stem curriculum planning guide - dayton regional...

of 31Draft: Tuesday, June 24, 2014

STEM Curriculum Planning Guide

This instructional design guide serves as the template for the design and development of STEM units of instruction at the Dayton Regional STEM Center in Dayton, Ohio. The guide is anchored to the STEM Education Quality Framework also developed at the Dayton Regional STEM Center.

STEM Unit Title Pirate Ship Race

Economic Cluster Advanced Manufacturing & Materials

Targeted Grades 5, 6, & 7

STEM Disciplines Science, Technology, Engineering, Math

Non-STEM Disciplines

Social Studies

a. Acknowledgement of Support. Unless otherwise provided in the grant, the grantee is responsible for assuring that an acknowledgment of NSF support is made:

(i) in any publication (including Web pages) of any material based on or developed under this project, in the following terms:

"This material is based upon work supported by the National Science Foundation under Grant No. EEC - 1009607."

(ii) NSF support also must be orally acknowledged during all news media interviews, including popular media such as radio, television and news magazines.

b. Disclaimer. The awardee is responsible for assuring that every publication of material (including World Wide Web pages) based on or developed under this award, except scientific articles or papers appearing in scientific, technical or professional journals, contains the following disclaimer:

"Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation."

c. Copies for NSF. The grantee is responsible for assuring that the cognizant NSF Program Officer is provided access to, either electronically or in paper form, a copy of every publication of material based on or developed under this award, clearly labeled with the award number and other appropriate identifying information, promptly after publication.

The electronic template is copyrighted to Dayton Regional STEM Center. No permission has been granted for template reproduction. However, lesson contents may be reproduced and attributed to Dayton Regional STEM Center free of charge.


Section I: STEM Unit Overview

Unit Overview Applying and exploring the qualities of buoyancy, surface area, velocity, and volume, students will research, develop, and design a pirate ship in attempt to save the treasure. They will become mechanical and material engineers as they utilize the engineering design process and strive to design a ship that will move a crew, their supplies, and treasure across a given body of water.

Essential QuestionUsing math and science, how will your team design and build a pirate ship that will transport a crew, supplies, and treasure across an ocean?

Enduring Understanding

1. Volume is how much something can hold. 2. Area can be calculated by creating a net. 3. Buoyancy can determine whether a material will sink or float.

Engineering Design Challenge

Students will design, build and test a model ship that can move a load across a given body of water with the following constraints: - carries a minimum of a three-person crew - carries enough supplies for each day of the seven day voyage - carries the minimum amount of treasure - must make it across the entire body of water without taking on water - no human interference in model scenario

Time and Activity Overview Day Time

Allotment Actvities

1 50 minutes

Pre-assessment (Appendix A) Key (Appendix B) Read aloud Youtube video - http://www.youtube.com/watch? v=FnILEXnRHP0 Key Vocabulary (Appendix C) Technical Background Introduce Design Challenge (Appendix D) Engineering Design Process (Appendix E)

2 50 minutesAssign teams (both lab and project the same) Team Roles and Expectations (Appendix F) Ship Research Lab - (Appendix G)

3 50 minutes (optional)

Students will create treasure map. Make Your Own Treasure Map (Appendix H)


4 50 minutes

Students will test materials Will it Sink or Float (Appendix I) Students will create individual designs Discussion in teams Team Decision Making Matrix (Appendix D) Team final design/prototype

5 50 minutesTeams will construct ship Teams will test ship Redesign of ship

6 50 minutesRedesign of ship Ship race relay Pirate Data Collection (Appendix J)

7 50 minutesShip race relay Pirate Data Collection (Appendix J) Graph Paper (Appendix K)

8 50 minutesReflection (Appendix L) Data chart Post-assessment (Appendix A)

Pre-requisite Knowledge & Skill

Students should be familiar with calculating area of regular polygons, specifically rectangles.


Academic Content Standards

Add Standard Mathematics

Grade/Conceptual Category Grade 6

Domain Geometry

Cluster Solve real-world and mathematical problems involving area, surface area, and volume.

StandardsFind the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.



Domain Geometry


Standards

Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas V = l w h and V = b h to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems




Domain Measurement and Data

Cluster Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.

Standards

3. Recognize volume as an attribute of solid figures and understand concepts of volume measurement. a. A cube with side length 1 unit, called a “unit cube,” is said to have “one cubic unit” of volume, and can be used to measure volume. b. A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units.



Domain Geometry


Standards Solve real-world and mathematical problems involving area, volume, and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.


Grade

Standard

Benchmark

Indicator


Add Standard English Language Arts

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Add Standard English Language Arts

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Add Standard Social Studies

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Strand (pk-8 only)

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Add Standard Social Studies

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Add Standard Science

Grade Grade 6

Theme Order and Organization

Topic Matter and Motion

Content Standard An object’s motion can be described by its speed and the direction in which it is moving.


Grade Grade 7

Theme Order and Organization

Topic Conservation of Mass and Energy

Content Standard Energy can be transferred through a variety of ways.



Strand

Course Content

Content Elaboration


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Add Standard Fine Arts

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Add Standard Technology

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Assessment Plan

What evidence will show that students have acquired the enduring understandings for this STEM unit?

Performance Task, Projects

Pirate Ship Race Challenge (Appendix D) Treasure Map (Appendix I)

Quizzes, Tests, Academic Prompts

Pre/Post Assessment (Appendix A) Ship Research Lab (Appendix H)

Other Evidence (e.g. observations, work samples, student artifacts, etc.)

Data Collection (Appendix K) Will it Sink or Float (Appendix J) Net of Ship

Student Self- Assessment

Student Journal/Notebook Reflection (Appendix L)


Technology Integration ADISC Technology Integration Model*

Type of Integration Application(s) in this STEM Unit

A

Technology tools and resources that support students and teachers in adjusting, adapting, or augmenting teaching and learning to meet the needs of individual learners or groups of learners.

D

Technology tools and resources that support students and teachers in dealing effectively with data, including data management, manipulation, and display.

Students can use data collection and organization software such as Microsoft Excel for quantitative data. Optional: A digital camera can be used to take photos of the ship race and different designs. Meter sticks, yard sticks, measuring tape and/or rulers. Calculators Stopwatches

I

Technology tools and resources that support students and teachers in conducting inquiry, including the effective use of Internet research methods.

Students will use internet to research various components of different types of ships.

S

Technology tools and resources that support students and teachers in simulating real world phenomena including the modeling of physical, social, economic, and mathematical relationships.

Students can use Micrsoft Excel to model the distance their ship traveled over time.

C

Technology tools and resources that support students and teachers in communicating and collaborating including the effective use of multimedia tools and online collaboration.

Students can use Micrsoft Excel to model the distance their ship traveled over time.

*The ADISC Model was developed by James Rowley PhD, Executive Director of the Institute for Technology-Enhanced Learning at the University of Dayton


Career Connections Career Description

Materials Engineers evaluate materials and develop machines and processes used in manufacturing. They develop new uses of materials and often specialize in a specific material.

Cartographers use science and math to communicate spatial information more effectively. They constantly study maps and then design new ones.

Propulsion engineers research, design, construct, and test machines that move through the air (on Earth or in space). They often utilize wind tunnels to test their designs before testing in the environment.


Section II: STEM Lesson Plan

Title of Lesson Day 1

Time Required 50 minutes

Materials Pre-Assessment (1 per student) (Appendix A) Pre-Assessment Answer Key (1 per teacher) (Appendix B) Everything I Know About Pirates by Tom Lightenheld Computer and projector to show video Key vocabulary (1 per student) (Appendix C) Design Challenge (1 per student) (Appendix D) Engineering Design Process (1 per student) (Appendix F) Chart paper (1 per class, optional) Interactive white board (optional)

Objectives1. Students will be able to identify what makes a ship float. 2. Students will recognize and demonstrate the engineering design process.

Instructional Process

1. Distribute Pre-Assessment (Appendix A) to students. 2. Show Youtube video (http://www.youtube.com/watch?v=FnILEXnRHP0) on a duct tape boat. 3. Hold pre-activity discussion using a "think-pair-share". Have students think individually about what makes a ship float. Then have students collaborate with a partner or small team to share what they initially thought was necessary for a ship to float. Small teams then report out to the classroom and the teacher will record responses on an interactive white board, chart paper, or chalk/ white board. Examples of student responses could include made of fiberglass, metal, etc.., need propulsion, and needs a stern. 4. Read aloud excerpts from Everything I Know About Pirates, including the information on "the ship" and "the map". 5. Pass out the Key Vocabulary (Appendix C) and Design Challenge (Appendix D) and read through challenge with students. Encourage students to use vocabulary throughout challenge. 6. Pass out the Engineering Design Process (Appendix F) and read through with students. Explain that they will have a chance to design, build, and test a model ship


through a given course. Explain that they will then have the chance to analyze their results and then re-design and re-test their ship to improve their results.

DifferentiationSome students may require differentiation in their assessment. Teachers can substitute the "think-pair-share" with "first word", meaning students will be given the word ship and asked to write as many sentences or phases including the word ship. Next students will be given the word float and asked to write as many sentences using the word float. Allow 5 to 7 minutes to create the sentences. After completing the sentences, have the students share them in a group. This allows students to creatively construct ideas dealing with these two main words. While in groups, have the students combine the two ideas and present the question what makes a ship float. Students will answer the question as a class or in their small groups.

AssessmentsPre-Assessment Pre-activity discussion





Materials Roles and Expectations (Appendix G) (1 per student) Ship Research Lab (Appendix H) (1 per student) Computer (at least 1 per team)

Objectives1. Students will research and analyze different ships to demonstrate how to calculate area and volume while completing the Ship Research Lab


1. Teacher will assign teams of four students. 2. Pass out Roles and Expectations (Appendix G) and have students determine team rules and expectations. Teams should also decide if they want to maintain the same roles throughout the project or switch each day. 3. Students should have the teacher approve their team rules and expectations. 3. Teams will work to complete the Ship Research Lab (Appendix H).

DifferentiationStations can be set up around the room to help students in answering the questions. One station can be at a computer allowing students to research about types of ships and what the design of the ship has to do with its functions. Another station can be a tub of water with 5 or 6 ships, each with different types of sails. The students can look at the sails and hypothesize how the sails help ships move through water and they will also be able to see why a ship needs to be made out of buoyant materials. The last station would be a math station with graph paper, rulers, protractors, and calculators allowing the students to answer the questions about the ship on the worksheet. This will allow for more of a hands-on activity rather than just researching all the answers on the computer. It will help capture the students interests.

Assessments Ship Research Lab



Title of Lesson Day 3 (Optional)


Materials Graph paper (several pieces per team) Various maps (1 or more per team) Ruler, Measuring Tape, or Meter Stick (1 or more per team) Make Your Own Treasure Map (Appendix I) (1 per student) Colored Pencils, Markers, or Crayons (1 pack per team)

Objectives1. Students will construct treasure maps of the classroom illustrated to scale and containing identifying geographic symbols.


1. Teacher will read aloud from "Everything I Know About Pirates" the section about buried treasure. 2. Teacher will ask students how pirates have found their treasure, providing a segue to students creating their own treasure map. 3. Teacher will ask students if they have ever navigated using a road map or a map to navigate around a building? What are the advantages of maps? 4. Teacher will pass out the map collection to students and give them several minutes to look at the maps, noticing the differences between map types, and the different ways that roads, mountains, and rivers are represented. Students should notice the legend, where symbols are defined, the scale, and where measurements are noted. 5. Teacher will pass out Making Your Own Treasure Map handout (Appendix I). 6. Students will create a scale drawing of their classroom leading another team to their hidden treasure. 7. Teams will exchange treasure maps after treasure has been hidden. Have students look at the Treasure Map Check List (back of Appendix I). Teams will hunt for treasure.

DifferentiationStudents can create their treasure map in a computer program rather than drawing it by hand.


Assessments Treasure Map





Materials Journal/notebook (1 per student) Decision Making Matrix (Appendix E) (1 per student) Will it Sink or Float? (Appendix J) (1 per student) Graph Paper Hard Plastic Childs Pool (1 per class) Various materials to test, could include but not limited to: -Plastic -Clay -Tin foil -Cardboard -Styrofoam -Wax Paper -Straws -Yarn -Duct Tape -Construction Paper -Plastic Bottles -Corks -Wooden Dowels -Glass Bottles

Objectives1. Students will observe and analyze multiple materials to explain what is required for something to float. 2. Students will construct their pirate ships representing their final design sketches and using the information about which material is more buoyant.


1. Teacher will ask students "What is required for something to float?" Students will respond to to the question in their journal/notebook. 2. Teacher will show various materials to test to students. 3. Students will test materials and record observations in their journal/notebook or on the Will it Sink or Float? handout (Appendix J). 3. Students will create individual designs of their pirate ship based on their findings


from testing materials. Their individual designs can be created in their journals or on graph paper. 4. Students will share each individual design with team members. 5. Teams will fill out the Decision Making Matrix (Appendix E) to help determine which features to include in their final design. 6. Teams will construct a final design based on information gathered in the decision making matrix. In looking at their matrix, teams should use the point values calculated to decide on the final design (this could be using one student's whole design or using parts from different designs presented).

DifferentiationStudents can participate in a "jigsaw" to find the answer to the question "What is required for something to float?". They will first be given the question along with different materials. They will work in groups (different than their team) for the first part of class. Students will test the different materials and once they have completed the test will go back to their "home groups/teams" to fill our the will it sink or float handout. Construction of final design can be done through use of a computer program or by hand. Teachers could include constraints on construction of ships. They could require a certain number of different materials to be used or limiting some of the given supplies, such as only 6 inches of tape may be used.

AssessmentsInformal assessment on Will it Sink or Float? Formative assessment using the decision matrix and team design





Materials Buckets of water (1 per team) Journal/notebook (1 per student) Hard Plastic Childs Pool (1 per class) Various materials to redesign pirate ship, could include but not limited to: -Plastic -Clay -Tin foil -Cardboard -Styrofoam -Wax Paper -Straws -Yarn -Duct Tape -Construction Paper -Plastic Bottles -Corks -Wooden Dowels -Glass Bottles Graph Paper

Objectives 1. Students will test and evaluate their pirate ships using the acquired information.


1. Teams will collect data on the initial design of their pirate ship in the teacher generated pool race course. Prior to testing, share a map of the race course showing all checkpoints and booty pick up. 2. Teams will test their pirate ship in the pool, redesigning as necessary. 3. Students will make a net of their final pirate ship on graph paper. They will then use this to determine surface area (amount of material) of their ship.

DifferentiationRedesign can be completed in their journals, through the use of a computer program, or by reconstructing the original ship.


Assessments Formative assessment will be made by teacher





Materials Plastic child's pool Water for pool Hand held fans- make sure battery operated (1 per team) Stop-watch (1 per team) Coins - pennies, quarters, dimes, nickels or metal washers of various sizes Pirate Data Collection (Appendix K) Graph paper

Objectives1. Students will calculate the area, surface area, volume of their ship. 2. Students will measure the distance traveled by their ship. 3. Students will organize the information gathered in a scatter plot showing the relationship between area and weight.


1. Prior to racing, teams will need to find the area of the hull and surface area and volume of their pirate ship. They will need to record the findings of each teams' data in the Pirate Data Collection handout (Appendix K). 2. Teams will be responsible for placing the initial load into the ship by deciding where each coin should be placed. 3. Teams will race their pirate ship across the "ocean" using wind generated from their hand held fans. Note: to avoid electrical shock, make sure fans are kept out of the water and hands are dry when handling the fan. 4. Teams should time how long it takes to get their ship from point A to point B and measure the distance their ship traveled to the best of their ability. 5. Teacher is to set up multiple stopping points for the ship to stop at, picking up more treasure or crew members along the way. Teacher is to predetermine the mass to be picked up and stored in the hull at each checkpoint. 6. Continue to place more treasure in pirate ships until the ship has reached capacity. It may be necessary to use weights in place of coins.


7. Students are to generate a list of three modifications to be accompanied in their redesign to increase performance in speed, buoyancy, and/or stability.

DifferentiationTo determine where to place the mass, students may create a diagram of the hull labeling where each coin will be placed. To measure the distance, students may attach a long string to the back of the ship and mark the distance traveled on the string. They will then measure the length of the string to determine the distance from point A to point B. This will allow the students to physically see the distance the ship traveled.

Assessments Pirate Data Collection





Materials Plastic child's pool (1 per class) Fan Water for pool Hand held fans- make sure battery operated (1 per team) Stop-watch (1 per team) Coins - pennies, quarters, dimes or metal washers of various sizes Pirate Data Collection (Appendix K) (1 per student) Pirate Ship Challenge Reflection (Appendix L) (1 per student) Graph paper Journal/notebook (1 per student) Various materials to redesign pirate ship, could include but not limited to: -Plastic -Clay -Tin foil -Cardboard -Styrofoam -Wax Paper -Straws -Yarn -Tape -Construction Paper -Plastic Bottles -Corks -Wooden Dowels -Glass Bottles

Objectives1. Students will re-engineer their pirate ships using the information acquired from the the previous days races and the three identified areas of improvement.


1. Allow students to redesign. For each redesign, students must record in their notebooks/journals what changes were made and why. 2. Conduct race, have students record speed and pertinent observations. Note: to avoid electrical shock, make sure fans are kept out of the water and hands are dry when handling the fan.


3. For homework, students will individually complete the Pirate Ship Challenge Reflection (Appendix L).

Differentiation

Assessments Pirate Data Collection





Materials Journal/Notebook (1 per student) Chart Paper (1 per team) Markers (1 per team) Post-Assessment (Appendix A) (1 per student) Post-Assessment Key (Appendix B) (1 per teacher)

Objectives1. Students will discuss the Pirate Ship Challenge supporting their responses with information gathered during the challenge.


1. Students will share the responses from their homework, Pirate Ship Challenge Reflection (Appendix L), in their teams. As they discuss their responses, they will record their responses on the chart paper. 2. Groups will share responses in a whole-class discussion. 3. Administer the Post-Assessment (Appendix A).

Differentiation Some students may need the Post-Assessment read aloud.

AssessmentsReflection Post-Assessment


Section III: Unit Resources

Materials and Resource Master List

Everything I Know About Pirates by Tom Lightenheld Computer (with internet access) Projector (for computer) Chart paper Interactive white board (optional) Graph paper Various maps Ruler, Measuring Tape, or Meter Stick Colored Pencils, Markers, or Crayons Journal/notebook Plastic Clay Tin foil Cardboard Styrofoam Wax Paper Straws Yarn Duct Tape Construction Paper Plastic Bottles Corks Wooden Dowels Glass Bottles Plastic child's pool Hand held fans- make sure battery operated Stop-watch Coins - pennies, quarters, dimes, nickels or metal washers of various sizes

Key Vocabulary Area: The number of square units that covers a shape or figure Acceleration: the rate of change of velocity with respect to magnitude or direction, a change in velocity Boom: horizontal poles for extending the feet of the sails Bow: the forward end of the sailboat Buoyancy: The power to float or rise in a fluid Current: a large body of water moving in a certain direct Depth:a dimension taken through an object or body of material,usually downward


from an upper surface, horizontally inward from an outer surface, or from top to bottom of something regarded as one of several layers Distance: The amount of space between two things, points or lines Density: the mass of a substance per unit volume Hull: the hollow, lowermost portion of a ship Main Sail: the largest sail on the sailboat Mass: a body of coherent matter Mast: a structure rising above the hull to hold the sails Port Side: The left-handed side of the sailboat Rapid: a part of a river where the current runs very swiftly Stability: continuance without change Stern: the back or rear of the sailboat Starboard Side: The right-handed side of the sailboat Surface Area: For a three-dimensional figure, the sum of the areas of all the faces Speed: a form of direction, rate of motion Velocity: speed of an object, the distance divided by the amount of time Volume: A measurement of space, or capacity

Technical Brief Boats float because their design exploits the Archimedes' Principle which states that any object, wholly or partly immersed in a fluid, is buoyed up by a force equal to the weight of the fluid displaced by the object. Archimedes discovered that when you place an object into water, the level of the water rises. This is because the object has displaced some of the fluid. Archimedes realized that any object placed in water will displace its own weight or volume in water, whichever comes first. This is called the weight to surface area ratio. Engineers choose lightweight, sturdy materials to achieve buoyancy in the construction of ships. They also disperse the weight of the ship across the hull. The hull is typically wide and has a deep bottom. It is common for large ships to use displacement hulls that push water out of the way to help them stay afloat. When a


boat is heavy, it will settle lower in the water because its surface area to weight ratio is different than when the boat is light. If the hull is breached, the boat will take on water which causes the boat to become denser. This requires more water to be displaced. If enough water is taken on, the boat will become too heavy to remain buoyant and will sink.

Safety and Disposal

Teacher can cut plastic for students. Teacher should monitor students anytime water is being used in the classroom. Teacher should provide paper towels for easy clean up of water. To avoid electrical shock, make sure fans are kept out of the water and hands are dry when handling the fan.

References

Curriculum Developers

Leesa Folkerth - author Sally Harper - editor Kurtz Miller - author Margaret Pinnell - consultant Sandra Preiss - editor Kelley Shomaker - author


Section IV: Appendices

Appendix A: Pre/Post-Assessment Appendix B: Pre/Post-Assessment Key Appendix C: Key Vocabulary Appendix D: Design Challenge Appendix E: Decision Making Matrix Appendix F: Engineering Design Process Appendix G: Role and Expectations Appendix H: Ship Research Lab Appendix I: Make Your Own Treasure Map Appendix J: Will It Sink or Float? Appendix K: Pirate Data Collection Appendix L: Pirate Ship Challenge Reflection Appendix M: Engineering Design Challenge Rubric

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