Integrated STEM Lesson Planning Template

5th Grade

Allison Robinson

Math Concept: 5.MD 1. Integrated Thematic Topic: Technology Concept:

Convert like measurement units within a given Teamwork Standards:

measurement system.
1. Convert among different-sized standard 2. Essential Questions: 6. Creative Communicator
measurement units within a given measurement
What is teamwork? What does it look like? Students communicate clearly and express
system (e.g., convert 5 cm to 0.05 m), and use these themselves creatively for a variety of
conversions in solving multi-step, real world purposes using the platforms, tools, styles,
How can working as a team help us solve the
problems. problem at hand? formats and digital media appropriate to
their goals. Students:
Tasks: How is it easier working in a group to solve a a. choose the appropriate platforms and tools
problem? for meeting the desired objectives of their
Measure the tower in cm using a ruler and record
it on the board. creation or communication.
How is it more difficult?
b. create original works or responsibly
Students will convert from centimeters to meters Did your technique change throughout the repurpose or remix digital resources into new
and record it on board. creations.
building process?
c. communicate complex ideas clearly and
As a team, how can we create a pyramid of cups effectively by creating or using a variety of
without touching them with our hands? digital objects such as visualizations, models
or simulations.
3. Essential Academic Terms:

Teamwork Tasks:

Tools Students will brainstorm ways to use the

materials to move the cups without touching

DRAFT VERSION (Powell, 2015)



Inches them.

Centimeters Decide what way would be the best to move the

cups and draw the design on the paper as a group.
Communication
Create the designs.

4. Learning Outcomes/Objectives:

Given the cups and other materials, use

Science Concept:
Standards:
3-5-ETS1.B: Developing Possible Solutions
Research on a problem should be carried
out before beginning to
design a solution. Testing a solution involves
investigating how
well it performs under a range of likely
conditions. (3-5-ETS1-2)
At whatever stage, communicating with
peers about proposed
solutions is an important part of the design
process, and shared
ideas can lead to improved designs. (3-5-ETS1-2)
Tests are often designed to identify
failure points or difficulties,
which suggest the elements of the design that
need to be
improved. (3-5-ETS1-3)
3-5-ETS1.C: Optimizing the Design Solution
brainstorm tools or ways we can move the cups
without touching them. (Technology)
Given the materials, students will create at least Engineering Concept:
two designs to test on moving the cups. (Science)
Standards:
Given the materials, students will build a tower as
tall as they can of cups without touching the cups The design process is a purposeful method of
with their hands. (Engineering) planning practical solutions to problems.
Requirements for a design include such factors as
Students will measure height of their towers in
the desired elements and feature of a product or
inches and then convert from cm to meters.
system or the limits that are placed on the design.
(Math)
Tasks:
5. Assessment: Construct a tower as tall as they can out of 10
cups without touching the cups with hands.
-Students will create the tallest tower they can
using ten cups.
-Students will construct the cup tower with their
tools without touching the cups with their hands
-Students will record the measure of the tower in

DRAFT VERSION (Powell, 2015)



Different solutions need to be tested in both inches and centimeters.

order to determine which of
them best solves the problem, given the criteria -Students will test at least two designs for moving
and the the cups, recording which was best.
constraints. (3-5-ETS1-3)

Tasks:
Students will discuss the ideas they came up with
of moving the cups.

Students will test out at least two different ways

to move the cups and record which is the best.

Guiding Questions for Project-Based or Inquiry-Based Activities:

What is the problem (question) that needs to be solved (answered)? As a team, how can the students create a pyramid of cups
without touching them with their hands?

Who has the problem (question)? The students

Why is this problem (question) important to solve (answer)? Sometimes there are restrictions on a problem that needs to be solved,
so exploring how to use the materials given to overcome the restrictions is an important exploration in problem solving.

DRAFT VERSION (Powell, 2015)