STEM Challenge-Hydraulic Powered Robot Arm Challenge Each group in a class is challenged to build a hydraulic machine suitable to lift the materials given. Grade/Level: 7 Overview: Constructing Hydraulic machines by understanding and applying mechanical and hydraulic systems using EDP Process. Learning standards: Students demonstrate an understanding of the process and phenomena of fluid mechanisms. Students demonstrate applying scientific concepts in daily life and solving problems Students demonstrate an exhibition of creativity in designing models using eco-friendly resources.
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.
Designed by: Ana Osorio Title: Watering with Intelligencen and Sustainability Grade level: 5th - 7th grade Timeline: 50 minutes-2 sessions Subject Areas: Engineering, science, arts. Standards: Malla culicular(El Salvador) 2.2.2: Desarollo Sostenible 1.2.2: Etapas de un proyecto 2.4.1: Arte en bienes naturales renovables y no renovables Background: The students have been learning about mindfully using water. According to new data from the UN, 80% of El Salvador's population is under water stress. While this is primarily due to the government's poor distribution, farmers are also to blame for their misuse of water. Learning Target: Students will become aware of how they can sustainably use water when it comes to planting. They will be able to spread awareness to others based on their newly acquired knowledge. Challenge: Create a model of an irrigation system with the materials provided and within the allotted time limit. Discuss, as a class, what is the most sustainable option. Share their experience and knowledge with others through social media platforms such as Facebook and YouTube. Questions: S: How does the type of irrigation system affect the growth of the plant? T: How can I make use of social media platforms to spread awareness? E: How can I design and build an irrigation system model using the engineering process? M: How do the time and size of the materials affect the amount of water used? Integrated 21st Century skills: Collaboration and teamwork, communication, critical thinking, creativity, problem-solving. Vocabulary: Sustainability Irrigation Recyclables Spreading awareness Material: Rubber bands Plastic bottles Hose Scissors Glue gun/stick Paper pins Plants Procedure: Part 1: (35-minute sessions) A short 5-minute tutorial video will be shown of the two different irrigation systems. The class will be divided into two groups. Instructions will be given: One group will design a model of a dripping irrigation system, and the other will do a sprinkler irrigation system. Groups will collect their materials. Start discussing as a team how to best complete this challenge in the allotted time frame. Students will fill out the flow chart containing the engineering process as they go along. Part 2: (15-minute session) Groups will take turns presenting their irrigation models. Students will have an open discussion answering the four stem questions as a class. Finally, students will showcase their work through a social media platform to spread awareness. (note: part two can be carried out at a later date so as to see results.) Resources: Plastic Bottle Drip Water Irrigation System Very Simple Easy ll DIY home drip irrigation system EASY - No Fail water sprinkler from plastic bottle in just 5 minutes
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.
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.
The lesson focuses on the basic principles of circuitry and electric conductivity Students are expected to understand the basic flow of electricity, the nature of conductivity, and the terms associated witih this phenomenon Lesson Focus and Goals: 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 circuits using the terms and key elements learned from the lesson. Materials Needed: White board, Smart Phoen or Tablet, Notebook paper Assessment: The formative assessment requires students to design their own circuits on a sheet of paper. The circuits must include a definition of current and flow, as well as the three primary parts of the circuit: a power source, a conductor or wire, and a switch. Learning Objectives: Students will be able to show their mastery of basic circuitry by designing their own circuit using the three components of a circuit. LESSON PLAN
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.
Aim: To study growth pattern in plants after seeing the effects of temperature and sunlight Design : Use plastic containers as growth support systems for plants with small germination time. Use of transparent containers for viewing the growth obtained and recording images at regular intervals. Engineering Design Process: Use of different materials for determining the most suitable design model for the growth experiment. Possible Outcomes: Students will learn the nuances of plant cultivation. They can infer models, of all the necessary elements required for growth.
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.