Table of Contents 5 7 8 9 10 12 14 15 16 Essential Labs and STEM Activities (STEM 2.0) (Topic 1) 18 (Topic 2) 22 (STEM 4.0) 26 (Topic 3) 30 (STEAM 5.0) 36 (Topic 4) 40 (Topic 5) 45 (STEM 4.0) 48 (Topic 7) 50 54 (Topic 8) 56 60 (STEM 2.0) (Topic 9) 62 (STEM 2.0) (Topic 10) 65 (STEM 2.0) (Topic 10) 70 (STEM 2.0) (Topic 11) 75 (STEM 4.0) 80 (STEM 1.0) (Topic 12) 83 (STEM 4.0) 89 (STEM 2.0) (Topic 13) 91 (Topic 14) 96 (Topic 15) 102
Student uses data, observations, and anecdotal notes from the design process to excellently articulate why their project is ready for production and use. Student uses data, observations, and anecdotal notes from the design process to adequately articulate why their project is ready for production and use. Student uses data, observations, and anecdotal notes from the design process to minimally articulate why their project is ready for production and use. Student uses data, observations, and anecdotal notes but production notes are unclear or incomplete. Or no data was used to support statement. Student does not provide reasoning for why the project is ready for production or use or this is not evident. Discuss and Share Student is excellently prepared for and participates in project discussion without prompting. Summarized results from testing are communicated clearly and effectively. Student poses and responds to specific questions to clarify or follow up on information shared from other classmates. Student is adequately prepared for and participates in project discussion without prompting. Summarized results from testing are communicated clearly. Student poses and responds to specific questions to clarify or follow up on information shared from other classmates. Student is minimally prepared for and participates in project discussion with prompting. Summarized results from testing are shared. Student infrequently poses and responds to questions to clarify or follow up on information shared from other classmates. Student is not prepared for and inadequately participates in project discussion. Summarized results from testing are shared, but are incomplete or unclear. Communication with classmates by posing and responding to questions is limited. Student does not participate in project discussion with judge. Construct viable arguments. Student can reason inductively about data, using this knowledge to communicate findings clearly based on evidence. Student can appropriately reference objects, diagrams, drawings, data, and/or actions from the activity for a viable argument of whether not their design plan was successful. Student can adequately interpret data, using this knowledge to communicate findings based on evidence. Student can appropriately reference objects, diagrams, drawings, data, and/or actions from the activity for a viable argument of whether not their design plan was successful. Student can minimally communicate findings by referring to objects, diagrams, drawings, data, and/or actions from the activity for a viable argument of whether not their design plan was successful. Student inadequately communicates findings, or analysis of data is present, but flawed. Student does not participate in project discussion with judge.
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(Prototype, model or Artifact): measurements and analysis of their design. Drawing must include possible surface and surface events that may affect Earth’s structure. Step 6 Test and Evaluate the Solution(s) Testing of the Product (Prototype, model or Artifact): Test the models and record observations of what happened to the model during the test. Peer-Review Questions: During construction, how did you test the stability of the building on your earthquake simulator model? Does your model demonstrates how the subsurface events ultimately effect the surface events of the Earth? Does building fit on testing base for the earthquake simulation of your model? Where did you use the circular objects? Why? Where did you use flat plane objects? Why? Step 7 Communicate the Solution(s) Project Summary: Written description of completed task and proposed solution to presented problem or scenario. Students should include a description and explanation of their design and summarize how the model performed during testing. Presentation of Final Solution: Students will present their technical drawing and the results of how their model performed during testing. Students should present their project like they would to the group of engineers at the firm (new job). Students will complete a Claim-Evidence-Reasoning to the following statement: How do subsurface events in the Earth cause changes to its surface? Step 8 Redesign Re-designing of the Prototype Based on peer reviews, teacher input, and analysis of proposed solution, the students are to re-design and rebuild a prototype of their model.
Each plate represents an island with a specific environment and type of food Your model is only to be used on one of the islands and therefore one type of food. The model of the bird beak must be operated by one person. Constraints: When testing your bird beak model, you will only have 10 seconds to pick up as much food as possible. The food MUST be deposited in the cup which represents the bird’s stomach. You may NOT use your hands to aid in the collection of food. Only one person from the group can operate the bird beak model while testing. Another team member will hold the cup (bird’s stomach) You must use the same type of food for each testing trial. Materials: Provide a variety of materials(for bird beaks) Tweezers Plastic Forks Binder Clips Chop Sticks Clothes Pins Masking Tape Paper Clips Squares of Screen Material Toothpicks Rubberbands Other Materials: Paper Plates which represent feeding ground (optional to cover with Easter grass or other material) Bird Food: raisins, bird seed, thin rubber bands, bean seeds Cup (represents bird’s stomach) Stopwatch Step 4 Select the Best Possible Step 5 a Building of the Product (Prototype, model or Artifact): Research, brainstorm ideas, come to a consensus and using up to 3 of the materials provided, build a bird beak model. Create a technical diagram the bird beak design. Step 6 Test and Evaluate the Solution(s) Testing of the Product (Prototype, model or Artifact): Groups will test their model of the bird beak multiple times (six times) using the plate of food (represents one of the islands) they choose. Students will analyze data. Peer-Review Questions: Why did you choose this design and materials for your bird beak? Does your model perform the way you expected? What are the strengths and weaknesses of your model?
Respiration for Digestion Carnivore uses energy to break down consumed food. Place two calories in this cup Respiration for Movement Carnivore uses energy to search for prey and to hunt food Place three calories in this cup Respiration for Movement Carnivore uses energy to build a shelter Place one calorie in this cup Respiration for Reproduction Carnivore uses energy for extensive courtship display and extra hunting to raise youngPlace three calories in this cup Growth Carnivore uses energy to grow Place one calorie in this cup
Trait Possible Genotypes Father’s Allele Mother’s Allele Child’s Genotype Child’s Phenotype Alleles Sex X Father will give an X or Y trait. XX- Female XY - Male face shape chin size hair color CH CH CH CT CT CT hair type DH DH DH DT DT DT widow’s peak EE,Ee,ee eye color FF,Ff,ff 6. Eye Color Brown (FF) Green(Ff) Blue (ff) Eye distance GH GH GH GT GT GT