The Arizona STEM Acceleration Project
Valentine’s Day STEM Challenge
(Geometry) �
Valentine’s Day STEM Challenge
A 4th Grade STEM Lesson
Marie Lombardi
October 2023
Notes for Teachers
List of Materials
PROJECT CONSTRAINTS
Engineering Design Blank Notes
Engineering Design Guided Notes
Science & Engineering Practices
Standards
4th Grade Math Standards:
4.MD.C Geometric measurement: Understand concepts of angle and measure angles.
4.MD.C.5 Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: a. An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one-degree angle,” and can be used to measure angles. b. An angle that turns through n one-degree angles is said to have an angle measure of n degrees.
4.MD.C.6 Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.
4.G.A Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
4.G.A.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.
4.G.A.2 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size (e.g., understand right triangles as a category, and identify right triangles).
4.G.A.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.
Objective(s):
You will be creating a Valentine’s Day mailbox to collect your Valentine cards in the classroom.
Be Creative and Think Outside the Box!
Hands-on Activity Instructions - Click on each link below:
Theme Circle Map (#1- Define the Problem)
Rough Sketch (#2- Generate Solutions)
Project Evidence Chart (#3- Develop Solution - Geometry
Materials List & Justification (#4- Construct Solution)
Evaluation Reflection Sheet (#5-Test & Evaluate)
Area & Perimeter (#6-Present Solution)
Project Reflection Sheet (#7- Project Reflection Sheet
Agenda (lesson time)
Time: Varies - (Estimate: 2-3 weeks)
Your class has decided to have a valentine exchange. Use the Design Thinking Process to plan and create a VALENTINE’S DAY MAILBOX to hold your valentines.
You must have examples of all the listed Geometry Terms (see Step 3 - Develop Solution - Project Evidence Chart
Intro/Driving Question/Opening
Your class has decided to have a valentine exchange. Use the Design Thinking Process to plan and create a VALENTINE’S DAY MAILBOX to hold your valentines.
Assessment
✔ | Valentine’s Day Mailbox STEM Challenge Score Sheet | Points | Points Possible |
1-Define the Problem | |||
| Theme Ideas Circle Map (Jot down all your amazing ideas for theme.) | | 5 |
2-Generate Solutions | |||
| Rough Sketch (Sketch and draw a rough plan of your mailbox.) | | 5 |
3-Develop Solutions | |||
| Project Evidence Chart (Has required items and project evidence listed) | | 5 |
4-Construct Solution | |||
| Materials List/Justifications (List all materials needed and justifications.) | | 5 |
5-Test and Evaluate | |||
| Evaluation Reflection Sheet�(Answer each question; what worked?, what didn’t?, new solutions?) | | 5 |
6-Present Solution | |||
| Area & Perimeter
| | 5 |
| Valentine’s Day Mailbox (includes constraints-must haves)�(Has obvious theme; examples of required geometry terms; slot; easy access all student made; creative and original; total area/perimeter) | | 15 |
7-Change and Adjust | |||
| Project Reflection Sheet�(Share with a peer, reflect, and complete each response.) | | 5 |
Total Points | | 50 | |
Differentiation
Remediation
Extension/Enrichment