Grade Level: Pre-K to K Suggested Time: 30 minutes to 60 minutes Overview: Using the students’ favorite - block play to learn about science, technology, engineering, and mathematics, they will learn the variety of skills and gain the comprehensive understanding.

Overview Students will work in groups to design a manual calculating machine using a cardboard and strips of paper with numbers and signs printed on them. They will then test the machine by performing some basic mathematical operations on it like addition, subtraction, multiplication and division to make sure their machine is working accurately. Objective Design and build a calculating machine using cardboard. Perform basic mathematical operations using the machine. Understand how to use different materials to construct the machine. Develop higher order thinking skills by discussing with each other how they can upgrade the machine to perform more complex mathematical operations on it. Teacher will explain to the students about the activity they are going to perform, the materials required for it and the steps to be followed. The teacher will also tell the students how to perform mathematical calculations using the machine once the students are done building it.

Engineering Design Thinking    Abstract Solutions, opportunities and possibilities are everywhere! Many people don’t realize that there’s always more than one way to solve a problem. The ability to critically think through human-centered design for challenges is an invaluable skill in all industries. This lesson plan exposes students to a strategic method of problem-solving that they may have never encountered or considered. Students will have the opportunity to interact directly with guest speakers and engage in hands-on design projects to explore their own skills and interests. Challenges include personal, school-wide, national, and even global challenges. Finally, students will develop their own solutions to these problems to hone their own design thinking and problem-solving skills! STEM areas: science, technology, engineering, and mathematics. Budget: Varies   Lesson 1: Design Thinking 101 Suggested Time: 60 minutes Overview Students will learn about each component of the Design Thinking process while applying these principles to solve relevant problems. It should be performed by teams of 2 in which each student provides a challenge to the other and they individually come up with a solution for their partner while utilizing the Design Thinking process. Ensure that students understand that the challenges the pose can be solved by a system, a process, or an object. Vocabulary ·         Empathy ·         Pain Points ·         Objectives ·         Ideation ·         Prioritize ·         Prototype ·         Test Objectives ·         Students will learn about a range of methods for defining and solving problems. ·         Students will learn about how to approach personal challenges through applying the Design Thinking process. ·         Students will gain exposure to critically thinking through prototyping and testing. Next Generation Science Standards MS-PS-1, MS-PS-4. Developing and Using Models. MS-PS1-3. Obtaining, Evaluating, and Communicating Information. ETS1.A, B, and C. Defining and Delimiting Design Problems, Developing Possible Solutions, and Optimizing the Design Solution. Required Project Materials ·         Construction Paper ·         Markers ·         Pen ·         String ·         Scissors ·         Tape ·         Large Sticky Notepad ·         Post-It Notes Multimedia Resources ·         “What is Design Thinking?”. Sean VanGenderen.  https://www.youtube.com/watch?v=a7sEoEvT8l8 ·         “What is Design Thinking?”. David Terrar. EnterpriseIrregulars. https://www.enterpriseirregulars.com/125085/what-is-design-thinking/ Optional Multimedia Resources ·         “The Design Thinking Process.” Sprouts. https://www.youtube.com/watch?v=_r0VX-aU_T8 Before the Lesson/ Background Information ·         Print out the infographic on “What is Design Thinking?” article titled “Standford d.school Design Thinking Process.” ·         If possible, contact an architect, engineer, designer, or businessman to assist with the lesson. Ask them to bring an example of their design projects. The Lesson Part 1: What is Design Thinking? (20 mins) 1.       Ask the students about some of the challenges that they are facing today and how they might go about seeking a solution. Discuss, then play “What is Design Thinking?” 2.       Discuss importance of each component of the Design Thinking process. It can be useful to pass out the picture of the Design Thinking process from the Enterprise Irregulars website in class. 3.       Using the “What is Design Thinking?”, go through the steps for completing each of the components of Design Thinking. Define empathy, pain points, ideate, test, and prototype. Part 2: Design Thinking Activity (40 mins) 1.       Each student should pick a partner so that there are teams of 2. Pass out required project materials[MK1]  to each group. 2.       Next[MK2] , students will pose a challenge that they deal with in their day-to-day life (i.e., a phone locator for lost phones) to their partner as their partner asks several “Why” questions. Each partner gets 5 minutes for questioning and they must take down notes. 3.       Then, students are given 3 minutes to define the problem using their notes and 2 minutes to check to see if their definition is aligns with their partner’s perceived problem. 4.       Each student is given 5 minutes to ideate and write down their ideas on post-in notes and place them on the large sticky notepad with no judgement. 5.       Afterward, the partners will provide each other with feedback on what idea/solution is or is not a feasible for their respective challenge for 5 minutes each. 6.       Students will then spend 5 minutes creating an idea of their solution[MK3] . 7.       Finally, their partner will provide feedback on the idea. Homework Due Next Class ·         Students reflect on how they utilized the Design Thinking process. What did they do will and what do they need to[MK4]  improve upon? Lesson 2: Design Thinking in Engineering Suggested Time: 80 minutes Overview Students will learn about applying design thinking in engineering. They will practice using Design Thinking to create solutions for engineering grand challenges. Vocabulary ·         Engineering Design Process ·         Engineering Grand Challenges ·         Evaluation Objectives ·         Students will learn about the methodology behind the engineering design process. ·         Students will learn about a range of engineering challenges that impact the future of society. ·         Students will practice the using the engineering process to find possible solutions utilizing their imagination and ingenuity. Next Generation Science Standards MS-PS-1, MS-PS-4. Developing and Using Models. MS-PS1-3. Obtaining, Evaluating, and Communicating Information. ETS1.A, B, and C. Defining and Delimiting Design Problems, Developing Possible Solutions, and Optimizing the Design Solution. Required Project Materials ·         Computers ·         Markers ·         Large Sticky Notepads ·         Tri-Fold Poster board Multimedia Resources ·         “The Engineering Process: Crash Course Kids #12.2”. Crash Course Kids. https://www.youtube.com/watch?v=fxJWin195kU ·          “NAE Grand Challenges for Engineering”. National Academy of Engineering. http://engineeringchallenges.org/challenges.aspx Optional Multimedia Resources ·         “The Engineering Design Process: A Taco Party”. KQED QUEST. https://www.youtube.com/watch?v=MAhpfFt_mWM Before the Lesson/ Background Information ·         Review the student reflections of Design Thinking. ·         Print out an overview from the “NAE Grand Challenges for Engineering” website link for each student. ·         Locate an engineer to do a presentation for the class. Ask them to bring visual demonstrations or fun interactive props on related to what they do. Homework from Previous Session: ·         Assignment on how to improve their Design Thinking skills. The Lesson Part 1: What is the Engineering Design Process? (15 mins) 1.       Review the assignment from the homework. 2.       Discuss how engineers may incorporate Design Thinking when creating solutions. Play “The Engineering Process: Crash Course Kids #12.2.” Part 2: Engineer Presentation (25 mins) 1.       Introduce the professional speaker to the class. 2.       Reserve some time at the end of presentation for questions. Part 3: The Engineering Design Process Activity (50 mins) 1.       Split the class into groups of four and distribute materials. Have each group choose an Engineering Grand Challenge to develop a solution utilizing the Engineering Process and Design Thinking. 2.       Have each group assess their challenge and design a solution. Then have students present their design process for their solution. Homework Due Next Class ·         Research current problems in the U.S. and outline how they may go about creating a solution for the problem. Lesson 3: Engineering Design in the Real-World Suggested Time: 60 minutes Overview Students will quickly present their own research about current problems in the U.S. and create a solution to a real-world problem that engineers must solve. (For example, the Florida pedestrian bridge collapse) Vocabulary ·         Research ·         Evaluation ·         Analysis ·         Iterate Objectives ·         Students will learn about relevant problems in the U.S. that require solutions and are applicable to their lives. ·         Students will learn how to research, analyze, and evaluate how to create a sustainable solution. Next Generation Science Standards MS-PS-1, MS-PS-4. Developing and Using Models. MS-PS1-3. Obtaining, Evaluating, and Communicating Information. ETS1.A, B, and C. Defining and Delimiting Design Problems, Developing Possible Solutions, and Optimizing the Design Solution. Required Project Materials ·         Computers ·         Markers ·         Large Sticky Notepads ·         Notecards (200 per group) Multimedia Resources ·         “Florida bridge collapse caught on dashcam video from the highway”. Nicole Darrah. Fox News. http://www.foxnews.com/us/2018/03/21/florida-bridge-collapse-caught-on-dashcam-video-from-highway.html ·         “Evaluating and Analyzing Data From Primary Research”. Write Content Solutions. http://www.write.com/writing-guides/research-writing/research-process/evaluating-and-analyzing-data-from-primary-research/ Optional Multimedia Resources ·         None Before the Lesson/ Background Information ·         If possible, contact a subject-matter expert who can serve as a consultant/advisor to your students for the problem that they will be working on. Homework from Previous Session: ·         Students should investigate a current U.S. problem that requires an engineering solution. They will write a 300-word essay about how they would utilize the engineering design process to come up with a solution for this problem. They should also be ready to share their problem & solution with the class. The Lesson Part 1: A World of Problems (30 mins) 1.       Allow students to share their research on current problems in the U.S. and what they believe may be a viable solution. 2.       Read and discuss a news article regarding the relevant problem with the class. 3.       Teach students about the research process. Have students read “Evaluating and Analyzing Data from Primary Research.” Part 2: Real-World Problem-Solving Activity (30 mins) 1.       Have students split up in groups of 4 and research further about posed problems from their homework and possible solutions via the internet.[MK5]  2.       Allow groups to choose a posed problem that they all have an interest in solving. Have them create a materials lists to build a prototype of a system, process, or object that they believe will solve the problem.[MK6]  Homework Due Next Class 1.       Students should reflect on how they could apply the engineering design process to challenges within their home, school, and/or community. 2.       Students will have a week to build a prototype as a team. Their prototypes will be tested, and students will provide constructive feedback on what they believed worked and could be improved.    

Students are expected to understand the basic flow of electricity, the nature of conductivity, and the terms associated with this phenomenon Materials Needed: White board, Notebook paper, Laptop Learning Objectives: Students will be able to show their mastery of basic circuitry by thinking map outlining the similarities and differences between water and electricity. Structure / Activity: This activity involves a lesson on basic circuitry, including the three primary elements of a circuit: a power source, a wire or conductor, and a switch. The important terms for this project are current, flow, and conductivity Students will then design their own thinking maps outlining the similarities and difference between water and electricity, followed by each table teaching a portion of the lesson. Assessment: The formative assessment requires students to design their own thinking maps and define major parts of a circuit.

Forces and Motion with Stop Motion TechniqueSuggested time: 80 minutesOverviewStudents will continue learning about Force and Motion they will need to create an advertisement for a product using force and motion and recording with the Stop Motion technique. VocabularyForcePushPullMotionGravitySpeedWeightMassAdvertisementStop Motion Balanced and Unbalanced ForcesMagnetic and Electrical Interactions  Objectives Define the Stop Motion technique and its history. Complete the planning form to promote a product based on the concepts of Force and Movement.  Explore the interface of the Stop Motion application for iPads. StandardsNGSS 3-PS2-1 : Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. 3-PS2-2 : Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. 3-PS2-3 : Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.ISTE Standards 1d:  Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.3a:  Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits. 4a: Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems. Project MaterialsiPad or tabletLegosColorsClayPaperConstruction paperGlueScissors MarkersCardboardMultimedia ResourcesThe LEGO Animation Book: Make Your Own LEGO Movies! ,  David Pickett. amazon.comForce and Motion Video by turtle diary.  https://www.youtube.com/watch?v=rfeVlNL7d9U A Day at the Park - Construction Paper Stop Motion by Christine Ellis. youtube.com/watch?v=bDKpwmWI8X4The LessonPart 1 - Stop Motion Technique (10 min)Welcome students enthusiastically. Explain that the next classes will be working on a project that they will like.Without telling them anything about the subject, show the video  A Day at the Park - Construction Paper Stop Motion by Christine Ellis. When the video ends, ask The students if anyone knows what animation technique was used. Have a short discussion on the topic.Continue to discuss the following topics:  What is Stop Motion? , History of how it arose and examples from home and movie films. Part 2 - The Challenge (5 min)Students will work on a project using Stop Motion, an application for iPads. The challenge: Make an advertisement for a product you use force and movement using the StopMotion technique. The video should length from 30 seconds to 1 minute.  Your ad must have Sound, images, objects, and text.Students will work in groups. Must follow the Engineer Design Process.Ask students if they have any questions or didn't understand something. Part 3 - Storyboard (20 min)Student research on some advertisements using stop motion techniques like Target or Coca Cola. Ask students to write down their ideas as a team and on a blank paper. It is important that you highlight the concepts of Force, Movement, Balanced and Unbalanced Forces, Magnetic and Electrical Interactions. When they decide what idea will record allow them to work a storyboard to draw what your ad will look like.After they complete the storyboard, they will choose the material needed. Remind them to use the materials available on the Makerspace. This includes markers, paper, cardboard, among others. They can add elements that make their decoration different. Discuss with each team about what their project will be. Provide recommendations. Part 3 - How to Stop Motion App. (5 min)The teacher will proceed to explain the application interface and the functions that the students will be using. This will allow students to see the application when it is explained live. It is important that they make small movements and take enough pictures to make them look natural. They should also keep the iPad in one place at all times. They can use a tripod if they have it available. Allow students to explore the application. Part 4 - Record and share (20 min) Once the designs have been verified, allow the students to record. Thoroughly check the quality of these. If necessary repeat the procedure. The important thing is for students to demonstrate what they can do with the acquired knowledge related to force and movement. Allow each group to present their work and receive feedback from their peers. Ask questions to see how they apply the concepts of science and technology.

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OverviewThe students will become toy inventors on a budget. They will create a new toy to market at a Toy Convention.

Purpose: Model how the size of a pupil affects how much light enters an eye.Standards:Science: NGSS: 4-PS4-2: Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.Learning Objectives:Students will understand that the size of the pupil affects how much light enters an eye.Students will make a model of an eye to test their ideas.Students will graph their data to look for patterns.Materials:Paper to make eye model, either:printer paper or construction paper, OR,Printout of Eye Model Diagram.Mobile devices, one for each group of students.Google Science Journal app installed on mobile devices.(Optional) A flashlight for each group of students.Vocabulary:pupilluxMedia Resources:"The Visual System: How Your Eyes Work," YouTube, uploaded National Eye Institute, NIH, 3 February 2016, www.youtube.com/watch?v=i3_n3Ibfn1c Pre-Lesson Activities:Ask several students if they can bring in their mobile phone to use for this experiment. You will need one phone for each group of four to six students.Ask the students to install the Google Science Journal app (free) the night before so parents can give permission and enter any passwords needed to install the app.Make copies of the Eye Model Diagram, one for each group of students, if you are using this diagram in the lesson. Also make copies of the data collection note page, one copy for each student.Lesson Activities:Part 1 - Video ReviewShow students The Visual System: How Your Eyes Work video to review:The parts of the eye.How light enters the eye through the pupil.How the pupil size changes.Why the pupil would change size. Part 2 - Set upPlace students into groups of three to six students.Give each group of students a copy of the Eye Model Diagram and a flashlight (optional).Give each student a copy of the data collection note page. Have students make a prediction about how pupil size will affect the amount of light entering the eye.Have students fold the eye model on the lines, then have students cut the dotted lines near each corner of the page.Have students fold the paper so that a box is formed and the circles are facing up. The tabs of the box model do not need to be taped so that it’s easier to cut out the circles later.Ask students what this paper box is modeling (an eye) and what the circles will model (pupil).Have each group get out their mobile phone and open the Science Journal app.Show students how to press the + button to start a new experiment.Have students press the Circle with a wavy line icon to start collecting data.The Ambient light sensor is automatically selected.Have students press the Information icon to learn about the lux unit.Tell students that they will press the red Record button at the bottom of the screen to record a lux reading, and pressing the button again will end the recording.Also tell students that they will need to start recording, then turn off the phone screen so that the light from the screen doesn’t affect the experiment.Have students collect a sample recording to test out it works.Have students press the recording they just collected, which will be at the top of the app. Have students tap the “three-dot” overflow menu, then select Crop.Have students practice dragging the sliders on each end, then press the Check button to crop the recording.

Grade Level: K-12Suggested Time: 45 minutesOverview:This is a first introduction into the field of Microcontrollers and Internet of Things.We will learn how to connect our first simple electrical components and control our LED-Stripe with our Smartphone. Over the time we will learn to build more advanced settings and create our own animations but for this first lesson we don't need any programming skills. So it is suitable for almost all grades.Goals:

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Lesson 1.  IntroductionSuggested time: 45 minutesOverview: The students will know what is compost, why is important for the Pollinator GardenVocabulary:CompostNutrientFertilizerPlant growthObjective:·      Students will learn what is compost, it´s components, benefits, and what are the advantages and disadvantages of using compost vs commercial fertilizer.Multimedia resources:Video:  https://youtu.be/JvQnx0LOno8https://pdfs.semanticscholar.org/2011/86fe07cd2f25d397b96c1587669b3bb8e2cf.pdfhttp://landresources.montana.edu/soilfertility/documents/PDF/pres/ManureCompostComFertilizer_GalCoCropSch2006.pdfhttp://www.fao.org/3/i2230e/i2230e14.pdfBefore the lesson / background information:Visit the pollinator garden and see all the plants in there (organic vegetables, flowers for pollinators and medicinal plants)The lesson: What is a fertilizer? (15 minutes)Brainstorm with the students: Answering questions likeWhat do plants need to grow?Where does the nutrients come from?What is a fertilizer? How many types of fertilizers are?The students realize that all the plants need nutrients and face the challenge to give some way nutrients to the school pollinator garden Work in teams (20 minutes)The students do some research on the pros and cons of fertilizer and compost? They should think on the school pollinator garden and the best way to fertilize it.They should start to defining the problem to work on it.Close the lesson (10 minutes)            Students share their findings on their researchHomework: Students should start designing their project “compost for the school pollinator garden” In this lesson the students will be challenged and motivated to find out the best way to do an organic fertilizer for the school pollinator garden, and start doing their own project. Lessons 2. Research on their type of compostSuggested time: 90 minutesOverview: The students will gather information from internet to do a prototype for compostVocabulary:Aerobic                                  CarbonAnaerobic                              Organic materialVermicomposting                  ManureGridding                                 MoistureShredding                              sawdustNitrogenObjective:·      Students will read about how to do compost and gather information to design their own prototype of compostMultimedia resources:https://www.epa.gov/sustainable-management-food/types-composting-and-understanding-processhttps://landscape-water-conservation.extension.org/different-types-of-compost/Before the lesson / background information:Homework from the lesson 1 The lesson: Research on teams in the iPads (45 minutes)Compile information and make a Project (45 minutes). They must come with information about the ingredients and materials needed for their Project, the process, physical space, time, etc. In this lesson students will do some research on internet in order to design their own compost project, every team must think on the definition of the problem, identify the best solution and create a prototype for their project. Lesson 3. Talk to the biologist in charge of the pollinator gardenSuggested time: 45 minutesOverview: The students will have contact with a biologist (nursery and plant cultivation expert). Juan Francisco Gallardo (that is in charge of the school pollinator garden).Objective:·      The students will learn from the expert biologist what is the compost important for and will ask questions to solve the doubts they may have and to polish their project.The lesson:In a conference room the students should have the talk and will be able to ask questions. This talk will help them to select the best solution for their project. Also in this lesson the students will have contact with an expert and expand their vision to real life problems.Homework: The students must turn on their project. Including: 1. Definition of the problem, 2. Objective, 3. The best solution to overcome the problem, the prototype and how are they going to build it, 4. The materials needed for their prototype, 5. A calendar (schedule chart) to check the process, 6. The plan for documenting the process. In this lessons the students will use the technology to make their project in a word processor and plan the way to document (videos, photos, etc.) the process. Lessons 4. Hands onSuggested time: 45 minutesOverview: The students will start working on the prototype of their projectObjective:·      The students will develop their project design on compostBefore the lesson / background information:Homework from the lesson 3. Their project. The lesson:Students should work in their own Project, there will be a member of the team documenting the composting process, they must do a Schedule chart to check the process of composting during the time it takes to get ready. In this lesson the students will build their Project, based on the research and design they did. Lessons 5. Review, test and iterationSuggested time: 45 minutesOverview: The students will make a revision of the project they did, test their efficiency and make improvements on the prototypeObjective:·      The students will test and iterate their project design on compostThe lesson:Students need to follow the Schedule chart, make the tracing on the process and make improvements of the design. In this lesson the students will test and improve their Project, to reach a good compost (as they project) Lessons 6. CommunicateSuggested time: 45 minutesOverview: The students will present to the whole class their projectObjective:·      The students will make a presentation on their projectThe lesson:The student’s teams will present each of the projects. In this lesson the students will use the technology to communicate what they did.

Name: Samrah Faizan

Project overview In this guided lesson the main goal is to show the student the applications of the four-bar mechanism and involve them through the construction of a four-bar mechanism using simple materials.Age groupThis lesson is intended for 10 - 12-year-old students. Duration 50 - 60 minutes Vocabulary - Mechanism- Linkage - Link- Crank - Rocker- Inversion - Grashof law Goals - Understand how the four-bar mechanism works and its usage.- Understand the different types of four-bar mechanisms and the relationship between inversion and length of links.- Create a four-bar mechanism using common materials. Materials- Thumbtacks.-  Icecream Sticks. - Scissors.- Ruler.Resources - Crank Rocker Mechanism - https://www.youtube.com/watch?v=fCcWGXL-2Z8- Design of Machinery: An Introduction to the Synthesis and Analysis of Mechanisms and Machines 3rd Edición - https://www.amazon.com/-/es/Robert-L-Norton/dp/0072864478Lesson Part 1 ( 25 minutes)In this part of the lesson the students will learn about the four-bar mechanism, thy will learn the application of the crank-rocker mechanism in machines such as fans and wiper washers, additionally, they will understand the Grashof law and how to use it in order to make the linkages the right size for achieving the required movement. Part 2 ( 30 minutes) For this part of the lesson, the students have to use the Grashof law in order to choose the sizes of the linkages to make a crank-rocker mechanism, later they will measure, cut, assemble and decorate, their own mechanism in groups.Part 3 ( 10 minutes) Every team has to make a presentation of the mechanism in front of the class.  

Quarter: 1 Month: Oct/Nov Week: 1-5 Grade: 6 Topic: Hydraulics and PneumaticsWorkshop: Rocket launcherHypothesis: Fluid force will move the Rocket up and downSTEAM RELATIONScience: students will explore Hydraulics and Pneumatics systems. Technology: Students will apply different types of circuits. Engineering: Students will learn about gears and their functions on any mechanical machine. Art: Students will design and print 3D part to be used on the workshop challenge. Math: Students will use different measurements to compare between different fluids pushing force.Vocabulary:Fluid forceElectrical forceDensityPressure Hook technique:Students will use reverse engineering to explore the working of Rocket launcher.Students will search and use worksheets to get more information.Aids and Materials:Rocket launcher kitsElectronic components material box ADIY material box ALaptops and internet connection3D printers and filament

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Grade Level: High School (9th - 12th grade)Subject: STEM (Science, Technology, Engineering, and Mathematics)Lesson Duration: 50 minutesLesson Objectives:Students will understand the concept of sustainable living and its impact on the environment.Students will explore the role of technology in promoting sustainable lifestyles.Students will collaborate in teams to brainstorm, design, and propose a concept for a mobile app that encourages sustainable living practices.Students will present and evaluate their app concepts based on usability, functionality, and impact.Materials:Projector or whiteboardInternet access for researchDesign materials (paper, pencils, markers, etc.)Optional: Digital devices for research and design software (if available)Procedure:Introduction (5 minutes):Begin the lesson by discussing the importance of sustainable living and its positive impact on the environment.Use an impactful video or presentation on environmental challenges and the importance of sustainable living practices. Example:

After learning, comparing and contrasting the steps of the engineering design process (EDP) and scientific method, students review the human skeletal system, including the major bones, bone types, bone functions and bone tissues, as well as other details about bone composition. Students then pair-read an article about bones and bone growth and compile their notes to summarize the article. Finally, students complete a homework assignment to review the major bones in the human body, preparing them for the associated activities in which they create and test prototype replacement bones with appropriate densities.

Lesson Objectives:Construct food growing systems in our school to provide a source of fresh vegetables for our students and community.Materials:MarkersChart PaperNon-fiction articles on hydroponicsNon-fiction articles on indoor growing systemsWool cubes Seeds1 in. PVC PipeHeat GunFive-gallon bucketPlastic tubingFountain pumpStandards:6.LS.1 Investigate and describe how homeostasis is maintained as living things seek out their basic needs of food, water, shelter, space, and air.6.LS.2 Describe the role of photosynthesis in the flow of energy in food chains, energy pyramids, and food webs. Create diagrams to show how the energy in animals' food used for bodily processes was once energy from the sun.6.LS.3 Describe specific relationships (predator/prey, consumer/producer, parasite/host) and symbiotic relationships between organisms. Construct an explanation that predicts why patterns of interactions develop between organisms in an ecosystem.6.LS.4 Investigate and use data to explain how changes in biotic and abiotic components in a given habitat can be beneficial or detrimental to native plants and animals.6-8.E.1 Identify the criteria and constraints of a design 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.6-8. E.2 Evaluate competing design solutions using a systematic process to identify how well they meet the criteria and constraints of the problem.6-8.E.3 Analyze data from investigations 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.6-8.E.4 Develop a prototype to generate data for repeated investigations and modify a proposed object, tool, or process such that an optimal design can be achieved.6-8.LST.1.1 Read and comprehend science and technical texts within a range of complexity appropriate for grades 6-8 independently and proficiently.6-8.LST.2.1 Cite specific textual evidence to support analysis of science and technical texts.6-8.LST.2.2 Determine the central ideas or conclusions of a text; provide an accurate, objective summary of the text.6-8. LST.2.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.6-8.LST 3.3 Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.6-8 LST 4.1 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually.6-8 LST.6.2 Use technology to produce and publish writing and present the relationships between information and ideas clearly and efficiently.6-8.LST.7.1 Conduct short research assignments and tasks to answer a question (including a self-generated question), or test a hypothesis, drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.6-8.LST.7.2 Gather relevant information from multiple sources, using search terms effectively, annotate sources, assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.6-8.LST.7.3 Draw evidence from informational texts to support analysis, reflection, and research