www.cscbroward.org

Judith Ramaley, former director of the National Science Foundation was working to develop a curriculum back in 2001 that would enhance education in Science, Math, Technology, and Engineering. The first acronym, S.M.E.T. did not reflect the true purpose of the initiative so she changed it to S.T.E.M.

Ms. Ramaley believes, “science and math are critical to a basic understanding of the universe, while engineering and technology are means for people to interact with the universe.” (Jerome Christenson, jchristenson@winonadailynews.com, 11/13/2011).

In her article, Integrated Curriculum, Kathy Luke stated that S.T.E.M. was, “designed to revolutionize the teaching of subject areas such as mathematics and science by incorporating technology and engineering into regular curriculum by creating a ‘meta-discipline.’”

As positive and innovative as the S.T.E.M. initiative

has been, many feel there is still one piece missing. “Where would Apple be without the killer visual design of their products, their attention-grabbing ad campaigns, the seductive ease of their interface design? Without the “A” there would be no outlet for all the S.T.E. or M.” (Huffington Post, October 14, 2010).

In answer to this, the Rhode Island School of Design has taken the lead in adding art and design to the original STEM initiative. The belief is that true innovation comes when the ideas of the scientist/technologist are combined with those of the artist/designer. The art piece fosters the flexible thinking, risk-taking, and creative problem solving necessary to solve the complex problems of today’s world.

The objectives of the S.T.E.A.M. movement are:• Transform research policy to place art and design at the center of S.T.E.M.• Encourage integration of art & design in K-20 education

• Influence employers to hire artists and designers to drive innovation

In this booklet, we have researched many S.T.E.A.M. related activities and adapted each one of them to meet all five of the components. The goal is to help students to actively engage in their learning using problem-solving, discovery, and exploration to find solutions to given problems and situations.

In the words of Chief Seattle, “All things are connected.”

Credits: Written by: Bari Laakmann

Edited By: Debbie Rahamim, Sun SentinelDesign and Production by:

Debra Sue Gahring, Sun Sentinel Feedback provided by

Broward & Palm Beach School DistrictCopyright, Sun Sentinel, 2013©

Full STEAM Ahead!

Since being established by the voters in 2000,

the Children’s Services Council of Broward

County has funded hundreds of programs

that serve children and families, advocates

for policies that protect the interests of future

generations and provides leadership that brings

the child serving community together each and

every day to ensure that our children are raised

in a nurturing, safe and prosperous community.

6600 W. Commercial Blvd. • Lauderhill, FL 33319

Call Us: 954-377-1000 • Email: info@cscbroward.org

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Mission:The Children’s Services Council of Broward County (CSC)

provides the leadership, advocacy andresources necessary to enhance children’s lives and empower them to become

responsible productive adults through collaborative planning and funding of a continuum of services.

Vision:All children in Broward

County should have the opportunity to realize

their full potential,their hopes and their

dreams, supported bya nurturing family and community

Most farmers depend on specifically designed machines to best complete their chores. Research a modern machine and then, based on your findings, design your own machine to make the process even better. Prepare an electronic presentation to present to potential buyers explaining the benefits of your new product.LACC.68.WHST.2, LACC.68.WHST.3, LACC.68.RST.1, LACC.910.WHST.2, LACC.910.WHST.3, LACC.910.RST.1, LACC.1112.WHST.2, LACC.1112.WHST.3, LACC.1112.RST.1, VA.68.S.1, VA.68.S.2, VA.68.S.3, VA.68.F.1, VA.68.O.1, VA.68.O.2, VA.912.S.1, VA.912.S.2, VA.912.S.3, VA.912.F.1, VA.912.O.1

ArtDesign a new package for one of the ingredients from your meal. Using technology, develop a logo for your new package reflecting the food’s journey to market. Send a written description of your package and logo to the manufacturer with a cover letter explaining why they should consider your design.LACC.68.WHST.1, LACC.68.WHST.W, LACC.910.WHST.1, LACC.910.WHST.2, LACC.1112.WHST.1, LACC.1112.WHST.2, LACC.68.WHST.2, LACC.68.WHST.3, LACC.68.RST.1, LACC.910.WHST.2, LACC.910.WHST.3, LACC.910.RST.1, LACC.1112.WHST.2, LACC.1112.WHST.3, LACC.1112.RST.1, VA.68.S.1.1, VA.68.S.1.2, VA.68.O.1.1, VA.68.O.2.2, VA.68.O.3.1, VA.68.F.1.4, VA.912.S.1.1, VA.912.S.1.2, VA.912.F.1.1, VA.912.O.1.1

MathUsing a map and the menu you developed, trace the source of each food on your menu and determine the distance it has traveled to get to your table. Research to find out the average price of fuel for each state through which the vehicle travels. Calculate the cost of transporting your food and then using the Sun Sentinel eEdition, check the prices for each of the different items on your menu. Explain whether the cost of food is reasonable based on your findings.MACC.6.NS.2, MACC.7.NS.1, MACC.912.N-Q.1, LACC.68.RST.1, LACC.68.RST.2, LACC.68.RST.3, LACC.68.WHST.3, LACC.910.WHST.3, LACC.1112.WHST.3, LACC.6.SL.2, LACC.7.SL.2, LACC.8.SL.2, LACC.910.SL.2, LACC.1112.SL.2

Food, Glorious FoodLESSON 1

(based on Food Miles Project, pbs.org/e2/transport.html)

Generate a menu of one typical meal in your home. Be sure to include the five food groups, including liquids. Categorize these food items on a chart: fresh, processed, andimported. Investigate where the food originated, climate, types of soil, chemicals and/or fertilizer used.

S.T.E.A.M. ersScience: Biodiversity, weather

Create your own “farm,” using one type of seed and one type of growing medium, but vary the temperatures (inside/outside, refrigerator/window sill, etc.). Using the Sun Sentinel eEdition, note down weather conditions throughout the country that coincide with your experiment. Observe and record your daily findings in an electronic notebook and generate a scientific statement regarding the final results. SC.6.N.1, SC.6.E.7, SC.7.N.1, SC.8.N.1, SC.912.N.1, LACC.68.RST.2, LACC.68.RST.1, LACC.68.WHST.1, LACC.68.WHST.2, LACC.910.RST.1, LACC910.RST.2, LACC.910.WHST.1, LACC.910.WHST.2, LACC1112.RST.1, LACC.1112.RST.2, LACC.1112.WHST.1, LACC.1112.WHST.2

Technology:Research to discover the evolution of technology utilized by dairy farmers to enhance and improve the milking or production process. Make an electronic timeline of this development process and create a slide show presentation to share.LACC.68.WHST.2, LACC.68.WHST.3, LACC.910.WHST.2, LACC.910.WHST.3, LACC.1112.WHST.2, LACC.1112.WHST.3, SS.6.2.1.1, SS.912.A.1

Engineering

3

Ponder This

Please be sure to approach every activity with safety in mind.

Vary the surface of a ramp to demonstrate the effect of friction on vehicles. Send model cars or other wheeled vehicles down the ramp logging the amount of time and distance traveled. Explain scientifically to a group of boy scouts how this can assist in developing their cars for the Pinewood Derby.LACC.68.RST.2, LACC.910.RST.2, LACC.1112.RST.2, LACC.6.SL.2, LACC.7.SL.2, LACC.8.SL.2, LACC.910.SL.2, LACC.1112.SL.2, SC.6.P.12, SC.6.P.13, SC.6.N.1, SC.7.N.1, SC.8.N.1, SC.912.N.1, SC.912.P.12

TechnologyCreate an electronic timeline of technological advances in the longevity of flight time from when the Wright Brothers first logged their successful flight at Kitty Hawk until today.

LACC.68.WHST.2, LACC.68.WHST.3, LACC.910.WHST.2, WHST.910.WHST.3, LACC.1112.WHST.2, LACC.1112.WHST.3

4

Let’s Keep it MovingLESSON 2

(based on Are you in Control? - TeachEngineering.org)

EngineeringCreate the perfect airplane design. Use your own design or one you find online to build a model paper airplane. Use a variable speed fan to test your airplane’s ability to withstand different forces. What modifications do you have to make to enable it to fly successfully in all wind speeds?LACC.68.WHST.3, LACC.68.RST.1, LACC.910.WHST.3, LACC.910.RST.1, LACC.1112.WHST.3, LACC.1112.RST.1, SC.6.N.1, SC.6.N.2, SC.6.P.13, SC.7.N.1, SC.8.N.1, SC.912.N.1, SC.912.P.12, VA.68.S.1, VA.68.S.2, VA.68.S.3, VA.68.F.1, VA.912.S.1, VA.912.S.2, VA.912.S.3, VA.912.F.1

ArtCreate an illustrated brochure using mixed media or technology to present to the executives of an airline company. Include labels and design explanations for your aircraft.LACC.68.WHST.2, LACC.910.WHST.2, LACC.1112.WHST.2, VA.68.S.1.1, VA.68.S.1.2, VA.68.S.2.2, VA.68.O1.3, VA.68.O.1.4, VA.912.S.1.1, VA.912.S.1.6, VA.912.S.2.3, VA.912.S.2.6, VA.912.O.1.1

MathUsing the data collected from the ramp experiment, generate a graph showing the comparisons. Explain any patterns you discover and represent these with mathematical expressions.

Demonstrate the benefits and problems connecting force, motion, friction, and gravity.

MACC.6.EE.3, MACC.7.EE.1, MACC.7.EE.2, MACC.8.EE.2, MACC.912.A-SSE.2LACC.6.SL.2, LACC.7.SL.2, LACC.8.SL.2, LACC.910.SL.2, LACC.1112.SL.2

S.T.E.A.M. ersScience: Physics

Vocabulary: force, motion, friction, gravity

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5

Patterns Everywhere. . .LESSON 3

LESSON 1(based on Patterns Across Cultures: The Fibonacci Sequence in Visual Art - artsedge.kennedy-center.org/)

Discover and record as many patterns as you can find in your day- to-day living.

S.T.E.A.M. ersScience: Biology

Vocabulary: sequence, repetition, consistency

TechnologyOur modern factories today use highly advanced technology to create patterned cloth. Research to discover the technology used by older cultures in creating the intricate patterns in their cloth (American Indians, African prints, Chinese silks, etc.). Develop an electronic presentation for a group of fashion institute students on this topic.LACC.68.RST.1, LACC.68.WHST.1, LACC.68.WHST.2, LACC.68.WHST.3, LACC.68.RH.1, LACC.68.RH.2, LACC.68.RH.3, LACC.910.RST.1, LACC.910.WHST.1, LACC.910.WHST.2, LACC.910.WHST.3, LACC.910.RH.1, LACC.910.RH.2, LACC.910.RH.3, LACC.1112.RST.1, LACC.1112, WHST.1, LACC.1112.WHST.2, LACC.1112.WHST.3, LACC.1112.RH.1, LACC.1112.RH.2, LACC.1112.RH.3

EngineeringResearch the principles behind the pattern used in a geodesic dome. Using this information build a three dimensional model of one.LACC.68.WHST.3, LACC.68.RST.1, LACC.910.WHST.3, LACC.910.RST.1, LACC.1112.WHST.3, LACC.1112.RST.1MACC.912.G-MG.1, VA.68.S.1, VA.68.S.2, VA.68.S.3, VA.68.O.1, VA.68.O.2, VA.68.H.3, VA.68.F.1, VA.912.S.1, VA.912.S.2, VA.912.S.3, VA.912.O.1, VA.912.O.2, VA.912.H.1, VA.912.F.1

ArtResearch artists who have been influenced by the Fibonacci Sequence in their art making process. Then using the principles of design, integrate the Fibonacci Sequence into a personal repeated pattern that represents you. VA. 68.C.1.3, VA.68.S.1.1, VA.68.S.1.2, VA.68.S.3.1, VA.68.O.1.4, VA.912.F.1.1, VA912.F.1.2, VA.912.C.2.7, VA.912.H.3.3, LACC.68.WHST.3, LACC.910.WHST.3, LACC.1112.WHST.3

Research beehives and form a hypothesis as to why the honeycombs within follow the Fibonacci sequence. Based on your findings write a paper on the role this plays in the construction of beehives and the purpose it serves.SC.6.N.3, SC.8.N.3, SC.912.L.14, LACC.68.RST.1, LACC.68.RST.2, LACC.68.RST.3, LACC.68.WHST.1, LACC.68.WHST.2.,LACC.68.WHST.3, LACC.910.RST.1, LACC.910.RST.2, LACC.910.RST.3, LACC.910.WHST.1, LACC.910.WHST.2, LACC.910.WHST.3, LACC.1112.RST.1, LACC.1112.RST.2, LACC.1112.RST.3, LACC.1112.WHST.1, LACC.1112.WHST.2, LACC.1112.WHST.3

MathUsing the mathematical expression developing the Fibonacci sequence, find natural items that exhibit patterns and see if these patterns fit the equation. Be sure to use several examples to see if this pattern is consistent (sunflowers, honey combs, etc.).MACC.6.EE.1, MACC.6.EE.2, MACC.7.EE.2, MACC.912.A-CED.1

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6

Using a candle and a glass jar, perform the following tasks: Light the candle and hold the glass jar above it without touching the candle. Then place the jar on top of the lit candle, enclosing the candle entirely. Predict what will happen each time and record what actually does happen. Explain to a group of students how this demonstrates oxidation and combustion.LACC.68.RST.1, LACC.68.RST.2, LACC.910.RST.1, LACC.910.RST.2, LACC.1112.RST.1, LACC.1112.RST.2, LACC.6.SL.1, LACC.7.SL.1, LACC.8.SL.1, LACC.910.SL.1, LACC.1112.SL.1SC.8.P.9, SC.912.P.8

TechnologyGo to exploration.grc.nasa.gov/education/rocket/TRCRocket/rocket_principles.html. After reading about how rockets work, click on Rocket Activities and find the one titled Antacid Tablet Race. Next, research the principle behind the technology of a firework and explain the similarities of the two.LACC.68.RST.1, LACC.68.WHST.1, LACC.68.WHST.3, LACC.6.SL.1, LACC.7.SL.1, LACC.8.SL.1, LACC.910.RST.1, LACC.910.WHST.1, LACC.910.WHST.3, LACC.910.SL.1, LACC.1112.RST.1, LACC.1112.WHST.1, LACC.1112.WHST.3, LACC.1112.SL.1

EngineeringUsing several different types of containers to serve as your firework (toilet paper or paper towel rolls, empty soda bottle, and tin can), add a mixture of 6 cups of flour, 2 cups of salt, 4 tablespoons of cooking oil and 2 cups of water. Do not fill to the top. Add two drops of liquid detergent to the mix and observe the explosion. Which container provides the greatest explosion? As an engineer, draw a designfor the perfect firework container.LACC.68.RST.1, LACC.910.RST.1, LACC.1112.RST.1SC.6.N.1, SC.7.N.1, SC.8.N.1, SC.912.N.1, SC.912.P.8VA.68.S.1, VA.68.S.2, VA.68.O.1, VA.68.O.2, VA.912.S.1, VA.912.S.2. VA.912.O.1, VA.912.O.2, VA.912.C.1, VA.912.C.2

LESSON 4

And the Rockets’ Red Glare. . .(based on Oxidation and Combustion: Chemical Reactions in Fire- artsedge.kennedy-center.org/)

Several of the activities in this lesson require adult supervision. Students should also be introduced to science safety precautions. The importance of using safety equipment such as safety goggles should be stressed and made available. Notice, the key word is “safety”.

S.T.E.A.M. ersScience: ChemistryVocabulary: oxidation, prediction, combustion

Several of the activities in this lesson require

adult supervision and a prior review of safety

precautions.

ArtResearch to discover how fireworks developers create the different colors we see. Generate a visual representation of this process using an art medium of your choice.LACC.68.RST.3, LACC.68.WHST.3, LACC.910.RST.3, LACC.910.WHST.3, LACC.1112.RST.3, LACC.1112.WHST.3,VA.68.S.1.1, VA.68.S.1.2, VA.68.O.2.3, VA.68.F.1.2, VA.912.C.1.1, VA.912.S.1.1, VA.912.S.2.3

MathExpanding on the engineering activity, keep an accurate record of how much time elapses for each of your trials. Based on your data create a graph and generate a mathematical expression representing your findings. MACC.6.EE.1, MACC.6.EE.2, MACC.6.EE.3, MACC.7.EE.1, MACC.8.EE.2, MACC.912.A-SSE.12, MACC.912.A-CED.1

Become the expert on fireworksfrom man-made candles to nature’s own volcanic eruptions. They all light up our lives!

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Use microscopes (different lens powers), magnifying glasses (hand lenses), and your naked eye to observe at least three different slides of plant cells and animal cells. Create a Venn diagram comparing what you see and then generate a hypothesis as to why there are similarities, differences or both.SC.6.N.1, SC.6.L.14, SC.7.N.1, SC.8.N.1,SC.912.N.1, SC.912.L.14, LACC.68.RST.1, LACC.68.RST.2, LA.910.RST.2, LACC.910.RST.2,LACC.11112.RST.1, LACC.1112.RST.2

TechnologyCreate an electronic presentation exemplifying and explaining the differences between plant cells and animal cells for a group of pre-med students.SC.6.L.14, SC.912.L.14, LACC.68.WHST.1, LACC.68.WHST.2, LACC.910.WHST.1, LACC.910.WHST.2, LACC.1112.WHST.1, LACC.1112.WHST.2

EngineeringResearch the evolution of the microscope from the very beginning to present day. Based on your research, create a plan of your own model of the perfect mircroscope. Be sure to label the parts and explain their function.SC.912.L.14, LACC.68.WHST.2, LACC.68.WHST.3, LACC.910.WHST.2, LACC.910.WHST.3, LACC.1112.WHST.2, LACC.1112.WHST.3

ArtUsing a variety of art materials, create a three-dimensional form using the cell structure as your subject matter. Write a description of your cell and the process you used.SC.6.L.14, LACC.68.WHST.2, LACC.910.WHST.2, LACC.1112.WHST.2, VA.68.S.1.1, VA.68.S.1.2, VA68.S.1.3, VA.912.S.1.1, VA.912.S.1.8, VA.912.S.2.3, VA.912.C.1.7

MathA scientist has discovered a cell that divides into 2 cells every hour for 12 hours. Develop a mathematical expression to show how many cells there will be each hour for the twelve hours. Chart your data and create a graph of this information. Using your equation, calculate how many cells you will have at the end of a 24-hour period, at the end of a week, month, and year. MACC.6.EE.1, MACC.6.EE.2, MACC.6.EE.3, MACC.7.EE.1, MACC.8.EE.2, MACC.912.A-SSE.1, MACC.912.A-CED.1

LESSON 5

(based on How Many Cells are Born in a Day? artsedge.kennedy-center.org/)

It’s All in a Cell’s Day!S.T.E.A.M. ersScience: Biology

Vocabulary: cell, mitosis, reproduction

7How do cells grow/multiply? Are they all the same, do they serve the same purpose, what facilitates their growth?

Ponder This

Please be sure to approach every activity with safety in mind.

Select one of the six simple machines and set up an experiment to test how it can be used in different positions to make work easier. (ie. – the length of a pulley). Attempt at least three trials varying the size and/or position of your simple machine and record whether there is a difference in the amount of work necessary to complete the task. Record your information and share.SC.6.N.1, SC.7.N.1, SC.8.N.1, SC.912.N.1, LACC.68.RST.1, LACC.68.RST.2, LACC.68.RST.3, LACC.68.WHST.1, LACC.68.WHST.2, LACC.6.SL.1, LACC.6.SL.2, LACC.7.SL.1, LACC.7.SL.2, LACC.8.SL.1, LACC.8.SL.2, LACC.910.RST.1, LACC.910.RST.2, LACC.910.RST.3, LACC.910.WHST.1, LACC.910.WHST.2, LACC.910.SL.1, LACC.910.SL.2, LACC.1112.RST.1, LACC.1112.RST.2, LACC.1112.RST.3, LACC.1112.WHST.1, LACC.1112.WHST.2, LACC.1112.SL.1, LACC.1112.SL.2

TechnologyThrough the years the technology of simple machines has progressed. The basic design is still the same, but the materials and uses have changed. Select one of the six and research to see how it has evolved from the wooden screw, for example, to modern day. Create an electronic presentation of your timeline.LACC.68.WHST.2, LACC.68.WHST.3, LACC.910.WHST.2, LACC.910.WHST.3, LACC.1112.WHST.2, LACC.112.WHST.3

EngineeringUsing at least two different simple machines, design a more complex machine to assist with one of the jobs you or a family member tackles often. Perhaps you can develop a machine to sort laundry or to make your bed. Draw a schematic of your machine and label the components.VA.68.O.2, VA.68.F.1, VA.68.S.1, VA.68.S.2, VA.68.S.3, VA.912.C.1, VA.912.C.2, VA.912.S.1, VA.912.S.2, VA.912.S.3

ArtResearch the sketches and designs of Leonardo Da Vinci. Try to identify the simple machines incorporated to create the finished product and create a three-dimensional piece of your schematic from your engineering design, or one based on your research.

VA.68.S.1.1, VA68.S.1.2, VA.68.O.1.1,

VA.68.O.2.2, VA.68.F.1.1,

VA.912.S.1.1, VA.912.S.1.2,

VA.912.C.2.1, VA.912.H.1.7,

VA.912.H.2.3, LACC.6.SL.1, LACC.6.SL.2, LACC.7.SL.1,

LACC.7.SL.2, LACC.8.SL.1, LACC.8.SL.2, LACC.910.SL.1,

LACC.910.SL.2, LACC.1112.SL.1, LACC.1112.SL.2, LACC.6.W.3, LACC.7.W.3, LACC.8.W.3 LACC.910.W.3, LACC1112.W.3

LESSON 6

It’s Really Very Simple(based on The Advantage of Machines – teachengineering.org)

➤ Browardschools.com

➤ sbbc-talentdevelopment.com

➤ definingthecore.com

➤ 21centuryedtech.wikispaces.com/SketchUp

➤ wpi.edu/academics/stem/resources.html

➤ risd.edu/About/STEM_TO-STEAM/news

➤ smithsonianeducation.org/educators/

lesson_plans/art_design.html

➤ pbs.org/e2/transport.html

➤ TeachEngineering.org

➤ scratch.mit.edu

➤ artsedge.kennedy-center.org

➤ stemcollaborative.org/additionalResources

➤ edutopia.org/blog/science-technology-

engineering-math-student-work-samples

➤ changetheequation.org/why-stem

➤ nationalmathandscience.org

➤ simaero.rti.org

SOURCES AND RESOURCES

How do we use simple machines to enhance everything we do? Are simple machines the basic components of all machines?

S.T.E.A.M. ersScience: Physics

Vocabulary: work, machine, tool, inclined plane, screw, pulley, wedge, lever, wheel and axel

MathUse a simple machine to perform a task (lift weights with a pulley or a lever, then move a heavy object from a lower position to a higher one, etc.). Change positions, lengths, or angles of your simple machine to evaluate the ease or difficulty experienced in completing the task. Establish a numerical scale to evaluate the difficulty level, chart your results, and create a graph of your collected data.MACC.6.SP.1, MACC.6.SP.2, MACC.6.EE.3, MACC.7.SP.3, MACC.7.EE.2, MACC.8.EE.1, MACC.8.EE.2

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