Leadership
Two Weeks
Science
Lesson Plan
Teacher:
8th Grade Science Teacher
Grade:
8th Grade
Lesson Title:
Putting the S and E in STEM
STRANDS
Embedded Inquiry
Embedded Technology and Engineering
LESSON OVERVIEW
Summary of the task, challenge, investigation, career-related scenario, problem, or community link.
During the first week students will be participating in the Catapult Project. Students will be constructing a catapult to shoot the furthest or most accurate. First, they will
build the catapult in a conventional manner using instructions and steps. Second, they will modify the design in groups using the Engineering Design Process to improve
on the accuracy or distance. The students will have to organize governance for how the group will function effectively as a team. This will serve as an analogy of how
STEM education is different from traditional education. In science class students will compare and contrast the Engineering Design Process (EDP) with the more
commonly know Scientific Method. They will become more familiar with the EDP by making a product better. Students will practice the research component of the EDP
by researching different catapult designs and how a catapult works. Students will continue developing research skills by researching and creating a presentation on the
“State of STEM” or who are the leaders in STEM education. As students conduct research, they will be evaluating sources for bias and error. Students will also determine
how changes in industry have affected STEM education and what effect STEM education has had on industry and the economy. Students will also research different
types of STEM education.
MOTIVATOR
Hook for the week unit or supplemental resources used throughout the week. (PBL scenarios, video clips, websites, literature)
Day 1: “Stem in the Workforce”
The hook for the unit will be a presentation by a local STEM professional. This professional will discuss STEM careers, what employers look for in an employee, and how
STEM professionals work differently. Students will then have an opportunity to reflect and write about this presentation.
Day 6: “STEM Politics”
Students will be shown and read aloud various speeches by politicians, the president, and industry leaders expressing the importance of STEM, STEM education, and
STEM careers (See Appendix A).
DAY
Objectives
(I can….)
1
I can compare
and contrast
the Scientific
Method and
the Engineering
Design Process.
Materials &
Resources
Scientific Method
Presentation
EDP Presentation
Poster Board
Markers or
colored pencils
Differences
between a
scientist and
engineer
Presentation
(See Appendix B)
Instructional Procedures
Differentiated
Instruction
Assessment
Essential Question(s):
Remediation:
Formative
Assessment:
How can I compare and contrast the Scientific Method with the Engineering
Design Process?
Set: What do you know about the Scientific Method? Create a one-page miniposter with a partner depicting all that you know about the Scientific Method.
Heterogeneous
grouping
Teaching Strategy(s):
1. Start by having students share the mini posters depicting what they know
about the Scientific Method.
2. Have students take notes on the presentations outlining the Engineering
Design Process and the Scientific Method.
3. Students will create a Venn Diagram to illustrate the similarities and
differences between the Scientific Method and the EDP. The career
search alternative activity can be used as enrichment.
Summarizing Strategy: Have students share the Venn Diagrams and walk through
the presentation “Differences Between a Scientist and Engineer”
Homework: For homework each student will be assigned a step in the EDP or
Scientific Method. The students will be asked to create a poster outlining that
steps in either the EDP or the Scientific Method
Providing a
handout or
digital copy of
the notes
Allow the
students to view
the
“Differences”
presentation
before the Venn
Diagram.
Enrichment:
Have students
create a list of
activities or
careers they are
interested in
that would fit
better in the
EDP or Scientific
Method.
Scientific Method v.
EDP Venn Diagram
EDP and Scientific
Method Posters
Summative
Assessment:
End of unit
Assessment (See
Appendix A)
2
I can create a
product
utilizing the
EDP through
model
building,
testing,
evaluating,
modifying,
and retesting.
Oreos
Essential Question(s):
Various dessert
toppings (jam,
sprinkles,
peanut butter,
etc.)
How can I create a product utilizing the EDP through model building, testing,
evaluating, modifying, and retesting?
Set: Show the “Hate Something Change Something” video. Ask students to
brainstorm a short list of things they “hate” or that bug them.
Hate Something
Change
Something
video
EDP Worksheet
(See Appendix
C)
Teaching Strategy(s):
1. Have students share the EDP or Scientific Method Posters from
homework. Use this as a quick review of the 2 processes. End with the
EDP.
2. Have a few students share things they “hate” from the hook.
3. Walk through the EDP on how to create a product to fix this problem.
Here is a list of problems if students have none:
 Uncomfortable airplane seats
 When one light on a string of Christmas lights goes out
 How quickly chewing gum loses flavor
 Moving (packing boxes, cleaning, unpacking, etc.)
 Public restrooms without toilet paper
 Long lines at amusement parks
4. This includes creating a problem statement in the format _____ need(s)
____ because _____.
5. Make Oreos Better
a. Problem Statement: We need better Oreos because regular
Oreos are boring!
b. Students will complete the engineering design process to make
Oreos better. The focus will be on the model building (or scale
drawing), the testing, and evaluating potions of the EDP (or the
Imagine, Plan, and Create steps). They will record all information
on the EDP worksheet.
Summarizing Strategy: Students will share the design they created. Students will
then participate in a taste test to conduct research and decide on the “best”
better Oreo.
Homework: For homework, students will complete the redesign portion of the
Remediation:
Students will be
given a copy of
the notes on the
EDP.
Students will be
heterogeneously
grouped to
allow peer
tutoring and
collaboration.
Enrichment:
If students
complete the
given task
quickly, they can
begin to design
another product
to meet a need
on the “hate”
list.
Students could
also “reverse
engineer”
another groups
project by
working through
the EDP
worksheet
Formative
Assessment:
EDP Worksheet
Redesign
homework
In class
observations and
discussion
Performance
Assessment:
Observations
during the EDP
activity.
Summative
Assessment:
End of unit
assessment (See
Appendix A)
3
I can use
appropriate
tools to
gather,
organize,
interpret, and
analyze data.
I can find and
evaluate
reliable
resources.
Pumpkin
Chuckin’ video
iPads
Internet access
Paper or Word
Processor
Evaluating
Reliability
Rubric
Catapult
Website List
(See Appendix
D)
EDP worksheet.
backwards.
Essential Question(s):
Remediation:
Modify the
research
assignment by
providing
½ Project Day – See Unit Plan
students with a
prepared list of
The Catapult Project - Writing
reliable websites
Set: Pumpkin Chuckin’ Competition with catapults. This video depicts modern-day about catapults.
(See Appendix
catapults and describes, in general terms, how they function.
D)
Teaching Strategy(s): Students will be presented with the project topic for
Students can
catapults. They will only be given the Question:
also be paired
with a peer
1. How can I design an accurate catapult?
tutor
2. How can I design a catapult to fire the longest distance?
3. They will be asked to conduct the Imagine step of the Engineering Design Enrichment:
Process. They will conduct research on catapults to learn about catapult
Have students
designs and how catapults were traditionally constructed.
research the
4. Students will be asked to find 3 reliable resources and summarize the
differences
information found from those 3 sources in a paragraph. These paragraphs
between
will be used throughout the project. The alternate assignment described
modern
to the right can be given for enrichment.
catapults and
traditional
1. How can I use appropriate tools to gather, organize, interpret, and analyze
data?
2. How can I find and evaluate reliable resources?
Formative
Assessment:
Summarizing
paragraphs
Think-Pair-Share
Performance
Assessment:
Observations
during researching
Summative
Assessment:
End of unit
assessment (See
Appendix A)
Summarizing Strategy: Think-Pair-Share: Ask students to think of the one most
useful bit of information they found about catapults. Have students share this
information with a partner. If time permits, have students share with several
partner.
4
Project Day – See Unit Plan
The Catapult Project – Traditional Design and STEM Design
5
Project Day – See Unit Plan
The Catapult Project – STEM Design
catapults.
Students can
also research
the simple
machines and
mechanical
advantage
needed to load
the catapult.
6
I can use
appropriate
tools to
gather data.
I can use
appropriate
tools to
interpret
data.
I can Identify
a faulty
interpretation
of data that is
due to bias or
experimental
error.
iPad
Essential Question(s):
Remediation:
Apple TV
1. How can I use appropriate tools to gather data?
2. How can I use appropriate tools to interpret data?
2. How can I Identify a faulty interpretation of data that is due to bias or
experimental error?
Students can be
given a list of
websites
relating to STEM
or be asked to
find less than 5
(see Appendix
E).
Bias and Error
Presentation
Evaluating
Reliable
Sources Cheat
Sheet
Evaluating
Reliable
Sources
Assignment
STEM Web
Resources
(See Appendix
E)
Set: Ask the students to quickly research the best sports drink to use during a
workout. Have several students airplay the websites they find.
Teaching Strategy(s):
1. Begin a teacher led discussion on Bias using the websites located by the
students.
2. Lead into a short presentation on Bias and Error. The presentation
includes an interactive true/false quiz. Student should take notes on the
presentation. Focus on the slides related to what is bias and types of bias
3. Have students begin the homework assignment. They will be asked to
research the topics “What is STEM?” and “What is STEM Education. They
will be asked to find at least 5 websites that describe STEM. They will
evaluate the sites to determine the best, or most reliable, website.
Summarizing Strategy: Put the following website on the board:
http://www.humancloning.org. Ask students to identify one reason they feel the
website contains bias. This will serve as an exit ticket.
Students can be
heterogeneously
grouped to
utilize peer
tutors.
Students can be
given a copy of
the
presentation.
Enrichment:
Students can
locate more
than 5 sites and
they can actually
begin collecting
data from the
most reliable
sites.
Formative
Assessment:
Exit Ticket
“What is STEM”
assignment
True/false quiz in
presentation
Performance
Assessment:
Observation and
questioning during
the web search
Summative
Assessment:
End of unit
assessment (See
Appendix A)
7
I can
Synthesize
information
to determine
cause and
effect
relationships
between
evidence and
explanations.
Timeline App
(Several
examples are
listed here.
Prezi could also
be used.)
Essential Question(s):
Remediation:
How can I Synthesize information to determine cause and effect relationships
between evidence and explanations?
iPad or
computer with
internet access
Teaching Strategy(s):
Students can be
given a list of
Timeline
defining events
Scenario analysis
in the
development of Gallery walk
STEM education.
(see Appendix F) Summative
Assessment:
A list of useful
Presentations on
websites could
also be provided the State of STEM
(see appendix
F).
BeriBeri and
Penicilin
Examples
Cause and
effect scenarios
STEM events
(See Appendix
F)
Set: Why is there currently a big push for STEM education in the United States?
What came first? STEM careers or STEM education?
1. Identifying Cause and Effect. Continue with the opening activity of “What
came first, a need for STEM professionals or STEM Education?”
2. Present students with some scenarios involving cause and effect
relationships. These scenarios could include the development of penicillin
and the diagnosis of the disease beriberi. Other current news articles
presenting cause and effect relationships can be found here. Ask students
to determine the evidence and explanations from these several
scenarios.
3. Students will work in pairs to create a timeline of STEM education in the
United States. The timeline should include at least 10 important and
defining events. The timeline will be created digitally so it can be used in
the presentation. Alternate assignment for enrichment – research a
career field and determine if students are being prepared for that career.
Summarizing Strategy: Students will take part in a gallery walk of the timelines.
As a class, the top ten STEM related events can be identified.
Enrichment:
Students can
research a
particular STEM
career field to
determine if
current STEM
education is
meeting the
demands of
industry.
Formative
Assessment:
8
Project Day – See Unit Plan
The State of STEM – Research
9
I can Interpret
and translate
data in a
table, graph,
or diagram.
I can
Communicate
scientific
understanding
using
descriptions,
explanations,
and models.
Interactive
Migration Map
Chart, table,
and graph
interpretation
handout
iPads or
computers with
internet access
Student
Presentations
Tips for reading
charts, graphs,
and tables
STEM Charts
and graphs
examples
(See Appendix
G)
Essential Question(s):
Remediation:
1. How can I Interpret and translate data in a table, graph, or diagram?
2. How can I Communicate scientific understanding using descriptions,
explanations, and models?
Students will be
given a sheet
with tips for
reading charts,
tables, and
graphs. (see
Appendix G)
Set: Display an interactive map that includes tables and charts to show students
different ways that data can be displayed. Use the interactive migration map.
Teaching Strategy(s):
1. Each student will start the lesson by locating one chart, table, or graph
that relates to STEM education in the United States.
2. The instructor will then choose 2-3 examples to interpret with the class.
Students should be able to identify the title, key, labels, and other key
features.
3. After several teacher led examples, students will then work individually to
locate and interpret 3 charts, tables, or graphs that will enhance the
presentation they created during the project day on Day 8.
Summarizing Strategy: Students will insert these graphs in the presentations
created during the project day on Day 8.
Students can be
given links to
useful charts,
tables, and
graphs. (see
Appendix G)
Enrichment:
Students can
use data to
generate their
own charts,
tables, and
graphs.
Formative
Assessment:
In class
observation
In-class student
work
Summative
Assessment:
End of unit
assessment (See
Appendix A)
Presentations in
culminating event
10
Presentation Day – See Unit Plan
State of STEM
STANDARDS





Identify what you want to teach. Reference State, Common Core, ACT
College Readiness Standards and/or State Competencies.
GLE 0807.Inq.2 Use appropriate tools and techniques to gather, organize, analyze, and interpret data.
o SPI 0807.Inq.3 Interpret and translate data in a table, graph, or diagram.
GLE 0807.Inq.3 Synthesize information to determine cause and effect relationships between evidence and explanations.
o SPI 0807.Inq.3 Interpret and translate data in a table, graph, or diagram.
o SPI 0807.Inq.4 Draw a conclusion that establishes a cause and effect relationship supported by evidence.
GLE 0807.Inq.4 Recognize possible sources of bias and error, alternative explanations, and questions for further exploration.
o SPI 0807.Inq.5 Identify a faulty interpretation of data that is due to bias or experimental error.
GLE 0807.Inq.5 Communicate scientific understanding using descriptions, explanations, and models.
o SPI 0807.Inq.3 Interpret and translate data in a table, graph, or diagram.
GLE 0807.T/E.2 Know that the engineering design process involves an ongoing series of events that incorporate design constraints, model building, testing,
evaluating, modifying, and retesting
o SPI 0807.T/E.2 Evaluate a protocol to determine if the engineering design process was successfully applied.