Title of STEM Lesson:  SHARK Tank Lessons 1-5  of 15Introduction: Within my school district, our 6th and 7th grade students have been participating in a three week unit known as Shark Tank (based off the Shark Tank TV series).   In this unit, students find a problem in today's world, and ultimately design a solution in the form of either inventions (or innovations).  They showcase their work to their teachers/classmates (who "act" as  "SHARKS" because they ask critical thinking questions about the products' feasibility/sustainability) in a contest.  The students with the highest "rubric" scores get awarded (school wide acknowledgeemt, etc.)  (I have amended the unit from my school.)

Engineering Design Thinking    Abstract Solutions, opportunities and possibilities are everywhere! Many people don’t realize that there’s always more than one way to solve a problem. The ability to critically think through human-centered design for challenges is an invaluable skill in all industries. This lesson plan exposes students to a strategic method of problem-solving that they may have never encountered or considered. Students will have the opportunity to interact directly with guest speakers and engage in hands-on design projects to explore their own skills and interests. Challenges include personal, school-wide, national, and even global challenges. Finally, students will develop their own solutions to these problems to hone their own design thinking and problem-solving skills! STEM areas: science, technology, engineering, and mathematics. Budget: Varies   Lesson 1: Design Thinking 101 Suggested Time: 60 minutes Overview Students will learn about each component of the Design Thinking process while applying these principles to solve relevant problems. It should be performed by teams of 2 in which each student provides a challenge to the other and they individually come up with a solution for their partner while utilizing the Design Thinking process. Ensure that students understand that the challenges the pose can be solved by a system, a process, or an object. Vocabulary ·         Empathy ·         Pain Points ·         Objectives ·         Ideation ·         Prioritize ·         Prototype ·         Test Objectives ·         Students will learn about a range of methods for defining and solving problems. ·         Students will learn about how to approach personal challenges through applying the Design Thinking process. ·         Students will gain exposure to critically thinking through prototyping and testing. Next Generation Science Standards MS-PS-1, MS-PS-4. Developing and Using Models. MS-PS1-3. Obtaining, Evaluating, and Communicating Information. ETS1.A, B, and C. Defining and Delimiting Design Problems, Developing Possible Solutions, and Optimizing the Design Solution. Required Project Materials ·         Construction Paper ·         Markers ·         Pen ·         String ·         Scissors ·         Tape ·         Large Sticky Notepad ·         Post-It Notes Multimedia Resources ·         “What is Design Thinking?”. Sean VanGenderen.  https://www.youtube.com/watch?v=a7sEoEvT8l8 ·         “What is Design Thinking?”. David Terrar. EnterpriseIrregulars. https://www.enterpriseirregulars.com/125085/what-is-design-thinking/ Optional Multimedia Resources ·         “The Design Thinking Process.” Sprouts. https://www.youtube.com/watch?v=_r0VX-aU_T8 Before the Lesson/ Background Information ·         Print out the infographic on “What is Design Thinking?” article titled “Standford d.school Design Thinking Process.” ·         If possible, contact an architect, engineer, designer, or businessman to assist with the lesson. Ask them to bring an example of their design projects. The Lesson Part 1: What is Design Thinking? (20 mins) 1.       Ask the students about some of the challenges that they are facing today and how they might go about seeking a solution. Discuss, then play “What is Design Thinking?” 2.       Discuss importance of each component of the Design Thinking process. It can be useful to pass out the picture of the Design Thinking process from the Enterprise Irregulars website in class. 3.       Using the “What is Design Thinking?”, go through the steps for completing each of the components of Design Thinking. Define empathy, pain points, ideate, test, and prototype. Part 2: Design Thinking Activity (40 mins) 1.       Each student should pick a partner so that there are teams of 2. Pass out required project materials[MK1]  to each group. 2.       Next[MK2] , students will pose a challenge that they deal with in their day-to-day life (i.e., a phone locator for lost phones) to their partner as their partner asks several “Why” questions. Each partner gets 5 minutes for questioning and they must take down notes. 3.       Then, students are given 3 minutes to define the problem using their notes and 2 minutes to check to see if their definition is aligns with their partner’s perceived problem. 4.       Each student is given 5 minutes to ideate and write down their ideas on post-in notes and place them on the large sticky notepad with no judgement. 5.       Afterward, the partners will provide each other with feedback on what idea/solution is or is not a feasible for their respective challenge for 5 minutes each. 6.       Students will then spend 5 minutes creating an idea of their solution[MK3] . 7.       Finally, their partner will provide feedback on the idea. Homework Due Next Class ·         Students reflect on how they utilized the Design Thinking process. What did they do will and what do they need to[MK4]  improve upon? Lesson 2: Design Thinking in Engineering Suggested Time: 80 minutes Overview Students will learn about applying design thinking in engineering. They will practice using Design Thinking to create solutions for engineering grand challenges. Vocabulary ·         Engineering Design Process ·         Engineering Grand Challenges ·         Evaluation Objectives ·         Students will learn about the methodology behind the engineering design process. ·         Students will learn about a range of engineering challenges that impact the future of society. ·         Students will practice the using the engineering process to find possible solutions utilizing their imagination and ingenuity. Next Generation Science Standards MS-PS-1, MS-PS-4. Developing and Using Models. MS-PS1-3. Obtaining, Evaluating, and Communicating Information. ETS1.A, B, and C. Defining and Delimiting Design Problems, Developing Possible Solutions, and Optimizing the Design Solution. Required Project Materials ·         Computers ·         Markers ·         Large Sticky Notepads ·         Tri-Fold Poster board Multimedia Resources ·         “The Engineering Process: Crash Course Kids #12.2”. Crash Course Kids. https://www.youtube.com/watch?v=fxJWin195kU ·          “NAE Grand Challenges for Engineering”. National Academy of Engineering. http://engineeringchallenges.org/challenges.aspx Optional Multimedia Resources ·         “The Engineering Design Process: A Taco Party”. KQED QUEST. https://www.youtube.com/watch?v=MAhpfFt_mWM Before the Lesson/ Background Information ·         Review the student reflections of Design Thinking. ·         Print out an overview from the “NAE Grand Challenges for Engineering” website link for each student. ·         Locate an engineer to do a presentation for the class. Ask them to bring visual demonstrations or fun interactive props on related to what they do. Homework from Previous Session: ·         Assignment on how to improve their Design Thinking skills. The Lesson Part 1: What is the Engineering Design Process? (15 mins) 1.       Review the assignment from the homework. 2.       Discuss how engineers may incorporate Design Thinking when creating solutions. Play “The Engineering Process: Crash Course Kids #12.2.” Part 2: Engineer Presentation (25 mins) 1.       Introduce the professional speaker to the class. 2.       Reserve some time at the end of presentation for questions. Part 3: The Engineering Design Process Activity (50 mins) 1.       Split the class into groups of four and distribute materials. Have each group choose an Engineering Grand Challenge to develop a solution utilizing the Engineering Process and Design Thinking. 2.       Have each group assess their challenge and design a solution. Then have students present their design process for their solution. Homework Due Next Class ·         Research current problems in the U.S. and outline how they may go about creating a solution for the problem. Lesson 3: Engineering Design in the Real-World Suggested Time: 60 minutes Overview Students will quickly present their own research about current problems in the U.S. and create a solution to a real-world problem that engineers must solve. (For example, the Florida pedestrian bridge collapse) Vocabulary ·         Research ·         Evaluation ·         Analysis ·         Iterate Objectives ·         Students will learn about relevant problems in the U.S. that require solutions and are applicable to their lives. ·         Students will learn how to research, analyze, and evaluate how to create a sustainable solution. Next Generation Science Standards MS-PS-1, MS-PS-4. Developing and Using Models. MS-PS1-3. Obtaining, Evaluating, and Communicating Information. ETS1.A, B, and C. Defining and Delimiting Design Problems, Developing Possible Solutions, and Optimizing the Design Solution. Required Project Materials ·         Computers ·         Markers ·         Large Sticky Notepads ·         Notecards (200 per group) Multimedia Resources ·         “Florida bridge collapse caught on dashcam video from the highway”. Nicole Darrah. Fox News. http://www.foxnews.com/us/2018/03/21/florida-bridge-collapse-caught-on-dashcam-video-from-highway.html ·         “Evaluating and Analyzing Data From Primary Research”. Write Content Solutions. http://www.write.com/writing-guides/research-writing/research-process/evaluating-and-analyzing-data-from-primary-research/ Optional Multimedia Resources ·         None Before the Lesson/ Background Information ·         If possible, contact a subject-matter expert who can serve as a consultant/advisor to your students for the problem that they will be working on. Homework from Previous Session: ·         Students should investigate a current U.S. problem that requires an engineering solution. They will write a 300-word essay about how they would utilize the engineering design process to come up with a solution for this problem. They should also be ready to share their problem & solution with the class. The Lesson Part 1: A World of Problems (30 mins) 1.       Allow students to share their research on current problems in the U.S. and what they believe may be a viable solution. 2.       Read and discuss a news article regarding the relevant problem with the class. 3.       Teach students about the research process. Have students read “Evaluating and Analyzing Data from Primary Research.” Part 2: Real-World Problem-Solving Activity (30 mins) 1.       Have students split up in groups of 4 and research further about posed problems from their homework and possible solutions via the internet.[MK5]  2.       Allow groups to choose a posed problem that they all have an interest in solving. Have them create a materials lists to build a prototype of a system, process, or object that they believe will solve the problem.[MK6]  Homework Due Next Class 1.       Students should reflect on how they could apply the engineering design process to challenges within their home, school, and/or community. 2.       Students will have a week to build a prototype as a team. Their prototypes will be tested, and students will provide constructive feedback on what they believed worked and could be improved.    

Lesson 1: (A) Symmetry Grade Level: K-5 (Adaptable) Suggested Time: 45-60 minutes OverviewStudents will learn about symmetry and other patterns found in the natural world, in objects, and in people. They will look at coins and bills of currency for examples of both symmetry and asymmetry, then practice making and designing (a) symmetrical objects on their own. VocabularySymmetry Asymmetry Patterns Currency Money Chain Dolls ObjectivesStudents will observe patterns occurring in objects, nature, and in people. Students will observe currencies from around the world, handle real U.S. currency, and look for patterns in the design of these currencies. Students will practice making patterns of their own. Next Generation Science StandardsPS1-6. Asking Questions; Planning and Carrying Out Investigations; Obtaining, Evaluating, and Communicating Information Common Core Mathematical StandardsOA. Operations and Algebraic Thinking NBT. Number and Operations in Base Ten Required Project MaterialsReal money (such as a dollar, $5, and $10) and coins Paper Scissors Markers, pens, and pencils Craft glue Paint Construction paper of various colors Other crafty materials, such as pipe cleaners, fuzzballs, googly eyes, sequins, etc. Multimedia ResourcesWhat is Symmetry in Nature? Bobbie Kalman. http://amzn.com/0778733475 What is Money? (Money Around the World.) Rebecca Rissman. http://amzn.com/ 1432910779 “Paper Doll Chains”. Friday Fun Craft Projects. Aunt Annie’s Crafts. http:// www.auntannie.com/FridayFun/DollChain/ Optional Multimedia ResourcesThere are many instructions for various chains of figures available online. Before the Lesson/ Background InformationPrint chain doll instructions. Collect a few examples of U.S. money to be used in class (bills and coins). Homework from Previous Session:None The LessonPart 1: Reading Together (15 mins) Read What is Symmetry in Nature? with the students. Make it fun: read with energy and give the characters voices! Review key terms from the book. Have the students think of examples of asymmetry. Part 2: Scouting for Symmetry (20 mins)Have students look at examples of currencies from around the world in What is Money? (Money Around the World.) Hint: there are usually examples of both symmetry and asymmetry in money! Next, pass around examples of U.S. currency. What patterns can the students observe in the money? What about the coins? Part 3: Chain Doll Competition (25 mins)Separate the students into two teams: the symmetry and asymmetry team. You can either divide the class equally in half (as an example of symmetry, perhaps!) or allow students to pick which team they want to join (and see what kind of asymmetry shows up!). Pass out instructions for making chain dolls and do a demonstration for the class. Have students make chain dolls from plain paper and assist the teams and individual students as needed. Once the chain dolls are made, students should decorate them using the other craft materials, pens, paints, etc. The symmetry team members should make theirs as symmetrical as possible. The asymmetry team members should make theirs asymmetrical! There are many ways to do this: they can make their characters into cyclops, crazy fashionistas, etc. Encourage both teams to be as creative as possible. Have the students put the designs up for display on one of the classroom walls. Lesson 2: Where’s George? Grade Level: K-6 (Adaptable) Suggested Time: 45-60 minutes OverviewThis lesson concerns the way money gets around to many different people and places. Students will learn about how money travels, then explore the site “Where’s George?” which tracks the journeys of real dollar bills. Finally, in groups, students will compose stories or skits relating the travels of any currency of their choice (a dime, a nickel, a twenty dollar bill—whatever they like). VocabularyCurrency Exchange Economy ObjectivesStudents will think about how money exchanges between various individuals and businesses. Students will learn how exchange functions within an economy. Next Generation Science StandardsPS1-6. Asking Questions; Planning and Carrying Out Investigations; Obtaining, Evaluating, and Communicating Information Common Core Mathematical StandardsOA. Operations and Algebraic Thinking NBT. Number and Operations in Base Ten Required Project MaterialsNotebooks Pens, markers, and pencils Computer lab or computer for demonstration with live internet Multimedia ResourcesThe Go-Around Dollar. Barbara Johnston Adams and Joyce Audy Zarins. http:// amzn.com/0027000311 “Where’s George?” http://www.wheresgeorge.com Optional Multimedia Resources None Before the Lesson/ Background InformationFamiliarize with the “Where’s George?” website if you have not seen it before. Homework from Previous Session:None The LessonPart 1: Money Travels (30 mins) Read The Go-Around Dollar with the students. Have fun with it and give voices to the characters. Have the students pass around a dollar among each other, exchanging it for marbles and other classroom items. Show the website “Where’s George?” and click on various bills that have been tracked on the website. Have the class imagine stories for these bills. What happened to them? Part 2: Money Stories (30 mins)Separate the class into groups. Have each student come up with a story about the journey of a unit of currency. It can be any unit: a $50 bill, a quarter, a nickel or penny. They can either write the story and read it to the class, or do a skit for the class.

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.

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.

AbstractStudents will begin by exploring the field of biomedical engineering, investigating the various branches to determine what interests them the most and learning directly from a professional who works in the field. To gain a foundation in medical science, students will gain exposure to osteology, anatomy, and cellular biology by exploring various media and building their own models. Then, students will explore DNA and genetics, genetic engineering and the current debate over GMOs (or genetically modified organisms), and the science of stem cells and their many applications in medicine and science. Students will also explore technology used in the field, by visiting a medical laboratory or medical imaging center, conducting their own research on specific devices and equipment, and developing skills in computation and programming. Students will focus on specific aspects of the field by learning about the relationship between bionics (the study of natural processes and movements for the purpose of engineering and medical applications) and the development of prosthetics for treatment of missing limbs and organs. Finally, students will complete and share their final presentations on the books they read throughout the semester, relating what they have learned about biomedical engineering to personal interests and real-world applications.