Leadership Two Weeks

Leadership Two Weeks

/ Science
Lesson Plan
Teacher:
8th Grade Science Teacher / Grade:
8th Grade
Lesson Title:
Putting the S and E in STEM
STRANDS
Embedded Inquiry
Embedded Technology and Engineering
LESSON OVERVIEW / Summary of the task, challenge, investigation, career-related scenario, problem, or community link.
During the first week students will be participating in the Catapult Project. Students will be constructing a catapult to shoot the furthest or most accurate. First, they will build the catapult in a conventional manner using instructions and steps. Second, they will modify the design in groups using the Engineering Design Process to improve on the accuracy or distance. The students will have to organize governance for how the group will function effectively as a team. This will serve as an analogy of how STEM education is different from traditional education. In science class students will compare and contrast the Engineering Design Process (EDP) with the more commonly know Scientific Method. They will become more familiar with the EDP by making a product better. Students will practice the research component of the EDP by researching different catapult designs and how a catapult works. Students will continue developing research skills by researching and creating a presentation on the “State of STEM” or who are the leaders in STEM education. As students conduct research, they will be evaluating sources for bias and error. Students will also determine how changes in industry have affected STEM education and what effect STEM education has had on industry and the economy. Students will also research different types of STEM education.
MOTIVATOR / Hook for the week unit or supplemental resources used throughout the week. (PBL scenarios, video clips, websites, literature)
Day 1: “Stem in the Workforce”
The hook for the unit will be a presentation by a local STEM professional. This professional will discuss STEM careers, what employers look for in an employee, and how STEM professionals work differently. Students will then have an opportunity to reflect and write about this presentation.
Day 6: “STEM Politics”
Students will be shown and read aloud various speeches by politicians, the president, and industry leaders expressing the importance of STEM, STEM education, and STEM careers (See Appendix A).
DAY /

Objectives

(I can….) /

Materials & Resources

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Instructional Procedures

/ Differentiated
Instruction /

Assessment

1 / I can compare and contrast the Scientific Method and the Engineering Design Process. / Scientific Method Presentation
EDP Presentation
Poster Board
Markers or colored pencils
Differences between a scientist and engineer Presentation
(See Appendix B) / Essential Question(s):
How can I compare and contrast the Scientific Method with the Engineering Design Process? / Remediation:
Heterogeneous grouping
Providing a handout or digital copy of the notes
Allow the students to view the “Differences” presentation before the Venn Diagram.
Enrichment:
Have students create a list of activities or careers they are interested in that would fit better in the EDP or Scientific Method. / Formative Assessment:
Scientific Method v. EDP Venn Diagram
EDP and Scientific Method Posters
Summative Assessment:
End of unit Assessment (See Appendix A)
Set: What do you know about the Scientific Method? Create a one-page mini-poster with a partner depicting all that you know about the Scientific Method.
Teaching Strategy(s):
1.  Start by having students share the mini posters depicting what they know about the Scientific Method.
2.  Have students take notes on the presentations outlining the Engineering Design Process and the Scientific Method.
3.  Students will create a Venn Diagram to illustrate the similarities and differences between the Scientific Method and the EDP. The career search alternative activity can be used as enrichment.
Summarizing Strategy: Have students share the Venn Diagrams and walk through the presentation “Differences Between a Scientist and Engineer”
Homework: For homework each student will be assigned a step in the EDP or Scientific Method. The students will be asked to create a poster outlining that steps in either the EDP or the Scientific Method
2 / I can create a product utilizing the EDP through model building, testing, evaluating, modifying, and retesting. / Oreos
Various dessert toppings (jam, sprinkles, peanut butter, etc.)
Hate Something Change Something video
EDP Worksheet
(See Appendix C) / Essential Question(s):
How can I create a product utilizing the EDP through model building, testing, evaluating, modifying, and retesting? / Remediation:
Students will be given a copy of the notes on the EDP.
Students will be heterogeneously grouped to allow peer tutoring and collaboration.
Enrichment:
If students complete the given task quickly, they can begin to design another product to meet a need on the “hate” list.
Students could also “reverse engineer” another groups project by working through the EDP worksheet backwards. / Formative Assessment:
EDP Worksheet
Redesign homework
In class observations and discussion
Performance Assessment:
Observations during the EDP activity.
Summative Assessment:
End of unit assessment (See Appendix A)
Set: Show the “Hate Something Change Something” video. Ask students to brainstorm a short list of things they “hate” or that bug them.
Teaching Strategy(s):
1.  Have students share the EDP or Scientific Method Posters from homework. Use this as a quick review of the 2 processes. End with the EDP.
2.  Have a few students share things they “hate” from the hook.
3.  Walk through the EDP on how to create a product to fix this problem. Here is a list of problems if students have none:
·  Uncomfortable airplane seats
·  When one light on a string of Christmas lights goes out
·  How quickly chewing gum loses flavor
·  Moving (packing boxes, cleaning, unpacking, etc.)
·  Public restrooms without toilet paper
·  Long lines at amusement parks
4.  This includes creating a problem statement in the format _____ need(s) ____ because _____.
5.  Make Oreos Better
a.  Problem Statement: We need better Oreos because regular Oreos are boring!
b.  Students will complete the engineering design process to make Oreos better. The focus will be on the model building (or scale drawing), the testing, and evaluating potions of the EDP (or the Imagine, Plan, and Create steps). They will record all information on the EDP worksheet.
Summarizing Strategy: Students will share the design they created. Students will then participate in a taste test to conduct research and decide on the “best” better Oreo.
Homework: For homework, students will complete the redesign portion of the EDP worksheet.
3 / I can use appropriate tools to gather, organize, interpret, and analyze data.
I can find and evaluate reliable resources. / Pumpkin Chuckin’ video
iPads
Internet access
Paper or Word Processor
Evaluating Reliability Rubric
Catapult Website List
(See Appendix D) / Essential Question(s):
1. How can I use appropriate tools to gather, organize, interpret, and analyze data?
2. How can I find and evaluate reliable resources? / Remediation:
Modify the research assignment by providing students with a prepared list of reliable websites about catapults. (See Appendix D)
Students can also be paired with a peer tutor
Enrichment:
Have students research the differences between modern catapults and traditional catapults.
Students can also research the simple machines and mechanical advantage needed to load the catapult. / Formative Assessment:
Summarizing paragraphs
Think-Pair-Share
Performance Assessment:
Observations during researching
Summative Assessment:
End of unit assessment (See Appendix A)
½ Project Day – See Unit Plan
The Catapult Project - Writing
Set: Pumpkin Chuckin’ Competition with catapults. This video depicts modern-day catapults and describes, in general terms, how they function.
Teaching Strategy(s): Students will be presented with the project topic for catapults. They will only be given the Question:
1.  How can I design an accurate catapult?
2.  How can I design a catapult to fire the longest distance?
3.  They will be asked to conduct the Imagine step of the Engineering Design Process. They will conduct research on catapults to learn about catapult designs and how catapults were traditionally constructed.
4.  Students will be asked to find 3 reliable resources and summarize the information found from those 3 sources in a paragraph. These paragraphs will be used throughout the project. The alternate assignment described to the right can be given for enrichment.
Summarizing Strategy: Think-Pair-Share: Ask students to think of the one most useful bit of information they found about catapults. Have students share this information with a partner. If time permits, have students share with several partner.
4
Project Day – See Unit Plan
The Catapult Project – Traditional Design and STEM Design
5
Project Day – See Unit Plan
The Catapult Project – STEM Design
6 / I can use appropriate tools to gather data.
I can use appropriate tools to interpret data.
I can Identify a faulty interpretation of data that is due to bias or experimental error. / iPad
Apple TV
Bias and Error Presentation
Evaluating Reliable Sources Cheat Sheet
Evaluating Reliable Sources Assignment
STEM Web Resources
(See Appendix E) / Essential Question(s):
1. How can I use appropriate tools to gather data?
2. How can I use appropriate tools to interpret data?
2. How can I Identify a faulty interpretation of data that is due to bias or experimental error? / Remediation:
Students can be given a list of websites relating to STEM or be asked to find less than 5 (see Appendix E).
Students can be heterogeneously grouped to utilize peer tutors.
Students can be given a copy of the presentation.
Enrichment:
Students can locate more than 5 sites and they can actually begin collecting data from the most reliable sites. / Formative Assessment:
Exit Ticket
“What is STEM” assignment
True/false quiz in presentation
Performance Assessment:
Observation and questioning during the web search
Summative Assessment:
End of unit assessment (See Appendix A)
Set: Ask the students to quickly research the best sports drink to use during a workout. Have several students airplay the websites they find.
Teaching Strategy(s):
1.  Begin a teacher led discussion on Bias using the websites located by the students.
2.  Lead into a short presentation on Bias and Error. The presentation includes an interactive true/false quiz. Student should take notes on the presentation. Focus on the slides related to what is bias and types of bias
3.  Have students begin the homework assignment. They will be asked to research the topics “What is STEM?” and “What is STEM Education. They will be asked to find at least 5 websites that describe STEM. They will evaluate the sites to determine the best, or most reliable, website.
Summarizing Strategy: Put the following website on the board: http://www.humancloning.org. Ask students to identify one reason they feel the website contains bias. This will serve as an exit ticket.
7 / I can Synthesize information to determine cause and effect relationships between evidence and explanations. / Timeline App (Several examples are listed here. Prezi could also be used.)
iPad or computer with internet access
BeriBeri and Penicilin Examples
Cause and effect scenarios
STEM events
(See Appendix F) / Essential Question(s):
How can I Synthesize information to determine cause and effect relationships between evidence and explanations? / Remediation:
Students can be given a list of defining events in the development of STEM education. (see Appendix F)
A list of useful websites could also be provided (see appendix F).
Enrichment:
Students can research a particular STEM career field to determine if current STEM education is meeting the demands of industry. / Formative Assessment:
Timeline
Scenario analysis
Gallery walk
Summative Assessment:
Presentations on the State of STEM
Set: Why is there currently a big push for STEM education in the United States? What came first? STEM careers or STEM education?
Teaching Strategy(s):
1.  Identifying Cause and Effect. Continue with the opening activity of “What came first, a need for STEM professionals or STEM Education?”
2.  Present students with some scenarios involving cause and effect relationships. These scenarios could include the development of penicillin and the diagnosis of the disease beriberi. Other current news articles presenting cause and effect relationships can be found here. Ask students to determine the evidence and explanations from these several scenarios.
3.  Students will work in pairs to create a timeline of STEM education in the United States. The timeline should include at least 10 important and defining events. The timeline will be created digitally so it can be used in the presentation. Alternate assignment for enrichment – research a career field and determine if students are being prepared for that career.
Summarizing Strategy: Students will take part in a gallery walk of the timelines. As a class, the top ten STEM related events can be identified.
8
Project Day – See Unit Plan
The State of STEM – Research
9 / I can Interpret and translate data in a table, graph, or diagram.
I can Communicate scientific understanding using descriptions, explanations, and models. / Interactive Migration Map
Chart, table, and graph interpretation handout
iPads or computers with internet access
Student Presentations
Tips for reading charts, graphs, and tables
STEM Charts and graphs examples
(See Appendix G) / Essential Question(s):
1. How can I Interpret and translate data in a table, graph, or diagram?
2. How can I Communicate scientific understanding using descriptions, explanations, and models? / Remediation:
Students will be given a sheet with tips for reading charts, tables, and graphs. (see Appendix G)
Students can be given links to useful charts, tables, and graphs. (see Appendix G)
Enrichment:
Students can use data to generate their own charts, tables, and graphs. / Formative Assessment:
In class observation
In-class student work
Summative Assessment:
End of unit assessment (See Appendix A)
Presentations in culminating event
Set: Display an interactive map that includes tables and charts to show students different ways that data can be displayed. Use the interactive migration map.
Teaching Strategy(s):
1.  Each student will start the lesson by locating one chart, table, or graph that relates to STEM education in the United States.
2.  The instructor will then choose 2-3 examples to interpret with the class. Students should be able to identify the title, key, labels, and other key features.
3.  After several teacher led examples, students will then work individually to locate and interpret 3 charts, tables, or graphs that will enhance the presentation they created during the project day on Day 8.