STEAM

STEAM learning with my students

Steam involves students engaged in problem-solving tasks they are given, as well as some "free play" engineering and design activities. Students do projects ranging from hands-on construction and design to coding for robots and even math concepts in art.

Overview Salt Dough Map:

Description:

In this lesson, students will gain a better understanding of the 3 regions of Utah, mountain, plateau, and desert, by using a 3 to 1 ratio to build a 3D map of Utah.

Grade Range: 3-5

Duration: 2-3 class periods

Standard 1

Students will understand the relationship between the physical geography in Utah and human life.

Objective 1

Classify major physical geographic attributes of Utah.

Identify Utah's latitude, longitude, hemisphere, climate, natural resources, landforms, and regions using a variety of geographic tools.

Yoga Tower Challenge
You are part of a team of engineers given the challenge of building the tallest tower possible that will support the weight of 45cm yoga ball.

Criteria

• The tower must support the weight of a yoga ball for 1-minute.

• The weight of the yoga ball must be supported near the top of the tower, with the bottom of the ball no more than 10% below the upper height of the tower.

Constraints

• Can only use solo cups of random sizes

• Tape can not be used to connect the materials.

• Design a solution in the time given.

CONTENT STANDARD: Science as Inquiry

As a result of activities, all students should develop

• Understanding of scientific inquiry

CONTENT STANDARD: Physical Science

As a result of their activities, all students should develop an understanding of Motions and forces

CONTENT STANDARD: Science and Technology

As a result of activities in grades 5-8, all students should develop

• Abilities of technological design

Overview Chemical Experimentation:

Strand 5.2: PROPERTIES AND CHANGES OF MATTER

All substances are composed of matter. The matter is made of particles that are too small to be seen but still exist and can be detected by other means. Substances have specific properties by which they can be identified. When two or more different substances are combined a new substance with different properties may be formed. Whether a change results in a new substance or not, the total amount of matter is always conserved.

Standard 5.2.2

Ask questions to plan and carry out investigations to identify substances based on patterns of their properties. Emphasize using properties to identify substances. Examples of properties could include color, hardness, conductivity, solubility, or a response to magnetic forces. Examples of substances could include powders, metals, minerals, or liquids. (PS1.A)

Standard 5.2.3

Plan and carry out investigations to determine the effect of combining two or more substances. Emphasize whether a new substance is or is not created by the formation of a new substance with different properties. Examples could include combining vinegar and baking soda or rusting an iron nail in water. (PS1.B)

Standard 5.2.4

Use mathematics and computational thinking to provide evidence that regardless of the type of change that occurs when heating, cooling or combining substances, the total weight of matter is conserved. Examples could include melting an ice cube, dissolving salt in water, and combining baking soda and vinegar in a closed bag. (PS1.A, PS1.B)

Medieval Castle Challenge:

You are part of a team of engineers given the challenge of building a medieval castle.

Criteria:

The castle must have a draw bridge, and at least two towers.

The castle must be at least 2 feet in length and 1 foot in depth.

The castle may be as tall as you desire.

Everyone must contribute to the design and construction and on your datasheet, you must specify which part each person was responsible for.

Constraints:

Can only use wooden planks

Tape can not be used to connect the materials.

Design a solution in the time given.

CONTENT STANDARD: Science as Inquiry

As a result of activities, all students should develop

Understanding of scientific inquiry

CONTENT STANDARD: Physical Science

As a result of their activities, all students should develop an understanding of physics and load on a structural element. They will also understand how to problem-solve and see how unseen forces such as gravity and seismic activity around the structure influences their structure.

CONTENT STANDARD: Science and Technology

As a result of activities in grades 5-8, all students should develop

• Abilities of technological design

Overview Coding:

Students are given Sphero bots and are divided into tech teams. They have two weeks or 4 class periods to complete this task. They are to design a path with the planks and then code the driving into the iPad for the Sphero bot. The students can draw out the plans for the obstacle course they design. They will then use Sphero block coding to create the information for the robot to proceed through the course.

Standards: For grades 3-4-5

• Use an iterative design process to plan and develop a program by considering the perspectives and preferences of others.

• Create programs by incorporating smaller portions of existing programs to develop something new or add more advanced features.

• Evaluate how computing technologies have changed the world, and express how those technologies influence and are influenced by, cultural practices through practice.

• Describe reasons creators might limit the use of their work.

• Decompose problems into a smaller manageable task, which they themselves be decomposed.

• Recognize common patterns between problems and recurring patterns within problems.

Summary:

Following the experiment, the students evaluated their programs. The destruction of the course that took place and trouble-shooted where things in the coding went wrong. How they could improve for next time and they were so engaged they were already making corrections to make a 2nd attempt.

Overview Volcanos:

Standard 2

• Students will understand that volcanoes, earthquakes, uplift, weathering, and erosion reshape Earth's surface.

5th Grade OER Science Textbook for Utah SEEd Standards

About Volcanoes

• Build a volcano and learn about types of lava, volcanic gases, and the role of water.

Strand 5.1: CHARACTERISTICS AND INTERACTIONS OF EARTH’S SYSTEMS

Earth’s major systems are the geosphere (solid and molten rock, soil, and sediments), the hydrosphere (water and ice), the atmosphere (air), and the biosphere (living things, including humans). Within these systems, the location of Earth’s land and water can be described. Also, these systems interact in multiple ways. Weathering and erosion are examples of interactions between Earth’s systems. Some interactions cause landslides, earthquakes, and volcanic eruptions that impact humans and other organisms. Humans cannot eliminate natural hazards, but solutions can be designed to reduce their impact.

Standard 5.1.1

Analyze and interpret data to describe patterns of Earth’s features. Emphasize most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans while major mountain chains may be found inside continents or near their edges. Examples of data could include maps showing locations of mountains on continents and the ocean floor or the locations of volcanoes and earthquakes. (ESS2.B)

Measurement Overview:

Students turn their names into geometric measurements and artwork. The students will use straight lines and construct their names then they will use a protractor to measure the degrees of the lines as well as label the angles.

Strand: GEOMETRY (4.G.)

Draw and identify lines and angles, as well as classify shapes by properties of their lines and angles (Standards 4.G.1–3)

Standard 4.G.1

Draw points, lines, line segments, rays, angles (right, acute, and obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.

Standard 4.G.2

Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.

Standard 4.G.3

Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.

Tallest Tower Overview:

Design Challenge
You are part of a team of engineers given the challenge of building the tallest tower possible that will support the weight of a mini basketball.

Criteria

• The tower must support the weight of a mini basketball for 2-minutes.

• The weight of the mini basketball must be supported near the top of the tower, with the bottom of the ball no more than 20% below the upper height of the tower.

Constraints

• Can only use wooden planks

• Tape can not be used to connect the materials.

• Design a solution in the time given.

CONTENT STANDARD: Science as Inquiry

As a result of activities, all students should develop

• Understanding of scientific inquiry

CONTENT STANDARD: Physical Science

As a result of their activities, all students should develop an understanding of Motions and forces

CONTENT STANDARD: Science and Technology

As a result of activities in grades 5-8, all students should develop

• Abilities of technological design

Overview Science 4:

Relate energy transfer to a real-world scenario of hydropower. The movement of molecules and energy to produce electricity.

Strand 4.2: ENERGY TRANSFER

Energy is present whenever there are moving objects, sound, light, or heat. The faster a given object is moving, the more energy it possesses. When objects collide, energy can be transferred from one object to another causing the objects’ motions to change. Energy can also be transferred from place to place by electrical currents, heat, sound, or light. Devices can be designed to convert energy from one form to another.

Standard 4.2.1

Construct an explanation to describe the cause and effect relationship between the speed of an object and the energy of that object. Emphasize using qualitative descriptions of the relationship between speed and energy like fast, slow, strong, or weak. An example could include a ball that is kicked hard has more energy and travels a greater distance than a ball that is kicked softly. (PS3.A)

Standard 4.2.2

Ask questions and make observations about the changes in energy that occur when objects collide. Emphasize that energy is transferred when objects collide and may be converted to different forms of energy. Examples could include changes in speed when one moving ball collides with another or the transfer of energy when a toy car hits a wall. (PS3.B, PS3.C)

Standard 4.2.3

Plan and carry out an investigation to gather evidence from observations that energy can be transferred from place to place by sound, light, heat, and electrical currents. Examples could include sound-causing objects to vibrate and electric currents being used to produce motion or light. (PS3.A, PS3.B)

Standard 4.2.4

Design a device that converts energy from one form to another. Define the problem, identify criteria and constraints, develop possible solutions using models, analyze data from testing solutions, and propose modifications for optimizing a solution. Emphasize identifying the initial and final forms of energy. Examples could include solar ovens that convert light energy to heat energy or a simple alarm system that converts motion energy into sound energy. (PS3.B, PS3.D, ETS1.A, ETS1.B, ETS1.C)

Summary

• Hydroelectric power is clean and is important in many regions of the world.

• Hydropower has downsides like the changes dams make to a river's ecosystem.

• Hydropower utilizes the energy of falling water.

Overview Drumming out Addends:

Lesson Goals

• Children will be able to add or subtract to find an unknown number.

• Children will learn to use classroom instruments in a group setting, to a certain number count.

• Using the number drummer method, children will use the instruments to not only find a sweet beat, but also a missing addend!

Differentiation Approaches

To differentiate for high flyers, they will have a larger numbered equation to find out the missing addend. During the assessment piece, high flyers can also do a solo performance to express knowledge and understanding.

For children who struggle, a picture could be drawn on the board underneath the equation to give a visual representation of what they will “drumming.” Smaller unknown numbers and equations can also be used to give a less difficult challenge.

Assessment

Formative Observation during the lesson.

At the end of the lesson, groups of three will do a mini-performance where the teacher puts a three-number equation on a large whiteboard and the group will use instruments to find missing addend within their group. After the teacher-given equation, children will come up with their own equation to “drum out” and the audience will try to decide what the equation was.

Overview Critter Adaptations:

We went to the Green River just below the Flaming Gorge Dam. We got to carefully trap and observe the life in the river. We placed the organisms in containers to study for a short period of time. All critters and organisms were safely returned to the river with no injuries.

Strand 4.1: ORGANISMS FUNCTIONING IN THEIR ENVIRONMENT

Through the study of organisms, inferences can be made about environments both past and present. Plants and animals have both internal and external structures that serve various functions for growth, survival, behavior, and reproduction. Animals use different sense receptors specialized for particular kinds of information to understand and respond to their environment. Some kinds of plants and animals that once lived on Earth can no longer be found. However, fossils from these organisms provide evidence about the types of organisms that lived long ago and the nature of their environments. Additionally, the presence and location of certain fossil types indicate changes that have occurred in environments over time.

Standard 4.1.1

Construct an explanation from the evidence that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. Emphasize how structures support an organism’s survival in its environment and how internal and external structures of plants and animals vary within the same and across multiple Utah environments. Examples of structures could include thorns on a stem to prevent predation or gills on a fish to allow it to breathe underwater. (LS1.A)

Standard 4.1.2

Develop and use a model of a system to describe how animals receive different types of information from their environment through their senses, process the information in their brain, and respond to the information. Emphasize how animals are able to use their perceptions and memories to guide their actions. Examples could include models that explain how animals sense and then respond to different aspects of their environment such as sounds, temperature, or smell. (LS1.D)