STEM Units for West Pelzer Elementary First Grade

Cathy Heath, Allyson Sutherland, & Brooke Windham

Standard:
Standard 1.L.5: The student will demonstrate an understanding of how the structures of plants help them survive
and grow in their environments.
1.L.5A. Conceptual Understanding: Plants have specific structures that help them survive, grow, and produce
more plants. Plants have predictable characteristics at different stages of development.
1.L.5B. Conceptual Understanding: Plants have basic needs that provide energy in order to grow and be healthy.
Each plant has a specific environment where it can thrive. There are distinct environments in the world that
support different types of plants. These environments can change slowly or quickly. Plants respond to these
changes in different ways

Questions for Inquiry:

What does a plant NEED to grow?
Which environment grows plants faster? More easily?
Does the environment change the taste of herbs?
What factors/variables change the growth of plants?

GOALS:
Students will conduct structured investigations to answer questions about what plants need to live and grow
(including air, water, sunlight, minerals, and space).
Using the design loop, students will design and build an outdoor garden. They will use their created garden to
grow plants. Students will use what they know about soil, light, and animals to place the garden in the best area
outside the building.

STEM
Science: Horticulture-Study of plant structure, needs, and products
Technology: Students will study how the Tower Garden works with indoor grow lights and continuous water
flow, to inspire outdoor gardening. Students will use garden tools and construction tools to build and tend to an
outdoor garden.
Engineering: Students will be challenged to create an outdoor garden that will produce/grow plants using
recycled materials.
Math: Students will measure the perimeter and area of the outdoor created gardens. They will also measure the
growth of plants in both the Tower Garden and the outdoor garden and compare.

Assessment:

-Teacher Checklist: The teacher will walk around the classroom with a checklist for student work as the
students conduct their investigations
-Project Rubric: The teacher and students will create a rubric for the expectations of their outdoor garden

Social Action:

West Pelzer Vegetable Stand: Students will gather, sort, and price herbs and plants from gardens. Students will
sell herbs, vegetables, and fruits either at school or another location (Spring Water Park or Jockey Lot) to the
community.

Healthy Options for Families in Need: Students will gather and sort plants and vegetables for families in need.

Resources:

LEGO kits Students will model their garden plan with the LEGO kits, before moving to construction.
Tower Garden
Literature: From Seed to Plant by Gail Gibbons, Tops and Bottoms by Janet Stevens, The Tiny Seed by Eric
Carle, Seed to Plant by Kristin Baird Rattini, Growing Vegetable Soup Lois Ehlert, Miss Fox’s Class Goes
Green by Eileen Spinelli, Anywhere Farm by Phyllis Root

Pebblego.com What are Natural Resources?, Humans and Earth

Local Farmers/Gardeners
Karen King
Kindergarten Teacher, Mount Lebanon Elementary

Title: The Little Mouse, the Red Ripe Strawberry, and the
Big Hungry Bear, by Don and Audrey Wood
Grade Level: K
Goal: Develop a container.
Content Standards:
Science: K.L.2A.1 Obtain information to answer questions about different organisms found in the environment
(such as plants, animals, or fungi).
K.L.2A.2 Conduct structured investigations to determine what plants need to live and grow (including water
and light)
Technology: Standard 11. Students will develop the abilities to apply the design process. B. Build or construct
an object using the design process.
Engineering : K.S.1A.1 Ask and answer questions about the natural world using explorations, observations, or
structured investigations.
Math : K.G.1 Describe positions of objects by appropriately using terms, including below, above, beside,
between, inside, outside, in front of, or behind. K.G.2 Identify and describe a given shape and shapes of objects
in everyday situations to include two-dimensional shapes and three-dimensional K.G.3 Classify shapes as two-
dimensional/flat or three-dimensional/solid and explain the reasoning used. K.MDA.1 Identify measurable
attributes (length, weight) of an object
Social Studies: Past how grains and food was preserved.
English Language Arts: 5.1 With guidance and support, ask and answer who, what, when, where, why, and how
questions about a text; refer to key details to make inferences and draw conclusions in texts heard or read.
Writing: 1.1 Use a combination of drawing, dictating, and writing to state the topic and communicate an opinion
about it.
Communication: 1.4 Participate in conversations with varied partners about focused grade level topics and texts
in small and large groups
Big Ideas: The students will create a container to hold a strawberry using materials provided.
Essential Question: How could you design a hiding place to keep your red ripe strawberry?
Scenario: The big hungry bear is out to get mouse’s big red strawberry. He must find a way to keep his
strawberry safe. We must help him keep his strawberry safe.
Challenge: Using the materials provided, follow the design loop and create a special hiding place for the red
ripe strawberry.
Timeline: 1 week
Assessment: Checklist and presenting the finished product to peers.
Student materials (to be divided amongst groups):
 Note cards
 tape
 scissors
 ruler
 markers
 glue
 tin foil
 card board

Content Information:
 Lesson Context: Students have been learning to measure, shapes and compare size.
 Discuss the life cycle of strawberries. Read books on plant lifecycles, field trip to Berry Acres.
 Students will hold and measure strawberries. Discuss if it is 2D or 3D.
 Read The Mouse, the Red Ripe Strawberry and the Big Hungry Bear aloud to the class
 Divide students into groups of 3-4 students
 Students will draw and design their hiding place
 The design/engineering problem will introduce students to the design loop and geometry.
 After the lesson, the students will be able to recall the lesson as an example of building shapes in
the real world using common materials.
 Have students follow the Design Loop to brainstorm (Technology) (Science), build
(Engineering), and test their hiding space to see if the strawberry fits.(Math)
 Closure: Have student groups take turns showing their design and discussing how/ why they
built what they did. Discuss what they might do differently next time.
 Students will write about their hiding place.
 Kindergarten Resources for Unit on Honeybees
Mandy Beattie and Lisa McClure
Fair - Oak Elementary School

Task: Honey Bees

Big Ideas:
How do honey bees help our community?
How we use their resources?
Goals and Objective:
TSW will observe and learn how bees help our environment.
Timeline:
September - Community Helpers

October - Natural Resources

November - Shapes / hexagon, structures

January - weather how it ts affect honeybees and their hives

February - Living / Nonliving

March - Habitats

April - Building/ engineering/ project based activity

Assessments:
STEM - student journals and build beehive construction - to a rubric/checklist/ TT observation
Present to local community Bee farmers.

Resources:
Videos from youtube, Brainpop, and Epic app
Fiction and nonfiction books from school’s library
Cardboard - recycled materials
Tape
Hot glue
String / yawn

Learning Experiences:
Explore and observe a live beehive to see how they work as a community. Using bees’ natural resources to
help our community. Build a beehive to simulate a real hive and all the different compartments. For added fun,
we will listen to Flight of the Bumblebee song to help TS create a bees’ movement.
Math
K.G.2 Identify and describe a given shape and shapes of objects in everyday situations to
include two-dimensional shapes (i.e., triangle, square, rectangle, hexagon, and circle) and
three-dimensional shapes (i.e., cone, cube, cylinder, and sphere).

(Same video but length and depth of information is different.)

Beginners:
https://www.youtube.com/watch?v=QEzlsjAqADA

Buzzing and BeeKeeper:

http://www.iflscience.com/physics/why-do-honey-bees-make-hexagonal-honeycomb/

PHOTO OF HEXAGON https://www.scienceabc.com/wp-content/uploads/2015/09/Bees-

Hexagon.jpg

Hexagon Video:
https://www.youtube.com/watch?v=kxDEcODUEP0

Engineering and Technology (tools to use for engineering)

2D/3D construction of hive
http://www.sylvanlearning.com/blog/index.php/bee_engineering_with_polygon_tessellations/
recycled materials, glue gun, tape
Educational Technology

Epic! app on the ipad

Science
K.L.2A.5 Construct explanations from observations of what animals need to survive and grow
(including air, water, nutrients, and shelter).
K.L.2A.6 Obtain and communicate information about the needs of organisms to explain why
they live in particular areas.

Bees' Needs: food and a home

https://www.youtube.com/watch?v=7uVeyH7XQXg

Beekeeping for Beginners: Bees that don't sting!

https://www.youtube.com/watch?v=n1kyywccpbo

Reading
Poetry

https://s-media-cache-ak0.pinimg.com/originals/37/4c/
c4/374cc4697af3cab9cfa0eaf4c9544eb1.jpg
http://www.dltk-teach.com/t.asp?t=http://www.dltk-teach.com/rhymes/bumblebee/cfive-busy-
bees.gif

Social Studies
Music
https://www.youtube.com/watch?v=aYAJopwEYv8
Movement to Flight of the Bumblebee (even though we are learning about honeybees).
Students will be able to simulate bee flight to the various tempos of the music.
Websites for research
Discoveryed.com, nasa.gov,
 How ‘Bout Them Apples?
Jessie Anderson and Miranda Rhodes
Palmetto Elementary

Adapted from http://plansforabettertomorrow.blogspot.com/2016/08/back-to-school-stem-challenge-apples.html

and https://www.teacherspayteachers.com/Product/Back-to-School-STEM-Challenge-Apples-A-head-2671984

Standard 5.S.1: The student will use the science and engineering practices, including the processes and skills
of scientific inquiry, to develop understandings of science content.
Standard: 5.S1.A.1
Ask questions used to (1) generate hypotheses for scientific investigations or (2) refine models,
explanations, or designs.

Grade: 5th

Objective: The student will be able to create a device that holds an apple on their head that will hold for the
most hops across the classroom

Materials:
● String
● Paper bag
● Rubber bands
● Popsicle sticks
● Apples
● Pipe cleaners
● Construction paper
● Pencils
● Burlap sacks

Big Ideas:
● Ask the question, “How will we create a sturdy device that will stay on my head when I hop in a burlap
sack relay? What will be the best way to create this device?”
● Generate Hypothesis or Imagine Solutions
● Select the plan you will test
● Create and test the device
● Refine the model after testing and record an explanation for the changes
Procedures:
1. Intro with engaging video and apple tie in
2. Generate ideas and design, create a hypothesis based on design, record prior knowledge
3. Build based on design
4. Test and reevaluate
5. Make any necessary modifications
6. Final test SACK RACE
7. Reflection and sharing

Content information:
● How can you create a successful design?
● How does the design affect motions, forces, and stability?

Parameters of design
● Use only materials provided
● Device must be stable without the support of human hands
● Device must be no larger than 6 by 6 in

Essential Question:
How can your team create a device that holds an apple in place while you participate in a sack race?

Challenge:
After reflecting on prior knowledge of how to decrease effects of force and motion on an object to increase
stability, you will need to work with a team to create a device that will decrease these affects to increase
stability of the apple on top of a teammates head.

Apple Device Evaluation Rubric

5 POINTS 10 POINTS 15 POINTS 20 POINTS

Students showed little Students show some Students applied Students effectively
understanding of understand of concepts from the applied concepts from
concepts from lesson concepts from the lesson and created a the lesson and created
and were unable to lesson and were able device that balanced a device that balanced
create a device to create a device to the apple for the the apple for the
balance apple on head balance apple for
for race some of race. majority of the race entire race

Students completed Students completed Student completed Student completed

one or two aspects of some aspects of the most aspects of the every aspect of the
the design journal design journal design journal design journal

Student was unable to Student was able to Student was able to Student was able to
effectively use use some of the use several materials very effectively use
materials to create a materials effectively effectively to create a materials to create a
device to create a device device device with little to
no waste

Students did not Students worked Student worked Students worked

collaborate as a team. together, but did not equally as a cohesive equally as a cohesive
Communication was share work equally. group, may have group and
lacking and conflicts Conflicts were not show some sign of communicated well
were not resolved resolved. conflict without with each other
resolution

How Bout Them Apples?

Date:

Group Names:

Team Name:

Ask:
● Identify the problem:
 ● What are the parameters for the design challenge that we must meet?

Hypothesis or imagined solution:

● What do we know and what do we need to find out?

● Imagine what is possible and write a hypothesis. Then, draw 2-3 ideas for this device.

Create
● Choose the best solution. Which materials will you use?

TEST 1 and Record Results:

● How many hops did you take before the device fell?
● Time for first test before failure:
● What do you need to add for the next test to be successful? Why?

Improve Device and Explain TEST 2:

● How many hops did you take before the device fell?

● Did your improvements and modifications work?

● Time for second test before failure:

● What do you need to add for the next test to be successful? Why?

FINAL TEST and Results:

● Time for relay:
● Prepare to defend your team solution and device. What worked best about your device?
● What could you improve in the future?
 Belton Elementary and Wright Elementary STEM Plan
Authors: Tabitha Allen, Khadesia Barmore, Ashleigh Marcie, Cacy Rice

BIG IDEA
 Students will be understand and apply the standards of 3-5.
 3rd - Properties and Changes in Matter - Energy Transfer –Electricity and Magnetism - Earth’s
Materials and Resources -Environments and Habitats
 4th - Weather and Climate - Stars and the Solar System - Forms of Energy – Light and Sound -
Characteristics and Growth of Organisms
 5th - Matter and Mixtures - Changes in Landforms and Oceans -
 Forces and Motion - Interdependent Relationships in Ecosystems
 Students will integrate math, engineering, technology, and ELA into their science.

GOALS AND OBJECTIVES

 Apply math/science through authentic hands-on learning
 Include the use and creation of technology
 Address real world problems through the emphasis of math, science, and technology content standards
 Use the design loop to solve ill-structured problems
 Facilitate teamwork and collaboration
 Encourage students to take risks and learn from their mistakes
 Develop independent and definitive thinking

TIMELINE
 Establish a STEM Leadership Committee at the beginning of the year to help guide and support the
integration of STEM throughout the school.
 Provide professional development about STEM implementation in the elementary classroom during staff
meetings once a month. The professional development will be given by the STEM Leadership
Committee.
 Add two big STEM projects to each grade level (one in the fall and one in the spring)
 5th Grade will now complete 3 big projects
 STEM Night Project (To be determined with team – Possibility -
 Roller Coaster )
 Jet Toy
 Spring Project (To be determined with team)
 3rd and 4th will complete 2 projects
 STEM Night Project (To be determined with teams)
 Spring Project (To be determined with teams)
 Add quick STEM activities monthly throughout the year in all grade
 levels.

ASSESSMENT
 Administration will work with the STEM Leadership Team to develop an observation tool to provide
quality feedback to teachers.
 During units, use engineering journals, checklists, and anecdotal notes to provide feedback on student
understanding.
 Use rubrics to evaluate projects including products and explanations.
 Assessments will be made to evaluate performance and understanding as well as knowledge.

RESOURCES
 ITEEA website
  Nasa.gov
 STEM.uark.edu site
 Webb Craft Grant for Tools and Equipment
 Attempt to involve local engineering businesses
 Literature Link
 STEM Integration in K-12 Education

LEARNING EXPERIENCES
 Teachers:
 Vertical/Horizontal Planning
 STEM workshops/Professional Development during monthly staff meetings
 Industry Field Trips
 3rd:
o STEM quick challenges once a month (Charlotte’s Web web, Iggy Peck Architect tower, Tough
Boris treasure chest, etc.)
o Halloween LED activity (during electricity unit)
o Environment mobile (during environment and habitats unit)
 4 :
th

o STEM quick challenges once a month

o Pocket solar system (during solar system unit)
o Moon munchies (during characteristics and growth of organisms
o unit)
 5 :
th

o STEM quick challenges once a month (i.e. pool noodle rocket launcher)
o Jet Toy (during force and motion unit)
o Ecocolumns (during interdependent relationships in ecosystems unit)
o Mars Launch System (during force and motion unit)
 EXAMPLE:
o 3rd:
o Iggy Peck Architect Tower: TTW read Iggy Peck Architect by Andrea Beaty as the narrative
lead. Then TTW pose the ill-structured problem: design the tallest tower possible that will hold
an apple on top using only classroom materials ( 2 pieces of cardboard, duct tape, 6 pieces of
construction paper, 2 glue
o sticks, 4 plastic cups, 4 pencils, a paper bag, 3 pipe cleaners, 1 inches of duct tape). Students will
use a yardstick to measure their towers)s. The teacher will guide the students through thedesign
loop process by having them imagine/sketch possible designs, select a design, create a design,
test and evaluate the design, improve the design, and then share the design during share time.
They will document their process in their engineering journal. This activity teaches measurement
(math - can measure in inches and centimeters), inquiry science standards, fiction standards, as
well as introduces the designloop and STEM. *taught at beginning of school year
o 4th:
o Moon Munchies - full lesson found here:
https://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/Moon_Munchies.html
o 5th:
o Mars Launch System (during force and motion unit) – see handout - Literature link You are the
First Kid on Mars )
 First Day Rocket Launch
Sylvia Rogers
Palmetto Elementary

Objective: Create a first and second grade team building experience that demonstrates and creates excitement
for using STEM activities.

First Grade Standards:

1.S.1A.4 Analyze and interpret data from observations, measurements, or investigations to understand patterns
and meanings.

1.S.1A.5 Use mathematical and computational thinking to (1) recognize and express quantitative observations,
(2) collect and analyze data, or (3) understand patterns and relationships.

1.S.1A.7 Construct scientific arguments to support claims or explanations using evidence from observations or
data collected.

Second Grade:
2.S.1A.4 Analyze and interpret data from observations, measurements, or investigations to understand patterns
and meanings.

2.S.1A.6 Construct explanations of phenomena using (1) student-generated observations and measurements, (2)
results of scientific investigations, or (3) data communicated in graphs, tables, or diagrams.

Tools:
● Pool noodles
● Rubber bands
● Index cards
● Markers
● Craft saws
● Duct tape
● Yard sticks
● Ipads
● Chart Paper
 ● Certificates
● First place prizes.

Procedures:

1. Introduce safety procedures for using tools.

2. Discuss recent eclipse and read You Are the First Kid on Mars by Patrick O’Brien
3. Show example of rockets.
4. Show pool noodle rocket.
5. Divide into groups for station rotations.
6. Have material already prepared:
a. Index cards cut
b. Duct tape cut
c. Noodles marked to cut
d. Duct tape folded
e. Record directions for station rotations.
f. Mark start line.
7. Demonstrate the process of station rotations refer to previous years centers.
8. Rotate groups through the stations.
a. Teacher led cutting for fin holders.
b. Taping Station
c. Fin construction station.
d. Decoration station.
e. Provide extra activities for early finishers.
9. After all students have rockets, take to launch site.
10. Students will use yardsticks to measure off yards and mark each yard with duct tape.
11. Countdown and launch rockets practicing several times.
12. Take top five winners and narrow down to one winner.
13. Graph top five winners length on chart paper. Students will share theories of success and failure.
Display in hallway.
14. Award certificates to all and first place prize.
15. Take class winners to compete in school-wide launch off for school winner.
16. Graph these results with classes.
 Angela Dunn
Anderson 4

Intro and Setting of Expectations - Beginning of Year

Grade Level: Any (in this case, 3rd)

Literacy Connection: Going Places (powerpoint book, by the authors of The Dot ) and discussion of
expectations - what STEM is, what engineers do, etc.

Big Idea:
● Properties of the Engineering Design Process
● Solving problems in multiple ways -- There is no one correct answer - there are several ways to arrive at a
solution.

Students will design their own Going Places Kit for third grade.

Content Information: How can you create a successful design? - Introducing the design loop and setting
expectations - By using the design loop. It could help clear your mind and facilitate thinking process. Introduce
the engineering design journal as part of lesson.

Pre-lesson Activity - TCW read Going Places and discuss how each student chose to address the kit. TCW
discuss relevant experiences - times they have come up with a creative solution, times they have worried about
getting the “right” answer, etc.

Essential Question: How can your team create a device that will travel the width of the classroom? (minimum of
approx. 20 feet)

Some questions to consider:

o What would you pack in your Going Places Kit?
o What would you build?
o How would you build it?
o Can you make a sketch or sculpture of the design?
o Where would you go?
o What will you do when you get there?
o What do you dream about seeing?
o Can you write a story, a play or a song about your adventures with using the Going Places Kit and the
exciting things that happened on the journey?

Materials:
o Recycled materials collected by teacher (wood pieces, cardboard, water bottles, milk jugs, lego pieces,
jars, lids, etc.)
o A variety of arts/crafts supplies (pipe cleaners, clay, crayons/markers, string, tape, construction paper,
popsicle sticks, coffee stirrers, straws, etc.)
o Repurposed materials from the classroom (pending teacher approval)

Deliverables: Each team must submit the following at the conclusion of the activity:
o Locomotive device
o Completed engineering design journal
o Reflection (could take the form of a song, story, or play about their adventures)
Notes: As a beginning of the year activity, the teacher can use this to pre-asses several things: ability to work as
part of a team, risk-taking/growth mindset, measurement skills (math), basic understanding of force and motion
(science), reflection (creativity, writing skills).
 “Sound Machines”-4th Grade
By Loren Simmons at Sue Cleveland Elementary
Literary Connection- Sounds All Around by Wendy Pfeffer
Stem Content Standards:
Science-4.P.4B.3- Define Problems related to the communication of information over a distance and design
devices or solutions that use sound to solve the problem.
Technology & Engineering- 4.S.1A.2-Develop and refine models … to test devices or solutions or
communicate ideas to others
Mathematics- 3.MD.B.4. Generate measurement data by measuring lengths using rulers marked with
halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in
appropriate units— whole numbers, halves, or quarters. (REVIEW STANDARD at beginning of year)
Big Ideas:
 Properties of Engineering Design Process
 Creating a device that communicates information over a distance
 Solving problems in multiples ways
 Review of measuring to nearest ½ inch
Activity:
 Students will work with a partner to create a sound device that muffles sound, but can then be changed
to amplify sound.
Criteria- the device must muffle and then be changed to amplify the sound of a human voice. The students will
have 30 seconds to change their device. The device used the provided materials. The device must be between 4
½ inches & 14 ½ inches.
Materials: Just have a variety of materials available.
 Cardboard tubes
 Cotton balls
 Pompoms
 Packing peanuts
 Felt, cloth
 Paper towels
 Bubble wrap

 Cups
 Tape
 Boxes
 Glue
 String
 Pool noodles
Deliverables: Engineering Design Journal, Volume Device
 Allyson Southerland
West Pelzer Elementary, Music Specialist
Anderson School District One

Big Idea
Design a Music Exploration Sound Wall using a variety of materials both natural and human-
made.
How is sound produced?
How does the size of an instrument change the sound?
How does the type of material that the instrument or object is made from change the sound?
What objects do we use every day that makes a sound?
What can be used to manipulate these objects so they make a sound?
Goals and Objectives:
Teacher will:
July – Contact the Clemson University STEAM network – provide a collaborative tool with the
project
August – Write a grant for financial assistance with materials
August – Design a parent survey that will allow the teacher to know who has specific skills with
tools, architecture, tool operation, and volunteering.
September – Locate the area for the Sound Wall.
Upon the receiving necessary financing, purchase materials.
August – May:
Students will:
Manipulate a variety of music instruments.
 Perform on musical instruments of various sizes and materials. For example: metal,
plastic, wood
 Use different mallets (yarn, rubber, wood) to discover the unique sounds that can be
produced.
 Discover various timbre and pitch: larger and/or longer objects make a deeper or lower
sound, metal has a brighter sound that can resonate (vibrate), wood makes a softer and
lighter sound.
Work in groups to create a musical composition that will include various sizes of instruments
and timbre. (Checklist)
Once there is an understanding of the construction of music instruments, locate recycled objects
in the classroom or throughout the building that produce a sound.
Present a recycled object that they found at home or school. Demonstrate/Perform how it is
played. (Checklist)
Students will design a musical instrument. Use specific tools and equipment to create the
instrument (example: ruler, saw for piping, and wood). Measure wood or metal for the pitch
variations. Investigate solutions for how to mount your instrument to a wall for K-5 students.
Students will collaborate in teams to come up with a blue print design to construct a wall using
recycled and purchased objects.

April - Culminating Project:

Students and parents will work together to construct the wall with various natural and human
made objects that create sound.

Assessments: Students keep a weekly journal of their discoveries, checklists for individual
performance, Rubric for group and music instrument design

Resources:
Musical instruments, Parents, Community Members, Clemson University, Local Hardware Store,
tools (cement for wall base, treated wood for the wall, wood strips, measuring tape, saw, drill,
drill bits, screws, hooks, hammers, wood, metal scraps, hubcaps, pots/pans, mallet objects, pvc
pipe, 2-10”metal pipe, file/sandpaper for smoothing edges,…)

Learning Experiences:
Most objects, natural and human-made, make sound. Discover how sound is made. What tools
can be used to create different sounds on the same object. How can an instrument be designed
from every day or recycled objects? How can recycled objects be placed on a wall so they are
secure while also allowing for proper movement.
Example:
Longer metal pipes with a larger diameter have a lower sound. A metallophone is designed with
the lowest pitch/pipe on the left gradually getting smaller to the right. The lowest metal pipe (A)
should be cut to the length of 13.27/32 with a 3.3/32 hole.
 Kris McMillan, Megan Middleton, Kelli Porter
Pendleton Elementary-ASD4

STEM Action Plan

BIG IDEAS: Convey to students that STEM is a way of thinking. Using schema (what the child
already knows) and given materials and an end concept the student will be able to solve a
problem in a variety of ways.
GOALS AND OBJ.- Throughout the year, incorporate STEM across the curriculum in order to
strengthen student’s way of thinking outside the box.
Dates: Throughout the school year
Times: throughout the school year
Responsibilities: TW provide opportunities for STEM activities and higher order thinking
skills
TIMELINE: STEM activities will start the first couple of days of school. The first rule of order
will be to establish rules, with student help and create expectations. TW introduce tools used and
proper ways of handling tools. END GOALS: Student lead, not teacher lead. EXPLORATION
is key!
*Timeline is based on ASD4 Atlas guidelines.
*Forces in Motion
*Landforms
*Matter
*Ecosystems
ASSESSMENT: We will know if the students have achieved the big ideas by looking at the end
product, walking around and listening to conversations and asking questions. The students will
also write in journals to convey their thought process in these activities. Rubrics/checklists will
be used as well.
Ex. Checklist
Criteria Self-evaluation Teacher Evaluation
 ACTIVITY: Earthquake Structure
RESOURCES: rounds toothpicks, mini marshmallows, cardboard, aluminum pans, gelatin,
(optional) stopwatch- 1 hour
LEARNING EXPERIENCES: LEARN BY DOING!
STEM CONTENT: structure, forces, engineering design, science, critical thinking, problem
solving engineering.
CHALLENGE:
Design a 3-story structure that can withstand being shaken in a mild earthquake simulation.
Teacher prepares the gelatin pan and then lets students add their structures to it. The structures
are built using only three materials, must be at least 3 stories tall, resemble a building (not a
tower), and be stable enough to keep standing. Will the building survive the earthquake?
 Anderson County School District 3—Flat Rock Elementary
Kathryn Hawkins and Darla Moore

STEM Action Plan

Native American Housing

Big Ideas—Students will have a broad, multi-disciplinary understanding of Native American

lifestyles including STEM, Reading, Writing, History, and Research standards.

Goals and Objectives—The goal is for the students to engineer Native American housing
structures that meet an accurate scale as well as meeting the challenges presented. The objective
is for the students to build to scale a wigwam, pueblo, and tepee by the end of the unit.

Timeline—The unit will begin in August and last through the end of September. The students
will plan their designs and research the building of the structures in the beginning of the project.
Then they will build their designs and evaluate how their design works with the challenge.
Finally, the students will plan their group presentations using many options as a presentation
format.

Assessments—The students will be assessed by their project journals, creativity, reflections, and
their presentations that will have an attached rubric. Presentation options include: Piktochart,
Google Slide, essay, skit, podcast/vodcast, diagram, Kahoot/Quizizz game, or Google Form. The
product must be used in some way during the presentation and will be assessed individually.

Resources—Materials are listed per housing structure.

Wigwam Tepee Pueblo

 Craft sticks  5 bamboo skewers  Craft sticks

 Outdoor supplies  Brown paper bags/  Toothpicks
 Cardboard bases brown construction  Cardboard boxes (or
 Brown paper bags paper sheets to make boxes)
 Tape  Yarn  Cardboard base
 Scissors  Cardboard base  Paint/construction
 Glue  Tape paper
 Scissors  Tape
 Glue  Scissors
 Glue
Examples—Examples of this project will be available upon completion at the end of the unit.