1. Diane Kahanek Village Elementary Georgetown, Texas

2.  Fourth Grade teacher for 13 years  Technology Facilitator at a PK-5 campus for the last 5 years  Mother of 3 girls  Passionate about science, technology, and Texas history.  Advocate for children with special needs

4.  Elementary?  Middle School?  Administrators?  Who has children?  Technology Nerds?

5. The integration of:  Science  Technology  Engineering  Mathematics

6.  Stimulates curiosity  Taps into student use of higher level thinking skills  Engages learners  Manipulate concepts into any content area

7.  Not enough time in the day  Low priority objectives  Difficult to measure results  Teachers unfamiliar with where to start  Lack of resources and materials

8.  Relevant Problems: › make learning meaningful  Authentic Projects: › promote higher level thinking  Hands-on, Experiential Learning: › Increase retention of experience  Opportunities to Design and Create: › motivate students to communicate learning  Supportive Administration › Teachers collaborate for STEM learning

9.  Marine Activities and Resources Education  This is how we got started. A School-wide STEM program for one month.  Kinder—ponds  First—Rocky Seashore  Second—Sandy Beaches  Third—Wetlands  Fourth—Kelp Forest  Fifth—Open Ocean

10.  We use Learning.com’s products to help our teacher plan STEM project based units. These units, many times, take the entire year to complete.  Aha! Math  Aha! Science  Easy Tech  Sky—to customize the curriculum in the unit

11.  Your lessons plans may already hold the answer.  Engineering basics are: brainstorming, planning, creating, modifying and team problem solving.

12.  Learning.com, AHA!Science, Aha! Math and Easy Tech Learning.com  Teacher Tube Teacher Tube  You Tube Click Embed and Uncheck Related Videos You Tube  Presentations in Google Docs are Embeddable Presentations in Google Docs are Embeddable Collaborate and Share>Publish/Embed  Forms in Google Docs are Embeddable Forms in Google Docs are Embeddable  SlideShare a collection of slideshows that people have created and can be embedded or downloaded. SlideShare  Wall Wisher Do More>Embed Wall Wisher  Glogster.edu My Dashboard Scroll down to the bottom and look for the code Glogster.edu  Prezi Prezi  Blabberize Blabberize  Wall Wisher Do More>Embed Animoto Video Toolbox>Embed Wall Wisher Animoto http://animoto.com/education/case_stu dies#watershed  Voicethread Menu>Embed http://voicethread.com/community/library/4th_gra ders_study_plants_in_collaboration_with_Pakistani_st udents VOKI I've use the Wordpress format Large>Get Code Voicethread http://voicethread.com/community/library/4th_gra ders_study_plants_in_collaboration_with_Pakistani_st udents VOKI  www.EdHeads.org www.EdHeads.org  http://www.bbc.co.uk/schools/ks2bitesize/science/ http://www.bbc.co.uk/schools/ks2bitesize/science/ o NeoK12 This site has many videos and games. Many of the videos are You Tube Videos that can be embedded (without the You Tube Site). NeoK12  PBS Video Hover over the video and Click embed PBS Video o TAGXEDO word clouds TAGXEDO  NASA Videos Are embeddable NASA Videos  Museum Box: http://museumbox.e2bn.org/creator /viewer/show/34 Museum Box: http://museumbox.e2bn.org/creator /viewer/show/34

13.  This step asks students to explore what they value about their own communities. To create a vibrant community on Mars, it helps to know what works right here on Earth. Students will investigate what people like and dislike about their community. They will learn how communities deal with challenges. And they will learn how communities provide essential services.  This step is the foundation of Imagine Mars. Encourage students to think about their inquiries in this step as background rather than a blueprint for the Mars community they will design. All good engineers build on the successes of their predecessors. Students can think of this reflect step as “doing their homework” to prepare for subsequent steps in Imagine Mars.

14.  Grades 3–5  Activity: What Makes a Good Community  Students design and conduct a survey to learn what aspects of community life residents value most.  Curriculum/STEM Connections  Math: Students gather and analyze statistics to create graphs of survey results.  Social Studies: Students examine the daily life and the culture of a place.  Technology/Engineering: Students examine how technology and engineering (ie., amenities, community planning or design) affect community life. Students also use technology to devise their surveys and present their findings.  Journal: Home Imperfect Home  Students explore case studies of how communities meet challenges.  Curriculum/STEM Connections  Social Studies: Students examine how geography affects life in a place.  Technology/Engineering: Students examine how technology and engineering enable  communities to overcome challenges.

15.  Having researched what makes a good community on Earth, students will envision a new community on Mars. There’s a lot to consider. What will they need to survive on the Red Planet and how will life be different there than on Earth? What will people in the community do? How will they work together? How much “stuff” can you take along?

16.  Grades 3–5  Activity: In the Path of Explorers  Students investigate one of four explorations: the settlement of Jamestown, Sir Ernest Shackleton’s 1914 Antarctic Crossing, Apollo 11, and the Alvin Submersible. They use a worksheet to guide their research in producing a Museum Box that details the expedition they chose.  Curriculum/STEM Connections  Language Arts: Students read informational text about the expedition of choice.  Science: Students understand the necessity of learning as much as possible about the climate, physical conditions, and other aspects of where they will go to be able to survive there.  Social Studies: Students learn about historical explorations and how geography affects people’s ability to communicate, travel, and even survive.  Technology/Engineering: Students see how technology may or may not work as planned. They will also use the Museum Box online interface to create their interactive reports.

17.  Journal: Pack Your Bag for Mars  Students plan what they can carry on a trip to Mars and convert the weights of objects on Earth and on Mars, which differ because of the gravity variance between the two planets.  Curriculum/STEM Connections  Language Arts: Students write journal entries based on their investigations.  Mathematics: Students will determine the weight of various objects and convert the weights from what they are on Earth to their Martian equivalent.  Science: Students will investigate the difference in gravity on Earth and on Mars.  Technology/Engineering: Students see how physical conditions on another planet affect even simple things such as how much something weighs. They will begin to understand that everything in their Mars community will need to be designed to function in those conditions.

18.  In this step, students get into the meat of what living and working on Mars will be like. They will immerse themselves in all things Martian and examine how things such as communicating, traveling, getting essential supplies, and staying healthy will be different on the Red Planet than on Earth. They will use factual data gathered in numerous space missions to help them understand the realities of being on Mars. Information gathered in this step will be crucial in the Create step in which students build their model community.

19.  Grades 3–5  Activity: Mars Vital Stats  Students research and identify basic facts about Mars and produce a Glogster poster that illustrates the findings.  Curriculum/STEM Connections  Art and Music: Students use artistic techniques to produce the interactive poster.  Mathematics: Students use different measurement systems and convert from one to another.  Science: Students learn facts about Mars and how it differs from Earth in terms of size, gravity, atmosphere, climate, orbit, and more.  Technology/Engineering: Students begin to plan how to design equipment and systems that will work in the Mars environment. They also use the Glogster interface to design their interactive posters.

20.  Journal: Questions, Questions  Students conduct research and answer questions about living on Mars that they compile into a single document to use in later steps of the curriculum.  Curriculum/STEM Connections  Language Arts: Students read and assess informational text and write journal entries.  Science: Students use facts about conditions on Mars to solve challenges of living there.  Technology/Engineering: Students refine ways of meeting people’s needs that will work in the Mars environment.

21.  In this step, students build their community models. They will use all of the information gathered in the previous three steps to fabricate a model that represents not only how people will live on Mars, but also the important cultural aspects of the community. Students need to keep in mind that the models are being designed to share with others in your school, community, or more widely. All aspects of STEM come into play in this step, and students will also use technology to create 3-D models of their community.

22.  Grades 3–5  Build Your Mars Community, 3–5  Students design a 3-D model of their Mars community using research completed in prior activities and journals.  Curriculum/STEM Connections  Art and Music: Students use artistic techniques to produce the model.  Mathematics: Students will take and convert measurements, use geometry to design structures, and employ numerous problem-solving skills in designing a community model.  Science: Students use facts about conditions on Mars to design the community.  Technology/Engineering: Students design systems and structures that will work in the Mars environment. They also use Google Earth and Google SketchUp to plan the community’s location and design their models.

23.  Journal: It’s Monumental  Students explore what makes a good monument and design one for the Mars community.  Curriculum/STEM Connections  Art and Music: Students use artistic techniques to create a monument for the Mars community.  Social Studies: Students view monuments of ancient and more modern civilizations and assess how they represent the cultures that built them. They also evaluate important cultural aspects to include in a monument representing the Mars community.  Technology/Engineering: Students use one of several online interfaces to design their monuments.

24.  It’s time for students to share the fruits of their labor in this final step of Imagine Mars. Students should be intimately familiar with the challenges to living on Mars, and they also know about solutions that can make it possible. They’ve created a showcase of their Mars community in their models. Now, like any good scientist, engineer, or mathematician, they need to share their findings with others. The purpose is two-fold: to explain how such an endeavor might be possible scientifically and realistically and to respond to questions others may have about it.  Your students are now the experts, and they’ll get to show off their acumen as they present their community models to fellow students, parents, the community, and more.

25.  Contact information:  kahanekd@georgetownisd.org kahanekd@georgetownisd.org  diane@kahanek.net diane@kahanek.net  http://cast2010.wikispaces.com/ http://cast2010.wikispaces.com/  http://imaginemars.jpl.nasa.gov/ pdf/IMPPartGuide4_22.pdf http://imaginemars.jpl.nasa.gov/ pdf/IMPPartGuide4_22.pdf