Deborah Taylor

EDMA 633

Proposal

Left Over Food:  A Profit Proposition

Grade level:  First Grade

Time: 6 Weeks in class work four days a week 45 minutes per day

Purpose:  Students will find a way to use left over food to make a profit.
Importance: Discarded food is a huge problem.  There are many ways to use this product to create energy, feed to animals, or to turn into a compost.  The amount of food thrown away is better served in those ways than it is to take to a landfill.  Plus, the school district spends a large amount to haul it to the dump. 

Student Grouping:  Students will work in groups of four and come up with a proposition to make use of the food that is discarded at the end of each lunch.

Science and technology, and engineering used:  I went to the State of Alaska website to look for a specific standard that would address first grade.  What I found was a third grade standard that suits this lesson.  A1-Science as Inquiry and process:  SA1.1 The student demonstrates an understanding of the process of science by [3] SA1.1 asking questions, predicting, observing, describing, measuring, classifying, making generalizations, inferring, and communication and [3] SA1.2 observing and describing the student’s own world to answer simple questions (http://www.eed.state.ak.us/standards/ ).  Students will need to construct a model of their solution.

Alaska State Math Standards ( and Common Core as used in Anchorage) addressed:  :  2.MD.3. Estimate, measure and draw lengths using whole units of inches, feet, yards, centimeters and meters.

CC.1.OA.5:  Relate counting to addition and subtraction.

CC.2.MD.8:  Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies. 

CC.2.NBT.7.  Add and subtract within 1000, using concrete models or drawings and strategies based on place value properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method.  

Method of sharing ideas:  Students will create a model, draw a poster, share their idea to the class via a recorded video.  Students will vote to select the method that is the most practical and cost effective. 

Grading rubric:  problem addressed, solution outline, model built to scale, presentation, and individual group effort

*  I will help them brainstorm ideas, show them what other communities are doing, and support them with their math solutions.  I will NOT tell them the answers, however.  I believe with base ten blocks and other models for the math, we can do this activity. 

Project Proposal Sara L.

Project Proposal

Title: Design Moose Run Playground using Minecraft

Problem: JBER is undergoing some changes as the military participates in “Force Management”, which basically means the downsizing of our military due to budget cuts.  The base has decided to keep the Eagle Glen Golf Course open while they will be closing the Moose Run Golf Course on the Ft. Richardson side of the base.  The base commander wants to use money earned from the Golf Course through the course of the past season to help design and create a playground on the golf course.  The base commander has allotted x amount of dollars to design and construct this playground.  Students will be asked to design a playground on the golf course staying within a certain budget.  The playground will have certain components that need to be included (still working on what this will look like).

Importance: This is a real problem that the base is faced with at this time.  One of the golf courses will be closing.  The base commander is looking at different options to decide how to best use the land; he is also currently working with a team to decide which golf course they should close.  One option we discussed at our last key spouse meeting was turning one of the golf courses into a Frisbee golf course.  Other ides such as a playground were discussed as well.

Students: 4^th and 6^th grade teams (2 students per team)

Math:

Geometry 6.G Solve real-world and mathematical problems involving area, surface area, and volume.

Expressions and Equations 6.EE Apply and extend previous understandings of arithmetic to algebraic expressions.

4.NBT Use place value understanding and properties of operations to perform multi-digit arithmetic.

Geometry 4.G Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Science and Engineering:

1.      Engineering: Follow the engineer design process in order to create a playground using a set budget; the playground will be constructed on what is currently Moose Run Golf Course.

2.      Science/Engineering: MS-ETS1.1 Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. (Taken from: Next Generation Science).

Technology:

1. ME.1. Abilities of technological design
1. Design  a solution or product
2. Implement a proposed design
3. Evaluate completed technological design or products.

Presentation: I am not positive how I will present the student work.  I imagine I will do a combination of Power Point, images, and hopefully include some video.

Project Proposal

Title: Moose Trap

Problem: Ammunition is expensive in the villages and we want to help people cut down the cost of going moose hunting.  Our goal is to create a moose trap that we could just to catch a moose that could be used more than one time.  The goal of the trap is not to kill the moose to just catch it.

Importance: Moose hunting is a huge part of the subsistence life style.  Living in a rural village is expensive and it would be beneficial to find cost efficient ways to do things. This is a very important project for the students since their families live a subsistence life style and many of them go out with their family camping during moose hunting season.  This project will also include a writing component, where students work a persuasive paper, which will try and convince people their trap is the most effective. 

Students Involved: There will be 14 students involved 4 for them are 3rd graders and 10 are 4th graders.

Math: As part of the project the weight and size of the trap will play into the effectiveness of the trap since will have to be transported. 

3rd Grade:
 3.MD.3-Select and appropriate unit of English, metric, or non-standard measurement to estimate time,  length, weight, or temperature.

4th Grade:
4.MD.1-Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec.  Within a single system of measurement, express measurements in a larger unit in terms of a small unit.  Record measurement equivalents in a two-column table.  

Science:

Science A.1: develop an understanding of the processes of science used to investigate problems, design, and conduct repeatable scientific investigations and defend scientific arguments

Science E.3: develop an understanding of the importance of how scientific discoveries and technological innovations affect and are affected by our lives and cultures

Engineering:  Students will create an object or something that will trap a moose. 

Technology:  Students will create their trap using applications on a computer

They will share their traps using a video explaining why their trap is the most effective way to catch a moose. 

Project Proposal

Chris Stegall

ED693

Project Proposal

Audience: grade 1-3 (2 students)

Title:  The Little Known Adventures of Harry Potter STREAM project

Problem:  I would like to propose a project based on the first three volumes of the JK Rowling Harry Potter series. Kate and Ben will use Minecraft technology to create the setting and story for The Little Known Adventures of Harry Potter.

 They will study and implement the following math concepts: estimation, perimeter, area, volume, addition, subtraction, multiplication, division, fractions and patterning to problem solve a variety of scenarios that lead to creative writing activities.

We will incorporate: physics, engineering and hopefully some chemistry as well for our science concepts.

We will use the concepts of design and architecture to satisfy the Arts strand

Reading strand will be based on shared read alouds, and using certain passages to create objects or buildings in our Harry Potter world.

Writing: The culmination of this project will be a Harry Potter adventure complete with a beginning, middle and end, characters, setting and plot.

Importance:  This is an integrated unit that focuses on the interrelated qualities of all the things we learn in school. All the STEM strands are presented as a part of everyday life so that the math is presented as an activity that is a normal, everyday activity and not a set of discrete or disembodied ideas that is not connected to everyday living.  This is real-world problem solving that is grounded in a popular text that can be used as a springboard for individual or integrated activities.   As a teacher librarian, it’s my job to inspire students to read and  use their imaginations to explore what they learn in classrooms. Besides, how could Harry Potter not be important?

Math Standards:

The following new Alaska Math Standards apply to the lessons that are part of this project.  They range in grade level from 1-5 since Ben is a first grader and Kate is a third grader who goes to an advanced 4^th grade math class.

1.CC.3. Order numbers from 1 - 100. Demonstrate ability in counting forward and backward.

Count to tell the number of objects.1.CC.4. Count a large quantity of objects by grouping into 10s and counting by 10s and 1s to find the quantity.

1.CC.6. Estimate how many and how much in a given set to 20 and then verify estimate by counting.

Operations and Algebraic Thinking 2.OA

Represent and solve problems involving addition and subtraction.2.OA.1. Use addition and subtraction strategies to estimate, then solve one- and two-step word problems (using numbers up to 100) involving situations of adding to, taking from, putting together, taking apart and comparing, with unknowns in all positions (e.g., by using objects, drawings and equations). Record and explain using equation symbols and a symbol for the unknown number to represent the problem.

1.OA.4. Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8.

1.OA.5. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

1.OA.6. Add and subtract using numbers up to 20, demonstrating fluency for addition and subtraction up to 10. Use strategies such as: counting on, making ten,             decomposing a number leading to a ten,       using the relationship between addition and subtraction, such as fact families, (8 + 4 = 12 and 12 - 8 = 4), creating equivalent but easier or known sums

Work with addition and subtraction equations.

1.OA.7. Understand the meaning of the equal sign (e.g., read equal sign as “same as”) and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false?6 = 6, 7 = 8 - 1,

1.OA.8. Determine the unknown whole number in an addition or subtraction equation. For example, determine the unknown number that makes the equation true in each of the equations

Identify and continue patterns.

2.OA.5. Identify, continue and label number patterns (e.g., aabb, abab). Describe a rule that determines and continues a sequence or pattern.

2.MD.3. Estimate, measure and draw lengths using whole units of inches, feet, yards, centimeters and meters.

Relate addition and subtraction to length.

2.MD.5. Solve addition and subtraction word problems using numbers up to 100 involving length that are given in the same units (e.g., by using drawings of rulers). Write an equation with a symbol for the unknown to represent the problem.

2.MD.8. Solve word problems involving dollar bills and coins using the $ and ¢ symbols appropriately.

 

Geometry 1.G

Reason with shapes and their attributes.

1.G.1. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes. Identify shapes that have non-defining attributes (e.g., color, orientation, overall size). Build and draw shapes given specified attributes.

 

1.G.2. Compose (put together) two-dimensional or three-dimensional shapes to create a larger, composite shape, and compose new shapes from the composite shape.

 

1.G.3. Partition circles and rectangles into two and four equal shares.  Describe the shares using the words, halves, fourths, and quarters and phrases half of, fourth of and quarter of. Describe the whole as two of or four of the shares. Understand for these examples that decomposing (break apart) into more equal shares creates smaller shares.

Operations and Algebraic Thinking 4.OA

Use the four operations with whole numbers to solve problems.

4.OA.1. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 groups of 7 and 7 groups of 5 (Commutative property). Represent verbal statements of multiplicative comparisons as multiplication equations.

4.OA.3. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding

4.OA.6. Extend patterns that use addition, subtraction, multiplication, division or symbols, up to 10 terms, represented by models (function machines), tables, sequences, or in problem situations. (L)

Use place value understanding and properties of operations to perform multi-digit arithmetic.

4.NBT.4. Fluently add and subtract multi-digit whole numbers using any algorithm. Verify the reasonableness of the results.

4.NF.2. Compare two fractions with different numerators and different denominators (e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2). Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions (e.g., by using a visual fraction model).

Measurement and Data 4.MD

Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit, and involving time.

4.MD.1. Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4-ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36).

4.MD.2. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.

4.MD.3. Apply the area and perimeter formulas for rectangles in real-world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.

5.MD.7. Relate volume to the operations of multiplication and addition and solve real-world and mathematical problems involving volume.

a. Estimate and find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Demonstrate the associative property of multiplication by using the product of three whole numbers to find volumes (length x width x height).

b. Apply the formulas V = l × w × h and

V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole number edge lengths in the context of solving real-world and mathematical problems.

c. Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real-world problems.

 

The culmination of this project will be shared using video and still photo artifacts embedded in a PowerPoint presentation? I’m not entirely clear on the best technology to use here to showcase their learning but I’m open to suggestion if what I’m proposing is not reasonable. 

Second Grade Monster Lobe

Second Grade Monster Lobe

 Heather Davis

Six Week STEM Project

AK Math Standards

Problem:  We will be working with the Monster Lobe that is creeping down the hill and towards the Dalton Highway.

Importance:  This is a real issue in AK, and if a solution is not found, the monster lobe will cover the Dalton Highway and then later reach the pipeline.  Unless it changes direction, which is not likely.

Students Involved: 2 students    Grade 2

 

Science:  (This is where I fall short) – the science of melting/permafrost, other aspects – the materials needed for solution

Math: all the science elements, all the engineering elements include math – cost (??)

We will for sure be using addition, measurement of lengths, hopefully working with equal groups to gain the foundation for multiplication, skip counting, estimating,

Engineering: Building something to stop/deflect the monster lobe or moving the highway and pipeline

Technology: Minecraft - as well as the elements in building their solution.

Social Studies: Where is the Monster Lobe?  What happens if a solution is not found?

Mode of Presentation:  I will share the project with EDMA693 via a video of their presentation, or a Prezi (that I put together - or I have have an older sibling put the Prezi together) containing their solution with pictures and other documentation, posted to Discussions. 

All of this would be geared down to second grade level.  They are both really good students, so could understand some concepts at a grade level above or so, but I want to see what they come up with.

Working as a pair, the two students will describe the problem and propose a solution.  They will propose it to me and their siblings.  I even think their classroom teacher would let them present in their class.  For their presentation, they can just talk and show me on Minecraft or make a poster or use some other type of presentation to demonstrate and discuss their solution.

Students will meet at my house after school every Friday and/or Saturday.  Each time, I will meet with them and see where they are and answer questions as well as pose some questions to them.  They will then be left on their own for some time to work together and come up with ideas and build.

Steps/Parts

Problem statement – showing that they understand what the problem is

Solution ideas – make a list or brainstorm ideas

Decide on solution

What materials are needed?

Rough sketch of solution

Virtual model - Minecraft

Face-to-face presentations Week of April 21 (If not before)

I may propose this to some 8^th graders as well, but since it would be an outside of school project, they might not be as excited to work on it – a project that is not an assignment L.  If they decided they did want to take it on, I would meet with them each week to see how they are doing, where they are at, give them guidance, and pose questions to get them thinking.  Help them along with the math that they may not understand but is needed.