STREAM Unit Plan Template Name(s): Sheyla Santini, Kevin Rivera, Megan Serrano

For this final culminating final STREAM unit plan, identify target science and mathematics standards and develop a unit that covers multiple (minimum 3
days) of instruction and incorporates an engineering design (EDP) challenge which supports the learning and application of the science and mathematics
content as well as the inclusion of reading, art, and technology that you have chosen. Create a Unit plan that is based on your visits to local STEM-
centered areas such as PORT TAMPA BAY or the Critical Care Center at ZooTampa, how can you build a lesson plan that centers around a real-
world problem in which students must use math, science, technology to engineer a design for a solution?
The aim of this assignment is for you to gain experience thinking about how multiple lessons and activities connect to support a convergence
education inter- or transdisciplinary opportunity for student learning of both science and math content while engaging in an engineering design challenge
and developing and designing engineering design tasks and use of reading, art, and technology for students that connects to the real world (Relevance and
Rigor).
Instructions: DELETE all italicized red text and enter your information within the box in BLACK text.

Section I. Science Technology Reading Engineering Art Math (10 points total)
Science
SC.4.P.12.1 Recognize that an object in motion always changes its position and may change its direction.
Standards (1)
SC.4.P.8.4: Investigate and describe that magnets can attract magnetic materials and attract and repel other magnets.
Math Standards
(1)
MA.4.M.1.1 Select and use appropriate tools to measure attributes of objects.
MA.4.NSO.2.7 Explore the addition and subtraction of multi-digit numbers with decimals to the hundredths.

How will you Students will use computers to research various types of cranes, focusing on how different pulley systems contribute
include
Technology? to their functionality. We will utilize online simulations, where students can virtually operate different types of
Provide details,
applications, cranes, gaining a deeper understanding of how pulleys contribute to lifting and moving loads.
and examples,
as well as the We will incorporate Scoutlier where students will add pictures and notes throughout the whole lesson integrating
standard(s) (1)
pictures of their design process starting from the blueprints.

Virtual Simulation: https://www.cargames.com/Heavy-Crane-Simulator-2

 SC.35.CS-CS.1.2 Describe how models and simulations can be used to solve real-world issues in science and engineering.

SC.35.CS-CS.1.1 Identify the concepts illustrated by a simulation (e.g., ecosystem, predator/prey, and invasive species).

How will you Cranes - (Amazing Machines) by Quinn M Arnold

include Cranes by Kathryn Clay
Reading? How Everything Works by Clive Gifford
Provide the titles
and authors of We would incorporate different read-aloud during our class instruction to foster students' thinking and curiosity in
books and all the EDP. We will read the books before giving them any information on what we will be doing and they will have to
details. (1) make the connection to the problem at hand and the reading they heard in class.

ELA.4.R.2.2

Explain how relevant details support the central idea, implied or explicit.

How will you Students will create visual representations of their crane designs through drawings or digital art. They will also
include Art? illustrate the step-by-step process of cargo unloading. Students will need to draw out their blueprint using art form
Be very specific and showing why and how their crane creation will work and be able to hold different weights of cargo.
here – elaborate
on how you will VA. 4.F.1.1 Combine art media with innovative ideas and techniques to create two- and/or three-dimensional works of art.
integrate the
arts and provide
examples, as
well as the VA.4.C.2.1:Revise artworks to meet established criteria.
standard(s). (2)

Describe how
you have By incorporating the different books within our unit plan, students would be exposed to other subjects such as
approached an reading, math, and social studies. Social studies would be tied in because one of our selected books talks about the
inter- or trans- history of cranes and machines as a whole which can create that background knowledge of how we see and use them
disciplinary unit today. The ELA component is being able to use the details from the selected texts to support why they are important
plan. What and why we may need/use them. Math can be incorporated into this as well because the students will need to be able
subjects have to distribute the weight and measure how long their cranes are. We are incorporating visual arts by having the
you included and students draw blueprints and create visual models of their designs. Technology will be incorporated by having
how do they students record their progress on Scoutlier. Students will also use a virtual simulation to see how cranes operate and
relate? how their structure plays a part in their function.
Provide an
overview of how
your unit lesson
fits within a
convergence
learning
experience. (2)

How can you

plan In order to provide modifications/adaptations for students.
Modifications /
Adaptations for ● Offer options for students to express understanding, such as through verbal explanations, drawings, or
students with
special needs written responses.
and your
ELLs? ● Offer opportunities for small-group instruction or one-on-one support.
Provide as many
strategies for ● Provide additional explanations and guidance during hands-on activities.
accommodation
s here as ● Adjust the pace of the lesson to accommodate individual needs.
possible –
minimum of 5. ● Provide extended time for completing tasks or assessments.
(2)
● Provide vocabulary lists and translations for key terms.

● Encourage peer support and collaboration.

● Use visuals, diagrams, and physical models to support understanding.

● Demonstrate concepts through actions or real-world examples.

Section II: Description of the Engineering Design EDP Challenge (13 points total)
Provide a description of the engineering design EDP challenge that students will engage in and how they will be required to apply their
understandings of the science and math content in solving that problem. NOTE-For this section to earn full credit, this must be a well-
developed description, not just a list. Please enter your text in each field using black font.
Enter your text here in black: Compose the written portion for how you will introduce the engineering design EDP challenge to the students.
This should clearly describe the design challenge in age-appropriate language and help students understand what they will be doing during the
unit. Use scripting here. (3)
In this engineering design challenge, students will take on the role of engineers tasked with designing and building a crane capable of
efficiently unloading cargo from a ship. The challenge involves applying their understanding of science, particularly the principles of
simple machines with a focus on pulleys, and math concepts related to measurement and conversion. Students will create their own
blueprint and actual hands-on crane to hold.
Script of what we will say to introduce the lesson: “Good morning class! Today is the first day of a fun project that will transform all of
you into engineers, so I hope you're all ready for an exciting adventure. Imagine having the same problem-solving skills as engineers
who create amazing things all around us!
Now, let me tell you about the challenge we have ahead. Imagine a busy port, such as Port Tampa Bay, where massive cargo ships come

carrying an assortment of goods, including food, clothing, toys, and more. These goods are transported by these ships in enormous

containers. The catch is that these containers must be raised from the ship and placed on the dock. That's where our challenge comes

in!

Your challenge is to become an engineer and create a unique crane. Yes, exactly like the ones you may have seen on building sites or at

the dock. Your crane must be strong, sophisticated, and effective. Those heavy containers need to be lifted off the ship and carefully

placed on the dock. It sounds really awesome, doesn't it?

There's a catch, though, you also need to think like a mathematician and scientist! Understanding the science behind crane operation is

essential, particularly when it comes to parts like pulleys. Additionally, when you measure and determine the required size of your

crane, math will be used.

Now, let's not forget the art of it all! Your crane needs to be as creative and well-thought-out as a work of art. Additionally, we'll
investigate how actual cranes move and function using technology.

In addition to reading about cranes, watching videos, and playing some fun games, the most important thing we'll do is design and

construct our own cranes. You'll work in groups, combining your brainpower to come up with the most amazing crane designs. Prepare

to become an expert in technology, science, math, art, and engineering all at once! The engineering journey can now begin!”

Enter your text here in black: Describe how this is relevant to students’ lives (i.e., why does this matter to students?). HOW will you connect
with a real-world application of STEM (i.e., field trips, guest speakers, etc.) (4)

If a field trip is available, we would take our students to the port to see the different types of cranes in action.
We will connect to the real lives of our students by showing them a video of a crane falling at a construction site in Tampa. The students will see
what will happen if the cranes are not properly constructed and why it is important to have a safe and functioning crane.
(2) Construction crane collapses in downtown Tampa - YouTube
This is another video in which students will watch how container ports work. This will help students get a better idea of how this works and it
applies to a real-world application.
https://www.youtube.com/watch?v=2JcHMhtH6_s
The cargo that is transported there is material that students may use on a day-to-day basis. We will have a discussion on what may be in these
containers and what items students use that may be shipped. This relates to students' lives and materials that they use.
Enter your text here in black: Identify the criteria and constraints that will help students know if their design is successful, and what will limit
what they can create to solve the problem. (3)
Students' designs for the cargo unloading crane design challenge will be evaluated according to predetermined standards and guidelines. The
crane's capacity to lift and transport loads of different weights while maintaining stability, safety, and the smooth operation of a pulley system
are all considered success factors. Success requires careful documentation of the design process in addition to mathematical precision in
dimensions. However, there are limitations that resemble those found in real life. These include the requirement to use only the materials that
are offered, physical restrictions that resemble the confined settings of actual port facilities, and time restraints that must be followed. Students
must also think about how their designs will affect the environment, putting a focus on sustainability and compatibility with current
infrastructure. In order to allow cargo unloading difficulty, these criteria and restrictions encourage a comprehensive grasp of the engineering
process by requiring a balance between technical functionality and practical feasibility.

Enter your text here in black: Describe the design solutions that students will need to come up with and how those solutions will be tested to
determine their effectiveness. (3)

Students will need to find a solution to the crane not falling over when picking up a weight. Students will need to design a way to keep their
crane weighed down while lifting objects. Students must also find a way to connect their magnet and string to the top of their crane in a way that
is stable and will hold weighted objects. This will be tested by having the students' cranes pick up different-sized magnets with their cranes to
see how much weight their crane can hold without breaking or falling over.

Section III: Outline of at least 3 days of Instruction (27 points total)

Provide a highly detailed outline of at least 3 days of instruction that will be used to help students learn the necessary science and math content
and apply it to the engineering design EDP challenge with inclusion of technology. Implement a modified version of the 5Es to help ensure that
you are properly setting up, facilitating student-centered learning, and attaining meaningful assessments for the overall unit. Assume that you
have 30 minutes for each day of instruction and the outline of each day of instruction. Include scripting and special notes for accommodations
and safety as necessary. Please enter your text in each field using black font.

Day 1
Summary of Enter your text here in black: What are students learning during this FIRST day of instruction and how will it support them
learning goal(s) in the EDP challenge? (What content are you covering today?)
for today (3) ● Read aloud
● Submit blueprint on Scoutlier
● Games (technology) seeing how a crane works
● Youtube
● Students will be able to draw their own blueprint of their crane design process.
● Students will be able to describe the important reasons why cranes can help lift cargo.
● Students will be able to understand the purpose of cranes and why they are important after listening to the
read-aloud.
● Students will be able to use the digital game before designing their blueprint to see how cranes are built and
constructed to lift heavy objects.
● Students will be able to watch the YouTube video and discuss how container ports work. What did they
observe in the video and what are some ideas of how container ports work?

Highly detailed Enter your text here in black: What is it that students will specifically be doing throughout the day to engage with the
bulleted list of science/math/engineering and make progress toward their design solutions? This does not need to be script of what you will
learning say but should provide enough detail that the reader gains a clear picture of the learning activities that will take place and
activities for how students will be provided opportunities to engage in STREAM practices. Make sure to include how you are
today (3) incorporating Reading (literacy) and Arts integration. Include how you will use technology.
● We will first begin by reading a read-aloud called “Cranes”. We will have a discussion on why cranes are
 important, the ways they work, how cranes lift cargo, and the ways that canes are constructed. We will create an
anchor chart on the parts of the crane and some ideas on how they lift cargo. We will create this as a class and
add details based on student discussion.
● Then, students will start on the digital game. This game allows students to explore how cranes move and how they
work to pick up objects. They can use the visuals in this game as inspiration for the initial blueprint.
● We will watch the YouTube video of how container ports work. We will have students turn and talk and discuss
what they observed in the video. I want to hear students' responses and have students share aloud to the class the
different ideas of how container ports work. What did you learn? What other ideas could you think of how
container ports work? How can cranes hold the containers/cargo? How long is the process for this?
● We will introduce the project we will be working on over the next couple of days and explain to students that in
groups you will be creating a model of a crane that can hold cargo/containers. We will discuss that in this
engineering design process, students will take on the role of engineers tasked with designing and building a crane
capable of efficiently unloading cargo from a ship. The challenge involves applying their understanding of
science, particularly the principles of simple machines with a focus on pulleys, and math concepts related to
measurement and conversion.
● After this, students will create an individual blueprint of their design process for their crane and holding cargo.
They will have to explain and draw each piece of the crane and ensure that it will hold the cargo. Students will
upload a picture of their blueprint to Scoutlier. Students are creating this individually so for day 2 students will
share their blueprint with their groups and create a blueprint together of their revised and edited. This blueprint
should include measurements for their crane.

Formative Enter your text here in black: How will students’ learning be formatively assessed today and what content will be assessed
assessments (science/math/engineering)?
(Day One) (3)
To show their understanding for day 1, students will be assessed on their blueprint design, with measurements
written out as an estimate of how long they want their crane to be. Then students will then respond to this question
on Scoutlier: Why are cranes important? We will assess their conversation about cranes after the read-aloud.

Day 2
Summary of Enter your text here in black: What are students learning during this SECOND day of instruction and how will it support
learning goal(s) them in the EDP challenge? (What content are you covering today?)
for today (3) ● Building the crane
● YouTube video
 ● Students will transition from the planning phase to the construction phase of the crane design challenge. The
focus will be on the hands-on building of their crane prototypes, incorporating scientific and mathematical
principles into their designs. Additionally, students will analyze a real-world scenario in the Youtube video
involving a crane collapse to deepen their understanding of structure and safety.
● Students will be able to watch the video and analyze the YouTube video of the crane falling. Students will

discuss with their partners and then share with the whole group of what they think happened and why did the

crane fall. We want to hear student discussion

● Students will be able to work with a group to compare their individual blueprints and come up with one

design for their group. They must include accurate measurements and label the materials they are going to use

since they will have limited materials.

Highly detailed Enter your text here in black: What is it that students will specifically be doing throughout the day to engage with the
bulleted list of science/math/engineering and make progress toward their design solutions? This does not need to be script of what you will
learning say but should provide enough detail that the reader gains a clear picture of the learning activities that will take place and
activities for how students will be provided opportunities to engage in STREAM practices. Make sure to include how you are
today (3) incorporating Reading (literacy) and Arts integration. Include how you will use technology.

● Day 2 will begin with an engagement of students watching a YouTube video of a crane collapsing. At 15
seconds, we will stop the video for students to come up with ways or think about why the crane may have
collapsed. This will be done with a think pair share method followed by a class discussion as we go over these
questions:
1. "What factors might have contributed to the crane collapse?"

2. "How do you think engineers work to prevent incidents like this?"

● Students will then be put into groups. Students will have some time to share their individual blueprints that
they created the day before with their group. They must all share. The groups will then come up with a group
blueprint that they will use to create their model. They must take into account the potential benefits of each
design and highlight similar features.
● Due to the restricted resources available to them for building their cranes, we will emphasize the significance
 of labeling materials and the necessity of precise measurements. Students will have limited materials such as

magnets, string, paper towel rolls, tin foil, paper, tape, etc. Students will record which materials they decide to

use on Scoutlier and upload pictures as well.

● Give each group the supplies they need to begin constructing their crane prototypes. We will move between

groups to provide guidance, address concerns, and guarantee that students are integrating mathematical and

scientific ideas into their creations.

● As groups get to a final choice on their crane designs, we will encourage collaborative decision-making. The

supplies to be utilized should be discussed and decided upon by the students, making sure they follow the

guidelines.

● Throughout the whole lesson we will emphasize the value of collaborating among students as they must work

together to produce a single plan for their group's crane design. Remind students of budget limits and the

need for resourcefulness in their designs. Incorporate safety discussions into the construction phase to

emphasize how their plans would affect real-world situations.

Formative Enter your text here in black: How will students’ learning be formatively assessed today and what content will be assessed
assessments (science/math/engineering)?
(Day Two) (3)
We will use student conversation about why the crane fell as a formative assessment to see if they understand that the
construction of the crane matters and allows it to pick up heavy materials. We will also look at group blueprints to
make sure that the students are using the correct measurements when measuring their cranes. We will also be
assessing their participation in the group settings. Once they start building their models, we will assess that they are
staying within the material constraints and still building a functioning crane. As students construct their crane
prototypes, we will observe how they apply mathematical and scientific concepts, and provide assistance and
feedback as necessary.
Day 3
Summary of Enter your text here in black: What are students learning during this THIRD day of instruction and how will it support them
learning goal(s) in the EDP challenge? (What content are you covering today?)
for today (3) ● Testing and revising
● Students will test and revise their crane designs. The primary focus will be on testing the lifting capacities of
their cranes, incorporating mathematical and scientific concepts into their physical construction, and making
the required adjustments for best performance.
● Students will be able to test their cranes in the classroom and make notes about where they can improve their
cranes and what changes they can make.
● Students will be able to make necessary changes after testing to come up with their final design and modify a
final blueprint with any modifications they made and reconstructed. At the end, students will test their final
model and evaluate what went well and what could be improved on.

Highly detailed Enter your text here in black: What is it that students will specifically be doing throughout the day to engage with the
bulleted list of science/math/engineering and make progress toward their design solutions? This does not need to be script of what you will
learning say but should provide enough detail that the reader gains a clear picture of the learning activities that will take place and
activities for how students will be provided opportunities to engage in STREAM practices. Make sure to include how you are
today (3) incorporating Reading (literacy) and Arts integration. Include how you will use technology.
● Provide a testing station where each group can use different weights to evaluate the lifting capacity of their

crane.

● Students should be encouraged to watch their cranes closely, focusing on the pulley system's efficiency,

stability, and balance.

● Ask students to record the weights lifted, any problems they saw, and their overall performance from their

crane tests.

● Assist students in drawing conclusions on the effectiveness of their designs through data analysis.

● Encourage students to share their observations in groups and work together to determine what changes are
 needed to make their designs for cranes and holding cargo.

● Emphasize the need to use mathematical and scientific ideas to correct any discovered problems.

● Instruct students to revise their crane designs based on the insights gained during testing.

● As students refine their designs we will encourage creativity and critical thinking as students improve their

designs to meet the criteria and overcome any type of constraints.

● Assign each group the task of producing a final blueprint that includes the modifications they made to their

crane design.

● Encourage students to consider the difficulties they have encountered, the efficacy of their solutions, and the

lessons they have discovered when working on the engineering design.

Summative Enter your text here in black: How will students’ learning be summatively assessed today and what content will be assessed
assessments (science/math/engineering)?
(Last day) (3)
● For the summative assessment, since students have had time to create and test their cranes over multiple days,
the final assessment is the actual model that they build and making sure it works.
● During the last testing phase, we will evaluate the lifting capacity, overall efficiency, and stability of each

group's crane.

● We will examine the final designs for accuracy and completeness, making sure that the group's collaborative

efforts are reflected and that any necessary changes have been made.

● We will request that each student write a reflection on their own learning experience, emphasizing the most

important lessons learned, the difficulties they overcame, and how they applied science and math to solve real-

world problems.