To launch:  Read “Albert’s Alphabet” by Leslie Tryon Students will then “build” the letters of their name using provided materials or you can assign groups of students letters, so that the class can “build” the alphabet. 

 This is a hands-on project that uses George Orwell's novel, Animal Farm, as the touchstone text. Students work in groups to construct a functioning windmill that can generate electricity. Each student has a role based on the characters in the book. There are also segments of the project that focus on extracting key information from the text.

This task explores the real world topic of building light rails. Throughout the implementation of this task the students will learn about the cost of building railways and how to implement them within a budget. This task explores such mathematical concepts of using coordinates to find the distance between points, using coordinates to build polygons and find the area and length of sides, and writing equations of parallel lines.

 Students will be asked to evaluate their local community and design and build a 3-dimensional circular space, building, or facility to meet their town's / city's / state's needs. Requirements: two written paragraphs, blueprints drafted on graph paper, a physical model, a Project Improvement Plan, and self reflection. 

Students will build and launch Magnus Effect gliders and measure the distance they fly. They will analyze the data to judge which material gives the glider the most distance. Then they may do the same process for other variables.

 Students are tasked with moving a 20 gram (or other low denomination) weight a distance of one meter using a “Sphero*” remote controlled robot.  Students use available materials to design and build a structure that will allow the sphero to push or pull the weight, while allowing for factors such as friction, direction, and gravity.   *Note: Although students can issue specific commands in the Sphero software, this activity only requires that they be able to “drive” the Sphero, thus providing the force to move the weight. 

Students will use recyclable materials to design and create a wearable flip flop that prevents heat transfer from the hot summer sun.

 Students will listen to the book The Most Magnificent Thing by Ashley Spires and then collaboratively work together to make a doll that talks using the Scratch program and a Makey Makey. (These two tools were introduced and taught prior to this lesson.)

This task explores the real world topic of building light rails. Throughout the implementation of this task the students will learn about the cost of building railways and how to implement them within a budget. This task explores such mathematical concepts of using coordinates to find the distance between points, using coordinates to build polygons and find the area and length of sides, and writing equations of parallel lines.

Underrepresented minorities and women in STEM need GRACE. Incorporating GRACE into our middle and high school lessons will help students successfully make the transition from high school to college, and college to career. In this session, we will explore the five elements that could help students combat the frequently reported obstacles faced by STEM college students; such as racial bias, feelings of isolation, difficult coursework, and lack of mentors. GRACE represents skills that K - 12 educators can explicitly teach students to ensure their future success in a STEM field.