The Arizona STEM Acceleration Project
Design a UV Shelter STEM Challenge
Design a UV Shelter STEM Challenge
A 4-5 grade STEM lesson
Mary McGalloway
4/24/2023
Notes for teachers
List of Materials:
Arizona Science Standards
5.L4U3.12 Obtain, evaluate, and communicate evidence about how natural and human-caused changes to habitats or climate can impact populations.
Science and Engineering Practices
Arizona ELA Standards
4.RL.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions)
5.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade (4)5 topics and texts, building on others’ ideas and expressing their own clearly.
Objectives:
Today we will determine the theme of a story and analyze how the character overcomes challenges and criticism from others.
Today we will communicate and collaborate with a partner to complete an engineering and design challenge.
Today we will create an animal using color changing UV beads and design a shelter to protect the animal from harmful UV light.
Agenda (60 minutes)
Introduce, or review, the Engineering and Design Process
Introduce or review vocabulary
Read: Rosie Revere, Engineer and any other book or article about nocturnal animals and UV light
Create an animal using color changing UV beads
Collaborate with a partner or work individually to design a UV shelter to keep out harmful UV light
Create your idea with the materials provided
Share your UV shelter with the class
Intro
Can animals get sunburned or harmed by ultraviolet light? Some animals are nocturnal and only come out at night. Other animals are out and exposed to ultraviolet light on a daily basis. Today, you will create a UV animal, using special color changing UV beads, and design a shelter to keep your animal out of the harmful ultraviolet light.
Read-Aloud
Vocabulary
Ultraviolet light - (UV) Ultraviolet rays are shorter light waves that are produced by the sun. People cannot see ultraviolet rays, but some insects, like bees, can!
(Ultraviolet light is also what makes things appear to glow under a black light - that is what we will be using with our challenge today)
Hands-on Activity Instructions
Individually, or with a partner, create an animal using the color changing UV beads. Design a shelter to protect your UV animal from the harmful ultraviolet rays of the sun. The plan must be drawn and approved by the teacher before building may begin.
Materials:
Assessment
ELA Assessment:
The main character in Rosie Revere, Engineer was able to overcome feelings of doubt after someone laughed at an invention she made. Describe a time you doubted yourself because someone laughed at an idea you had. Compare how you handled the situation in the same way or in a different way than Rosie did.
Describe the feelings of doubt Rosie experienced, was she right to give up completely? Why or why not?
Analyze what Rosie’s Great-Great-Aunt Rose did to help her get back on track and believe in herself once again.
Differentiation
A way to differentiate this lesson would be to research how UV light affects astronauts in space (instead of animals on earth) and explain how that is different from UV light on earth’s surface.
Extension/Enrichment
Have students research a specific animal and explain how and why ultraviolet light affects it in a positive or negative way.
Compare and contrast animals that benefit from UV light vs. those that are harmed by UV light.
Explain what animals do to protect themselves from UV light on a daily basis (other than using a shelter).
In the challenge, take away the black construction paper and foil to see if students can still create a UV shelter that protects their animal.
Remediate