1. 5th Grade: Earth Day QR Code Exploration
Standards: S5L2. Obtain, evaluate, and communicate information about the effects of pollution (air, land, and water) and humans on the environment. EQ: Can you determine the effects of conservation on our environment? Hook: Earth Day video Resource: Discovery Education Materials: i-pads, earth day QR code sheets, response sheets, SeeSaw STEM journals Lesson: Students will investigate the effects of conservation on our environment. Students will record data to SeeSaw STEM journal.
Criteria:
Collaborate with a partner to scan each QR code with an i-pad
Record your connection on the record sheet in the corresponding numbered box
Choose your favorite Earth Day event and create an entry to your SeeSaw journal
In the comment section, type STEM Bettes Earth Day Activity
Take a photo of the event, record your connection to this event, and post to your and your partner’s SeeSaw journal
Differentiation:
Step by step instructions on the board
Students can work independently

2. 4th grade: Earth Day QR Code Exploration
Standards: S4L2. Obtain, evaluate, and communicate information about the effects of pollution (air, land, and water) and humans on the environment.
EQ: Can you determine the effects of conservation on our environment?
Hook: Earth Day video
Resource: Discovery Education
Materials: i-pads, earth day QR code sheets, response sheet, SeeSaw STEM journal
Lesson: Students will investigate various weather effects and record a connection to their SeeSaw STEM journal.
Criteria:
Collaborate with a partner to scan each QR code with an i-pad
Record your connection on the record sheet in the corresponding numbered box
Choose your favorite Earth Day event and create an entry to your SeeSaw journal
In the comment section, type STEM Bettes Earth Day Activity
Take a photo of the event, record your connection to this event, and post to your and your partner’s SeeSaw journal
Differentiation:
Step by step instructions on the board
Students can work independently

3. 3rd Grade: Ozoblockly and Geometry Rectangle Walk Challenge
Criteria:
Collaborate with a partner to calibrate and program an Ozobot
Utilize Google Chrome to access
Use Bit Mode 2 to make Ozobot trace a rectangle
Utilize a ruler to mark the sheet in 2 inch increments to configure your code HINT: 2 inches = 6 steps
Have Ozobot’s LED shine green on the short edge and red when going on the long edge
Place Ozobot at START to begin clockwise track
After Ozobot has completed the rectangle, make Ozobot spin and perform an LED animation of your choice
Once you complete a clockwise code, try going counter-clockwise
Use SeeSaw to take a video of the event, record your explanation of your programming, and post to your and your partner’s SeeSaw STEM journal
Differentiation:
Step by step instructions on the board
Students can work independently
Standards: MGSE.3.G1 Reason about shapes MGSE.3.MD8 Recognize perimeter as an attribute of plane figures and understand that the same unit can be repeated to determine the measure (iteration). MGSE3.MD.2 Understand the relationship between the size of a unit and the number of units needed (compensatory principle). EQ: Can you program code for Ozobot to follow a rectangular path? Hook: Ozobots! Resource: Materials: Laptops, ozobots, rectangle templates, rulers, pencils, I-pads for SeeSaw QR codes Lesson: Students will program code for Ozobot to follow a rectangular path. Students will take a video and post an explanation of their program to their SeeSaw STEM journal.

4. 2nd Grade: Ozobots and Frogs
Criteria:
Use a pencil to draw pictures or words of the frog life cycle in the sequence it occurs
Collaborate with a partner to use Ozo markers to draw the life cycle of a frog in the sequence it occurs
1 – red – blue 3 – black 4 – red green
Place Ozobot on the 1st event so it can navigate the frog life cycle in correct sequence
Take a video with SeeSaw explaining a frog’s life cycle and post to your and your partner’s SeeSaw STEM journal
Explain each part of the life cycle as you record your video
Once Ozobot runs correctly, complete the back of paper by putting the events in the correct Order/Sequence
Differentiation:
Step by step instructions on the board
Students can work independently
Standards: S2L1. Obtain, evaluate & communicate information about life cycles of different living organisms. MGSE2.MD.1 Ordering/sequencing of objects. EQ: Can you determine the sequence of the life cycle of a frog? Hook: OZOBOTS! Resource: STEM Bettes Materials: Ozobots, frog life cycle template, Ozo Markers, pencils, I-pads for SeeSaw QR codes Lesson: Students will determine the sequence of the life cycle of a frog. Students will place the events in the correct sequence. Students will record data to SeeSaw STEM journal.

5. 1st Grade: Bee-Bot and the Three Little Pigs
Standards: Geometry, measurement, and cardinality. Reading, language, and speaking. EQ: Can you program Bee-bot to navigate the Three Little Pigs story events? Hook: Ms. Bettes’ example… Resource: Materials: Three Little Pigs book, Bee-bots, bee- bot mats, Little Pigs cards, programming sheets Lesson: Students will program Bee-bot to navigate the Three Little Pigs story events.
Criteria:
Collaborate with your group to setup the Bee-bot mat with the Three Little Pigs story cards
Choose one story card and fill out your programming sheet with the correct program arrows
Program Bee-bot to navigate to the correct Three Little Pigs story picture using your programming sheet
Continue with each student taking turns to program the Bee- bot
Differentiation:
Students can work independently
Alternate programming activity

6. Kindergarten: Bee-Bot and “at” Word Family
Standards: Geometry, measurement, and cardinality. Reading, language, and speaking. EQ: Can you program Bee-bot to navigate the “at” word family? Hook: Ms. Bettes’ example… Resource: Materials: Bee-bots, bee-bot mats, “at” word family cards Lesson: Students will program Bee-bot to navigate the “at” word family.
Criteria:
Collaborate with your group to setup the Bee-bot mat with the “at” word family cards
Choose one word family card and program Bee-bot to navigate to the correct “at” word or picture
Ask your group to check your program
Continue with each student taking turns to program the Bee-bot
Differentiation:
Students can work independently
Alternate programming activity

7. Engineering Design Process
Criteria:
Collaborate with a partner to complete the Engineering Design sheet with your brainstorming ideas and plan
Build your structure within the given restrictions
Follow the picture sheet at your table to complete the four engineering tasks
Use an i-pad to open the SeeSaw app to record an entry to your STEM journal
Bring your i-pad to Ms. Bettes is you need assistance
Take one picture, record your voice explaining your design process, and post to your SeeSaw journal
Differentiation:
Students can work independently
Alternate engineering activity
Standards: Math, geometry, measurement & data, numbers & operations. Reading, writing, language, and speaking. EQ: Can you brainstorm, plan, and create structures with given restrictions? Hook: Ms. Bettes’ example… Resource: STEMtastic Materials: i-pads, engineering design template sheet, 20 wood blocks, craft sticks, 25 small cups, example pictures Lesson: Students will use the engineering design process to brainstorm, plan, and create structures with given parameters. Students will post an entry to their SeeSaw STEM journal.