Project Details

Project Description:

This is a unit for a third grade science unit on habitats. In this research project, students will learn about hermit crabs and habitats. Students will use this information to design, create, and modify real hermit crab habitats. Each day they must make observations about their habitats and infer to find ways to improve. They must then defend why they made changes. Every day they will answer a poll question on the blog and respond to one other groups blog update. Students will also have a live stream connected to their habitat to their blog page, which they can watch from home.

Practices:

Engaging in Argument from Evidence

Engaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s).

• Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem.

Concepts:

Systems and System Models

• A system can be described in terms of its components and their interactions.

Rationale:

This is a STEM Unit because students...
Science: Identify the elements a living thing gets from its habitat
Technology: Use a digital camera to document the hermit crabs' daily activities and use blogs to record data and observations.
Engineering: Us the Engineering Design Process to build a hermit crab habitat (Ask, Imagine, Plan, Create, Improve)
Math: Use a tally chart, bar graph, and a pictograph to record data.

I selected the following 3rd grade NGSS standard, practices, and concepts:

3-LS4-4.

Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change. Practices:  Engaging in Argument from Evidence Engaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s). Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem. Concepts: Systems and System Models A system can be described in terms of its components and their interactions.

These fit this project because students have to make a claim about about what a problem in their model is, they have to make a claim about the merit of their solution, they "engage in argument from evidence" through blog posts and problem solving in their groups and their system (habitat) can be described in terms of its components and their interactions (how the hermit crabs interact with the habitats).

The STEM design enhances learning and motivates students through collaboration, technology integration, parent involvement (the blog makes it easy for students to share exactly what they're doing in class) and through innovation. This goes beyond a science lesson on habitat and really makes students problem solve and be creative, critical, thinkers.

This STEM project is appropriate to grade level because it is based off of grade level standards, it is useful because it teaches students technology fluency, collaboration, about habitats, and the engineering design process, and it is grounded in current pedagogy because it is collaborative, hands on, inquiry based, and meets state approved standards.

Standards:

ISTE Standards:

 2. Communication and collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats c. Develop cultural understanding and global awareness by engaging with learners of other cultures d. Contribute to project teams to produce original works or solve problems
4. Critical thinking, problem solving, and decision making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. a. Identify and define authentic problems and significant questions for investigation b. Plan and manage activities to develop a solution or complete a project c. Collect and analyze data to identify solutions and/or make informed decisions d. Use multiple processes and diverse perspectives to explore alternative solutions

NGSS and CCSS:

3-LS4-4.

Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change. ELA/Literacy — RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. (3-LS4-4) W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. (3-LS4-4) W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (3-LS4-4) SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. (3-LS4-4) Mathematics — MP.2 Reason abstractly and quantitatively. (3-LS4-4) MP.4 Model with mathematics. (3-LS4-4)

Materials: 
Each class will have a plastic habitat to fill with the materials they feel will best attract hermit crabs. The materials you may choose to use are:
Grass
Sticks
Drink options
Cardboard
Construction paper
Moss
Sponges
Food Options
Small cups
Craft sticks
You may also bring in additional items from home

Students will also be expected to learn and use the following technology:
Axis Streaming digital camera
Blogger
Gmail

(Computers are required for this activity)