1. STEM in the Elementary Realm
Amy Monahan, STEM Specialist Volusia County Schools
STEM in the Elementary Realm

2. Making a better student with STEM
What STEM does for a student Self-Esteem Perseverance Critical Thinkers
Creating a positive-feedback loop

3. Planning using 5 E’s and the EDP
Where we are living today

4. Station One: Learn by doing….
Engineering DESIGN Challenge (EDP)
Create a course for a marble to travel where the marble changes direction at least 3 times.
Draw what the course will look like in your STEM book. Label where the marble changes direction.
Be sure to talk about limited materials

5. The science standards
SC.4.P.10.2 Investigate and describe that energy has the ability to cause motion or create change. SC.4.P.12.1 with SC.4.N.1.1 Recognize that an object in motion always changes its position and may change its direction. Students will: • describe an object’s position and motion in space. • explain that motion is a change of an object’s position. • demonstrate that moving objects always change position. • demonstrate that moving objects may change direction. SC.4.P.12.2 Investigate and describe that the speed of an object is determined by the distance it travels in a unit of time and that objects can move at different speeds •Understand that speed is determined by distance and time •Know that objects move at different speeds

6. The Math Standards and Practices
MAFS.4.MD.1.2 Use the four operations to solve word problems involving distances, intervals of time and money, including problems involving simple fractions or decimals. Represent fractional quantities of distance and intervals of time using linear models. MAFS.K12.MP.5.1 Use appropriate tools strategically MAFS.K12.MP.3.1 2Construct viable arguments and critique the reasoning of others. MAFS.K12.MP.1.1 Makes sense of problems and perseveres in solving them

7. The Language Arts Standards
LAFS.4.RI.2.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
LAFS.4.RI.3.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagram, timelines, animations or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
LAFS.4.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
LAFS.4.W.2.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
LAFS.4.W.3.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic
LAFS.4.W.3.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources

8. Station 2: Learn by Doing: Water Filtration
Explore with small scale materials
Decide what happens when you use each material.
Filter using a straw and one material at a time.
Use the chart to see the outcome of filtration
Complete the chart

9. Standards for Water Filtration
SC.3.P.8.2 Measure and compare the mass and volume of solids and liquids.
MAFS.3.MD.1.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.

10. Station 3 Learn by Doing Light but Strong
Students to break/cut items, test how each connecting material might work, and determine various physical properties that would determine which materials would be most favorable. Students must determine which combination of building and connection materials they will use to build their MLP, keeping in mind that the goal is to have and strong yet light MLP with balanced forces. The amounts of materials vary. It is important to tell students the amounts they will be given depend on the materials they choose (25 straws, 15 sticks, and 40 noodles – 1 square of clay, 12” of tape, 12” of yarn, or 10 rubber bands).

11. Standards
SC.5.P Investigate and explain that when a force is applied to an object but it does not move, it is because another opposing force is being applied by something in the environment so that the forces are balanced.
SC.5.N.1.5 Recognize and explain that authentic scientific investigation frequently does not parallel the steps of “the scientific method”.
SC.4.P.8.1 Measure and compare objects and materials based on their physical properties
MAFS.3.MD.1.2 Measure and estimate masses of objects using standard units of grams (g).