STEAM Lesson Brief Instructions

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You may not submit a lesson plan for certification on making foil boats as related to barge ships.

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STEAM CRMS 6th grade WWII museum.

Basic Notes: The left column is filled out by the team, the right is filled out by individual teachers. Start with filling out basic concepts on the left, then go to the right, discuss each subject’s tie-in and fill in EACH

subjects tie-in (you may not omit any subject) and then go back and finalize the left. The Basic plan should begin with how the students are going to be introduced to the project – what’s the ‘hook’? The rest of the basic plan should be a synopsis of the project elements from each subject concluding with a brief overview of the basic assessments used.

Title: WWII Interactive History Museum STEAM Lesson Brief

Educators on the team - full names and titles (for certification: max of 4/team):

Alana Champion (science), Sarah Dee Harbin (math), Brittni Miles (math), Catherine Anderson (social studies), Suzanne Holt (English)

______________________________________________________________

Trained: Dates ___________ Town/State: Tuscaloosa, Alabama

Theme that this lesson would tie to: Life during 1939-1945

Specific Topic Concept within that theme: World War II

PLEASE use this as a template and type over it – what is under Science is the basis for filling out each subject and there is subject-specific items in the other category’s notes too.

PROJECT IDEA + brief notes & supplies Idea: Interactive history museum of what life was like during WWII. Supplies: paint, glue, wood, reading materials, metal replicas (corrugated cardboard), foil, index cards, straws, paper plates, chart paper, paintbrushes, etc. (PO IS ATTACHED)

BASIC CONCEPTS Skill level (Grade Range):Read the notes under science or at the end of this document under Generic Instructions – they are applicable to all the subjects, the rest have notes applicable to mostly that specific topic

Summary of Essential Concepts: One to two sentence synopsis of lesson plan including over-arching verbs that tie to each subject. – Try to write one first, then jot out a basic plan below, then fill out each section to the right – when those are finalized, make sure that each is represented in the basic plan and the basic plan is compressed to a short concept statement with key verbs

Science – Individual Subject Area Generic Instructions Concept – The Sun, Moon, and WWII Standards - #8 Describe how Earth’s rotation, Earth’s axial tilt, and

distance from the equator cause variations in the heating and cooling of various locations on Earth.

#9 Identify the moon’s phases. (relating effects of the moon’s positions on oceanic tides)

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that will draw in EACH subject. (What you would tell a parent succinctly, clearly and simply, that would also attract an educator of any type conducting a google search.

Coordinating Basic Plan: A general explanation of the scope of the project. (What you would tell an administrator.)

Begin with what will be done for an engagement/introduction piece.

Short paragraph that gives a brief view of what will be done in each subject to contribute to the overall lesson. – this should be a 1-2 sentence synthesis of the ‘project’ sections to the right.

Explain how the project has a flow that integrates all of the subjects.

End with what the product will be and how it will be tested/analyzed - assessed.

Timing of Lesson: how many days / class sessions / length of classes – be specific – either list as classes being in unison or time needed in each subject separatelyAll Subjects:

Weeks:Days:Times per Day:

Individual Subjects:By subject:

Basic Supplies: Basic shopping list to be able to complete the project. *You may want to break this down by subject.

IT Resources: specialty equipment, (don’t list computers) list; websites, programs, videos – put in specific

Careers – By building boats, creating murals, and using radiometers, students would be exposed to the following careers: boat building-engineering murals- artist using radiometers- scientist

Project – Students will begin by brainstorming ideas on how to construct their boats by using the following materials: styrofoam plates, straws, index cards, and tape. After learning about tides, students will have to construct a boat out of the above materials from their choice that will hold the most pennies without sinking. Groups will decide on a sketch for their finished boat, draw their sketches in their composition notebooks, and start the building process. For the next project, students will think of the sun, moon, and WWII and how these are related. They will create a mural of mental images and paint these images on chart paper. Students will paint pictures of water (related to D-Day invasion), the sun and moon to help heat Earth during the day and the moon that allowed soldiers to see at night, they also painted the atomic bomb and will discuss how the effects affected Earth’s atmosphere. For the last science project, students will think about the importance of the sun related to WWII and discuss. Students will use a radiometer to detect heat energy and have to chart this information in their composition notebooks. The students will move the radiometer to three different distances on the yardstick. Students will analyze the information and will come to the conclusion that the closest the radiometer is to the heat lamp, the faster the vanes spin.

Supplies- Styrofoam plates, index cards, straws, foil, paint, chart paper, AMSTI radiometer, yardstick, heat lampDocuments- AMSTI radiometer lab sheet

Assessment – Students will test their boats in water to see which boat will hold the most pennies. The winning boat held 402 pennies. Students will complete AMSTI lab analysis on radiometer lab. I will listen to discussion of the importance of the sun and how it related to WWII. Students will use radiometers and put them at different distances to see how the heat lamp affects this. On their analysis sheet, they will conclude that the closer the radiometer is to the heat lamp, the faster the vanes will spin.

Extension -

Technology & Engineering – Individual Subject Area Generic Instructions Concept – T = what are they doing to fulfill specific requirements, E = what

is the part of it that has design and innovation variables. Standards - Here technology means the materials, processes and tools used to complete a project (usually as related to the ITEEA standards). This section can also include IT/ET (see ISTE standards), but these IT should be reflected as being used throughout all the subjects when IT/ET is available to students. Only using ISTE IT/ET standards very rarely will cover the scope of technology and engineering in an integrated lesson plan, these standards can usually only be relied on to cover engineering when creating a computer program.

Careers - When filling out the section for Technology and Engineering, remember that the primary ties are often who develops the equipment

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recommended links and programs

Other Resources: businesses, people, field trips, handouts, etc.

Misc: (Extensions & Variations)General ones, not specific to a subject area. GiftedChallengedVariationsExtentions

Photos:

used or new things (E) and who uses the equipment (T). Make sure you put both elements in that category. Project Element – T = using tools, E = designing a new element Engineering includes students doing research to be able to propose a new tangible or systems design and/or make an evaluative test to show something new. Computer programs and systems planning are not tangible, but they are creating something new. Tangible projects are usually best for meeting this lesson plan component and covering a broader scope of technology and engineering.

Assessment – T = did what they make meet the specs, E = is only PARTLY if their innovation worked, but MOSTLY about if they understand why their innovation worked or didn’t work and/or how it can be improved

Extension

Math – Individual Subject Area Generic Instructions Concept – Geometry- solve real world and mathematical problems

involving area, surface area, and volume. Standards –

- 6-G1: Find the area of right triangles, other triangles, special quadrilaterals, and polygons; apply these techniques in the context of solving real world and mathematical problems.

- 6-G3: Draw polygons in the coordinate plane given coordinates for the given vertices; use coordinates to find the length of the side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real world and mathematical problems.

- 6-G4: represent three-dimensional figures using nets made up of rectangles made up of rectangles, and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real world and mathematical problems.

Careers – By using this information gathered in creating and building Anderson Shelters students mind were opened to the following careers:- engineering- architecture- contractor

Project Element – Students will begin by researching Anderson Shelters used during WWII. Research included, size, shape, location, interior and exterior features, etc. Students used research information to create a net “blueprint” of the Anderson Shelter. Students will use nets and research to construct a model of an Anderson Shelter.DIY-video: https://youtu.be/VDG1FaFvplc https://youtu.be/7JQuExsZasASupplies: http://www.photos-public-domain.com/2011/01/23/corrugated-cardboard-texture/ We provided the students with the corrugated cardboard and silver paint for the roofs on the shelters, as well as basic construction supplies, however some students brought in items of their own to add to their shelters.

Assessment – The students will figure out the surface area and volume of the original Anderson Shelter and those they constructed. Students will

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present Anderson Shelters and the class will evaluate their area findings.

LA/ELA – Individual Subject Area Generic Instructions Concept - Text types and purposes

Research to build and present knowledge

Standards - Write arguments to support claims with clear reason and relevant evidence (W6.1)

Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate (W6.7)

Draw evidence from literary or informational texts to support analysis, reflection, and research. (W6.9b)

Engage effectively in a range of collaborative discussions (Sl6.1) Delineate a speaker’s argument and specific claims, distinguishing

claims that are supported by reasons and evidence from claims that are not (SL 6.3)

Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation (SL6.4)

Careers - Law Politics Management

Project Element – Students researched and constructed an argument analyzing whether or not the United States should have dropped the atomic bomb on Hiroshima

Students where divided into groups according to their stance on the issue

After groups were established, students developed reasons to support their claims

Groups used the Mac lab notebooks to find evidence to support their reasons

Debates were held by groups to convey their stance of “for or against” the claim “Should the United States have dropped the atomic bomb on Hiroshima during World War 2?”

The audience outlined the claims being presented, the supporting reasons, and evidence to distinguish which claims were supported by reasons and evidence from claims that were not

The winners of the debate presented their claims, using Power Point, to each class

In addition, each group was able to present their argument at the World War 2 Museum

Assessment – Groups were assessed on the components of their arguments (claim, supporting reasons, and evidence)

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SS – Individual Subject Area Generic Instructions Concept – World War II Standards – ACOS: 6:6:1-Students will identify causes and consequences

of World War II and reasons for entry of the United States into the war. (Geography, History, Civics and Government)ACOS:6:6:2-Students will practice locating on a map Allied countries and Axis PowersACOS: 6:6:2-Students will practice locating on a map key engagements of World War II, including Pearl Harbor; the battles of Normandy, Stalingrad, and Midway; and the Battle of the BulgeACOS: 6:6:2-Students will describe the human costs associated with World War IIGrade Level Example: the Holocaust, civilian and military casualtiesACOS:6:7:2 Students will practice recognizing the retooling of factories from consumer to military production

Careers – historian, cartographer, builder, carpenter, factory worker, shipbuilder, project manager

Project Element – Students created a World War II Interactive History Museum. The museum was a culminating activity that concluded our unit study. Students researched, built (with a lot of help), painted, and detailed a full size replica of a cattle car that was used to carry some of the six million Jews, as well as others to the concentration camps in Europe. Students invited their families to walk through their learning experiences with them. Their journey began by choosing a child’s picture, on a Star of David, and a walking into the dark cattle car. Once they were inside, they were told to match the numbered star to a true story of a child’s experience during the Holocaust. When guests exited the cattle car they entered a “gas chamber” (tent and fog machine) activity which represented Hitler’s Final Solution. They walked out of the school gym and down the hallway which was covered with yellow paper. They were provided with a magnifying glass and asked to take a closer look, and then most people took a step back and realized they were looking at 6 million Stars of David that the students colored to represent six million lives lost at the hands of a brutal dictator. Other exhibits included a 3-D mural created out of old pieces of steel and steel tools that students designed to reflect the Birmingham Steel industry during the war. Guests could build and weigh bombs in a Redstone Arsenal area, which hired many women during the war in Huntsville, Alabama. There was a book burning display designed after reading, “The Book Thief.” Propaganda posters created by the students were also displayed. A World map covered one area of the hallway and pictures of family members were connected with ribbon to the spot on the map where they served their country. In class, students had shared their family histories. Hanging from the lights in the classroom were World War II era planes built by the students. Students were able to explore WWII artifacts: a piece of glass, barbed wire, and a piece of brick from the Auschwitz concentration camp, a U.S. gas mask, local high school year book, University of Alabama year books, Life magazines, Japanese swords and bayonet, a shoe shining and shaving kit, and sand from Omaha Beach in Normandy, France. What parents and guests were unable to see and hear were the daily activities and discussions that made an impact on the students and increased their understanding of learning objectives.

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Assessment – Formative assessments included: conferencing/individual/small group, discussion, graphic organizers, Learning Logs, observations, and question surveysAn end of the unit pencil paper test was also given as a summative assessment.

Extension-

FA – Individual Subject Area Generic Instructions Concept – This should be more than just ‘making pretty’ there should be

reasoning for the mediums chosen, the colors, style, client appeal, etc. Standards - Careers - Project Element - Assessment – This should be more than just is it ‘nice’ – there should be a

tangible rubric structure, color balance, appropriate medium choice, durability, ergonomics, etc. as related to the grade-level arts standards.

Extension -

PE – Individual Subject Area Generic Instructions Concept - Standards - Careers - Project Element – this should be related physical activity– think of ways to

bring the physics of the project alive for students to perform with their bodies –this component may include a health activity, but that is also linked to science – ideally it links to both a physical activity and how it relates to health topics, but one or the other is valid to be included.

Assessment – Extension -

Music – Individual Subject Area Generic Instructions Concept - Standards - Careers - Often Math and Music careers are similar titles for most

projects, as industry will hire people with similar skills for various applications.

Project Element – Most often this is finding songs about or from the time of the project, creating lyrics, poems, chants and raps about the project or creating jingles to advertise the product. Sometimes it can be making music with the elements of the project or the project itself.

Assessment – Don’t put a lot of emphasis on performance for a non-performing music element outside of a performance class.

Extension –

Individual Subject Area Generic Instructions: Concept – what topics – i.e. the titles of the benchmark(s)/standard(s)

groupings will be covered Goal / Objectives - if you opt not to put in standards, you will need to

clarify here, what aspect of the concepts you plan to address with the

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activity in the project Standards – national standards preferred, state standards very welcome,

and also accepted are common core standards. Please list the full standards to verify alignment. Please include standards or goals.

Careers – These careers must relate to the direct activities and research of the project. If you are ‘stumped’ refer to the divisions of S-T-E-A-M for broad career topics. For specific fields google ‘scientist + topic.’

Project – a paragraph about what will the students ‘do’ – what project or part of the project – the element of the project that the students will perform that relates to science – should start as students will (insert verb) and it should go on to be an explanation to a teacher about what the students will do. If there is an on-line DIY video to someone doing the process, please put a link.

o Links o Supplies o Equipment o Documents

Educators Students

Assessment – what component of the project relates to science and what TANGIBLE medium will be used to assess it. Remember to put a focus on the process & on the result. IT IS VERY POSSIBLE THAT WHAT THEY DO CAN BE ONE PROJECT WHERE DIFFERENT ELEMENTS ARE RELATED TO DIFFERENT SUBJECTS AND THE SAME TANGIBLE CAN BE ASSESSED IN VARIOUS FORMS FOR DIFFERENT SUBJECTS. (saying, telling & stating are weak forms or assessment unless you have non-literate students or you’re going to video it – there needs to be evidence that the student understands – what can they produce to show this – and even non-literate students can make storyboards or put things in order instead of writing or speaking ?a presentation, etc) PLEASE do not say ‘use a rubric’ without saying what categories and basic parameters will be on it. It is expected that every assessment be rubric-based.

Extension - add these in any field for ways to branch out, take it to the next level, remediate or have an alternative way of doing a similar thing

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