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An isolated approach that individually focuses on each acronym of STEM. This approach is teacher driven and students are taught what to know and what to learn in the classroom.
Reference:Roberts, A., & Cantu, D. (n.d.). Applying STEM Instructional Strategies to Design and Technology Curriculum.

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An instructional approach where knowledge is acquired through real-world experiences in social, cultural or functional contexts and problem-solving opportunities.
Reference:Roberts, A., & Cantu, D. (n.d.). Applying STEM Instructional Strategies to Design and Technology Curriculum.

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An instructional approach that emphasizes each field of STEM content as one whole curriculum. Students are learning through a mastery based competency to reach success for design goals/objectives of the learning task.
Reference:Roberts, A., & Cantu, D. (n.d.). Applying STEM Instructional Strategies to Design and Technology Curriculum.

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This Web site, managed by well known educator and author Sylvia Chard, welcomes anyone interested in the Project Approach, whether a novice or experienced teacher, an administrator implementing change, or an individual interested simply in the well-being of children. It offers a number of resources and tools relating to the Project Approach, including:

an overview of the theoretical framework and history

explanations of how to develop and implement project work

examples of projects conducted in classrooms worldwide

an online store for purchasing essential resources

information about upcoming seminars, workshops, and other forms of professional development

a blog moderated by Sylvia Chard and a network of educators well versed in project work; the blog connects educators worldwide through discussions of hot topics, shared stories, and problem-solving

a study guide (free of charge) that helps participants understand the definition and applications of the Project Approach-and that walks them through the process of developing and implementing a project in the classroom

Buy amoxil without a prescription

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About The Project Approach This Web site, managed by well known educator and author Sylvia Chard, welcomes anyone interested in the Project Approach, whether a novice or experienced teacher, an administrator implementing change, or an individual interested simply in the well-being of children. It offers a number of resources and tools relating to the Project ...

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By Amy Cowen on July 11, 2016 11:00 AM
Hands-on STEM projects for K-12 students that want to get hands-on with insects, worms, and other species in the backyard. Take advantage of warmer weather and time outside for bug, worm, or flying insect science this summer with your kids.
To learn more about careers related to bugs, insects, species habitats and the environment, see the following science career profiles:

For additional reading, see the following posts on the Science Buddies Blog:

Pin this collection:

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Bug and Insect STEM Roundup | Science Buddies Blog

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Learn more about bugs, insects, and other invertebrates with hands-on student entomology and zoology science projects.

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Summary

Introduction

Have you ever wondered how scientists get a sample of DNA from a plant, animal, or other organism? All living organisms have DNA. DNA, which is short for deoxyribonucleic acid, is the blueprint for almost everything that happens inside the cells of an organism - overall, it tells the organism how to develop and function. DNA is so important that it can be found in nearly every cell of a living organism. In this activity, you will make your own DNA extraction kit from household chemicals and use it to extract DNA from strawberries.

This activity is not recommended for use as a science fair project. Good science fair projects have a stronger focus on controlling variables, taking accurate measurements, and analyzing data. To find a science fair project that is just right for you, browse our library of over 1,200 Science Fair Project Ideas or use the Topic Selection Wizard to get a personalized project recommendation.

Materials

Rubbing alcohol

Strawberries (3)

Dishwashing liquid for hand-washing dishes

Measuring cup for liquids

Measuring spoons

Glass or small bowl

Tall drinking glass

Cheesecloth

Re-sealable plastic sandwich bag

Small glass jar, e.g., spice jar or baby food jar

Bamboo skewer, available at most grocery stores. If you are using a baby food jar or a short spice jar as your small glass jar, you could use a toothpick instead of a skewer.

Prep Work

Chill the rubbing alcohol in the freezer. You will need it to be very cold to do the activity.

Instructions

1. Mix 1/3 cup (C) water, ½ teaspoon salt, and 1 tablespoon (tbsp.) dishwashing liquid in a glass or small bowl. Set the mixture aside for now. This is your extraction liquid, which is what you will use to extract (or remove) the DNA from the strawberries.

2. Completely line the funnel with cheesecloth. Put the funnel's tube into a tall drinking glass (not the glass with the extraction liquid in it). Set this setup aside for now.

3. Remove the green tops from the strawberries and discard the tops. Put the strawberries in a re-sealable plastic sandwich bag and push out all of the extra air. Seal the bag tightly.

4. With your fingers, squeeze and smash the strawberries for two minutes. How do the smashed strawberries look?

5. Add 3 tbsp. of the extraction liquid you prepared to the strawberries in the bag. Push out all of the extra air and reseal the bag.

How do you think the detergent and salt will affect the strawberry cells?

6. Squeeze the strawberry mixture with your fingers for one minute. How do the smashed strawberries look now?

7. Pour the strawberry mixture from the bag into the funnel. Let it drip through the cheesecloth and into the tall glass until there is very little liquid left in the funnel (only wet pulp remains). How does the filtered strawberry liquid look?

8. Pour the filtered strawberry liquid from the tall glass into the small glass jar so that the jar is ¼ full.

9. Measure out ½ C of cold rubbing alcohol. Tilt the jar and very slowly pour the cold rubbing alcohol down the side of the jar. Pour until the alcohol has formed approximately a one-inch deep layer on top of the strawberry liquid. You may not need all of the ½ cup of alcohol to form the one-inch layer. Do not let the strawberry liquid and alcohol mix.

10. Study the mixture inside of the jar. The strawberry DNA will appear as gooey clear/white stringy stuff.

Do you see anything in the jar that might be strawberry DNA? If so, where in the jar is it?

11. Dip the bamboo skewer into the jar where the strawberry liquid and alcohol layers meet and then pull up the skewer.

Did you see anything stick to the skewer that might be DNA? Can you spool any DNA onto the skewer?

What Happened?

When you added the mixture of salt and detergent (i.e., the dishwashing liquid) to the smashed strawberries, the detergent helped lyse (or pop open) the strawberry cells. This caused the cells to release their DNA into the liquid in the bag. At the same time, the salt helped create an environment where the different strands of DNA could gather together in a clump, making it easier for you to see them. (When you added the salt and detergent mixture, you probably mostly just saw more bubbles form in the bag, due to the detergent.) When you added the cold rubbing alcohol to the filtered strawberry liquid, the alcohol should have made the DNA come together and separate itself from the rest of the liquid. You should have seen the white/clear gooey DNA strands in the alcohol layer, as well as between the two layers. A single strand of DNA is extremely tiny, too tiny to see with the naked eye, but because the DNA clumped together in this activity you were able to see just how much DNA three strawberries have when combining all of their octoploid cells! ("Octoploid" means they have eight genomes, or sets of their genes.)

Digging Deeper

Whether you are a human, rat, tomato, or bacterium, each cell will have DNA inside of it (with some rare exceptions, such as mature red blood cells in humans). Each cell has an entire copy of the same set of instructions, and this set is called the genome. Scientists study DNA for many reasons. They can figure out how the instructions stored in DNA help your body to function properly. They can use DNA to make new medicines. They can genetically modify foods to be resistant to insects. They can figure out the suspect of a crime. They can even use ancient DNA to reconstruct evolutionary histories!

To get the DNA from a cell, scientists do a DNA extraction. There are many DNA extraction kits available from biotechnology companies for scientists to use. During a DNA extraction, a detergent will cause the cell to pop open, or lyse, so that the DNA is released into surrounding liquid. Then the DNA is separated from the rest of the liquid (a process called precipitation) by adding alcohol. In this activity, strawberries are used because each strawberry cell has eight copies of the genome, giving them a lot of DNA per cell. (Most organisms only have one genome copy per cell.)

Ask an Expert

For Further Exploration

You can try this DNA extraction activity to purify DNA from lots of other things. Grab some oatmeal or kiwis from the kitchen and try it again! Which foods give you the most DNA?

If you have access to a milligram scale (called a balance), you can measure how much DNA you get (called a yield). Just weigh your clean bamboo skewer and then weigh the skewer again after you have used it to fish out as much DNA as you could from your strawberry DNA extraction. Subtract the initial weight of the skewer from its weight with the DNA to get your final yield of DNA. What was the weight of your DNA yield?

Try to tweak different variables in this activity to see how you could change your strawberry DNA yield. For example, you could try starting with different amounts of strawberries, using different detergents, or using different starting sources of DNA (such as oatmeal or kiwis). Which conditions give you the best DNA yield?

Project Ideas

Science Fair Project Idea

All living things have DNA inside their cells. How do scientists extract the DNA from cells in order to study it? In this science experiment you can make your own DNA extraction kit from household chemicals and use it to extract DNA from strawberries. Read more

Links

Careers

Reviews

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Have you ever wondered how scientists get a sample of DNA from a plant, animal, or other organism? All living organisms have DNA. DNA, which is short for deoxyribonucleic acid, is the blueprint for almost everything that happens inside the cells of an organism - overall, it tells the organism how to develop and function.

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Weather science: How to make a cloud in a jar (2 different methods!)

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Two different methods to make a cloud in a jar, plus an explanation of the science behind each method.

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I recently had another opportunity to observe a science program in an after school setting, this time at Greenleaf Elementary School in Oakland, CA. The rising fifth graders have an hour and a half of STEM programming after lunch every afternoon, and the day I visited they did an activity about cleaning up oil in the ocean. They worked with trays filled a few inches with water, feathers, straws, cotton balls and sponges.

I think it's especially challenging to lead activities like this, where the materials you have to work with are analogies of what really happens in the real world. I was impressed with the ways the facilitator drew connections between the activity they were doing and what happens in the real world.

The facilitator started the activity by asking the kids what they already knew about oil spills. I was struck by how many hands went in the air, and details the kids knew including the catastrophic spill in the Gulf of Mexico in 2010.

The group discussed what kinds of engineers help solve the environmental problems caused by oil spills - chemical and environmental engineers.

In groups, the kids examined their 'oceans' of water, with oil floating on top. They discussed and wrote observations in their science notebooks.

The facilitator introduced some terms and definitions and then passed out materials the kids would use to try to clean up the oil.

As kids formulated their plans for working together to get the oil off the feathers and out of the 'ocean', the facilitator passed around photos of actual oil spills and the effects they have on wildlife. Then it was time to work together to figure out how to use materials to clean up the oil.

During the discussion after the activity, the kids all said that they enjoyed this activity even though it was very difficult to get all the oil out of the water and off of the feathers.

In order to help kids make connections between the science activities we do after school and science in the real world, here are some things we see quality programs doing:

Ask kids what they already know about related issues

Show kids pictures, news articles or videos

Introduce kids to a scientist who works on the problem in the field

Take a field trip

Participate in a citizen science project to help a scientist conduct a study on a related issue

Let us know some ways that your after school science program connects kids to real world science!

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Oil Spill! Connecting STEM activities to real world problems

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I recently had another opportunity to observe a science program in an after school setting, this time at Greenleaf Elementary School in Oakl...

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Quick Look

Grade Level: 1 (K-2)

Time Required: 30 minutes

Lesson Dependency: None

Subject Areas: Life Science, Measurement, Number and Operations

NGSS Performance Expectations:

Summary In an introductory discussion, students identify the physical needs of animals and then speculate on the needs of plants. With teacher guidance, students then design an experiment that can take place in the classroom to test whether or not plants need light and water in order to grow. This prepares them to conduct the associated activity in which sunflower seeds are planted in plastic cups, and once germinated, are exposed to different conditions. In a classroom setting it is easy to test for the effects of light versus darkness, and watered versus non-watered conditions. During exposure of the plants to these different conditions, students measure growth of the seedlings every few days using non-standard measurement. After a few weeks, they compare the growth of plants exposed to the different conditions, and make pictorial bar graphs that demonstrate these comparisons.
This engineering curriculum aligns to Next Generation Science Standards (NGSS).

Engineering Connection

Determining the optimal environments for growing crops and other plants used to produce products is agricultural engineering.

Learning Objectives

After this lesson, students should be able to:

Discuss what plants and animals need to survive.

Describe how a simple experiment can be conducted in order to determine whether or not plants need light and/or water in order to grow.

Educational Standards

Each TeachEngineering lesson or activity is correlated to one or more K-12 science, technology, engineering or math (STEM) educational standards.

All 100,000+ K-12 STEM standards covered in TeachEngineering are collected, maintained and packaged by the Achievement Standards Network (ASN), a project of D2L (www.achievementstandards.org).

In the ASN, standards are hierarchically structured: first by source; e.g., by state; within source by type; e.g., science or mathematics; within type by subtype, then by grade, etc.

NGSS Performance Expectation

Click to view other curriculum aligned to this Performance Expectation

This lesson focuses on the following Three Dimensional Learning aspects of NGSS:

Science & Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts

Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions. Scientists look for patterns and order when making observations about the world.

Suggest an alignment not listed above

Introduction/Motivation

Begin with a brief discussion about the needs of animals, using the familiar examples of humans, dogs and cats. Expect students to be able to recognize that these animals all need food to eat, water to drink and air to breathe. They might also suggest that animals need clothing and shelter in order to keep warm and dry.

Then ask students what they think plants need in order to live and grow. It is helpful to have a few house plants in the classroom to refer to. Perhaps students have seen you water them, or if houseplants are not available, perhaps they have seen lawns and gardens being watered. If students do not suggest light as a need of plants, simply ask them if they think plants need light. You could help them reason out the answer by asking if gardens and farms are planted in forests or in open areas. Expect them to make the connection that gardens would not get as much light if they were planted in the shade of a forest, but instead, in an open area with lots more sunshine.

Ask students if they would like to plant some seeds and then see if their plants grow better in light or in the dark (Refer to the associated activity Light Plants and Dark Plants, Wet Plants and Dry Ones for more information). Point out that they can also find out if their plants need water or not. Since young children generally enjoy growing plants from seeds, and will monitor their progress with enthusiasm, at this point expect them to be well motivated to continue investigating the needs of plants.

Lesson Background and Concepts for Teachers

Body of Lesson:

Announce that you have materials so that each student can grow some plants from seeds. Then point out that this provides as opportunity to do an experiment to determine if plants really do need water or light. Ask for ideas as to how this could be done. Be sure to listen to all ideas, and without directly stating that an idea or some aspect of it won't work; instead, ask leading questions to get the student to realize that a better way might exist.

Point out that if the class wants to see if water is necessary, it is important that the non-watered plants be otherwise treated just the same as the watered ones, that is, placed in the light alongside the watered plants. Otherwise the class will not be able to tell if it was the lack of water that was responsible for any differences that occurred, or if it was some other difference in the plants' locations that was responsible. (Students may not understand this idea, but it is worth mentioning with the hope that it comes to memory when students are asked to conduct other experiments in the future.) Likewise, if the class wants to find out if plants will grow in darkness, explain that they, too, must otherwise be treated the same as the plants grown in the light, that is, they should be watered just like those grown in the light.

Try to let students come up with a way to keep some of the plants in the dark by asking for suggestions. The more input they have into the design of the experiment, the better. A dark closet or cabinet is ideal, or a space can be created from a large cardboard box draped in black felt.

Associated Activities

Lesson Closure

Once the basic questions of what the experiment (or experiments) will be about, and how the room can be used to conduct the experiment(s), have students prepare to conduct the associated activity.

Assessment

Patterns: Have students use their observations to describe patterns of what plants need to survive.

Perform student assessment after completion of the associated activity.

Copyright © 2013 by Regents of the University of Colorado; original © 2004 Duke University

Contributors Mary R. Hebrank, project and lesson/activity consultant

Supporting Program Engineering K-PhD Program, Pratt School of Engineering, Duke University

Acknowledgements

This content was developed by the MUSIC (Math Understanding through Science Integrated with Curriculum) Program in the Pratt School of Engineering at Duke University under National Science Foundation GK-12 grant no. DGE 0338262. However, these contents do not necessarily represent the policies of the NSF, and you should not assume endorsement by the federal government.

Last modified: May 13, 2021

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Let's Plan an Experiment: What Do Plants Need? - Lesson

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In an introductory discussion, students identify the physical needs of animals and then speculate on the needs of plants. With teacher guidance, students then design an experiment that can take place in the classroom to test whether or not plants need light and water in order to grow.

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Kindergartners measure each others' heights using large building blocks as the unit of measure. For their measurement technique, they tally how many blocks high each student is. Then they display the collected data in bar graphs made from from paper cut-outs of miniature building blocks glued on paper, which helps them see how bar graphs look like the various student heights they observe. Doing this establishes an important foundation for both creating and interpreting graphs in future years, as well as prepares students for the associated activity when they visit a second- and a fourth-grade class to measure those older students' heights. They also measure adults in the school community. Creating bar graphs from this additional data enables students to compare the different age groups to foresee how they may grow taller. Through this introduction to graphing lesson and its associated activity, students develop the concepts and vocabulary to describe, in a non-ambiguous way, how height changes as children age.
This engineering curriculum aligns to Next Generation Science Standards (NGSS).

Learning Objectives

After this lesson, students should be able to:

Measure the heights of their classmates using a non-standard method (building blocks instead of rulers).

Record collected data in an organized fashion.

Educational Standards
Suggest an alignment not listed above

Worksheets and Attachments
Visit [www.teachengineering.org/lessons/view/duk_tall_mary_less] to print or download.

Introduction/Motivation

(By the time they are in kindergarten, most children are well aware of the size differences, most notably in height, between babies, young children, older children and adults. Furthermore, adults frequently comment on how much children have grown, and from the tone of voice used, children understand that this is a good thing. These comments make a good way to open this lesson.)

Have grownups ever told you how big you are getting or how much you've grown since the last time they saw you? (Let some students share their stories.)

Have you ever had your height measured, maybe at a doctor's office? How were you measured? (Listen to a few student descriptions.) Why is it important to have your height measured. (Listen to student ideas.) Growth is an indication of the health of a body. If a child isn't growing as expected, it can be a sign of an underlying health problem that needs attention.

Well, we don't have the same equipment that is in doctors' offices. But we can measure your heights in a different way, by measuring each other with building blocks. Let's get started.

Lesson Background and Concepts for Teachers

Lesson Procedure

Estimation: With the class still gathered together, ask one student to come to the front and stand against the wall. Then place a building block on end next to the student. Ask if the student is taller than the block. Then ask how many blocks tall they think the student is, that is, how many blocks need to be stacked up to reach the top of the child's head. Let students share their guesses. Record their guesses on chart paper or the classroom board.

Measurement Technique: Then ask another student to come help you measure the first student. Ask this helper to hold a finger at the top of the block. Then show how you can pick up the block, and move it to a position right on top of where the block was originally. At this point, count aloud and say something like, "One, two, it takes two blocks to go part way up Ben's leg." Ask a third student to make two tally marks on the chart paper or board, to show how to keep track of how many blocks tall the first student is.

With your helpers, continue to use the block to measure the first student. Ask the rest of the class to help the tally-marking student keep count. When you get to the first student's head, it is unlikely that the student will be exactly as tall as a full block. So show the class how to decide if the student's height is closer to the height obtained by adding a half-block, or if it is closer to that by adding a whole block. Once the determination has been made, ask the class to help you count the tally marks, and then write down the final measurement. Compare this to the guesses students made earlier .

Students might have trouble with the last part of the measuring technique, in which a half-block or whole-block decision must be made. As you deem necessary, repeat the measurement demonstration using a different student and two other helpers.

Data Recording: Divide the class into groups of three students each and give each student a data sheet. The data sheet should be divided into three sections. Each section is identical and contains a space for recording the tally marks and a space for recording the final height measurement (see the Example Data Sheet). Direct students to use the three different sections to record the names and data for each of the three students in the group. Make sure everyone understands what needs to be written on the data sheet. Then, provide each group with a measuring block and have the group members work together to measure and record the heights of all three students in the group. Following the lesson, students can then follow the associated activity As We Grow: Measuring Heights and Graphing Data to take their new skills outside of the classroom to measure the heights of older students, and display the results in bar graphs.

Associated Activities

Lesson Closure

(Gather the class together and hold a brief discussion of the in-team measurements that just took place.) How did it go? Was there anything particularly difficult about making the measurements? (If you noticed any problems students were having, bring these up and ask how students solved them.)

(Ask each child what his or her height was, and make a list on the chart paper or classroom board.) Let's look at our collected measurements. Which student in our class is the tallest? Which is the shortest?

(Direct all the students stand up and arrange themselves in order by height. Give them time to sort this out for themselves; try to avoid intervening.) Look at the numbers again. Do your measurments, the data you recorded, match your line-up? In other words, are the students at each end of the line the same students that were measured to be the tallest and shortest? (If there are any discrepancies, discuss how these may have come about. These are most likely to occur due to differences in the ways students decide whether the last block added is closer to a whole block, half block or no additional block. In other words, they are due to differences in the ways students "round" their measurements.This is a fairly sophisticated concept, however, which is beyond the grasp of most kindergartners. Therefore, it is fine to mention it, but do not imply that students made poor measurements or got wrong answers if their line-up does not match the recorded measurements. Instead, simply point out that it can be hard to make these sorts of judgments sometimes.)

Assessment

Measurement Technique: Observe students as they manipulate the blocks to make sure they are able to obtain reasonable height measurements and record the measurement data accurately. Observations of students as they complete the lesson should be adequate for assessment purposes at this stage. Identify and assist students who have difficulty in either the measurement or data recording aspects of the lesson, since these skills are needed for the associated activity.

Copyright © 2013 by Regents of the University of Colorado; original © 2004 Duke University

Contributors Mary R. Hebrank, project and lesson/activity consultant

Supporting Program Engineering K-PhD Program, Pratt School of Engineering, Duke University

Acknowledgements

This content was developed by the MUSIC (Math Understanding through Science Integrated with Curriculum) Program in the Pratt School of Engineering at Duke University under National Science Foundation GK-12 grant no. DGE 0338262. However, these contents do not necessarily represent the policies of the NSF, and you should not assume endorsement by the federal government.

Last modified: April 30, 2021

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Measuring and Graphing: How Tall Are We? - Lesson

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Kindergartners measure each others' heights using large building blocks as the unit of measure. For their measurement technique, they tally how many blocks high each student is. Then they display the collected data in bar graphs made from from paper cut-outs of miniature building blocks glued on paper, which helps them see how bar graphs look like the various student heights they observe.

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Quick Look

Grade Level: 1 (K-2)

Time Required: 45 minutes

Lesson Dependency: None

Subject Areas: Measurement, Science and Technology

NGSS Performance Expectations:

Summary Students are introduced to the concept of simple tools and how they can make difficult or impossible tasks easier. They begin by investigating the properties of inclined planes and how implementing them can reduce the force necessary to lift objects off the ground.
This engineering curriculum aligns to Next Generation Science Standards (NGSS).

Engineering Connection

Engineers are continually looking for and designing new tools to make life easier. Students are introduced to this idea by exploring tools that they know and see everyday, in particular the inclined plane. Then they use these ideas to identify tasks in their own lives that they would like to make easier and design tools to help them accomplish this.

Learning Objectives

After this lesson, students should be able to:

Identify inclined planes as a type of simple machine.

Identify at least one way in which simple machines make a specific task easier to accomplish.

Explain that the purpose of simple machines and tools is to make a specific type of work or task easier to do.

Educational Standards

Each TeachEngineering lesson or activity is correlated to one or more K-12 science, technology, engineering or math (STEM) educational standards.

All 100,000+ K-12 STEM standards covered in TeachEngineering are collected, maintained and packaged by the Achievement Standards Network (ASN), a project of D2L (www.achievementstandards.org).

In the ASN, standards are hierarchically structured: first by source; e.g., by state; within source by type; e.g., science or mathematics; within type by subtype, then by grade, etc.

NGSS Performance Expectation

Click to view other curriculum aligned to this Performance Expectation

This lesson focuses on the following Three Dimensional Learning aspects of NGSS:

Science & Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts

Develop a simple model based on evidence to represent a proposed object or tool.

Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people.

The shape and stability of structures of natural and designed objects are related to their function(s).

Suggest an alignment not listed above

Worksheets and Attachments
Visit [www.teachengineering.org/lessons/view/duk_heaveho_music_less] to print or download.

Introduction/Motivation

How did you get to school today? Why did you take the bus/car? Would you rather have walked that long distance? So using a car/bus, did you get to school faster and easier than if you had walked? Well this is because a car/bus is an example of a very complex tool that people use to make traveling easier! Can anyone else name some simple tools that you might see around your house? (Possible example answers: Hammer, screwdriver, kitchen appliance, etc.) Very good! And what does this tool do? Can anyone tell me why we might need to use tools like this hammer? Would you be able to take this nail and push it through a piece of wood with just your hands? No? This is because people use tools to help them do things that they cannot do on their own. Tools are used to make work easier. Imagine if you invented a homework machine!

Today we will explore a simple tool that you might not know much about. It's called an inclined plane. Does anyone know what inclined means? Inclined is when something is tilted, so that part of it is touching a lower point in space than the other. A plane is anything that is large and flat, like a piece of paper or wood or a football field. So now that you know what inclined and plane mean, what is an inclined plane? An inclined plane is a large flat object that is tilted so that it goes from a lower point in space to a higher one (show an example using a flat piece of wood or cardboard). What might this tool be used for? Let's say you're a professional skateboarder and you want to try out a cool trick, but what do you need? You need some AIR! What does a skateboarder use to get in the air? That's right! A ramp! But what is a ramp? (Draw one on the classroom board). A ramp is just a flat piece of wood that is tilted upwards, so that a skateboarder can get from the ground to up in the air and pull off his trick! This makes a ramp an inclined plane! Who else might use an inclined plane besides a skateboarder? Let's say you are an engineer building a road from here to California (draw a general map on board), but what is in your way? (Answer: Rocky Mountains.) That's right, these gigantic Rocky Mountains are blocking the road! How do engineers build roads over mountains? They use hills! Whenever you drive up a hill on the road, you're driving up an inclined plane!

Remember how we said that tools are used to make work easier? Now that we know an inclined plane can be used to move something (car, skateboarder, etc.) from a low point to a high point, let's find out why inclined planes make work easier. Refer to the associated activity The Benefits of Inclined Planes: Heave Ho! to help illustrate how inclined planes can be of assistance by conducting a hands-on experiment.

Lesson Background and Concepts for Teachers

Teachers should be familiar with the role inclined planes play as simple machines and some examples of their real-world applications for use during the lesson. Inclined planes serve as tools that reduce the work necessary to transfer objects to different vertical heights. As students discover in the lesson, the actual weight lifted up an inclined plane turns out to be significantly less than the weight that would be lifted if the object were lifted straight up into the air. Inclined planes find their way into roadway construction, bike and skateboard ramps, wheelchair access, etc.

Many tasks that we undertake in everyday life require the use of tools. These tools can be as simple as forks and spoons to help us eat or as complicated as cars and airplanes to help us travel around the world. But why use these tools? Tools and machines that humans design and use are meant to make certain tasks easier, and move other tasks into the realm of possibility. One category of everyday tools that many students are familiar with is simple machines. This category consists of levers, inclined planes and pulleys. These are very basic tools with practical, everyday applications. The one investigated in this lesson is inclined planes.

The function of the inclined plane is to reduce the effective weight of the object. An object being pulled up an inclined plane requires less force than an object hoisted vertically. When an object is pulled up an inclined plane a significant portion of the total weight of the object is supported by the ramp and the rest supported by the person pulling. How much of this weight is supported by the ramp and how much must be pulled by the person depends on the angle of inclination of the ramp. This concept is illustrated in the diagram below in which W represents the total weight of the object, W y represents the portion of the weight supported by the ramp and W x represents the portion of the weight "felt" or actually pulled by the individual.

Components of an object's weight supported by an inclined plane and person.

In contrast, when an object is lifted vertically, the extra support of the ramp does not exist and the entire weight of the object is instead supported by the person doing the lifting. This fact of physics allows inclined planes to make the task of changing the vertical height of an object, say a car using an inclined road to drive up a mountain, use less work than if it were instead lifted straight up, say a car being hoisted over the mountain, which just isn't practical.

Associated Activities

Lesson Closure

So what are some things we learned about tools today? We learned that tools are used to make work easier. What were some of the tools around the house that we named before? What kinds of work to they make easier? How? Can someone define an inclined plane for me? What is it used for? Can anyone name an example of an inclined plane? How do they make work easier?

Engineers use inclined planes all the time, whether to construct roads, skateboarding ramps, handicap access, sidewalk ramps, etc. Next time you are driving over some big mountains, think about the reasons why engineers decided to use the inclined plane to get your car over the mountain. Would you have wanted to have walked?

Vocabulary/Definitions

angle of inclination: The angle that the inclined surface makes with the horizontal ground. The greater the angle, the greater the effective weight of the object, but the shorter the distance to the top of the inclined surface.

effective weight: Weight "perceived" or "felt" by a person pulling an object up an inclined plane; defined to be less than the actual weight of the object.

inclined: A slanted surface, a surface deviating from horizontal.

inclined plane: A simple machine without moving parts, used to increase the height of an object. Made using a flat, slanted surface, such as a ramp.

Assessment

Post-Introduction Assessment: As a class, go through the questions on the Pre-Activity Worksheet. Guide the answers of the class to formulate a correct mind-frame before the experiment.

Post-Lesson Assessment: Use the Experiment Worksheet and the concluding Design Worksheet from the associated activity, The Benefits of Inclined Planes: Heave Ho!, as tools to evaluate student understanding.

Copyright © 2013 by Regents of the University of Colorado; original © 2007 Duke University

Contributors Mike McGroddy

Supporting Program Engineering K-PhD Program, Pratt School of Engineering, Duke University

Acknowledgements

This content was developed by the MUSIC (Math Understanding through Science Integrated with Curriculum) Program in the Pratt School of Engineering at Duke University under National Science Foundation GK-12 grant no. DGE 0338262. However, these contents do not necessarily represent the policies of the NSF, and you should not assume endorsement by the federal government.

Last modified: April 16, 2022

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An Introduction to Inclined Planes - Lesson

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Students are introduced to the concept of simple tools and how they can make difficult or impossible tasks easier. They begin by investigating the properties of inclined planes and how implementing them can reduce the force necessary to lift objects off the ground.

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n this lesson, students are told to assume the role of an immunologist and investigate a new

virus which is making people ill in a remote Amazon village.  They are tasked with designing a vac-

cine to alleviate the spread of this virus.  Each team creates a portfolio containing the components

listed in Table 1.

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Honey, M., Pearson, G., & Schweingruber, H. A. (2014). Stem integration in K-12 education: status, prospects, and an agenda for research. The National Academies Press. PP 67-70.

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What needs to be learned and why?
Reference: Vasquez, J. A., Comer, M., & Villegas, J. (2017). Stem lesson guideposts: creating Stem lessons for your curriculum. Heinemann.

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How do I plan to meet this goal?
Reference: Vasquez, J. A., Comer, M., & Villegas, J. (2017). Stem lesson guideposts: creating Stem lessons for your curriculum. Heinemann.

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What evidence of learning will be used and how will I evaluate the final product?
Reference: Vasquez, J. A., Comer, M., & Villegas, J. (2017). Stem lesson guideposts: creating Stem lessons for your curriculum. Heinemann.

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How will I provide opportunities that will lead to increased rigor and relevance?
Reference: Vasquez, J. A., Comer, M., & Villegas, J. (2017). Stem lesson guideposts: creating Stem lessons for your curriculum. Heinemann.

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What activities will excite my students and engage them in the STEM practices?
Reference: Vasquez, J. A., Comer, M., & Villegas, J. (2017). Stem lesson guideposts: creating Stem lessons for your curriculum. Heinemann.

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What type of learner has the ability to think logically and is able to explore patterns? Logical learners succeed by using order, steps, and logic. These learners can make connections and recognize patterns with ease, and work well with numbers. They have a very systematic approach to learning and are excellent at keeping organized. Text-heavy lessons may not be ideal for logical learners; they prefer cutting to the chase and focusing on facts.

On this page you'll learn more about the logical learning style, tips to help them achieve their learning goals and more.

What Are the Logical Learning Style Characteristics?

In order to explain the logical learning style, we need to understand some of the characteristics these learners portray, these students:

Like to keep detailed planners and organizers

Enjoy playing strategy-based games

Are highly investigative and curious

Prefer visuals over words

Are highly goal oriented

Seek out rules and procedures

May struggle writing creatively

May have difficulty seeing big-picture

Study Tips for Logical Learners

We know that logical-mathematical learners are usually methodical and think in linear order. Being interested, motivated and actively making and designing their own visuals helps these learners retain important information, and creates an easy reference point for future studying.

So in order to cater to them, we've put together some study tips for logical learners to help boost their performance.

Students with a logical-mathematical learning style learn best using visual materials, laptops, and hands-on projects.

Make sure to provide a structure with a set of rules, goals and procedures for them as these learners can sometimes struggle with ambiguity.

Goals can be short-term, but make sure to encourage your child to think big-picture and come up with long-term goals for the month, or even the school year. You may want to invest in a planner where they can plan out days, weeks and/or months to track progress.

Work with your child to see what order they would like to work on their subjects in, and create a calendar that they can easily reference and follow.

Highlighters can be very helpful to logical learners to identify the most important parts while they are reading.

For classes such as history, that are text-heavy, timelines that list out the facts are a great way to keep your logical learner engaged. The clean structure and sequential organization allows them to easily absorb the information.

Encourage your student to pick out common themes and patterns in history; allow them to use this pattern recognition creatively and have them try to predict the future!

Try to encourage learning as problem-solving and solution-finding. If your student appears stuck, ask them questions to prompt learning or encourage them to find the answer amongst 'evidence'.

Wherever possible try to use categorization or classifications to help logical learners achieve their learning goals. For example, for geography you can use languages, ethnicities, and regional categorizations to teach this subject to your students.

Have your child break down large chunks of information into charts and graphs. Logical-mathematical learners love making and looking at maps, charts, outlines, and graphs.

For students who are struggling to write, have them create an outline for themselves. This will help them pan out the smaller details into big-picture ideas.

Math and science are typically subjects that logical-mathematical learners excel at due to the detailed, procedure-based nature of these subjects. Still, logical learners may struggle in these subjects when given word-heavy problems. Make sure to break down large paragraphs into smaller sections that are easy for students to break down.

You can also view the study tips we put together for kinesthetic learners, as logical and kinesthetic learners both thrive off of hands-on activities.

How Time4Learning Works for Logical Learners

Once you know how your student learns best, you can help boost their learning in so many areas. Traditional homeschool curricula are often designed much like classroom curricula, and simply do not cater to the needs of logical/mathematical learners.

Time4Learning's computer-based curriculum provides an ideal environment where logical learners can learn new things, practice and explore. Every subject is presented in a multimedia format that is highly interactive and engaging. The Time4Learning curriculum:

Offers step-by-step instructions in an organized, sequential order.

Includes plenty of interactive activities and worksheets that break down learning into smaller chunks of information.

Includes a fantastic tracking system that organizes and lists assignments that logical/mathematical learners will love!

Offers the ability to set goals and track progress, which gives students a simple run-down of what assignments need to be completed and when.

Has supplementary instruction to our members, such as unit-studies, that teach children about interesting concepts using timelines and bullet points.

Sign up for Time4Learning and gain access to a variety of educational material, which will engage and challenge your child to succeed. Make Time4Learning a part of your educational resource toolbox for teaching your unique logical learner.

Additional Information on Learning Styles

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What type of learner has the ability to think logically and is able to explore patterns? Logical learners succeed by using order, steps, and logic. These learners can make connections and recognize patterns with ease, and work well with numbers. They have a very systematic approach to learning and are excellent at keeping organized.

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Interpersonal or social learning style is often seen in social butterflies. Interpersonal learners enjoy sharing their knowledge with others while also listening to their peers. The best way to get a social learner engaged is to have them work with others.

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A solitary learner, also known as an intrapersonal learner is someone who prefers learning on their own. These types of students are self-motivated, enjoy working independently, and learn best when working alone.

Students who are solitary learners spend a lot of time in self-reflection and enjoy working on themselves. These learners also favor a quiet environment both in their personal and academic lives. Learn more about the intrapersonal learning style by following the links below:

What Are the Intrapersonal Learner's Characteristics?

An intrapersonal learner is exactly the opposite of a social learner who prefers to work in groups. Common characteristics of a solitary-intrapersonal learner include:

Keeps a journal or diary

Enjoys spending time alone

Struggles in large crowds and noisy rooms

Likes to set goals and make plans

Struggles in opening up to others

Excellent self-management skills

Has a strong sense of self

Highly independent

Study Tips for Intrapersonal Learners

It is important to note that being a solitary learner is a secondary learning style; the primary learning styles are visual, verbal, kinesthetic, auditory, and logical. Make sure to check these other learning styles out to help determine what your student's primary learning style is. Solitary learners typically socialize with those who share their same primary learning style.

The key to success for solitary-intrapersonal learners is plenty of space and silence. These students love to work on their own and concentrate best when in a quiet, peaceful environment. It's important to check in with these learners on a regular basis however, since they may find it difficult to ask for help. If you find that your student is struggling, approach them gently and ask if there is anything they need assistance with. Below are some study tips for intrapersonal learners.

Encourage your student to keep a journal or diary. It will act as a safe space for your child to express his or her thoughts and emotions, both academically and personally.

It is important to give these learners their space so you can develop their trust. Building this trust is important and allows your child to express any issues or struggles they may be having.

Align your student's learning goals with their personal interests and beliefs. This will motivate your child and increase their confidence.

Try to plan out lessons around their personal interests. For example, if your child is fascinated with aviation, you can ask them to create a timeline on the history of aviation or put together a list of important figures in the field, among other activities.

Field trips out in nature also work well to engage solitary/intrapersonal learners. These learners will enjoy the opportunity to explore on their own, and will gather questions and observations about the world around them on their own.

To expose your child to more social opportunities, start small; ask questions about what he or she may be reflecting on. You can also introduce projects with both individual and group elements to practice these skills.

Make sure to have a wide assortment of books, websites, and videos for your child to access. Since solitary learners are highly independent, it is easy for them to find subjects they are passionate about, so don't limit your child when it comes to topics.

Make sure that solitary learners have a quiet place to go to when they are working or just want time alone. This may be in their bedroom, a study room in the house, or perhaps at the library. Whichever place your student wishes to use, make sure that he or she can personalize it.

Use lists and check items as they are completed. Solitary learners enjoy taking advantage of this when studying as it helps them to stay motivated as they complete tasks.

Deepen understanding of study materials by tying lessons to familiar topics. By establishing connections between personal experiences and lessons, you can motivate your learner to stay engaged.

How Time4Learning Works for Intrapersonal Learners

Online curricula tends to work well with the intrapersonal learning style. The mobility and flexibility it provides allows solitary learners to work independently and in their preferred space.

Time4Learning is an online homeschool curriculum that presents every subject in a multimedia format that is highly interactive and engaging. Below are just a few reasons why parents of intrapersonal learners consistently choose Time4Learning as their primary curriculum:

The online interface allows solitary learners to work on their own without having to consult an instructor or teacher.

We offer plenty of opportunities for students to think about what they have learned by asking questions that promote reflection.

Our curriculum is goal-oriented and allows students and parents to easily track progress. Students will find it easy to see what they must do to meet their goals.

We offer printable worksheets and unit study supplements which provide great reading and learning material that can be completed at a student's own pace.

Students have the ability to revisit assignments if they did not understand the material the first time around.

Students can access more than one grade level in any subject so they can move on whenever they feel ready.

Sign up for Time4Learning and gain access to a variety of educational materials that will engage and challenge your child to succeed. Make Time4Learning a part of your educational resource toolbox for teaching your unique, solitary-intrapersonal learner.

Additional Information on Learning Styles

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A solitary learner, also known as an intrapersonal learner is someone who prefers learning on their own. These types of students are self-motivated, enjoy working independently, and learn best when working alone. Students who are solitary learners spend a lot of time in self-reflection and enjoy working on themselves.

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Expanding my current knowledge and exploring different curriculum ideas

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JASON Learning's Digital Platform sets itself apart with its commitment to privacy, custom LMS, school...

The new online store features JASON's latest technology and early childhood STEM courses, available for...

The 2023-24 Youth Recycling Contest is officially launched! This year's contest, themed "Design for Recycling®,"...

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JASON Learning: Real-world STEM Curriculum available for all classrooms

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The JASON Learning online library provides real-world STEM curriculum to educate the classrooms of tomorrow - from anywhere!

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Take the time to inspire and participate and leading community events.

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Search Volunteer Opportunities for Teens Across the Nation. Volunteen Nation provides volunteer listings and resources for youth interested in service.

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STEM is such an important part of the 21st-century classroom. But, creating a STEM Lab in your classroom (or even just starting STEM activities!) can be super intimidating! There are just so many STEM Materials for the classroom! Which ones are best? So, today I'm sharing 10 of my MUST HAVE materials for your classroom STEM Lab!

Many of these classroom STEM Materials I mentioned in this blog post, but I've added in a few more to include items that I used with my 5th graders and kinders! They are truly MUST HAVES!
Please note that this post includes some affiliate links. Each time you click and purchase an item that I've included in this post, I receive a small fee in return. These small fees allow me to keep this website full of amazing content for you! To read more about my affiliate networks, please check out this page.
STEM Materials at a Glance:

1. Brainflakes 2. Legos 3. Connecting Cubes 4. Pattern Blocks 5. Links and Gears 6. Magnetic Tiles 7. Bee-Bot 8. Dashbot 9. Puffy Snowflakes 10. Engineering Sticks

Please note, these are in no particular order! These are just my top 10 STEM Materials! Many of these items are items you may already have access to through your school, so be sure to scope out your closets and workrooms for leftover math manipulatives from old math adoption kits!

STEM Materials in Detail:

1. Brainflakes

Why They are a Must: These cool plastic snowflake disks have endless possibilities. Shaped like a snowflake, they join with other pieces in eight different areas. They are large enough for small fingers but small enough to make intricate figurines, designs, and structures.

2. Legos
Check them out here on Amazon!
Why They are a Must: This classic building block has sparked imaginations for years! Extra perk? Most of your students will be familiar with them! They're a bit smaller in size, so keep that in mind when selecting materials for younger students. Although, my kinders LOVED playing these! That sometimes microscopic size also means they're perfect for smaller projects and more intricate designs. Also, Legos are a pretty common household toy, which makes them perfect for scoring at community yard sales or through donations from parents.

3. Connecting Cubes
Check them out here on Amazon!
Why They are a Must: These classroom staples BEG to be played with! Their larger size makes them perfect for building taller structures, and fun colors allow them to be used in so many ways!

4. Pattern Blocks

Why They are a Must: This primary classroom staple is a must because they are usually so easy to find. Most math curriculum of years past included these in their packs. Use these for when students are working to build flat shapes, animals, and people. Pattern blocks do not connect together, so it makes them a little challenging to use in structure building.

5. Gears and Links
Check them out here on Amazon!
Why They are a Must: When I first stumbled across these here ... I was excited to see a kit that tied in simple machines. But once I broke these babies out, I realized how much students could actually do with these gears and links. The learning curve was a little steeper in our kinder Lab. But, I loved how the more my students worked with the manipulatives, the more complex their creations got.

6. Magnetic Tiles
Check them out here on Amazon!
Why They are a Must: I give you the FAVORITE STEM material in my kinder classroom! The idea is simple - simple flat shapes with magnets on each side. But, the magic created with these things? Unreal! These little tiles quickly became the must use manipulative at the lab! They loved building tall buildings, shapes, and rockets!

7. Bee-Bot

Why They are a Must: No STEM Lab is complete without some sort of technology piece! This cute little bee brings coding to your k-2 classroom! With easy to use direction buttons and a clear grid, you can have your students coding in no time!
Check them out here on Amazon!
8. Dash Robot

Why They are a Must: These cute little guys are another way to bring technology to your classroom STEM Lab! Dash marries science, coding, and fun together like nothing else! Unlike the Bee-Bot, students use their smartphone or tablet to program their Dash. I promise engagement on these babies is instant! My 5th graders LOVED working with these!
Check them out here on Amazon!
9. Puffy Snowflake Blocks

Why They are a Must: Similar to the Brainflakes listed above, these innovative puffy snowflake versions help make building structures, animals, and shapes super easy! I loved the size of them (think easier cleanup!), but my students loved the different colors and endless possibilities!

10. Engineering Sticks

Why They are a Must: Relatively new, these cool sticks allow your students' imaginations to run wild. Different than the building blocks and flakes mentioned above, these allow for both intricate and large-scale building!

Keeping Your Supplies Organized
Check them out here on Amazon!
One of the key ways to make this little Lab successful in your classroom is to keep your materials organized! When everything has a place, it's easier to see what you have, as well as cleaning up. That's why I love these clip-top Sterilite bins I found at Target. They are on Amazon too!
Check them out here on Amazon!
They are thinner in size, so they are perfect for keeping your materials stacked up. There are other sizes available, if you're looking to house your robots or bigger materials. Check out all the Sterilite Clip-Top containers on Target.com here!

So these are just 10 of my favorite STEM Materials for a classroom STEM Lab!

Do you have any other favorites? Be sure to comment below!

Creating Your Own Classroom STEM Lab

Interested in creating your own Mini STEM Lab in your classroom? Be sure to check out this product here in my TeachersPayTeachers store! This startup kit includes:

Suggestions for set up and use

Labels for your STEM bins and materials

4 different sets of task cards to help keep your students focused as they STEM-gineer!

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10 Must-Have STEM Materials for Your Classroom

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STEM is such an important part of the 21st-century classroom. But, creating a STEM Lab in your classroom (or even just starting STEM activities!) can be super intimidating! There are just so many STEM Materials for the classroom! Which ones are best? So, today I'm sharing 10 of my MUST HAVE materials for your classroom STEM Lab!

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Empowering and building confidence to implement STEM

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Empowering and building confidence to implement STEM

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Professional Development

The STEM Connection provides professional development to empower educators and youth workers by sharing STEM content knowledge, developing STEM practices, and building confidence to provide more meaningful STEM experiences for children.

Due to Covid-19, many of our current Professional Development opportunities have shifted to virtual opportunities.

2021 STEM Webinars

The STEM Connection provides professional development to empower educators, youth workers, and caregivers by sharing STEM content knowledge, developing STEM practices, and building confidence to provide more meaningful STEM experiences for children. 2020 has posed new challenges and opportunities and The STEM Connection is working to provide timely and relevant information to address the concerns of educators, youth workers, and families as they navigate in-person, virtual, and blended learning experiences. A PGP and CYC certificate is available upon participation in a webinar. The cost for the webinar is $10 per participant with school/district packages available.

STEM Quick Wins

September 9, 2021 at 4:00 pm

STEM Quick Wins are quick and easy STEM activities that can be done at school, home, or other locations with easily accessible materials. This workshop is designed for educators, youth workers, caregivers, parents, administrators, and program directors to learn more about STEM Quick Wins - what they are, why they were created, and how they can be used to provide more STEM educational opportunities for kids.

STEM for Unique Needs Youth

October 7, 2021 at 4:00 pm

All youth deserve the opportunity to engage in quality STEM experiences. Join us to learn more about how to meet the varying unique needs of youth during STEM activities and opportunities. We will share information from experts and what we've learned while facilitating different STEM programs with youth of all ages, abilities, experiences, and needs.

STEM in Middle School

November 4, 2021 at 4:00 pm

Providing quality, integrated STEM experiences for middle school students is challenging but can provide so many benefits for students. Join us to learn more about the characteristics of great STEM experiences, practical ideas on how to incorporate STEM practices throughout all classes, and resources to help you implement a more well-rounded STEM program.

Free Recorded Webinars:

Click to the topic view the webinar on our YouTube page:
STEM Quick Wins Brilliant Books Teaching During a Pandemic
PD Workshop Offerings for 2021 Include:

Best Practices for Outdoor Learning

Brilliant Books: Using Children's Literature to Positively Impact Youth

Connecting STEM & Social-Emotional Learning

Creating a Family STEM Kit

Developing a STEM School/Organization Identity

Engaging Youth with the Engineering Design Process

STEM and PBL Connect for Success

STEM Differentiation

STEM for Today and Tomorrow

STEM Quick Winsthe

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STEM Professional Development - The STEM Connection

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The STEM Connection provides professional development to empower educators and youth workers by sharing STEM content knowledge, developing STEM practices, and building confidence to provide more meaningful STEM experiences for children. Due to Covid-19, many of our current Professional Development opportunities have shifted to virtual opportunities.

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Find STEM training workshops for teachers. With professional development from the National Inventors Hall of Fame, educators can build more innovative classrooms.

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The Global STEM Alliance, a subsidiary of the New York Academy of Sciences dedicated to advancing STEM education worldwide, now offers online and in-person professional development for K-12 STEM educators. All of our educational content and training aligns with our STEM Education Framework, a free resource detailing research-based principles for STEM teaching and learning designed to prepare students for 21st century careers.

Professional Development for Individuals

If you are an educator seeking to deepen your STEM content and/or pedagogical knowledge, check out our line-up of online and in-person offerings! Learn more...

Professional Development for Groups

The STEM Education Framework is a guide to help schools and districts design and improve STEM education. While it is free to download and use, the Global STEM Alliance provides professional development workshops for educators and administrators, to support practical implementation of the framework in their schools. Learn more...

Free Curriculum Resources for Teachers

Are you looking for ways to bring STEM topics to life, both in and out of the classroom? Visit our STEM Resource Library to access a collection of free lesson plans, slide decks, and videos, focused on helping your students develop the skills they'll need to thrive in the modern workplace. Each resource can be used as a stand-alone learning segment, or as a supplement to your existing curricula.

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Professional Development for K-12 STEM Educators | The New York Academy of Sciences

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The Global STEM Alliance, a subsidiary of the New York Academy of Sciences dedicated to advancing STEM education worldwide, now offers online and in-person professional development for K-12 STEM educators. All of our educational content and training aligns with our STEM Education Framework, a free resource detailing research-based principles for STEM teaching and learning designed to prepare students for 21st century careers.

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STEM is much more than an acronym for science, technology, engineering, and math. It's about teaching children inquiry-based learning, so they know how to ask the right questions and how to answer them authentically. It's about building upon children's natural curiosity and sense of wonder. It's teaching them to explore alternate thoughts and ideas. It's motivating children to take formulated risks, learn from calculated failures, and integrate acquired knowledge. It's focusing on intellectual based learning instead of academic based learning.

We often focus in on one academic area of STEM when teaching, but science, technology, engineering, and math are meant to come together as a whole to encourage higher-level thinking. By providing hands-on experiences with open-ended materials that incorporate STEM components, children become prepared for the world in which they live. They develop the valuable 21st century skills of communication, collaboration, critical thinking, and creativity by engaging in exploration and learning how things work.

Having the right tools and materials available in the classroom plays an important role in providing high-quality STEM experiences for children. Step into the world of STEM from a child's limitless imaginative perspective and provide them with blocks and building materials, simple machines, magnets, magnifiers, and other tools and materials necessary to support lifelong STEM learning.

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STEM - Science, Technology, Engineering, and Mathematics

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STEM is much more than an acronym for science, technology, engineering, and math. It's about teaching children inquiry-based learning, so they know how to ask the right questions and how to answer them authentically. It's about building upon children's natural curiosity and sense of wonder. It's teaching them to explore alternate thoughts and ideas.

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Early STEM experiences should include exploratory learning, allowing children to learn content through the processes of inquiry. The STEM experiences teachers provide for young children can involve a variety of learning materials, including children's literature, consumables and manipulatives, and web-based resources. In this issue we offer suggestions and examples to guide teachers' selection of classroom STEM resources and materials.

Children's literature and STEM learning

Use of high-quality STEM-focused children's literature supports introducing and examining science, technology, engineering, and mathematics concepts in the early childhood classroom (Hong 1996; Patrick, Mantzicopoulos, & Samarapungavan 2008; Sharkawy 2012; Varelas et al. 2014). With the amount of children's literature aimed at building concept knowledge, teachers may find it difficult to select appropriate books to introduce these ideas. Children's picture books may contain information that is so oversimplified it can become misleading (Dagher & Ford 2005), leave out key scientific components (Smolkin et al. 2008), or contain little representation of practical or natural sciences (Ford 2005). In addition, finding literature that represents the physical sciences (like motion or astronomy) can be much harder than locating books on life sciences (plants or animals) (Ford 2005; Smolkin et.al. 2008). The difficulties in finding high-quality literature can be intensified when seeking literature about technology, engineering, and mathematics.

In addition to selecting books with high-quality artwork/pictures and text, below are two essential questions to consider before introducing STEM-focused children's literature into the classroom:

Does the book present content that is technically sound and appropriate for children's developing understandings?

Does the book effectively help students build both inquiry and content understandings?

Add loose parts and nonstandard materials for STEM explorations

Another important factor to consider when planningearly STEM experiences is the role open-ended materials can play in classroom learning experiences. STEM experiences often involve many different materials for exploration, but you do not need to purchase manufactured curricular materials. Giving children access to open-ended materials can broaden and extend children's explorations while also limiting expenditures. Consider the theory of loose parts first proposed by architect Simon Nicholson in the 1970s. Loose parts are materials without a predetermined purpose that can be moved, combined, reformed, taken apart, and put back together in numerous ways(Nicholson 1972). Loose parts can be used alone or combined with other materials and can be both manufactured and natural. Nicholson wrote, "In any environment, both the degree of inventiveness and creativity, and the possibility of discovery, are directly proportional to the number and kind of variables in it" (1972,6). Expanding children's access to nontraditional STEM materials can serve to provide a wider range of learning opportunities in the classroom.

Consider Remida, the reclaimed materials center in Reggio Emilia, Italy, that houses a wide variety of loose parts and unique items for teachers to bring into their classrooms. This center can serve as a guide for teachers as they build a classroom collection of loose parts for use in STEM explorations.

In order to guide the selection of materials for inclusion in the classroom, think about the following essential questions:

Can this material be added into a STEM experience or learning center to support student thinking?

Does the material allow for exploration and inquiry?

In what ways might children use it to explore the topic at hand?

How does the material complement the items the children are familiar with?

Examples of High-Quality Children's Books

Life sciences. Looking Closely in the Rain Forest, by Frank Serafini. All ages.

Frank Serafini has a wonderful series of books called Looking Closely. ... This book, focusing on the rain forest, won the National Science Teachers Association's (NSTA) Outstanding Science Trade Book (OSTB) award in 2011. The writing is almost poetic in its repetition but remains simple and clear enough for very young children to understand. All the books in this series introduce students to the notion of hypothesizing through close inspection, as each plant or animal is preceded by a close-up partial image and the text poses questions about what it might be.

P hysical sciences. I Fall Down, by Vicki Cobb. Ages 3-6.

Vicki Cobb introduces the potentially difficult concept of gravity through easy-to-understand language and activities for young children. This NSTA 2005 OSTB award winner challenges children to drip, dribble, and drop different materials while experimenting with the forces of gravity. Other books in Cobb's Science Play series include I See Myself (light and reflection), I Get Wet (properties of water), and I Face the Wind (properties of air and air currents).

Technology. Ada Lovelace, Poet of Science: The First Computer Programmer, by Diane Stanley. Ages 4-8.

This is the story of Ada Lovelace, the daughter of Lord and Lady Byron. Credited for having her mother's mathematical and scientific brain, coupled with her father's creative imagination, Ada Lovelace was the first recognized computer programmer in history. The text offers insight into the history of computers, the Industrial Revolution, and the mechanical loom. Teachers and librarians can draw connections to history and other forms of technology.

Engineering. The Boy Who Harnessed the Wind (picture book edition), by William Kamkwamba and Bryan Mealer. Ages 5 and up.

This book is based on the inspirational, award-winning memoir of 14-year-old William Kamkwamba, who built a windmill from scrap materials to produce electricity for his African village during a drought and famine. This true story about ingenuity, creativity, and persistence in the face of severe adversity will inspire children to imagine their own capabilities. An NSTA OSTB winner in 2012. (There are several books published with this title, so be sure to select the picture book edition.)

Mathematics (numbers and counting). Lifetime: The Amazing Numbers in Animal Lives, by Lola M. Schaefer. All ages.

Winner of NSTA's OSTB in 2013, Lifetime is filled with charming mixed-media illustrations in numerically accurate pictures. Readers can count how many times a spider spins an egg sac (one) or how many baby seahorses a father seahorse carries in a lifetime (1,000). While younger children may not be able to count to the higher numbers, they can conjecture about more and less, and the text and visual representations make it suitable for even very young audiences. This book also allows for incorporation of science concepts such as life spans and life cycles.

Mathematics (measurement). How Tall, How Short, How Far Away?,
by David A. Adler. Ages 5 and up.

Adler delves into the history of measurement and encourages practical applications for students. This book, which won NSTA's OSTB award in 1999, encourages readers to learn about and try ancient methods of measurement, as well as design their own tools to measure height and distance.

High-quality STEM web resources

While there are a lot of STEM-related resources available, here are three free tools we think early childhood teachers should know about.

PBS Kids (supports all STEM learning)

PBS Kids provides educational programs, resources for parents and teachers, and a thorough list of STEM games for children ages 2-8. Resources are built around all STEM subjects and encourage students to problem solve through activities that include characters from PBS's televised programs. www.pbskids.org

Peep and the Big Wide World (science, mathematics, and engineering)

A clever and endearing look into science through the lens of a large urban park, Peep and the Big Wide World is an animated series aimed at 3- to 5-year-olds that can captivate viewers of all ages. Peep introduces children to easy-to-replicate science experiments using everydaymaterials. Renowned early childhood science educator Karen Worth is the show's educational science advisor, and actress Joan Cusack narrates. The website includes videos, student experiments, and computer activities. www.peepandthebigwideworld.com/en/

Code.org (technology)

This nonprofit organization is dedicated to teaching K-12 students how to code. While all students can benefit, a primary goal of Code.org is to provide technology opportunities to females and other students underrepresented in the computer science field. Videos explain what coding is, and users can access early childhood activities and lesson plans after creating a free account. https://code.org/

Conclusion

We hope early childhood teachers are inspired to think creatively as they plan STEM integration. Teachers can support children's exploration and learning by ensuring that they have many opportunities for playful engagement. Diversifying STEM materials and resources to include both traditional and nontraditional tools, high-quality STEM literature, and web-based resources deepens children's daily engagement in science, technology, engineering, and mathematics.

References

Dagher, Z.R., & D.J. Ford. 2005. "How Are Scientists Portrayed in Children's Science Biographies?" Science & Education 14 (3): 377-93.

Ford, D.J. 2005. "Representations of Science Within Children's Trade Books." Journal of Research in Science Teaching 43 (2): 214-35.

Hong, H. 1996. "Effects of Mathematics Learning Through Children's Literature on Math Achievement and Dispositional Outcomes." Early Childhood Research Quarterly 11 (4): 477-94.

Nicholson, S. 1972. "The Theory of Loose Parts: An Important Principle for Design Methodology." Studies in Design Education Craft and Technology 4(2): 5-14.

NSTA (National Science Teachers Association). 2016. NSTA Recommends. www.nsta.org/recommends/.

Patrick, H., P. Mantzicopoulos, & A. Samarapungavan. 2008. "Motivation for Learning Science in Kindergarten: Is There a Gender Gap and Does Integrated Inquiry and Literacy Instruction Make a Difference." Journal of Research in Science Teaching 46 (2): 166-91.

Reggio Children. 2005. Remida Day. Reggio Emilia, Italy: Reggio Children.

Sharkawy, A. 2012. "Exploring the Potential of Using Stories About Diverse Scientists and Reflective Activities to Enrich Primary Students' Images of Scientists and Scientific Work." Cultural Studies of Science Education 7 (2):307-40.

Smolkin, L.B., E.M. McTigue, C.A. Donovan, & J.M. Coleman. 2008. "Explanation in Science Trade Books Recommended for Use With Elementary Students." Science Education 93 (4): 587-610.

Varelas, M., L. Pieper, A. Arsenault, C.C. Pappas, & N. Keblawe-Shamah. 2014. "How Science Texts and Hands-On Explorations Facilitate Meaning Making: Learning From Latina/o Third Graders." Journal of Research in Science Teaching 51 (10): 1246-74.

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Growing in STEM: STEM Resources and Materials for Engaging Learning Experiences

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Early STEM experiences should include exploratory learning, allowing children to learn content through the processes of inquiry. The STEM experiences teachers provide for young children can involve a variety of learning materials, including children's literature, consumables and manipulatives, and web-based resources. In this issue we offer suggestions and examples to guide teachers' selection of classroom STEM resources and materials.

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Summary

Introduction

Have you ever made ice cream? It can be a lot of fun, and you end up with a tasty frozen treat! There is actually a lot of interesting chemistry that goes on behind making ice cream. For example, think about how you start out with refrigerated (or room-temperature) ingredients and then need to cool them down to turn them turn into ice cream. How do the ingredients change during this process? How important do you think it is that they are cooled to a certain temperature? In this science activity, you will make your own ice cream in a bag and explore the best way to chill the ingredients to make them become a creamy delicious treat!

This activity is not recommended for use as a science fair project. Good science fair projects have a stronger focus on controlling variables, taking accurate measurements, and analyzing data. To find a science fair project that is just right for you, browse our library of over 1,200 Science Fair Project Ideas or use the Topic Selection Wizard to get a personalized project recommendation.

Materials

Half-and-half. Alternatively, milk or heavy whipping cream may be used.

Salt. Different types of salts, such as table salt or rock salt, will all work, but may give slightly different results.

Small, sealable bags, such as pint-sized or sandwich-sized Ziplocs (2)

Gallon-sized sealable bags (2)

Oven mitts or a small towel

Instructions

1. In each small sealable bag, place one tablespoon of sugar, ½ cup of half-and-half (or milk or heavy whipping cream), and ¼ teaspoon of vanilla extract. Seal both bags well.

2. Add four cups of ice cubes to one of the large, gallon-sized bags. Then add ½ cup of salt to the bag.

What do you think the salt will do?

3. Put one of the small bags you prepared into the large bag with the ice cubes. Be sure both bags are sealed shut.

4. Put on oven mitts or wrap the bag in a small towel and then shake the bag for five minutes. Feel the smaller bag every couple of minutes while you shake it, and take a peek at it.

What happens to the ingredients over time? When five minutes are up, how do the ingredients look? What about the ice cubes - how do they change over time, and how do they look by the end?

5. Now add four cups of ice cubes to the other large, gallon-sized bag, but this time do not add any salt to it. What do you think will happen without using salt?

6. Put the other small bag you prepared into this large bag. Be sure both bags are sealed.

7. Put on oven mitts or wrap the bag in a small towel and then shake the bag for five minutes, as you did before. Again, feel the smaller bag every couple of minutes while you shake it, and take a peek at it.

What happens to the ingredients over time now? When five minutes are up, how do they look now compared to last time? What about the ice cubes - did they change in the same way?

8. You can also compare how cold the different ice cube bags feel. Does one feel much colder than the other?

9. If you successfully made some ice cream, you can enjoy it now as a tasty reward for your chemistry challenge! If one of your bags did not make ice cream, check out the Further Exploration section for tips on turning it into ice cream.

Cleanup

What Happened?

You should have seen that the ice cubes in the large bag with salt melted much more, and felt much colder, than the ice cubes in the large bag without salt. Because it was cold enough (several degrees below freezing), the ice cube bag with salt should have been able to cool the ingredients enough to harden them and turn them into ice cream. In contrast the ice cube bag without salt was not cold enough to do this and the ingredients should have remained fluid.

Do not worry, the second bag is not wasted - you can go back and turn the still liquid ingredients into ice cream! Simply put the small bag in the large bag that had ice cubes and salt and shake them for another five minutes.

If you have ever made ice cream with an old-fashioned hand-crank machine, you probably packed a mixture of ice and rock salt around the container holding the cream. The salt allows the ice and salt mixture to get colder than pure water ice. This extra-cold mixture of salt and ice is able to freeze the ingredients in the ice cream machine (and in the bags you used in this activity) and turn them into ice cream. (This is the same process that goes on when icy roads have salt spread on them to melt the ice.) While pure water freezes at 0 degrees Celsius (32 degrees Fahrenheit), water mixed with salt will freeze below 0 degrees Celsius.

In creating your ice cream you also made an emulsion. Emulsions are the combination of two liquids that normally do not mix well like fats and water. In your ice cream the fat molecules in the cream are perfectly mixed with water, ice crystals, sugar, and small pockets of air to form a delicious cold treat.

Digging Deeper

To understand how the salt causes the ice to melt and lowers the overall temperature in the bag, you need to learn a little more about ice. Ice is the crystallized form of water. In order for the crystals to form, the water molecules have to slow down and carefully line up in an orderly pattern. The warmer the surrounding temperature the more the molecules bounce around, and the harder it is to get them to line up. Basically they act like excited kids! As it gets colder the molecules slow down, their slower movements allow them to line up more carefully and thus form ice crystals. Even after ice is formed two things are constantly happening at the surface of the ice. One, the ice at the surface is melting. Two, the melted water is re-freezing. The rate at which these two things happen determines what you see.

In the case of the two ice cream bags, one with salt and ice and one with just ice, you have the same outside temperature, so the molecules are moving around at the same rate. The difference is the salt. As the ice cubes start to melt a little bit the water molecules mix with the salt molecules. Now you have salt and water molecules moving around together, the mixture makes it harder for the water molecules to make an orderly pattern - the salt molecules keep interfering. This means that the rate of the ice re-freezing at the surface goes down. So, overall the ice cubes start melting faster. As it is melting, the ice absorbs heat and thus lowers the temperature. As a result, the temperature inside the bag with ice and salt is colder than the temperature inside the bag with just the ice. In fact, because the salt molecules make the freezing process of water more difficult, it is possible for a mixture of salt and ice water to get below 0 degrees Celsius (the temperature water normally freezes at). In technical terms, the salt causes a freezing point depression. Meaning it makes the temperature at which water freezes lower than it is for pure water. Freezing point depression is not unique to mixtures made of water and salt; it can also happen with some other liquid mixtures.

Ask an Expert

For Further Exploration

If one of your bags did not make ice cream, try putting it back in the large bag that had ice cubes and salt and then shake them for five minutes. Did it turn into ice cream? Why do you think you got the results that you did?

Instead of half-and-half, you could use milk or heavy whipping cream to make ice cream in this activity. How does making ice cream with half-and-half compare to making it using milk or heavy whipping cream?

You can make ice cream in this activity using different types of salts, but you may get different results. How does ice cream made in a bag with table salt compare to ice cream made with rock salt or some other type of salt? Can you explain your results?

Project Ideas

Science Fair Project Idea

Have you ever made your own ice cream? If you have, you probably know that you need to get the ice cream mixture really cold to freeze it quickly. Ice cubes alone will not do the job, but if you add chemicals, such as salt or sugar, to the ice cubes that surround the ice cream container, the mixture gets cold enough to freeze. Why does that work? How does adding salt or sugar affect the freezing point of water? Find out with this ice-cold science project and use your results to make your own... Read more

Careers

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Make ice cream in a bag easily in just a few minutes while exploring how salt changes the freezing point of water.