The Girls Who Build Cameras workshop for high school girls is a one-day, hands-on introduction to camera physics and technology (i.e. how Instagram works!) at the MIT Lincoln Laboratory Beaverworks Center. The workshop includes tearing down old dSLR cameras, building a Raspberry Pi camera, and designing Instagram filters and Photoshop tools. Participants also get to listen to keynote speakers from the camera technology industry, including Kris Clark who engineers space cameras for NASA and MIT Lincoln Laboratory, and Uyanga Tsedev who creates imaging probes to help surgeons find tumors at MIT. During lunch, representatives from the Society of Women Engineers and the Women's Technology Program at MIT will present future opportunities to get involved in engineering in high school and college.

 Students extend their knowledge of the skeletal system to biomedical engineering design, specifically the concept of artificial limbs and joints. Students relate the skeleton as a structural system, focusing on the hand as structural necessity. They learn about the design considerations involved in the creation of artificial limbs, including materials. This lesson plan was developed for emergent bilingual students who are intermediate or advanced in their English language development skills. This lesson is adapted from the following resources, "Engineering Bones" and "Prosthetic Party," on the TeachEngineering Digital Library: https://www.teachengineering.org/lessons/view/cub_biomed_lesson01, https://www.teachengineering.org/activities/view/cub_biomed_lesson01_activity1

In everyday life, students can be unaware of the impact of their food choices on the environment. Therefore, it is essential that students are educated in their food choices.  If students cannot link their food to where it comes from, they are unlikely to make sustainable choices in the future.  “Go Fish” aims to encourage students to start thinking about fish in the ocean and how fish stocks can change for the better or for the worse. In the educational game, cards will be selected by chance, so some students ‘oceans’ may be more successful than others. Students will complete a fishing log to monitor events of the game and reflect on the events that cause a change.  By playing this game, students can come aware of the negative and positive actions that can take place to encourage fish stocks or declining fish stocks.

Elementary Science and Integrated Subjects is a statewide Clime Time collaboration among ESD 123, ESD 105, and the Office of Superintendent of Public Instruction. Development of the resources is in response to a need for research- based science lessons for elementary teachers that are integrated with English language arts, mathematics and other subjects such as social studies. The template for Elementary integration  can serve as an organized, coherent and research-based roadmap for teachers in the development of their own NGSS aligned science lessons.  Lessons can also be useful for classrooms that have no adopted curriculum as well as to serve as enhancements for  current science curriculum. The EFSIS project brings together grade level teams of teachers to develop lessons or suites of lessons that are 1) focused on grade level Performance Expectations, and 2) leverage ELA and Mathematics Washington State Learning Standards.

In partnership with the Washington State Office of the Superintendent of Public Instruction (OSPI) and the legislature-funded ClimeTime program, the Gonzaga Climate Center has created the Climate Literacy Fellows program. This lesson was developed in collaboration with the Gonzaga Science in Action! program.  The Science in Action! Program helped test the kits included in these lessons and helped guide Gonzaga undergraduates in developing the accompanying lessons. We thank Gonzaga SIA! for their collaboration and support!  

In partnership with the Washington State Office of the Superintendent of Public Instruction (OSPI) and the legislature-funded ClimeTime program, the Gonzaga Climate Center has created the Climate Literacy Fellows program.  This lesson was developed in collaboration with the Gonzaga Science in Action! program.  The Science in Action! Program helped test the kits included in these lessons and helped guide Gonzaga undergraduates in developing the accompanying lessons. We thank Gonzaga SIA! for their collaboration and support!

This guide is intended for the Fellows of the School Librarians Advancing STEM Learning project. It includes the tasks and timeline for the Fellows work, as well as links to resources and documents tied to the Fellowship role.

In this activity students will make a “growing” bracelet and learn about the basic elements plants need to grow and thrive. Includes activity instructions, extension activities, songs, and additional reading list.

NGSS: K-LS1-1, 1-LS1-1, K-ESS2-2 (extension activity)

CCSS: L.K.5, SL.K.1, SL.K.5, SL.1.4

Social Sciences: Partially meets 3.13

Time: 30 minutes

Materials: "One Bean" book, chenille stems/pipe cleaners, and pony beads (yellow, brown, blue, clear, green, and red.

Using inquiry-focused reading, students will explore an anchor text and supporting resources to investigate the principles of transfer of energy with applications of the concept to solve real world problems.

The instructors will prepare a sample presentation and model for students the steps taken to go from a text to the final project. Students will learn annotations, two column notes, and citations, while learning about how chemistry is used to solve real world problems based on the instructor provided materials. The students will then apply those concepts to a different project assigned by the instructors and apply the same strategies to their own texts to demonstrate their application of learning to a different problem.

Over the course of the unit, students will explore a variety of resources to develop their knowledge of energy, measurement of energy, and energy transfer. They will expand their ability to use informational text to support their inquiry and research, explore scientific literature, and develop questions to determine how the application of energy transfer principles can be applied to solve real world problems.

This course provides a basic overview of the history of women in science, technology, engineering, and mathematics (STEM). Students will learn about specific contributions of women across a variety of disciplines and will gain a broad perspective on how these contributions played a larger role in the advancement of human knowledge and technological achievement. The class will also grapple with how both historic and modern biases within the STEM disciplines, as well as in representations of women and girls in media and popular culture, can affect outcomes in these areas.

"How It Works" After-School Club
By: Katharina Dvorak Follow this and additional works at: https://digitalcommons.unl.edu/honorshelc Part of the Higher Education Commons

NEBRASKA HONORS PROGRAM CLC EXPANDED LEARNING OPPORTUNITY CLUBS INFORMATION SHEET:
Name of Club: How It Works

Age/Grade Level: 3rd - 5th

Number of Attendees: 4-8

Goal of the Club: (learning objectives/outcomes) This club will help students put their science learning in context by discussing how science (biology, chemistry, and physics) is important to our everyday lives.

Content Areas: (check all that apply)

☐ Arts (Visual, Music, Theater &Performance)
☐ Literacy
☒ STEM (Science, Technology, Engineering &Math)
☐ Social Studies
☐ Wellness (Physical Education, Health, Nutrition &Character Education)

In this lesson students will learn about the human demands of freshwater and how clean drinking water is being impacted. Students will analyze the issues of cause and effect between human activities and water sustainability. Students will demonstrate this knowledge by create a presentation illustrating the effects of human activities on water resources.

Students will design a car that is powered by air and write a resource book article on how they did it

In a science methods course during the Covid19 pandemic, 51 future elementary teachers authored children's books and then read them aloud as part of a giving-back, service-learning activity as Open Educational Resources (OER). The 51 children's stories and their accompanying audiobooks aim to integrate STEM and the Arts to humanize science and scientific inquiry with history and philosophy of science in mind.

Activities, resources, photos and videos from ISKME's two day professional development teacher training that explores Open Educational Resources (OER) and Maker-Teacher collaborations to facilitate innovation in the classroom. The Makers’ projects are points of inspiration for Teachers while they engage in design-thinking activities to create, remix, and share OER Projects with online collaborative tools.

This is a Unit that I created for STEM Lessons. Students love to create Rube Goldberg Machines and they get a much better idea of how simple machines work and what they can do to accomplish work.

This is a Unit that I created for STEM Lessons. Students love to create Rube Goldberg Machines and they get a much better idea of how simple machines work and what they can do to accomplish work.

This video segment adapted from A Science Odyssey considers modern technology's impact on society.

Participating in this hands-on lesson, students in grades 6-8 will lead each other through the integration and application of a real-life situation. This lesson provides a PowerPoint and worksheets to help students understand precision agriculture and its use of geographic information systems to help farmers use a sustainable growing method.  Students will then integrate their knowledge and skills to create their own mini irrigation system.