of student groups were able to build a house with the correct amount of
rooms. 89% of students were able to light up the correct amount of light bulbs for their house.
95% of groups used only 1 battery to light up each bulb and 86% of groups were able to include
both a series and parallel circuit to light up their light bulbs. Only 52% of student groups were
able to create a successful switch to turn their lights on or off.
After analyzing the data I found that the most difficult part of the challenge was to be able to use
a switch to turn their lights on and off. I believe the main problem that students had with this was
limited time. Since there are 6 total classes that come, many of the materials, wires, light bulbs,
batteries, and battery holders had to be reused. This often gave students less time to actually have
time to create the switch. Many groups were often working to the very last minute of the
challenge to just get all 4 of their light bulbs lit with the use of only one battery. If more
materials were available for students to keep their homes wired there may have been more time
for other groups to figure out how to create their switch. Prior to giving students this challenge I
also found that in the lessons leading up to the challenge the majority of the students were not
able to create a switch. Often a few students from each class figured it out then taught their
classmates how to create a switch for their home.
The students had their most success in building a house with at least 4 or 2 rooms. 100% of
groups were able to do this part successfully. Many of the groups found this to be the most
engaging time because students really enjoyed being able to furnish and decorate their rooms.
Some of the rooms had couches, flat screen televisions, tables, etc. It was found that 89% of all
groups were able to light up each room in their house. The groups also had a 95% success rate of
using the least amount of power to light up their house. Students figured this out quickly because
the teacher reminded them to use only one battery and battery holder instead of two if they had
two. Only 2 groups or 5% of groups needed more than 1 battery. These groups came from the
first class so after this I only gave out one battery at a time instead of letting students get multiple
batteries. Student groups also showed 86% success in using both parallel and series circuits. The
groups that were not successful in this were often the groups that did not complete lighting up
each room. Some of the groups also only used one type of circuit instead of both.
This challenge was one of my favorite challenges I have done this year in the lab. Each group
was extremely creative and the lesson provided the students with lots of flexibility on what they
could create. Over the course of the challenge I only had 1 out of the 37 groups who didnt want
to participate in the challenge. The main problem this group had was that they couldnt work
together. Students picked their own groups so normally this problem doesnt arise that often. I
have found that the students know who they work well with and who they often dont. With the
limited amount of time per class this often gives them more time to create and participate in the
challenge. If I were to do this challenge again I would have one lesson devoted to creating
switches. This may help increase the students chances of creating more switches that work. As
much as I would love to not have to reuse the materials I know that, that wouldnt work due to
the cost. I also may just be able to have students create switches as an extra bonus challenge
instead of actually including it in their criteria of the challenge. This challenge took a lot of time
but the students were able to use what they learned to meet the criteria of the challenge. The best

part of the lesson was that it gave students an opportunity to show mastery of the standard they
had been learning in the lab and their classrooms.