Duration: 15 minutes

SPIRIT Skills:

• Critical thinking

Brief Description:

Teams combine exit-ticket ideas and answer: “Why are pyramids called triangular/square/rectangular?” using base shape evidence.

How does this develop particular SPIRIT skills

• Builds critical thinking by classifying pyramids and justifying answers using base-shape evidence
• Encourages students to select the most accurate explanation based on observation

What do we want to achieve regarding SPIRIT skill development (student understanding and/or behaviour)?

As a result of this activity, students (will be able to/understand/do …):

• Critical thinking: explain that pyramids are named by their base shape and give one example.
• Critical thinking: use at least two geometry words correctly (base, face, point/vertex, edge/line).

Academic/Curriculum Objective connection

• Identifying and naming 3D shapes based on defining features
• Using geometry vocabulary in speech and reasoning.

Materials and tools needed for implementation 

• Exit-ticket sheets (from videos)
• Chart paper + markers
• Teacher model pyramid (visible).

Preparation notes

• Prepare a prompt card: “Name comes from the base.”
• Have visuals ready: triangle → triangular, square → square, rectangle → rectangular. 

Guided Questions

• “What shape is the base?”
• “If the base is a rectangle, what do we call the pyramid?”
• “Which part decides the name: the faces or the base?”

Stage Debriefing Questions (Optional)

• “How did you use evidence, not guessing, to choose your answer?”

Tips and Tricks for dealing with stage challenges

• Challenge: Students confuse base and face.
• Tip: Physically point to the bottom and say: “Base = bottom shape. Name comes from base.”
• Challenge: Some students stay quiet.
• Tip: Use sentence stems: “I think it is ____ because ____.”.

Duration: 20 minutes

SPIRIT Skills:

• Critical thinking

Brief Description:

Students individually inspect the rectangular pyramid model and identify points, lines, parallel lines, and angles using a checklist.

How does this develop particular SPIRIT skills

• Develops critical thinking through careful observation and pattern noticing
• Builds precision by connecting vocabulary (point/line/parallel/angle) to a real object

What do we want to achieve regarding SPIRIT skill development (student understanding and/or behaviour)?

As a result of this activity, students (will be able to/understand/do …):

• Critical thinking: identify one point (vertex) and one line (edge) on the model.
• Critical thinking: find one pair of parallel lines on the base and explain “they don’t meet.”
• Critical thinking: point to one angle and describe it as a “corner where two lines meet.”

Academic/Curriculum Objective connection

• Identify points, lines, parallel lines, and angles in 2D/3D forms
• Strengthen geometry vocabulary through observation.

Materials and tools needed for implementation 

• Teacher model pyramid(s)
• Student observation checklist sheets
• Pencils
• Optional: angle/parallel-lines visual reference card.

Preparation notes

• Ensure each student can see a model clearly (one model per pod is ideal).
• Provide clipboards if students move around.

Guided Questions

• “Where is a point (vertex)?”
• “Which spaghetti edge is a straight line?”
• “Can you find two lines on the base that go the same direction?”
• “Where is a corner (angle) on the base?”

Stage Debriefing Questions (Optional)

• “Which geometry word was easiest to find? Which was hardest?”

Tips and Tricks for dealing with stage challenges

• Challenge (beginner): Vocabulary feels abstract.
• Tip: Use matching language: “Marshmallow = point, spaghetti = line.” Provide picture checklist.
• Challenge (advanced): Students finish quickly.
• Tip: Add evidence sentence: “It’s rectangular because the base is a rectangle.”

Duration: 20 minutes

SPIRIT Skills:

• Problem-solving
• Valuing people and nature

Brief Description:

Teams share notes, assign roles, and create a build plan that includes material-saving rules

How does this develop particular SPIRIT skills

• Builds problem-solving by converting observations into a plan with roles and steps
• Develops valuing people and nature by setting resource rules before building.

What do we want to achieve regarding SPIRIT skill development (student understanding and/or behaviour)?

• Problem-solving: write a step-by-step build plan and assign roles.
• Problem-solving: choose one stability strategy (base first / reinforce corners / add braces).
• Valuing people and nature: agree on two resource rules (reuse pile, measure before snapping, avoid waste).

Academic/Curriculum Objective connection

• Apply planning and reasoning to a 3D construction task
• Connect resource constraints to responsible decision-making.

Materials and tools needed for implementation 

• Team plan sheet + role cards
• Chart paper + markers
• Constraint sheet (materials limit + reuse rule).

Preparation notes

• Pre-pack each team’s materials in a tray (no refills until after Trial 1 reflection).
• Prepare a “Try-next” menu card for teams that get stuck.

Guided Questions

• “What should we build first: base or top?”
• “How will we make corners strong?”
• “How will we make sure everyone has a job?”
• “What will we do with broken pieces?”

Stage Debriefing Questions (Optional)

• “Does everyone agree on the plan? What is your team’s first step?”

Tips and Tricks for dealing with stage challenges

• Challenge: Teams argue too long.
• Tip: Use a quick vote + choose a leader to finalize the plan in 30 seconds.
• Challenge: Teams waste spaghetti early.
• Tip: Add “reuse tray” and rule: “Reuse once before taking new.”

Duration: 30 minutes

SPIRIT Skills:

• Resilience
• Problem-solving

Brief Description:

Teams build under time and material limits, adapting quickly when pieces break or wobble.

How does this develop particular SPIRIT skills

• Strengthens resilience by working through breakage and time pressure
• Builds problem-solving through real-time troubleshooting and stability decisions

What do we want to achieve regarding SPIRIT skill development (student understanding and/or behaviour)?

As a result of this activity, students (will be able to/understand/do …):

• Problem-solving: build a first prototype with a recognizable 4×3 rectangular base and attempt an apex.
• Resilience: respond to a challenge by choosing a next step (rebuild/brace/swap role).
• Valuing people and nature: place broken or unused pieces into a reuse pile, not the trash.

Academic/Curriculum Objective connection

• Apply spatial reasoning and geometric accuracy to a hands-on model
• Use geometric language while building (base/edge/vertex).

Materials and tools needed for implementation 

• Team spaghetti + marshmallows
• Timer/stopwatch
• Quick build log (Trial 1).

Preparation notes

• Set clear safety/food rules (marshmallows are connectors, not snacks).
• Set time checkpoint reminders (e.g., “Check base at 5 minutes.”).

Guided Questions

• “Is your base flat and rectangular?”
• “Do your corners feel strong?”
• “What is wobbling — and what can you change?”
• “What is the smallest fix you can try first?”

Stage Debriefing Questions (Optional)

• What worked best in Trial 1? What broke first?”

Tips and Tricks for dealing with stage challenges

• Challenge (resilience): Students get frustrated when it collapses.
• Tip: Use mantra: Break → Breathe → Rebuild and assign a “reset role.”
• Challenge (problem-solving): Teams try many fixes at once.
• Tip: Teacher prompts: “Try one change, then test again.”

Duration: 30 minutes

SPIRIT Skills:

• Flexibility
• Critical thinking

Brief Description:

Teams evaluate what happened, exchange one tip with another team, and choose one change to try.

How does this develop particular SPIRIT skills

• Develops flexibility by accepting feedback and adjusting direction
• Strengthens critical thinking by selecting the most useful suggestion based on evidence

What do we want to achieve regarding SPIRIT skill development (student understanding and/or behaviour)?

As a result of this activity, students (will be able to/understand/do …):

• Critical thinking: name one cause of failure using evidence (“base uneven,” “weak corners”).
• Flexibility: choose one peer suggestion and explain why it fits their problem.
• Resilience: speak about mistakes as learning (not blame).

Academic/Curriculum Objective connection

• Peer review and improvement cycle (observe → evaluate → revise)
• Use clear reasoning and evidence in discussion.

Materials and tools needed for implementation 

• Sticky notes
• Mid-trial reflection prompts sheet. 

Preparation notes

• Pre-assign pairing partners so snowball takes 2 minutes, not 10.
• Provide sentence stem for feedback: “Try ___ because ___.”

Guided Questions

• “What is one thing you want to improve?”
• “What suggestion did the other team give you?”
• “Which one change will you test next?”

Stage Debriefing Questions (Optional)

• “Which feedback felt most helpful and why?”

Tips and Tricks for dealing with stage challenges

• Challenge: Teams copy feedback without thinking.
• Tip: Require the “because” sentence before they rebuild.
• Challenge: Too many suggestions overwhelm the team.
• Tip: “Pick one change only” rule for Trial 2.

Duration: 30 minutes

SPIRIT Skills: Flexibility + Resilience

Brief Description:

Teams rebuild using their chosen change and aim for better stability + less waste.

How does this develop particular SPIRIT skills

• Strengthens flexibility by testing a revised strategy
• Builds resilience by improving calmly under pressure and recovering quickly

What do we want to achieve regarding SPIRIT skill development (student understanding and/or behaviour)?

As a result of this activity, students (will be able to/understand/do …):

• Flexibility: apply one planned change from Stage 5 consistently.
• Problem-solving: improve stability compared to Trial 1 (stands independently for a chosen time).
• Valuing people and nature: reuse at least one broken piece as a brace/support if possible.

Academic/Curriculum Objective connection

• Iterative design: revise based on feedback and evidence
• Improve geometric accuracy and stability through planning

Materials and tools needed for implementation 

• Remaining spaghetti + marshmallows
• Timer/stopwatch
• Trial 2 build log

Preparation notes

• Remind teams: “One-change rule” (especially for developing/advanced learners).
• Rotate roles if needed so participation is fair.

Guided Questions

• “What is the one change you are testing?”
• “What looks stronger than Trial 1?”
• “How did your base shape stay rectangular?”
• “What did you reuse instead of wasting?”

Stage Debriefing Questions (Optional)

• “Did your one change help? How do you know?”

Tips and Tricks for dealing with stage challenges

• Challenge: Teams change too many things at once.
• Tip: Enforce “one-change rule,” then test and observe.
• Challenge: Second collapse causes giving up.
• Tip: Prompt: “What did Trial 1 teach us?” then reset with the mantra and rebuild one small section first.

Duration: 30 minutes

SPIRIT Skills:

• Critical thinking
• Valuing people and nature

Brief Description:

Teams compare to the model, name one geometry insight, one strategy insight, and one stewardship takeaway.

How does this develop particular SPIRIT skills

• Develops critical thinking through comparison and evidence-based conclusions
• Strengthens valuing people and nature by reflecting on resource use and responsible choices
• Supports resilience by recognizing growth and effort

What do we want to achieve regarding SPIRIT skill development (student understanding and/or behaviour)?

As a result of this activity, students (will be able to/understand/do …):

• Critical thinking: compare their pyramid to the model using geometry words and one cause–effect explanation.
• Resilience: name one challenge they overcame and how they handled it.
• Valuing people and nature: state one stewardship choice they made (reuse, fewer materials, careful planning).

Academic/Curriculum Objective connection

• Use geometry vocabulary to describe 3D structures
• Reflect on design choices and outcomes using evidence

Materials and tools needed for implementation 

• Teacher model pyramid
• Reflection sheet (geometry + skills reflection)
• Optional: “gallery walk” labels (Team A, Team B…). 

Preparation notes

Prepare reflection sentence stems:

• “Our pyramid is similar because…”
• “It is different because…”
• “We improved by…”
• “We wasted less by…”

Guided Questions

• “How is your pyramid similar to the model?”
• “What did you change from Trial 1 to Trial 2?”
• “What did you learn about the base and the name?”
• “How did you use materials wisely?”

Stage Debriefing Questions (Optional)

• “What would you do first if you built it again tomorrow?”

Tips and Tricks for dealing with stage challenges

• Challenge: Students only say, “ours is better/worse.”
• Tip: Require one “because” sentence with evidence: “It leaned because…”
• Challenge: Some students don’t want to mention mistakes.
• Tip: Normalize: “Mistakes are data.” Ask for “one lesson learned” rather than “one failure.”