Strawbees STEAM School Kit

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Strawbees STEAM School Kit

Strawbees STEAM School Kit

Strawbees STEAM School Kit is a construction kit for classroom.

The STEAM School Kit is a massive construction kit providing over 4000 pieces enough for an entire classroom of students. Build a large cityscape, a large roller coaster track for a ball to run through, a large pyramid structure taller than you, and create moving mechanical arms and claws. Using a classroom-sized STEAM School Kit, there are enough materials to start building from 20 students and can go up to 30 in total.

Age groups 
Middle school
Non-digital product
Not required
Offline play 
Playable offline
Educational Quality
Learning Goals

The pedagogical analysis covers how the product supports learning of the identified skills. The student’s role is assessed by four contrary pair parameters, which are selected to cover the most essential aspects on the use of the product.

Strawbees promotes learning by doing through projects. This is an active way of learning. The Strawbees learning platform offers both theory and easy-to-follow instructions for building. The resources are rich in media and include text, images, and videos. Challenges are offered so that the students can take the projects a bit further.
When learning with Strawbees, prior skills or knowledge needs to be used in conjunction with new. The learning platform offers a great way to deepen previous knowledge in a practical way or to learn a new topic through experimenting. The lessons are structured well. They progress from warm-up to doing and then to further challenges, and the learning goals are visible and easy to understand. Strawbees Innovation cards are a great addition to the product and inspire further learning.
Strawbees School Kit, especially when combined with Robotic Innovations for micro:bit can offer infinite learning outcomes since the building is easy, easy to vary, and there's great potential to create innovative constructions. When the platform includes more content, the teacher can easily select relevant projects for their lessons. The individual projects have a clear start and finish, and duration, learning goals, requirements, and instructions are communicated well.
Strawbees is great for working together within a small group but also within a bigger classroom because the learners can flexibly mix and match parts, and the Strwabees School Kit has a good amount of parts available.

The following are the high educational quality aspects in this product.

Strawbees supports experimentation and innovation in a great way.
The project lesson material are very flexible and easy to adjust to the needs of your students.
Combining Strawbees with Microbit extends the learning goals considerable and allows for very interesting projects.
The lessons demonstrate science concepts in a tangible way.

The supported learning goals are identified by matching the product with several relevant curricula descriptions on this subject area. The soft skills are definitions of learning goals most relevant for the 21st century. They are formed by taking a reference from different definitions of 21st century skills and Finnish curriculum.

Subject based learning goals

3-5-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.
3-5-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.
4-PS3-1. Use evidence to construct an explanation relating the speed of an object to the energy of that object.
MS-PS3-1. Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.
MS-PS3-5. Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.
MS-PS3-2. Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.
MS-PS2-2. Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.
MS-PS2-4. Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.
MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
3-5-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.
5-PS2-1. Support an argument that the gravitational force exerted by Earth on objects is directed down.

Soft skills learning goals

Practicing strategic thinking
Learning to face failures and disappointments
Practicing creative thinking
Practicing to improvise
Encouraging students to be innovative and express new ideas
Practicing to use imagination and to be innovative
Practicing to use imagination and to be innovative
Developing problem solving skills
Learning to find solutions in social conflicts
Learning to recognise and evaluate arguments and their reasonings
Practicing to notice causal connections
Practicing to create questions and make justifiable arguments based on observations
Practicing to look things from different perspectives
Practicing to plan and execute studies, make observations and measurements
Encouraging the growth of positive self-image
Learning to build information on top of previously learned
Encouraging to build new information and visions
Learning to combine information to find new innovations
Practicing to notice links between subjects learned
Learning to understand people, surroundings and phenomenons around us
Practicing to work with others
Learning to listen other people’s opinions
Learning decision-making, influencing and accountability
Practicing communication through different channels
Learning to understand the meaning of rules, contracts and trust
Enabling the growth of positive self-image
Encouraging positive attitude towards working life
Practicing time management
Learning to plan and organize work processes
Practicing decision making
Practicing versatile ways of working
Connecting subjects learned at school to skills needed at working life
Realizing the connection between subjects learned in free time and their impact to skills needed at worklife
Practicing logical reasoning to understand and interpret information in different forms
Using technology as a part of explorative and creative process
Learning to acquire, modify and produce information in different forms
Practising to understand visual concepts and shapes and observe their qualities
Learning to understand and interpret diverse types of texts
Practicing to use information independently and interactively
Using technology resources for problem solving
Understanding technological system operations through making
Using technological resources for finding and applying information
Practicing logical reasoning, algorithms and programming through making
Using technology for interaction and collaboration
Using technology as a part of explorative process
Practicing memorizing skills
Practicing fine motor skills
Practicing categorization and classification
Practicing to observe spoken and written language
Practising visual recognition
Practicing persistent working
Practicing to find ways of working that are best for oneself
Practicing to take responsibility of one's own learning
Practicing to evaluate one's own learning
Learning to find the joy of learning and new challenges
Creating requirements for creative thinking

The Finnish Educational Quality Certificate

Our Quality Evaluation Method is an academically sound approach to evaluating a product’s pedagogical design from the viewpoint of educational psychology.

The method has been developed with university researchers and all evaluators are carefully selected Finnish teachers with a master's degree in education.

More about the evaluation