Suggested Time: 50 minutesGrade Level: High SchoolNGSS StandardsHS-PS2-1. Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.HS-PS2-2. Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.Science and Engineering PracticesPlanning and Carrying out InvestigationsAnalyzing and Interpreting DataConstructing Explanations and Designing SolutionsLesson OverviewIn this lesson students will be introduced to the idea behind using airfoil shapes to generate lift and the parameters that define an airfoil shape. Students will learn some of the terminologies related to flight and test the process using simple prototype of an airfoil shape. Students will use their data literacy skills to describe the effect of changing the angle of attack on the performance of the airfoil shape.VocabularyAirfoil                                                       Angle of attackLiftDragCamberChordLeading edgeTrailing edgeObjectives and Learning OutcomesStudents will define how an airfoil shape looks like.Students classify and show the different shapes of an airfoil.Students will illustrate the meaning of lift and drag forces.Students will construct a simple paper airfoil shape and test it.Students will discover and analyze the effect of changing the angle of attack on the airfoil.Required Project MaterialsA4 and A3 paper sheetsTapeRulerScissorsstrawsMarkerstringHair drierComputer with internet accessAngle of attack STEAM JournalMultimedia Resources"The basics of Airfoils" https://www.youtube.com/watch?v=7Lb7nx3Jv20&t=37s"What is an angle of attack?" https://www.youtube.com/watch?v=t0tCRq2JedY"Airfoil dimensions"  https://www.grc.nasa.gov/www/k-12/airplane/geom.html"NASA Airfoil Simulator" https://www.grc.nasa.gov/www/k-12/airplane/foil3.htmlOptional Multimedia resources"NACA Airfoil Series" https://www.nasa.gov/image-feature/langley/100/naca-airfoils"History of Airfoil Deign" https://www.century-of-flight.net/history-of-the-airfoil/Before the lesson/Background informationStudents should have gained a knowledge from the previous lesson about the forces of flight and parts of an airplane as well as other concepts like gravity and pressure.Lesson PlanEngage (Estimated time: 5 minutes) Use the video link in the Multimedia resources section labelled as "The basics of airfoil" to engage the students of how airfoil shape looks like. By the end of the video ask the students about the different parameters that define how an airfoil shape looks like. Invite a student to draw the shape of an airfoil on the board and label the different parameters (show the students the image in the link labelled as "Airfoil dimensions" in the multimedia resources)Explore (Estimated time: 20 minutes)Ask the students to work in groups in order to use the materials listed in the required project material section to create a simple wing shape with an airfoil cross-section. Students will need to use ruler to divide the paper sheet into half and label the midpoint of the wing. Students are also supposed to use straw to hold the wing along the midpoint using a string. The teacher will be passing by the groups of students to scaffold and give further instruction to help them.Next, students are supposed to use hair drier in order to direct air towards their model and record their observations. In group discussions, students are supposed to discuss their observations and try to define the meaning of lift and drag forces produced on the surface of the wing.

Author: Usama KalimTime of Activity (50 minutes)Elements: embedded in lessonDaily Learning Targets: Awareness of Ocean PollutionDaily Academic Vocabulary: Ocean Pollution, Clean Environment, Sea life, Marine PollutionLearning Goal: Awareness of ocean water pollution and its effects on Marine life and environmentEssential Questions: What is Ocean pollution? How can you solve this problem?Challenge- Design a barriers which blocks pollution and trash going into the ocean without disturbing the normal flow of water and also how to clear those trash blocked by the barrier efficiently.

Suggested Time 60 Minutes Suggested Age Level:Grade 2 (Can be modified for upper grades.)  Overview This lesson will introduce students to the concept of how the earth changes over time through human interaction. These changes can happen quickly or slowly. This lesson focuses on how taking care of the earth by reducing, reusing, and recycling, can slow negative impacts on the earth. Students will then practice the concept of reusing (upcycling), by creating shoes that fit their feet from various materials previously used for  other things, following the design engineering process. Vocabulary Earth- Pollution- Recycle- Upcycle- Reduce- Reuse Next Generation Science Standards • ESS1.C. The History of Planet Earth- Some events happen very quickly; others occue very slowly, over a time period much longer than once can observe • ETS1.B: Developing Possible Solutions- Designs can be conveyed through sketches, drawing, or physical models. These representations are useful in communicating ideas for a problem’s solution to other people. • ETS1.C: Optimizing Design Solution- Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Common Core Math Standards • CCSS.MATH.CONTENT.2.MD.A.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Required Project Materials • A large brown paper bag or a section of newspaper for each pair • A styrofoam tray (found under meat or produce in the grocery store) or piece of cardboard (at least 12 inches by 12 inches) for each pair • Writing utensils • Ruler • Glue • String • Tape • Scissors Multimedia Resources • Ebook: EPIC Books- How I Reduce, Reuse, and Recycle:  https://www.getepic.com/app/read/8996 Optional Resources: • Ebook: EPIC Books- Shoes Before the Store:   https://www.getepic.com/app/read/32613  • Ebook: EPIC Books- From Leather to Basketball Shoes:  https://www.getepic.com/app/read/7444 • Video: How It's Made- Shoes  https://www.youtube.com/watch?v=LUE2pw4wGJ8 • Video: What is Upcycling-  https://www.youtube.com/watch?v=C4-hFSw3NaY Before the Lesson/ Background Information • Students should already be familiar with the design engineering process and teacher should have a poster or Smartboard display of the step for students to reference. • Students may have discussed concepts related to ESS1.C. The Lesson Part 1: Introduction to ways to care for the earth. (15 minutes) 1. Start by asking students for examples about changes they see or know are happening to earth (students may volunteer night and day, seasonal changes, changes to the climate/landscape (weathering). Tell students that we know the earth is changing due to human-created pollution, but that we can help to stop the changes (or at least make the changes happen less quickly) by doing certain things. 2. Display the Ebook “How I Reduce, Reuse, and Recycle” and read it aloud to students. Draw attention to how the girl in the book reuses items for other purposes instead of throwing them away. 3. Ask students if they have ever reused or recycled items like the girl? Have students share. Part 2: Design a shoe that fits your foot! (30-40 mins) 1. Tell students that today they will be designing a shoe that fits their foot with upcycled materials. Show students what materials they will use and where they came from before (point out that they have rulers to help measure during their work). Remind them they will work using the design engineering process (quickly review the process- students should already be familiar with it). 2. Pair up students and give them 5-10 minutes to plan out their shoe design with paper and pencil. 3. When the pair is ready, ask them to show you their design to ensure that they have a clear idea of what their aim will be. Their design does not have to exactly follow what they draw, but this prevents students from using up materials without having an idea about what to do with them. Allow them to collect their allotted materials and start designing. (20-30 minutes) 4. Give students a chance to share their works in progress or finished products, depending on how sharing works best with the particular class and amount of time left (one pair can share with the whole class until everyone has had a chance or just two pairs can share with each other).  Technology Connection: If iPads or computers are available in the room, students can research ideas for shoe designs on the internet. Art Connection: In an additional lesson, students can paint and/or decorate their shoes and have a class fashion show.

Disappearing Act: Disposal and recycling of waste materials

Resumen¿Alguna vez has pensado en la moda como un tipo de tecnología? Este curso único es divertido y educativo tanto para profesores como para estudiantes, y hace que la tecnología y la ingeniería sean divertidas y accesibles para personas con intereses en arte, artesanía y diseño visual. El curso comienza con la introducción de los estudiantes a profesionales que trabajan en la moda y carreras relacionadas, como la arquitectura y la ingeniería. Se anima a los estudiantes a establecer conexiones entre estos campos, antes de embarcarse en un viaje de diseño de moda propio. Los estudiantes aprenderán enfoques técnicos de diseño y composición; aplicar las habilidades básicas de medición y matemáticas; considerar patrones y problemas geométricos; aprender los procedimientos metodológicos utilizados en ingeniería, arquitectura y otras artes especializadas; y participar en la investigación social y publicitaria. Finalmente, los estudiantes desarrollarán sus propias ideas y diseños, participando en proyectos de equipos prácticos y en una competencia de pasarela. Áreas STEM: ciencia, tecnología, ingeniería y matemáticas.

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Lesson ObjectivesStudents will create an invention based on a real-life problemStudents will work independently or with a small group to solve the problemStudents will make a model of their invention with Play-DohMaterialsChildren's book "Rosie Revere, Engineer" by Andrea BeatyInvention packet (see below)Play-DohVideo on Inventions by Kids https://www.youtube.com/watch?v=6IiJGRbDN1I

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Designed by: Ana Osorio Title: Watering with Intelligencen and Sustainability   Grade level: 5th - 7th grade Timeline: 50 minutes-2 sessions   Subject Areas: Engineering, science, arts. Standards: Malla culicular(El Salvador)  2.2.2: Desarollo Sostenible 1.2.2: Etapas de un proyecto 2.4.1: Arte en bienes naturales renovables y no renovables Background: The students have been learning about mindfully using water. According to new data from the UN, 80% of El Salvador's population is under water stress. While this is primarily due to the government's poor distribution, farmers are also to blame for their misuse of water. Learning Target: Students will become aware of how they can sustainably use water when it comes to planting. They will be able to spread awareness to others based on their newly acquired knowledge. Challenge: Create a model of an irrigation system with the materials provided and within the allotted time limit. Discuss, as a class, what is the most sustainable option. Share their experience and knowledge with others through social media platforms such as Facebook and YouTube. Questions: S: How does the type of irrigation system affect the growth of the plant? T: How can I make use of social media platforms to spread awareness? E: How can I design and build an irrigation system model using the engineering process? M: How do the time and size of the materials affect the amount of water used? Integrated 21st Century skills: Collaboration and teamwork, communication, critical thinking, creativity, problem-solving. Vocabulary:   Sustainability  Irrigation  Recyclables  Spreading awareness  Material: Rubber bands Plastic bottles Hose Scissors Glue gun/stick Paper pins Plants   Procedure: Part 1: (35-minute sessions) A short 5-minute tutorial video will be shown of the two different irrigation systems.  The class will be divided into two groups.  Instructions will be given: One group will design a model of a dripping irrigation system, and the other will do a sprinkler irrigation system.  Groups will collect their materials. Start discussing as a team how to best complete this challenge in the allotted time frame.  Students will fill out the flow chart containing the engineering process as they go along. Part 2: (15-minute session) Groups will take turns presenting their irrigation models. Students will have an open discussion answering the four stem questions as a class.  Finally, students will showcase their work through a social media platform to spread awareness.  (note: part two can be carried out at a later date so as to see results.)   Resources: Plastic Bottle Drip Water Irrigation System Very Simple Easy ll DIY home drip irrigation system EASY - No Fail water sprinkler from plastic bottle in just 5 minutes  

STEM Challenge-Hydraulic Powered Robot Arm Challenge Each group in a class is challenged to build a hydraulic machine suitable to lift the materials given. Grade/Level: 7 Overview: Constructing Hydraulic machines by understanding and applying mechanical and hydraulic systems using EDP Process. Learning standards: Students demonstrate an understanding of the process and phenomena of fluid mechanisms. Students demonstrate applying scientific concepts in daily life and solving problems Students demonstrate an exhibition of creativity in designing models using eco-friendly resources.

Lesson Objectives (50 minute class period)Using items usually found in trash or recycling bins, students will design and build an invention that will pick up trash: a Trash GrabberStudents wMaterialsRecycled: plastic, egg cartons, string, boxes, paper, toilet paper tubes, plastic bags, straws, lids, foam, foil, plastic ware, milk cartons (Students can start collecting these things at lunch the week before or bring some from home)scissors, tape, glue, stapler, paperclips, clothes pins, rubber bands, etc.Lesson Plan (30 minutes)Video: #plasticspollutionYouTube: "Waterkeeper Investigations: Microplastics in the Great Lakes" (10:27)Plan and Design Time: (approximately 20 minutes)You have been tasked with helping clean up plastic from the Great Lakes. Construct  a Trash Grabber prototype for either in water clean-up or on land pick-up or both from the recycled materials and office supplies found in the room. Assessment (20 minutes)1. Decide water, land or both?2. How does your trash grabber work? What kinds of trash will it pick up?3. Advantages?4. Disadvantages?5. Could this be used in the real world? why or why not? Would you need different materials to make it?6. Find two students to share your Trash Grabber, ask them for one advantage and one disadvantage to your Trash Grabber7. What changes would you make to your Trash GrabberHomeworkRecord everything that you throw away for one full day.  Make a tally chartType of trash                                                How many?plasticpaperMetalGlassOther (describe)Figure out percentages: add up all total tally marks for every category for the TOTAL TRASH and then total tally marks in each rowTHEN DIVIDE: TALLY MARKS PER ROW  / TOTALLY TALLY MARKS OF ALL TRASH=PERCENTAGE(add your all of your percentages together to make sure you get 100 percent)Construct a pie chart based on your findings.

The lesson focuses on the basic principles of circuitry and electric conductivity Students are expected to understand the basic flow of electricity, the nature of conductivity, and the terms associated witih this phenomenon Lesson Focus and Goals: Structure / Activity: This activity involves a lesson on basic circuitry, including the three primary elements of a circuit: a power source, a wire or conductor, and a switch. The important terms for this project are current, flow, and conductivity Students will then design their own circuits using the terms and key elements learned from the lesson. Materials Needed: White board, Smart Phoen or Tablet, Notebook paper Assessment: The formative assessment requires students to design their own circuits on a sheet of paper. The circuits must include a definition of current and flow, as well as the three primary parts of the circuit: a power source, a conductor or wire, and a switch. Learning Objectives: Students will be able to show their mastery of basic circuitry by designing their own circuit using the three components of a circuit. LESSON PLAN

AbstractLiterature in Mathematics and Science is a series of lessons covering a range of mathematics and science subjects for K-6 students. Each lesson links children’s literature to a specific science and math concept. Use practical, hands-on activities to explore a range of science subjects including astronomy, anatomy, botany, geography, geology, and biology. Have fun with mathematics by slicing and portioning out pizza to understand fractions, playing games to practice arithmetic, and building small businesses to get familiar with making change and budgeting. These interactive, adaptable lessons make a range of STEM subjects fun and accessible for students and teachers. Students will gain skills in all four STEM areas: science, technology, engineering, and mathematics. Note: This module is designed primarily for K-6 grades. To adapt to higher grades, substitute appropriate literature.

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Awesome Roller Coaster!    Design, construct, and test a roller coaster at least one loopStandards:Science : NGSS :MS-ESS3-2 : Earth and Human ActivityEngineering:  NGSS: MS-ETS1 : Engineering DesignMathematics: Common Core Standard: CCSS.MATH.CONTENT.6.SP.B.5,  CCSS.MATH.CONTENT.7.SP.A.2 ,  CCSS.MATH.CONTENT.8.SP.A.1   Learning Objectives:Students apply physics concept about potential energy and kinetic energy.Students know the relationship between height and speed  Materials:wooden stick / foam pipeMarble / ping-pong  ballduct tapestopwatchscissorsGlue gunVocabulary:gravitationkinetic energypotential energyspeedroller coasterLiteracy Resources :Build A Roller Coaster (Using Maths 2) by Hilary Koll, 2006Roller Coaster: Wooden, and steel coasters, Twisters and cockscrews by David BennettLesson Activities:Place students into groups of two or three. Working with a partner, creating a design of structure of roller coaster on the paper.  Creating a rampStudents try with ping-pong ball /marble at the highest end of the ramp, record the time of how long the ball to move from the top of the ramp to the bottom, by using stopwatchMeasure the length of the rampUsing formula of Speed = Distance * Time to find the value of speedStudents can modify the ramp, increasing height of the ramp, they can see how the speed of the ball changes depending on the height of the rampStudents complete the design of prototype roller coaster, build a loop of roller coaster, adding color of the rail, or adding LED lamp into the rail        Engineering Task:Each group will design and construct a prototype of roller coaster with one loop. Once the ball successfully travel through the roller coaster, calculate the speed if the ball when the starting point is set at three different heights (in 5 centimetres apart).Use the duct tape to secure the starting point of the roller coaster to a solid surface. Students measure and record the height of starting point from the groundTest/Trial:the ball/marble must travel the entire length of roller coaster unassisted. Students record the time it takes for the ball to reach the end of the track.  Collect this data for calculating speed of the ball.  (Speed = Distance * Time)Analyze:Doing discussions comparing height, speed, and the designs of the different roller coaster prototypes. Students can reflect on their design compared to others and they can modify to make it better 

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