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StEm

(capitalize letter to denote focus)

Title:
Grade Level: 5th

Science Standard:
SC.5.P.8.1 Compare and contrast basic
properties of solids, liquids, and gases,
such as mass, volume, color, texture, and
temperature.
Math Standard:
MAFS.3.OA.3.7 Fluently multiply and divide
within one hundred, using strategies such
as the relationship between multiplication
and division or properties of operations.
Essential Question/s:
How can you determine the mass of a solid,
liquid, and gas?

Vocabulary:
Structural Engineer
Blueprint
Client
Request for Proposal
Prototype
Design Process
Mass
Matter
Grams
Gram masses
Balance scale

Learning Outcomes:
Students will be able to calculate the mass
of a solid, liquid, and gas.

Career Connection:
Structural Engineer: Design structure to
withstand various loads.

Engineering Practices:
Design a skeleton that can support
weight
Calculate loads
Decide on structural system
Materials:
Balance scale
Gram masses
Balloons
Graduated cylinders
Water
(Solid)
Graph paper
Data chart
Venn diagram

Day 1/Part 1: From this plan students will walk away knowing how to calculate
the mass of a solid, liquid, or gas.
(Write out your step-by-step plan. Include the role of the students and the role of the
teacher.)

1. Review concept of matter (solids, liquids, and gases)/properties (Introduction) 3


minutes
2. Pose essential questions: How can you determine the mass of a solid, liquid, and
gas?
3. Explain that the students will investigate how to determine the mass of a solid,
liquid, and gas and explain the data chart/instructions to the students.

4. Materials will be dispersed to each group/go to groups.


5. Students will complete the task of measuring masses and record in their data
chart. 10-15 minutes
6. Students will share their results with the class and explain the way they measured
the mass. Have groups share the method they used and have students agree or
disagree about the method. As the discussion continues, address the proper way of
measuring the mass of a solid, liquid, and gas.
7. Class will create a Venn diagram to compare and contrast the method for
measuring a mass of a solid, liquid, and gas.
Day 2/Part 2: Students will apply their understanding of [insert science
concept] to solve this problem through the design process.
(Write out your step-by-step plan Include the role of the students and the role of the
teacher.)

Learning into Practice:


Problem/Challenge
Brainstorm/Investigate (Focus Concepts):
Plan/Design (Blueprint):
Build/Test:
Collect/Analyze Data:
Reflect on Improvements:
Evaluate/Justify:

Lesson Components:
RFP- Request for Proposal
Planning Sheet for the Design Process
Notebook Stops- Reflection and record of student learning
Career Connection
Real world application
Common Vocabulary
Blueprint
Client
Request for Proposal
Prototype

Questions to consider when writing:


1.
2.
3.
4.
5.
6.
7.
8.

When are you going to introduce the design process?


What content do the students NEED to know to be successful?
What specific content do you want the students to use in their design process?
Part of day one should be introducing the RFP and the real world career
connections so the students are engaged.
What type of engineer uses this in the real world?
What real world problem are we solving?
How will you determine if your learner met their learning goals and successfully
demonstrated mastery to the essential question?
How much time have you allotted for this cycle to occur?

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