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SteM

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Title: Plant Showcase

Grade Level: Kindergarten Objective: Students will design a display case to demonstrate measurement of the height of a plant. Essential Question/s: How can we use the measurement of a plant to build a display case to hold it? How are plants alike and different? Focus Concept/s: Plants and measurement

Connected Benchmark/s MACC.K.MD.1.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. MA.CC.K.MD.1.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/ “less of” the attribute, and describe the difference. SC.K.L.14.3 Observe plants and animals, describe how they are alike and how they are different in the way they look and the things they do. Materials: -String -Snap cubes -Wooden blocks -Books -Paper

Vocabulary: Height Plants Measurement Museum Prototype Conservator

Problem/Challenge (Engage): - EQ: Why is it important to measure? - The Museum of Science and Industry want to open a new exhibit. In this exhibit, they want to showcase unique plants from around the Tampa area. The museum conservator has contacted elementary schools around the Tampa Bay area to see if they would design and create a prototype for a display case to hold the plants that will be showcased in the museum. - Show images of display cases, students will make observations about what they see and

how they can sue these ideas for their own prototypes. Brainstorm/Investigate (Focus Concepts): - Put students in a group so that they can work together on this aspect of the project. Have them come up with a team name related to the project. - On behalf of the conservator at MOSI, I, (Ms. Norton/ Ms. Robertson), am requesting a proposal for the best plant display case. The plant display cases must not touch the plant or it will destroy and kill the plant. - Read the RFP (Request for Proposal) to the students. (Note- an RFP is an invitation to suppliers or builders to submit a plan or proposal to provide a service or product to a client). - Discuss the RFP by asking these questions: “Who is your client? (MOSI), “What type of product do we need to create?” (A display case to showcase a plant at a museum), “Why should we create a model as the prototype for the client?” (So the client, MOSI, can decide whether or not the product you have created fits their specifications before putting all the time and work into something that isn’t quite right), and “What are the item specifications and restrictions?” (The plant must be able to fit in the case without touching it). - Give students a list of the materials they will be able to use to make their plant containers. Have students work in groups to discuss what they will need for their design. Plan/Design (Blueprint): - Show the students what materials they will have to work with in advance. - In student notebooks, have students complete a blueprint drawing of their imagined display case. This drawing must be labeled with the materials they intend on using. - Students will work on their blueprints in their groups. Allow 30 minutes for students to work solely on the planning phase. Communicate to students that as the project manager, I will be approving blueprints for the go-ahead to build. Emphasize that planning is crucial- if they plan for too many materials, they are likely to go way over budget, and will be left with an excess of supplies. If they plan for too few materials, they will not be able to complete their project. - Remind students that the blueprint should reflect how the plant would be set inside the display case. Build/Test: - Reference RFP for directions on building and testing their display case. - Students will build in groups of two or three. - Allow students to build and test for 40 minutes. - In order for groups to get materials, they must have it written on their blueprints. Students may then “shop” for materials for their initial design and then again when they are ready to redesign. - Students must build their first display case based on their blueprint. Students will go outside to measure plant height first with their string. Then, they will come back inside to compare the height in snap cubes. - They can then test that design and make changes, but each time they make changes they must reflect on their design and list or discuss reasons why they are making the changes. - After students have perfected their prototypes, as a class we will test the effectiveness of each display case.

Collect/Analyze Data: - Students should have been collecting qualitative data (what worked, what didn’t) in their student notebooks as they tested, designed, and rebuilt. By now, students should have picked their most effective design. - Students will do a gallery walk of the different plant display cases in the classroom. Students should take notes in their notebooks as they circulate, as well as leave constructive feedback to the other teams on sticky notes, and leave it near the prototype. - Once teams receive feedback from their classmates, they should decide if they want to improve their design or not. If they do want to change their design, they will go back to the building/testing phase. Students will have another chance to show off their final prototype, in the form of a demonstration. - As a class, have students collect observations of the effectiveness of the adaptations of the different display cases from the various groups. - Remember, students must have designed a display case in which their snap cubes do not touch the top of the structure. Reflect on Improvements and Wrap Up: - Students should reflect on their own designs as they go through each phase. - As the prototypes are being presented, have teams reflect on the strengths of their design and the improvements that they would make to the other teams’ designs. - Ask students why they think some product designs were more effective than others. - Propose to students that MOSI wants to order these in HEIGHT order, how could we do this? (short to tall, tall to short) - Rebuild snap cubes solely for the purpose of rearranging in order, “Why would you put 6, 7, 9, 9 if ordering from shortest to tallest?” Evaluate/Justify: -Have students defend their product. They should write a brief summary of why their prototype is the most effective and why the conservator at MOSI should select their proposal.

Request for Proposal

MOSI needs your help! Display cases that are tall enough to showcase plants from around the Tampa Bay area are needed. Please create a display case that will not touch the top of the plant. Please submit your design to your project manager. This is a very important new exhibit; please design the best display cases for people to view the plants!