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Goal

Students will employ a variety of problem-solving techniques, design processes, and critical thinking skills to create solutions for complicated real-world problems. I am looking for open-ended and loose part materials to support the design, invention, building, and exploration of intricate STEM, engineering, and project-based learning concepts. 

 

Category

Learning Aids - Sunshine state book sets, robotics kits, puzzle boards, science models, engineering supplies, etc. 

 

What will be done with my students

Utilizing open-ended and loose part materials, students will have the opportunity to design, invent, build, create, experiment, and thoroughly explore intricate concepts in STEM, engineering, passion projects, and project-based learning. Throughout the year, we will embark on several STEM, engineering, passion projects, and project-based learning endeavors. Overcoming Gravity depth of knowledge level 3, Cooking with the Sun’s Energy depth of knowledge level 3, Does the Mass of Gum Change as it is Chewed? depth of knowledge level 3, I Seek the Light - Plant Maze Design Challenge depth of knowledge level 3, Run a Taco Truck Project-Based Learning, Create Two Different Division Displays, Fall Math Scenes, Fluffy Puppy Hotel, Group Investigating Problem: the Titanic, “Record Breaking” Place Value Project, Building a Water Slide, Fraction Kitchen Chex Mix Recipe, Max Mass Movers, Rampin' It Up, Changing the State of Water 5E Lesson, What Does Your Garden Grow MEA, Create a Math Board Game, Black Mathematician History Project, Geometrocity: A City Made of Math, Candy Catapult, Gingerbread House Project, Floating Hearts, Leprechaun Trap Engineering Challenge, Potato Olympics, Random Acts of Kindness, Farm Help Wanted, How is Temperature Measured?, Pet Shelter Project, Pull Back Cars STEM, Secret Agent Laser Tag, How Light Moves, String Telephone, and Light Maze, Nature Testable Questions Toy Boats. These projects cover the following standards: G.K12.1.1.1d Nature of Knowledge - Accomplish: Construct own meaning within a chosen field and offer new contributions to this respective field of study. G.K12.1.1.2c Basic Research - Perform: Use multiple primary and secondary sources to analyze, synthesize, and evaluate relevant persons, places, events, or beliefs that are dominant in a field. G.K12.1.1.3b Manipulation of Data - Understand: Seek and identify connections between fields to make sense of patterns and trends. G.K12.1.1.4a Organization of Data - Know: Create or select an existing system for organizing data in a sequence. G.K12.1.2.1c Conceptual Frameworks - Perform: Create graphic organizers that organize the logical sequences of key conceptual themes in a field of study. G.K12.1.2.2b Components and Methodologies - Understand: Create a list of the methodological skills and processes (general and specific) used by practicing professionals in a field. G.K12.1.2.3b Conceptual Connections - Understand: Demonstrate foundational knowledge of various fields and disciplines. SC.3.N.1.1 Raise questions about the natural world, investigate them individually and in teams, through free exploration and systematic investigations, and generate appropriate explanations based on those explorations. SC.3.N.1.2 Compare the observations made by different groups using the same tools and seek reasons to explain the differences across groups. SC.3.N.1.3 Keep records as appropriate, such as pictorial, written, or simple charts and graphs, of investigations conducted. SC.3.N.1.4 Recognize the importance of communication among scientists. SC.3.N.1.5 Recognize that scientists question, discuss, and check each other’s evidence and explanations. SC.3.N.1.6 Infer based on observations. SC.3.N.1.7 Explain that empirical evidence is information, such as observations or measurements, that is used to help validate explanations of natural phenomena. SC.3.N.3.1 Recognize that words in science can have different or more specific meanings than their use in everyday language; for example, energy, cell, heat/cold, and evidence. SC.3.N.3.2 Recognize that scientists use models to help understand and explain how things work. SC.3.N.3.3 Recognize that all models are approximations of natural phenomena; as such, they do not perfectly account for all observations. SC.3.E.5.4 Explore the Law of Gravity by demonstrating that gravity is a force that can be overcome. The students demonstrate that gravity is a force that can be overcome. SC.3.E.5.2 depth of knowledge level Identify the Sun as a star that emits energy; some of it in the form of light. SC.3.E.6.1 Demonstrate that radiant energy from the Sun can heat objects and when the Sun is not present, heat may be lost. SC.3.P.8.2 Measure and compare the mass and volume of solids and liquids, SC.3.L.14.2 Investigate and describe how plants respond to stimuli (heat, light, gravity), such as the way plant stems grow toward light and their roots grow downward in response to gravity. SC.3.P.8.3 Compare materials and objects according to properties such as size, shape, color, texture, and hardness. SC.3.P.9.1 Describe the changes water undergoes when it changes state through heating and cooling by using familiar scientific terms such as melting, freezing, boiling, evaporation, and condensation. SC.3.L.14.1 Describe structures in plants and their roles in food production, support, water and nutrient transport, and reproduction. SC.3.L.14.2 Investigate and describe how plants respond to stimuli (heat, light, gravity), such as the way plant stems grow toward light, and their roots grow downward in response to gravity. SC.3.L.17.2 Recognize that plants use energy from the sun, air, and water to make their own food MA.K12.MTR.1.1 Actively participate in effortful learning both individually and collectively. MA.K12.MTR.2.1 Demonstrate understanding by representing problems in multiple ways. MA.K12.MTR.3.1 Complete tasks with mathematical fluency. MA.K12.MTR.4.1 Engage in discussions that reflect on the mathematical thinking of self and others. MA.K12.MTR.5.1 Use patterns and structure to help understand and connect mathematical concepts. MA.K12.MTR.6.1 Assess the reasonableness of solutions. MA.K12.MTR.7.1 Apply mathematics to real-world contexts. MA.3.NSO.2.1 - Add and subtract multi-digit whole numbers including using a standard algorithm with procedural fluency. MA.3.AR.1.2 Solve one-and two-step real-world problems involving any of four operations with whole numbers. MA.3.M.1.1 Select and use appropriate tools to measure the length of an object, the volume of liquid within a beaker and temperature. MA.3.M.1.2 Solve real-world problems involving any of the four operations with whole number lengths, masses, weights, temperatures or liquid volumes. MA.3.DP.1.1 Collect and represent numerical and categorical data with whole-number values using tables, scaled pictographs, scaled bar graphs or line plots. MA.3.GR.2.3 Solve mathematical and real-world problems involving the perimeter and area of rectangles with whole-number side lengths using a visual model and a formula. MA.3.AR.2.1 Restate a division problem as a missing factor problem using the relationship between multiplication and division. MA.3.AR.3.3 Identify, create and extend numerical patterns. MA.3.NSO.2.4 Multiply two whole numbers from 0 to 12 and divide using related facts with procedural reliability. MA.3.NSO.2.2 Explore multiplication of two whole numbers with products from 0 to 144, and related division facts. MA.3.NSO.1.3 Plot, order and compare whole numbers up to10,000, MA.3.NSO.1.4 Round whole numbers from 0 to 1,000 to the nearest 10 or 100, MA.3.FR.2.1 Plot, order and compare fractional numbers with the same numerator or the same denominator, MAFS.3.MD.2.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and twostep “how many more” and “how many less” problems using information presented in scaled bar graphs MAFS.3.MD.1.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units. 

 

Benefits to my students

The implementation of this grant, in conjunction with the Futures Grant titled “Stop Playing Hide and Go Seek!”, will provide students with access to more than 100 open-ended and loose part materials designed for standards-aligned STEM projects, engineering initiatives, passion projects, and project-based learning experiences. With a diverse array of materials at their disposal, students will enhance their creativity, inventiveness, and capacity for exploration. They will also cultivate essential collaboration and communication skills necessary for addressing complex real-world challenges and achieving their goals. Upon leaving my classroom, students will possess a robust foundation in science, technology, engineering, and mathematics, preparing them to thrive in a fast-evolving, technology-driven landscape. They will develop critical thinking and problem-solving abilities that are vital for success across various career paths. 

 

Budget Narrative

I am requesting a collection of open-ended and loose parts for various projects. These materials allow students to illustrate their distinctiveness in addressing challenges. They come to realize that there are multiple strategies for solving a single problem. The introduction of various solutions supports students' conceptual understanding. This empowerment leads to increased creativity and innovation in their subsequent projects. The availability of a range of open-ended and loose parts makes this possible. I would like to request the following materials: paperclips, rubber bands, variety of washers, slinkies, yarn, string, duct tape, construction paper (legal and letter), cardboard pizza boxes, scissors, aluminum foil, clear tape, plastic wrap, newspapers, pie pans, thermometers, packages of double bubble fruit gum, packages of double bubble sour gum, scales-digital, stopwatches, different types and sizes of boxes, 3D foam shapes, pieces of cardboard, cardstock, hole punchers, coloring supplies, wrapping paper, Washi tape, ribbons, stickers, beads, paper plates, straws, cardboard rolls, masking tape, Chex Cereal, (24oz) white candy melts, sprinkles, cake mix, powdered sugar, chef hats, large bowl, parchment paper, spatula, large zip lock baggies, food storage container, popsicle sticks, pipe cleaners, black pipe cleaners, black spoons, balance scales, clothes hangers, fast growing seeds, planting pots, soil, watering can,8oz clear cups, foam poster board, tissue paper, graph paper, 3 oz paper cups, posters, dice, game pieces, graph posters, tri-fold, posters, bottle caps, mini Cauldrons/Pumpkins, (40) shoeboxes, (15 boxes + 160 pieces) graham crackers, white frosting, candy, staplers, St. Patrick items, small tub, large tub, burettes, chopsticks, feathers, google eyes, thermal thermometer, rice, sand, vinegar, (40) open rear axle wheels must move with the axle) toy vehicle, strip of plastic, mirror boards, blocks of wood, clay pieces, rocks, sheets of clear plastic, balloons, coffee filters, miniature toy pet shelter materials, red food coloring, plastic bottles, kettle, bag of candy corn, ramp, (120) Legos, and kid pool,

 

 

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