Remake of C3 AR Badge 2 Module 5 by mk pec

Remake of C3 AR Badge 2 Module 5 by mk pec https://padlet.com/mkpecoraro97/iis3knzcmk34wl0h Curating for a Wheels Unit en-us 2022-10-23 17:00:19 UTC 2025-11-03 05:27:21 UTC hello@padlet.com Directions: mkpecoraro97 https://padlet.com/mkpecoraro97/iis3knzcmk34wl0h/wish/2352437960 These are standards that you can use to begin collecting resources for designing a lesson within a wheels unit. These are first grade standards. Review these standards to get ideas for resources you would need to gather to teach the standard within a wheels unit. ]]> 2022-10-23 17:00:19 UTC https://padlet.com/mkpecoraro97/iis3knzcmk34wl0h/wish/2352437960 ELA Standard: mkpecoraro97 https://padlet.com/mkpecoraro97/iis3knzcmk34wl0h/wish/2352437961 ELA.1.R.3.3
Compare and contrast two texts on the same topic.

Clarification 1: Students are being asked to compare and
contrast. During instruction, give students opportunities to
see visual representations of similarities and differences
using tools such as Venn diagrams or T-charts]]> 2022-10-23 17:00:19 UTC https://padlet.com/mkpecoraro97/iis3knzcmk34wl0h/wish/2352437961 Math Standard Options mkpecoraro97 https://padlet.com/mkpecoraro97/iis3knzcmk34wl0h/wish/2352437962 MA.1.M.1.1 Estimate the length of an object to the nearest inch. Measure the length of an object to the nearest inch or centimeter.

Benchmark Clarifications:
Clarification 1: Instruction emphasizes measuring from the zero point of the ruler. The markings on the
ruler indicate the unit of length by marking equal distances with no gaps or overlaps.
Clarification 2: When estimating length, the expectation is to give a reasonable number of inches for
the length of a given object.

MA.1.FR.1.1 Partition circles and rectangles into two and four equal-sized parts. Name the parts of the whole using appropriate language including halves or fourths.

Benchmark Clarifications:
Clarification 1: This benchmark does not require writing the equal sized parts as a fraction with a
numerator and denominator.]]> 2022-10-23 17:00:19 UTC https://padlet.com/mkpecoraro97/iis3knzcmk34wl0h/wish/2352437962 Engineering Standard Options mkpecoraro97 https://padlet.com/mkpecoraro97/iis3knzcmk34wl0h/wish/2352437963 K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

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

K-2-ETS1-3. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and
weaknesses of how each performs.]]> 2022-10-23 17:00:19 UTC https://padlet.com/mkpecoraro97/iis3knzcmk34wl0h/wish/2352437963 Directions: mkpecoraro97 https://padlet.com/mkpecoraro97/iis3knzcmk34wl0h/wish/2352437964 In this collection phase, you can see that I have already uploaded the Wheels Project that we are using for inspiration to create our own wheels unit. You will also see the work you did with the wheels math problem in your STEM badge.

In this new unit we are creating from inspiration from the "Our Wheels Kindergarten Project," students are investigating wheels using the driving question: How can we make our classroom trash can roll to different spots in the room when it is too heavy to carry?

In this phase, you will add one resource that you could use to teach a standard given in the pre-curation unit that would help students be able to understand how to make a trash can in their classroom roll.

]]> 2022-10-23 17:00:19 UTC https://padlet.com/mkpecoraro97/iis3knzcmk34wl0h/wish/2352437964 Our Wheels Project: Finding the Extraordinary Within the Ordinary mkpecoraro97 https://padlet.com/mkpecoraro97/iis3knzcmk34wl0h/wish/2352437965 https://ecrp.illinois.edu/v17n1/cowan.html]]> 2022-10-23 17:00:19 UTC https://padlet.com/mkpecoraro97/iis3knzcmk34wl0h/wish/2352437965 Math Problem in STEM Badge Slides mkpecoraro97 https://padlet.com/mkpecoraro97/iis3knzcmk34wl0h/wish/2352437966 https://docs.google.com/presentation/d/1NzYPVn7Cz5XhmW9EqN_5mPfP6mECbrTU5YVrEw7llig/edit?usp=sharing]]> 2022-10-23 17:00:19 UTC https://padlet.com/mkpecoraro97/iis3knzcmk34wl0h/wish/2352437966 MA.1.M.1.1 Resource mkpecoraro97 https://padlet.com/mkpecoraro97/iis3knzcmk34wl0h/wish/2352437967 This video is perfect for introducing students to measuring inches and using a ruler!
-Abigail Hudgens]]> 2022-10-23 17:00:19 UTC https://padlet.com/mkpecoraro97/iis3knzcmk34wl0h/wish/2352437967 MA.1.FR.1.1 partitioning circles and rectangles mkpecoraro97 https://padlet.com/mkpecoraro97/iis3knzcmk34wl0h/wish/2352437968 https://www.youtube.com/watch?v=PU71DF6Jhz0
-grace barnwell]]> 2022-10-23 17:00:19 UTC https://padlet.com/mkpecoraro97/iis3knzcmk34wl0h/wish/2352437968 ELA.1.R.3.3Compare and contrast two texts on the same topic. mkpecoraro97 https://padlet.com/mkpecoraro97/iis3knzcmk34wl0h/wish/2352437970 How Long or How Wide?: A Measuring Guide by Brian Cleary & How Tall, How Short, How Far Away by David Adler.
These two picture books about measuring aligns with the ELA standard. Students can compare and contrast the information in both books for their lessons.
-Jessica Panaguiton]]> 2022-10-23 17:00:19 UTC https://padlet.com/mkpecoraro97/iis3knzcmk34wl0h/wish/2352437970 K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. mkpecoraro97 https://padlet.com/mkpecoraro97/iis3knzcmk34wl0h/wish/2352437971 This would be a good video to introduce how and what engineers do. Then, the teacher can introduce the driving question: "How can we make our classroom trash can roll to different spots in the room when it is too heavy to carry?" The teacher can have the students first draw their invention that could possibly be the solution. To further the lesson, students can create a small 3D model of the invention for the trashcan; for the models, a heavy basket could be used as the trash can to test if the invention is successful.
Mickayla Pecoraro]]> 2022-10-23 17:00:19 UTC https://padlet.com/mkpecoraro97/iis3knzcmk34wl0h/wish/2352437971 K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. mkpecoraro97 https://padlet.com/mkpecoraro97/iis3knzcmk34wl0h/wish/2352437972 I think this would be a great follow-up to the video that was
given for this standard as well. In this lesson, students are working on objects that push and pull which I think would help give some background knowledge to different shapes and objects and how they move. https://www.coreknowledge.org/free-resource/cksci-unit-1-pushes-and-pulls/
-Sydney Rigdon]]> 2022-10-23 17:00:19 UTC https://padlet.com/mkpecoraro97/iis3knzcmk34wl0h/wish/2352437972 Directions: mkpecoraro97 https://padlet.com/mkpecoraro97/iis3knzcmk34wl0h/wish/2352437974 **Please read carefully! You will push the plus button at the bottom of the this section and add your answers to the questions below by numbering them. Do not forget to add your name to your post**

In this section, you will make a post using the following:
1. Repost Link to your resource
2. Write out the standard.
3. Write out the lesson objective.
4. What would students need to be able to do/explain after engaging with this resource?
5. Why did you choose this resource to teach your standard? How does this resource support your students in learning the standard?
6. What changes you would make to your resource after answering these questions? (What would you add to this resource, take away from this resource?)

]]> 2022-10-23 17:00:19 UTC https://padlet.com/mkpecoraro97/iis3knzcmk34wl0h/wish/2352437974 Example of response: mkpecoraro97 https://padlet.com/mkpecoraro97/iis3knzcmk34wl0h/wish/2352437975 1. https://www.youtube.com/watch?v=AWvAn_qc3YQ
2. MA.1.FR.1.1.
3. After viewing this video as a class, students will be able to partition shapes such as circles or rectangles into equal parts.
4. Students would need to be able to explain how to divid a shape into halves or fourths. This can be demonstrated through drawing and discussing. Students would also need to be able to identify when a shape is divided and wether or not it is divided into equal parts, halves, and/or fourths.
5. I chose this resource to teach the standard because it explains how to divide shapes equally into two and four parts. This resource supports the students in learning the standard because it explains the mathematical actions clearly and is made at a first grade level.
6. I think that the resource is good but students would benefit if I incorporated a worksheet or hands on activity that allowed them to practice partitioning shapes into equal parts. I would also like to incorporate a discussion that links this resource and lesson to the wheel's project; show students that the wheels must be placed on an object that is divided into equal parts in order to properly distribute weight to help it roll. ]]> 2022-10-23 17:00:19 UTC https://padlet.com/mkpecoraro97/iis3knzcmk34wl0h/wish/2352437975 grace barnwell mkpecoraro97 https://padlet.com/mkpecoraro97/iis3knzcmk34wl0h/wish/2352437976 1. https://www.youtube.com/watch?v=PU71DF6Jhz0
2. MA.1.FR.1.1
3. After viewing this video as a class, my students will understand how to partition circles and rectangles. My students will be able to recreate this process on their own.
4. To meet this standard, my students will need to be able to partition shapes on their own and explain the fractions that correspond with what they have partitioned. I plan to have them demonstrate their understanding using activities where we color on paper rectangles and paper plates.
5. I chose this resource to help me teach this standard because it is provided by a reputable source (USA test prep) and is thus aligned directly with the standard at hand. I also like this resource because it is created for elementary-level students and presents the information using student-friendly language.
6. This is a good resource to a moderate extent because its purpose is primarily supplementary. I will incorporate the activity and a worksheet into this lesson because the video does not give my students the opportunity to think for themselves. In the activity, they will demonstrate what they have learned and I will be able to retain data that I can show to anyone looking at the student's performance.

]]> 2022-10-23 17:00:19 UTC https://padlet.com/mkpecoraro97/iis3knzcmk34wl0h/wish/2352437976 Mickayla Pecoraro mkpecoraro97 https://padlet.com/mkpecoraro97/iis3knzcmk34wl0h/wish/2352437977 1. https://www.youtube.com/watch?v=RM04n0-QtNo

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

3. After this introductory video, students will understand the steps engineers take to invent new things, and demonstrate the same steps during the lesson activity.

4. Students will need to think critically to identify the problem, brainstorm a possible solution, build their solution, and test their solution.

5. I choose this resource for two reasons; the first being it aligns to the standard in which a way that can be used to allow student exploration with the driving question, and secondly multimedia (alike this video) can be engaging and thought-provoking for students. Students are able to directly brainstorm their possible solution first through sketching or drawing, and then creating a physical model where they are able to test the successfulness of the problem's solution.

6. I really like this resource for introducing engineering steps to solving a problem. Since this is for first graders, I think having a lesson prior to this one about what/who are engineers, along with some real-world engineers and their inventions could be beneficial. This could incorporate ELA (short reading passages or picture book read aloud) and Social Studies (history of past engineers/inventions) standards as well. Also, pre-teaching vocabulary of important words for this lesson can be added previously too.]]> 2022-10-23 17:00:19 UTC https://padlet.com/mkpecoraro97/iis3knzcmk34wl0h/wish/2352437977 Abigail Hudgens mkpecoraro97 https://padlet.com/mkpecoraro97/iis3knzcmk34wl0h/wish/2352437979 1. https://youtu.be/by_Qf0gNYSI
2. MA.1.M.1.1 Estimate the length of an object to the nearest inch. Measure the length of an object to the nearest inch or centimeter.
3. After watching this video, students will be able to estimate and measure the length of a given objective to the nearest inch.
4. To meet this standard, students must be able to use a ruler, understand basic measurements, and make educated guesses on what something may end up measuring.
5. I chose this resource because it is a great introduction to "the whole inch", which many students may not understand up to this point. It directly relates to the standard and walks them through how to measure an object or distance.
6. I would maybe choose a slightly more animated or fun video to teach them over this more lecture-like video. Because the students were so young, something with maybe a song or rhyme to help them remember the materials might stick with them better than the information given in the format I chose.]]> 2022-10-23 17:00:19 UTC https://padlet.com/mkpecoraro97/iis3knzcmk34wl0h/wish/2352437979 mkpecoraro97 https://padlet.com/mkpecoraro97/iis3knzcmk34wl0h/wish/2352437980 1. Repost Link to your resource

2. Write out the standard.

ELA.1.R.3.3

3. Write out the lesson objective.

Students will be able to compare and contrast two texts on the same topic.

4. What would students need to be able to do/explain after engaging with this resource?

Students will be able to tell how far or how close objects are by measuring the object's width, length, or height.

5. Why did you choose this resource to teach your standard? How does this resource support your students in learning the standard?

I chose these two books because they are both relevant to not only the ELA standard but to the math standard as well. The books are about how to measure objects which would be useful in finding out our guiding question,

]]> 2022-10-23 17:00:19 UTC https://padlet.com/mkpecoraro97/iis3knzcmk34wl0h/wish/2352437980 Engineering Design Process mkpecoraro97 https://padlet.com/mkpecoraro97/iis3knzcmk34wl0h/wish/2352437981 2022-10-23 17:00:19 UTC https://padlet.com/mkpecoraro97/iis3knzcmk34wl0h/wish/2352437981 Directions: mkpecoraro97 https://padlet.com/mkpecoraro97/iis3knzcmk34wl0h/wish/2352437982 This week you will curate for the Wheels Unit by using the Engineering Design Process that you are working with in your STEM Integration course.

Each section of the EDP must have:
1. A description of what the students are doing
2. A description of what the teacher is doing (we call these teacher moves). These should be specific.
3. At least 1 resource. (You can pull from the resources your peers and you collected from modules 2 and 3.) I suggest reading their critiques, as well. You will likely need to create some resources, too.

HINTS FOR RESOURCE CREATION: I like to use word. For example, how will students document their work? What templates could you create to guide them through the process? If a text you found online needs to be modified for their grade level, copy and paste it in word and then make it simpler.

Using the resources in the collection column, and the critiques you and your peers made in the critique column, use these resources (and other outside resources you find as needed)to build out the lesson into the EDP phases from slide #2- Identify the problem, explore, design, create, try it out, make it better.

(If you would like to use a different model than the one on slide 2 from your STEM integration course, you may. Simply copy the one you choose to use over and label the sections to match the EDP model you prefer.) ]]> 2022-10-23 17:00:19 UTC https://padlet.com/mkpecoraro97/iis3knzcmk34wl0h/wish/2352437982 Identify the Problem mkpecoraro97 https://padlet.com/mkpecoraro97/iis3knzcmk34wl0h/wish/2352437983 In this new Engineering Design Process lesson we are creating from inspiration from the "Our Wheels Project," students are investigating wheels using the driving question: How can we make our classroom trash can roll to different spots in the room when it is too heavy to carry?

The problem is that the trash can gets too heavy after breakfast in the morning and the young children cannot pick it up and move it around the room to fill it up. The room is getting messy because of this. The students decide that they could add wheels to the trash can so that it can move around the room with them.

Remember: This is for a 1st grade classroom- our standards are 1st grade standards. ]]> 2022-10-23 17:00:19 UTC https://padlet.com/mkpecoraro97/iis3knzcmk34wl0h/wish/2352437983 Explore mkpecoraro97 https://padlet.com/mkpecoraro97/iis3knzcmk34wl0h/wish/2352437985 Think research here - What resources can the kids use to learn about wheels - How could this tie into your ELA or math standards in the pre-curation section?

Answer Questions 1-3:
1. Students would be gathered on the carpet area as a whole class. Students will watch the video above, giving an insight of the topic that they will be interacting with.

2. The teacher will present the YouTube video on the board. When the short video is finished, he/she will ask students a few questions: What do wheels do? Where do you see wheels inside the classroom? Where do you see wheels outside of the classroom? How do they help us? The teacher can then present the driving question about the heavy trash can and create a connection with the possible solution of adding wheels! From there, the teacher will then play the Think Like an Engineer video to start the connection of the engineering standard.

3. The Wheel Invention video & Jessi Has a Problem/Think Like an Engineer video]]> 2022-10-23 17:00:19 UTC https://padlet.com/mkpecoraro97/iis3knzcmk34wl0h/wish/2352437985 Design mkpecoraro97 https://padlet.com/mkpecoraro97/iis3knzcmk34wl0h/wish/2352437986 How are students going to design? What are they designing (refer back to the Identify the Problem section)? This is more brainstorming/planning than building. What resources could you create to help them design their idea?

1. Students will be given the stem journal sheet. They will be paired by the teacher, then together the students will first define the problem (which will be guided by the driving question), the move onto the discover box where they can research more about wheels and the differences between large/small/rubber/plastic/etc. Students will then create their own idea through drawing/sketching of how they think they could possibly solve the problem. Students will then turn to their partner, and discuss why they think their idea will be able to help their trashcan problem. The students will collaborate on which design would be better, maybe even combing both ideas together to create a new, improved design! The pair will then work together to brainstorm what steps are needed to create a model. Students will begin building after presenting their sketch to the teacher.

2. The teacher's role for this lesson is to be a facilitator to exploration, supporting and guiding when needed. The teacher will be observing student pairs collaboration, engineering ideas, and aiding when supports are needed. Some students may need more of a foundation than others; therefore the teacher can model the steps engineers go through alike the introductory videos. The teacher will pass out laptops or iPads for students to research more about wheels. The teacher will provide students with appropriate websites and online resources beforehand. When it is time to build models, the students will go to the teacher to 'approve' their design sketch. The teacher will give students the okay to gather the supplies they need to start building. The teacher will provide various supplies; play-doh, cardboard, straws, different types of wheels, and more to name a few.

3. The STEM Journal sheet]]> 2022-10-23 17:00:19 UTC https://padlet.com/mkpecoraro97/iis3knzcmk34wl0h/wish/2352437986 Try it Out mkpecoraro97 https://padlet.com/mkpecoraro97/iis3knzcmk34wl0h/wish/2352437987 Think about what this phase will look like. What should it sound like? How are students going to test out their design? What criteria should their product be able to do? How will they document their product's abilities during this phase? Hint- You may have to create some of these resources yourself.

Answer Questions 1-3 here:
1. This phase sound be collaborative, meaning there will be a decent amount of "noise" inside the learning space. Students will be verbally talking with their partner building and testing their model. There will also be the noise of the possible trashcan falling to the ground if the model was unsuccessful. Student's models should first be able to carry the trashcan, secondly it should be able to allow the trashcan to move from the starting line to how ever far it is pushed. Students will not be penalized for the model not moving far, just that movement is possible with the filled trashcan on it. This chart will allow students to organize their data in one place, and will help them recognize what improves added more distance from the start line on the floor.

2. Alike the previous sections, the teacher will be there silently observing. The teacher can help students when they are needed supports or even if they ask for some assistance. Overall, the teacher will be watching what students are building and testing, and their ongoing collaboration.

3. The Testing chart I created on PowerPoint. ]]> 2022-10-23 17:00:19 UTC https://padlet.com/mkpecoraro97/iis3knzcmk34wl0h/wish/2352437987 Make it Better mkpecoraro97 https://padlet.com/mkpecoraro97/iis3knzcmk34wl0h/wish/2352437988 Here students have an opportunity to use the data they collected from the try it out phase to improve their product. Maybe they will need to make design adjustments. Maybe a video would be helpful here to jumpstart groups that may struggle with problem solving, maybe not? As the instruction designer, make a plan to support students here and still give them the space to do the critical thinking themselves. What does this look like?

Answer Questions 1-3 Here:
1. If students are having trouble improving their designed model, they can revert back to watching the original engineering video on a laptop or iPad. This way, students are able to backtrack and examine the steps that could help their model if they went back to brainstorming.

2. The teacher can give some ideas on how to improve their model; maybe using different sized wheels, adding more balanced support by wheel placement, etc. The teacher can model the steps in the video while giving some ideas that could possibly aid the students in the foundation of a new design that they could improve as well.

3. Jessi Has a Problem/Think Like an Engineer video

]]> 2022-10-23 17:00:19 UTC https://padlet.com/mkpecoraro97/iis3knzcmk34wl0h/wish/2352437988