Lesson Plans (2) |

View Standards
**Standard(s): **
[SC2015] (2) 2 :

[SC2015] (1) 5 :

[MA2015] (2) 17 :

2 ) Collect and evaluate data to determine appropriate uses of materials based
on their properties (e.g., strength, flexibility, hardness, texture, absorbency).*

[SC2015] (1) 5 :

5 ) Design a solution to a human problem by using materials to imitate how plants and/or animals use their external parts to help them survive, grow, and meet their needs (e.g., outerwear imitating animal furs for insulation, gear mimicking tree bark or shells for protection).*

[MA2015] (2) 17 :

17 ) Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. [2-MD4]

After reading, *What if You Had Animal Ears?* by Sandra Markle, students will plan, design, and create bat-like ears from various materials for a STEM challenge. Students will test their models and redesign them to improve the effectiveness of their models to increase their own ability to hear by mimicking the external parts of a bat's ear. The students will measure and collect data from tests and compare results between the design and the redesign. This lesson can be completed in two 45 minute sessions or one 90 minute session.

*This lesson plan was created in partnership with the Birmingham Zoo. *

View Standards
**Standard(s): **
[SC2015] (2) 5 :

[MA2015] (3) 17 :

[MA2015] (0) 15 :

[MA2015] (0) 16 :

[MA2015] (1) 16 :

[MA2015] (1) 18 :

[MA2015] (2) 14 :

[MA2015] (2) 17 :

[MA2015] (2) 22 :

[MA2015] (2) 23 :

5 ) Plan and carry out an investigation, using one variable at a time (e.g.,
water, light, soil, air), to determine the growth needs of plants.

[MA2015] (3) 17 :

17 ) Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). (Excludes compound units such as cm^{3} and finding the geometric volume of a container.) Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. (Excludes multiplicative comparison problems (problems involving notions of "times as much").) (See Appendix A, Table 2.) [3-MD2]

[MA2015] (0) 15 :

15 ) Directly compare two objects, with a measurable attribute in common, to see which object has "more of" or "less of" the attribute, and describe the difference. [K-MD2]

Example: Directly compare the heights of two children, and describe one child as taller or shorter.

[MA2015] (0) 16 :

16 ) Classify objects into given categories; count the number of objects in each category, and sort the categories by count. (Limit category counts to be less than or equal to 10.) [K-MD3]

[MA2015] (1) 16 :

16 ) Express the length of an object as a whole number of length units by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. *Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.* [1-MD2]

[MA2015] (1) 18 :

18 ) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. [1-MD4]

[MA2015] (2) 14 :

14 ) Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. [2-MD1]

[MA2015] (2) 17 :

17 ) Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. [2-MD4]

[MA2015] (2) 22 :

22 ) Generate measurement data by measuring lengths of several objects to the nearest whole unit or by making repeated measurements of the same object. Show the measurements by making a line plot where the horizontal scale is marked off in whole-number units. [2-MD9]

[MA2015] (2) 23 :

23 ) Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. (See Appendix A, Table 1.) [2-MD10]

In this lesson, students will understand that in order to grow healthy plants, soil, water, light, and air must be provided. Students will use math skills such as measurement and science process skills such as observation, comparing, and recording data.