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Проект "Готвач"- за 

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Проект "Готвач"- за начален курс

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Defined Learning (formerly Defined STEM)

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ELearning - Chef Project - Grades 3-5 - Defined Learning (formerly Defined STEM)

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ELearning – Chef Project – Grades 3-5

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Проект Предприемач

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Проект Предприемач

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Defined Learning (formerly Defined STEM)

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1. READ the TASK information below:

INTRODUCTION: An Entrepreneur is a person who organizes and operates a business. Many entrepreneurs are young people with great ideas. Often these ideas would have never been successful had someone not listened to what the young entrepreneur had to offer. This is your opportunity to present your best business idea or invention.

GOAL: There is an upcoming regional competition that will be choosing young entrepreneurs to share their ideas with a group of potential investors. These investors are looking to fund a new idea for a product or service. You will need to provide a sales pitch to a panel of investors who may be interested in a business with you.

ROLE: You are a young entrepreneur who is very creative and enjoys coming up with new ideas to help people.

2. WATCH this career video & CHECK OUT helpful links below before you start.

3. CHOOSE ONE of the PROJECTS below to complete. You will need to create your final product using a Google tool (Doc, Sheets or Slides) or equivalent (Word, Excel, Canva, Prezi, Adobe Spark, WeVideo, Powerpoint, etc...) and submit to your teacher by the date required.

SALES PITCH: Your sales pitch will need to be between 2-3 minutes. This presentation should include the important parts of your invention or idea. Be sure to include an explanation of the target audience for this new product. Why will this target audience want the product and/or service? Why would they be willing to pay for it? Be prepared to defend your reasons for making your choices and also discuss the design constraints of your final product. You may want to create a model or visual to demonstrate your ideas. You may also want to consider using multimedia to support your sales pitch. Be sure that your presentation informs and persuades the audience so they want to fund your entrepreneurial idea!

BUSINESS PLAN: You will need to submit a business plan for your product or idea. The first part will be an Introduction. This section should introduce yourself, provide your background, and share your business idea and how it will benefit the target audience. The second part will be the Idea Description that explains your idea, why it is valuable, the target audience it will serve, and how you believe the product or service will help your target audience. The third part will be your Financial Plan. This should explain the costs associated with developing the product or service. First, think about how much it will cost to create one product or provide one service. The last part will be your Marketing Plan. This section should explain how your target audience will learn about your product. How will you market it? Where will it be available for purchase? Think about how to persuade your audience that your product or service is beneficial.
This will be a formal report and should have no spelling or grammar errors. It does not need to be long, but it needs to provide all of the necessary information.
This link from the U.S. Small Business Association may be helpful as you consider the many things necessary to have your idea selected and to make your idea a reality.

ELA ACTIVITY: Read one of the two articles below and submit a one page essay that details successful traits of an entrepreneur. Submit via Google Doc.
9 Traits of Successful Entrepreneurs You Should Develop
Entrepreneur's and STEM Education

Student Web Research Links:

Student Video Resources:

For the Spanish version of this project, please visit https://dlrn.us/r3du4

This is just one of hundreds of projects available for students. For full access to Defined Learning, click here for a free 30-day trial and demo. Check out our Educators' Blog for informative and inspiring articles on PBL!

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ELearning - Entrepreneur Project - Grades 6-8 - Defined Learning (formerly Defined STEM)

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READ the TASK information below: INTRODUCTION: An Entrepreneur is a person who organizes and operates a business. Many entrepreneurs are young people with great ideas. Often these ideas would have never been successful had someone not listened to what the young entrepreneur had to offer.

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Проект "Пчелар" за 1. и 2. клас

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Проект "Пчелар" за 1. и 2. клас

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1. READ the TASK information below:

INTRODUCTION: Bees have a very important job in the environment. Bees are pollinators. As a pollinator, a bee's job is to carry pollen from plant to plant. Pollen is a yellow powder that plants need in order to grow new seeds. When plants make more seeds, more plants will grow. Many plants, nuts, fruits and berries depend on bee's to get the pollen they need.

GOAL - Your goal is to learn more about bees and what important job they do in nature.

ROLE - You are a beekeeper who wants to know more about honeybees. You want to understand how they live and what they need in order to survive.

2. WATCH this career video & CHECK OUT helpful links below before you start.

3. CHOOSE ONE of the PROJECTS below to complete. You will need to create your final product using a Google tool (Doc, Sheets or Slides) or equivalent (Word, Excel, Canva, Prezi, Adobe Spark, WeVideo, Powerpoint, etc...) and submit to your teacher by the date required.

NONFICTION BOOK:You are going to create a book about honeybees. You will need to do some research by using the internet to find out more about honeybees and why the numbers of living honeybees are changing. You will need to also provide some suggestions for how people can help honeybees. Each page should have pictures, captions, or a sentence that describes each picture. (Digital books can also be made using programs such as Glogster, Powerpoint or Google Slides.)

HOME SKIT: Create and perform a skit that shows how honeybees gather pollen from flowers and take it back to the hive. This skit needs to be creative but also informative. The information in this skit will be helpful in understanding why the job of a bee is so important to our environment. Get creative and have fun with some props, music, rhymes and costumes for this performance. You may have a parent or a sibling help you record or perform your skit.

ELA ACTIVITY: Ask your parent or caregiver to read this article Honeybees with you. Together or independently, you will need to submit a paragraph that explains what a honeybee does and how they live. Submit your essay to your teacher through the required platform.

Student Web Research Links:

Student Video Resources:

For the Spanish version of this project please visit https://dlrn.us/kdrbj.

This is just one of hundreds of projects available for students. For full access to Defined Learning, click here for a free 30-day trial and demo. Check out our Educators' Blog for informative and inspiring articles on PBL!

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ELearning - Beekeeper Project - Grades K-2

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READ the TASK information below: INTRODUCTION: Bees have a very important job in the environment. Bees are pollinators. As a pollinator, a bee's job is to carry pollen from plant to plant. Pollen is a yellow powder that plants need in order to grow new seeds.

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Проект "Архитект" -1

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Проект "Архитект" -12. клас

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Defined Learning (formerly Defined STEM)

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1. READ the TASK information below:

INTRODUCTION: Net-Zero buildings combine energy efficiency and renewable energy generation to consume only as much energy as can be produced onsite through renewable resources. Achieving net-zero is an ambitious, yet increasingly, achievable goal that is gaining momentum across geographic regions and markets. A local school district is interested in building a Net-Zero high school in their community.

GOAL - Your goal is to help design a new high school campus that will be "net zero" in terms of energy. The term "net zero" means that the renewable energy systems would produce as much energy as is consumed by the high school campus. The school will generate 100% of its energy needs from renewable energy within 5 years.

ROLE - You are an intern working with a team of architects who will be assisting the school district with the design of this energy efficient school.

AUDIENCE - Your audience will be the school leadership and governmental officials. Both will be interested in your plan and the potential benefits for this project. The government officials will be considering enacting policies based upon your research and work.

SITUATION - Zero net energy buildings are buildings with greatly reduced energy load so that over a year, 100% of the buildings energy use can be met with onsite renewable energy technologies. The formula representing this idea is below:
X (building's total EUI) - Y (renewable production EUI) = Building's net EUI
The most cost-effective energy reduction in a building occurs during the design process. Good energy analysis and energy efficiency planning should take place early in the design process.
It will be important to know and understand the following terms:
EUI (Energy Use Intensity): A building's annual energy use per unit area. It is typically measured in thousands of BTU per square foot per year (kBTU/ft2/yr) or kWh/m2/yr.
BTU (British Thermal Unit): The quantity of heat required to raise the temperature of one pound of water one degree Fahrenheit at a specified temperature.
Wh (Watt-hour): a unit of energy equivalent to the power of one watt operating for one hour.
kBTU: The prefix "kilo-" stands for 1,000, which means that a KBTU equals 1,000 BTU. BTU stands for British thermal units, which measures heat energy.

2. WATCH this career video & CHECK OUT helpful links below before you start.

3. CHOOSE ONE of the PROJECTS below to complete. You will need to create your final product using a Google tool (Doc, Sheets or Slides) or equivalent (Word, Excel, Canva, Prezi, Adobe Spark, WeVideo, Powerpoint, etc...) and submit to your teacher by the date required.

SCHOOL BOARD PRESENTATION: You will need to develop and deliver a 15-20 minute oral presentation using materials such as multimedia, visuals, and models. This presentation will be both informational and persuasive and meant to explain net-zero energy and how this new high school will achieve this. Your presentation should focus on energy efficiency and conservation, and the implementation of renewable energy to meet 100% of the energy needs of the high school.

NET ZERO/CARBON NEUTRAL DIAGRAM: You need to research the concept of net zero energy or carbon neutral practice. Then you will need to create a diagram of the school showing how this concept and practice can work. Diagram will need to be clearly labeled and well illustrated. This diagram needs to be large enough to present. You can video and narrate your diagram or take a picture and submit.

ELA ACTIVITY: Read one of the two passages below to complete this activity. Support your discussion with evidence from your research. Submit your essay to your teacher through the required platform.
INNOVATIVE BUILDING MATERIALS WILL DRIVE NET ZERO BUILDING BOOM - Write a two page paper how innovative building materials will impact the net zero energy building boom.
Net-Zero Energy Building - After researching informational texts and articles providing information about energy efficient buildings and the reduction of carbon emissions, write a position paper arguing either pro or con for net-zero energy policies to be enacted by local and national governments.

Student Web Research Links:

Student Video Resources:

This is just one of hundreds of projects available for students. For full access to Defined Learning, click here for a free 30-day trial and demo. Check out our Educators' Blog for informative and inspiring articles on PBL!

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ELearning - Net Zero Architect Project - Grades 9-12 - Defined Learning (formerly Defined STEM)

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READ the TASK information below: INTRODUCTION: Net-Zero buildings combine energy efficiency and renewable energy generation to consume only as much energy as can be produced onsite through renewable resources. Achieving net-zero is an ambitious, yet increasingly, achievable goal that is gaining momentum across geographic regions and markets.

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 Задача „Архитектурен дизайн“ за ученици от 3 клас

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 Задача „Архитектурен дизайн“ за ученици от 3 клас

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Defined Learning (formerly Defined STEM)

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A Defined STEM Learning Experience From:
Jill Voiland
Third-Grade Teacher
Sonoran Heights Elementary (AZ)

Performance Task:
Design Architect

Here's What We Did:
The first step I do when using any Defined STEM task is to introduce students to the task with the help of an instructional aide who helps with the entire process. Students started by individually exploring the big ideas, essential question, and the G.R.A.S. model information posted on the Defined STEM website. They reviewed and chose three possible products for their project. The students read the articles available, watched the videos, and worked to complete each product at their own pace. To track their progress, students can ask questions and post updates about their products on our district-wide Edmodo page. The students worked on their projects during their gifted class time, and any free work time they had in the classroom. Their motivation levels are much higher when I have an active Defined STEM project. They work harder on their in-class work because they know they will be able to move onto their project when they're finished.

Why Defined STEM Was the Perfect Fit:
I think using Defined STEM works in my classroom because it is an online, project-based system that students enjoy and that promotes critical-thinking. It makes kids think and analyze problems, but it also allows them to be creative and create hands-on products.

The students have an opportunity to look at their final product in the end, and see they have created something amazing through all of their work.It definitely builds a good learning environment. It also encourages collaboration. And they are very proud to share their projects and critique other students' work on Edmodo.

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Teacher Experience: "Design Architect" Task for 3rd Grade Students - Defined Learning (formerly Defined STEM)

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A Defined STEM Learning Experience From: Jill Voiland Third-Grade Teacher Sonoran Heights Elementary (AZ) Performance Task: Design Architect Here's What We Did: The first step I do when using any Defined STEM task is to introduce students to the task with the help of an ...

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Задача „Бейкър“ за ученици  от 4 клас

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Задача „Бейкър“ за ученици  от 4 клас

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Defined Learning (formerly Defined STEM)

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By Deanna Freeman, Intervention Educator at Castle Heights Elementary School, Lebanon, Tennessee
Building critical-thinking and problem-solving skills in students that are in my response to intervention (RTI) groups.
Project-based learning helps my students connect what is being taught in the classroom to everyday life. They see how the language, science, and mathematical skills they've learned can be used in the future. At the same time, they are becoming more familiar with various computer programs and emerging technology and building their collaboration and presentation skills, which will definitely impact their future job endeavors.
Using Defined STEM to support students at all levels of academic readiness.
Defined STEM has been a springboard for my response to intervention (RTI) groups. These students, in particular, need to be stretched and challenged and Defined STEM is a great tool to use in that process. It gives my groups an outlet for creativity while still meeting academic standards and providing a place to develop critical-thinking and problem-solving skills. The nature of the projects creates a collaborative classroom environment with a focus on independent work and expression.

I recently did the Defined STEM Baker performance task with my 4 th-grade RTI students. They were asked to create a business investment proposal and a scale drawing for a successful bakery. Students would present their plans to a foundation consisting of our learning leader, the principal, assistant principal, and myself. The winner would be awarded pretend funds to open their business.

We started by conducting a whole-class discussion regarding what the students already knew about bakeries and what they thought it would take to design and open a bakery. We then watched the career video and answered the guiding questions together. The next day, we read and discussed the goal, role, audience, situation, and products (GRASP) and watched the videos of the product students would complete. Each student was then given the green light for creating a unique bakery to meet the needs of their chosen target audience, and to create a unique pastry item that would be their specialty. The students conducted research focused on average small bakery size, initial startup costs, current pastry trends, and supplies that would be needed.

When they had completed sufficient research, we began our bakery design by measuring the front facade of our school as a starting point in determining our bakery size. We also measured the windows and doors as a reference. The students formulated a rough draft of their design and then a final, hand-drawn, color elevation.

The final presentation included the elevation rough draft, the final scale elevation drawing, an exterior signage sample, a constructed-response paper communicating what they had learned during this process, and a sample pastry if they chose to prepare their specialty.

Although this project was a bit intimidating at first, students quickly shed any fear and dove head-first into the creative process. They enjoyed the challenge of learning about building a business from the ground up as well as applying many mathematical skills they had studied throughout the year. I heard, "I love this! This is fun!" so many times. A couple of students said that this peaked their interest in business ownership and one shared she would love to possibly open a bakery in the future! Defined STEM is the perfect tool for the advanced RTI classroom because it prompted so many quality discussions, which led to additional research and a greater understanding of the assigned tasks.

"This project produced a good learning environment. We held many quality discussions, which led to additional research and a greater understanding of the assigned tasks."

As the teacher, it works for me because the projects are ready to go but I can easily increase the rigor by adding or tweaking products to meet my objectives. The students love it because they have a sense of ownership as they work on their products and defend the choices they make in them. There is also a great amount of respect among the students as they evaluate one another's work and learn to participate in a collaborative and creative community.

Click here to view this performance task on Defined STEM.

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Teacher Experience: "Baker" Task for 4th Grade RTI Students - Defined Learning (formerly Defined STEM)

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By Deanna Freeman, Intervention Educator at Castle Heights Elementary School, Lebanon, Tennessee The Challenge: Building critical-thinking and problem-solving skills in students that are in my response to intervention (RTI) groups. Project-based learning helps my students connect what is being taught in the classroom ...

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Проект "Репортер" - 1. клас

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Проект "Репортер" - 1. клас

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Defined Learning (formerly Defined STEM)

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Amber Bush

1 st-grade reading, social studies, and technology teacher

Diamond Springs Elementary School in Virginia Beach, Virginia
Performance Task: The Challenge:
Finding a project-based learning platform that fits students at any level of learning.

I have students with a wide variety of disabilities. With Defined STEM, I can work at their pace and with their own skill set. I can easily break projects apart without losing the student's engagement or understanding. I can tell it was developed in a way that focused on our district's 5 C's (collaboration, communication, creativity, and critical and computational thinking) along with teaching essential 21 st-century skills.
The Solution:
Using Defined STEM to support student choice and encourage them to learn from taking risks.

We started by using the Defined STEM project, " Reporter." To begin this project, I had students read several Little Prairie books to give them a background of life long ago. Then, we did a Think/Pair/Share activity to talk about how adults and children are similar and how they are different.

"By using this project, I have allowed more choice in my station activities and am giving more options for my students to complete their work. I am now working on not only using more of these projects in my classroom but also teaching other teachers to use the program in their own rooms."

Students were given the goal of the project, "to talk with an adult to find out how their life growing up was different than yours." They were then able to select the format of their project: either a hand-drawn poster, a Google Slides presentation, or a Google docs blog. From there, students individually viewed videos on past and present reporters to engage their learning. They were allowed to pick an adult in the school to interview, but each student had to have a different interviewee.

As a group, we generated types of questions to ask interviewees and compiled a list of the best questions. Then, each student scheduled an interview and conducted their research. Students were equipped with a clipboard with questions, pencils, and an iPad to take photographs and record the conversation.

Once the research was done, students split into their different product types, such as a poster, blog/webpage, or a slideshow, and worked with a teacher to complete the product. In addition to me as the teacher, the library specialist and instructional technology specialist assisted with the project. The final product was shared with the class, and students could ask questions and evaluate their peers' work.

Students had so much fun choosing an interviewee and were excited to have some one-on-one time asking them questions and seeing the photographs and objects their interviewee brought in. The students were exposed to a lot of different experiences, including adults who were born and raised in rural and urban areas and in different countries such as China, Barbados, Germany, and Scotland. They loved it so much they even asked if they could do a follow-up interview!

With this project, children used a variety of skills including technology, art, communication, creativity, and collaboration. The students used their skills at their own level and pace. It taught them to venture out and to try something they were not familiar with. They witnessed firsthand what happens when you take chances. It was great because there was no right or wrong way to present the information. Each student had a different end product that was unique to their skill sets and experiences.
Click here to go to the Defined STEM Reporter Task

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Teacher Experience: "Reporter" Task for 1st Grade Students - Defined Learning (formerly Defined STEM)

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By using this project, I have allowed more choice in my station activities and am giving more options for my students to complete their work.

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„Предприемач от ресторант от фермата до масата“ за ученици по математика и природни науки в 4 клас

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„Предприемач от ресторант от фермата до масата“ за ученици по математика и природни науки в 4 клас

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Defined Learning (formerly Defined STEM)

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A Defined STEM Learning Experience From:
Pamela Hudson
4 th -Grade Math and Science Enrichment Teacher
Endeavor Elementary (OH)

Performance Task:
Farm-to- table Restaurant Entrepreneur

Here's What We Did:
For this task, students created their own farm-to- table restaurant showcasing organic,locally grown ingredients on the menu. Students researched the health differences between organic and non-organic foods while correlating it to our local crop production.Students created their own restaurant name, logo, slogan, and menu using healthy foods and meat identified through their research. They also designed a garden for their restaurant using dirt made of restaurant compost. Students created a marketing campaign for their restaurant to make locals aware of their mission and the health benefits of certified organic food.

Why Defined STEM Was the Perfect Fit:
With 10 being the highest, I would say that 98% of my students are at a 10 level of motivation. Before giving students options, I take an inventory of student interests to better shape the lesson to what they desire to learn. Defined STEM offers such a wide variety of lessons aligning with state and district standards, I'm able to give students a choice between four or five projects to complete. Allowing them to take ownership in their learning creates a wonderful teacher/student dynamic, building trust, confidence, and motivation. Defined STEM works because I'm able to align student interests with
real-world problems students truly care about. The videos and articles are so helpful, and are exactly the support they need to make them think deeply about the subjects. The rubrics for the individual literacy prompts are very beneficial, as I have seen each student grow and improve over time.

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Teacher Experience: "Farm-to-table Restaurant Entrepreneur" Task for 4th Grade Math & Science Students - Defined Learning (formerly Defined STEM)

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A Defined STEM Learning Experience From: Pamela Hudson 4 th -Grade Math and Science Enrichment Teacher Endeavor Elementary (OH) Performance Task: Farm-to- table Restaurant Entrepreneur Here's What We Did: For this task, students created their own farm-to- table restaurant showcasing organic,locally grown ingredients on the ...

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 „ Флорален дизайнер - 3D модел на цветя “

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 „ Флорален дизайнер - 3D модел на цветя “

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Defined Learning (formerly Defined STEM)

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By Darielle Timothy, K-5 Teacher at Sugarland Elementary, Sterling, Virginia.
Implementing a project-based learning curriculum that was effective for every student and customizable for teachers.
Exposing students and even teachers to project-based learning (PBL) can be intimidating. It's a lot of work to implement and at first, can seem daunting. But we found that it works well because it puts the student at the center of their learning. Students have the opportunity to construct their learning and independently solve a problem by locating and using resources that they feel will best help them accomplish the task at hand.
Defined Learning sparked students' interest and opened a world of potential for future careers.
I started using Defined Learning as a collaboration with another 5 th-grade teacher. To start our first Defined Learning journey, we introduced the " Floral Designer - 3D Flower Model " project by walking students through the assignment and their resources to begin researching native Virginia flowers.

Following a brief mini-lesson that went over the rubric of how students would be evaluated, students started to organize their roles and get started. They chose their flower and started looking at what needed to be done to construct their project as a team. By day five of the sessions, students had used their unique engineering, team-building, and real-world learning skills to build their very own 3-D flower model.

Students enjoyed having the autonomy to construct their learning and utilize engineering practices supported by teacher facilitation when needed. Group members mentioned that they liked how the site offered them a location to focus their thinking and research as they completed the task.

The real-life and career connections are one of the many benefits we've realized since implementing Defined STEM. It offers our students broadened perspectives for what they can do in the world and how they can see themselves as a valuable asset to society. Their content continually reminds our students that being an effective problem-solver will benefit them greatly in the long run.

This PBL platform has provided our school with a valuable resource for implementing real-world activities more effectively and frequently throughout and across the curriculum. The company was instrumental in supporting our schools' alignment to our science standards, which is extremely helpful in preparing students for state testing.

An added bonus is the customization feature, which allows for more effective differentiation of learning for our students who are either English-language learners or students who struggle with traditional teaching methods.
Click here to go to the Defined Learning Floral Designer Task

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Teacher Experience: Floral Designer Task for K-5 Students - Defined Learning (formerly Defined STEM)

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By Darielle Timothy, K-5 Teacher at Sugarland Elementary, Sterling, Virginia. The Challenge: Implementing a project-based learning curriculum that was effective for every student and customizable for teachers. Exposing students and even teachers to project-based learning (PBL) can be intimidating. It's a lot of ...

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Страницата е разработена в рамките на проект „Наука в кутийка" с финансовата подкрепа на програма „Кризата като възможност" на Столична община, администрирана от Асоциация за развитие на София.

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 „Земен учен - алтернативна енергия“ за ученици от 6-ти клас 

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 „Земен учен - алтернативна енергия“ за ученици от 6-ти клас 

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Defined Learning (formerly Defined STEM)

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A Defined STEM Learning Experience From:
Beth Harrison
6th Grade Engineering/ STEM teacher
Mount Lebanon Elementary (SC)

Performance Task:
Earth Scientist - Alternative Energy

Here's What We Did:
Using my interactive whiteboard, I started the project by explaining the Defined STEM lesson and walked students through the task addressing the essential questions and big ideas. Students went onto Defined STEM using their 1:1 devices and watched the videos and read all research materials while taking detailed notes. They used their research to fill out a survey on Google Docs so I was able to measure their comprehension of the topic. Through their research students were able to connect the dots on why alternative energy is important and how it's being used in their everyday lives. Using their research, they created individual detailed brochures then collaborated with a group to create a website.

Why Defined STEM Was the Perfect Fit:
Defined STEM works because as a classroom teacher, time is a limited resource. To have a site that has everything in one place, the ability to tweak the lessons if needed, and assign it to students all using our given technology makes good use of time and resources. The topics are relevant and standard based-can't beat that. Students were highly motivated in using technology to research, create, and send their work to me virtually. Students enjoyed the lesson because they were responsible for their own learning and could go at their own pace. It was exciting as an educator to see students fully engaged in learning!

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Teacher Experience: "Earth Scientist - Alternative Energy" Task for 6th Grade Engineering & STEM Students - Defined Learning (formerly Defined STEM)

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A Defined STEM Learning Experience From: Beth Harrison 6th Grade Engineering/ STEM teacher Mount Lebanon Elementary (SC) Performance Task: Earth Scientist - Alternative Energy Here's What We Did: Using my interactive whiteboard, I started the project by explaining the Defined STEM lesson and walked students ...

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Последни научни новини и открития

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Последни научни новини и открития

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Aerospace

Space is Infinite. So are the possibilities.

Did you know?

Aerospace engineers are experts in aerodynamics, so some of them put their skills to use in making race cars go faster or golf balls fly further.

Find out the latest aerospace news!

Make a Difference!

Many of the new aircrafts that aerospace engineers design make use of lightweight composite materials. Why? Lighter planes consume much less fuel, which reduces emissions of greenhouse gases.

Aerospace

Even the sky's not the limit for aerospace engineers, who design and build jet fighters, spaceships, rockets, planes, satellites - essentially any craft that soars through or above the atmosphere.

Where do they Work?

The aerospace industry, which includes companies like Boeing and Lockheed Martin, has an insatiable demand for engineers. So do airline companies (American Airlines, Federal Express). Automobile manufacturers, like Ford and Toyota, also hire aerospace engineers. NASA, of course, is a big source of jobs, as are other government agencies like the Departments of Defense and Energy. And a growing number of aerospace engineers are landing jobs with commercial space operations like Virgin Galactic.

Meet One!

Neal Saiki is founder of Zero Motorcycles, which produces the high-performance electric motorcycle Saiki invented -- a bike that's clean, quiet, and capable of hitting 60 m.p.h. in four seconds.
COOL FACT: Saiki honed his skills as an aerospace engineer at NASA, where he worked on future modes of transportation -- a job that got him thinking about building a better motorcycle.

Zero Motorcycles: Watch a video about aerospace engineer Neal Saiki's electric motorcycles!

NASA Puffin: See the NASA design for a personal flying vehicle, not unlike the jet packs that appear in many sci-fi and James Bond movies.

Agricultural

Thought for Food: This field is always growing.

Agricultural

Like to eat? Give thanks to agricultural engineers. They mix cutting-edge science with the art of farming to keep us well-fed with foods that are safe, nutritious and tasty.

Did you Know?

Where do they work?

Agricultural engineers will never be at a loss for career choices -- the number of industries that require their skills is vast. Here are just a few examples: farm equipment manufacturers (John Deere, International Harvester); seed companies (Pioneer Hi-Bred, Monsanto); food producers (Kraft, Kellogg's); environmental engineering firms (Mock Roos and Associates); forest product companies (Weyerhaeuser).

Cara Cowan Watts

Cara Cowan Watts is working on her doctorate in biosystems engineering at Oklahoma State's Stillwater campus. Her dissertation focuses on plant and wild-life issues in the lakes and rivers of her community.
COOL FACT: Watts also finds time to push for new and expanded science, technology, engineering, and mathematics (STEM) education programs in Cherokee Nation schools. One current program is a STEM summer camp for Cherokee kids.

Make a Difference!

Architectural

Bigger. Better. Smarter? Help to build a greener world.

Make a Difference!

The biggest trend in the industry today is architecture that's sustainable, or green. It is the architectural engineers who come up with workable innovations so buildings use energy and water more efficiently, creating less waste and pollution.

Architectural Engineering

Great architecture is awe-inspiring. But architectural engineers are the folks who figure out how to put it all together. Without them, the world's coolest structures would remain on the drawing board.

Where do they work?

Architectural engineers typically work for engineering, (Crossey Engineering, Maffat & Nichol, Flour Corp.) construction, (Gardiner & Theobald) and architectural (LPA Inc. of California) firms.

Meet an Engineer!

Peter D'Antonio is an energy management expert who runs his own company, PCD Engineering Services, in Boulder, CO. His firm has won several renewable-energy design awards. He recently remodeled his own home to make it generate nearly as much energy as it uses.
COOL FACT: Before starting his company back in 2000, D'Antonio was a drummer for Boulder rock band, Moonshine Moses.
Read more about Peter D'Antonio

Did you know?

Architects are finding new way to challenge architectural engineers, especially when it comes to designing buildings that reach breathtaking heights. For instance, the current tallest building in the world is the Burj Tower, which when completed, will likely soar more than 2,650 feet into the air, or more than 160 stories.

Find out the latest architectural news!

Biomedical

Modern-day Miracle Workers. It must be in their genes.

Make a Difference!

From helping to conquer deadly diseases to possibly enabling the paralyzed to regain use of their limbs, biomedical engineers apply quantitative solutions to medical problems. Their work can range from diagnostic tools and therapies to artificial organs and prosthetics.

Did you Know?

Where do they Work?

Biomedical engineering is a fast-growing field, as well as a wide-ranging one. Firms that hire bioengineers include pharmaceutical companies (Boehringer Mannheim, Eli Lilly), medical equipment and instrument manufacturers (Siemens Medical Systems, Thermo Fisher Scientific) and biotechs (Genentech, Genzyme Corp.). Some grads remain in academia to do research. Schools with big bioengineering departments include the University of California-San Diego and Duke University. It's a very entrepreneurial field, so it's not unusual to find bioengineers founding or working for startup companies.

Meet One!

While he was still a freshman at Duke University, William Hwang created InnoWorks, a nonprofit program that uses volunteer college students to teach science and math in cool, fun ways at summer camps to middle-school students from underprivileged areas. InnoWorks now has nine chapters in three countries. He is also studying for a M.D./Ph.D at M.I.T./Harvard.
COOL FACT: As if he wasn't busy enough while at Duke, Hwang played first violin for the Duke Symphony Orchestra.
Watch a video of William Hwang

Biomedical

From helping to conquer deadly diseases to possibly enabling the paralyzed to regain use of their limbs, biomedical engineers apply quantitative solutions to medical problems. Their work can range from diagnostic tools and therapies to artificial organs and prosthetics.

Chemical

All the Right Elements. Engineers with real good chemistry.

Chemical

Everything in nature -- including us -- is composed of chemicals. So there's no shortage of raw materials with which chemical engineers can work to produce all manner of valuable products, including lifesaving drugs and green fuels.

Make a Difference

Chemical engineers are in the forefront of efforts to make Planet Earth a cleaner, healthier place to live, from finding better ways to clean up toxic spills to developing sustainable biofuels.

Did You Know?

Where Do They Work?

Chemical engineers are in great demand in many disparate industries: pharmaceuticals (Novartis, Pfizer), food (General Mills), chemicals (DuPont, Dow Chemical Co.), energy (Chevron, ConocoPhillips), and all sorts of manufacturing (3M, Procter & Gamble). State environmental health and safety agencies also employ many chemical engineers.

Michelle Gass

If you've ever enjoyed a Starbucks Caramel Frappuccino, then thank Michelle Gass -- she launched the drink. Gass is the president of Seattle's Best Coffee, a brand owned by Starbucks Corporation. She and her team come up with new coffee-based drinks by visiting Starbucks shops worldwide and interviewing customers.
COOL FACT: The Caramel Frappuccino began as a novelty drink; it's now a $2 billion brand. Other drinks she's launched include Pumpkin Spice Latte and the Tazo Tea beverage.
Read more about Michelle Gass

Civil

Adding Structure to the World. Bridges. Dams. Airports. Power plants. You name it!

Civil

Think big, think infrastructure, think civil engineering. Civil engineers design and build some of the world's biggest, most muscular structures, from interstate highways and bridges to dams and airports to water-treatment plants and power stations.

Make a Difference!

Clean water is essential to life, yet too often it is a precious and scarce commodity in developing countries, especially those hit by wars or natural disasters. Civil engineers are at the forefront of efforts to design inexpensive yet effective ways to ensure that people living in these regions have access to potable water.

Did you Know?

Civil engineers of the future will truly be on the move -- their skills will be needed to construct the rail beds for magnetic levitation trains, and to create the modular structures for planned human outposts on the moon and Mars.

Find out the latest civil engineering news!

Where do they work?

Civil engineers work in many areas essential to modern life. Industries or companies that typically employ them include the big engineering/construction/architectural firms (CH2M Hill, Bechtel Corp., Arup), environmental specialists (Meliora Environmental Design), rail and ground transportation groups (CSX Corp.), and power generators (Southern Co.). Many also work for state agencies, including public works and highway departments, or the federal government (Department of Transportation, U.S. Army Corps of Engineers).

Meet an Engineer!

Marc Edwards is a professor at Virginia Tech, and is considered a leading expert in urban water supplies. His highest-profile research was in 2003 in Washington, D.C., where he and his graduate students determined that the city's drinking water contained drastically high levels of lead -- a toxin linked to birth defects. The cause, Edwards determined, was a disinfectant added to the water that caused lead to leach from pipes.
COOL FACT: Edwards has received many awards and honors for his work. Time magazine in 2004 called him one of nation's top scientists. Better yet, in 2007 he was named one of that year's MacArthur Fellows. Also called the "genius awards," MacArthur grants provide honorees with a $500,000 stipend over five years.
Watch a video about Marc Edwards

Computer

All Systems Go. These guys are programmed to succeed.

Computer and Software Engineering

The information-technology revolution marches on. And at its vanguard are computer engineers who work with all aspects of computing: operating systems, networks, software and hardware.

Make a Difference!

Interested in healthcare? Computer and software engineers are part of multidisciplinary efforts to develop next-generation functional imaging technologies that will provide earlier detection -- and better treatment -- of a wide range of ailments, including heart disease, epilepsy, Parkinson's disease, and even drug and alcohol addictions.

Did you Know?

Where do they work?

Microchips are embedded in everything from toasters to telephones, so many industries need computer engineers, including computer and consumer electronics manufacturers (Apple Inc., Canon, Hitachi, Hewlett-Packard); telecoms (Verizon, Qualcomm) supercomputer makers (IBM, Cray); software giants (Microsoft, Oracle); solar energy providers (SunEdison), and computer-game companies (Electronic Arts). Of course, Google, the ubiquitous provider of web-based services, certainly hires them, too -- indeed, cofounders Larry Page and Sergey Brin are computer engineers.Read about them in the eGFI magazine.

Meet an Engineer!

Raynelle Callender attended the University of Virginia and now works for Rolls-Royce North America's civil aero-engine market, using her engineering background in a business setting. As part of her job, she gets to travel to many countries, including Brazil, China, and Germany.
COOL FACT: Callender is a member of the Society of Women Engineers (SWE). In 2006, she was recognized as a Modern Day Technology Leader at the annual Black Engineer of the Year Awards conference, which recognizes individuals who are helping to shape technology in the future.

Electrical

A Strong Signal. Stay current on the latest wireless technology.

Electrical Engineering

As an electrical engineer, you've got the power -- and you'll efficiently and safely channel it from turbines, fuel cells, or hydroelectric and solar plants to homes, factories, and businesses. Electrical engineers also develop wireless communication systems, develop the latest media displays like HDTV, design computer processors and other hardware, and work in robotics.

Make a Difference!

Small, inexpensive wireless sensors that detect chemical and biological pollutants are being developed by electrical engineers. The ability to observe, model, and predict pollution in the environment is key to combating it.

Did you know?

Meet an Engineer!

Guitarist Ben Verellen designs and builds customized, powerful amplifiers for bands. He started his business in his basement, while he was still an undergraduate at the University of Washington. His amps use vacuum tubes rather than circuitry. Tube-based amps, he says, offer a superior sound, and his customers agree.
COOL FACT: Verellen has been a gigging musician since he was 13, and was bass player with Harkonen, which was a popular Tacoma band. He now plays guitar with the band Helms Alee.Watch a video of Ben Verellen

Where do they Work?

Electricity provides the spark of modern life. Accordingly, there are wide-ranging opportunities in this field. The many industries that employ electrical engineers include: power companies (Pacific Gas & Electric Co., First Energy Corp.), microchip makers (Intel, AMD), defense contractors (General Dynamics, Raytheon), fuel-cell manufacturers (Ballard Power Systems, Delphi Corp.), computer-aided design software makers (Dassault Systemes, Autodesk), and consumer electronics companies (Sony, Samsung, Toshiba).

Environmental

Good, Clean Fun. Fighting pollution, reducing pesticides and more!

Environmental

From global warming to water shortages, the Earth's ecosystem is in crisis. Environmental engineers develop water distribution systems, sewage treatment plants, recycling methods, and other pollution prevention and control methods to solve current problems and prevent new ones.

Make a Difference!

Well, clearly, almost any work environmental engineers engage in helps make the planet a better place, whether they're helping to cut urban air pollution or reduce the use of pesticides on farms.

Did you Know?

Where do they Work?

Environmental engineering graduates have many career options at their disposal. Certainly many work for major environmental engineering/consulting firms (Groundwater and Environmental Services, Roux Associates, Greeley & Hansen, Veolia Environment), as well as construction companies (Clark Construction). Several federal agencies -- particularly the Environmental Protection Agency and the Department of the Interior -- are big sources of jobs, as are environmental advocacy groups (Sierra Club, National Wildlife Fund). States also have environmental protection and natural resources department.

Meet an Engineer!

Fawn Bergen attended the University of Florida and is now a senior consulting engineer at Koogler and Associates in Gainsville, Fla., where she specializes in air quality projects. She decided to major in environmental engineering because she loves math and science. Bergen also says her mother was somewhat of a hippie and taught her children the importance of being environmentally aware: "She was recycling before it was the cool thing to do."
COOL FACT: Bergen was awarded the 2009 Outstanding Young Professional Award from the Air and Waste Management Association, a group she's long been actively involved with. She helped establish the association's student program in Florida.

Manufacturing

Have It Made. Automation is sweeping the nation.

Industrial/
Manufacturing

Today's consumers expect high-quality, regardless of whether they're buying cars, food or sports gear, and industrial/manufacturing engineers are quality-control pros. They're involved with all aspects of manufacturing, including automation (that's right, robots!), production control and materials handling.

Make a Difference!

Industrial/Manufacturing engineers work to ensure that environmental and safety standards are met -- or exceeded -- during production.

Did you Know?

Where do they Work?

Industrial/Manufacturing engineers are found in just about every industry. Regardless of whether a company is a manufacturer of goods or a provider of services, it needs to do things better, cheaper, faster. Industries that hire manufacturing engineers include: defense contractors (ATK, General Dynamics); aerospace (Lockheed Martin, Northrop Grumman); automotive (Ford, Toyota); sports equipment (Adidas, Jaypro); high-tech (Hewlett-Packard, IBM); consulting (Rowland Group, Deloitte); components (Horst Engineering and Manufacturing); food (Kellogg, Kraft); and services (Federal Express, UPS).

Meet an Engineer!

Pablo Paster attended California Polytechnic State University and Presidio School of Management. He is now the vice president for greenhouse gas management innovations at ClimateCHECK, a California consulting firm that helps companies reduce their CO2 footprint.
COOL FACT: Paster writes the blog, Ask Pablo, where he answers readers' questions about sustainability. Typical topics: Do LED lights really save energy? and Which type of diapers are better for the environment, cloth or disposable? (Short answers: yes and cloth.)

Materials

100% Human Ingenuity. There's a lot that goes into making things better.

Materials

Well, clearly, there's a great demand for materials engineers in the composite materials industry (Material Sciences Corp., Materials Innovation Technologies). But the need for new and improved materials is widespread. Other sectors where their skills are needed include: office technologies (Xerox, 3M); pharmaceuticals (Johnson & Johnson, Merck); consumer goods (P&G, Unilever); paper products (Kimberly Clark); aerospace (GKN, Lockheed Martin); high-tech (Imra, Intel, Texas Instruments); and aluminum manufacturing and recycling (Novelis).
Watch a video about snowboard designers

Watch a video about materials that heal themselves!

Meet One!

Shirley Meng attended MIT, and is now an assistant professor at the University of Florida. She runs the school's Laboratory for Energy Storage and Conservation. Her area of expertise? Developing new materials to make lithium batteries -- the type used in laptops and cellphones -- robust enough to power hybrid electric cars. Development of longer-life batteries is key to making many green energy sources commercially viable.
COOL FACT: Meng can let you in on the secret of making your cellphone battery last longer -- don't let it run down too far before recharging it. If you do, she explains, it depletes the lithium and shortens its lifespan.

Material

Combine a bit of physics with a dash of chemistry and toss in equal amounts of mechanical, civil and electrical engineering, and voila! You'll produce materials engineers. These folks take plastics, glass, metals and other raw substances and turn them into new materials and useful products.

Did you Know?

Make a Difference!

Materials engineers are using nanotechnology -- the manipulation of molecules and atoms to create new composite materials -- to make flying safer. They're developing airplane skins imbued with tiny sensors that will detect weak spots long before dangerous cracks occur. Eventually, they'll likely devise materials that will repair themselves.

Mechanical

Wheels in Motion. From roller coasters to robotics, make your move.

Mechanical

Machines come in many sizes, from the massive to the nano-sized. And mechanical engineers are the folks who design, build and maintain them all.

Make a Difference!

Thermodynamics is about harnessing and putting energy to use, and it's something that mechanical engineers understand backwards and forwards. Not surprisingly then, they are central to efforts to find new, sustainable, and clean fuels.

Did you Know?

Where do they Work?

Mechanical engineering is highly multidisciplinary, and its practitioners are experts in areas ranging from robotics to air conditioning, so they're welcome in many industries, including: consumer electronics (Motorola, Siemens); automotive (General Motors, BMW, BorgWarner); appliances (Bosch, Westinghouse); energy (Duke Power, Shell Oil, Global Energy Innovations); aerospace (Rolls Royce); medical devices (Allergan, Masimo Corp.); amusement park rides (Walt Disney World, S & S Worldwide); toys (Fisher Price); and nanotechnology (Zyvex Corp.).

Helen Greiner

Within the gee-whiz world of robots, Helen Greiner is something of a legend. She and two MIT colleagues started iRobot in 1990 -- financing it on their credit cards. It is now a $300 million business and a leading maker of practical robots: from the Roomba autonomous vacuum cleaner to PackBot, a super-sturdy military robot designed to handle reconnaissance patrols, bomb-disposals, and other dangerous missions. Greiner left iRobot in 2008 and is now chief executive of The Droid Works, a research-based company that develops cutting-edge aircraft. Her current project is, what else, a type of flying robot.
COOL FACT: When Greiner was 11, her father took her to see the original Star Wars movie. She became besotted with the robot R2D2, and was later annoyed to learn it wasn't an actual robot. That's when she decided on her future career of making robots as cool as R2D2.
Watch a video about Helen Greiner

Meet mechanical engineer and daredevil, Nate Ball

Mining

Can You Dig It? The engineering behind our greatest natural resources.

Mining

Our Earth is a treasure trove of valuable, underground resources, and mining engineers help to locate them. They and petroleum engineers also design techniques and equipment that ensure that minerals, oil and gas are extracted as safely and cleanly as possible. Moreover, some petroleum engineers also work on developing alternative energy sources.

Make a Difference!

Natural gas is a fossil fuel, but it's a much cleaner producer of electricity than oil. Gas plants also start up quickly. As such, natural gas plants are the best back-ups to plants that run on intermittent sources of energy, like solar and wind. So gas is an important transition fuel for an eventual carbon-free power system. And mining and petroleum engineers are key to finding and developing new, domestic sources of gas.

Did you Know?

Where do they Work?

Mined materials are essential to modern life, so jobs are plentiful. Mining engineers work in many industries, including mining (BHP Billiton, Phelps Dodge Corp., Newmont); specialty machinery and equipment (Herrenknecht, Ingersoll-Rand, Joy Mining Machinery); building materials (Aggregate Industries); and construction/ engineering (Kiewit, Frontier-Kemper, Drummond Co., Granite Construction). Industries employing petroleum engineers include: major oil companies (Marathon Oil, Chevron, BP) as well as smaller ones (Apache Corp., Anadarko Petroleum Corp., Jetta Operating Co.); utilities (Duke Power); chemicals (Dow Chemical); and oil-and-gas services (Schlumberger, Halliburton, BJ Services).

Meet One!

Braden Lusk's day job is at the University of Kentucky; he's an assistant professor of mining engineering. Much of his research involves explosives and blast migration (unsurprisingly, some of his work is funded by the departments of Defense and Homeland Security). But he's got a great moonlighting gig, too. Lusk co-hosts the Discovery Channel's The Detonators, where he explains how to safely use explosives to demolish everything from skyscrapers to bridges. Lucky Lusk gets to jet to major demolition locations worldwide, from Liverpool, England, to the Bahamas.
COOL FACT: As a child, Lusk showed an early aptitude for things that go boom. He loved using Fourth of July firecrackers to blow up all manner of things, from toys to apples.
Watch Braden Lusk on The Detonators

Nuclear

The New Power Generation. Developing cleaner, safer energy for all.

Nuclear Engineering

Nuclear engineers work to safely harness one of the most powerful energy sources there is. Nuclear energy is used to operate power plants and to run some naval ships and submarines. Moreover, radioactive material also has many industrial and medical uses.

Make a Difference!

Nuclear power is the result of fission, the splitting of heavy atoms to release energy. But nuclear engineers are convinced they will eventually create much cleaner and safer energy from nuclear fusion, the melding of atomic nuclei. It would take 300 tons of coal to equal the energy derived from burning a mere ounce of fusion fuel.

Did you know?

Where do they work?

Given the security and defense issues involving nuclear energy, which include weaponry (and nonproliferation), power generation, and radioactive waste disposal, one of the biggest employers of nuclear engineers is the federal government. So they're in demand at national labs (including Argonne, Los Alamos and Sandia), and at many agencies (Nuclear Regulatory Commission, Departments of Energy and Homeland Security, NASA). They also work in these industries: nuclear power (Westinghouse Electric, Babcock & Wilcox, Areva, Constellation Energy), medical (IBA, Northstar), defense , and engineering (Bechtel). Also, many opt to remain in academia. Research schools with large nuclear engineering programs include the University of Michigan, M.I.T., and Columbia University.

Meet an Engineer!

Dwight Williams attended North Carolina State University and the University of Maryland, and is a principal nuclear physicist in the Weapons Intelligence Office of the Defense Intelligence Agency. His duties include working with the White House to craft national nuclear policy. Williams is also a visiting professor at M.I.T.
COOL FACT: Don't give up on science, even if your grades aren't the best, Williams says. He admits that that was his story until he took physics in high school. Then everything just clicked and he got an A. Because Williams was also drawn to Einstein's theories, a nuclear engineering career became pretty much inevitable.
Watch a video about Dwight Williams

Ocean

Where Knowledge Runs Deep. Come explore the great unknown.

Ocean

Earth's last great frontier is its oceans, which cover 70 percent of the globe, yet are largely unexplored and only marginally understood. Ocean engineers are helping to open up, protect and put this mystery world to use. They combine civil, mechanical and electrical engineering with oceanography, mathematics, physics and materials science.

Make a Difference!

We need to know where ocean pollution is -- where it's heading, and its source -- if we're going to clean it up. Ocean engineers design the sophisticated yet robust instruments need to track sea pollution. For example, British engineers recently developed a robotic fish -- it resembles a bass -- that will monitor pollution off the coast of Spain.

Did you know?

Where do they work?

Ocean engineers are involved in all things aquatic, from building on- and off-shore and underseas structures, to designing high-tech monitoring devices. The many industries that require their skills include: construction (Hatch Mott MacDonald, Schiavone Construction); dredging (Manson Construction); instrumentation (FarSounder, Ultra Electronics); robotic vehicles (Deep Ocean Engineering); coastal and environmental protection (Coastal Planning and Engineering Inc.), and fish farming (Marine Construction, Ocean Spar).

Meet an Engineer!

Hanumant Singh, who attended George Mason University and MIT, is a scientist at the Deep Submergence Laboratory at the Woods Hole Oceanographic Institute, where he develops underwater robotic vehicles. He often goes to sea with his robots to study a variety of oceanographic phenomena, including ancient shipwrecks.
COOL FACT: One of Singh's hobbies is windsurfing. Not only is it fun, he says, but it is a good way of understanding the interactions at the water-sea interface.
Watch a video of Hanumant Singh

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Presented by ASEE and its partners, eGFI is the best resource available for students and teachers to learn about engineering.

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„Ветеринарен лекар: Протезиране на животни“ Задача за ученици от 7-8 клас

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„Ветеринарен лекар: Протезиране на животни“ Задача за ученици от 7-8 клас

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Defined Learning (formerly Defined STEM)

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A Defined STEM Learning Experience From:
Sarah Williams
Seventh- and Eighth-Grade Gateway to Tech and STEM Teacher
Milton Somers Middle School (MD)

Performance Task:
Veterinarian: Animal Prosthetics

Here's What We Did:
For this task, students acted as veterinarians with the goal of opening a new clinic designed to help animals who have lost limbs. Students used the 3D printer to create prosthetics for a wide range of animals. For the project, students had to research a variety of prosthetics for many different species. Students had to sketch their models to scale before using the printer. After conducting research, students created three products using the 3D printer, and worked in pairs to complete the assignment over five weeks.

Why Defined STEM Was the Perfect Fit:
During this task, students were very excited about getting hands-on and using the 3D printer to bring their models to life. Students were less interested in the planning, reading, and writing skills, but understood the importance of the "big picture" and how they'll use cross-curricular skills to complete the project. Defined STEM works in my classroom because tasks flow very well with engineering and the use of computers in the classroom.

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Teacher Experience:"Veterinarian: Animal Prosthetics" Task for 7th-8th Grade Students - Defined Learning (formerly Defined STEM)

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A Defined STEM Learning Experience From: Sarah Williams Seventh- and Eighth-Grade Gateway to Tech and STEM Teacher Milton Somers Middle School (MD) Performance Task: Veterinarian: Animal Prosthetics Here's What We Did: For this task, students acted as veterinarians with the goal of opening a new ...

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„Индустриален дизайнер: скейтборд парк“ Задача за ученици от 6 клас

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„Индустриален дизайнер: скейтборд парк“ Задача за ученици от 6 клас

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Defined Learning (formerly Defined STEM)

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A Defined STEM Learning Experience From:
Cathy Field
Sixth-Grade Social Studies Teacher
Andrew Jackson Middle School (WV)

Performance Task:
Industrial Designer: Skateboard Park

Here's What We Did:
For this project, students were tasked with designing a skateboard park while learning about the approval process with local government. To start, students watched the videos and took notes on the resources posted on the Defined STEM website. During the skate park design process, students used their math and engineering skills to create the layout and determine the proper incline of ramps, rails, etc. They discovered how much math goes into a design, and new career options having to do with building parks.

To tie in a local social studies angle, students had to find a space within our city to put their skateboard park. Each student wrote a detailed letter to our local government officials laying out their plan for the park and why it would benefit the community. As a class, we walked through each step of the government approval process, from the idea to funding sources to actual construction. Students then had to put their plan into a presentation aimed to convince the city council and mayor to put funding into the skateboard park. Students presented their plan to the class.

Why Defined STEM Was the Perfect Fit:
During this task, students got to experience the true meaning of cross-curricular skills individually. During the design process, they expressed their creativity while using math and engineering skills. During the letter-writing and presentation, they exercised ELA skills, all while tying the lesson into my social studies curriculum. Each student had their own reasoning for bringing a skate park to the city, meaning their letters were different but accomplished the same task. Tasks allow for students to express their individual interests and creativity and arrive at an answer in their own style without being "incorrect."

As a teacher, I enjoy the tasks because I am able to gear each lesson to my students' level and my course's relevancy. For example, a math teacher may have done this same lesson and focused more on the design aspect of the skate park rather than the government approval process.

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Teacher Experience: "Industrial Designer: Skateboard Park" Task for 6th Grade Social Studies Students - Defined Learning (formerly Defined STEM)

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A Defined STEM Learning Experience From: Cathy Field Sixth-Grade Social Studies Teacher Andrew Jackson Middle School (WV) Performance Task: Industrial Designer: Skateboard Park Here's What We Did: For this project, students were tasked with designing a skateboard park while learning about the approval process with ...

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 Задача „Производител на компютри“ за ученици в математически гимназии

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 Задача „Производител на компютри“ за ученици в математически гимназии

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Defined Learning (formerly Defined STEM)

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A Defined STEM Learning Experience From:Jill Weitgenant
High School Mathematics Teacher
Essex Community School (IA)
Performance Task: Computer Manufacturer Here's What We Did:
For this task, students acted as the CEO of a new computer technology company. We started the lesson by experimenting with the efficiency simulation. The goal was to find the optimal number of workers for each station to make the required number of computers. Once that was determined, students worked through the various project tasks provided by Defined STEM. I combined the technical report and data table into one assignment. To correlate more math into the project, students had to create a company budget including pay for all of the company's workers. Next, instead of recording a video for the newscast, my students made a PowToon video to promote the computer initiative to various countries.
Why Defined STEM Was the Perfect Fit:
My students loved the project and wanted to add a hands-on portion, but were not able to due to budget restrictions. The motivational level was very high at the beginning, and students enjoyed doing math in a project setting as opposed to worksheets and tests. Defined STEM works in my classroom because students have access to a computer, can work at their own pace, and each project piece is well-explained and meaningful.

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Teacher Experience: "Computer Manufacturer" Task for High School Math Students - Defined Learning (formerly Defined STEM)

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A Defined STEM Learning Experience From: Jill Weitgenant High School Mathematics Teacher Essex Community School (IA) Performance Task: Computer Manufacturer Here's What We Did: For this task, students acted as the CEO of a new computer technology company. We started the lesson by experimenting with ...

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Задача „Историк: Корабокрушение“ за ученици от 7 клас

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Задача „Историк: Корабокрушение“ за ученици от 7 клас

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Defined Learning (formerly Defined STEM)

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A Defined STEM Learning Experience From:
Gina Riley
7th-Grade Life Science, Social Studies, and Language teacher
Salem Grade School (WI)

Performance Tasks:
Historian: Shipwreck

What we did:
It typically takes our classes a week to complete a project. To start the Defined STEM activity, I explained to the students that they would be treasure hunters solving the mystery of a shipwreck and all the hidden treasures aboard.

On the first day, I like to introduce the project and give students the rubric for the final product, and daily directions for readings and progress. This helps to keep the students on track. Day two is the beginning of research, which includes reading the articles and watching the videos provided by Defined STEM. I also include links to other reliable resources for students to reference. Days three, four, and five are usually research and work on the final projects, which could be a podcast, a research report, a photostory, a brochure, a coin proposal, or a press release on their findings.

Why Defined STEM was the Perfect Fit:
Students are always excited to start Defined STEM projects because they are new and different. STEM prompts a great learning environment because students are required to think and stretch their knowledge beyond memorizing facts for a test. During the projects, students learn to work independently or together ,which makes what they are learning real because they're able to connect lessons to the real world. I've discovered some students lose interest if the project is longer than a week and they have too many resources to look through. Simple is best.

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Teacher Experience: "Historian: Shipwreck" Task for 7th Grade Students - Defined Learning (formerly Defined STEM)

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A Defined STEM Learning Experience From: Gina Riley 7th-Grade Life Science, Social Studies, and Language teacher Salem Grade School (WI) Performance Tasks: Historian: Shipwreck What we did: It typically takes our classes a week to complete a project. To start the Defined STEM activity, I ...

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 Задача „Зоолог”

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 Задача „Зоолог”

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Defined Learning (formerly Defined STEM)

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A Defined STEM Learning Experience From:
Dallas Meadows
Teacher
Barnett Elementary (UT)

Here's What We Did:
After reading the book Scat by Carl Hiaasen, as a class we explored the power one person could have to save an endangered species. Using Defined STEM, I searched for a science project to connect with the book and the grade science standards. I discovered the Zoologist performance task and loved the way it gave students choices.

Students or partners, chose an endangered species and engaged in weeks of research, digging deep into everything about their animal of choice: its natural habitat, the reason behind its decline in numbers, how humans have played a role, and the effects on the animal's habitat and ecosystem. Students did the research and creation on their own with limited support and direction. They were content to find answers to simple questions like "What do they eat?" and "Where do they live?" I intervened to encourage them to dig deeper to answer the bigger questions like "How is the survival of species and their ability to adapt affected by natural and human-induced environmental changes?"

Their final projects aim to inform the public about their chosen endangered species and provide ways in which the community can get involved to help save them. Students chose from the recommended products, which include a flyer, a photostory, a podcast, an electronic billboard, or an editorial article. We presented our products to each other and our neighbor classes.

Why Defined STEM Was the Perfect Fit:
Students enjoyed the freedom to choose their own animal and loved finding information online. Having more time to teach them how to create a product with new and different technology resources got them excited. Having limited time with the students, I really count on them to teach each other. Defined STEM performance tasks get students excited about creating something with what they learn. They look forward to being able to create, and the fact that they get to do it digitally is an added bonus.

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Teacher Experience: "Zoologist" Task - Defined Learning (formerly Defined STEM)

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A Defined STEM Learning Experience From: Dallas Meadows Teacher Barnett Elementary (UT) Performance Task: Zoologist Here's What We Did: After reading the book Scat by Carl Hiaasen, as a class we explored the power one person could have to save an endangered species. Using Defined ...

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 Задача „Граждански инженер: Пречистване на водата“ за студенти по математика и природни науки в 4 клас

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 Задача „Граждански инженер: Пречистване на водата“ за студенти по математика и природни науки в 4 клас

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Defined Learning (formerly Defined STEM)

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A Defined STEM Learning Experience From:
Pamela Hudson
4 th -Grade Math and Science Enrichment Teacher
Endeavor Elementary (OH)

Performance Task:
Civil Engineer: Water Treatment

Here's What We Did:
For this task, students learned about water treatment facilities and how water in the United States is very different from water in third-world countries. Students discovered the process of treating water, the cost of creating and running a water treatment facility, and the impact they have on human health. Acting as members of the World Health Organization, students researched diseases affecting third-world countries without water treatment plants and created projects to show the government benefits of building a facility.

Why Defined STEM Was the Perfect Fit:
With 10 being the highest, I would say that 98% of my students are at a 10 level of motivation. Before giving students options, I take an inventory of student interests to better shape the lesson to what they desire to learn. Defined STEM offers such a wide variety of lessons aligning with state and district standards, I'm able to give students a choice between four or five projects to complete. Allowing them to take ownership in their learning creates a wonderful teacher/student dynamic, building trust, confidence, and motivation. Defined STEM works because I'm able to align student interests with real-world problems students truly care about. The videos and articles are so helpful, and are exactly the support they need to make them think deeply about the subjects. The rubrics for the individual literacy prompts are very beneficial, as I have seen each student grow and improve over time.

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Teacher Experience: "Civil Engineer: Water Treatment" Task for 4th Grade Math & Science Students - Defined Learning (formerly Defined STEM)

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A Defined STEM Learning Experience From: Pamela Hudson 4 th -Grade Math and Science Enrichment Teacher Endeavor Elementary (OH) Performance Task: Civil Engineer: Water Treatment Here's What We Did: For this task, students learned about water treatment facilities and how water in the United States ...

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„Фотоволтаици“ за ученици от 6 до 7 клас

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„Фотоволтаици“ за ученици от 6 до 7 клас

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Defined Learning (formerly Defined STEM)

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A Defined STEM Learning Experience From:
Lee Johnson
6 th - and 7 th -Grade Science Teacher
North Middle School (IA)

Here's What We Did:
I used this task as part of an environmental science unit and started with a survey asking students what they already know about specific environmental issues including fracking, photovoltaics, and wind energy. Using the resources provided on Defined STEM, as a class we did a broad overview of the three topics and asked students to choose which one they were most interested in. Based on their interests, I formed students into teams of four. The teams had a choice to complete two products, which included a debate, a brochure, a multimedia presentation, a technical report, or a scientific drawing or flowchart. In their groups, students worked together to create the two products using the Defined STEM rubrics and prompts. I offered them feedback, guidance, and support as needed, but most groups did it all on their own! The project took four class periods to complete. At the end, students presented their findings to the class so they were able to act as the teachers, sharing what they learned. In return, students got to learn from groups covering different subjects, allowing them to learn from each other.

Why Defined STEM Was the Perfect Fit:
Defined STEM is a great way to give students ownership of exploring relevant problems and creating significant, authentic products to demonstrate their learning. Projects like this work very well in my classroom and students were excited to have this experience Most students were enthusiastically engaged because of the freedom of choice promoted by Defined STEM. Students were able to collaborate to create their products and to learn from each other, which I always promote in my classroom.

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Teacher Experience: "Photovoltaics" for 6th-7th Grade Science Students - Defined Learning (formerly Defined STEM)

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A Defined STEM Learning Experience From: Lee Johnson 6 th - and 7 th -Grade Science Teacher North Middle School (IA) Performance Task: Photovoltaics Here's What We Did: I used this task as part of an environmental science unit and started with a survey asking ...

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Национален STEM център

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Въведение в STEM Методология ПРИРОДНИ НАУКИ   Природни науки 1-4 клас   Природни науки - прогимазиален етап     - 5. клас     - 6. клас     - 7. клас  Оценъчни инструменти за учителя   Природни науки - гимназиален етап Зелени технологии Математика 7-12 клас ИНФОРМАТИКА   Програмиране със SCRATCH   Програмиране с Python Конструиране и архитектурна среда 1-4 клас Роботика Симулации (PHET Colorado ...

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Задача „Консултант по транспорт на Марс” за ученици по изкуства по английски език от 6 клас

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Задача „Консултант по транспорт на Марс” за ученици по изкуства по английски език от 6 клас

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Defined Learning (formerly Defined STEM)

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A Defined STEM Learning Experience From:
Amy Palmer
6 th -Grade English Language Arts Teacher
Diley Middle School (OH)

Performance Task:
Mars Transportation Consultant

Here's What We Did:
As part of our debate unit, we gave the students some choice of topics, showing them videos and research materials from four Defined STEM performance tasks. Students voted on the topic they'd like to learn more about, which was creating a form of transportation on Mars. Students worked with a partner, group, or independently to create a "Shark Tank"-style sales pitch. Using the rubric, students worked together to complete a variety of tasks, including research on the planet, atmosphere, sustainability, and resources. Students created one-of- a-kind, innovative ideas, from a "Chernobyl" dome on for living on Mars, to a space ship for transportation from Earth. As a grand finale, students presented their islands in a Shark Tank with district representatives acting as the sharks. The goal was to convince the sharks to buy their product over their classmates'. The projects students came up with were very detailed, well thought-out, and overall impressive.

Why Defined STEM Was the Perfect Fit:
Defined STEM worked in my ELA classroom because the passages used for research were high-interest, the products were interesting, and it was a way for kids to learn about debating through science and technology, as opposed to a textbook. Once the project was introduced, the motivation of the students became intrinsic. Students who are ordinarily disinterested in class projects were completely engaged and excited to come to class and work on their STEM projects. Their final presentations were very professional, and I could not have been prouder. They no longer needed to be pushed or prodded to complete their work because they enjoyed it so much-and they wanted to win the Shark Tank!

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Teacher Experience: "Mars Transportation Consultant" Task for 6th Grade English Language Arts Students - Defined Learning (formerly Defined STEM)

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A Defined STEM Learning Experience From: Amy Palmer 6 th -Grade English Language Arts Teacher Diley Middle School (OH) Performance Task: Mars Transportation Consultant Here's What We Did: As part of our debate unit, we gave the students some choice of topics, showing them videos ...

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Задача „Кулинарен художник“ за ученици K-12 4-H

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Задача „Кулинарен художник“ за ученици K-12 4-H

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Defined Learning (formerly Defined STEM)

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A Defined STEM Learning Experience From:
Brenda Welch
K-12 4-H instructor
Iowa 4-H and Clover Kids

Performance Task:
Culinary Artist: Creating a sustainable food supply

Here's What We Did:
Individually or in teams of two, 4-H'ers became culinary entrepreneurs who recently purchased a restaurant on the outskirts of an urban center. The restaurant will be 100% sustainable, growing its own fresh fruits, vegetables, spices, and sourcing only locally grown foods to be used on the menu. Based on this concept, students created a name, menu, and logo for the restaurant. The challenge was to keep the menu as fresh and sustainable as possible, while developing a marketing strategy for attracting the community. Based on individual research, 4-H'ers were to find availability of the freshest, most abundant foods in our area and create a fresh and fun menu around those foods. Additionally, 4-H'ers had to create their own compost from food scraps and use the compost as the soil for the restaurant garden.

Students had the choice to produce an advertisement which could include a brochure, pamphlet, or online web advertisement to promote the restaurant's vision; an artist's rendering of the menu; a magazine article highlighting the new restaurant; a multimedia presentation; or a two-minute news story. Students presented their projects at the Monona County Fair in Iowa.

Why Defined STEM Was the Perfect Fit:
The Iowa 4-H program is investigating new ways to incorporate technology into our programming. Defined STEM fits into our work, because it allows the youth to make the decisions as to what they want to learn about, how they want to learn it, and how they will show what they've learned to others. It is very youth-driven and based on learning life skills and application versus memorizing facts, which fits extremely well with our 4-H philosophy. The products created by the 4-H'ers were incredibly creative and innovative. The 4-H'ers who used Defined STEM were very motivated and had fun learning about a new topic on their own while utilizing the computer to create their projects.

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Teacher Experience: "Culinary Artist" Task for K-12 4-H Students - Defined Learning (formerly Defined STEM)

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A Defined STEM Learning Experience From: Brenda Welch K-12 4-H instructor Iowa 4-H and Clover Kids Performance Task: Culinary Artist: Creating a sustainable food supply Here's What We Did: Individually or in teams of two, 4-H'ers became culinary entrepreneurs who recently purchased a restaurant on ...

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Задача „Самолетен дизайнер“ за ученици от 5 клас

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Задача „Самолетен дизайнер“ за ученици от 5 клас

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Defined Learning (formerly Defined STEM)

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A Defined STEM Learning Experience From:
Rosemary Sexton
5 th -Grade Teacher
King Middle Grade School (IL)

Performance Task:
Aircraft Designer

Here's What We Did:
Students worked in groups to learn about and designing planes by using paper. After learning about how planes fly, the various types of planes, and the cost, students used the vocabulary gained through the research resources on the Defined STEM website to design their own planes. The task tested the students by making them think critically about limitations, such as the size and weight of their planes and materials they used when creating and engineering products. Students tested their planes, and were asked to explain how far their plane had traveled using new vocabulary. They incorporated math skills into the task by calculating the efficiency of their design and taking measurements. They participated in this task for about three weeks during class time, every other day for 30 minutes. Each group got to choose their own delivery method to show their assessment of the knowledge, which allowed them to incorporate their acquired computer skills.

Why Defined STEM Was the Perfect Fit:
Defined STEM helped the students to work independently (with teacher guidance) to research their provided topic. Students were given an opportunity to choose which way they would like to present their information to showcase the knowledge they gained, which encouraged and empowered them to research their topics. As they showcased their final presentations, it was evident that students had learned a great deal and were excited to share their knowledge.

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Teacher Experience: "Aircraft Designer" Task for 5th Grade Students - Defined Learning (formerly Defined STEM)

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A Defined STEM Learning Experience From: Rosemary Sexton 5 th -Grade Teacher King Middle Grade School (IL) Performance Task: Aircraft Designer Here's What We Did: Students worked in groups to learn about and designing planes by using paper. After learning about how planes fly, the ...

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 „Земеделски бизнес“ за ученици от 4-ти и 5-ти клас

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 „Земеделски бизнес“ за ученици от 4-ти и 5-ти клас

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Defined Learning (formerly Defined STEM)

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A Defined STEM Learning Experience From:
Nancy Nunn
4 th- and 5 th -Grade Reading Enrichment Teacher
Morgan County Elementary (GA)

Performance Task:
Business of Farming

Here's What We Did:
For this task, students worked in groups to design an advertisement for local farmers, promoting their product and emphasizing the importance of buying locally. On our interactive whiteboard, I showed the class videos and resources provided by Defined STEM to introduce the topic as well as guide students' research on local farming. Being in a large agricultural community, I was able to relate the task to our local area, which got students more excited about the project. As a class, we learned about all types of farming in our community, including organic versus non-organic and the pros and cons of going along with organic farming. Because students were to create an advertisement, we learned about different advertising strategies used to sell products.

Why Defined STEM Was the Perfect Fit:
Defined STEM opens the door to project-based learning, allowing students to become engaged, fostering creativity, and enriching the entire classroom environment. Students seemed to enjoy the research because we applied it to local farms, which brought relevance to the lesson. I feel that they put great effort into the final product and when presenting to the class they used terms such as "endorsement" and "hype" when describing the advertising strategies they used, applying what they had learned.

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Teacher Experience: "Business of Farming" for 4th-5th Grade Students - Defined Learning (formerly Defined STEM)

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A Defined STEM Learning Experience From: Nancy Nunn 4 th- and 5 th -Grade Reading Enrichment Teacher Morgan County Elementary (GA) Performance Task: Business of Farming Here's What We Did: For this task, students worked in groups to design an advertisement for local farmers, promoting ...

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 „Химичен инженер: Въглеродни влакна“ Задача за ученици по химия от 11 клас

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 „Химичен инженер: Въглеродни влакна“ Задача за ученици по химия от 11 клас

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Defined Learning (formerly Defined STEM)

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A Defined STEM Learning Experience From:
Julie Pessagno
11 th -Grade Chemistry Teacher
La Planta High School (MD)

Performance Task:
Chemical Engineer: Carbon Fiber

Here's What We Did:
For this task, students were asked to create their own carbon fiber company and convince product manufacturers to buy their product. Working in small groups, they created a name, logo, and slogan for their company. I made this into a competition: Whichever group created the best product won a contract with the manufacturer.

The students watched the Defined STEM videos on carbon fiber and its use in the automobile industry. In groups, students created a comparison chart of carbon fiber and three other common metals used in the production of motor vehicles. Simultaneously, the students were given copies of three of the provided readings. Individually, the students wrote a short argumentative essay arguing for or against the use of carbon fiber. In their groups, students then worked to complete one of the products, which included a diagram or chart, an oral presentation, an advertisement, a persuasive research report, or a virtual demonstration to present to the class.

The students were given three days of class time to create and prepare the project. Overall, the students were given 10 class periods to complete the entire project including presentations.

Why Defined STEM Was the Perfect Fit:
Defined STEM brings inquiry-based projects into our classrooms, which is something many teachers in our school are working towards. While it is sometimes challenging to get the needed technology to complete multi-faceted projects such as this one, Defined STEM prompts and rubrics can be printed and still accessible to all students. With Defined STEM, I'm offered the freedom to adjust the lessons to fit my classroom and assign specific checkpoints to help keep students on task throughout the project. The final presentations gave students a chance to use their creativity to create a company and a project of their choice, while creating an open environment where students can become the teacher and learn from each other.

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Teacher Experience: "Chemical Engineer: Carbon Fiber" Task for 11th Grade Chemistry Students - Defined Learning (formerly Defined STEM)

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A Defined STEM Learning Experience From: Julie Pessagno 11 th -Grade Chemistry Teacher La Planta High School (MD) Performance Task: Chemical Engineer: Carbon Fiber Here's What We Did: For this task, students were asked to create their own carbon fiber company and convince product manufacturers ...

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„Дизайнер на видеоигри: Създаване на виртуални музикални инструменти“ Задача за ученици от 6-ти клас музика

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„Дизайнер на видеоигри: Създаване на виртуални музикални инструменти“ Задача за ученици от 6-ти клас музика

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Defined Learning (formerly Defined STEM)

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A Defined STEM Learning Experience From:
Sara Topper
6 th -Grade Music Teacher
St. Maximillan Kolbe School (MN)

Performance Task:
Video Game Designer: Creating Virtual Musical Instruments

Here's What We Did:
Each year, every class learns some aspect of tone color in music. As a different way of teaching about the instruments, I incorporated this performance task into the unit on tone color. First we discussed and reviewed the various aspects of tone color and how students would describe the sound they hear from an instrument. After the introductory lesson, I introduced the Defined STEM performance task. As a class, we watched the various videos that accompany the task, and each week students worked in groups to create a multi-player, rock-and- roll video game. Students researched various guitars, basses, and drum sets to determine how they were going to create scale drawings and models of each instrument. The students even experimented with various instruments in the classroom so they could experience how the instruments are played and gain understanding of how the instrument produced sound. Students used their research to help create the video game. They had a choice to create a model, an e-portfolio, packaging for their game, a technical report on the game, or a graph/ scale drawing to show what they've learned.

Why Defined STEM Was the Perfect Fit:
Defined STEM works in my classroom because music itself opens up all the other subject areas, making it very cross-curricular in nature. The students enjoy doing projects and lessons that are challenging and interest them-and are outside the standard model of research and writing a paper on what they learned.

Overall, most of the students really got into this project. One group even asked if they could actually program their game, and created a working demo of the guitar and bass. This Defined STEM project prompted a positive learning environment and effectively helped students gain understanding of tone color.

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Teacher Experience: "Video Game Designer: Creating Virtual Musical Instruments" Task for 6th Grade Music Students - Defined Learning (formerly Defined STEM)

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A Defined STEM Learning Experience From: Sara Topper 6 th -Grade Music Teacher St. Maximillan Kolbe School (MN) Performance Task: Video Game Designer: Creating Virtual Musical Instruments Here's What We Did: Each year, every class learns some aspect of tone color in music. As a ...

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„Изследователски анализатор: Събиране и анализ на данни“ Задача за учениците от 10-12 клас

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„Изследователски анализатор: Събиране и анализ на данни“ Задача за учениците от 10-12 клас

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Defined Learning (formerly Defined STEM)

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A Defined STEM Learning Experience From:
Jacquelyn Baze
10 th -12 th -grade Intermediate Drama Teacher
Radford High School (HI)

Performance Task:
Research Analyst: Data Gathering and Analysis

Here's What We Did:
For this task, I printed copies of all the materials and articles on the Defined STEM performance task and formed packets for each student, which included the hypothetical scenario and provided rubrics up front. Students were part of a drama department invited by a university to help collect data on how to get teens and high-school- age students to attend the theater to ensure sustainability for years to come. As a class, we watched the videos included with the performance task about data analysis, then discussed all of the considerations when developing a data collection tool (such as a survey).

Students wrote a letter proposing their hypothesis about what factors are preventing high school students from attending the shows, and explaining their plan to use a survey to collect data supporting their conclusion and potential solution. They brainstormed the type of information they would need to collect in order to prove their original hypothesis and shared out example questions that they had drafted to the whole class. The class collaboratively revised the survey while discussing the many different question styles and each one's pros and cons. We also discussed the pros and cons of physical surveys versus a digital collection process.

Students had two weeks to collect 25-50 actual peer responses from their friends and peers. Using a Google Slides template for a presentation, students had to explain the background scenario in their own words, state their original hypothesis, share sample survey questions, and present all their data with an explanation of their "most significant findings." Finally, they presented their own reflection on what they had proven and how the findings might lead to a proposed solution to the problem of increasing high school attendance at this fictional theater. This was a quarter long project that was the sole curriculum for
that time period.

Why Defined STEM Was the Perfect Fit:
Using a cross-curricular approach, students learned about how to use technology to collect and present data, while supporting our state mission to conserve resources by taking a "paperless" approach to advertising. They also learned that sustainability (in regard to the resources spent on the theater renovation) results from commitment from all stakeholders in the fictional community.

This Defined STEM task worked because I was able to adapt the lesson to fit my needs while clearly communicating expectations and incorporating opportunities for student choice and creativity. They seemed to be moderately motivated overall, with an increase towards the end, when they were able to share their successes.

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Teacher Experience: "Research Analyst: Data Gathering and Analysis" Task for 10th-12th Grade Drama Students - Defined Learning (formerly Defined STEM)

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A Defined STEM Learning Experience From: Jacquelyn Baze 10 th -12 th -grade Intermediate Drama Teacher Radford High School (HI) Performance Task: Research Analyst: Data Gathering and Analysis Here's What We Did: For this task, I printed copies of all the materials and articles on ...

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„Специалист по маркетинг: Ръчни устройства“ Задача за ученици от 8 клас по наука и STEM

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„Специалист по маркетинг: Ръчни устройства“ Задача за ученици от 8 клас по наука и STEM

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Defined Learning (formerly Defined STEM)

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A Defined STEM Learning Experience From:
Meagan Dimit
8 th -Grade Science and STEM teacher
Frances Xavier Warde School (IL)

Performance Task:
Marketing Specialist: Handheld Devices

Here's What We Did:
As a STEM department, we used a handful of Defined STEM performance tasks to create our curriculum for the class. We took an in-depth look at the wide variety of tasks to choose from, and determined which tasks and products our students would enjoy and learn from the most. We created the curriculum by considering the complexity of the products and if some products could be used to complete the next product, creating a multi-step and multi-faceted project.

For each task, we started with a whole-group activity to give students a broad understanding of what they would be doing to complete the task, and to get them excited about the content. During the Marketing Specialist task, students were acting as media marketing specialists for a telecommunications company. Their goal was to design a marketing campaign that used their individual vision of the cell phones and handheld devices of the future. Additionally, their knowledge of waves used for communication purposes were critically important when presenting the new device. Students provided input on each new product and collaborated to complete the task. For their final products, students had a choice between creating an extension-research study on recent market changes, delivering a multimedia presentation, building a model of their product, writing a press release explaining their product, or giving an oral presentation.

Why Defined STEM Was the Perfect Fit:
My students really enjoy the tasks and the freedom to create their own products. They have begun relating all the products to real-world scenarios. The students were more motivated by the hands-on activities in which writing and math were not involved. They also thrived when we gave them opportunities to incorporate their iPad technology into the projects. Defined STEM works in my classroom to allow students to create a variety of products that allow them to take on the persona of a career.

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Teacher Experience: "Marketing Specialist: Handheld Devices" Task for 8th Grade Science & STEM Students - Defined Learning (formerly Defined STEM)

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A Defined STEM Learning Experience From: Meagan Dimit 8 th -Grade Science and STEM teacher Frances Xavier Warde School (IL) Performance Task: Marketing Specialist: Handheld Devices Here's What We Did: As a STEM department, we used a handful of Defined STEM performance tasks to create ...

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Задача „Изграждане на водни местообитания“ за ученици от средното училище

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Задача „Изграждане на водни местообитания“ за ученици от средното училище

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Defined Learning (formerly Defined STEM)

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A Defined STEM Learning Experience From:
Matt Rakar
Technology Education Teacher,
Huntingdon Middle School (PA)

Performance Task:
Building an Aquatic Habitat

Here's What We Did:
This task was very relevant for our students. We challenged them to create an environment that can sustain and display the diversity found in our local aquatic environment, and be able to explain how energy circulates through the system. We live close to a huge manmade lake, so it was easy for students to see relevance and the real-world connection when completing the task. We were able to connect students with local members of the Army Corps of Engineers and park rangers to talk about water quality, different habitats for the variety of fish, and more.

For their final projects, students created a scale drawing of their habitat and used technology to create a 3D model. They also created a food web for each species, which displays each animal's lifecycle and survival tactics.

Why Defined STEM Was the Perfect Fit:
Defined STEM provides much of the teaching material, including credible resources, lesson prompts, and grading rubrics that are flexible and easy for educators to adjust to fit their needs. For this particular lesson, students were able to discover and learn about aquatic habitats in an environment they were familiar with, which brought relevance to the lesson. They were able to explore and learn about the areas where they live on their own, without direct instruction from the teacher. This made for a much more impactful lesson and learning environment.

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Teacher Experience: "Building an Aquatic Habitat" Task for Middle School Students - Defined Learning (formerly Defined STEM)

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A Defined STEM Learning Experience From: Matt Rakar Technology Education Teacher, Huntingdon Middle School (PA) Performance Task: Building an Aquatic Habitat Here's What We Did: This task was very relevant for our students. We challenged them to create an environment that can sustain and display ...

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Задача „Анализ за училищен обяд“ за ученици от 5 клас по математика, наука и STEAM

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Задача „Анализ за училищен обяд“ за ученици от 5 клас по математика, наука и STEAM

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Defined Learning (formerly Defined STEM)

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A Defined STEM Learning Experience From:
Adrian Hammond
Fifth-Grade Math, Science, and STEAM Teacher
Boiling Springs Intermediate School (SC)

Performance Task:
School Lunch Operations: Healthy Ice Cream

Here's What We Did:
Who doesn't like ice cream? I used this challenge as a cumulative activity for my students as part of a nutrition unit we explored during their STEAM team class. Students posed as experts working in an ice cream production plant, and used the research provided by Defined STEM to learn about My Plate, 5-2-1-0 campaigns, the job of a local nutritionists, and vital nutrients. Through the research they were able to compare nutrition facts from traditional ice cream, and use problem-solving skills to figure out ingredients that would make the ice cream "healthy." Meeting government requirements on recommended servings of fruits, vegetables, and protein challenged students to think about nutrition in a different way Students created smoothies with Greek yogurt, fruit, flax seed, and spinach; and were able to drink their creations.

Why Defined STEM Was the Perfect Fit:
Students were highly motivated to conquer the challenge of creating a healthy ice cream that could be tasty, as well as provide them with vital nutrients. This task fit perfectly in the nutrition unit and allowed students to put their research skills to the test by creating a healthy alternative to a favorite treat.

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Teacher Experience: "School Lunch Operations" Task for 5th Grade Math, Science, & STEAM Students - Defined Learning (formerly Defined STEM)

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A Defined STEM Learning Experience From: Adrian Hammond Fifth-Grade Math, Science, and STEAM Teacher Boiling Springs Intermediate School (SC) Performance Task: School Lunch Operations: Healthy Ice Cream Here's What We Did: Who doesn't like ice cream? I used this challenge as a cumulative activity for ...

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Задача „Предприемач с хранителни камиони” за ученици от 8 клас

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Задача „Предприемач с хранителни камиони” за ученици от 8 клас

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Defined Learning (formerly Defined STEM)

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A Defined STEM Learning Experience From:
Meagan Dimit
8 th -Grade Science and STEM teacher
Frances Xavier Warde School (IL)

Performance Task:
Food Truck Entrepreneur

Here's What We Did:
As a STEM department, we used a handful of Defined STEM performance tasks to create our curriculum for the class. We took an in-depth look at the wide variety of tasks to choose from, and determined which tasks and products our students would enjoy and learn from the most. We created the curriculum by considering the complexity of the products and if some products could be used to complete the next product, creating a multi-step and multi-faceted project.

For each task, we started with a whole-group activity to give students a broad understanding of what they would be doing to complete the task, and to get them excited about the content. During the Food Truck Entrepreneur task, students were to determine the freshest and most economical way to get their fresh fish and food in the hands of the public. The students were to build a food truck to travel around the region. In teams, students decided what type of fish they should farm and the aquatic environment needed for the fish to grow and be healthy. Additionally, students had to develop a business plan to make the truck successful based upon the fish and foods offered, how much to sell, the goods needed for the truck, and the cost of getting the truck from place to place. For their final products, students had a choice between creating a map of their trip across the US, a mathematical calculation of the total costs involved in running a food truck, a research proposal, a monthly expense chart/analysis, or a complete food truck design.

Why Defined STEM Was the Perfect Fit:
My students really enjoy the tasks and the freedom to create their own products. They have begun relating all the products to real-world scenarios. They also thrived when we gave them opportunities to incorporate their iPad technology into the projects. Defined STEM works in my classroom to allow students to create a variety of products that allow them to take on the persona of a career.

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Teacher Experience: "Food Truck Entrepreneur" Task for 8th Grade Students - Defined Learning (formerly Defined STEM)

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A Defined STEM Learning Experience From: Meagan Dimit 8 th -Grade Science and STEM teacher Frances Xavier Warde School (IL) Performance Task: Food Truck Entrepreneur Here's What We Did: As a STEM department, we used a handful of Defined STEM performance tasks to create our ...

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Селфи в космоса

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Селфи в космоса

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'NASA Selfies' and TRAPPIST-1 VR Apps Now Available

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The universe is at your fingertips with two new digital products from NASA.

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Киселини, основи и скала на рН

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Киселини, основи и скала на рН

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Please ensure you have JavaScript enabled in your browser. If you leave JavaScript disabled, you will only access a portion of the content we are providing. Here's how.

What does it mean for a solution to be acidic or basic (alkaline)?

It all has to do with hydrogen ions (abbreviated with the chemical symbol H⁺). In water (H ₂O), a small number of the molecules dissociate (split up). Some of the water molecules lose a hydrogen and become hydroxide ions (OH −). The "lost" hydrogen ions join up with water molecules to form hydronium ions (H ₃O⁺). For simplicity, hydronium ions are referred to as hydrogen ions H⁺. In pure water, there are an equal number of hydrogen ions and hydroxide ions. The solution is neither acidic or basic.

An acid is a substance that donates hydrogen ions. Because of this, when an acid is dissolved in water, the balance between hydrogen ions and hydroxide ions is shifted. Now there are more hydrogen ions than hydroxide ions in the solution. This kind of solution is acidic.

A base is a substance that accepts hydrogen ions. When a base is dissolved in water, the balance between hydrogen ions and hydroxide ions shifts the opposite way. Because the base "soaks up" hydrogen ions, the result is a solution with more hydroxide ions than hydrogen ions. This kind of solution is alkaline.

Acidity and alkalinity are measured with a logarithmic scale called pH. Here is why: a strongly acidic solution can have one hundred million million, or one hundred trillion (100,000,000,000,000) times more hydrogen ions than a strongly basic solution! The flip side, of course, is that a strongly basic solution can have 100,000,000,000,000 times more hydroxide ions than a strongly acidic solution. Moreover, the hydrogen ion and hydroxide ion concentrations in everyday solutions can vary over that entire range.

In order to deal with these large numbers more easily, scientists use a logarithmic scale, the pH scale. Each one-unit change in the pH scale corresponds to a ten-fold change in hydrogen ion concentration. The pH scale is theoretically open-ended but most pH values are in the range from 0 to 14. It's a lot easier to use a logarithmic scale instead of always having to write down all those zeros! By the way, notice how one hundred million million is a one with fourteen zeros after it? It is not coincidence, it is logarithms!

To be more precise, pH is the negative logarithm of the hydrogen ion concentration:

The square brackets around the H⁺ automatically mean "concentration" to a chemist. What the equation means is just what we said before: for each 1-unit change in pH, the hydrogen ion concentration changes ten-fold. Pure water has a neutral pH of 7. pH values lower than 7 are acidic, and pH values higher than 7 are alkaline (basic). Table 1 has examples of substances with different pH values (Decelles, 2002; Environment Canada, 2002; EPA, date unknown).

Table 1. The pH Scale: Some Examples

How Do You Measure the pH of a Solution?

The pH of a liquid or solution is often an important piece of information in science. Measuring pH can be done simply and quickly using pH test paper, pH indicator sticks, or a pH meter. pH test paper and indicator sticks are pieces of paper or stiffer sticks that contain pH indicators (chemicals that change color depending on how acidic or basic a solution is). To measure pH, a piece of pH test paper or an indicator stick is dipped into the liquid. The color of the dipped paper/stick is then matched to a color key that comes with the container of pH test paper or indicator sticks. Each color on the key represents a different pH. An example of a used pH indicator stick and the corresponding color key is shown below in Figure 1. pH meters are electronic devices that used to measure pH. They consist of a probe that is dipped in a solution, and a digital readout. pH meters are even more precise than pH test paper or indicator sticks. Table 2 below discusses what types of pH measuring devices are best for different science project applications, and offers a quick link to purchasing different pH test papers and indicator sticks.

Figure 1. pH test paper (not shown) and pH indicator sticks (shown here) are dipped into a solution then matched against a color key to determine the solution's approximate pH (Michael Krahe, 2005).

pH meters

0-14

0.1 or less depending on the meter

High quality pH meters can be expensive. We recommend checking if there is one available at your local high school chemistry laboratory before purchasing. Various models are available from Amazon.com.

Suitable for more advanced research where the exact pH of a solution matters. For example, when creating buffers for a biotechnology project.

Table 2. The items above can be used to measure pH for science projects and other hobby and home applications. Clicking the purchasing links will take you directly to the product at www.amazon.com.

To get accurate pH readings always remember to:

Wait a minute or two after you add an acid or a base to a solution. This will allow the reaction (ions being either donated [acid] or accepted [base]) to complete before you measure.

Swirl or mix a solution well before measuring. This will help ensure that the solution is uniform.

When using pH test paper/indicator sticks you should also:

Make sure to only use paper/sticks that have not been previously wetted.

Wait for the color to stop changing (1-2 minutes maximum) before matching the paper/stick to the color key. Do not wait more than 5 minutes after the color has stabilized or it may start to fade and affect the accuracy of your reading.

When using a pH meter you should also:

Carefully read the manual for the pH meter before using it.

Rinse the pH meter probe with distilled water before every reading.

Use solutions with known pH values, see Table 2, to make sure the pH meter is accurately calibrated.

Make sure the pH meter probe is properly submerged in the solution before taking a reading.

Bibliography

For more information about the pH scale, try these references:

Decelles, P. (2002). "The pH Scale," Virtually Biology Course, Basic Chemistry Concepts, Johnson County Community College. Retrieved July 24, 2006, from http://staff.jccc.net/pdecell/chemistry/phscale.html.

Khan Academy. (2009, September 7). Acid Base Introduction: Arrhenius, Bronsted Lowry, and Lewis Acids and Bases. Retrieved May 1, 2012, fromhttp://www.khanacademy.org/science/chemistry/v/acid-base-introduction

Explore Our Science Videos

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Please ensure you have JavaScript enabled in your browser. If you leave JavaScript disabled, you will only access a portion of the content we are providing. Here's how. It all has to do with hydrogen ions (abbreviated with the chemical symbol H+). In water (H 2O), a small number of the molecules dissociate (split up).

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Изградете галактика

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Изградете галактика

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STEM-Works - Space Activities - Build a Galaxy

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Кодиране в Космоса

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Кодиране в Космоса

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Color, Astronomy and Coding

Using data from NASA's Chandra X-ray Observatory and other satellites on exploded stars, star-forming regions, and black holes, you'll learn basic coding. By following the video tutorials below, you will see just how integral coding is in the pursuit of learning about our Universe. It's an example of the exciting ways that computer science is both part of routine tasks in our every day lives and part of the exciting quest to explore the cosmos.

Launch the coding activity now or start with the resources below for background information, facilitator guides, video tutorials and student examples.

The Nuts and Bolts

Coloring the Universe: Part 1

Coloring the Universe: Part 2

Launch the Coding Activities

Grades 4-12 students with no prior coding experience can learn how to use computers to create images and understand astronomical data. Participants learn basic coding starting with familiar objects and simple concepts such as shape and color, graduating to astronomical objects. Following a scaffolded set of activities, and working with data from NASA orbiting telescopes on sources from exploded stars to star-forming regions, to galaxies, to black holes, participants can experience real world application of science, technology and even art.

Note: This activity can take from 40-75 minutes, depending on the total number of students, the length of time allotted per step, etc.

Play these videos locally

Explore the Science

Where do stars come from? A science expert (Jerrika Hinton) explains by hooking her hapless assistant (Wil Wheaton) up to a Thought Visualizer, a machine that allows anyone to see his thoughts. With Ed Wasser.

More Background & Resources

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Color, Astronomy and Coding Using data from NASA's Chandra X-ray Observatory and other satellites on exploded stars, star-forming regions, and black holes, you'll learn basic coding. By following the video tutorials below, you will see just how integral coding is in the pursuit of learning about our Universe.

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Движение на робота

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Движение на робота

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A robot is a machine that gathers data about its environment with a sensor and uses that information to follow instructions to perform a task. The sensor sends information in the form of electronic signals back to the robot's controller circuit.

Robots that have the ability to move to different locations on their own use two types of motion: sequential (following an orderly pattern) and random (following no pattern). The robot in this project has a sensor that reacts to vibrations from sound or physical contact. It moves forward, but when it senses a high pitched-noise (such as a hand clap) or a vibration from physical contact with an obstacle, it retreats by reversing and turning left for a preset time before continuing forward on a new course.

MOVIT-OWI-7769 Rockit© Robot

The robot is placed at the entrance of the maze, clapping or the vibration of the collision with the walls are the means for steering the robot through the maze. The following illustration shows the robot beginning its navigation through a simple maze.

An error is defined as any turn away from the correct path leading from the starting entrance to the exit. Performance of the robot is scored by tallying the number of mistakes made between the time of the robot enters the maze and its exit.

The robot must move directly from the starting point through the maze in a preset time period. If the robot does or does not exit the maze at the end of the set time this constitutes the end of trail one. The robot is then placed at the entrance and sent through maze again this same process is repeated for a minimum of 4 trials and a maximum of however many trials the investigator wishes to conduct. A stopwatch or other timing device is used to determine the time required for each trial.

Construct a motorized robot with a built-in sensor that reacts to vibration from sound or physical contact. Determine the average number of errors that the robot would make in going through the maze.

What is the function of an electronic sound/touch sensor?

Will a robot equipped with a sound/touch sensor be able to successfully navigate through a maze?

What was the average number of errors that the robot made in going through the maze?

Which movement was displayed by the robot, sequential or random, as it went through the maze?

Does the action of the robot in navigating through the maze display a form of artificial intelligence?

OWIKit Sound/Touch Sensor Rockit© robot kit

Small Philips screw driver

Wooden blocks or textbooks

Long nose pliers

2 AA batteries

Stop watch

Wood glue

1. Follow the included directions in the manual that comes with the kit to assemble the robot.

2. Test the robot's sensors by clapping your hands or allowing the robot to bump into an object. You can adjust sensors according to the directions found in the manual.

3. You can construct a simple maze by placing a series of wooden blocks or textbooks on the floor.

1. Determine how much time to allot the robot to go through the maze.

2. Place the robot at the entrance of the maze and then clap to send the robot on its way. Begin timing at this point.

3. An error is defined as any turn away from the correct path leading from the starting entrance to the exit.

4. Measure the performance of the robot by tallying the number of mistakes made between the time of the robot enters the maze and its exit within the set time.

5. If the robot does not exit the maze at the end of the set time, end the trial.

6. Place robot at the entrance and send it through the maze again. Repeat this same process a minimum of four times.

7. Record the results in a table.

Error scores

To determine the average or mean divide the total number of errors made in all the trials by the number of trials conducted (mean = total errors made ÷ total number of trials).

Disclaimer and Safety Precautions

Education.com provides the Science Fair Project Ideas for informational purposes only. Education.com does not make any guarantee or representation regarding the Science Fair Project Ideas and is not responsible or liable for any loss or damage, directly or indirectly, caused by your use of such information. By accessing the Science Fair Project Ideas, you waive and renounce any claims against Education.com that arise thereof. In addition, your access to Education.com's website and Science Fair Project Ideas is covered by Education.com's Privacy Policy and site Terms of Use, which include limitations on Education.com's liability.

Warning is hereby given that not all Project Ideas are appropriate for all individuals or in all circumstances. Implementation of any Science Project Idea should be undertaken only in appropriate settings and with appropriate parental or other supervision. Reading and following the safety precautions of all materials used in a project is the sole responsibility of each individual. For further information, consult your state's handbook of Science Safety.

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Sensor Robot Maze | Science project | Education.com

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A robot is a machine that gathers data about its environment with a sensor and uses that information to follow instructions to perform a task. The sensor sends information in the form of electronic signals back to the robot's controller circuit.

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Супер сетива

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Супер сетива

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Super senses, Klarup Skole, Denmark - DLaB Project Day 3

Project Description

The day started with a short presentation of different super senses some animals have and short discussion with the students about the topic. We discussed for example how a hawk can see its prey from over 1 500 meters away and how elephants use hearing and microsounds to communicate with each other over long distances.

The lateral line system of the fishes is the key approach to senses during the day and it is examined from many different angles. A short lecture is given about the senses of fish before the students are paired together and each of the pairs receives a rainbow trout to examine. They first study it from the outside, before they start dissecting it. Many of the students were first terrified and slightly disgusted about the operation, but once they got the hang of it they immersed themselves completely to study the lateral line system, various organs, air bladder, gills and the eye. They easily find the lateral line system and study a clear pearl-shaped lens inside the eye, which also works as a tiny magnifying glass on e.g. piece of newspaper.

It's hard to get the students to stop dissecting the fish, as we have agreed to skype with our Norwegian partner class. During the skype we tell the Norwegians about what we have done and give them a task to learn about lateral line system. Norwegian class tells us about a woman with super sensitive senses and asks us to find solution that help her cope with e.g. strong smells.

We continue to work with fist senses with another experiment that involves blind cave fishes. These fishes live in a constant darkness and thus their eyes have atrophied and like the name suggested they can't see, but they can sense very clearly with the lateral line system. In this test a stick is waved in fast and steady movement few centimeters from the head of the fish. It senses the vibrations in the water and thinks that the stick is prey and it starts to follow it and its possible to lead the fist through a maze.

This test was difficult to conduct with the students as the fishes were agitated with all the feet stomping on the ground and pupils pushing against the table, so they couldn't pay attention to the stick. But nonetheless, we managed to get the fishes follow the stick at least shortly. Taking them through the maze of plastic dividers unfortunately proved to be too challenging.

The students shot some material of the experiment and explained what happened in this test and why. They also came up with some questions and this video was send to Norway for them to work with.

The day ended with the class being divided into small groups and they studied super senses while trying to come up with creative solutions to the problems given by Norway. They could choose how they would present their finding: they could use e.g. drawings, video, presentations, sculptures, paintings and alike. Many of the students were interested to speculate and to imagine if one of their senses would change or become.

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Super senses, Klarup Skole, Denmark - DLaB Project Day 3

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The day started with a short presentation of different super senses some animals have and short discussion with the students about the topic. We discussed for example how a hawk can see its prey from over 1 500 meters away and how elephants use hearing and microsounds to communicate with each other over long distances.

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Земята ще бъде ударена от астероид

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Земята ще бъде ударена от астероид

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The Earth is going to be hit by an Asteroid! An example of experiencing STEAM

Project Description

DLaB Erasmus International Collaboration Day, 8th February 2018

Digital leaders studying Primary Education from the University of Northampton went to Standens Barn primary school where we participated in our second international collaboration day focusing on STEM to STEAM. Working with our Digital Learning Across Boundaries project partners from Belgium, Norway and Denmark, we completed a fun-filled day of activities focusing on 'space'. Each partner school had a class focusing on space through 'seeing', 'hearing' and 'experiencing', sharing our amazing activities through Twitter.

Helping with the Year 5 class focusing on 'experiencing' space, in the morning the children collaborated with a Belgium class through Skype. Sharing ideas from their research carried out with each country focusing on a different aspect of how we would survive on another planet. England focused on the importance of resources to survive including land-use, food, water etc. whereas Belgium focused on waste management focusing on recycling. They also discussed what activities they would carry out throughout the day.

After Skyping, the class created their own transportation of these resources in groups, for example how to transfer water to and from planet Earth to planet 5B (a new planet). The class chose some creative designs for transportation with the use of space ships as well as long pipes from one to another.

Once completed ideas of how to transport their resources from planet Earth to planet 5B the children created their own design patterns for their planet. Each pupil was given a square piece of card to create a pattern on using a range of materials including using watercolours, paint, pastels as well as pens and colouring pencils. Once the children had completed their pattern the squares were stuck onto a large cardboard circle to create their very own planet 5B.

Whilst creating their own pattern designs the pupils had the chance to experience space through using virtual reality goggles. The children could explore space, giving many a new experience which they thoroughly enjoyed.

The classes had a great time collaborating with the other countries and using their creativity, as well as for Year 5 exploring new technology. We are looking forward to our next fun-filled collaboration day.

Report for DLaB project day 2

In class 6C at Standens Barns Primary School, the children were given a problem to solve. Planet Earth was to be hit by an astroid and they had to produce a mode of transport to evacuate the UK to Jupiter.

The children spent the first half of the morning creating a design for a space craft of some form. Most of the children started to 'think outside of the box' and moved away from the typical rocket. We had drawings of large busses that could transport thousands of people; there were large canons that could fire people to Jupiter; and typical space crafts with guns and weapons.

Many of the children started to think deeper and realised it could take some time to reach jupiter, so what would we need? These children incorporated toilet facilities, food storage, gym's and TVs to entertain (We even had 1st class cabins!).

The children then moved on to producing prototypes of their designs. They had a range of materials: corrugated card, tape, glue and paper. The class explored and discovered different ways of fixing pieces together (including slotting, gluing and taping). The finished products were all unique and had a purpose. The children were able to describe every aspect and purpose of their prototype.

Class 6C seemed to thoroughly enjoy this activity. Later in the afternoon, the aim was to walk around the school grounds and record 'sounds of earth' that would remind them of 'home' whilst on Jupiter.

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The Earth is going to be hit by an Asteroid! An example of experiencing STEAM

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DLaB Erasmus International Collaboration Day, 8th February 2018 Digital leaders studying Primary Education from the University of Northampton went to Standens Barn primary school where we participated in our second international collaboration day focusing on STEM to STEAM.

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КОЙ ПО-ДОБРЕ ОТ ЛЕОНАРДО ДА ВИНЧИ МОЖЕ ДА ПОМОГНЕ?

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КОЙ ПО-ДОБРЕ ОТ ЛЕОНАРДО ДА ВИНЧИ МОЖЕ ДА ПОМОГНЕ?

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Who better to help teach STEAM than Leonardo Da Vinci?

Project Description

Leonardo Da Vinci (LDV) was not only known for his inspiring art work but also his interest in science, engineering, maths and nature.

A project based on LDV where children can study his art and his mechanical engineering projects, compare similarities and differences then even build their own.

Before creating their own machines, children need to understand the concept of gears, motors and how machines work. This could be through previous knowledge, or experience or built into the initial exploration of LDV; by looking at some of his designs and models, and seeing how they work and how the mechanics differ.

Once children have a good grasp of these concepts, they could be split into small groups and design their own model. This brings out creativity by allowing children to either create something entirely their own or adapting an existing concept. The skitch app could be a good way of adding annotations to a design. Also,using a collage app to see everyone's designs could be helpful to those children that like to magpie ideas.

During the design stage, children use all factors of STEAM. Science for understanding the properties of materials and those core hypothesising and observations skills. Children could test different materials for suitability and hypothesise the outcome beforehand.

Technology for understanding which tools they will need to use and why. Children may also need to learn how to use tools such as saws and hammers safely.

Engineering for understanding how their design will start to form into a real model.

Art for the creativity during the actual design, the use of colour and materials. The children would discuss and explore the use of colour in LDV's artwork and how this colour effects the feeling of the painting. They would then use this experience to choose colours for their own models and explain why blue can make us feel melancholy or cold or yellow can make is feel happy.

Finally, maths for the use of measurements, ratio and scale.

During the actual building stage, there are many options teachers have, dependant on class ability and age. The use of LEGO kits are a great way to make the exercise predominantly child led; this is because most children already have some experience of LEGO and the risks of injury are low. Other options such as just piles and materials and letting the children "get on with it" can also be great options depending on the class. This allows the teacher to observe who needs support and offer either whole class or just small group tips. A limitation of this is that children would need to be fairly independent and need to have good group working skills.

Once the create stage is finished, an extra layer of competition could be added by testing the models for strength or durability.
These tests would also assist children when evaluating their designs/ models.

Pictures of these designs, creations, testing and evaluation could be put into a Padlet/ blog and shared with parents.

All in all, a project on LDV could have many angles and this is just one of those.

During this project, I have turned STEM into STEAM by using the use of colour to link in as a part of the project, not just an add on.
Abigail Brown - turning STEM into STEAM

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Who better to help teach STEAM than Leonardo Da Vinci?

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Leonardo Da Vinci (LDV) was not only known for his inspiring art work but also his interest in science, engineering, maths and nature. A project based on LDV where children can study his art and his mechanical engineering projects, compare similarities and differences then even build their own.

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ПРЕМЕСТВАНЕ В КОСМОСА

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ПРЕМЕСТВАНЕ В КОСМОСА

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Moving to space, Klarup Skole, Denmark - DLaB Project Day 2

Project Description

The Space project day started with watching video presentations made prior the project day by partner schools in UK, Belgium and Norway as well as sharing our video.

Each of the videos contained different information crucial for a successful travel in space or colonisation of a new planet. Topics introduced where photosynthesis, resource management (recycling), energy and food and water. Each of these topics were further discussed further and how they can be a hindrance in space with the students.

In the next part of the project day LEGO Mindstrorm robots are introduced. These robots will scout for resources and information about the new planet. The students build the robots to have a sensor for obstacles and finding water. Later on, they code the robots to perform tasks like travel a certain distance, reverse and turn when close to an obstacle and sound when finding water (blue paper acted as water).

The students test the robots' accuracy by coding the robot to travel exactly 100 cm, as accuracy in space or foreign planet may separate the expedition from life and death. This wasn't as easy as it seemed and students needed to do this several times to get it right. Finally, a round of competition was held to find out whose robot was coded the best.

After the robots are able to find water, an electrolysis experiment is made showing how humans could create oxygen to survive in the space by using electric current to break the water atoms to oxygen and nitrogen. Solar cells are used to power the test to demonstrate how the energy could be produced.

Once the coding process is done and the equipment is working, they are placed in a green screen corner made of green cardboard and blue cardboard watery areas. Each robot is seen interacting reacting to the "water" and reversing and turning to a different ankle when getting close to the wall. This is filmed and using Google Earth to find pictures from other planets, such as Mars, and the films and pictures are combined to show how the robots might look on a new planet.

As a conclusion for the day the distances between the planets and the size of our solar system and space in general is discussed. The robot videos are shared with the partner school.

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Moving to space, Klarup Skole, Denmark - DLaB Project Day 2

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The Space project day started with watching video presentations made prior the project day by partner schools in UK, Belgium and Norway as well as sharing our video. Each of the videos contained different information crucial for a successful travel in space or colonisation of a new planet.

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Broader linking of STEM and the creative arts (music, dance, drama, crafts, creative writing, photography). Exploring explicit art/science connections. Using the themes to connect classrooms.

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Broader linking of STEM and the creative arts (music, dance, drama, crafts, creative writing, photography). Exploring explicit art/science connections. Using the themes to connect classrooms.

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Какво ще стане, ако 

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Какво ще стане, ако нивото на морето се повиши?

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Year 3 of the Digital Learning Across Boundaries project

Welcome to our online course: What if the sea level rises? Exploring language and culture in a future setting

This is a free, interactive and participatory online course which focuses on curriculum opportunities arising from these themes:

Exploring problems that need to be solved within our lifetimes: preparing for a different future.

How are we going to be able to live and work if the sea level rises and whole areas are flooded?

What if the boundaries of geography and language dissolve around the world?

There are three key questions, based on survival, language and sustainability:

1. How can we survive? - content goes live at 6:00am, Mon 6th May 2019

2. How can we communicate? - content goes live at 6:00am, Weds 8th May 2019

3. How can we become sustainable? - content goes live at 6:00am, Fri 10th May 2019

To get started, please click on Section 1: Survive to the right, or at the very bottom of this page.

Overview

This is a flexible online course aimed at teachers in primary and secondary schools. You can join in with at a pace and depth that suits you. We will suggest activities and ideas based on our international DLaB project work, and encourage you to try them within your teaching.

We would like you to leave each week with something new to try out in practice and we will encourage you to share your experiences and swap ideas on our weekly themes within our FaceBook online community. We are using Facebook instead of Google + which is no longer available. You can start sharing ideas in the online community now; there's no need to wait for the start date to say hello to your fellow educators.

Who is this course for?

Our course is aimed at primary and lower secondary teachers, however anyone with an interest in the field is very welcome. It is in English.

Overview of course structure:

The course is divided into three sections, each with a different theme and suggested activities:

Duration: Self-Paced. Workload: Approximately 1.5 hours per section including posting ideas on Facebook.

Structure for each section:

We will begin each section by sharing resources and case studies with you from the Digital Learning Across Boundaries (DLaB) project run by a partnership of universities, schools and cultural institutions in Norway, England, Belgium and Denmark.

We will suggest some activities that help you plan to put ideas into practice with your own learners. These are based on our project collaborations between primary and lower secondary classes on the three themes.

Our project partners worked in three sub groups and each group posts their work on the themes.

One of the most exciting aspects of this course is the chance to share and reflect upon these co-created resources with our online community of fellow practitioners. Real life examples, photos, videos and comments within the community will give the course a truly practical focus. The community will also give you a chance to make some international connections and set up some collaborations of your own. You can join the Facebook community now, introduce yourself and start sharing ideas.

You can also follow us on Twitter at @DLAB_Erasmus and use the hashtag #DLABErasmus to see what others are posting.

Here's an introduction to the course

What this course will give you:

We hope that our course will inspire you to try out some ideas in your own classrooms and share some of your own work with us via the online community.

Succeeding in a MOOC

You may wish to watch the below 4 minute video that describes five steps that will help you succeed in a MOOC.

To get started on the MOOC:

Click on Section 1: Survive below to get started.

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What if the sea level rises? Exploring language and culture in a future setting

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Welcome to our online course: What if the sea level rises? Exploring language and culture in a future setting This is a free, interactive and participatory online course which focuses on curriculum opportunities arising from these themes: Exploring problems that need to be solved within our lifetimes: preparing for a different future.

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Easy to Use STEAM Lesson Plans for All Ages | LEGO® Education

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Bring hands-on learning to your classroom with LEGO® Education lesson plans. Find everything you need to make a great class using standards-aligned resources.

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Примерни уроци

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Примерни уроци

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The Global STEM Toolkit: Teaching the Next Generation of Problem Solvers is a compilation of resources for STEM center implementers, educators, and mentors to successfully teach and run STEM organizations around the world. STEM (Science, Technology, Engineering, and Mathematics) is a multi-disciplinary approach to education where young people tackle real-world challenges. This toolkit, developed by World Learning staff and consultants through a generous grant from Cisco Systems, is a how-to guide for anyone interested in organizing or working at a STEM education organization in their community. No matter where you live or who you teach, this toolkit is for you!

The Global STEM Toolkit: Teaching the Next Generation of Problem Solvers is a compilation of resources for STEM center implementers, educators, and mentors to successfully teach and run STEM organizations around the world. STEM (Science, Technology, Engineering, and Mathematics) is a multi-disciplinary approach to education where young people tackle real-world challenges. This toolkit, developed by World Learning staff and consultants through a generous grant from Cisco Systems, is a how-to guide for anyone interested in organizing or working at a STEM education organization in their community. No matter where you live or who you teach, this toolkit is for you!

you'll find dozens of articles containing great advice on

World Learning works globally to enhance the capacity and commitment of individuals, institutions, and communities to create a more peaceful, and just world through education, sustainable development, and exchange.

World Learning is working to improve global education to ensure schools and teachers have the tools they need to support students - with our support, these emerging leaders tackle critical global issues like poverty, conflict, and inequality.

World Learning is building a better future for all people through our education, development, and exchange programs. We work with individuals, communities, and institutions to find comprehensive solutions to some of the world's most pressing challenges, such as poverty, conflict, and inequality. Together, we have made a difference in more than 150 countries - and counting.

World Learning is a nonprofit organization advancing leadership in more than 75 countries through education, exchange, and development programs.

We are committed to advancing STEAM education around the world, with three independent STEAM centers and many more related programs around the world.

Cisco enables people to make powerful connections - whether in business, education, philanthropy, or creativity. Cisco hardware, software, and service offerings are used to create the Internet solutions that make networks possible - providing easy access to information anywhere, at any time.

Cisco was founded in 1984 by a small group of computer scientists from Stanford University. Since the company's inception, Cisco engineers have been leaders in the development of Internet Protocol (IP)-based networking technologies. Today, with more than 71,000 employees worldwide, this tradition of innovation continues with industry-leading products and solutions in the company's core development areas of routing and switching, as well as in advanced technologies such as home networking, IP telephony, optical networking, security, storage area networking, and wireless technology. In addition to its products, Cisco provides a broad range of service offerings, including technical support and advanced services.

World Learning Algeria manages educational development programs that help prepare young Algerians to succeed in the world of work. Since 2005, we've provided English for employment instruction, career development guidance, and STEAM education programs to over 15,000 students and educators. In 2016, we opened the Algiers STEAM Center, the first of its kind in Algeria, an industry-led initiative aiming to strengthen the innovation, critical thinking, and communication skills of the Algerian workforce via direct training of youth, targeted teacher training, and community education forums and events. Six of the most popular lesson plans at the Algiers STEAM Center were contributed to this Toolkit.

The Tech is a world leader in the creation of immersive STEM education resources to develop the next generation of problem-solvers locally, nationally and globally. We believe that everyone is born an innovator who can change the world for the better. The Tech Interactive is a family-friendly science and technology center in the heart of downtown San Jose. Our hands-on activities, experimental labs and design challenges empower people to innovate with creativity, curiosity and compassion.

In 2015 The Tech was awarded the National Medal for Museum and Library Service, the highest honor a United States museum, science center or cultural institution can achieve. We are driven by our mission: to inspire the innovator in everyone.

The Tech provided five innovative lesson plans to this Toolkit. More resources can be found at thetech.org/resources.

Instituto Guatemalteco Americano in Guatemala

University of Kathmandu in Nepal

Lingua Foundation for Innovative Education in Kyrgyzstan

LabXchange is an online community for learning, sharing, and collaboration. Labs are places of exploration and discovery for every field imaginable. In this spirit, you can discover, engage, and share what you learn on LabXchange. LabXchange curates and creates world-class digital content, delivered on a free, online platform that lets you integrate your learning and research experiences.

Visit the Global STEM Network's LabXchange profile for lesson plans, professional development resources, and more.

This lesson is a hands-on introduction to engineering and robotics. Students will demonstrate their understanding of the content by completing at least 75% of the robot they chose. It will take around two hours to complete and is recommended for ages 11 and up.

Content Areas:

Robot Development

Robot Programming

Lego Design

Objectives:

Learn what a robot is and how it functions

Learn about the use of robot

Follow instructions on technology

Materials:

4 Kits of LEGO Mindstorms EV3

5 Computers

HDMI Cable/TV or Monitor

Whiteboard/Flipchart

Pens

Introduction (10 minutes):

Teacher and students introduce themselves while sitting in a circle

Small Energizer - Counting Game:

The students create a circle and count down from 7 to 1 while taking a certain body posture

Every time students get to number one they change their body posture

Teacher asks students to either write or draw the answers for the following questions on a whiteboard:

What do you know about robotics?

What would you like to learn about robotics?

Watch a video about Lego Robotics

Main Activity (100 minutes):

Guided Practice

Students get divided into small groups (2 to 4 children)
Optimally each group includes an experienced student

Students receive computers and follow instructions

The following steps are presented on the monitor:

Open Mindstorms

Open LDD on MS EV3

Choose a robot tutorial (tracker)

The children receive different objects, which can be found in the virtual world (they can feel the object in their hand and at the same time try to find the objects in the virtual world)

Activities like searching, dragging, combining, and deleting pieces are demonstrated

Teacher navigates as a facilitator and key expert

A new activity will be illustrated as soon as students are finished with the first task

Free Activity

Motors and sensors are presented by the teacher
What do you think these pieces are?

Each group chooses one out of five basic robots that Mindstorms EV3 offers and starts building them

Once they finish the task, students get the opportunity to decide between building or programming (new groups can be created)

Building: Students brainstorm for ideas and design their robot in a second step
Example: mini fan with 4 wings and a touch sensor

Programming: Teacher helps adjust robot's programming for new features

Closing (10 minutes):

Students reflect on their learning by writing or drawing on a flipchart or board.

Thank you for your interest in the The Global STEM Toolkit: Teaching the Next Generation of Problem Solvers. To download the toolkit, please complete the form below. A link to the PDF will then be sent to the email address you provide.

We will only ever send you information relevant to the Global STEM Toolkit and will never sell or provide your information the any third parties. You can unsubscribe from any communication at any time in accordance with our Privacy Policy. If you choose to receive further correspondence, your information will be used to communicate with you about any important changes or updates to the Global STEM Toolkit, and for a follow-up Toolkit Use Survey.

The Global STEM Toolkit is committed to increasing access to high quality and contextualized STEM education programs and materials. If you have any questions, concerns, or issues using the Toolkit, please contact us at GlobalSTEMToolkit@worldlearning.org.

The World Learning Inc. family includes the global development and exchange nonprofit World Learning; The Experiment in International Living, the nation's most experienced provider of international education through exchanges for high school students; and School for International Training (SIT), offering accredited undergraduate study abroad programs through SIT Study Abroad and internationally focused master's degrees through SIT Graduate Institute.

The World Learning Inc. family includes:

© World Learning, Inc. 2020

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Global STEM Toolkit | Teaching the Next Generation of Problem Solvers

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The Global STEM Toolkit: Teaching the Next Generation of Problem Solvers is a compilation of resources for STEM center implementers, educators, and mentors to successfully teach and run STEM organizations around the world. STEM (Science, Technology, Engineering, and Mathematics) is a multi-disciplinary approach to education where young people tackle real-world challenges.

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Ранно образование LEGO® Education продуктНивоЗаглавие на урокЛинк към урокКоудинг Експрес Напреднали O-образна влакова линия Линк към урокaКоудинг Експрес Напреднали „Y"-образна линияЛинк към урокa STEAM Парк Напреднали Верижна реакция Линк към урокa STEAM Парк Напреднали Движение по водаЛинк към урокa STEAM Парк Напреднали Зъбни колелаЛинк към урокa STEAM Парк Напреднали Рампи...

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Nature-based lessons inspire students to become citizen scientists, tapping their interest in conservation to foster deep learning.

MaFelipe / iStock (girl); geoffsp / iStock (elephants)

One year ago, the world was turned upside down by the Covid-19 pandemic, and schools quickly adapted. Many teachers, such as myself, converted to a teaching style that we were never taught to do, much less excel in. However, during this trying time I was able to discover and utilize new resources for student learning. Zooniverse, in particular, allowed my high school students to connect with conservation in the real world.

Introduce the Concept of Citizen Science Through Camera Traps

Camera traps, or game cameras, are motion-activated cameras that photograph wildlife in order to collect information about the population, health, environment, and other needs of animals. Zooniverse focuses on people-powered research, where people of any age can become researchers by participating in different camera trap projects.

When my students examined the data from the camera traps, they became citizen scientists. Citizen science, sometimes known as community science, harnesses the collective efforts of the public to help collect data on a wide variety of topics and animal species. In addition to collecting data for science projects, citizen science engages and inspires community members to continue their efforts in science and conservation.

Focus the Lesson to Support Pro-environmental Attitudes

Students who participate in citizen science are more likely to take an interest in the biodiversity of their community and develop pro-environmental attitudes. Wildlife biologist Stephanie Schuttler found that nature or science-based experiences early in life have a long-lasting impact on students and their views of the natural world. When my students participated in the citizen science lesson I created, they became more engaged and excited, and felt their learning had true purpose.

The conservation-based lesson that I created focused on Snapshot Ruaha, which I found through the Zooniverse website. Snapshot Ruaha was created by the Ruaha Carnivore Project (RCP) in Tanzania, which focuses on reducing human-to-wildlife conflicts within Ruaha National Park. With the populations of many species decreasing because of human intervention, the data collected from the camera traps placed within the park are crucial in order to track the movement of large carnivores. The cameras produce millions of images-far too many for the RCP team to process on their own-so the RCP team uses citizen scientists to help collect and process data from their camera traps. The data goes back to the RCP team, which creates visual maps for distribution to people living in the area.

Generate Questions to Build Foundational Knowledge

Prior to interpreting the camera trap data, my students first completed a lesson that focused on the specific human-to-wildlife conflict that is currently happening in Ruaha National Park. To build foundational knowledge, I had my students read through the RCP website and answer teacher-created questions that focused on the problems that carnivores are causing for the local people, prior attempts to solve this issue, and why camera trap data is so important to this situation.

My students also answered higher depth-of-knowledge questions such as, "Once you have collected data from the camera traps, how would you use this information to educate the local villagers?" and "What are some possible solutions to improve or solve this human-to-wildlife conflict? Discuss all implications of your solution."

The responses to these questions were well-thought-out, which showed me that the students genuinely put some time into thinking of their answers. The background information and questions were crucial in building the foundational knowledge that my students needed to understand why the growing human populations have caused conflicts, such as the one seen in Ruaha National Park, and how many environmental issues don't have just one, easy solution.

Simple Tasks Yield Abundant Engagement

Last spring, all 51 of my biology students took part in this citizen science activity. Each student observed and identified at least 20 different photos from the Snapshot Ruaha Project website. As they scanned the pictures, they had to decide if there was an animal present and then identify the species using the classification tool from the website. Then, they took a screenshot of their photos and pasted them into a Google document.

After turning in their lesson questions, I made a brief slide show of some of the pictures that my students identified and shared it with all of my classes. The students loved seeing the animals that they and their classmates had identified. Overall, the students looked at and identified more than 1,020 pictures from the camera traps. The wide variety of animals found in the lesson led to a great discussion about the diversity of wildlife in Ruaha National Park.

It is common for students who are learning virtually to be quiet or unresponsive. With this activity, my students were gushing over the animals that they found. Many of them reviewed more than the 20-picture minimum because they enjoyed looking at the pictures so much. Some even got their families involved and looked for animals long after school hours were over. While the Snapshot Ruaha camera trap project has come to a conclusion, several other projects are still in progress on Zooniverse, such as animal migration, green bridge assessments, and predator-prey relationships.

School days did not look "normal" over the past year, but I saw that remote and virtual learning could still be engaging and informative with real-world conservation efforts that encouraged students to be citizen scientists. And that will work in the classroom as well.

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Sparking Interest in Biology by Focusing on Conservation

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Nature-based lessons inspire students to become citizen scientists, tapping their interest in conservation to foster deep learning. MaFelipe / iStock (girl); geoffsp / iStock (elephants) One year ago, the world was turned upside down by the Covid-19 pandemic, and schools quickly adapted.

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STEM УЧЕНИЧЕСКИ ПРОЕКТИ ISBN 978-619-91571-3-8 (e-book)

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Проект “Висящи градини“

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Проект “Висящи градини“

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Разработки - Темпо

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Проектът „Въпросите са новите отговори" е част от дейностите на Фондация „Темпо", който се изпълнява с финансовата подкрепа на Фондация Америка за България по програма „Следващите 10 - в подкрепа на значими идеи през следващите десет години: Онлайн учене" .

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