STEM Challenge-November 24/17 (Group 1&2)

Date
Teacher Name Breanna Campbell 24/11/2017
(DD/MM/YYYY)
Subject Area Science, Social Studies Grade 3
Topic Embassies-building Time 1hr
A. Know how to learn.
B. Think critically.
Cross Curricular C. Identify and solve complex problems.
Competencies G. Apply multiple literacies.
H. Demonstrate good communication skills and the ability to work cooperatively with others.
I. Demonstrate global and cultural understanding.
Science
3-3 Investigate a practical problem, and develop a possible solution.
3-6 Use, safely, a variety of tools, techniques and materials in construction activities.
General Learner Social Studies
Outcome(s) 3.1 Communities in the World
Students will demonstrate an understanding and appreciation of how geographic, social, cultural
and linguistic factors affect quality of life in communities in India, Tunisia, Ukraine and Peru.

Science
3-3: Explore and Investigate:
 Attempt a variety of strategies to complete tasks.
 Engage in all parts of the task and support the efforts of others.
Reflect and Interpret
 Communicate results of construction activities, using written and oral language and
pictures.
 Evaluate the product and identify possible improvements.
Specific Learner 3-6:
Outcome(s) 3. Select tools that are suitable to particular tasks and materials, and use them safely and
effectively.
4. Understand and use a variety of methods to join or fasten materials.
8. Maintain and store materials and tools safely and properly.
9. Apply skills of listening, speaking and cooperative decision making in working with other
students on a construction project.
Social Studies
3.1.1 appreciate similarities and differences among people and communities:
 Demonstrate an awareness of and interest in the beliefs, traditions and customs of groups
and communities other than their own.
Students will be able to:
1) Select building materials that are appropriate to the task at hand.
2) Join building materials together in an effective way.
Learning 3) Create a structure appropriate to the task at hand in a safe manner.
Objectives 4) Collaborate with others to complete the task at hand.
5) Create a structure that is directly related to one of the following countries: Peru, Tunisia, India,
Ukraine.
6) Consider improvements that could be made to a structure that has been built.
LO #1, 2, 3, 4, 5: Students will be working with a partner, to build something from their country that
Assessment is related to either at home, cultures and celebrations, environment, or services.
LO #6: Students will reflect on their building and consider improvements that could be made.
Materials  Building materials (student choice)
 Question, blueprint, and improvement sheet.
 Reflection sheet.
 Slides
  Printed off example sheets to choose from.

Introduction - Tell students that they have been doing a lot of research on their countries. Now, they will be
applying what they know about their country to complete a STEM Challenge.
Getting Oriented-
- Teacher Actions
o Tell students that they will be working to complete a STEM Challenge.
o Explain that each partnership will choose one of the examples to build. Students will be
receiving a printed out version of all of the examples that will be on the slides.
o Go through different slides and talk about the different examples that are available to some of
the groups (ex. India-cultures and celebrations etc.)
o You and your partner must be in the same country group, ex. You must both be studying Peru.
You can be from different sections like environment or at home, but you must be from the
same country.
o If you are from different sections (ex. At home, or cultures and celebrations), you will be
choosing ONE section to choose your example from.
o Once you have chosen what you and your partner will be building, you will need to write out a
problem. Example: How can I build a chess set out of Legos?
o After you have come up with a problem you can get started on your blue print. Don’t forget to
Getting Oriented
write a short description along with your drawing for your blue print like what you will be using
(15 min) to build for your challenge.
o Once you have your problem and blue print completed, show me and I will approve it before
you get started on your building.
o Have students get together with a partner, once you find a partner, come tell me so I can make
sure you are both studying the same country, and tell me what section you want to focus on
(ex. Environment, at home, culture and celebrations etc.). I will give you your example sheet
and your challenge sheet.
o Give students time to get in to partners and ensure that all partnerships are from the same
country group.
- Student Actions
o Show attentive listening while the task is being explained and examples are being explained.
o Choose a partner that is from the same country group.
- Transition Details
o Once students are in their partner groups call student attention back using the give me five
attention grabber and turn student attention to the white board.
STEM Challenge STEM Challenge Building – LO # 1, 2, 3, 4, 5, 6
Building - Teacher Actions
o Remind students once they are in their groups of the steps. Write these on the board.
(40 min) 1. Decide what you are building.
2. Write your problem.
3. Create your blue print and a short description.
4. Build.
5. Consider improvements.
6. See Miss Campbell.
 Give students time to go through the STEM challenge.
 Circulate to answer any questions they may have as they are going through the STEM
process.
 After students have finished building their challenge, they will move on to the
improvement section.
- Student Actions
o Work with a partner to decide on a challenge.
o Come up with a problem.
o Create a blue print that includes a short description of what will be built.
- Assessment Evidence
o Students should be following the instructions that are on the board to complete the STEM
challenge.
o Students will consider design modifications that could be made to improve what they have
built.
 - Transition Details
o As students complete the first side of their STEM sheet they will see me (it is the next
instruction on the board).

 As students are finishing up their STEM challenge building, tell them that they can move on to
the the reflection sheet on the back. Once they are done they can hand their sheets in to me
Closure ensure their names are on the sheets. Sheets will be given back to students to put in their duo
(5 min) tangs on Monday.