The Arizona STEM Acceleration Project
My Side of The Mountain: Part 4
My Side of The Mountain: Part 4
A 6th grade STEM lesson
Madison Fisher
Date: 07-02-2023
Notes for teachers
Notes
Background knowledge includes theme, summaries.
Students will need examples of what shelters can look like.
Students might fail their first try: it’s okay!
Students may not be able to handle access to water. It may be necessary to remove this option.
This is a multipart lesson made for a novel study.
This is a project that will multiple class periods: 4-5 for 50 minute class periods, 2-3 for 90 minute blocks.
List of Materials
Notes for teachers
Standards
Standards
MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
Cross Cutting Concepts:
Objective(s):
Today I am Learning: How to make predictions and correct them based on results.
So That I Can: Build two survival structures, testing them against the ‘elements’, evaluating which one was most effective and why.
I’ll Know I’ve Got It When: - I have built a total of two structures with my group
- I can identify differences between the structures my group built
- I can collaborate with my group to build the strongest/ most durable structure possible
Agenda (lesson time)
2-3 Minutes: Objectives, standards.
5-10 minutes: Recap/Review: How did the previous lesson go? What did you notice? Is there anything you wonder for this second attempt?
35 minutes: Students rejoin with their groups, and build their second structure.
5-10 minutes: clean up, review standards/ success criteria.
Notes: Reflection might need to take place as an entry task the following day, if you are working within 50 minute class periods to allow students time to construct meaningful responses.
Intro/Driving Question/Opening
How do you feel like yesterday went? Do you have any changes you know you want to make?
Are there elements we could use to test our structures that we have not used yet?
Hands-on Activity Instructions
Assessment
Summative assessment: Completion of second build, self assessment using rubric. Assessment would also include a reflection on activity as a whole, and an explanation of their group’s process. Connection back to text: what did they do that was similar to Sam? What was different?
NOTE: a teacher made rubric or a rubric made with student input/ discussion would be a part of the summative assessment, and will also assist students in their building, without relying on the teacher to tell them exactly what to do, and giving them guidelines while still allowing them to be creative based on their ideas for what would be best.
Differentiation
Students who struggle with theme, summary, plot, or citing evidence will require small group instruction and extra practice.
Students who struggle with engineering concepts may need a refresher or an informational handout on stable structure shapes, or outdoor survival requirements.
Remediation
Extension/Enrichment
Students who need extension/ enrichment can research different methods of building structures, after their first attempt, creating a prediction of what might have gone wrong during their first build, justification for their changes, and a compare/ contrast between the two attempts.
Students could be challenged to identify and justify 2 themes.
Once students have determined if their structure is stable or not, they can test it with the ‘elements’ spray bottles or water droplets for rain, fans for wind, and shaking the table to simulate an earth quake.