Time: 50 minutesGrade: 11-14Overview: Students will learn different mechanics that help airplanes take off from the ground and apply them by building their own miniature airplanes.

Abstract Students will dive right into emergency medicine by practicing basic first aid. Then, they will learn why hygiene is one of the most important concepts in medicine, as it helps to prevent the spread of infectious disease. After exploring a variety of disease-causing agents, students will learn how the science of medicine intersects with other disciplines as they investigate the relationship between diet, culture, and socioeconomic status. Then, students will explore human anatomy, beginning with the skeletal system and advancing to studying the brain and behavior, then returning to the microscopic level to study the building blocks of life with cellular anatomy. Finally, students will come full circle, as they test their newfound knowledge in emergency survival situations once again. What can they come up with based on what they’ve learned? STEM areas: science, technology, engineering, and mathematics.Lesson 1: First Aid Theatre Grade Level: K-6 Suggested Time: 60 minutes Overview Students will learn about the various contents of a first aid kit and how to use them. Then they will break into teams and perform skits about what to do in response to various common injuries. Vocabulary First aid First aid kit Band-aid Alcohol Safety Injury Infection prevention CPR Stethoscope Doctor Veterinarian Objectives Students will learn how to respond to an emergency. Students will practice basic first aid. Students will reinforce their knowledge in anatomy. Students will consider what humans have in common with other animals. Required Project Materials First-aid kit such as: http://www.stemfinity.com/FIRST-AID-FANNY-PACK Lab coats and stethoscopes If possible, a veterinarian and/or doctor to assist with the lesson Multimedia Resources None Optional Multimedia Resources Surgeon’s toy kit: http://amzn.com/B00YKAX81E Before the Lesson Contact a veterinarian and/or doctor to assist with the lesson.The Lesson Part 1: First Aid 101 Ask the students if they’ve ever had an injury. How did it happen? What do they do now to prevent a similar injury? Kids love to talk about their scrapes and cuts, so limit this to a few minutes. Elicit responses about listening to parents/ guardians, watching for sharp objects, being morecareful, and staying away from hazardous areas. Open up a first aid kit and go through each item with the students. Help them figure out theuse for each and work through the effects of alcohol, etc. Ask the students to name household objects that can be used in first aid. Examples might beice or frozen peas for swelling; using cold water on burns; etc. Stress the importance of cleaning wounds immediately with water or with one of the cleaning pads in the first aid kit. Go over the steps as follows: Stay calm. Remember the injured person is more freaked out than you! Clean and treat a wound or injury immediatelyCall an adult or emergency line (911) for help `7. If possible, have a doctor or veterinarian demonstrate how to do CPR on a person or animal. Part 2: First Aid Theater Separate the students into groups. Each group will come up with a skit, where someone pretends to get a common injury and must be treated. The group will then act what should(or shouldn’t) be done. Encourage them to be creative and have fun! Students will act out skits in front of the class. This is also a great outdoor activity!Accommodations Provide a printed and visual list of objects to be found in a first aid kit. Keep steps short. Print out expectations for the First Aid skit. Have the student(s) with a positive role model(s)Modifications Use daily or frequent grading averaged into a grade for the quarter. 

AbstractStudents will begin by exploring the field of biomedical engineering, investigating the various branches to determine what interests them the most and learning directly from a professional who works in the field. To gain a foundation in medical science, students will gain exposure to osteology, anatomy, and cellular biology by exploring various media and building their own models. Then, students will explore DNA and genetics, genetic engineering and the current debate over GMOs (or genetically modified organisms), and the science of stem cells and their many applications in medicine and science. Students will also explore technology used in the field, by visiting a medical laboratory or medical imaging center, conducting their own research on specific devices and equipment, and developing skills in computation and programming. Students will focus on specific aspects of the field by learning about the relationship between bionics (the study of natural processes and movements for the purpose of engineering and medical applications) and the development of prosthetics for treatment of missing limbs and organs. Finally, students will complete and share their final presentations on the books they read throughout the semester, relating what they have learned about biomedical engineering to personal interests and real-world applications.

Styrofoam Boat Race is a STEM lesson intended for O Level students enrolled in a Cambridge International School. As this is designed by a Physics teacher, the concepts and skills that dominate the lesson are on the subject. The key idea is that, after the lesson has been completed, students should be able to acquire and understand the new Physics competencies through application of previous ones and knowledge on Technology e.g. spreadsheets and video analysis,  Engineering designs, Art [aesthetics], and  Mathematics skills, i.e. computational and graphical.    The 50-minute lesson plan written and shared here is part of a STEM series of lessons. Session 1 [or be completed after 2 sessions]: Briefing of groups where students design a Styrofoam boat using only the materials provided.Session 2: The Styrofoam Boat Race where students have fun with the boats while gathering data and recording observations.Session 3: The Capstone Project [as written in the lesson plan]The above STEM lesson / series of lessons carefully considers the ideas learned from the STEM.org Certification programme. Other elements e.g. assessment portfolio and accessibility cannot be explicitly included in the plan or not applicable to the target class. These will be considered in the next STEM lessons to be written and executed by the author.

Tornadoes

STEM Design Challenge Question: Can your team design and build a house that the big, bad wolf cannot blow down? Students will engage in Science, Technology, Engineering, and Mathematics activities that also connect to reading. Students will team up to build houses for the Three Little Pigs out of index cards and masking tape. After subjecting the constructed houses to a wind test, teams will have the opportunity to reinforce their structures before a second wind test! Grade level: K-2 Time: 60 minutes Learning Objectives: After doing this activity students should be able to... Standards: Standards Met in Common Core State Standards (CCSS) & Next Generation Science Standards (NGSS): CCSS- Speaking and Listening K-5: K-5 Comprehension and Collaboration: CCSS.ELA-Literacy.SL. 1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. CCSS.ELA-Literacy.SL. 1.a Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). CCSS.ELA-Literacy.SL. 1.b Continue a conversation through multiple exchanges. NGSS-Performance Expectation Examples: Physical Science and Engineering Design Students who demonstrate understanding can: K-PS2-1 Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. K-PS2-2 Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull. 2-PS1-2 Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. 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. K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. K-2-ETS1-2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. K-2-ETS1-3 Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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-ETS1-2 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. 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. NGSS-Science and Engineering Practices: The eight practices of science and engineering that are identified as essential for all students to learn and describes in detail are listed below: Asking questions (for science) and defining problems (for engineering) Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations (for science) and designing solutions (for engineering) Engaging in argument from evidence Obtaining, evaluating, and communicating information.  The eight practices of science and engineering that are identified as essential for all students to learn and describes in detail are listed below: Asking questions (for science) and defining problems (for engineering)Developing and using models Planning and carrying out investigations Analyzing and interpreting data  Using mathematics and computational thinking Constructing explanations (for science) and designing solutions (for engineering)Engaging in argument from evidence Obtaining, evaluating, and communicating information NGSS-Crosscutting concepts The purpose of Cross Cutting Concepts is to help students deepen their understanding of the disciplinary core ideas and develop a coherent and scientifically based view of the world. The seven crosscutting concepts this lesson supports are as follows: Cause and effect: Mechanism and explanation. Events have causes, sometimes simple, sometimes multifaceted. A major activity of science is investigating and explaining causal relationships and the mechanisms by which they are mediated. Such mechanisms can then be tested across given contexts and used to predict and explain events in new contexts.Scale, proportion, and quantity. In considering phenomena, it is critical to recognize what is relevant at different measures of size, time, and energy and to recognize how changes in scale, proportion, or quantity affect a system’s structure or performance. Systems and system models. Defining the system under study—specifying its boundaries and making explicit a model of that system—provides tools for understanding and testing ideas that are applicable throughout science and engineering. SHARE (teacher guided- whole class)-: Share the challenge, objectives, rules and time limit. Ask students to identify the problem and purpose for the challenge. Share permitted materials and review safety expectations Brainstorm tips and tricks for how materials might work and fit together. Have students model how to use materials adequately. Ask students questions about building structures that have fallen apart recently and would could have prevented these disasters (read some stories from the news- use google to find them) Materials  (described for a maximum of three per team) Colored plastic cups Craft Sticks CardboardPlastic pigs  Big Bad Wolf blower SPARK (Teacher guided-whole class)-:  Trigger background knowledge by asking students to share what they recall about the story of the three little pigs and the bad wolf. Discuss with students what safety means to them and what critical thinking about the design  for the houses for the pigs is. Emphasize learning about creating structures that are firm and made up of good materials. Preparation and Adaptations: Preparation: Engineering Adaptation: Go over the Engineering Design Process (modified for Elementary school students.) The target age for this lesson is Pre-K-2nd grade. Focus on  the task of what engineering comprises of- solving a problem and designing the solution. Math Connection/Adaptation: To increase the understanding of how math can be reinforced, students can inventory the supplies used in the house and a cost sheet could be supplied by the instructor (e.g., cost could vary in complexity for the different ages of students). Students can evaluate the final cost of their home and share that as part of presenting their design for testing. Regardless of design success when tested with the big bad wolf, the instructor could challenge students to figure out the cost of improvement to meet success, or to minimize total cost. Standards Adaptation: At the end of the design challenge, get students give an oral presentation of what they would do to optimize their house design. This adaptation supports the Common Core State Standards (CCSS) of “Speaking and Listening,” as well as NGSS Science and Engineering Standard of “Obtaining, evaluating, and communicating information.”   IMAGINE (Student driven-partners or groups)—: Students discuss design ideas with partners or groups. Students plan and sketch initial ideas CREATE/TEST/IMPROVE-:  (Student driven-partners or groups)-: Students build and create with materials. Test designs and functions. Also improve models. Students also record results, final plans and reflective questions. Teacher guides, prompts, questions and models as necessary. Procedure Watch “The Three Little Pigs” https://www.youtube.com/watch?v=HtHjB6rRmQc  video  to the class.After reading, discuss the need to build a good strong house.  Divide students or participants into teams of two to three.  Introduce students to the “Engineering Design Process”  Encourage students to draw or sketch a design idea first. · Note: This step supports the NGSS (Next Generation Science Standard) Science and Engineering Practices of “Planning and carrying out Investigations” and “Developing and using models,” for example. Hand out or have one person from each team gather the appropriate building materials from the Materials Table.  Establish a time limit for designing, redesigning, and building and allow teams to start building (e.g., 20 minutes).  When time is up, have each team bring their house to the testing zone where they can share their design with other groups.  Test all houses.  Discuss results as a group (see “Conclusions” section below). Have each team discuss and document what they would do to improve their design. · If time allows, allow for modifications (i.e., re-design) and re-testing. Have students setup a “Student Reflection Page” in their notebooks. Allow students reflection time to evaluate their work and design REFLECT-: Students share and discuss creations with class. Students share successes and challenges they experienced. Students and teachers refer back to STEM processes and skills utilized for challenge. Conclusion: Group discussion or written responses as time and age level allows. · Based on the “Data Table,” what materials appear to withstand the huffing and puffing of the “Big, Bad Wolf” the best? · Why do you think these materials were more effective than others? Was your team able to design and build a house that survived the “Big, Bad, Wolf?” · Even if your house survived, what would you do to improve your design based on other houses that you observed? · Thinking about the real world, can you come up with a list of all the different jobs or people need to build just one house? · How many of these jobs require an understanding of science, technology, engineering, and/or math? Do we need to revise how houses would be built in the future? How and Why?

Grade PreK-KindergartenSubjectScienceConcept HabitatsStandardsESS3.A: Natural ResourcesLiving things need water, air, and resources from the land, and they live in places that have the things they need.

Lesson 1: (A) Symmetry Grade Level: K-5 (Adaptable) Suggested Time: 45-60 minutes OverviewStudents will learn about symmetry and other patterns found in the natural world, in objects, and in people. They will look at coins and bills of currency for examples of both symmetry and asymmetry, then practice making and designing (a) symmetrical objects on their own. VocabularySymmetry Asymmetry Patterns Currency Money Chain Dolls ObjectivesStudents will observe patterns occurring in objects, nature, and in people. Students will observe currencies from around the world, handle real U.S. currency, and look for patterns in the design of these currencies. Students will practice making patterns of their own. Next Generation Science StandardsPS1-6. Asking Questions; Planning and Carrying Out Investigations; Obtaining, Evaluating, and Communicating Information Common Core Mathematical StandardsOA. Operations and Algebraic Thinking NBT. Number and Operations in Base Ten Required Project MaterialsReal money (such as a dollar, $5, and $10) and coins Paper Scissors Markers, pens, and pencils Craft glue Paint Construction paper of various colors Other crafty materials, such as pipe cleaners, fuzzballs, googly eyes, sequins, etc. Multimedia ResourcesWhat is Symmetry in Nature? Bobbie Kalman. http://amzn.com/0778733475 What is Money? (Money Around the World.) Rebecca Rissman. http://amzn.com/ 1432910779 “Paper Doll Chains”. Friday Fun Craft Projects. Aunt Annie’s Crafts. http:// www.auntannie.com/FridayFun/DollChain/ Optional Multimedia ResourcesThere are many instructions for various chains of figures available online. Before the Lesson/ Background InformationPrint chain doll instructions. Collect a few examples of U.S. money to be used in class (bills and coins). Homework from Previous Session:None The LessonPart 1: Reading Together (15 mins) Read What is Symmetry in Nature? with the students. Make it fun: read with energy and give the characters voices! Review key terms from the book. Have the students think of examples of asymmetry. Part 2: Scouting for Symmetry (20 mins)Have students look at examples of currencies from around the world in What is Money? (Money Around the World.) Hint: there are usually examples of both symmetry and asymmetry in money! Next, pass around examples of U.S. currency. What patterns can the students observe in the money? What about the coins? Part 3: Chain Doll Competition (25 mins)Separate the students into two teams: the symmetry and asymmetry team. You can either divide the class equally in half (as an example of symmetry, perhaps!) or allow students to pick which team they want to join (and see what kind of asymmetry shows up!). Pass out instructions for making chain dolls and do a demonstration for the class. Have students make chain dolls from plain paper and assist the teams and individual students as needed. Once the chain dolls are made, students should decorate them using the other craft materials, pens, paints, etc. The symmetry team members should make theirs as symmetrical as possible. The asymmetry team members should make theirs asymmetrical! There are many ways to do this: they can make their characters into cyclops, crazy fashionistas, etc. Encourage both teams to be as creative as possible. Have the students put the designs up for display on one of the classroom walls. Lesson 2: Where’s George? Grade Level: K-6 (Adaptable) Suggested Time: 45-60 minutes OverviewThis lesson concerns the way money gets around to many different people and places. Students will learn about how money travels, then explore the site “Where’s George?” which tracks the journeys of real dollar bills. Finally, in groups, students will compose stories or skits relating the travels of any currency of their choice (a dime, a nickel, a twenty dollar bill—whatever they like). VocabularyCurrency Exchange Economy ObjectivesStudents will think about how money exchanges between various individuals and businesses. Students will learn how exchange functions within an economy. Next Generation Science StandardsPS1-6. Asking Questions; Planning and Carrying Out Investigations; Obtaining, Evaluating, and Communicating Information Common Core Mathematical StandardsOA. Operations and Algebraic Thinking NBT. Number and Operations in Base Ten Required Project MaterialsNotebooks Pens, markers, and pencils Computer lab or computer for demonstration with live internet Multimedia ResourcesThe Go-Around Dollar. Barbara Johnston Adams and Joyce Audy Zarins. http:// amzn.com/0027000311 “Where’s George?” http://www.wheresgeorge.com Optional Multimedia Resources None Before the Lesson/ Background InformationFamiliarize with the “Where’s George?” website if you have not seen it before. Homework from Previous Session:None The LessonPart 1: Money Travels (30 mins) Read The Go-Around Dollar with the students. Have fun with it and give voices to the characters. Have the students pass around a dollar among each other, exchanging it for marbles and other classroom items. Show the website “Where’s George?” and click on various bills that have been tracked on the website. Have the class imagine stories for these bills. What happened to them? Part 2: Money Stories (30 mins)Separate the class into groups. Have each student come up with a story about the journey of a unit of currency. It can be any unit: a $50 bill, a quarter, a nickel or penny. They can either write the story and read it to the class, or do a skit for the class.

Title of STEM Lesson:  SHARK Tank Lessons 1-5  of 15Introduction: Within my school district, our 6th and 7th grade students have been participating in a three week unit known as Shark Tank (based off the Shark Tank TV series).   In this unit, students find a problem in today's world, and ultimately design a solution in the form of either inventions (or innovations).  They showcase their work to their teachers/classmates (who "act" as  "SHARKS" because they ask critical thinking questions about the products' feasibility/sustainability) in a contest.  The students with the highest "rubric" scores get awarded (school wide acknowledgeemt, etc.)  (I have amended the unit from my school.)

Objectives/Outcomes Students will build a model to test out two ideas to explain what they see in the sky? The Sun Moving vs. The Earth SpinningPurpose  The students will realize that the setting sun isn’t moving and Earth is spinning. In an investigative activity, they'll compare two different models of what's happening. Standard  Why does the Sun rise and set? (5-ESS1-2) Key Vocabulary Illuminated Sunrise Sunset Opening to Lesson Video: Sunrise and Sunset Students observe Sunrise and Sunset https://www.pbslearningmedia.org/resource/ess05.sci.ess.eiu.riseset/observe-sunrise-and-sunset/

Suggested Time: 60 minutes Suggested Class size: 8-20 students Target Student: Grade 1-3  Overview:  This lesson works as the starting point of a series of lessons for the students to learn about weather on earth and the whole lesson is divided into three parts. Students will begin by exploring various weather phenomena they have encountered through discussion, which leads to the definition of weather. Then they will brainstorm and present the factors that cause different types of weather and their impact on people’s daily life and human society. Finally they will learn about the concept of weather forecast and various ways of related application, including using artificial tools and through observation of natural phenomena etc. The homework of this lesson aims at either giving the students an opportunity to further explore the concepts covered in the class, or training of their analytic thinking skills by collecting weather related data and perform data analysis.  Vocabulary:Weather                 Forecast              Wind                        FogCloud                      Rain                      Thunder                 StormTyphoon                Snow                   Lightening             GaugeTemperature        Humidity           Thermometer       AnemometerNext Generation Science Standards:   Disciplinary Core Ideas Performance Expectations PS3.B: Conservation of Energy and Energy Transfer K-PS3-1. Make observations to determine the effect of sunlight on Earth’s surface ESS2.D: Weather and Climate K-PS3-2. Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area ESS3.B: Natural Hazards K-ESS2-1. Use and share observations of local weather conditions to describe patterns over time ETS1.A: Defining and Delimiting an Engineering Problem K-ESS3-2. Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather   3-ESS2-1. Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season   3-ESS2-2. Obtain and combine information to describe climates in different regions of the world   3-ESS3-1. Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard Objectives:1.     Students will learn about common global and local weather phenomena. 2.     Students will learn the basic concept of weather and its impact on human society.3.     Students will know the major factors that affect the weather.4.     Students will learn about basic knowledge on weather forecast.  Required Project Materials:1.   Computer with internet access and projector to display multimedia contents to the whole class.2.    Large poster board and markers for discussion and presentation.3.    Task cards specifying the requirements of homework to be assigned to the students.4.    Data sheets for the students to fill in for their homework. Multimedia Materials:1. Cloud and weather forecast (Video):  http://new-play.tudou.com/v/XMjA3Mzk5NTMyMA==.html?2. China Weather Website: http://www.weather.com.cn/3. Pictures and short video clips of weather phenomena: can be obtained through search engine such as Google or Baidu.4.  "Weather", SuperScience STEM Instant Activities Grades 1-3, Scholastic. Optional Multimedia Materials:1. The term “weather”, related reading materials and references on Wikipedia: https://en.wikipedia.org/wiki/Weather2. China Meteorological Administration website: http://www.cma.gov.cn/3. World Meteorological Organization website: https://public.wmo.int/en Before the Lesson/Background Information: There are many proverbs in Chinese tradition summarized by ancient people that are related to weather forecast. Some of them are still used very often nowadays. The teacher may collect some proverbs commonly known and ask the students whether they have heard about them. Examples of Chinese traditional weather related proverbs are as below: Proverb English Translation 龟背潮，下雨兆 When a turtle’s back is wet, the rain is coming 喜鹊枝头叫，出门晴天报 Magpies singing on the tree, it’s a good to go out 天上乌云盖，大雨来得快 Dark cloud in the sky means rain is coming soon 蜻蜓低飞要下雨 Dragonfly flying low means the rain is coming soon 半夜东风起，明日好天气 Wind coming from east at midnight means good weather tomorrow The teacher should prepare to express the definition of “weather” in a grade appropriate way. According to Wikipedia, "Weather is the state of the atmosphere, describing for example the degree to which it is hot or cold, wet or dry, calm or stormy, clear or cloudy." \ref{951170} For a student in grade 1-3, the definition should be easy to understand and memorize without too much abstraction. As for the factors affecting the weather, "Weather is driven by air pressure, temperature and moisture differences between one place and another."\ref{951170} The teacher should also be careful how to express it in an appropriate way. For example, simple terms such as “air”, “water”, “dust”, “heat” can be used during the class.The teacher should get familiar with local weather characteristics and collect suitable pictures or short video clips to be shown to the students. Take Shanghai as an example. There is a regularly humid and rainy period between spring and summer. Extreme weather such as Typhoons can often be generated in Pacific Ocean near Shanghai and its effect can be observed in summer. By relating the topic with the students’ experience in real life, students can be more engaged in the discussion and  learning of the topic. The teacher should get familiar with human activities that are significantly affected by weather. Major types of such activities are as below:Agriculture: a suitable amount of rain is good for crops to grow in farms. On the other hand, lack of rain or excessive amount of rain may cause drought or flood, in both cases crops may die and as a result agricultural production is affected. This is why farmers have great concerns about weather during their daily work. Traffic: a common observation is that it is harder to travel between home and school during rainy days. In fact, rain, snow or fog all bring difficulty for people to travel on roads. Furthermore, storm and thunder bring danger to air traffic, typhoon and hurricane are enemies to ships traveling in the sea. People and traffic companies should adjust their traffic plan based on weather forecast results.Health issues: fog and haze are caused by small particles in the air, and are harmful to people's respiratory system. When exposed in extremely hot or cold environment, people may suffer from sunstroke or cold injuries. This is why people should be aware of the weather condition everyday to protect themselves. Social security and stability: large scale extreme weather such as typhoons and hurricanes can cause severe damages to houses and roads to a city, and can take people's lives. Thus scientists must closely monitor the possible occurrence of such extreme weather (also called natural hazards) so that precautionary actions can be taken by the government.The teacher should go through weather forecast website which is to be shown to the students, such as the China Weather website. Get familiar with some of the pages, such as the following:

A document by Vahitha Banu M A. Click on the document to view its contents.

Suggested time for class: 50 minutes.

Standards:  Math- MGSEK.MD.1  Describe several measurable attributes of an object, such as length or weight               MGSEK.CC.5  Count to answer "how many" questions SCIENCE- SKP1.  Obtain, evaluate, and communicate information to describe objects in terms of the materials they are made of and their physical attributes                    S2P1.   Obtain, evaluate, and communicate information about the properties of matter TECHNOLOGY-  CSS.IDC.K-2.4  Use the Design Process (use, modify, create) with a variety of tools to identify and solve problems by creating new, modified, or imaginative solutions PERFORMANCE EXPECTATIONS:MATH- Students will make sense of problems and persevere in solving them.Students will construct viable arguments and critique the reasoning of others.SCIENCE- Students will explore the properties of different objects using their senses.Students will compare how the materials are similar and how they are different.Students will assemble and disassemble structures made from small pieces.TECHNOLOGY- Students will understand that a model is used for developing and testing ideas.LESSON OVERVIEW:In this lesson students will evaluate and classify materials based on their attributes and apply their knowledge of these materials to build a model of a chair that will support a full can of soda.MATERIALS:"Goldilocks and the Three Bears" by Jan Brett unified cubes base ten ones unopened soda canOPENING: (10 MIN)To begin the lesson and engage interest, the teacher will read the book "Goldilocks and the Three Bears. Then the teacher will explain to the students that they are going to help Goldilocks build a chair that will hold the bears weight.First the teacher will place the students in groups of four. Next, the teacher will pass out unified cubes and base ten ones to each group and have students explore their physical attributes using their senses. After students have explored the cubes and ones, the teacher will have students to sort them by color and size. The teacher will pose the question "Which blocks would be best to build a chair for bear?" The teacher will facilitate a class discussion to decide which blocks would be best. After students determine that the unified cubes would be best, the teacher will take up the ones and provide groups with a soda can. The teacher will ask the students to pick up a unified cube and the soda can and have the group decide which is heavy and which is light.WORK SESSION: (30 MIN)During this time students will be provided with the above list of materials and will work to complete the chair task. The teacher will introduce the task using print outs showing the following.-Design a chair that will hold the full can of soda using the unified cubes-Create your chair and test it-Improve your designStudents will use the chair task recording sheet as they complete the task. The sheet has a place for them to draw their plan, count how many unified cubes they used to build their chair, and write about what they did to build a chair that will hold a full can of soda. The teacher will facilitate by walking around the room and guiding the students when necessary with prompting questions, such as....."Does your model look like a chair?", "What are the parts to a chair?", "Have you tested your design?" and "Can you make it better?"CLOSING: (10 MIN)The teacher will bring the class back together and have groups share their designs with the class. As groups are sharing the class will decide who had the best design. The teacher will explain that they will use the best overall design to create a chair using the 3-D printer during their next class time.

Grade level: Preschool-1stSuggested order: 1 weekSuggested time: 50 min per dayOverview:Students will discover strawberries. They may already know about them but they will learn about them in a new way with hands on activities using science, technology, engineering and math. First, students will learn about each part of the strawberry, the flesh, skin, stem and seeds. The students will then use their senses to taste, touch, see, smell and hear. They will make a hypothesis on what they think they will find out with their senses. (which will be recorded) When they are blindfolded, they will use their sense of taste, touch, smell and hearing to discover the strawberry, after they will use their sense of sight. These will be recorded next to their hypothesis. The next day, they will work in groups to figure out how to grow their own strawberries. What items would they need? What would they need to do to get the strawberry to grow? How many seeds would they need? Does a strawberry have seeds? They will think about what items they would be able to create with these strawberries once they are grown. What different form would the strawberry have to take in order to create the item? Besides using it as food, is their anything else you would be able to do with a strawberry?ObjectivesStudents will learn about the life cycle of a strawberryStudents will use their sensesStudents will learn about natureStudents will discover that a strawberry can take many formsStudents will learn responsibility and how to care for a plantMaterialsStrawberriesPotsSoilStrawberry seedsBlindfoldsPotato masherSpoonsPaintbrushesPaperThe LessonPart 1: About strawberries (Day 1)Ask the students what a strawberry is. Teach the students about strawberries such as the different parts of a strawberry. Their nutrition value and that it is a fruit. Strawberry cultivars vary widely in size, color, flavor, shape..etc.Students will draw a picture of what a strawberry looks like. Read books about strawberries.Part 2: Senses (Day 2)Students will be blindfolded and use their sense of touch, taste, smell and hearing to discover strawberries. Before the project, they will create a hypothesis about what they think they will feel, smell, taste and hear which will be recorded to base it on the final answer. Before the blindfold comes off, they will be asked about their hypothesis for what they will see. After, they will use their sense of sight to describe the strawberry.Students will write down their experience about using their 5 senses to describe the strawberry.Students will be asked how many seeds a strawberry has and to try and count the seeds. (On average, a strawberry has about 200 seeds on its external membrane)Part 3: Life Cycle (Day 3)Read the book Life Cycle Strawberries By Robin Nelson. Students will team up with a partner and think about how to grow their own strawberry plant. They will be given some materials that they have to think about using. Go over how in order to help a plant grow, it needs sun, water and soil. Students will use a hypothesis based on what they learned in the book that was read. Part 4: Grow a strawberry plant (Day 4)Read the book Strawberry Growing for Beginners By John Baker Students will partner up with their partners from the day before and be given materials such as mini clay pots, dirt, water and a strawberry. They put dirt in the pot, pick out the seeds from the other strawberry with a toothpick, put the seeds in the dirt and water it. They will put it in the sunlight (on a windowsill or somewhere that gets a good amount of sun) and take care of their plants everyday by watering them. They will keep a journal that they will write in every day about the process of their strawberry so they will know at the end of the project how many days it took for their plant to grow.Part 5: Different forms (Day 5)Students will be given a bunch of strawberries and asked to use the materials (potato masher, paper, spoons, forks, straws, paintbrushes..etc.) and make the strawberry into a different form. The students will be asked what kind of items they can make with the strawberries. (In addition to being consumed fresh, strawberries can be frozen, made into preserves,[46] as well as dried and used in prepared foods, such as cereal bars.[47] Strawberries and strawberry flavorings are a popular addition to dairy products, such as strawberry-flavored milk, strawberry ice cream, strawberry milkshakes, strawberry smoothies and strawberry yogurts. Source: https://en.wikipedia.org/wiki/Strawberry)Students will watch the video How to Make Strawberry Jam to learn the process. https://www.youtube.com/watch?v=F5LhDkAfxA8Students can make sculptures using the straws and strawberries or paint with smashed strawberry juice, paper and paintbrushes. Red food coloring can be added to make a stronger color.Of course students will eat the strawberries!Sources:https://en.wikipedia.org/wiki/Strawberryhttps://www.youtube.com/watch?v=F5LhDkAfxA8 https://www.barnesandnoble.com/w/strawberry-growing-for-beginners-john-baker/1128879573?ean=9781720764380&st=PLA&sid=BNB_DRS_New+Core+Shopping+Top+Margin+EANs_00000000&2sid=Google_&sourceId=PLGoP213156&gclid=CjwKCAjwhevaBRApEiwA7aT530nUUrG-DT4ovvRnWwn1LvASZOVOWmRTW5riQMjkrnbLDhnESwG1BRoCGXUQAvD_BwEhttps://www.barnesandnoble.com/p/strawberries-robin-nelson/1014643573/2679516381163?st=PLA&sid=BNB_DRS_Core+Catch-All,+Low_00000000&2sid=Google_&sourceId=PLGoP212586&gclid=CjwKCAjwhevaBRApEiwA7aT536gPEQQzaQVaBo3_-SUVkr4pb5-agiKiTyCUafjolqmhjapol4lDBhoCvt4QAvD_BwE

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LESSON TITLE: Dwell Dome

Author: Usama KalimTime of Activity (50 minutes)Elements: embedded in lessonDaily Learning Targets: Awareness of Ocean PollutionDaily Academic Vocabulary: Ocean Pollution, Clean Environment, Sea life, Marine PollutionLearning Goal: Awareness of ocean water pollution and its effects on Marine life and environmentEssential Questions: What is Ocean pollution? How can you solve this problem?Challenge- Design a barriers which blocks pollution and trash going into the ocean without disturbing the normal flow of water and also how to clear those trash blocked by the barrier efficiently.