Technology Curricula

STEM Career Connections Resources

Supporting your implementation of the STEMCC model

Ìý

The technology curriculum units implemented during the STEMCC project are anchored in phenomena, aligned to the Next Generation Science Standards (NGSS), and purposefully integrate Computational Thinking (CT). These curricula units were designed and tested as part of the SchoolWide Labs project funded by the National Science Foundation and James S. McDonnell Foundation - Teachers as Learners.

Ìý

Ìý

In this unit, youth experience an anchoring phenomenon routine about how sensors are used to collect and display scientific information in unique ways. They develop a driving questions board that displays their questions and informs what will be investigated next, centered on a classroom data display that shows information about the classroom environment, such as temperature, humidity, carbon dioxide, and noise level. These data displays are built using the technology materials that youth have access to, such as , gator:bits, and alligator-clippable sensors. Youth gain context for this experience by watching a short introductory video showing how sensors detect and display air pollution using wind chimes. They will learn to program and build their own data displays using a variety of sensors. Then, youth brainstorm how to apply sensor technologies and data collection to a problem they are curious about.


Within the , you will find teaching resources (teaching slides, lesson activity sheets) and a that details how to facilitate each lesson, including where to integrate career connections and youth-mentor experiences.

Ìý

In this unit, youth experience an anchoring phenomenon routine about using 3D printing, 3D modeling, and Augmented Reality (AR) technologies to solve real-world problems. Youth will generate questions and develop a driving questions board centered around a design challenge involving animals with disabilities. Through this unit, youth engage in the engineering design process to solve a design challenge by designing 3D-printed prosthetic limb(s) for animals. Youth learn to sharpen the focus of the phenomenon by precisely specifying criteria and constraints of successful solutions, taking into account not only what needs the design challenge is intended to meet, but also the larger context within which the design challenge is defined, including limits to possible solutions and combining existing solutions to create new ones. Youth are expected to use systematic methods to compare different solutions to see which best meets criteria and constraints and to test and revise solutions several times to arrive at an optimal design. The unit concludes with several options for assessments about how spatial thinking skills can enhance understanding of 3D printing technologies as well as assessing engagement and interest in 3D printing technologies.


Within the , you will find teaching resources (teaching slides, lesson activity sheets) and a that details how to facilitate each lesson, including where to integrate career connections and youth-mentor experiences.

The project is a collaboration between University Corporation for Atmospheric Research, Â鶹ÊÓƵ, and Utah State University.

This material is based on work supported by the National Science Foundation (NSF) under award # DRL-ÌýÌý|UCAR: | Ìý|CU: | Ìý|USU: |. Any opinions, findings, or conclusions expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.