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What standard(s) am I teaching?

What do I want students to know and understand?

What are my lesson objective(s)?

What do my students need before coming into this lesson?

How will I focus on rigor and relevance in this lesson?

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What am I going to use/not use?

What do I need to adjust?

What is my plan for implementation with the materials?

Are these materials and my instructional design meeting all students' needs?

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What instructional delivery method will I use?

How will I create opportunities for strategic productive struggle?

What teacher moves will I use (e.g., explicit teacher talk, modeling, providing support based on specific student struggles)?

How will I provide opportunities for cooperative learning in my lesson?

Where will students be leading the work?

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What resources am I using to teach the standard(s) and move students toward mastery of my lesson objective(s)?

What resources in my curriculum are useful here?

What is missing from my curriculum resources?

Where can I find resources to support the curriculum I already have?

Where can I make connections to other subject areas and find the resources to do so?

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What do I have?

What is missing?

How am I supporting diverse student needs?

How will I provide multiple access points for equitable student engagement?

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Students are learning about how NASA spacecraft collect rock and soil samples to learn about a planet’s, moon’s, or asteroid’s chemistry, potential to support life, and geologic history. In this STEM lesson, students will design and build a device that can take a core sample from a potato.

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Down to the Core

Design and build a device that can take a core sample from a potato "asteroid."

Analyzing samples from a planet, moon, or asteroid helps scientists learn about its chemistry, geologic history, and potential to support past or present life. In fact, nearly every NASA surface mission collects samples. In this video, kids design and build coring devices that can poke into a potato "asteroid" and extract a core sample. The video shows kids using the engineering design process, applying a variety of science concepts (e.g., Newton's Second Law and potential and kinetic energy), and learning about NASA's exploration of the solar system.

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Design and build a device that can take a core sample from a potato "asteroid." Analyzing samples from a planet, moon, or asteroid helps scientists learn about its chemistry, geologic history, and potential to support past or present life. In fact, nearly every NASA surface mission collects samples.

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Instantly access over 40,000 of the best books & videos for kids on Epic

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Instantly access over 40,000 of the best books & videos for kids on Epic

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Get unlimited access to 40,000 of the best books, audiobooks, videos, & more for kids 12 and under. Try it free.

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Students who demonstrate understanding can:

K-2-ETS1-2.

Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

K-2-ETS1-3.

Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.

The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices
Asking questions and defining problems in K-2 builds on prior experiences and progresses to simple descriptive questions. Modeling in K-2 builds on prior experiences and progresses to include using and developing models (i.e., diagram, drawing, physical replica, diorama, dramatization, or storyboard) that represent concrete events or design solutions. Analyzing data in K-2 builds on prior experiences and progresses to collecting, recording, and sharing observations.
Disciplinary Core Ideas

Crosscutting Concepts

Connections to K-2-ETS1.A: Defining and Delimiting Engineering Problems include:
Kindergarten: K-PS2-2, K-ESS3-2
Connections to K-2-ETS1.B: Developing Possible Solutions to Problems include:
Kindergarten: K-ESS3-3, First Grade: 1-PS4-4, Second Grade: 2-LS2-2
Connections to K-2-ETS1.C: Optimizing the Design Solution include:
Second Grade: 2-ESS2-1

Articulation of DCIs across grade-levels:
3-5.ETS1.A (K-2-ETS1-1),(K-2-ETS1-2),(K-2-ETS1-3); 3-5.ETS1.B (K-2-ETS1-2),(K-2-ETS1-3); 3-5.ETS1.C (K-2-ETS1-1),(K-2-ETS1-2),(K-2-ETS1-3)

Common Core State Standards Connections:

Students who demonstrate understanding can:

K-2-ETS1-2.

Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

K-2-ETS1-3.

Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.

The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices
Asking questions and defining problems in K-2 builds on prior experiences and progresses to simple descriptive questions. Modeling in K-2 builds on prior experiences and progresses to include using and developing models (i.e., diagram, drawing, physical replica, diorama, dramatization, or storyboard) that represent concrete events or design solutions. Analyzing data in K-2 builds on prior experiences and progresses to collecting, recording, and sharing observations.
Disciplinary Core Ideas

Crosscutting Concepts

Connections to K-2-ETS1.A: Defining and Delimiting Engineering Problems include:
Kindergarten: K-PS2-2, K-ESS3-2
Connections to K-2-ETS1.B: Developing Possible Solutions to Problems include:
Kindergarten: K-ESS3-3, First Grade: 1-PS4-4, Second Grade: 2-LS2-2
Connections to K-2-ETS1.C: Optimizing the Design Solution include:
Second Grade: 2-ESS2-1

Articulation of DCIs across grade-levels:
3-5.ETS1.A (K-2-ETS1-1),(K-2-ETS1-2),(K-2-ETS1-3); 3-5.ETS1.B (K-2-ETS1-2),(K-2-ETS1-3); 3-5.ETS1.C (K-2-ETS1-1),(K-2-ETS1-2),(K-2-ETS1-3)

Common Core State Standards Connections:

Students who demonstrate understanding can:

K-2-ETS1-3.

Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.

The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices
Asking questions and defining problems in K-2 builds on prior experiences and progresses to simple descriptive questions. Modeling in K-2 builds on prior experiences and progresses to include using and developing models (i.e., diagram, drawing, physical replica, diorama, dramatization, or storyboard) that represent concrete events or design solutions. Analyzing data in K-2 builds on prior experiences and progresses to collecting, recording, and sharing observations.
Disciplinary Core Ideas

Crosscutting Concepts

Connections to K-2-ETS1.A: Defining and Delimiting Engineering Problems include:
Kindergarten: K-PS2-2, K-ESS3-2
Connections to K-2-ETS1.B: Developing Possible Solutions to Problems include:
Kindergarten: K-ESS3-3, First Grade: 1-PS4-4, Second Grade: 2-LS2-2
Connections to K-2-ETS1.C: Optimizing the Design Solution include:
Second Grade: 2-ESS2-1

Articulation of DCIs across grade-levels:
3-5.ETS1.A (K-2-ETS1-1),(K-2-ETS1-2),(K-2-ETS1-3); 3-5.ETS1.B (K-2-ETS1-2),(K-2-ETS1-3); 3-5.ETS1.C (K-2-ETS1-1),(K-2-ETS1-2),(K-2-ETS1-3)

Common Core State Standards Connections:

* The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

The section entitled "Disciplinary Core Ideas" is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National Academy of Sciences.

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Students who demonstrate understanding can: K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. K-2-ETS1-3.

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TL2_Su22_Collins_Integrated STEM Lesson Template

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Discuss examples of 'samples'.
Watch NASA video about the Curiousity Rover collecting a core sample.
Students need to design and build a tool that can take a core sample from a potato to reflect NASA tools to collect samples with unmanned crafts.

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Students are provided with the materials they can use to build their coring tools. Students brainstorm designs.

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Students build coring tools based on their designs.

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Students test their designs by trying to pull a core sample from a potato.

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Students discuss possible debugs with their peers and make changes to their designs.

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This is the core plan I am working from. The assessment rubric requires students to work in small groups to build only one coring tool. I prefer students each have their own materials, but will still confer with each other.

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I generally provide key words related to subjects we are working on so that students can use independent reading time to further their exploration of the topics they are most interested in. In addition to the texts in the collection section, there are many more books and videos on getepic.com related to this lesson.

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The additional videos in the collection section may be used to introduce lessons and provide background information. The main video for this lesson introduction can be found in the PBS link.