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Grades Prek 8 Spring 2017 - Page 17 Science/STEM

Teacher Created Resources TCR 8184 STEM

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Testing Sheet Engineering Solutions to Natural Hazards Name _____________________________________ Date ______________________

Building Units Testing

1. What two-dimensional (flat) shapes did your group make with the materials? Sketch them here. 2. Turn each two-dimensional shape into a three-dimensional shape. You may be able to turn some of the 2D shapes into more than one 3D shape. Sketch your 3D shapes here. 3. Record the shape to be tested in Column 1. 4. Test each 3D shape on the shake table. Record the results in column 2. If a shape withstands the test, and lasts longer than 10 seconds, write Success . If not, record the number of seconds it lasted before falling. 5. In column 3, describe what happens to each shape during the test.

Name of 3D Shape Time of Failure What Happened to the Shape?

Year Round Project-Based Activities for STEM

Wondering how to incorporate science, technology, engineering, and math PLUS collaboration, critical thinking, problem-solving, and digital literacy into the curriculum? You can do it with project-based learning. Each book presents several units that require students to think creatively and to put what they are learning into practice. Meanwhile, the teacher can continually assess what is being learned and make any necessary adjustments. The books actually make learning fun

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TCZ 9636 Year Round Project-Based Activities for STEM Set (3 books) $44.97

#3025 Project-Based Activities for STEM 56 Teacher Created Resources STEM Activities Pumpkins

Discover Pumpkins

(cont.)

Station 2-Observe and Draw Pumpkins

-Science/Engineering/Math

Tools

Discover Pumpkins Journals

Procedure

1. Observe the attributes of the pumpkin. 2. Draw a picture of the pumpkin on page 1 in the Discover Pumpkins journal. 3. Using the chart or spreadsheet created earlier, identify the variety of pumpkin and write its name in the journal on page 1. 4. Determine a method to count the number of ribs on the pumpkin. Record the number of ribs on page 2 in the journal.

Station 3-Measure the Pumpkin's Circumference

-Science/Engineering/Math

Tools

Discover Pumpkins journals

Procedure

1. Figure out a way to measure the distance around the pumpkin. This distance is called the circumference . What tools will you use? (measuring tapes, rulers, yardsticks, string, or other?) 2. Measure the pumpkin (using inches) and record the circumference on page 2 in the Discover Pumpkins journal.

#3

Stepping Into STEM

These dynamic resources provide guided lessons to integrate project-based learning into your science, technology, engineering, and math curriculum. Each unit provides background information for teachers and students and moves from teacher-directed activities toward more open-ended activities. The culminating activity in each unit allows students to design their own unique "invention" or conduct an experiment of their own creation. Students will be challenged to work collaboratively, using a design process that helps them "step into STEM" with greater competence and confidence. Correlated to CCSS & NGSS standards. 160 pages. $17.99 each TCZ 3869 Grade 3 TCZ 3897 Grade 4 TCZ 3966 Grade 5 TCZ 3980 Grade 6 TCZ 9536 Stepping Into STEM Set (4 books) $71.96

N A M E

epping into STEM

DERBY B CARS UNIT 7-ACTIVITY 2

DESIGNING YOUR RACER

You will continue using the same materials as in the previous activity. There are also a few other materials listed for adding weight on the next page. You will be designing your racer to become npsf!fgdjfou!boe!tusfbnmjofe/!!Jg!zpv!tubsufe!xjui!b!sfdubohvmbs!cpy-!zpv!dbo!usz!dvuujoh!bxbz! some of the box. Make sure that you don't weaken the frame of your racer by cutting away too much or cutting into the strength of the box at the corners or along the ridges. Cars made with Tuzspgpbn!usbzt!dbo!bmtp!cf!efdpsbufe!boe!tdvmqufe!cz!dvuujoh!bxbz!tpnf!pg!uif!Tuzspgpbn/

DECORATING RACERS

You can use glue and tape to add ornamental features to the racer. These could include doors, windows made of clear plastic, bumpers, headlights, and other features.

YNAMIC I STYLING

allow the wind to slide smooth em go faster because there is e created by air. Try the follow s to reduce air resistance. a triangular wedge to the fron cle so that molecules of air wi k and away. wf!ps!tdvmqu!tpnf!tnppui-!dvs e to the front of the racer so th nbz!xbou!up!dpwfs!zpvs!wfijd pezobnjd!fggfdu/!!Zpv!dpvme!dv r the entire car to make a low fs!qjfdft!ps!ubh!cpbse!up!dsfb

NCING DESIGN I WITH ST

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N A M E

#3980 Stepping into STEM 148 Teacher Created Resources

DERBY B CA

DESIGNING YOUR RACER

TRYOUTS

You can't really improve your racer unless you try it out after each time you add a feature or distribute the weight in a different manner. It is especially important to time your racer with a stopwatch or with a comparison car. As a ramp, you can use a simple board or a piece of plywood about 2 feet wide and 4 feet long. Skateboard ramps are excellent, too. A folding table with the legs folded in at one end works well, also. Any inclined area with a xjef!bu!tvsgbdf!xjmm!xpsl/!!Ublf!uvsot!xjui!puifs!ufbnt! testing your racers.

TIME TRIALS

1. Measure the length of the ramp you are using. Tape the metersticks (or yardsticks) in place down the center of the ramp, if possible. 2. Set two cars in place at the rear of the ramp with the rear wheels just on the ramp. 4/ Vtf!b!xbudi!ps!tupqxbudi!up!ujnf!uif!usjbm/ 4. Record the time for each trial on this sheet. 5. Do several trials. Name of Your Racer:

TRIAL LENGTH TIME

1st 2nd 4se 4th 5th 6th 8ui

UNIT 7-ACTIVITY

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Cars that a around the resistance technique 1. Add vehic back 3/ Dbsw glue 4/ Zpv! bfsp ove gpme

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TCZ 6898 STEM: Engaging Hands-On Activities and Challenges Set (5 books) $74.95

STEM: Engaging Hands-On Activities and Challenges

Using Everyday Materials

ALL NEW

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Provide students with grade-level appropriate challenges guaranteed to spark imagination as they ask, imagine, plan, create (build), test, and improve. In each challenge, students will be making sense of phenomena and/or designing solutions to a problem as they build a clearer understanding of science and engineering practices (SEPS), disciplinary core ideas (DCIs), and crosscutting concepts (CCCs). Each challenge is scaffolded from an engaging, and usually active, Introduction to the student-driven Mini Challenge, culminating in the Main Challenge where students put what they have learned to the test. Criteria are established for each challenge-but not an expected end result. Academic vocabulary, time frames, and formative assessments specific to each challenge are provided and most materials needed are found in the classroom or recycling bin. 112 pages. $14.99 each

ated Resou

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TCR 8184 STEM Teacher Created Resources

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Earthquake

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Proof Structures

Main Challenge

(cont.)

Analyze & Evaluate

1. Ask each group to share the results from their tests. -How did they build their structures? -How did the structures perform in the tests? -How did they improve their structures? 2. Ask each group to discuss their opinions and the group's interpretation of the results. Then, ask the rest of the class for their observations. Did they find any patterns in the results? 3. Encourage students to cite evidence in their answers, for example, "I noticed that the structures that worked best had triangles in them," or "Bigger foundations helped the structures remain upright longer."

Writing Reflection

Have each student complete the Reflections-Earthquake-Proof Structures writing reflection individually.

Extensions

Buildings must be at least 3 units high. Buildings must contain at least 1 triangle. Buildings must contain at least 1 square. Buildings must contain 1 triangle and 1 square. newspaper and tape. Engineering Solutions to Natural Hazards

TCZ 8181 Grade 1 TCZ 8182 Grade 2 TCZ 8183 Grade 3 TCZ 8184 Grade 4 TCZ 8185 Grade 5

ALL NEW

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Pages from TCZ 8184 Gr. 4

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Grades Pre K-6

STEM/Science

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