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4C, 4D. Engineer a catapult that shows the relationship between force, mass, and acceleration.

I would have the students create a table top catapult with the items in their STEM bag. I want them to show an understanding of the relationship between force, mass, and acceleration.

I will have created their STEM bags before school starts. Being at the high school level I think they would be able to pick up the bags. I could put them in a central location at South Campus and they could just pick up one if they needed. They may have these things at home but this will take care of the students who are lacking the materials.

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Terri Mohle 6th grade

6.12D- Identify the basic characteristics of organisms including prokaryotic or eukaryotic, unicellular or multicellular, autotrophic or heterotrophic and mode of reproduction, that further classify them into to the currently recognized kingdoms.

I would have the kids use the stembags to show examples of each of these concepts.

At the beginning of the school year I would send a list home with students to find out what they can bring from home.  I would supplement what was lacking.
The next week I would do an assembly line to get the bags filled quickly.

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C.7(C) construct electron dot formulas to illustrate ionic bonds.

1. I will have students create models of ionic compounds using STEM bags.  The students will be expected to mode simple binary ionic compounds and ionic compounds containing polyatomic ions. They will be expected to explain how their model correctly represents the ionic bond.

2. As the items should mostly be junk drawer items, I will send home a list of optional items that they can use that I think might be good in the models. However, I will emphasize that they can use whatever their parents will allow them to use.

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1. 6.5 C/ 8.5E Students will model a chemical change. They should include and label the evidences of a chemical change that are present in their change. An extension would be to include all six evendiencs (could use more than one model) or to model a physical change.

2. I will send home the list of possible things to include in stem bags with the students on the first day and ask them to contribute if they can. I would like to create an assembly line sometime during the second week of school and have students create their own bags that they can take home. Will need to label them “STEMbag- not Trash”

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Rosa- 5th grade science
I would  have students  model  physical state. Students can classify matter. Also demonstrate mixtures and solutions. Students can use items in a provide stem bag , cards with different objects and also use items from home.

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By using materials such as toothpick, tape, popsicle stick, pipe cleaner, unifix cube, straw, yarn, thread the student  will be able to combine materials that when put together can do things that they cannot do by themselves such as building a tower or a bridge and justify the selection of those materials based on their physical properties. 5 (D).

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1. Have students model elements of the periodic table. Right before our Christmas break this school year, my students completed this activity. They modeled specific elements with items from STEMbag, and then they would explain how the models represented the element. They also had to identify name of element, atomic number and symbol.
2. I currently have STEMbags for student pairs. My goal this upcoming year is to have students and myself bring in "junk," and have students assemble individual bags to take home.

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8.9B
Since the TEK calls for students to relate plate tectonics to the formation of crustal features. I would have students model each convergent, divergent, and transform boundaries. Since I this would be with online learning, I would like students to make a video explaining their thinking. To demonstrate this, I made a video.

I already have a set of 40 stem bags for my classroom that I have constructed. With the small cost and the use of random junk, I don’t see a problem of constructing another 60 or so for each student to have one. 

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1.  5.7B. I will have students model Weathering, Erosion and Deposition using the STEM bags.  They will take a picture and explain what is happening for each picture.
2. We will have all the items lined up and have students go through line to make their own bag.

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Students can use household items (pasta, cereal, rocks etc) to model various constellations. They can label the individual stars. They could also use string to show that all of the stars in a constellation are not close together.

I have STEMbags built in my classroom already that are available for kids that need them. They would be able to take them home if needed or could use supplies at home.

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6.6A
1. Have students compare metals, non metals and metalloids from their STEMbags or around the house and using  physical properties such as malleability, luster and conductivity (heat, not electrical) to correctly categorize them. Have them take a picture and TELL why they put them in that particular category.
2. I have gathered a multitude of items for student STEM bags along with the baggies for them. My intention is to fill the bags this summer and have labels printed for each student so that they will be ready for student use as soon as possible.