A Defined STEM Learning Experience From:

Joe Slifka

6th-12th Grade STEM Teacher

LaBrae High School and LaBrae Middle School (OH)

Performance Task:

Backpack Design Challenge

Here’s What We Did:

I used the Backpack Design Challenge project with my 8th grade Project-Based Learning (PBL) class and with my high school Innovations, Creativity, and Design Thinking class. Students were asked to take an ordinary backpack and redesign it to make it better. They conducted interviews with students around school, categorized ideas, researched material costs, drew up plans, and created a “sales pitch” to try and get “funded” by a group of panelists (myself, another teacher, and the principal). My high school group even built functional prototypes.

The students were very excited to work on this project. Not only was it something relatable to them (nearly all of them had backpacks), they loved the freedom they had to be creative. When presenting the project to them, my directions were simple—Make it better. Some of the best projects included things like integrated headphones, a pop-up umbrella, a hoodie sweatshirt/backpack hybrid, one made from fireproof/bulletproof material, integrated hydration systems, and even a solar powered charging station.

Why Defined STEM Was the Perfect Fit:

Defined STEM provides a lot of additional resources for the students that support them through the project process. But the main reason why I chose to use Defined STEM is because the projects are designed to give students ownership. This alone motivates students and increases their enthusiasm for learning.