Highland Grade 2

Lesson 11

Roller Coaster

This week, students listened to the story Roller Coaster by Marla Frazee. Using a track made from foam tubing with a cup duct tapped to the end of the tubes, students brainstormed how to create a roller coaster where a ball would stay on the track and fall into the cup. After, they sketched their ideas on a recording sheet. They will then be given the challenge: Design a roller coaster with one hill, two hills, and a loop; Test the coaster using a marble, golf ball, and ping pong ball by sending it down the hill and into the cup. They will then go back and redesign before testing again if the ball falls off the track or doesn’t make it into the cup. In lessons such as this, students are being exposed to the Design Process while also working on sharing and exploring materials, sharing and using tools, taking turns, and giving feedback to others.

We finished the lesson by riding a GoNoodle roller coaster!

Lesson 8:

This week we will complete the Where the Wild Things Are Boat Design Challenge! Students will listen to the story Where the Wild Things Are. They will then be given the challenge: Design and build a boat that will hold Max and as many of his friends (represented by pennies) as possible before sinking. Students will have the option to use these materials for their boats: cardboard, straws, wax paper, foil, craft sticks, and tape.

Students will then test their boats by placing pennies on top until their boat sinks. They will then go back and redesign before testing again.

In lessons such as this, students are being exposed to the Design Process while also working on sharing and exploring materials, sharing and using tools, taking turns, and giving feedback to others.

Note: Due to time constraints, some students were asked to test their boat a second time at home by filling a sink. :)

Lesson 7:

We will read the books in the series with The Dot by Peter H. Reynolds. The next book is called Ish. Ish is about a boy named Ramon who gets discouraged by trying to be perfect and forgets to just enjoy his art. The third book is called Sky Color.

After this story, we will begin to learn some "Cardboard Attachment Techniques." We'll start by learning how to make flanges and slots. Then, we'll move to use brass fasteners and pipe cleaners to connect cardboard. Students will practice these techniques in their next few lessons.

Lesson 6:

In our next STEAM lesson, we will celebrate the International Day of the Dot! The Dot, written by Peter H. Reynolds has become an internationally known symbol and we'll read the book to find out why!

Students will be issued a challenge with their teammates. Build the longest chain you can using only one piece of paper and a sheet of dot stickers. They will need to plan, collaborate, and work together to build the longest chain!

Students will also create their own "dot" for a display in the hallway near the STEAM/Art Room.

Lesson 5:

In our next STEAM lesson, we will review what we believe an engineer does. Then, we will begin the Design Process again!

We will read a book called Jabari Jumps by Gaia Cornwall. Then, students will work to brainstorm solutions to this problem: Can you build a model of a diving board so that Jabari can continue to practice his dives?

Students will be provided spoons, toilet paper rolls, rubber bands, rubber bands, tape, and popsicle sticks to solve this problem. They will then design, create, and test their models.

Once students have had a chance to redesign, they will be able to share their results with the class. What worked? What didn't work? What would you do differently next time?

Lesson 4:

In our next STEAM class for grades K-2, we will be learning about what an engineer does.

We'll start by reading a book called What Do You Do With a Problem? by Kobi Yamada. Students will then draw or choose (depending on grade level) what an engineer looks like. They will use adjectives to describe their own version of an engineer.

Next, students will watch a video about engineers and will then engage in a discussion about what they might now change about the engineer they chose or drew. We'll revisit the book Rosie Revere, Engineer to talk about what an engineer may look like. This will be revisited at the end of the 12 -week course to see how our thoughts about engineers may have changed.

Lesson 3:

In our third STEAM class, we will be doing some materials exploration. We will get experience with different types of building materials: LEGO, Brackitz, Lincoln Logs, Contraptions blocks, and K'Nex. Then, we will determine which of the building materials we prefer and why.

Students will rotate to a different station every 5-7 minutes. Students may work together with peers at their table or build on their own. Students will be encouraged to talk with one another about the materials, stating what they like or dislike at each table.

Lesson 2:

In our 2nd STEAM class, we will be introducing the concept of being an engineer. What do engineers do? They look at problems, design solutions, try out their designs, and redesign. Some engineers also build things. We read the story Rosie Revere, Engineer, and then brainstormed with our teammates about a problem we have at home or at school. After, we sketched a solution to that problem. Then, we built our inventions! Students may bring home items that do not look like finished products. That's okay! I've encouraged them to keep working on their inventions at home!

This lesson will lead us to learning the Design Process.

Students in grades 2-4 also have a STEAM Google Classroom where they can access follow -up notes and videos.

Note: Not all grade 1 and 2 students were able to complete this lesson due to the early release days.

Lesson 1:

In the first session of STEAM for second grade, students will be introduced to the meaning of "STEAM" and will review the rules for class. The rules are: 1. Be safe. 2. Share Things. 3. Be Respectful. 4. Clean Up.

After that initial introduction, students will begin with a simple challenge: Use the materials you are given to create the tallest tower with your team. Students will use plastic or paper cups of different sizes to build for 15-20 minutes. Throughout the building time, students will be encouraged to find other ways to use their materials (i.e. put all the table cups together to work as a team, stack in different ways, make trades with other tables, etc.). Students will also be encouraged to share their thoughts (i.e. Tell me what you are thinking here. Why did you stack this way? etc.)

After sufficient building time, students will be asked to share the following:

1. What was something that your team did that DID NOT work?

2. What was something your team did that worked really well?

3. What was something you might do differently next time?

4. Did you notice any difference between the paper and plastic cups? What was it? Did you notice a difference in the size of cups? Can we compare building materials and choose the best ones for this job?