# data[].attributes.body
Facilitator: D. Hinds
In this challenge, students worked in teams to invent a contraption/device that could transport water from a main water supply to various distribution places in a relay race. Students used available materials creatively to construct their device.

# data[].attributes.headline
Activity:  Creating a Model of Tennessee

# data[].attributes.subject
Activity:  Creating a Model of Tennessee

# data[].attributes.body
Facilitator: S. Hawthorne
Students created a model of the geography of Tennessee. The model included rivers, mountains, and other geographical features.

# data[].attributes.headline
Activity:  Creating a Model of Tennessee

# data[].attributes.subject
Activity:  Creating a Model of Tennessee

# data[].attributes.body
Facilitator: S. Hawthorne
Students created a model of the geography of Tennessee. The model included rivers, mountains, and other geographical features.

# data[].attributes.headline
Activity:  Creating a Model of Tennessee

# data[].attributes.subject
Activity:  Creating a Model of Tennessee

# data[].attributes.body
Facilitator: S. Hawthorne
Students created a model of the geography of Tennessee. The model included rivers, mountains, and other geographical features.

# data[].attributes.body
DE Consultant, D. Olajuwon won against student

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Students vs. DE Consultant, D. Olajuwon

# data[].attributes.body
DE Consultant, D. Olajuwon won against student

# data[].attributes.body
Student vs. DE Consultant, D. Olajuwon

# data[].attributes.body
Student vs. DE Consultant, D. Olajuwon

# data[].attributes.body
Student vs. DE Consultant, D. Olajuwon

# data[].attributes.body
Students vs. DE Consultant, D. Olajuwon

# data[].attributes.body
Student vs. DE Consultant, D. Olajuwon

# data[].attributes.body
Student won against S. Hawthorne

# data[].attributes.body
Student vs. S. Hawthorne

# data[].attributes.body
Student vs. S. Hawthorne

# data[].attributes.body
Facilitator: S. Hawthorne
Students built a well and created a water filter.

# data[].attributes.body
Facilitator: S. Hawthorne
Students built a well and created a water filter.

# data[].attributes.body
Facilitator: S. Hawthorne
Students built a well and created a water filter.

# data[].attributes.body
Facilitator: S. Hawthorne
Students built a well and created a water filter.

# data[].attributes.body
Facilitator: J. Martin-Walker
Students built a terrarium. Students viewed an assembly video then assembled an ecosystem.

# data[].attributes.body
Facilitator: S. Hawthorne
Students built a well and created a water filter.

# data[].attributes.body
Facilitator: S. Hawthorne
Students built a well and created a water filter.

# data[].attributes.body
Facilitator: S. Hawthorne
Students built a well and created a water filter.

# data[].attributes.body
Facilitator: D. Hinds
Students worked in teams to create a boat that would float across a kiddie pool carrying a weight.

# data[].attributes.body
Facilitator: D. Hinds
Students worked in teams to create a boat that would float across a kiddie pool carrying a weight.

# data[].attributes.body
Facilitator: J. Martin-Walker
Students built a terrarium. Students viewed an assembly video then assembled an ecosystem.

# data[].attributes.body
Facilitator: D. Hinds
Students worked in teams to create a boat that would float across a kiddie pool carrying a weight.

# data[].attributes.body
Facilitator: D. Hinds
Students worked in teams to create a boat that would float across a kiddie pool carrying a weight.

# data[].attributes.body
Facilitator: D. Hinds
Students worked in teams to create a boat that would float across a kiddie pool carrying a weight.

# data[].attributes.body
Facilitator: D. Hinds
Students worked in teams to create a boat that would float across a kiddie pool carrying a weight.

# data[].attributes.body
Facilitator: D. Hinds
Students worked in teams to create a boat that would float across a kiddie pool carrying a weight.

# data[].attributes.body
Facilitator: D. Hinds
Students worked in teams to create a boat that would float across a kiddie pool carrying a weight.

# data[].attributes.body
Facilitator: D. Hinds
Students worked in teams to create a boat that would float across a kiddie pool carrying a weight.

# data[].attributes.body
Facilitator: D. Hinds
Students worked in teams to create a boat that would float across a kiddie pool carrying a weight.

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Boats and boating--Equipment and supplies

# data[].attributes.body
Facilitator: D. Hinds
Students worked in teams to create a boat that would float across a kiddie pool carrying a weight.

# data[].attributes.body
Facilitator: R. Hunter
During the Hands-On Lab: Cohesion and Surface Tension of Water, students investigated the properties of water including cohesion and surface tension of water. Students demonstrated water cohesion using oil and detergent.

# data[].attributes.body
Facilitator: R. Hunter
During the Hands-On Lab: Cohesion and Surface Tension of Water, students investigated the properties of water including cohesion and surface tension of water. Students demonstrated water cohesion using oil and detergent.

# data[].attributes.body
Facilitator: R. Hunter
During the Hands-On Lab: Cohesion and Surface Tension of Water, students investigated the properties of water including cohesion and surface tension of water. Students demonstrated water cohesion using oil and detergent.

# data[].attributes.body
Facilitator: R. Hunter
During the Hands-On Lab: Cohesion and Surface Tension of Water, students investigated the properties of water including cohesion and surface tension of water. Students demonstrated water cohesion using oil and detergent.

# data[].attributes.body
Facilitator: R. Hunter
During the Hands-On Lab: Cohesion and Surface Tension of Water, students investigated the properties of water including cohesion and surface tension of water. Students demonstrated water cohesion using oil and detergent.

# data[].attributes.body
Facilitator: R. Hunter
During the Hands-On Lab: Cohesion and Surface Tension of Water, students investigated the properties of water including cohesion and surface tension of water. Students demonstrated water cohesion using oil and detergent.

# data[].attributes.body
Facilitator: R. Hunter
During the Hands-On Lab: Cohesion and Surface Tension of Water, students investigated the properties of water including cohesion and surface tension of water. Students demonstrated water cohesion using oil and detergent.

# data[].attributes.body
Facilitator: R. Hunter
During the Hands-On Lab: Cohesion and Surface Tension of Water, students investigated the properties of water including cohesion and surface tension of water. Students demonstrated water cohesion using oil and detergent.

# data[].attributes.headline
Using a Reading Strategy to Understand the Properties of Water

# data[].attributes.subject
Using a Reading Strategy to Understand the Properties of Water

# data[].attributes.body
Facilitator: R. Hunter
Students read a reading passage - Getting to know Properties of Water- noting important facts by highlighting and using other annotations.

# data[].attributes.headline
Using a Reading Strategy to Understand the Properties of Water

# data[].attributes.subject
Using a Reading Strategy to Understand the Properties of Water

# data[].attributes.body
Facilitator: R. Hunter
Students read a reading passage - Getting to know Properties of Water- noting important facts by highlighting and using other annotations.

# data[].attributes.headline
Using a Reading Strategy to Understand the Properties of Water

# data[].attributes.subject
Using a Reading Strategy to Understand the Properties of Water

# data[].attributes.body
Facilitator: R. Hunter
Students read a reading passage - Getting to know Properties of Water- noting important facts by highlighting and using other annotations.

# data[].attributes.body
Facilitator: D. Hinds
In this challenge, students worked in teams to invent a contraption/device that could transport water from a main water supply to various distribution places in a relay race. Students used available materials creatively to construct their device.

# data[].attributes.body
Facilitator: D. Hinds
In this challenge, students worked in teams to invent a contraption/device that could transport water from a main water supply to various distribution places in a relay race. Students used available materials creatively to construct their device.

# data[].attributes.body
Facilitator: D. Hinds
In this challenge, students worked in teams to invent a contraption/device that could transport water from a main water supply to various distribution places in a relay race. Students used available materials creatively to construct their device.

# data[].attributes.body
Facilitator: D. Hinds
In this challenge, students worked in teams to invent a contraption/device that could transport water from a main water supply to various distribution places in a relay race. Students used available materials creatively to construct their device.

# data[].attributes.body
Facilitator: D. Hinds
Teachers determined which students were "it".  Those students who were “it” had a water balloon. The remainder of the students scattered until the person who was “it” yelled STEAM! At that time, the student who was “it” threw the water balloon to tag the person of their choice. The new “it” then ran to pick up a new water balloon and started a new round.

# data[].attributes.body
Facilitator: D. Hinds
Teachers determined which students were "it".  Those students who were “it” had a water balloon. The remainder of the students scattered until the person who was “it” yelled STEAM! At that time, the student who was “it” threw the water balloon to tag the person of their choice. The new “it” then ran to pick up a new water balloon and started a new round.

# data[].attributes.body
Facilitator: R. Hunter
Students laid on butcher paper so that their partner traced his/her body.

Students weighed themselves so that the team could calculate how many pounds of water would equal 70% of the body weight.
Students determined 70% of the student’s weight. (student weight x .70 =___)  Students labeled the shaded area of the body with that amount of weight.

# data[].attributes.body
Facilitator: R. Hunter
Students laid on butcher paper so that their partner traced his/her body.

Students weighed themselves so that the team could calculate how many pounds of water would equal 70% of the body weight.
Students determined 70% of the student’s weight. (student weight x .70 =___)  Students labeled the shaded area of the body with that amount of weight.

# data[].attributes.body
Facilitator: R. Hunter
Students laid on butcher paper so that their partner traced his/her body.

Students weighed themselves so that the team could calculate how many pounds of water would equal 70% of the body weight.
Students determined 70% of the student’s weight. (student weight x .70 =___)  Students labeled the shaded area of the body with that amount of weight.

# data[].attributes.body
Facilitator: R. Hunter
Students laid on butcher paper so that their partner traced his/her body.

Students weighed themselves so that the team could calculate how many pounds of water would equal 70% of the body weight.
Students determined 70% of the student’s weight. (student weight x .70 =___)  Students labeled the shaded area of the body with that amount of weight.

# data[].attributes.body
Facilitator: R. Hunter
Students laid on butcher paper so that their partner traced his/her body.

Students weighed themselves so that the team could calculate how many pounds of water would equal 70% of the body weight.
Students determined 70% of the student’s weight. (student weight x .70 =___)  Students labeled the shaded area of the body with that amount of weight.

# data[].attributes.body
Facilitator: R. Hunter
Students laid on butcher paper so that their partner traced his/her body.

Students weighed themselves so that the team could calculate how many pounds of water would equal 70% of the body weight.
Students determined 70% of the student’s weight. (student weight x .70 =___)  Students labeled the shaded area of the body with that amount of weight.

# data[].attributes.body
Facilitator: R. Hunter
Students laid on butcher paper so that their partner traced his/her body.

Students weighed themselves so that the team could calculate how many pounds of water would equal 70% of the body weight.
Students determined 70% of the student’s weight. (student weight x .70 =___)  Students labeled the shaded area of the body with that amount of weight.