6 TH GRADE STEM LESSONS INTEGRATING MATH SCIENCE

6 TH GRADE STEM LESSONS INTEGRATING MATH &SCIENCE Diane Goldsberry Science & STEM Educator Cooper Middle School

How will you integrate? • Teachers Integration – One teacher (math or science) – Two teachers working as a team – Three or more teachers working as a team • Students Integration – Same set of students with 2 or more teachers • Subject Integration – Two subjects (e. g. engineering with math) – More than two subjects

Cooper’s Model • Per grade level - one cohort of students (max: 70) • Two highly qualified teachers • Three block period – math, science, and STEM are taught • Classrooms are side-by-side with connecting door

Advantages to Cooper’s model § Flexible class time § Flexible grouping § Easy integration of one subject into another § Teacher “teamwork”

Common Messages Math is the language of every scientist and engineer FAILURE is very important…. Scientists investigate theto It tells you want youhow need world works; engineers use improve! science to improve the world Technology is a tool used by mathematicians, scientists, and engineers.

Getting Started Asses prior knowledge: a) Scientific Method b) Engineering Design Process

Simple EDP “Starters” • • Index Card Tower Spaghetti Tower Unsinkable Boat Gimme a Hand

Index Card Tower Challenge – how tall can you build a free-standing tower from 50 index cards (3” x 5”).

Spaghetti Tower Challenge –Can you build a freestanding tower from 25 pieces of spaghetti and 20 gumdrops that will support a tennis ball.

Unsinkable Boat Challenge – build a boat from 10 straws and one meter of masking tape. Goal – boat will hold the most pennies without sinking

Gimme A Hand Challenge –Improve three-finger hand From NASA

Gimme A Hand Challenge introduces “type” and “prototype”. Testing protocol is set up.

SCHEDULE FOR EDP CHALLENGES DAY ONE – INTRO ENGINEERING DESIGN CHALLENGE FORM TEAMS, DEFINE CHALLENGE, BRAINSTORM, IDEAS DAY TWO --DRAW FIRST DESIGN & BUILD DAY THREE– FINISH BUILD AND TEST DAY FOUR – IMPROVE, REBUILD, AND RETEST DAY FIVE -- FINAL REFLECTION &PEER REVIEW

General Considerations for any STEM unit 1. What science and math standards will your unit address? 2. What is the end product you are looking for? 3. How will the work be graded? What part will be graded as a group? What part will be an individual grade? 4. How will the unit allow students to use engineering and technology? 5. What time frame do you have for the unit? 6. How will you acquire the supplies? 7. How will students show you their design? Will you require a scaled drawing?

Planning Integrated STEM Lesson • Determine overall protocol ü Identifying problem, limitations, constraints ü Visuals (scaled drawings, etc. ) • Establish your procedures ü ü Timeline Checklist Journal Entries Technology requirements

STEM Challenges 1 • Don’t Runoff 2 • Lunar Thermos 3 • Asteroid Impact

Don’t Runoff –Engineering is Everywhere • Focus on how man-made structures (found in cities) affect runoff and the river basin • Leads students to investigate solutions • Rooftop gardens • Permeable pavement http: //www. eie. org/engineering-everywhere/curriculum-units/dont-runoff

Don’t Runoff – Science Standards S 6 E 5. Students will investigate the scientific view of how the earth’s surface is formed. i. Explain the effects of human activity on the erosion of the earth’s surface. j. Describe methods for conserving natural resources such as water, soil, and air.

Don’t Runoff – Math Standards MGSE 6. RP. 1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. MGSE 6. RP. 2 Understand the concept of a unit rate a/b associated with a ratio a: b with b ≠ 0 (b not equal to zero), and use rate language in the context of a ratio relationship. MGSE 6. RP. 3 c Find a percent of a quantity as a rate per 100 (e. g. 30% of a quantity means 30/100 times the quantity); given a percent, solve problems involving finding the whole given a part and the part given the whole.

Don’t Runoff – Testing & Reflection • Testing should be determined at the onset of the unit • Scaffold data tables and graphs • Allow students to choose how the final report will be given • Math and science concepts highlighted in the testing and reflection • Look for correlation to real life situations

Lunar Thermos

Asteroid Impact Challenge “Through this earth science curricular unit, student teams are presented with the scenario that an asteroid will impact the Earth. In response, their challenge is to design the location and size of underground caverns to shelter the people from an uninhabitable Earth for one year. “

Asteroid Impact Challenge Tasks from website: 1. Explore general and geological maps of their fictional state called Alabraska 2. Determine the area of their classroom to help determine the necessary cavern size 3. Learn about map scales 4. Test rocks 5. Identify important and not-so-important rock properties for underground caverns 6. Choose a final location and size.

Asteroid Impact Challenge Additions: 1. Research space needed a bed, etc. 2. Determine essential “areas” 3. Determine how essentials (water, air, food) will be maintained 4. Addressing mental health issues resulting from living in a confined space 5. Build or draw a model of your cavern

ADDITIONAL STEM CHALLENGES 1. 2. 3. 4. 5. 6. CELL PHONE DESIGN BIRD HOTEL HOUR OF CODE CODING WITH SPHEROS EARTHQUAKE TOWER THE COURAGE TO SOAR (BALLOONS & KITES) 7. PAPER BRIDGE 8. MINING CHALLENGE

Summary • Teach Engineering Design Process • Select STEM Challenges related to your science and math standards • Develop overall protocol and procedures for success • Don’t be afraid to fail!

Resources: Engineering is Everywhere http: //www. eie. org/engineeringeverywhere/curriculum-units/dont-runoff NASA Best Guide https: //www. nasa. gov/audience/foreducators/ best/activities. html Teach Engineering https: //www. teachengineering. org/curricularun its/view/csm_asteroid_tg

QUESTIONS? Please feel free to contact: Diane Goldsberry (diane. goldsberry@cobbk 12. org) Stephanie Ruffner (stephanie. ruffner@cobbk 12. org )