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Earth Changes | S.T.E.A.M. Project

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Mr Kugie's Curriculum
223 Followers
Grade Levels
5th - 7th, Homeschool
Resource Type
Standards
Formats Included
  • PDF
  • Internet Activities
Pages
22 pages
$9.99
$9.99
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Mr Kugie's Curriculum
223 Followers
Compatible with Digital Devices
The Teacher-Author has indicated that this resource can be used for device-based learning.
Also included in
  1. Elementary S.T.E.A.M. Extensions BundleAppropriate for grades 3-7 & HomeschoolPURPOSE:These three transdisciplinary extension projects are the perfect addition to your regular math class curriculum! They were originally designed for higher-level and early-finishing students in mathematics! This
    Price $24.99Original Price $29.97Save $4.98

Description

Earth Changes S.T.E.A.M. Project

Appropriate for grades 5-7 & Homeschool

**Also found in THIS bundle**

PURPOSE:

This extension project helps higher-level students explore the connective ideas at work within the idea of changes on the Earth’s surface. They will see how Science, Technology, Engineering, Arts and Mathematics are all used to analyze phenomena. Use this project to challenge your early finishers or help your high achievers dig in deeper.

WHAT’S INCLUDED:

This product contains:

☆6 specific S.T.E.A.M.-based tasks for deeper exploration of the how and why of human movement across the earth

☆2 tasks dedicated to a hands-on building challenge

☆A final building challenge requiring students to meet criteria and solve a problem

☆Planning pages and reflection page for that final building challenge

☆3 pages of hints and answer keys for various tasks

☆A rubric for grading the complete assignment

STORY:

Last school year, I was given the opportunity to become math coordinator for my school. In asking the teachers what they needed most for their classrooms, they spoke of high quality extension work for the advanced students or early finishers. So I set out to make an integrated S.T.E.A.M. project for each of the upper elementary grades: 3rd, 4th and 5th. The final product was implemented into 6 classrooms in each grade level and was well received by students and teachers. The copy you could download today is that same project.

POSSIBLE EXTENSIONS:

Possible extensions are included in the file!

MATERIALS/PRE-REQS:

Besides this file, you may require:

☆Craft or building materials (cardboard, paper, pipecleaner, etc.)

☆Computer and internet access

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RELATED PROJECTS from Mr. Kugie’s Merchandise

Other Projects:

Texas Railroads S.T.E.A.M. Project

Human Movement S.T.E.A.M. Project

Follow Me

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Total Pages
22 pages
Answer Key
Included with rubric
Teaching Duration
2 Weeks
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Standards

to see state-specific standards (only available in the US).
Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.
Interpret a fraction as division of the numerator by the denominator (𝘢/𝘣 = 𝘢 ÷ 𝘣). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?
Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
Interpret the product (𝘢/𝘣) × 𝘲 as a parts of a partition of 𝘲 into 𝘣 equal parts; equivalently, as the result of a sequence of operations 𝘢 × 𝘲 ÷ 𝘣. For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (𝘢/𝘣) × (𝘤/𝘥) = 𝘢𝘤/𝘣𝘥.)
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

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