Winter STEM Activities for Middle School: 3 Labs SpyLore Team | Prepared October 4, 2026 Full article: https://www.spylore.com/blog/winter-stem-activities-middle-school Free to use and adapt for your own classroom or home practice. A link back is welcome but is not required. Activities and fictional examples were created with AI assistance and checked for internal consistency; they have not been classroom-tested. Select and adapt tasks to learners and school policies. Start with a fair-test planning routine Before distributing materials, ask each group to complete four sentences: "We will change ___"; "We will measure ___"; "We will keep ___ the same"; and "We will compare our result with ___." If a group cannot finish the sentences, help them narrow the investigation. For each lab, assign a materials manager, a recorder, and a timekeeper. Rotate roles between trials. Model the measurement tool and decide what precision students should record. Measuring every thirty seconds with an unfamiliar thermometer may produce less useful evidence than a few carefully recorded readings. Use classroom-safe thermometers and plastic containers. Keep water away from devices, clean spills promptly, and follow your school's practical-science rules. These activities do not use hot water, flames, dry ice, or chemical reactions. Lab 1: Design a cold-water carrier Question: Which wrapping material best slows the warming of cold water in our classroom? This investigation connects to the insulation problem in NASA JPL's Mars Thermos lesson (https://www.jpl.nasa.gov/edu/resources/lesson-plan/mars-thermos/). The version here uses only cold water and a simpler classroom recording routine. Read the original NASA lesson if you want its full engineering context and guidance. Procedure and recording fields 1. Give each group two identical plastic cups, a timer, classroom-safe thermometers, tape, and one wrapping material such as paper or cloth. 2. Prepare cold water in one shared container. Pour the same amount, such as 50 mL, into each cup without transferring ice. 3. Leave one cup unwrapped as a comparison. Wrap the other cup while keeping the opening and measuring routine consistent. 4. Record both starting temperatures immediately. Record again after five, ten, and fifteen minutes. 5. Compare the change from each cup's own starting temperature. Repeat if time and supplies allow. Copy these fields for each cup: material; water volume; starting temperature; temperature at five minutes; temperature at ten minutes; temperature at fifteen minutes; final minus starting temperature; and observations about spills or measuring problems. Illustrative calculation: A wrapped cup starts at 8 degrees Celsius and finishes at 12 degrees, a rise of 4 degrees. An unwrapped cup starts at 8 degrees and finishes at 16 degrees, a rise of 8 degrees. In that hypothetical trial, the wrapped cup had the smaller temperature change. It does not prove the same material always performs best. Ask students to explain whether unequal starting temperatures, different water volumes, or moving one cup beside a sunny window would weaken the comparison. An imperfect trial can teach more than a tidy answer if students identify the limitation accurately. Lab 2: Build a paper winter-supplies bridge Question: How does the shape of a paper bridge affect the load it can hold across a fixed gap? Give groups one sheet of the same paper, two equal-height supports separated by a 10 cm gap, and identical small weights handled under supervision. Use a supplies-delivery story rather than a competition about whose bridge looks best. Procedure and recording fields 1. Test a flat sheet across the gap. Add one weight at a time to the center until the paper no longer supports the load. 2. Use an equal-sized sheet to make an accordion-folded design. Keep the gap, weight type, and loading position unchanged. 3. Record the number of weights supported before failure and describe the failure point. 4. Revise one feature of the folded design, such as fold spacing, and test again. Record the design description, gap width, loading position, maximum supported weight count, and one observation about bending. Do not compare two designs when one uses extra paper unless your question is specifically about material quantity. The explanation should connect the design change to the test result. "It was stronger" is a conclusion; "the folds changed how the paper bent under the center load" begins an explanation. Students should also note what their test cannot establish, including performance under a different gap or uneven load. Lab 3: Compare ice melting on two surfaces Question: Does a matched ice cube melt differently on two room-temperature surfaces? Use two small trays or dishes, a metal surface and a plastic surface that have both been in the classroom long enough to reach room temperature, matched ice cubes, a timer, and a way to measure collected meltwater. Keep the setup away from sunlight and heaters. Procedure and recording fields 1. Place equal-size ice cubes on the surfaces at the same time. State how you checked that their sizes were reasonably matched. 2. Observe at fixed intervals without moving the setups or touching the ice. 3. After fifteen minutes, collect and measure the meltwater from each setup using the same method. Record any water left behind. 4. Repeat with new cubes if possible. Compare the trials before writing a conclusion. Record surface material, initial ice size or mass, start time, observation times, collected meltwater, and measurement limitations. More collected water in this setup suggests more melting, but spills and water trapped on a surface can make that comparison unreliable. Students often assume a metal surface must be colder because it feels colder. Discuss how transferring energy and feeling cold are different ideas. A useful follow-up is to measure both surfaces before the trial, rather than using touch as the only evidence. Turn three labs into a short engineering project Use one class period to plan, one to test, and one to revise a design and communicate findings. A winter delivery brief can ask students to recommend a carrier and support structure using results from the first two labs. Make the criteria explicit: the recommendation needs a measurable comparison and an explanation of its limits. A simple project based learning template can include: problem; intended user; success criterion; material constraint; test plan; results; revision; and final recommendation. Longer projects need more investigation and feedback than these three introductory lessons provide. For a different seasonal inquiry, try the spring elementary unit plan (https://www.spylore.com/blog/spring-unit-plans-elementary).