The Arizona STEM Acceleration Project

Literature and STEM

Literature and STEM

A 2nd grade STEM lesson

Author:

Phyllis Lussier

Date June 26, 2024

Notes for teachers

Notes

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This lesson is designed to integrate ELA and Math with Engineering Practices

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It is planned as a a one day 45 min lesson but can be extended to expand on several other math concepts. See the extension slide for ideas.

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This powerpoint attached can be used with students and a bit more 2nd grade friendly.

List of Materials

Supplies

• 12” of Masking Tape
• 2 paper cups
• 3 rubber bands (#32)
• Literature book Rosie Revere, Engineer.
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Standards

Focused Standards: ELA - 2nd Grade

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• 2.RL.1 Ask and answer questions
• 2.RL.2 Recount stories - central message or lesson.
• 2.RL.3 Describe characters in the story respond to major events
• 2.RL.7 use information gained from the illustrations and words to demonstrate understanding of characters, setting or plot.
• 2.SL.2 Recount or describe key ideas or details from a text read aloud
• 2.SL.3 Ask and answer questions about what a speaker says in order to clarify comprehension or deepen understanding

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Standards

Focused Standards: Math Standards 2nd Grade

• 2.MD.A.1 - measuring the length using the appropriate tool.

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• 2.MD.D.9 -Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot
• 2.MD.D.10- Draw a picture graph and a bar graph (with single-unit scale) to represent a data set

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Standards

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Standards

Objective(s):

The students will use the Science, Engineering Practices to build and test a flying machine.

The students will practice with units of measure: inches and feet to record the distance of their flying machine.

The students will record the measure of their tested flying machine and convert the data into a graph.

The students will ask and answer comprehension questions throughout the read aloud.

The students will recount the events and develop an understanding of the character.

The student will identify the moral or central message of the story.

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Agenda (lesson time)

• Plan for a 45 min class session for initial activity.
• Additional class sessions for the math extensions.
• Read the story aloud or project from online links in the powerpoint.
• Have materials gathered and ready for each group. This will save time.

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Intro/Driving Question/Opening

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This story is a great opportunity to build the understanding of an engineer.

Use the story cover to ask students if they know what an engineer is? This is one of the vocabulary words listed in the powerpoint. You could wait to develop the term as you open the story.

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State: “Today we are going to read about an engineer named Rosie. We will learn about how creative she is and how she looks to solve problems like engineers do.” “After the story, we will become engineers using our Math and Science and Engineering Practices to solve a problem like Rosie.”

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Hands-on Activity Instructions

• Read the story aloud or project from online links in the powerpoint.
• Build vocabulary either prior to reading or during reading depending on your district’s vocabulary initiative.
• During reading pause to ask comprehension questions.
• Develop the character by asking how Rosie feels in the beginning when her uncle laughed.
• Continue to develop the character by asking how the change of events affect how she feels about being an engineer.
• Ask what lesson Rosie learned through her experiences.
• Have students recall events for clarify of story content

Hands-on Activity Instructions

• Have students pair up in groups of 2 or 4.
• Use the video linked in the powerpoint to help students wrap the rubberband correctly.
• Have students test their flying machine to get the hang of launching it. (see next slide for kid friendly format for instructions)
• Then create a start line on the floor - mark it with tape or object.
• Have each team launch their flying machine and measure the distance.
• Have them test the launch at least 4 times.
• Have students record the distance in their notebooks (or paper if you do not use science notebooks)

Hands-on Activity Instructions

• Ask students what technique they think works best to get the farthest launch?
• Have students record in their notebooks their best launch technique. This can be in writing or pictures.
• If this activity is done at the beginning of second grade, I would model the bar graph of information. x axis would be distance and the y axis would be the number of flying machines.
• This is a great time to talk about variables.

Challenge/Problem: ( Prescribed Challenge)

In the story Rosie Revere, Engineer, Rosie is trying to build a flying machine, but her first attempt doesn’t turn out right. Can you help Rosie design her flying machine?

Criteria/Constraints:

You must use the materials provided and follow the directions to build the flying machine. Your technique for shooting your flying machine will vary. That is where you will get to test and refine.

Materials:

Masking tape

2 paper cups

3 rubber bands.

Assessment

Several options for assessment:

1. assess accurate use of the a ruler using inches and feet.
2. assess data collection and representing the data accurately on a bar graph.
3. always good to give feedback on cooperative small group work
4. see reflection questions on the next slide. These questions can turn into an assessment if needed.

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Reflection

What were some of the challenges you discovered along the way?

What worked well and what did not work well?

What part of your model do you really like? Explain why.

What part of your model needs improvement? Explain why.

What other materials would you like to use if you could do this challenge again?

What would you do differently next time?

What parts of your model or prototype are similar to the real world version?

Differentiation - Remediation

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Consider your grouping structure. Partner students together based on their past performance with sequenced or step by step builds. Some students will need more assistance and best to partner them with students who are more successful with builds.

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Have blank bar graphs to assist with the creation of the bar graph. It is best to have students build their own but this can support those who struggle with the creation.

Remediation

Differentiation Enrichment

This lesson was designed as a prescribed challenge meaning all students used the same material to create a similar flying machine.

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The enrichment or extension can be making it an open challenge using the “tinkering” method. This is where students can use any material in the makerspace to solve the problem presented.

The following slide sets the stage for this extension.

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There is another extension of modifying the original build if you’d rather not have them do a new build in the powerpoint.

Challenge/Problem: Tinkering Example

In the story Rosie Revere, Engineer, Rosie is trying to build a flying machine, but her first attempt doesn’t turn out right. Can you help Rosie design her flying machine?

Criteria/Constraints:

Your flying machine MUST have wings. As you create your flying machine, you MUST design it so it can fly at least 3 feet from launch start.

You will have 10 minutes to plan your design individually and 10 minutes to plan as a team. Your team will have 20 minutes to construct your flying machine. At the end of the time limit you will test your flying machine

Material:

Any materials in the makerspace.