Parkland STEMM Highlights
STEMM/STEAM EXPO 2017
- Elementary Curriculum
- Secondary Curriculum
- Project Lead the Way
- STEMM Videos
- STEMM Resources
- STEMM Academy Camps
Future Einsteins is an inter-district science enrichment program designed to utilize upper level high school students to introduce and energize elementary students.
Lessons stimulate thought in both physical and life sciences while improving science lab skills using systems, models and patterns. The program improves understanding of the scientific method, reasoning and analysis to promote success in future courses as well as future careers in all STEMM fields. Competencies describe the relationships of concepts to real life. The overall goal is to encourage students to think outside the box in the fields of Science, Technology, Engineering, Mathematics, and Medicine. Every lesson is driven by at least one realm of Science, but usually there is an overlap. Science concepts are presented, than technology and engineering are implemented by the students as they design, create and test their product. Mathematics is used as the fact behind the science as students measure their results, calculate differences and infer the results and conclusions. All of which are skills that are required in the biology and medicine field.
Secondary STEMM Pathways
STEMM activities can be found in every content area. Below you will find integrated STEMM activities in Science, Technology, Engineering, Mathematics, Medicine, and the ARTs.
|STEMM ACTIVITY||WHY IT IS STEMM||COURSE||CAREER LINK||RESOURCES|
|BUILD-A-BABY FROM THE GENES UP||Students identify genetic qualities (phenotypes and genotypes) of parents to determine the possible and probable appearance and genetic make-up of an offspring. Students will similuate the genetic combinations in Meiosis that lead to the development of the fertilized egg and present their results in a birth announcement.||7th grade science, 9-12 Biology||Medical|
|GENETIC DISORDERS PROJECT||Students research a genetic disorder and Identify affected chromosome, symptoms and facts. They will teach other students about the disorder using a technology source of their choice (presentation, video, etc).||7th grade science, 9-12 Biology||Medical, Technology||Genetic Disorder Group Presentation STEMM Genetic DiseasesThe Doctor Is In|
|CRIME SCENE INVESTIGATION||Student analyze a simulated crime scene and must run samples of DNA from victims and suspects, in addition to STR analysis to determine who committed the crime.||Biology||Medical|
|pGLO PLASMA TRANSFER LAB||Students transform bacteria to take up the genes for bioluminescence (glowing). Students use biotechnology to perform this experiment.||AP Biology||Medical, Technology|
|p53 GENE||Students use gel electrophoresis to detect the p53 tumor gene to detect cancer in a patient||AP Biology||Medical|
|MERCY SHIP UP THE AMAZON||Teams of students are given patients to diagnose, using Chief Medical Officer from the NIH through video conference and computer interface. (program must be purchased)||Club Med, Anatomy/ Physiology, AP Biology||Medical, Technology|
|PRINCIPAL I SHRUNK THE KIDS||To learn about parts of the cell, students build "a shrinking a machine" and create extra large plants and animal cells, along with unicellular organisms. These cells are found in places around the room and ceiling. Students use flashlights and sit on beach towels and identify cell parts. They write songs and skits and perform for other classes.||7th grade science||Medical|
|SCIENCE FAIR/ PJAS||Students conduct experiments following the scientific method and related these experiments to real world experiencess. PJAS and Lehigh Science and Engineering Fair are outside competitions where students can compete on a local, state and national level.||6th - 12th grades||All STEMM fields|
|EXPLORAVISION||Students create an invention that could exist within the next 25 years. They prepare a proposal and a website for the invention. Outside scientists and others working in various fields meet with students to assist them with their ideas. Content is varied from nanorobotics to medicine. Exploravision is a national competition for students grades K-12. (exploravision.org)||7th and 8th grade||Engineering, Technology|
|COASTER QUEST||Students create and test types of rides, including rollercoasters, by implenting Laws of Physics. This includes a trip to a local amusement park.||8th Grade Science||Engineering, Technology|
|BALLOON FEST||Balloonfest is an interdisciplinary team activity that is based on scientific principles of density, buoyancy and flight. Students work in mixed groups to construct a hot air balloon made of tissue paper and elmer's glue. The activity takes 5 science classes to complete and the finished product is a 6 foot tall hot air balloon that is tethered, filled with air and sent aloft for math students to calculate altitude, lift and wind speed. The true benefit of the project is the work and team building required to complete the project in a timely and quality manner.||8th Grade Science||Engineering, Technology|
|Self- Propelled Vehicle Engineering||Students research, design and construct a self-propelled vehicle. Students begin with a prototype and are able to test their design and obtain feedback from teachers and peers utilizing what they have learned about the Laws of motion, conservation of momentum and friction and how they relate to the transfer of energy and eventual movement of the vehicle. The project culminates with a “race-off” where students test their final product.||8th grade Science||Engineering and Technology|
|Student Designed Experiments- (Scientific Method, Measurement, Graphing and CC writing)||Students apply the concepts of the scientific method to design an original group experiment. Materials are provided to students, Ideas are generated by looking at those materials, brainstorming together, and ultimately “designing” their own experiment. Students develop and test their experiment, as well as investigate and observe their findings. The final product includes organizing and interpreting their data and eventually communicating their findings to their peers||8th Grade Science||All STEMM fields|
|POLYGON CHIPS - CREATING AND DESIGNING SHAPES 2D & 3D||Math curriculum & Tech Ed curriculum- Creating shapes and defining angles in polygons - students will demonstrate a greater understanding of shapes and angles||Technology Education & 6th grade mathematics chapter 7||Engineering, Technology|
|WEATHER FORECAST - PREDICITING AND FORECASTING THE WEATHER||Science curriculum and tech ed curriculum, math curriculum, engineer, technology - students will graph, present, and discuss current weather patterns||Technology Education & 6th grade science,10-12th Meteorology||Meteorologist, videographer, camera operator, writing, video analyst, storm chasers, graphics designer, news reporters|
|I MOVIE SS CONCEPT - MUMMIFICATION PROCESS||Social Studies and tech ed curriculum - using technology to grasp a better understanding of concepts taught in 6th grade social studies||Technology Education and 6th grade social studies||Camera operator, video processing, video editing, photographer, crime scene education|
|Checkerboard Game||Students apply several geometric concepts through the CADD design and construction of this checkerboard play game. They learn the concepts of measurement/coordinate systems need to complete the manufacturing process. They also use principles of geometric construction and geometric net forms to transform 2 dimensional parts into a 3 dimensional form(the casework).||8th grade Tech-Ed||Engineering, Manufacturing Technician, Designer|
|Magazine Cover||Lay out a magazine cover around a specific theme. This assignment develops graphic design and layout skills in the technology realm.||7th grade||Technology, Graphic Design|
|Rebound Game||Students construct a wooden pinball like game. They read and generate blueprints, follow specific measurements, estimate material sizes and in a smaller part, use higher order problem solving skills to design portions of the project so that the game can function properly.||7th grade||Manufacturing, Engineering|
|PUZZLE DESIGN CHALLENGE||Students follow a 6 step engineering design process to create and build a 5 piece cube puzzle that is challenging and fun. The project begins with a statistical analysis exercise to learn about quality control. Through this project, students also learn about degree of accuracy in linear, vernier, and digital measurement, how to properly document their intellectual property in an Engineer's notebook, and to use CADD software to model the parts and create appropriate blueprints.||991 Intro to Engineering Algebra 1 Pre-Requisite||Engineering, Engineering Technology||Project Lead the Way PUZZLE CUBE|
|VIDEO ANALYSIS||Students, using special software, import videos of amusement park rides and then analyze their motions by curve fitting the rides' position and time data. Concepts like apparent weight and centripetal acceleration are reinforced.||Honors Physics Algebra 1 Algebra 2 College Algebra||Mechanical Engineer Sports Medicine Amusement Ride Design Aerospace Engineer||Video Analysis Lab|
|DATE OF BIRTH||Students are tasked with designing and building a circuit that displays their birthday. Students use Truth Tables and K-maps to derive equations that they can then turn into circuits. A simulation program is utilized to test function of the circuit.||994 Digital Electronics Algebra 1 Algebra 2 Geometry College Algebra||Electrical Engineer IT TroubleShooter Systems Designer||Project Lead the Way|
|BALLISTICS - KINEMATICS||The Ballistic Activity requires students to design and build a ball launching device that is capable of accurately hitting targets that vary in range from 1 to 20 feet. Students must calculate the velocity of their launcher and create a spreadsheet indicating expected ranges for differing launch angles. Students will need to use kinematic equations for all calculations that will involve variables such as gravitational constants, vector analysis of varying angles using trigonometry functions, and initial velocity based on propulsion forces.||992 - Principles of Engineering Algebra1 Algebra 2 Geometry||Coaster Design Mechanical Engineering Aerospace Engineering||Project Lead the Way|
|PROJECTILE MOTION||Students must 1. calculate, using photogates, the various
velocities of a professionally made precision launcher, 2. use kinematics to come up with a way
to predict the angle needed to hit an unknown target, 3. create a spreadsheet to quickly calculate
the launch angle needed to hit the target that will be revealed during the evaluation portion of the
activity, 4. use kinematics to predict the time of flight, 5.
|AP Physics 1||Engineering||Projectile Motion|
|SEA TURTLE PROJECT||In conjunction with our new science program, we incorporate math and science in the study of sea turtles. We learn about sea turtle nesting habits and how temperature affects the gender of sea turtles. Using video and pictures of my own experiences in Costa Rica, we go on a mock sea turtle nest hunt and discover a ʺturtleʺ and several nests. Data is collected on the turtle and the nest eggs are collected and studies. Using various temperatures, students learn about mean, median, mode and range, and also use graphing skills to determine gender of the eggs. We communicate with a representative from Tortuguero and get the latest results on nesting sea turtles. In the past we have also researched the affects of the Gulf oil spill on these creatures. We look at the new technologies available to track turtles over thousands of miles and the current research to preserve some of our Earth's most endangered creatures.||7th grade science||Marine Biology|
|DESIGNING A GOLF COURSE||Students learn about the design process from two Lehigh University students. THey research how a patent is obtained and the steps of technological design. They learn the importance of building a prototype and testing it. Students then work in teams and each team designs a miniature golf course in the room. This golf course is tested and troubleshooted until it is exactly what the team envisions. Their teamwork and processes are then communicated to the group. Students then design a golf course theme and discuss marketing strategies and problems that arise with this type of business.||7th grade science||Mechanical Engineering, Structural Engineering|
|STATICS||The Truss Design Activity requires students to research, design, build, and destructively test a truss. The goal is for the students to predict and verify the point of failure. To make accurate predictions, the student must use equilibrium and moment equations to calculate all external reaction forces at the truss supports and all internal stress forces occurring on each member of the truss. They must also use calculations to determine if those stress forces are in tension or compression. Using the developed information, students can analyze the data and predict the point of failure. Testing the final truss in a stress analyzer machine until the point of failure enables the student to prove or disprove mathematical accuracy.||992 - Principles of Engineering Algebra 1 Algebra 2 Geometry||Engineering||Project Lead the Way|
|BLOOD SPATTER||Students use algebra and geometry skills to determine blood drip rates and the angle at which blood fell. Students also learn to determine velocity and determine of blood loss. During this activity students also take DNA samples and look at fibers under a microscope. All this analysis allow students to draw conclusions about the nature of the crime.||996 - BioTechnology Algebra 1 Algebra 2 Geometry College Algebra||Forensics||Project Lead the Way|
|GUITAR||The guitar is a valuable teaching tool, since the mechanism producing sound depends on the interaction of acoustics and structural dynamics. Structurally, the guitar must be strong enough to withstand string tension, while flexible enough to produce sound when the strings vibrate. Topics such as Design, CAD, CAM and CNC manufacturing, electronic circuitry, harmonics, gear ratio’s, scale length and intonation are learned through this applications based project. When possible, the course is team-taught with a technology teacher as well as a physics teacher. This initiative was introduced to Parkland through a National Science Foundation supported Grant for STEM Education.||913 Manufacturing Systems 911 PreReq Production Materials and Processes Algebra1 Algebra 2 Geometry College Algebra||Instrument Design Rock Star||Project Lead the Way|
|VOLCANO MODEL DESIGN||Students will incorporate 2-D design skills, CAD angles, and circles, diameter and circumference that they acquired in 6th-8th grade Tech Ed and in their Math classes. Each student will be expected to design a 2-D volcano including a side/profile view displaying the correct slope, and a 2-D design of a flattened volcano, before assembly. Lastly, students will assemble their volcano into a 3-D model.||6th-8th grade Tech Ed 6th-9th grade Math6th grade science,9th grade Earth Science||ScienceTechnologyEngineeringMath||volcanoes|
|EARTHQUAKE LAB||Students read primary and secondary wave arrival times on a seismogram. They calculate the differences in arrival times mathematically. Then, determine the distance of the epicenter from each seismic station using the differences in arrival times. Students must use map skills to triangulate the location of the epicenter within the United States.||6th grade science6th-9th grade Math9th grade Earth Science||ScienceTechnology Math||Locating Epicenter|
|EARTHQUAKE AND SUBDUCTION ZONE LAB||Students will graph two subduction boundaries along four tectonic plates. Each graph will display a profile of the actual fault. Slope will be calculated. Students will be expected to analyze data and make connections between the graphs.||6th grade science 6th-9th grade Math9th grade Earth Science||Science Technology Math||subduction|
|Light Temperature||Students research the various sources of illumination and observe the color impact that is casted on a single object. Students will then use their knowledge of color temperature to correct or balance the light for a desired design.||9-12 Theater design, Film Production,10-12 Photography||Science, Technology|
|Lighting with Geometry||Students will create an original lighting plot using the photometric data from the 36*, 50*, and 19* ETC Source Four lighting instruments. Students must take into consideration the dimensions of the stage, specifics, of the set design, and desired artistic effect in order to create the most effective design. Students must use geometry to calculate the beam angle in order to identify how many instruments to use to illuminate the stage properly.||9-12 Theater design||Science, Math, and Technology|
|Sound Production||Students will develop an understanding of the nature properties and behavior of sound as they apply to producing pitches on a musical instrument. Student will learn about the importance of proper posture, lung capacity, and muscle control, and finger dexterity needed to produce the appropriate sound.||6-12 Music||Science, Math, and Medical|
|Resonances||How does the shape and size of an instrument factor into creating resonances? Students will apply mathematical and scientific relationships to adjust size or shape of an instrument to effect the frequency and pitch created.||6-12 Music||Science, Math|
|Graphic Design for the “A Seasons for Giving” CD||Students research the parameters of compact disc and case to create a template for their project. Students then apply visual design elements and graphic design software to create his or her cd design. Final projects are printed and presented to the Music Production class for sale to the community.||10-12 Computer Art, Music ProductionNote: This activity is done in conjunction with the Holiday CD project.||Technology, Math|
|Holiday CD Project||Students work collaboratively as members of an in-house “record label” called Music4Good, using hardware and software technology to produce tracks for a full-length holiday CD to be sold in the Parkland community to benefit a student-selected charity. Software used includes the entry-level digital audio workstation, GarageBand, a music notation program (either the Web 2.0 app, Noteflight.com and/or a client-based app, Finale), and resources posted on our class wiki (parklandmusic.wikispaces.com). Hardware includes: audio interface (analog-to-digital converter), a variety of XLR microphones, USB microphones, MIDI keyboard controller, MIDI drum controller, keyboard synthesizer, and more.In addition, students create and execute a plan for related items including marketing, sales, public relations, and permissions/intellectual property (i.e. securing mechanical licenses for protected material).||9-12 Music ProductionNOTE: This project is done in conjunction with the Computer Graphics class (who creates all our album art, including cover, liner notes, label, spine) and the Film class (which creates music videos using our produced audio tracks).||Science, Technology, Math|
|How do we see?||Students research how the eye processes sight and how light reflects off of objects. Then, they create a pinhole camera and work with light sensitive paper to record an image. The image is developed through a chemical process in the darkroom. Finally, the image is scanned and corrected in Photoshop.||10-12 Photography||Science, Medical, Technology,|
|Fine tuning a vocal performers voice through a sound console||The students will use their auditory senses to evaluate the performers vocal frequencies to establish a range of pitch. From those ranges of pitch, they will use the consoles graphic equalizers to increase or decrease frequencies to enhance the general overall sound.||9-12 Theater Design, Film Production, Music Production||Technology, Science, Medical|
|Basics of Rhythm||Students will learn about the mathematics behind basic rhythmic structure. They will then use musical software to apply these concepts to create a short rhythmic composition using beat patterns that adhere to elements of music.||6-8 Music||Math, Technology|
|Musical Layering||Students will use the incrdibox website (www.incredibox.com) to create original compositions involving the musical concept of “layering.” Students will use the technology to record, share, and download their work for future reference and evaluation.||6-12 Music||Technology|
Looking for a STEM Scholarship? Here is a great opportunity from LCCC.
WHAT IS STEMM? (Science, Technology, Engineering, Mathematics, and Medicine)
IS YOUR STEM THE REAL DEAL?
STEM Education Coalition- The STEM Education Coalition represents all sectors of the technological workforce – from knowledge workers, to educators, to scientists, engineers, and technicians.
The Pennsylvania Society for Biomedical Research (PSBR) was established by universities, medical schools, pharmaceutical firms, and professional societies in the Commonwealth to foster a better understanding of the benefits of biomedical research to human and animal health, as well as the necessity for the humane treatment of animals in such research.
NSTA has the best resources and conferences.
How to do inquiry Project-Based Learning
Inquiry Project-Based Learning
Resources for Project Based Learning
DOK – Question Stems
DOK Question Stems
In 2018, we are expanding our summer STEMM academy offerings. A big “Thank You” to Parkland Education Foundation! We will be offering numerous sessions at both the High School (grades 9-11 as of this school year) and the Middle School (grades 6-8 as of this school year). Thanks to our sponsor, the cost of the camps will be only $100 for the High School and $50 for the Middle School and are on a first come basis. We will hold a waiting list for registrations after our total capacity is met. For complete details download the registration forms.
HS Brochure_Registration_2018 (For Students currently in grades 9-11 as of this ’17-’18 school year)
MS Brochure_Registration 2018 (For Students currently in grades 6-8 as of this ’17-’18 school year)
What is STEMM?
Education in Science, Technology, Engineering, Mathematics and Medicine (STEMM) is a national movement that Parkland identifies as an integral part of our educational process to prepare students in an increasingly global economy.
21st Century Skills and the 4 C’s (Communication, Creativity, Collaboration, and Critical Thinking) are essential to the success of our students as they enter the global workforce. STEMM education is a way of bringing to life and connecting the careers as we are, “Inspiring Today’s Minds to Become Innovators for Tomorrow.”
What is the purpose of this education?
- Allows Students the best opportunity to make sense of the skills needed as a whole rather than in bits and pieces.
- Removes the traditional barriers between contents and builds understanding as it is applied in the global economy.
- Exists in every corner of the world as students connect their knowledge with engineering, lab research, manufacturing, doctors, graphic arts, performing arts and an endless number of other innovative jobs.
- Increase exposure and awareness of STEMM pathways and careers in all content areas.
- Strengthen partnerships between workforce and their future employees.
- Encourage and foster our existing curriculum that supports higher order thinking through inquiry-based learning.
- Create opportunities for students to work on teams and experience real life situations in a STEMM workforce.
A successful STEMM education provides students with science, technology, engineering, math, and medicine experiences in sequences that build upon each other and can be used with real-world applications. STEMM education creates critical thinkers, increases science literacy, and enables the next generation of innovators. Innovation leads to new products and processes that sustain our economy.
A STEMM-literate student is not only an innovator and critical thinker, but is able to make meaningful connections between school, community, work and global issues. A STEMM-literate high school graduate can enroll in a college-level course of study in science, technology, engineering, math, and medicine without the need for remediation. STEMM skills are increasingly necessary to engage in a knowledge-based economy. There is solid evidence to suggest that the fastest-growing and highest-wage jobs in future years will be in STEMM fields and all employees will need to utilize STEMM skills for problem solving in a wide range of industries.
For more information on STEMM and Statistics on local STEMM Careers: stem in the workforce