Getting Excited About STEM
6-12
Workshop designed and conducted by Diana Wehrell-Grabowski, Ph.D.
STEM in a Nutshell
The acronym STEM stands for science, technology, engineering, and mathematics. In 2001, Judith A.
Ramaley, former director of the National Science Foundation’s education and
human-resource division was credited by many educators with being the first person to brand science,
technology, engineering and mathematics curriculum as STEM. It was swiftly adopted by numerous
institutions of higher education as well as the scientific communities as an important focus for education
policy focus and development.
STEM education attempts to transform the typical teacher-centered classroom by encouraging a curriculum
that is driven by problem-solving, discovery, exploratory learning.
In the past STEM concepts have been taught separately and most of the time independent from each other.
The STEM philosophy is to present STEM content and practices so that they are integral.
What Does A STEM Program/ Learning Environment Look Like?
Inquiry-based
Interdisciplinary
Integrative
Student driven vs. Teacher driven
Students are actively engaged in the learning process.
Students are developing and strengthening their critical thinking and problem-solving skills.
Students collaboratively apply math, science, and technical expertise to real-life problems.
Students are conducting hands-on-minds-on explorations to investigate STEM concepts.
STEM Helps to Develop and Strengthen:
Creativity and Innovation
Critical Thinking and Problem-Solving
Collaboration, and
Communication
What Are The Goals Of STEM Education?
Move American students from the middle of the global pack to the top in the next decade.
Support new and innovative initiatives that will help improve the content knowledge skills and
professional development of the K-12 STEM teacher workforce and informal educators and improve
resources available in STEM classrooms and other learning environments.
Support new and innovative initiatives to recruit and retain highly-skilled STEM teachers.
Strengthen effective STEM education programs at all levels K-12, including undergraduate and graduate
levels, and informal learning environments.
Increase STEM literacy so that all students K-12 can learn deeply and think critically in science, technology,
engineering, and math.
Expand STEM education and career opportunities for underrepresented groups, including women and girls.
Expose students to diverse role models and mentors who are employed in STEM fields.
Cultivate and support collaboration among groups, companies and leaders working to increase and diversify
the science and engineering workforce.
Reinvigorate attention to accountability for conscious and effective recruitment of underrepresented
students to science and engineering education and to the workforce.
Increase interest in fields where there are anticipated gaps in future employment.
* Art has recently been added to STEM = (STEAM)
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STEM Organizations & Resources
American Society for Engineering Education (daily newsletter request Elementary info.).
www.asee.org
www.stemedcoalition.org
Dream Up the Future- egFI- www.egfi-k12.org (great site with K-12 STEM lessons, posters, etc.).
Engineering is Elementary – www.eie.org
http://www.ieee.org/
Engineering is Elementary Store (buy teacher manuals and kits) www.eiestore.com
www.afterschoolalliance.org (good information for afterschool etc. STEM activities, grants etc.).
www.girlstart.org (females and STEM)
www.pbs.org/teachers/stem/
Center for the Advancement of STEM Education- www.nacase.org
www.stemconnector.org
Triangle Coalition for Science Technology Education- www.trianglecoalition.org
Center for STEM Education www.stem.neu.edu/
www.nasa.gov/offices/education
National Science Teachers Association- www.nsta.org
http://www.makershed.com
http://nasa
http://www.sciencebuddies.org
www.CTScienceCenter.org (has samples of Engineering Problem Rubrics
Academy of STEM Northwest ISD http://www.nisdtx.org (Engineering, 21st Century Skills Rubrics).
STEM Rubric Sites:
http://www.depts.ttu.edu/tstem/
http://futureofeducation.wikispaces.com
http://osep.northwestern.edu/help-creating-assessment-rubrics
http://www.robotics.education.org
http://www.waynecountyschools.org
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Engineering Design Process
Step 1- Students should state the challenge problem in their own words.
Step 2- Students should specify the design requirements (criteria). Students should list the limits
on the design due to available resources and the environment (constraints).
Step 3- Each student in the group should sketch his or her own ideas as the group discusses ways
to solve the problem. Labels and arrows should be included to identify parts and how they might
move. (quick drawing)
Step 4- Each student should develop two or three ideas more thoroughly. Students should create
new drawings that are orthographic projections (multiple views showing the top, front and one
side) and isometric drawings (3d). These are to be drawn neatly, using rulers, etc.. Parts and
measurements should be labeled clearly.
Step 5- The developed ideas should be shared and discussed among the team members. Students
should record pros and cons of each design idea directly on the paper next to the drawings.
Step 6- Students should work in teams and identify the design that appears to solve the problem
the best. Students should write a statement that describes why they chose this solution. This
should include some references to the criteria and constraints identified above.
Step 7- Students will construct a full-size or scale model based on their drawings.
Step 8- Students will examine and evaluate their prototypes or designs based on the criteria and
constraints. Groups may enlist students from other groups to review their solution, etc..
Reference- NASA- Engineering Design Process
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Project-Based Learning
Project Based Learning (PBL) is a teaching method in which students gain knowledge and skills by
working for an extended period of time to investigate and respond to a complex question, problem, or
challenge.
A project is meaningful if it fulfills two criteria. First, students must perceive the work
as personally meaningful, as a task that matters and that they want to do well.
Second, a meaningful project fulfills an educational purpose. Well-designed and wellimplemented project-based learning is meaningful in both ways.
Essential Elements of PBL include:
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Significant Content- At its core, the project is focused on teaching students
important knowledge and skills, derived from standards and key concepts at
the heart of academic subjects.
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21st Century Competencies- Students build competencies valuable for today’s world, such as problem
solving, critical thinking, collaboration, communication, and creativity/innovation, which are explicitly
taught and assessed.
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In-Depth Inquiry- Students are engaged in an extended, rigorous process of asking questions, using
resources, and developing answers.
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Driving Questions- Project work is focused by an open-ended question that students understand and
find intriguing, which captures their task or frames their exploration.
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Need to Know- Students see the need to gain knowledge, understand concepts, and apply skills in
order to answer the driving question and create project products, beginning with an Entry Event that
generates interest and curiosity.
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Voice and Choice- Students are allowed to make some choices about the products to be created, how
they work, and how they use their time, guided by the teacher and depending on age level and PBL
experience.
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Critique and Revision- The project includes processes for students to give and receive feedback on
the quality of their work, leading them to make revisions or conduct further inquiry.
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Public Audience- Students present their work to other people, beyond their classmates and teacher.
Sample PBL Ideas:
1. Help local businesses increase environmental sustainability (e.g., reduce waste).
2. Debate the relationship between technology and humanity from a historical or modern perspective.
3. Reverse global warming , or re-imagine major coastal cities in light of 6 degrees of warming.
4. Plant and manage a garden to feel local homeless/hungry.
5. Analyze the impact of great architecture-or lack thereof-on a community.
6. Plan a Maras colony using current data of the Martian landscape and atmosphere.
7. Research all modern tools uses to provide clean water access, then design a better tool.
PBL References and Resources:
http://teachthought.com
http://www.ascd.org/publications/educational_leadership
http://bie.org/about/what_pbl
http://ww.en.wikipedia.org/wiki/Project-based_learning
Blank Project Form (teacher completes prior to assigning task) http://www.edutopia.org/stw-pbl-resources
Developing Rubric information for teachers @ Think Forward PBL Learning Institute
Sample PBL Rubrics @ http://www.dailygenius.com/wp-content/uploads/2014/10/group-participationrubric.png
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Science, Technology, Engineering, and Math (STEM) In the MS-HS Classroom
Helpful websites for integrating technology into the classroom:
http://www.twoguysandsomeipads.com
http://www.freetech4teachers.com by Richard Byrne
http://www.iste.org (International Society for Technology in Education)
There are endless opportunities to integrate technology into the 6-8 classroom, a few are listed below:
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Collaborate with other teachers, classrooms, families via social media:
Twitter, Facebook, Skype, Google +
Provide students with technology tools including:
Table Computing (iPad®, Nook®, Kindle®, etc.).
Personal Learning Environments- PLE’s, are a digital method of individualizing instruction. Each PLE is
unique to each student. PLE’s can be in the form of wiki pages, personal blogs, e-portfolios of work,
or websites that are teacher and/or student created.
Use of SmartBoard
Have students design PowerPoint presentations.
Use video and audio tools while teaching, as well as allowing students to have the opportunity to
explore the use of video and audio tools on age-appropriate equipment such as, iPads®, Kindle®,
classroom computers, etc.
Teacher and student use of digital cameras to document classroom explorations.
Digital microscopes and projectors. (Harbor Freight, Zoomy Microscope, Amazon).
Digital balances (Harbor Freight)
Digital calipers (Harbor Freight)
Digital pH readers and other miscellaneous digital lab tools and software.
There are hundreds of quality educational apps for iPads® and android devices a list follows:
Language Arts/ Writing:
Book Creator
MaxJournal
Quest Atlantis and Atlantis Remixed, or ARX (for middle- high school level).
Science:
Robots for iPad
3D Cell
3D Brain
3D Sun
Mars Globe HD
Science Glossary
Wolfram Alpha
iLab Timer
iCelsius
Science Glossary
Physics!
Video Science
The Elements: A Visual Exploration
Pocket University: Virtual Sky Astronomy
Newtons Laws
Molecules
Solar Walk
Star Walk
Periodic Table
Frog Dissection
Touch Physics HD
Skeletal 3D Anatomy
Moon Atlas
Science 360
Art
ColarMixlPrint- http://www.colorapp.com
SketchBook Pro
Social Studies
History: Maps of World
The World Factbook for iPad
Beautiful Planet HD
World Atlas HD- from National Geographic
Math
The Ruler
SpaceTime
Math Quizzer
Geometry Stash
PocketCAS lite
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Critical Thinking
* We do not understand critical thinking as something additional to content, but rather as integral
to it. We focus, therefore, on teaching student to learn not random bits and pieces of information,
but systems, organized networks of concepts, active modes of thinking.
Tactical and Structural Recommendations
1. Design coverage so that students grasp more. Plan instruction so students attain organizing
concepts that enable them to retain more of what you teach. Cover less when more entails that they learn
less.
2. Speak less so that they think more. (When you lecture)
3. Don’t be a mother robin-chewing up the text for the students and putting it into their beaks through
lecture. Teach them instead how to read the text for themselves, actively and analytically. Focus, in other
words, on how to read the text not on “reading the text for them”.
4. Focus on fundamental and powerful concepts with high generalizability. Don’t cover more than 50 basic
concepts in any one course. Spend the time usually spent introducing more concepts applying and analyzing
the basic ones while engaged in problem-solving and reasoned application.
5. Present concepts, as far as possible, in the context of their use as functional tools for the solution of real
problems and than analysis of significant issues.
6. Develop specific strategies for cultivating critical reading, writing, speaking, and listening. Assume that
your students enter your class-as indeed they do-with limited skills in these essential learning modalities.
7. Think aloud in front of your students. Let them hear you thinking, better, puzzling your way slowly
through problems in the subject. (Try to think aloud at the level of a good student, not as a speedy
professional. If your thinking is too advanced or proceeds too quickly, they will not be able to internalize it).
8. Regularly question your students Socratically: probing various dimensions of their thinking: their purpose,
their evidence, reasons, data, their claims, beliefs, interpretations, deductions, conclusions, the implications
and consequences of their thought, their response to alternative thinking from contrasting points of view,
and so on.
9. Call frequently on students who don’t have their hands up. Then, when one student says something, call
on other students to summarize in their own words what the first students said (so that they actively listen to
each other).
10. Use concrete example whenever you can to illustrate abstract concepts and thinking. Cite experiences
that you believe are more or less common in the lives of your students (relevant to what you are teaching).
11. Require regular writing for class. But grade using random sampling to make it possible for you to grade
their writing without having to read it all (which you probably don’t have time for).
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Critical Thinking
12. Spell out explicitly the intellectual standards you will be using in your grading, and why. Teach the
students, as well as you can,how to assess their own work using those standards.
13. Break the class frequently down into small groups, give the groups specific tasks and specific time limits,
and call on particular groups afterward to report back on what part of their task they completed, what
problems occurred, how they tackled those problems, etc..
14. In general design all activities and assignments, including readings, so that students must think their
way through them. Lead discussions on the kind of thinking that is required.
15. Keep the logic of the most basic concepts in the foreground, continually re-weaving new concepts into
the basic ones. Talk about the whole in relation to the parts and the parts in relation to the whole.
16. Let hem know what they’re in for. On the first day of class, spell out as completely as possible what your
philosophy of education is, how you are going to structure the class and why, why the students will be
required to think their way through it, why standard methods of rote memorization will not work, what
strategies you have in store for them to combat the strategies they use for passing classes without much
thinking, etc..
Tactics that Encourage Active Learning
Use the following tactics during class to ensure that students are actively engaged in thinking about the
content. Students should be routinely called upon to:
1. Summarize or put into their own words what the teacher or another student has said.
2. Elaborate on what they have said.
3. Relate the issue or content to their own knowledge and experience.
4. Give examples to clarify or support what they have said.
5. Make connections between related concepts.
6. Relate the instructions or assignment in their own words.
7. State the question at issue.
8. Describe to what extent their point of view on the issue is different from or similar to the point of view of
the instructor, other students, the author, etc.
9. Take a few minutes to write down any of the above.
10. Write down the most pressing question on their mind at this time. The instructor then uses the above
tactics to help students reason through the questions.
* From the Foundation for Critical Thinking
www.criticalthinking.org
* Critical Thinking Foundation has a short critical thinking series of animated videos on
youtube specifically designed for elementary-age+ students.
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Types of Questions Based on Bloom’s Taxonomy
As teachers we tend to ask questions in the “knowledge” category 80-90% of the time. Instead try and
utilize higher order level of questions. These type of questions require much more “thinking” and a
more extensive and elaborate answer. Below are the six question categories as defined by Bloom.
Knowledge
Remembering
Memorizing
Recognizing
Recalling identification
Recalling information (who, what, when, where, how..? describe
Comprehension
Interpreting
Translating from one medium to another
Describing in one’s own words
Organization and selection of facts and ideas
Retell…
Application
Problem solving
Applying information to produce some result
Use of facts, rules and principles
How is…. An example of…..?
How is…related to….?
Why is….significant?
Analysis
Subdividing something to show how it’s put together
Finding the underlying structure of a communication
Identifying motives
Separation of a whole into component parts
What are the parts or features of ….?
Classify…according to…
Outline/diagram…
How does…compare/contrast with…?
What evidence can you list for…?
Synthesis
Creating a unique original product that may be in verbal form or may be a physical object
Combination of ideas to form a new whole
What would you predict/infer from….?
What ideas can you add to…?
What might happen if you combined…?
What solutions would you suggest for….?
Evaluation
Making value decisions about issues
Resolving controversies or differences of opinion
Development of opinions, judgments or decisions
Do you agree that..?
What do you think about…?
What is the most important…?
What criteria would you use to assess….?
Place the following in order of priority….
How would you decide about …..?
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Beyond Bloom
Six kinds of thinking that are essential in aiding our understanding from Ron Ritchhart, David Perkins, Shari
Tishman, and Patricia Palmer:
1.
Observing closely and describing what’s there
2.
Building explanations and interpretations
3.
Reasoning with evidence
4.
Making connections
5.
Considering different viewpoints and perspectives
6.
Capturing the heart and forming conclusions
7.
8.
Wondering and asking questions
Uncovering complexity and going below the surface of things.
Understanding is not the sole goal of thinking. We also think to solve problems, make decisions, and form
judgments. Some additional types of thinking that seem useful in the areas of problem solving, decision
making, and forming judgments include:
1.
Identifying patterns and making generalizations
2.
Generating possibilities and alternatives
3.
Evaluating evidence, arguments, and actions
4.
Formulating plans and monitoring actions
5.
Identifying claims, assumptions, and bias
6.
Clarifying priorities, conditions, and what is known.
Resources:
Out of Our Minds: Learning to be Creative by Ken Robinson, 2011.
Creating Innovators: The Making of Young People Who Will Change the World by Tony Wagner, 2012.
Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners by
Ron Ritchhart, Mark Church, and Karen Morrison, 2011.
Invent To Learn: Making, Tinkering, and Engineering in the Classroom by Martinez and Stager, 2013.
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Reflective Journaling in the STEM Classroom
Why use journaling?
Journaling is used in academia as a means of aiding reflection.
Instructional tool
Deepens students understanding.
Helps to develop critical thinking.
Promotes inquiry through reflective writing.
Provides regular feedback between teacher and student.
Great form of alternative assessment. (Teachers and students can design rubrics for assessing journals).
* During this workshop you and your peers will design a rubric for assessing STEM journals.
Read. Write. Think. NCTE
Juli Kendall http://www.middleweb
What does a reflective journal contain?
Daily written entries by student, including drawings.
2 and 3-D items (specimens from nature etc.).
Objective and subjective written reflections by student.
Data
Can contain teacher and student made handouts and lab sheets.
Facts, concepts, and terminology.
How does a reflective journal differ from a traditional science notebook?
A reflective journal is predominantly student driven vs. teacher driven.
Student and peer questions vs. teacher questions.
A student is given much more freedom to express what they think. What did they learn from the
lesson, experiment etc..
Grammar and spelling are not the primary focus, it’s the students thoughts and ideas.
Reflective journals are dimensional (contain 3-D materials).
A traditional science notebook tends to contain “a bunch of teacher-made lab sheets, with
student answers/data”.
Students are asked to record thoughts, etc. throughout the lesson, investigation etc. on
a daily basis.
Reflective journals are often peer-reviewed. Teachers should ask for journals to be peerreviewed frequently.
Starting Points:
What was the most memorable experience from today’s class?
What is something new you learned today?
What was the most interesting thing you learned today?
In your opinion, what was the most useful idea discussed in today’s class? How might you make
use of the useful idea in your daily life?
What do you think was the major purpose or objective of today’s lesson/investigation?
What relationship did you see between today’s investigation/topic and other
investigations/topics discuss in this class?
What was discussed or investigated today that seemed to connect with what you are learning or
have learned in other classes and grades?
Is there anything from today’s lesson or investigation that you disagree with? If so, describe.
Leonardo Da Vinci is best known for his art and secondarily for his sketches of his inventions where were far
ahead of their time. Less well know is the degree to which Leonardo was an advocate for careful
empirical observation and an early version of the scientific method, making him important to
the development of both science and skepticism.
During Leonardo daVinci’s lifetime it was popular for scholars to believe they could obtain
certain knowledge of the world through pure thinking and divine revelation. Leonardo
rejected this in favor of empirical observation and experience. Leonardo’s emphasis on
observation and empirical science was not separate from his art. He believed a good artist
should also be a good scientist because an artist can’t reproduce color, texture, depth, and
proportion accurately unless they are careful and practiced observer of reality around them.
Reference- About.com Leonardo-Da-Vinci
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Teacher:
Date:
Grade level:
NGSS:
Science and Engineering Practices - (Defining and delimiting engineering problems, Designing solutions to
engineering problems, & Optimizing the design solution).
Crosscutting Concepts-Cause and effect, scale, proportion, and quantity, energy and matter.
Disciplinary Core Ideas- Physical Science, Earth and Space Science, and Engineering, Technology, & Applications of
Science
ENGAGEMENT
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Describe how the teacher will capture students’ interest.
What kind of questions should the students ask themselves after the engagement?
EXPLORATION
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Describe what hands-on/minds-on investigations students will be doing.
List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration
EXPLANATION
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Student explanations should precede introduction of terms or explanations by the teacher. What questions or techniques will the teacher use to help
students connect their exploration to the concept under examination?
List higher order thinking questions which teachers will use to solicit student explanations and help them to justify their explanations.
EXTEND
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Describe how students will develop a more sophisticated understanding of the concept.
What vocabulary will be introduced and how will it connect to students’ observations?
How is this knowledge applied in our daily lives?
EVALUATION
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How will students demonstrate that they have achieved the lesson objective?
This should be embedded throughout the lesson as well as at the end of the lesson
Inquiry- Based
5 – E Lesson Plan
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The Marshmallow Challenge
Objective: To build the tallest-freestanding structure within 18 minutes using as much or as little of the given
materials.
Group Size: 4
Time: 18 minutes (design and construct)
Materials: Each group of 4 will receive 1 yard of Masking Tape, 1 yard of
string, 20 sticks of uncooked regular size spaghetti, and 1 marshmallow. Do
not use Fettuccine, Angel Hair etc.. Scissors
Procedures:
Tell the participants they are not to open up the kit/ bag touch the materials etc. until they are told to.
1. Give each group a kit (1 regular size marshmallow, 1 yard string, 1 yard masking tape, 20 sticks of
spaghetti, and scissors).
Objective: Build the tallest-freestanding structure using as much or as little of the given materials. The
marshmallow must be placed on top of the structure (full marshmallow). The structure must be freestanding
(can’t be held by group members) at the end of 18 minutes. No taping to table. No tying structure up to
ceiling etc.
Groups are free to use as much or as little of the materials, and do whatever they would like to the materials
(cut, etc.). Marshmallow must remain intact.
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Teachers do not give any additional instructions to the group aside from listed in the objective
section. Walk around the room while groups are constructing.
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It’s suggested to use some type of timer throughout the challenge (computer projected timer etc.).
Provide groups with remaining time (12 minutes, 9, 5, 3, 2, and 1 minute, 30 seconds, down to the
second).
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At the end of 18 minutes, measure the structures. Structures must be free-standing, not held by any
group members.
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Measure the structures from the shortest standing structure to the tallest. Have groups measure their
structures, with the teacher verifying heights.
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Have groups discuss the process with each other, record observations, comments, drawing and
dimensions of their structure in their journals.
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Have each group share their observations, model etc. with the class.
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Try the Marshmallow Challenge again at a later date.
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Have groups design a new challenge using different materials but with the same objective to build
the tallest-freestanding structure within 18 minutes.
* Originator of Marshmallow Challenge (Tom Wujec).
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Investigation: Exploring How Biology and Engineering are Bridged by Biomimicry
Connecting to the Standards
Science and Engineering Practices
Crosscutting Concepts (Patterns, Cause and effect, Scale, proportion, and quantity,
Systems and system models, Energy and matter, Structure and function, & Stability and
change).
Disciplinary Core Ideas (Physical Science, Life Science, & Engineering, & Technology, & Applications of
Science)
Key Concepts
Biological Evolution
Biomimcry – How engineers often imitate nature in the design of innovative new products.
Biomimetics- Biomimetics infuses adaptations and applications found in nature into everyday engineering.
Adaptations
Fossils
Structure and Function
Nature of matter
Materials Science
Biomedical technology
Sustainable design- bio-architecture
Engineering Design Process
Materials:
* Living specimens can include terrestrial or aquatic snails and pill bugs.
Marine snails and shells (Wentletrap Shell- spiral staircase shell)
Photos and/or models of spiral staircases.
Magnifying lenses, microscopes, digital microscopes, rulers, science journals, and drawing paper
Samples of plants (leaves, etc.)
Models of solar cells
Bird feathers and bird beaks (sanitized)
Household tools (pliers, wrenches, etc..)
Empty wasp nests and beehives (hexagonal shapes)
Model insects and preserved insect specimens
Models of airplanes, cars, train tracks
Samples of Velcro® and stickers (burrs)
Glow sticks (inspired from fireflies and other animals that use bioluminescence.
Samples of adhesives (inspired from geckos and lizards)
Biomimicry literature references
Hobby size solar cells
Party blowers and materials to engineer a tongue from a party blower.
Procedures:
Engage
1. Provide students with one specimen from nature (bird feather, seed, bird beak, bat, leaf) ask students to
study the object with their group and discuss how man has borrowed from this organism? Allow for
discussion.
2. Ask students to share any modern inventions that they believe may have been inspired from nature. Allow
for discussion.
There are endless examples but a few are:
Velcro, airplanes, helicopters, adhesives, paints, glow sticks, household tools, pumps, swimsuits, radars and
sonar equipment.
3. Ask students if they have heard the term biomimcry? Allow for discussion. What do they think the term
biomimicry means? Bio= life Mimic= Copy. Biomimicry is a relatively new science that studies models from
nature and then imitates these designs and processes in designing modern innovations as well as trying to
solve problems.
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Explore
1. Provide each group of students with a variety of modern materials that are based on models from nature
as well as specimens from nature. Items can include: Velcro, sticker burrs, camouflage materials, spiral
shells, bird feathers, household tools, etc. Ask students to study the objects using scientific tools. Students
will record their observations in their journal. Students can also be asked to design a lab sheet with
questions they would like to answer during the investigation. (Biological Evolution, Adaptation, & Engineering
Design Process).
2. Provide students with biomimicry references (see below) during this time.
Live Specimens:
Students can study available live specimens that Man has borrowed from in modern inventions (Pill Bug,
Snail, and Earthworm). Students will use appropriate scientific and mathematical tools in analyzing the
specimens. Students will record observations, questions, and drawings in their journal.
Explain
1. After groups have had sufficient time to explore the objects and
organisms. Have each group of students give an oral presentation of
what their group observed and discussed relative to biomimicry,
evolution, adaptations, engineering, etc.
1. Have photos or show a power point presentation of modern
innovations that have been borrowed from nature. Allow the students
to discuss their observations of how scientists, engineers, etc. have
borrowed from nature in their innovations.
Extend
1. Have photos or show a power point presentation of modern innovations that have been borrowed from
nature.
2. Have students choose a model from nature to design a new product that could help solve a human
problem (make life easier, more efficient way to heating, cooling, etc.).
3. Have students make a chameleon tongue by using a party blower, and a variety of materials such as
Velcro, sticky tape, etc. The objective is for the students to engineer the party blower so that it can catch a
“fake plastic fly”.
Evaluate
1. Evaluate student participation during investigation.
2. Evaluate student oral presentations.
3. Evaluate individual student journals, notes, and drawings.
Biomimicry Background
Biomimicry is a relatively new science. It is the science that studies nature to find solutions to
challenges that humans face. The idea is to borrow models from nature when designing and
constructing new innovations. However, scientists and engineers of the past have often studied nature as
inspiration for their inventions. Many of Leonardo daVinci’s ideas were based on his studies of nature.
“There is nothing new under the sun”. This does not mean that everything has been built already but that the
principle behind the design already exists. By examining structures in nature we can see where the principle
exists and see how these principles are incorporated in structures today. Nature uses live materials while
man most often uses inert materials, and the two don’t always behave in the same manner.
http://www.ul.ie/gaughran
The key philosophy of biomimicry is to produce sustainable products which result in developing a
sustainable world. Over the past 3.8 billion years nature has already solved many problems that mankind is
faced with. Thus, it makes sense to study nature for solutions to the challenges that humans face it’s likely
that nature has already come up with a solution.
* Nature is the best designer.
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Samples of modern innovations that have mimicked designs created by nature include:
Stickers- inspired Swiss botanist, George de Mestral to develop Velcro®
Human tongue and eardrum – inspired Alexander Graham Bell to produce the telephone speaker and
receiver.
Plant cells- solar cells
Gecko and lizard feet- adhesives
Lotus leaves- stain resistant clothing (nano materials), repellants, leaf optimizes photosynthesis
Fireflies- glow sticks
Millipedes- train tracks
Pill bug- suit of armor
Garden snails and sea shells- spiral stair cases, pumps, fans, etc.
Spider webs/silk- stronger fibers
Crab claws- household tools
Ecolocation in animals (bats and dolphins) – radar and sonar
Wasp nest and beehives- geodesic domes, golf balls
Bird feather- airplane
Seed dispersal- helicopters
Box Fish- Mercedes Bionic Concept Car
Nature’s 9 Rules (Janine Benyus)

Nature runs on sunlight.

Nature uses only the energy it needs.

Nature fits form to function.

Nature recycles everything.

Nature rewards cooperation.

Nature banks on diversity.

Nature demands local expertise.

Nature curbs excess from within.

Nature taps the power of limits.
Questions for designing biomimetically:
1. How does life make things?
2. How does life make the most of things?
3. How does life make things disappear into systems?
Resources:
The Biomimicry Institute http://www.biomimicryinstitute.org
(Youth Biomimicry Challenge)
Biomimicry: Innovations Inspired by Nature by: Dora Lee & Marot Thompson, Aug. 2011
Innovations Inspired by Nature by Janine M. Benyus, New York.
Nature Got There First by Phil Gates (2 editions 1995 and 2010)
Neo Leo: The Ageless Ideas of Leonardo da Vinci by Gene Barretta,2009.
Leonardo Beautiful Dreamer by Robert Byrd, 2003.
Heroes Of The Environment: True stories of people who are helping to protect our planet. H. Rohmer, 2009.
http://teachers.egfi-k12.org/biomimicry
http://www.teachengineering.org
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Investigation: Sustainable Scientists: Using Solar Cells to Convert Solar Radiation into Electrical Energy
Connecting to the Standards:
Science and Engineering Practices
Crosscutting Concepts (Patterns, Cause and effect, Scale, proportion, and quantity, Systems and system
models, Energy and matter).
Disciplinary Core Ideas (Physical Science, Earth and Space Science, Life Science, & Engineering, Technology, &
Applications of Science)
Key Concepts
Forms of energy
Energy transformations
Renewable and non-renewable resources
Engineering Design Process
Technology
Materials:
Fresh green leaves (biomimciry), Solar cells with wires (PV cells)- available from Sundance
Solar and Radio Shack®.1.5 DC motors with wires, Led’s , various buzzers, battery
holders and batteries from Radio Shack® and other science suppliers.
Procedures:
Engage
1. Provide students (working in small groups) with battery holders, batteries, and a variety of items (buzzers,
mini light bulbs, etc.). Tell students that their task is to get the buzzer, light bulbs to work with the given
materials. Give students time to conduct investigations.
2. After 10 minutes or so, have students share their observations with the class.
Introducing alternative energy resources (solar energy)
1. Ask students to share what they know about:
Solar energy- Where do they see it in use? (solar calculators, solar panels on rooftops, etc.).
How do they think it works, etc.?
2. Allow for discussion.
Explore
1. Give students a solar cell to observe, analyze and discuss with their group members.
* Optional- give students a green leaf to analyze and compare and contrast to the solar cell.
Discuss how the idea for solar cells originated from plant cells (photosynthesis). Relate to biomimicry
2. Provide the students with a low volt motor / buzzer, light bulbs, etc. and solar cell. Their task is to get the
buzzer, light bulbs etc. to operate with given materials.
3. Have students discuss with their group members what they need to do etc.
4. Take students outside to conduct their solar energy experiments.
Explain
1. Ask students to share their observations, and discuss the investigations they conducted.
2. Students are to discuss and use relevant energy terms and concepts during presentations.
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Extend
1. Ask students to design and conduct an experiment with the solar cells while outside. (place dark paper
over cell, place in shady area, etc.). How the amount of light & angle affects a solar cell.
2. PBL- Give students a challenge to design and build a solar cooker for a region that has experienced a
natural disaster. Students will have limited time and materials.
3. Have students research additional alternative energy resources (wind, water, etc.).
4. Have students debate the pros and cons of solar energy as an alternative energy source.
Evaluate
1. Observe students participation throughout the investigation through rubrics +.
Group participation
Oral presentations
2. Assess journal entries.
Background
A solar cell also called a photovoltaic cell (PV cell) converts solar radiation into electrical energy. Sunlight is
composed of photons, or particles of solar energy. These photons contain various amounts of energy
corresponding to the different wavelengths of the solar spectrum. When photons strike a photovoltaic cell,
they may be reflected, pass right through or be absorbed. Only the absorbed photons provide energy to
generate electricity. When enough sunlight (energy) is absorbed by the material electrons are dislodged from
the material’s atoms. When the electrons leave their position, holes are formed. When many electrons each
carrying a negative charge, travel toward the front surface of the cell, the resulting imbalance of charge
between the cell’s front and back surfaces creates a voltage potential like the negative and positive terminals
of a battery. When the two surfaces are connected through an external load (device), electricity flows.
References and Literature Connections:
Nature Got There First by Phil Gates. (2 editions, I like the earlier edition best).
The Kids Solar Energy Book by Tilly Spetgang, 2009.
Solar and Wind Power by Peter Lerangis, 2009.
Heroes Of The Environment: true stories of people who are helping to protect our planet by Rohmer, 2009.
Green power Solar & Wind Power, by Lerangis.
Energy Island: How one community harnessed the wind and changed their world by Drummond.
The Boy Who Harnessed the Wind by Kamkwamba.
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Investigation: Intro to Reverse Engineering via Solar Dancers®
Connecting to the Standards:
Science and Engineering Practices
Crosscutting Concepts (Patterns, Cause and effect, Scale, proportion, and quantity, Systems
and system models, Energy and matter).
Disciplinary Core Ideas (Physical Science, Earth and Space Science & Engineering,
Technology, & Applications of Science)
Key Concepts:
Engineering Design Process
Forms of energy
Energy transfer and transformations
Simple Machines (lever, wheel and axle, pulley, screw, inclined plane, and wedge)
Reverse Engineering- The process of discovering the technological principles of a device object or system
through analysis of its structure, function and operation. It often involves taking something apart and
analyzing its workings in detail to be used in maintenance or to try to make a new device or program that
does the same thing without using or simply duplicating the original.
Materials:
A variety of household gadgets and/or tools (robot arm, egg beater, tongs, toy cars and trucks, etc.).
Small screw drivers (flatheads and Phillips Heads, etc.).
Drawing paper, ruler, and pencils. References- diagrams of simple machines
Procedures
Engage
1. Provide each group with a Solar Dancer to observe briefly and analyze. Ask the students to describe how
they think the gadget operates? Allow for discussion. (All groups can be given the same object such as an
egg beater, clothes pin, etc. for the engagement section of this investigation).
The emphasis on this exploration is to analyze a gadget, draw and label the external and internal
components, and describe how it works. Thus, during the discussion reiterate the importance of engineers
closely analyzing objects and how they work in order to build new gadgets and machines.
Explore
1. Instruct the students that they will be given a Solar Dancer to closely analyze. They are to analyze the
gadget with their group members. Focus on what external and internal components of the gadget allow it to
operate.
What type of simple machine(s) allows the gadget to operate. The gadget may contain several types of simple
machines. For example, it might consist of a pulley and a wheel and axle.
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2. Provide each group of students with a Solar Dancer/ gadget to analyze. Or you can also have a variety of
gadgets for the students to select from. First, ask the students to analyze the Solar Dancer as a group. How
it works, external components, and what internal parts they believe may be inside that allow the gadget to
operate.

Each student is to draw an outline of the Solar Dancer to show the external parts, and provide
dimensions of gadget.

Each student is to draw the internal components they believe are inside the Solar Dancer (pulleys,
springs, etc.). Also write down what simple machines are involved in allowing the gadget to
operate/work.

After the external and predicted internal component parts have been drawn have the students
carefully take the Solar Dancer apart using appropriate tools. Tell the students that they will have to
put the gadget back together at the end of the lesson. Instruct the students to design a method of
dissecting the gadget so that all the parts will be accounted for, and it can be put back together.

After the Solar Dancer has been taken apart have the students draw and label the internal
components. Have students draw arrows to indicate directions of motion for each of the parts.

Students are to put the Solar Dancer back together. * Some models are rather difficult to put back
together, and might not be possible.
Explain
1. Each group will provide an oral and visual presentation of the gadget they analyzed. Leave gadgets open
so that the class can view the internal components.
2. Students are to explain how the parts interact with one another.
3. Students are to discuss and use relevant terms and concepts including: types of energy, energy
transformations, simple machines etc.
Extend
1. Continue the investigation by having students analyze additional gadgets. Take apart broken TV remotes,
cell phones, kitchen appliances, etc.
2. Have students modify one of the gadgets they analyzed (make it work better).
3. Have students design a new gadget with provided materials and/or materials brought in by students.
Evaluate
1. Observe student participation during group work (gadget anatomy).
2. Assess group presentations.
3. Assess student journal entries.
Literature References:
The Way Things Work by David Macaulay, Dorling Kindersley, 1994.
Thomas Edison For Kids: His Life and Ideas: 21 Activities by Laurie Winn Carlson, 2006.
The Wizard of Menlo Park: How Thomas Alva Edison Invented The Modern World by Randall Stross, 2008.
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Investigation: Exploring the Characteristics and Behavior of a Unique Substance: Oobleck
Connecting to the Standards:
Science and Engineering Practices
Crosscutting Concepts (Cause and effect, Scale, proportion, and quantity, & Energy and matter).
Disciplinary Core Ideas (Physical Science, Earth and Space Science, & Engineering, Technology, &
Applications of Science)
Key Concepts
Properties and changes in matter
Materials Science
Earth science concepts (weathering, erosion, layers of the Earth, landslides, volcanic eruptions,
characteristics of planets & earthquakes).
Engineering (structural engineers, location of structures, foundations, etc.).
Materials:
Holding tubs for Oobleck - One large bowl to mix cornstarch in & small bowls for group explorations.
Water (1-2 ratio more cornstarch than water)
Cornstarch (1 box is enough to make a small sampling for 25 students).
Other substances to substitute for cornstarch (flour, rice flour, baking soda etc..). These substances can be
mixed with water to observe how these substances behave compared to cornstarch and water.
* Optional-food coloring
Scissors (optional teacher demonstration to cut the Oobleck)
An object filled with air (balloon, blow-up toy etc., rocks and pebbles). These items will be used to represent
solids, and gas. Also have a sample of water on hand to represent a liquid.
Procedures:
Engage
1. Have a sample of each (cornstarch and water) for students to observe and touch. Have students describe
and classify substances. Allow for discussion.
2. Tell the students that the class will be making a unique substance made from a solid and a liquid
(cornstarch, water and food coloring).
3. Have 1-2 students come up and mix up the cornstarch and water. Ask students to describe what they are
feeling and observing.
Oobleck Recipe
1. To make Oobleck (cornstarch and water mixture) you will add approximately a 1-2 ratio of water to
cornstarch. Place the cornstarch in large mixing bowl or tub, then slowly add a little water at a time until the
mixture becomes thick. Add a drop or two of food coloring. ** You will know when you have the right
consistency (when the mixture looks like a liquid/shinny but it feels like a solid).
2. Make enough Oobleck to separate the mixture into small portions for individual or small group
explorations and observations.
Explore
1. Provide each student or group of students with a sample of Oobleck.
2. Tell the students to explore the characteristics of Oobleck using all available tools. Students are to record
observations and data in journals.
Have students observe and explore the physical characteristics of Oobleck.
3. Have students make predictions as to what objects will sink or float in the Oobleck. Have students draw/
record observations and data in journals.
4. Ask students to describe what Oobleck reminds them of? (beach, mud, etc.).
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Explain
1. Each group will share their observations with the class. They are to include relevant terms and concepts
they have learned through the investigation (solids, liquids, changes in matter, etc.).
2. Continue to discuss properties and changes in matter terms (physical and chemical changes, elements,
compounds, states of matter, etc.).
Extend
1. Ask students to come up with additional investigations to conduct with Oobleck. For example:
What will happen to Oobleck if we freeze it? What will happen to Oobleck when left outside in the Sun?
2. Make connections to Earth and Space science concepts (landslides, mudslides, layers of the earth, etc.).
3. Have students design structures that can float on top of Oobleck. See next investigation.
Evaluate
1. Observe student participation during lab.
2. Assess student journal entries.
Background
Oobleck is a mixture. It’s further classified as a colloid. A colloid is a mixture of
extremely small particles of a substance dispersed in another in which it does not
dissolve. The particles are smaller than in a suspension.
Oobleck is an example of a physical change and not a chemical change. When the
water evaporates we are left with the original material (cornstarch).
In the 1700's Isaac Newton identified the properties of an ideal liquid.
Water and other liquids that have the properties that Newton identifies are called
Newtonian Fluids (how true liquids behave), (specifically, in how they react to
shearing forces). Oobleck is a non-Newtonian fluid, it shows an increase in
viscosity with time under a constantly applied force. They resist flow dependent on
the velocity of flow. If something acts on them with a small amount of force (if you
stir them slowly, or let your fingers sink into the Oobleck) they won’t offer as
much resistance as they would if a greater force acted on them. Oobleck does not act like Newton’s ideal
fluid. Thus, it’s called a Non-Newtonian fluid. There are many non-Newtonian fluids around. They do not
behave exactly like Oobleck yet they are unique in their own characteristics. Quicksand is an example of a
Non-Newtonian fluid, it becomes more viscous when a shearing force is applied to it. If someone gets caught
in quicksand, they should swim slowly toward the shore because the slower they move the less the
quicksand will resist their movement.
The polymers that make up plastics are another example of macromolecules. Most polymers measure
from a hundred thousand or so atoms to a million atoms in length. They are repeating chains of small,
simple units. Examples of naturally occurring polymers are cellulose and starch. They are polymers made
from glucose residues. Starch has the ability to cross link when it is heated, when it cross links, it forms a
much more complicated polymer which provides a three dimensional matrix.
Scientists have explored the unique physical characteristics of Oobleck, by looking at Oobleck on a
molecular level. Scientists have looked at the shape of the starch molecules and how the molecules fit
together. Other scientists believe that it is the electrical charge of the particles. The particles in Oobleck
acquire an electrical charge as they rub together. The faster they are rubbed, the more electrical attraction is
created between the particles, causing an increase in viscosity (rate of flow).
Literature References:
Bartholomew and the Oobleck by Dr. Seuss, Random House, 1949.
What’s the Matter in Mr. Whiskers’ Room? By Michael Elsohn Ross, 2004.
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Investigation: Space Engineers: Design a Landing Module for a Planet with a Unique Surface
Connecting to the Standards:
Science and Engineering Practices
Crosscutting Concepts (Cause and effect, Scale, proportion, and quantity, structure and
function, & Energy and matter).
Disciplinary Core Ideas (Physical Science, Earth and Space Science, & Engineering, Technology, & Applications
of Science)
Key Concepts:
Physical properties of matter (solid, liquid, gas, density, buoyant, etc.).
Materials Science
Space travel/ technology
Engineering Design Process
Materials:
Materials to make Oobleck (cornstarch, food color, water, containers for testing space vehicles).
Materials to make space modules (recycled items- Styrofoam, plastic, foil, craft sticks, bamboo skewers,
plastic bottle tops, etc..) wood blocks to apply to modules (test for mass loads)
Various models of space vehicles (available from NASA), books and photos of space vehicles.
Digital balance, rulers, levels, and student journals.
Procedures:
Engage
1. Introduce the lesson by having students share what they know about what the surface of Mars and the
Moon are made up of. Allow for discussion.
2. Discuss how space engineers have to design space vehicles that are able to operate in specific conditions,
show pictures and videos of vehicles that have explored space.
Explore
1 Pass out samples of Oobleck for students to explore. Have students test different substances in Oobleck to
observe whether they float or sink. The students will use this information when they construct their space
vehicles. Students will share their observations, & record observations in their journals.
Designing, Constructing, and Testing Mars Module
1. Show videos, PowerPoints, from NASA etc. of current space vehicles.
2. Tell students that their job is to design, construct and test a space vehicle that would be able to stay afloat
on top of a planet with a surface made of Oobleck. The vehicle must also be able to carry a pay load.
Students must draw their vehicle, and measure their vehicle. Vehicle must have legs (2-4) (minimum of 4
inches per leg).
3. The space vehicle will be assessed by the length of time they are able to stay upright without sinking in
the planet surface (Oobleck) and the maximum mass load it can handle before it sinks.
4. Students will choose and collect materials from materials table and/ or students can bring in materials.
5. Students will design, and construct vehicles, test, and re-design as needed.
Explain
1. Have each group of students give an oral presentation to share their design, as well as demonstrate how
much cargo it can hold before it sinks.
2. Students are to use related terms and concepts (physical changes, force, motion, mass, materials science).
Extend
1. Limit materials vehicle can be built with and/or mass of vehicle.
2. Have students conduct research on space vehicles and habitats being designed for space exploration.
Evaluate
1. Observe student during entire investigation (group work, model, group presentation, etc.).
2. Assess journal entries.
Literature Connections
Cars on Mars: Roving the Red Planet by Alexandra Siy, 2011.
You are the First Kid on Mars by Patrick O’Brien.
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