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.

STEM Project Proposal

Title:  The Blob

Problem:  Students will work in teams to research, construct and design a solution for the Monster Lobe problem using Minecraft to create a simulated model.  Students will be presented with the following situation:  

“A giant blob of frozen soil, rocks and trees is slowly creeping along the Brooks Range demolishing everything in its path.  This Monster Lobe of icy debris is heading straight for Mile 219 of the Dalton Highway and the trans-Alaska oil pipeline located just beyond the Highway.  You and your team have been hired to save this critical highway and the Alaska pipeline from destruction by the Monster Lobe.”

Importance: The situation presented will be new to the students however it is an intriguing problem and it takes place in Alaska.

Students involved (number, grade level, etc.): At this point I have three students confirmed.  They range from 3rd to 7th grade, however the 3rd grader reads at a sixth grade level. I am hopeful to have additional students join before the first activity begins so we may have multiple groups. 

Math: I haven’t decided on the specific content standards but will involve the following:

Measurement & Data, Geometry, Ratios & Proportional Relationships, The Number System

Science content standards to be addressed include Science as Inquiry & Process, Concepts of Physical Science, Concepts of Earth Science, Science & Technology

Technology: Students will use MinecraftEdu to create a simulated model of their solution. Will use a variety of tools to gather scientific data, research the problem location and use MinecraftWiki to gain technical information as needed.

Engineering: Design a structure to solve a problem.

Reading & Geography: Students will read informational texts such as social studies, science, technical texts, including directions, forms, and information displayed in graphs, charts, or maps; and digital sources on a range of topics.

The completed unit will be shared with EDMA class using video and Powerpoint.

A Monster that needs to be Controlled

Photo by Ronald Daanen
http://frontierscientists.com/2012/02/flowing-tongues-rock-ice-and-dirt/

Title : A Monster that needs to be Controlled

Problem:  The Monster Lobe is a "debris flow" that is creeping down the Southern Brooks Range towards the Dalton Highway (http://frontierscientists.com/2012/02/flowing-tongues-rock-ice-and-dirt/).    The debris must not get to the highway or the pipeline which is running near the highway.

Importance:  The Dalton Highway is the only road to the North Slope.  Near the Dalton Highway is the Alaska Pipeline.  Problems will be created, if the Monster Lobe reaches either of these structures.

Students involved (number, grade level, etc.)  I believe that this lesson would be appropriate for middle school students (6 - 7 grades).  My personal "guinea pig" is a college student who is new to Minecraft.  

The math (math standards):  

     6.RP.2. Understand the concept of a unit rate (a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship) and apply it to solve real-world problems (e.g., unit pricing, constant speed).

     6.RP.3. Use ratio and rate reasoning to solve real-world and mathematical problems (e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations).  Use ratio reasoning to convert measurement units between given measurement systems (e.g., convert kilometers to miles); manipulate and transform units appropriately when multiplying or dividing quantities.

     6.EE.2. Write, read, and evaluate expressions in which letters stand for numbers. a. Write expressions that record operations with numbers and with letters standing for numbers. c. Evaluate expressions and formulas. Include formulas used in real-world problems.

     6.EE.6. Use variables to represent numbers and write expressions when solving a real world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.

     6.EE.9. Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation.

     7.RP.1. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units.

     7.NS.3. Solve real-world and mathematical problems involving the four operations with rational numbers. (Computations with rational numbers extend the rules for manipulating fractions to complex fractions.)

     7.EE.3. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form and assess the reasonableness of answers using mental computation and estimation strategies.

     7.G.1. Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.

     7.G.6. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.

The science (skills or concepts):  Movement of the Lobe; mass of Lobe.   How the Lobe developed.

The engineering:  Solving the problem by applying mathematical and scientific principles.  

The technology:  Minecraft.

How it will be shared/communicated with the rest of us:  Power Point.  

     IDEA #1:  Have the students work on ideas for diverting the Monster Lobe from the Dalton Highway.  More exactly, the students should be working to figure out how to keep the debris from "dumping" on the highway.

     IDEA #2:  Have students develop ideas for destroying the Monster Lobe.  This would include deciding what the consequences of this action would have on the environment, the Dalton Highway and the Pipeline.

  

     Both ideas would include the students putting forth ideas as to how the Monster Lobe developed.  The ideas would use Minecraft.  An extension of both ideas would be the effect of the Monster Lobe on a town (if the Lobe was located elsewhere).  

Project Proposal - Sunshine

Title: Building boats

Problem: Different boats for different areas.  What boats could you build that would help for different situations?  Why are there different types of propulsion?

Importance: Depending on where you live and what you are doing on the water, you will need a specific type of water craft.  Also, learning how there are many forms of propulsion.

Students involved (number, grade level, etc.): 2 students; a 1st grader and a 4th grader.

The math (math standards): Measurement and Data will be the standard that will definitely be used at both grade levels.

The science (skills or concepts): Learning different propulsion methods (ex: propel, wind powered, pulley system, paddle, etc...).

The engineering: They will be building model boats using cardboard and duck tape. 

The technology: They will create a waterway in Minecraft and use the movement of the water to propel themselves forward.  Having a race with the cardboard models.

How it will be shared/communicated with the rest of us (PowerPoint, Prezi, Video, other): I will take pictures and probably video.

Project Proposal - Karen

  Title: Build a Hydroelectric Dam in Minecraft        

    

Problem: A legal battle is currently underway in Southwest Alaska over a proposed hydroelectric dam project in the Wood-Tikchik State Park near Dillingham. There is no argument that efficient sources of power are needed in this region but as with all big projects, the battle is over the effect the project will have on the environment.      

Importance: I am under no illusion that having my students create a virtual hydroelectric dam in  Minecraft will have any impact on the real life issue but having them gain insight into the size of the project might have an effect on their opinions about big construction projects when they become adults. 

Students: 1 4th grader and 1 5th grader; chosen because they are Minecraft experts and academically strong students. 

Math: At this point I cannot cite specific standards but I'm certain measurement will be involved and possibly volume related to water flow.
 
Science: NGSS Standard HS-ETS 1-2: Design a solution to a complex real world problem by breaking it down into a smaller, more manageable problem that can be solved through engineering.

Engineering: Designing a dam.

Technology: Minecraft resources that simulate real-world construction resources.

Sharing: Probably Powerpoint with screenshots of Minecraft.