VOLUME 23

ISSUE 1

Bringing STEM to Life:

Lessons
Essentials for Elementary Education

Technology and Engineering bring STEM to Life!

International Technology and Engineering Educators Association

[Link]
 ITEEA Elementary STEM Council’s Innovative
Grand Design Challenge!

The winning Challenge earns a one-year I-STEM

Education Group Membership as well as one
free hotel night in Kansas City, AND a spot in
ITEEA’s STEM Showcase!

The NAE Grand Challenges were designed to cause students and educators to think about solutions and
challenges affecting all of our lives. It’s now time for elementary-aged students to get in on the action and
show the world that they can solve big STEM design problems as well. ITEEA’s Elementary STEM Coun-
cil is sponsoring the Global Design Challenge for Elementary STEM to provide students with a chance to
solve a real problem and show the world that everyone can help find solutions to these global challenges.

Elementary STEM students will work in small design teams to solve the Challenge. Photos and descrip-
tions of proposed solutions will be posted on the ITEEA Elementary STEM Council’s Facebook page and
ultimately, the teacher of the team with the most elegant solution to the GDC will be provided an opportu-
nity to present in the STEM Showcase at ITEEA’s Conference in Kansas City, March 27-30, 2019, along
with one night’s complimentary lodging. The winning solution will also be featured in the May 2019 issue
of the Elementary STEM Council’s journal, and the team will earn an Elementary I-STEM Education Group
Membership for their entire school!

The Global Design Challenge: Can you work as a member of a small design team to develop a better prod-
uct or tool that can be used to give small children doses of liquid medicine?

Participation details are available at [Link]/News/282/[Link]. Questions can be directed

to Michael Daugherty, mkd03@[Link], Virginia Jones, vjones@[Link], or Thomas Roberts,
otrober@[Link].

SUBMISSION DEADLINE: December 31, 2018

ITEEA's 81st Annual Conference

Technology and Engineering

Bring STEM to Life!
CONTENTS

features
P.7 ARTICLE
the technology of paint: making paint in the
elementary school classroom
Kurt Y. Michael, Amy G. Jones, and Carrie
Lawrence

P.18 ARTICLE
school-based mentoring: high school
students mentor elementary students
Douglas Lecorchick, III, Julie Maynard, Megan
Morin, Scott Nichols, Bryanne Peterson, and
Emily Yoshikawa Ruesch

P.24 ACTIVITY
STEM children’s rhymes: Photo credit: Scott Bartholomew.
STEM Little Bo Peep

departments
Emily Yoshikawa Ruesch and Scott R.
Bartholomew

P.30 ACTIVITY
so, you want to make a print shop!
Brian Stanley P.4 FROM THE EDITOR
bringing STEM to life: essentials for elementary
STEM education – lessons
Virginia R. Jones

P.5 MESSAGE FROM THE CHILDREN’S COUNCIL

PRESIDENT
change is good!
Charlotte P. Holter

P.11 BOOKS TO BRIEFS

the elephants' bridge
Brandy Speas

P.28 CAREER CONNECTIONS

environmental engineering technicians
Bryanne Peterson
Photo courtesy of Natasha Craft.
P.33 TEACHER HIGHLIGHT
meet Natasha Craft
Natasha Craft
Produced by the International
[Link] Technology and Engineering
Educators Association
in conjunction with its
Children's Council

September 2018 the elementary STEM journal 3

 edi t o r i a l
EDITORIAL

by Virginia R. Jones

BRINGING STEM TO LIFE:

Publisher, Steven A. Barbato, DTE
Editor-in-Chief, Kathleen B. de la Paz
ESSENTIALS FOR
ELEMENTARY STEM
Field Editors, Virginia R. Jones and Thomas Roberts
Editor/Layout, Kathie F. Cluff

EDUCATION – LESSONS
ITEEA Board of Directors
Yvonne Spicer, DTE, President

W
Ed Reeve, DTE, Past President
Michael Sandell, DTE, President-Elect
Debra E. Shapiro, DTE, Director, Region I elcome to the newly revisualized The Elementary STEM Journal! In previ-
Abbi Richcreek, Director, Region II
Kurt R. Helgeson, Director, Region III ous years our award-winning journal was Children’s Technology and
Gary Stewardson, Director, Region IV
Mark Crenshaw, Director, ITEEA-CSL Engineering. The Children’s Council rebranded as the Elementary STEM
Marie Hoepfl, Director, CTETE Council to emphasize the importance of integrative STEM education at
Scott Greenhalgh, Director, TEECA
Charlotte Holter, Director, ITEEA-ESC the elementary level. The journal also rebranded to ensure that the publication has an
Steven A. Barbato, DTE, Executive Director
emphasis on a broader, more inclusive definition of integrative STEM.
Field Editors
Volume 23
Virginia R. Jones: vjones@[Link] Our theme for this year, Volume 23, has a focus on Bringing STEM to Life: Essentials
Patric Henry Community College
Thomas Roberts: otrober@[Link]
for Elementary STEM Education, with a subfocus on four major, broadly defined areas,
Bowling Green State University including:
2017-2018 Editorial Review Board 1. Lessons – how we come up with, plan, and implement quality lessons for elemen-
Classroom Teacher University Professional tary STEM.
Reviewers Reviewers
ANDREA BENNETT SCOTT BARTHOLOMEW 2. Informal Learning Opportunities – a broad focus that can cover strategies for
Chase STEM Academy, OH Purdue University
PAMELA CHAPMAN SCOTT BEVINS teachers to implement good STEM learning opportunities in informal settings (e.g.,
Avant Garde Academy, FL University of Virginia afterschool clubs, summer camps, etc.).
CHARLOTTE HOLTER at Wise
Rockingham (VA) SHARON BRUSIC 3. Finding Balance Between Teaching, Learning, and Application – a broad focus
Schools Millersville University
MARY MAVROUDAS MIKE DAUGHERTY that balances the demands/requirements associated with teaching and implement-
Woodbrook ES, NJ University of Arkansas
AMANDA ROBERTS WILLIAM HAVICE
ing high-quality STEM at the elementary level. An example could include finding the
Liberty Christian Clemson University balance between a great project and a limited budget.
Academy, VA ROGER HILL
JULIE SICKS-PANUS University of Georgia 4. Equity in Elementary STEM – An emphasis on the importance of equitable op-
Plymouth ES, NH KURT MICHAEL
MARTHA SMITH Liberty University portunities in STEM. How do all students gain access to high-quality STEM? How
J. B. Watkins ES, VA can students achieve at a high level? What should teachers take into consideration
ITEEA Elementary STEM Council Officers when helping students build a positive identity around STEM?
Charlotte P. Holter, President
Kimberly Bradshaw, President-Elect
Laura Hummell, DTE, Past President If you are interested in contributing, please visit our link to sign up for a short article,
Lisa Moyer, Secretary
Julie Sicks-Panus, Treasurer
activity, feature article, or literacy strategy at [Link] or email kdelapaz@
Mohamad Barbarji, Vice President - Communications [Link].
Thomas Roberts, Vice President - Programming

The Elementary STEM Journal is published four We are very excited about these changes and hope to see many new contributors,
times a year (September, December, March, and
May) by the International Technology and Engineer- articles, and a much deeper knowledge base of what it takes for successful elementary
ing Educators Association. Electronic subscriptions
are included in ITEEA Elementary STEM Council STEM education!
dues and all group membership dues. Electronic
subscriptions to the journal are $30.00 per year.
Single copies of back issues are available for $8.00. This year we are again offering our Grand Challenge for elementary STEM educators.
Advertising Sales This unique opportunity has twofold benefits. It provides your students the opportunity
ITEEA Publication Department
703-860-2100
for innovation in the classroom by working in small design teams to develop their skills,
[Link]@[Link] and the winning team will be featured in the May 2019 issue of The Elementary STEM
Subscription Claims Journal. The teacher(s) of the winning solution will present at the 81st Annual conference
All subscription claims must be made within 60
days of the first day of the month appearing on the in Kansas City, MO, March 27-30, and receive one night’s complimentary lodging at the
cover of the journal.
conference hotel. See page 2 for more details.
Address Changes
Go to the ITEEA website – [Link]. Log in
and edit your profile. It’s that simple. Thomas Roberts and I are excited to serve as co-editors of the journal again this year
Article Submissions and look forward to many exciting changes as we move our journal into an integrative
All contributions for review should be sent to:
Kathleen B. de la Paz, Editor in Chief, at: STEM learning focus. Please feel free to contact either of us if you have suggestions,
kdelapaz@[Link] comments, or questions.
Submission guidelines can be found at:
[Link]/[Link]?id=53850&v=63b4fb90
Contents copyright © 2018 by the International Virginia R. Jones, Ph.D., is Dean of Student Success and enrollment services at Patrick
Technology and Engineering Educators Association,
703-860-2100, [Link].
Henry Community College. She can be reached at vjones@[Link].

4 the elementary STEM journal September 2018 back to contents

PRESIDENT'S MESSAGE from the ITEEA Elementary STEM Council President

change
is
good!
Next, in
ons . 1987 ASECIA became
ia C omm
imed the Technology Education for
: W ik
to c redit Children Council. During this time the
Pho
industrial focus became an “organized approach
by Charlotte P. Holter education. In that day to provide children with individualized
it was common for elementary experiential learning and opportunities
children to use tools and participate in to develop interests and self-awareness”

B
manipulative activities resembling what (Dreves, 1975). Technology Education for
eginning on July 1, 2018 the we call “hands-on” or STEM education Children (T4C) became nationally rec-
ITEEA Children’s Council (CC) today. ognized, garnering frequent citations of
has a new name. It is now the professional publications.
Elementary STEM Council The American Council for Elementary
(ESC). The new name will better encom- School Industrial Arts (ACESIA) was The introduction of the Technology and
pass the Council’s purpose and what we founded in 1962 as a council of the Ameri- Children journal in 1997 was significant in
aim to deliver. Our “look” and “name” can Industrial Arts Association. During raising awareness, not only as a commu-
have changed, but our purpose and mis- the 1960s and 1970s a popular general- nity dedicated to furthering elementary
sion are still the same. Our purpose is education program, career education, level design, problem-solving, and STEM,
to promote technology and engineering fostered resurgence in popularity in the as we know it today, but also to the Coun-
education for the elementary schools. The industrial arts profession. Mary-Margaret cil as a whole.
mission of the Elementary STEM Council, Scobey and Elizabeth Hunt were respon-
formerly Children’s Council of ITEEA, is to sible for the formation and early success In the last few years, the Council became
build a collaborative network of educa- of ACESIA. The Elementary STEM Coun- TECC (Technology Education for Chil-
tors dedicated to the advancement of cil offers an award opportunity called the dren Council) and then CC (Children’s
technological literacy at the elementary Mary-Margaret Scobey award to a person Council). With the debut of the Elemen-
level. who has demonstrated dedication to tary STEM Council on July 1, 2018, we
elementary school technology education continue to endeavor to make an impact
In order to move forward, let’s take a look on a sustained basis and has demonstrat- on the elementary teaching community.
at the past. Elementary School Technol- ed a passion philosophically and through Our journal, Children's Technology and
ogy Education (ESTE) has deep industrial activities conducted on behalf of elemen- Engineering, has also undergone a name
arts roots in its history, giving credit to the tary children and teachers. For more change to The Elementary STEM Journal.
works of Bonser and Mossman during the information, please visit our webpage: Training and education in improving the
1920s. Their philosophy of manual training [Link]/About/Leadership/40079/ pedagogical process of STEM education
was a pivotal point in the conception of [Link].

back to contents September 2018 the elementary STEM journal 5

 Charlotte P.
Holter, Ed.D., an
elementary teacher
for 30+ years, is
currently a Gifted
Education Special-
ist for Rockingham
for all elementary teachers is our goal. We reference County, VA. She is an
hope you’ll join us as we move forward. adjunct professor for
Dreves, F. (1975). Basic principles of tech- James Madison University, Harrisonburg, VA
Change is good, nology for children. In New Jersey and has been extensively involved with elemen-
Charlotte P. Holter, Ed.D. Department of Education, Technol- tary STEM/Children’s Engineering professional
ogy for Children program description development for both preservice and inservice
and learning episodes. New Bruns- teachers. She has published elementary STEM
Education materials for use in the classroom.
wick, NJ: Rutgers State University.
Dr. Holter can be reached at charlo56@[Link].

Call for Articles/Activities

ITEEA encourages its readers to submit articles for The

Elementary STEM Journal (previously Children's Technology
and Engineering). Each issue is themed, and articles should
address that theme. In addition to articles and activities, regu-
lar features include Books to Briefs, Literacy Strategies, and
Career Connections.
The Elementary STEM Journal also offers a peer-review option
for publication. At the time of submission, contributing authors
will have the option to request that manuscripts undergo peer
review prior to publication.
Before submitting, potential authors should consult the themes and subthemes for specific issues and indicate interest
in covering a particular topic by emailing kdelapaz@[Link].

The theme for Volume 23 (2018-19 school year) is: Bringing STEM to Life: Essentials for Elementary Education
with the following subthemes for upcoming individual issues:

23-1: Lessons (September 2018, FULL)

23-2: Informal Learning Opportunities (December 2018)
23-3: Finding Balance Between Teaching, Learning, and, Application (March 2019)
23-4: Equity in Elementary STEM (May 2019)

6 the elementary STEM journal September 2018 back to contents

 e t e c h n o l o g y
th
FEATURE ARTICLE

of pa i n t :

c l a s s ro o m
l e m e n t a ry school
ain t in the e
making p

by Kurt Y. Michael, Amy G. Jones, and Carrie Lawrence

back to contents September 2018 the elementary STEM journal 7
 By the 20th century many artists began to
FEATURE ARTICLE
use synthetic paints. Scientists developed
acrylic paint, consisting of pigments sus-
pended in a polymer emulsion (binder).
Acrylic paint was used by pop artist Andy
Warhol to create famous images of soup
cans (WebExhibits, n.d.) (Image 3).
Image 1. Cave paintings.
Source: [Link] Today a wide variety of paints is avail-
[Link]/wiki/ able to artists. They range from natural-
File:Ekainberriko_zal- based paints to ready-mix oil, acrylics,
diak_(3320028198).jpg latex, and enamel. Each type of paint has
unique properties such as color, applica-
tion, drying time, durability, and ease of
introduction became more complex. During the Re- cleanup (Centre for Industry Education
naissance, famous artists like Michelan- Collaboration, 2013). But regardless of the
Have you ever wondered how art class gelo used paint to decorate the walls and
can be a catalyst for STEM? Maybe the ceilings of cathedrals
acronym you are looking for is STEAM! with intricate religious
That’s right: Science, Technology, Engi- scenes.
neering, Arts, and Math (STEAM). The art
class can be a wonderful playground for Over time humans
exploring technology. continued to refine
paint technology. In
Throughout history, artisans have used a the mid-1800s, as the
variety of tools and techniques to create quality and bind-
art. But, even more important, art allows ing media improved,
humans to be creative. As stated by artists like Vincent
Lewis (1999), “Technology is in essence a van Gogh used oil
manifestation of human creativity” (p. 46). paints with bright and
Art class can be the vehicle that brings vivid colors to create
together design, form, materials, and pro- masterpieces (WebEx-
cess. One way people communicate their hibits, n.d.) (Image 2). Image 3. Andy Warhol's Campbell's Soup
creative ideas is by using paint. Cans. Source: [Link]
wiki/File:Andy_Warhol-_Campbell%27s_Soup_
Cans_(1962)_(8477712014).jpg
The old idiom is, “A picture paints a thou-
sand words.” Humans have been painting
pictures since the dawn of time. Sharing
type used, all paints consist of two main
images to communicate ideas has always
components: pigments and binders.
been at the heart of technology.
Simply put, pigment + binder = paint!
Today we use digital cameras, but thou-
sands of years ago ancient people would basic components of
mix earth pigments, such as charcoal, paint
with animal fat to form images. The
animal fat would act as a binder, holding Paints are made from pigments and
together the pigments to create paint that binders. Pigments are granular solids that
was then used to decorate the walls of contribute to the paint's color, while bind-
their caves. Many prehistoric cave paint- ers behave like glue holding the pigments
ings depicted animals and early human together. Examples of natural pigments
activities (WebExhibits, n.d.) (Image 1). are clay, rust, and mica.
Image 2. Vincent van Gogh. Source: https://
As a wider variety of natural pigments [Link]/wiki/Vincent_van_ However, “lake pigments” can also be
and binders was discovered, paintings Gogh#/media/File:SelbstPortrait_VG2.jpg created by using a liquid dye and mor-

8 the elementary STEM journal September 2018 back to contents

Instructions:

Step 1. Put one teaspoon of baking soda Step 2. Put three drops of food color- Step 3. Then stir and crush it into a color-
in a bowl. ing (dye) into the bowl of baking soda ful powder. This creates a pigment.
(mordant).

Step 4. Add a teaspoon of Elmer’s glue Step 5. Add a small amount of water (sol-
(binder) to the bowl of powder (pigment), vent) in the bowl until you have a desired
then stir. paint consistency.

dant. A “lake pigment” is made by taking Now that you know how paint is made, it
a natural dye such as berry juice and is time for you to make your own paint.
adding it to a mordant. A mordant is a Step 6. Now you can begin to paint. Al-
substance that attaches with a dye. Some activity low your painting to dry.
natural mordants are baking soda, flour,
or powdered chalk. After mixing the dye Suggested Grade Level: 4th-6th
and mordant together, the substance is
allowed to dry and then crushed into a In conjunction with an art unit using
colorful powder. This powder is called the paint, have your students make their own
pigment. paint.

The crushed powder (pigment) is mixed Materials:

with a binder. The binder is what holds • Sheet of white paper
the pigments together, creating paint. Ex- • Pencil
amples of natural binders are linseed oil • Paintbrush
that can be used in oil paint and egg yoke • Small bowl
for temper paints. Even milk can be used • Spoon
as a binder to make milk paint. • Food coloring (dye)
• Baking soda (mordant)
Finally, to thin out paint, a solvent may • Elmer’s glue (binder)
be used. The most common solvent is • Cup of water (solvent)
just plain water. However, for oil paints, • Paper towel
turpentine or mineral spirits are used. Step 7. Repeat steps 1 through 5 if you
wish to make different colors.

back to contents September 2018 the elementary STEM journal 9

 Optional: Have your students experiment gate, and engage artists in the creative Kurt Y. Michael,
FEATURE ARTICLE
with different natural dyes and binders process. These are just a few examples Ph.D., teaches
and see if they can create different types of how paints have become a vital part of education courses at
of paint. Add glitter or powered cocoa to our society. Liberty University in
create new and exciting colors. Adding Lynchburg, VA. The
shaving cream to the binder makes puffy references author can be reached
paint. Be creative and make your own at kmichael9@liberty.
paint! Centre for Industry Education Collabora- edu.
tion. (2013, March). Paints. Retrieved
summary from [Link]. Amy G. Jones, Ed.D.,
org/materials-and-applications/ is the Director of
Communicating and storing ideas is a vi- [Link] Elementary Instruction
tal part of technology. “Symbols are a part International Technology Educa- for Lauderdale County
of the language of technology” (ITEEA, tion Association (ITEA/ITEEA). Schools, Florence,
2000, p. 167), and one way to create sym- (2000/2002/2007). Standards for AL. She also teaches
bols is by creating paint. Paint technology technological literacy: Content for education courses at
allowed prehistoric people to share their the study of technology. Reston, VA: Liberty University. The
daily life by painting animals on walls. Author. author can be reached at [Link]@lcschools.
Lewis, T. (1999). Research in technology org.
Over time, paints allowed artists to education: Some areas of need. Jour-
capture their surroundings and commu- nal of Technology Education, 10(2), Carrie Lawrence
nicate their creative ideas. Scientists have 41-56. received a BS in Art
improved the properties of paint, making WebExhibits. (n.d). Pigments through the from the University of
them available for a variety of applica- ages. Retrieved from [Link]- North Alabama and is
tions. Today paints protect our houses, [Link]/pigments/intro/[Link] now an Elementary Art
are used on road signs to help us navi- Teacher for Lauder-
dale County Schools,
Florence, AL.

FROM ITEEA'S CHILDREN'S TECHNOLOGY AND ENGINEERING

THE BEST OF BOOKS TO BRIEFS
Books to Briefs has long been a popular feature
in ITEEA’s Children’s Technology and Engineering
journal. Educator authors begin with children’s
books and make clear connections to technology
and engineering elementary curriculum through
ready-to-use lesson plans, goals, worksheets, and
more. The Best of Books to Briefs is organized
into three relevant content areas:

The Engineering Design Process

• The Environment
• Making Connections

Members $19/Nonmembers $22

Product number: [Link]

Purchase and download The Best of Books to Briefs

in the ITEEA eStore at
[Link]/[Link]

10 the elementary STEM journal September 2018 back to contents

 the
a n t s '
BOOKS TO BRIEFS

p h
ele ridge
b Book Used:
Prince, A. J. (2005).
by Brandy Speas

Twenty-one elephants and still standing.

Boston: Houghton Mifflin. [ISBN # 9780618448876; 32 Pages]
URL (Read Aloud): [Link]

Grade Level: Grade 2

book synopsis student learning objectives

Twenty-One Elephants and Still Standing is a story about the Students will be able to:
opening of the Brooklyn Bridge and the concern about its • Apply the engineering design process to design a solution
structural integrity by the people of New York. The story begins to a problem.
with the local residents celebrating the bridge's opening. P. T. • Use tools to measure and record length when creating a
Barnum, the founder of the Barnum & Bailey Circus, craved the design.
public spotlight. He saw the concern of the people as his op- • Identify the who, what, where, when, why, and how of the
portunity to align himself with the Brooklyn Bridge. P. T. Barnum key details in the text to determine the best solution.
offered to march his 21 circus elephants over the bridge to prove • Identify the main purpose of the text to determine what the
its durability and strength. author wants to answer, explain, or describe related to a
solution.
lesson synopsis • Sketch a solution to the problem and describe why specific
shapes help the integrity and function of the solution.
After reading the book to the class, the students will build upon • Discuss and analyze how specific structures (technolo-
this concern of the people to design and construct a sturdy gies) help people meet their needs and wants in the natural
bridge. Working in groups, the students will use the materials world.
provided to design and build a bridge to hold 21 weighted toy
elephants while simultaneously meeting other constraints.

lesson goals
This lesson is designed to introduce the engineering design
process to students and demonstrate how to use it to determine
a problem and design solutions. Students will be learning math,
science, engineering, technology, and literacy concepts during
this lesson.

back to contents September 2018 the elementary STEM journal 11

BOOKS TO BRIEFS
Standards for Technological Literacy
(ITEEA, 2000):
• Standard 1:
o Benchmark B: All people use
tools and techniques to help
them do things. By using
technology, people adapt
the natural world to meet
their needs and wants and to
solve problems (p. 24).

design brief
Student Introduction
P. T. Barnum enjoyed the spotlight.
He owned the largest circus in the
world and liked to be involved in many
things. The Brooklyn Bridge’s opening
was a huge spectacle, and he wanted
in on the event. He saw people’s fears
of the bridge as being unsafe as an
The Brooklyn Bridge was an amazing engineering feat in its day. opportunity to align his name with
the bridge. He marched his 21 circus
elephants across the Brooklyn Bridge. Can you build a bridge
standards addressed that can also hold 21 elephants?

Common Core Standards (Common Core State Standards

Challenge
Initiative, 2016):
Design and build a bridge to connect two points over a body of
English Language Arts:
water. The bridge should meet the constraints and also be ap-
• [Link].2.1
pealing to the eye.
o Ask and answer questions such as who, what, where,
when, why, and how to demonstrate understanding of
Criteria and Constraints
key details in a text.
Your bridge must:
• [Link].2.6
- Hold the weight of 21 toy elephants.
o Identify the main purpose of a text, including what the
- Hold all elephants at once.
author wants to answer, explain, or describe.
- Be two feet in length.
Mathematics
- Be sturdy and strong.
• [Link].A.1
- Use only the materials provided.
o Measure the length of an object by selecting and us-
- Use no more than 30 LEGO® parts in the design.
ing appropriate tools such as rulers, yardsticks, meter
- Use no more than 30 K’nex® parts in the design.
sticks, and measuring tapes.
- Be documented in the design log.
Next Generation Science Standards (NGSS Lead States, 2013)
- Address people’s insecurities.
• K K-2-ETS1-2. Engineering Design.
o Develop a simple sketch, drawing, or physical model to
Materials
illustrate how the shape of an object helps it function
- Copy of Design Brief for each student
as needed to solve a given problem.
- Copy of Design Log for each student

12 the elementary STEM journal September 2018 back to contents

- Copy of Graphic Organizer for each student resembles a triangle. See these websites for more informa-
- Pens, pencils, crayons, markers, etc. tion: [Link]
- Scissors [Link] or [Link]
- Tape, glue, hot glue (with supervision) php/Parabolic_Bridges
- Craft sticks 6. In groups of 3 or 4, have students complete the Design Log
- Ruler/yardstick as they do the design challenge.
- String 7. When the students have completed their bridges, they will
- Straws test them with 21 weighted toy elephants. Elephants can be
- LEGO® construction kit(s) purchased at [Link]/product/17146/good-
- K’nex® construction kit(s) [Link]?item=37263. To add weight, attach washers
- 21 weighted toy elephant figures to the bottoms of each elephant using hot glue. Be sure to
- Scale have each group of students weigh their elephants for ac-
- Computer access curate analysis of their bridge’s ability.
8. Provide a Bridge Display so students can compare and
Procedure discuss their designs.
1. Prior to instruction, have enough copies of the Design Brief
and Design Log for the students at each table (pp. 14 and support materials
16-17). (Full-size Design Brief and Design Log are available
on the ITEEA website at [Link]/[Link] [Brief] Please see the Twenty-One Elephants Graphic Organizer, De-
and [Link]/[Link] [Log].) sign Log, and Design Brief on the following pages.
2. Have all materials organized in one location so students
may select what they need. references
3. While reading the book, ask questions such as:
• Why would it be beneficial to have a bridge connecting Common Core State Standards Initiative. (2016). Common core
Brooklyn and New York City? (Correct answers may state standards initiative. Retrieved from [Link]-
be: “So people can access a new area.” “People can get [Link]/
goods from one place to another more quickly.”) International Technology Education Association (ITEA/ITEEA).
• What would elephants crossing a bridge prove? (Cor- (2000/2002/2007). Standards for technological literacy:
rect answer may be: “To prove how strong the bridge Content for the study of technology. Reston, VA: Author.
is.”) NGSS Lead States. (2013). Next generation science standards:
• Why are the elephants proof of a bridge’s sturdiness? For states, by states. Achieve, Inc. on behalf of the twenty-
(Correct answer may be: “Because the weight of the six states and partners that collaborated on the NGSS.
elephant is larger than most cars, and if the bridge can Prince, A. J. (2005). Twenty-one elephants and still standing.
hold an elephant, it can hold a car.”) Boston: Houghton Mifflin.
4. After reading the book, complete the Twenty-One Elephants
Graphic Organizer (p. 16). (Full-size Graphic Organizer is
available on the ITEEA website at [Link]/137760. Brandy Speas is a senior at Millersville Uni-
aspx.) Then introduce the Design Brief. versity. Upon graduation she will be certified in
5. Introduce the materials to the students. Discuss why certain Pennsylvania PK-4 general education and K-8
shapes may be better for certain parts of the bridge. Dis- special education with an endorsement in Inte-
cuss and explain how those shapes help the bridge function grative STEM Education. She also has an Associ-
in their solutions before and after they’ve developed them. ate’s degree in Graphic Design, Digital Media,
For example, the cables of a suspension bridge are meant and Digital Photography. She can be contacted
to balance the compression or weight of the bridge. They at brspeas@[Link] or at brandyspeas@
are in the shape of a parabola, which to the common eye [Link].

back to contents September 2018 the elementary STEM journal 13

BOOKS TO BRIEFS

Design Brief

Student Introduction
P.T. Barnum enjoyed the spotlight. He owned the largest circus in the world and liked to be
involved in everything. The Brooklyn Bridge’s opening was a huge spectacle, and he wanted in
on the event. He saw the people’s fears of the bridge as being unsafe as an opportunity to
align his name with the bridge. He marched his 21 circus elephants across the Brooklyn Bridge.
Can you build a bridge that can also hold 21 elephants?

Challenge
Design and build a bridge to connect two points over a body of water. The bridge should meet
the constraints and also be appealing to the eye.

Criteria and Constraints

Your bridge must:
- Hold the weight of 21 toy elephants.
- Hold all elephants at once.
- Be two feet in length.
- Be sturdy and strong.
- Use only the materials provided.
- Use no more than 30 LEGO® parts in the design.
- Use no more than 30 K’nex® parts in the design.
- Be documented in the design log.
- Address the people’s insecurities.

Created by Brandy Speas, brandyspeas@[Link], 2018 ¨ All images are copyright free.

14 the elementary STEM journal September 2018 back to contents

 21 ELEPHANTS GRAPHIC ORGANIZER

Twenty-One Elephants
and Still Standing
Author:

Characters: Setting:

Problems:

Solution: Solution:

Main Idea:

I know this because...

Detail 1: Detail 2:

Created by Brandy Speas, brandyspeas@[Link], 2018

back to contents September 2018 the elementary STEM journal 15

BOOKS TO BRIEFS
Twenty-One Elephants
Twenty-One Elephants and Still Standing
and Still Standing

DESIGN LOG What do you think?

What could people from both cities easily do now that the Brooklyn
Bridge was open?

My name:

What clues does the author give you that this bridge was unlike any-
My Group Members: thing the people had ever seen?

What made the bridge different than other bridges?

What was the purpose of having the elephants cross the bridge?

2
Created by Brandy Speas, brandyspeas@[Link], 2018. All images are copyright free.
Created by Brandy Speas, brandyspeas@[Link], 2018. All images are copyright free.

What is a design process? 1 Discover the problem?

State the problem in your own words.

Discover the Problem

Explore the Problem 2 Explore the problem.

Think about what you learned. Look for answers.

What is a bridge’s purpose?

Decide Solutions

What makes a bridge sturdy and strong?

Create Solution

Test Solution What loads must a bridge hold?

Evaluate Solution
What materials are used to make the Brooklyn Bridge?

Show Everyone
3 4
Created by Brandy Speas, brandyspeas@[Link], 2018. All images are copyright free. Created by Brandy Speas, brandyspeas@[Link], 2018. All images are copyright free.

16 the elementary STEM journal September 2018 back to contents

 Decide solutions! Create a solution!
3 Sketch at least two possible bridge designs. Use color 4 Use the materials and tools supplied to build your
if necessary to show how your bridge will look. best solution. Draw a picture of your solution or
Identify the materials being used for the solutions take a photo and glue it here when it is completed.
and how much of the material you will need. Include Include final measurements (length and width) of
specific lengths and measurements. u are
each material used.
W hen yo
rcle the
done, ci
u plan
sketch yo !
Sketch 1 to build

Sketch 2

Give your bridge solution a name:

6
5 Created by Brandy Speas, brandyspeas@[Link], 2018. All images are copyright free.
Created by Brandy Speas, brandyspeas@[Link], 2018. All images are copyright free.

Test the solution!

5 Place the 21 elephants on your bridge! Answer the 7 Show Everyone!
Think about how you will share your design with class-
questions below. Circle the correct response mates. Answer these question to prepare.
Is your bridge 2 feet? YES NO
Will you have a photo of your design or your actual design
Does your bridge connect 2 points over for presentation? If you don’t have your actual design, why?
water? YES NO

Does your bridge wobble? YES NO

Does your bridge have a name? YES NO

Does your bridge hold 21 elephants? YES NO

If no, how many elephants did your bridge hold?
What information will you present with your design? List all
Evaluate the solution! information and why you feel it is important to let others
6 Answer the questions below. know.

What worked best for your solution?

What shapes did you use?

Why did you use these shapes?

After the presentation, what feedback did your peers give

you about your design?

What could you have changed in your solution to make it

better?

8
7

Created by Brandy Speas, brandyspeas@[Link], 2018. All images are copyright free. Created by Brandy Speas, brandyspeas@[Link], 2018. All images are copyright free.

back to contents September 2018 the elementary STEM journal 17

FEATURE ARTICLE

sch o o l - b a s e d

m e n t o r
re
i n g
leme n t a r y s t u den ts
d e n t s m ento
ol st u
high scho

by Douglas Lecorchick, III, Julie Maynard, Megan Morin, Scott Nichols,

Bryanne Peterson, and Emily Yoshikawa Ruesch

18 the elementary STEM journal September 2018 back to contents

 T he need for more STEM-based (Science, Technology,
Engineering, and Mathematics) instruction at the
elementary level is critical.

Researchers have confirmed that ap- mentoring as a

proximately 40% of students in the United
States are not ready for kindergarten
solution
upon entry and continue to lack requisite The concept of having
mathematics and science skills when they mentors for elementary
reach fourth grade. Only 34% of fourth students has been used
grade students attained “At or Above in education for decades,
Proficient” scores on the science section especially for at-risk
of the National Assessment of Educa- students. School-based
tional Progress (NAEP), while a mere 40% mentoring programs often
scored in the same range on the mathe- recruit community mem-
matics portion (STEM Smart, 2013). These bers as volunteer mentors
sub-par indicators are most certainly due and tutors for students.
to lack of exposure to engaging STEM Becoming increasingly
activities and lessons. Current school popular are peer mentor-
readiness data, including achievement ing programs in which
indicators in mathematics and science, high school students
suggest that young students are not be- mentor elementary or
ing provided with the support they need middle school students,
to be successful STEM students; what which has been an un- Penn State student observing as Mount Aloysius College student
has yet to be presented is a successful tapped resource for most presents on prokaryotes and eukaryotes for Park Forest Middle
intervention to rectify the problem. As schools. Peer-mentoring School students at the Park Forest STEM Education Fair 2010.
elementary school provides the founda- provides an opportunity
Photo courtesy of Bill Hughes.
tion for future educational success, it for educators to leverage
makes sense to explore potential pitfalls the expertise of high school students trusted friend. They can also see mentors
and interventions here first. participating in STEM programs of study as role models through modeled appro-
to provide mentorship and guidance to priate behavior and experiencing multiple
Through a grant from the National Sci- elementary students without enhancing interactions with individuals of different
ence Foundation (NSF), The Joan Ganz any “STEM-anxiety” they may already be backgrounds, learning and practicing
Cooney Center at Sesame Workshop experiencing. This symbiotic relationship the expected norms of the environments
reported that a lack of effective exposure can benefit both the high schoolers and (Barton-Arwood, et al., 2000). Those
to the STEM disciplines in the K-5 space elementary schoolers alike. benefits to the mentee are important,
may be attributed to uncertainty from but mentors can also benefit from the
teachers and parents. While “[m]any Mentoring provides benefits to mentors process. Mentors have improved self-
parents and teachers experience anxiety, and mentees, as both develop emotional esteem by modeling appropriate skills
low self-confidence, and gendered as- support and friendships, improved self- and knowledge to another peer, increased
sumptions about STEM topics, which can esteem and confidence, an increase in opportunities to interact with peers with
transfer to their children and students,” their set of knowledge and skills, and an different backgrounds, and gain experi-
they “appear to be enthusiastic and ca- enhanced social network (Barton-Ar- ence in public service (Barton-Arwood, et
pable of supporting early STEM learning; wood, Jolivette, & Massey, 2000; Fishman, al., 2000).
however, they require additional knowl- Stelk, & Clark, 1997; Utley, Mortweet, &
edge and support to do so effectively” Greenwood, 1997). Additionally, with es- There is a third population that can be
(McClure, Guernsey, Clements, Bales, tablished roles in student-led mentorship, affected through having a peer-mentoring
Nichols, Kendall-Taylor, & Levine, 2017). students have heightened comprehen- program in place—the teachers. Hav-
To improve students’ STEM readiness, we sion in their content area (Goodrich, 2017; ing students from high school STEM
as a field need to find a way to neutralize Shields, 2001). programs of study work with elemen-
the transference of adults' anxiety and tary students on engaging STEM-based
negative perceptions of STEM fields. As mentees, students are growing by activities would potentially help ease
learning and practicing new skills with a any angst teachers are experiencing by

back to contents September 2018 the elementary STEM journal 19

 A third and final example is from ITEEA
FEATURE ARTICLE
21st Century Leadership Academy Fel-
low Douglas Lecorchick. Lecorchick
has implemented a successful mentor-
ing program in which 70 academic and
intellectually gifted fifth grade students
from Lee County School District partici-
Older students
pate monthly in a two-hour enrichment-
helped younger
students to suc-
focused, afterschool STEM club. Ten high
cessfully create a school students meet weekly to discuss,
cardboard chair. plan, and organize the monthly meeting.
Photo courtesy of All activities are facilitated by the high
Douglas Lecorchick. school students while being guided by
Lecorchick, a STEM specialist for the
district.
introducing these content areas as a type the desire to make a commitment; (b)
of playful learning (McClure, et al., 2017). good communication skills, including
It may also alleviate some of the pres- listening skills; (c) patience to work with what does
sures associated with teaching in the K-5 students who may not grasp ideas quick- implementation look
arena, including planning, preparation, ly; (d) positive attitude, enthusiasm, and like?
and other school- and district-wide initia- a willingness to share part of themselves
tives, which, in turn, could give perspec- with younger students; and (e) students There is no one right answer for what a
tive on how STEM content can easily be who exhibit good citizenship and moral peer-mentoring program looks like. That
integrated into the general classroom. character, in and out of school. being said, there are a few recommended
Alison Gopnik from the University of do’s and don’ts that can be offered as a
California posits that “Everyday playing Some high school student leaders had starting point for educators to consider
is a kind of experimentation—it’s a way release time during the school day to when building a program.
of experimenting with the world, getting visit elementary schools on a weekly or
data the way scientists do, and then using monthly basis, while others used their Do's
that data to draw new conclusions” (NSF, study hall to mentor students at elemen- • Provide structure and support for
2012). Based on this premise, high school tary schools. High school student leaders the mentors.
mentorship, as a form of integrating STEM also mentored elementary students • Encourage mentors to remain en-
content into elementary classrooms, pres- during after-school programs. The as- gaged throughout each activity.
ents itself as a feasible solution, or at least sociation emphasized, “Students who • Look for teachable moments to
a reasonable place to begin addressing are willing to make the commitments to coach each mentor through unex-
some of the barriers at the elementary be positive role models are truly student- pected obstacles.
level. leaders, regardless of their background, • Elicit feedback from the mentor to
socioeconomic status, academic abilities, use in future planning sessions.
examples of successful etc.” (Iowa High School Athletic Associa- • Select mentors who will be positive
tion, 1996).
mentoring in elementary role models for elementary stu-
dents.
school Another successful mentoring example
Don'ts
is that of Brentwood High School in
The Iowa High School Athletic Associa- • Micromanage or relegate mentors
Brentwood, New York. Brentwood uses
tion (1996), under the direction of the to assistants.
a Science Buddy program that pairs up-
Board of Control and Representative • Expect mentors to handle disciplin-
perclassmen interested in science with
Council, requested information on the ary incidents.
younger students, including elementary
involvement of high school student lead- • Be quick to correct or interrupt
students. During the mentorship program,
ers in mentoring programs from member the mentor while they are giving
elementary and middle school teachers
schools. After receiving close to one instructions. Instead allow them to
have Science Buddy mentors to facilitate
hundred responses, elementary principals find their "voice."
student research project design (Grella,
and teachers in the school districts were • Select mentors based on their
2013). During the first year of the Science
surveyed to compile a list of character- background, socioeconomic status,
Buddy Program, over 940 middle school
istics for high school mentors: (a) caring or academic abilities.
students participated in their science fair.
students who are responsible and have

20 the elementary STEM journal September 2018 back to contents

Additionally, sample lesson plans from Journal for the Education of the Gifted, Julie Maynard is cur-
Lecorchick’s after-school STEM club 24(2), 122-148. rently pursuing a Ph.D.
are provided on pages 22-23 and on the Iowa High School Athletic Association. in STEM Education,
ITEEA website at [Link]/137766. (1996). Utilizing high school student with a specialization
aspx and [Link]/[Link]. leaders to positively impact elemen- in Technology and
While this club happens to be for gifted tary students. Retrieved from www. Engineering Educa-
students, it’s important to note that peer- [Link]/eteams/pdf_s/AUTONOMY_ tion, at The Ohio State
mentoring programs have a history of High_School_Mentoring_Booklet.pdf University. She can be
success with students from a wide range Levine, M. H. (2017). STEM starts early: reached at maynard.238@[Link].
of scholastic aptitude. In fact, mentor- Grounding science, technology, engi-
ing is a successful scaffolding option for neering, and math education in early Megan Morin is a
differentiation in the classroom. Students childhood. New York: The Joan Ganz Graduate Assistant
come in with varying skills and experi- Cooney Center at Sesame Workshop. for the Education and
ence, which causes difficulty, as teachers McClure, E. R., Guernsey, L., Clements, D. Workforce Programs
are often faced with questions from dif- H., Bales, S. N., Nichols, J., Kendall- at the FREEDM
ferentiated students that they have limited Taylor, N., & National Science Foun- Systems Center and
time and resources to address (Hébert & dation. (2012, September 27). Babies a PowerAmerica
Speirs Neumeister, 2000). The addition are born scientists [Press Release]. Institute and Technol-
of mentors in the classroom can help to Retrieved from [Link]/news/ ogy, Engineering and Design Education Ph.D.
implement an individualized educational news_summ.jsp?cntn_id=125575 student at North Carolina State University. She
experience for students while bringing a Shields, C. (2001). Music education and can be reached at mcpatber@[Link].
higher level of thinking to younger ages mentoring as intervention for at-risk
(Stanulis, Little, & Wibbens, 2012) without urban adolescents: Their self-percep- Scott Nichols is
overloading the teacher. tions, opinions, and attitudes. Journal the Technology and
of Research in Music Education, 49(3), Engineering Educa-

references 273-286. tion Supervisor at the

Stanulis, R. N., Little, S., & Wibbens, E. Maryland State De-
Barton-Arwood, S., Jolivette, K., & Massey, (2012). Intensive mentoring that partment of Education
N. G. (2000). Mentoring with elemen- contributes to change in beginning in addition to manag-
tary-age students. Intervention in elementary teachers’ learning to lead ing K-12 Computer
School and Clinic, 36(1), 36-39. classroom discussions. Teaching and Science. He can be reached at [Link]@
Fishman, R., Stelk, W., & Clark, H. B. Teacher Education, 28(1), 32-43. [Link].
(1997). The mentor school assistance STEM Smart. (2013). Nurturing STEM skills
program. Preventing School Failure: in young learners, PreK-3. Retrieved Bryanne Peterson,
Alternative Education for Children and from [Link] Ph.D., has a decade of
Youth, 41(3), 128-130.. org/resources/nurturing-stem- skills- classroom experience
Goodrich, A. (2017). Peer mentoring and young- learners-prek%E2%80%933 and now works with
peer tutoring among K–12 students: Utley, C. A., Mortweet, S. L., & Green- educators to improve
A literature review. Update: Applica- wood, C. R. (1997). Peer-mediated STEM education and
tions of Research in Music Education, instruction and interventions: Focus career development in
8755123317708765. on exceptional children. Denver, CO: their classrooms. She
Grella, R. (2013, December 12). Science Love. can be reached at bryanne@[Link].
buddy program pairs younger stu-
dents with high school mentors [blog Emily Yoshikawa
post]. Retrieved from [Link]- Douglas Lecorchick, Ruesch is a Proj-
[Link]/content/ssp-blog/sci- III is a STEM Educa- ect Lead the Way
ence-buddy-program-pairs-younger- tion enthusiast with a teacher at the Weber
students-high-school-mentors calling to facilitate col- Innovation Center.
Hébert, T. P. & Speirs Neumeister, K. L. laboration among pro- She currently teaches
(2000). University mentors in the el- fessional educators. digital electronics, en-
ementary classroom: Supporting the He can be reached at gineering design, and
intellectual, motivational, and emo- dlecorc@[Link]. physics with technology. She can be reached at
tional needs of high-ability students. emruesch@[Link].

back to contents September 2018 the elementary STEM journal 21

FEATURE ARTICLE

Sample Lesson Plan 1

Marshmallow Catapults
The Catapult helps students understand the main idea of how
manipulating elasticity and targets work. The idea was to allow
them to figure out a way in which popsicle sticks could be set
together to form a catapult. Later they were given an idea of how
the catapult would have been constructed to form a perfect
shoot of the marshmallow.

Each student had a different take on how to construct the

catapult. Most followed the idea of rubber-banding popsicle sticks
together at one end to serve as the base of the catapult. They
would then slide the stack of sticks in between two other sticks
that they had already banded together. Next they used a fourth
rubber band to secure all of the craft sticks together. After the
catapult is finished, set the marshmallow in place and add force to
the catapult to shoot the marshmallow. Each catapult was made in
approximately 10 minutes.

Photo Material Used

● Popsicle sticks
● Rubber band
● Masking tape
● Plastic spoon
● Marshmallows

22 the elementary STEM journal September 2018 back to contents

 Sample Lesson Plan 2

Cardboard Furniture
To develop an idea of how designing works, students were directed
to create and draft a chair in groups. Students became familiar
with the engineering design process behind prototypes. The
chairs had to be sturdy and be able to support at least 70 pounds.
Most of the students tested different prototypes to assess the
strength needed to achieve their design.

Most of the students used more than 55 minutes to build their

cardboard chair. Most were in groups of four, and all helped to put
together the furniture. Each student derived their ideas from
previous knowledge and the overall idea of what a chair looks like.
At the end, all of the students understood the basics of the
engineering design process.

Photo Material Used

● At least 5 pieces of
cardboard
● Masking tape
● Duct tape
● Scissors
● Paper/pencil

back to contents September 2018 the elementary STEM journal 23

 ’s R h y m e s
re n
ACTIVITY

TEM C h i l d
S by Emily Yoshikawa Ruesch
and Scott R. Bartholomew

S T E M e p
Lit t l e B o P e
24 the elementary STEM journal September 2018 back to contents
 overview
Rhyme
This activity allows students to use a familiar children’s rhyme to
Little Bo-Peep has lost her sheep,
learn and incorporate principles of integrated STEM. Students
And can't tell where to find them;
practice recognizing words, identifying a problem (we want
to be able to help Little Bo Peep organize a system to give the
Leave them alone, and they'll come home,
sheep the correct tail), and developing solutions and prototypes. Bringing their tails behind them.

Little Bo-Peep fell fast asleep,

This activity is designed to take approximately 90 minutes. The
And dreamt she heard them bleating;
progression includes: reviewing the rhyme, completing a cut-out
and fill-in activity, and producing a STEM portfolio. Once the stu-
But when she awoke, she found it a joke,
dents have worked through the portfolio, they will work to build For they were still all fleeting.
a prototype of their solution. While prototyping, the students will
Then up she took her little crook,
use “tails” in the classroom to test and improve their designs.
Determined for to find them;
She found them indeed, but it made her heart bleed,
materials For they'd left their tails behind them.
• Tails and sheep (could be cutouts, pictures, cotton-ball tails,
It happened one day, as Bo-Peep did stray
etc.)
Into a meadow hard by,
• Handouts (Cut-out/Fill-in activity, STEM design portfolio
packet)
There she espied their tails, side by side,
• Building materials (e.g., construction/tissue/printer paper, All hung on a tree to dry.
cardboard, pipe cleaners, straws, toothpicks, Styrofoam,
She heaved a sigh and wiped her eye,
tinfoil, etc.)
And over the hillocks she raced;
And tried what she could, as a shepherdess should,
suggestions for adapting to older That each tail be properly placed.
grades
• Have students design a system or process instead of just K.CCSSI_ELA.RR.3. With prompting and support, describe
assigning tails to sheep. the connection between two individuals, events, ideas, or
• Require an automation process for sorting tails by size or pieces of information in a text.
color. K.CCSSI_ELA.CC.2. Confirm understanding of a text read aloud
or information presented orally or through other media
history by asking and answering questions about key details and
requesting clarification if something is not understood.
“Little Bo Peep” is not related to any historic event. However, it is
a rhyme unique for the English language used. The name “Little phase one

p
Bo Peep” is actually derived from the words “bleat” and “sheep.”
This rhyme also brings up literary terms that are often forgotten, Gather the class and go over “Little Bo Peep” together. Use the
such as “espied” and “hillocks.” cutout sheets to allow the students to fill in the blanks.
Once you have said the children’s rhyme together, hand out the
Source: [Link]/little_bo_peep.htm planning sheets and go over the key details of the rhyme.

Little Bo Peep lesson plan What are different problems that Little Bo Peep faced in this
children’s rhyme?
Level: Kindergarten • Little Bo Peep lost her sheep.
Duration: 1.5 hr • Little Bo Peep needed to find a way to put the tails back on
the right sheep.
lesson objectives
identify the problem
K.CCSSI_ELA.RR.1. With prompting and support, ask and an-
swer questions about key details in a text. With the students, explain that in order to help Little Bo Peep,
K.CCSSI_ELA.RR.2. With prompting and support, identify the they should design a way for her to organize which tails go with
main topic and retell key details of a text. which sheep.

back to contents September 2018 the elementary STEM journal 25

ACTIVITY
Choose one idea that you had and draw it with as much
Little Bo Peep STEM Worksheet
detail as you can!

List three ideas to help Little Bo Peep figure out which tails
go with the correct sheep.

1. _____________________________________

2. _____________________________________

3. _____________________________________
Teacher Initials______

Go look at the materials and then list three ideas that you
can make using the materials we have.

1. _____________________________________ Find the teacher and explain the drawing to them so they
can take notes below.

2. _____________________________________

3. _____________________________________
Teacher Initials______

activity improve and make further iterations on their design. Students

can also compete and see which system is the fastest. Criteria
The students will participate in a design challenge where they can be added, such as a system that can be done within three
have to design a system to assign the correct tail to each sheep. minutes with one person.
There will be teacher sign-offs so that students work through the
design process. The students can then come together and as a class they can
explain their systems and share what they chose and discuss
On the worksheet, have the students list three things that they improvements or questions peers may have.
could do in order to find the sheep and identify which tail be-
longs to each sheep. When they are done with this, have them
get a teacher sign-off. Emily Yoshikawa Ruesch is a Project Lead
the Way teacher at the Weber Innovation Center.
Once the teacher has looked at the three ideas, have the stu- She currently teaches digital electronics, engi-
dents look at materials. Show the students a set of sheep and neering design, and physics with technology.
tails (have the sheep and accompanying tails be different colors She can be reached at emruesch@[Link].
and sizes). After the students have received the sign-offs, show
the students the set of sheep and tails, and have the students
draw a more thorough design.

Once the drawing is complete, have the students find the teach- Scott R. Bartholomew is an assistant
er to explain their product. The teacher can then write down the professor of Engineering/Technology Teacher
description of their system. Education at Purdue University; West Lafayette,
IN.

build, improve, and share

From the design that they draw, have the students build. Allow
them to come up and test the design on sheep with accompany-
ing tails brought into class. As they see what works and what Correspondence concerning this manuscript should be ad-
needs improvement, encourage the students to go back and dressed to Emily Yoshikawa Ruesch at emruesch@[Link].

26 the elementary STEM journal September 2018 back to contents

 Little Bo Peep
Little Bo-Peep has lost her ,
And can't tell where to find them;
Leave them alone, and they'll
come ,

Bringing their behind them.

Little Bo-Peep fell fast asleep,
And dreamt she heard them bleating;
But when she awoke, she found it a joke,
For they were still all fleeting.

Then up she took her little ,

Determined for to find them;
She found them indeed, but it made her heart bleed,
For they'd left their tails behind them.

It happened one day, as Bo-Peep did stray

Into a meadow hard by,
There she espied their tails, side by side,
All hung on a tree to dry.

She heaved a sigh and wiped her eye,

And over the hillocks she raced;
And tried what she could, as a shepherdess should,
That each tail be properly placed.

Note: The Little Bo Peep Portfolio can be accessed at [Link]/[Link],

and the Little Bo Peep Fill-In can be accessed at [Link]/[Link].

back to contents September 2018 the elementary STEM journal 27

 o n m e n t a l
CAREER CONNECTIONS

e n v i r r i n g
en g i n e e

tec h n i c i a n s
by Bryanne Peterson

28 the elementary STEM journal September 2018 back to contents

 ake a
o ri zo n a n d a chance to m

W
ation on the h s an
ith new job cre d e r lo o k in g into a career a
consi
dents should
difference, stu n.
nta l e n g in e e ring technicia
environme

Environmental engineering technicians work in laboratories Quick Facts: Environmental Engineering Technicians
and out in the field recording observations (both written and via
2017 Median Pay $50,230 per year
photograph) and test results (BLS, 2018). These skilled work- $24.15 per hour
ers conduct pollution surveys, testing the water, soil, and even
Typical Entry-Level Education Associate's degree
air to help monitor and find find ways to combat the negative
Work Experience in a Related None
effects of pollution (BLS, 2018; Science Buddies, 2018). Their job
Occupation
includes testing, operating, and sometimes even customizing
On-the-Job Training None
different technologies (BLS, 2018; Science Buddies, 2018).
Number of Jobs, 2016 17,000

Due to the nature of their work, EETs must have strong observa- Job Outlook, 2016-26 13% (Faster than average)
tional, critical-thinking, and problem-solving skills; they are the Employment Change, 2016-26 2,200
“eyes and ears of environmental engineers,” and the engineers
rely on them to help identify both problems (for example unex-
pected findings or a mechanical breakdown) and solutions in the references
work they do (BLS, 2018). Because they work on a team, envi-
ronmental engineering technicians must have good communica- Bureau of Labor Statistics, U.S. Department of Labor. (2018).
tion skills, too. It’s also important that environmental engineer- Occupational outlook handbook, Environmental engineering
ing technicians have an eye for detail—for both data collection technicians. [Link]/ooh/architecture-and-engineer-
and the legal and technical documents that define regulatory ing/[Link]
requirements. All these skills are built during an environmental Science Buddies. (2018). Environmental engineering techni-
engineering technician’s education. Environmental engineering cian. [Link]/science-engineering-
technicians usually have at least an associate’s degree in envi- careers/engineering/environmental-engineering-
ronmental engineering technology or a related field (BLS, 2018; technician#keyfactsinformation
Science Buddies, 2018).

By working toward a career in environmental engineering, Bryanne Peterson, Ph.D., has a decade of
students can feel good knowing their future work will make a dif- classroom experience and now works with edu-
ference for the community and potentially society at large. Pair- cators to improve STEM education and career
ing that with a 13-percent increase expected in job growth by development in their classrooms. She can be
2026 that’s faster than average, and median pay of over $50,000 reached at bryanne@[Link].
a year, this may be a strong job prospect to explore for those
interested in science and nature.

1
[Link]
[Link]

back to contents September 2018 the elementary STEM journal 29

 Screen print by Md. Mainul Islam.
ACTIVITY

o u
so, y ke w a n t
t o m a
a pri n t s h o p !
by Brian Stanley

30 the elementary STEM journal September 2018 back to contents

D
eveloping new lessons is always exciting, chal-
lenging, and rewarding. However, it becomes
even more exciting when you find a new product
that you know your students will enjoy. I stum-
bled upon the Inkodye display while browsing
my local arts and crafts store. While the name itself is fun to say,
my brain began to ramble with ideas and projects that could be
created using this fun kit. I bought all three products and the ac-
cessories because I needed (wanted) to try this project at home
before creating and sharing with my students.

Upon reading the directions on the back of the packages, a les-

son emerged naturally and, as always, focused on STEAM. The
project would include not only the STEM principles, but also the
integration of art, place-based education, and entrepreneurship.
Using these subjects, the lesson title became: So You Want to skills that they have known for years. Showing them how artists
Make a Print Shop. For the students this would be a natural ex- and engineers focus on problems/ideas, creating a plan/sketch-
pansion of a previous lesson in which they learned how to make ing, and experimenting with mediums/building materials helps
silk screens using wooden picture frames, a staple gun, cheese- them see that they, too, can become engineers.
cloth, and ink. As a graphic designer, I always look for ways to
incorporate my passion for design with a twist of science. My After these buildup activities come the Inkodye kits, and the
afterschool students are always eager to see what crazy com- students are ready. After selecting their materials, we follow the
bination of subjects I will throw at them. We do have to prepare directions on the kit. I allow the students to bring in their own
for these hands-on projects, because they take a couple days to objects or find materials in our supply closet. Next, we make
complete. sure that the blinds are closed tightly and we have our fabric
or paper ready to go. I recommend having the students sketch
To begin the lesson, students researched local history to learn or draw their layout beforehand with helpful reminders of what
about the textile industry that once flourished in our community. makes an interesting design. After they have their layout drawn,
As the students explored the Fieldcrest business, we began to we briefly discuss why we had to close the blinds: the ink reacts
create 3D models of their stores and their locations. Progressing, to ultraviolet rays from the sun. Use the example that this type
we used our tablets to start designs for logos and other artwork of light will give you a tan and is what makes Inkodye develop
they wanted to create on shirts that would eventually be pro- its color. We also make sure that that we have our gloves on
duced using the Inkodye kits. Before
dying, the students had to recall the
elements and principles of design. I
ask them to create random doodles
and observe the natural lines,
shapes, and forms that they create.
As they respond, I write their an-
swers on the board. After everyone
has a chance to share their observa-
tion, we look for similarities between
the results and find that Line, Shape,
Color, and Form become apparent.
We discuss what these terms mean
in the art realm and then connect
them with the vocabulary that
engineers use. It is always great to
see the expression on their faces
when they realize that artists and
engineers often think and talk the
same way. It helps demonstrare that
careers requiring extensive training
are in fact obtainable if they use the Demonstration of an Inkodye airplane project on a T-shirt.

back to contents September 2018 the elementary STEM journal 31

ACTIVITY

Credit: Subhashish Panigrahi.

because the dye is permanent and can stain clothes. One packet This lesson is truly an interdisciplinary project for my students,
of dye is handed out to each student and is typically enough to who were able to take advantage of our county's rich history
cover a small pouch. Next, we make sure that we have card- in the textile industry, make connections of art and STEM, and
board under the material we are using and that everything is learn about what it takes to be an entrepreneur. They were able
laying flat. You can buy a roller, but a foam brush will also work to think critically and learn about a fun process using a natural
to spread out the dye. If there is an excess, you can use a paper resource. I hope this fun lesson will inspire you to think in an
towel to wipe it off. Then we lay our chosen object onto the interdisciplinary way and create a project using the Inkodye kits.
damp material. Then comes the magic. Take the projects outside The possibilities are endless, and this kit can help you easily
and let the sun do its thing. In full sun, your project should be make the transition from STEM to STEAM.
ready in about 15 minutes. If it is cloudy or windy, make sure that
you give it some extra time, and that the wind will not blow away
your work. Once back inside, we have our prints! The final step Brian Stanley currently serves as Assistant
(and I’ve done this two ways), is to collect all projects for a quick Coordinator of MHC After 3 at Patrick Henry
wash using the HOT/COLD setting; or you could let the students Community College, in Martinsville, VA, leading
take them home with instructions. an afterschool enrichment program for local
middle and high school students. Brian has been
To conclude, the students create their own business plans for working in afterschool programs since 2009 and
their print shops. We talk about the basics of running a business, holds Bachelor’s degrees in Studio Art, Psychol-
the pros and cons of offering certain services, and how much ogy, and Public Policy and Community Service
they should charge. Then for a parent night, we show off our from Emory & Henry College.
own business models and hold a competition for which student
has the best business model.

32 the elementary STEM journal September 2018 back to contents

TEACHER HIGHLIGHT

Mrs. Craft and Eli

discussing how to
program Dash using
Blockly.

m e e t
Natasha Craft
This article features Natasha Craft, recipient of ITEEA'S Teacher Excellence Award in 2018.

back to contents September 2018 the elementary STEM journal 33

 T
TEACHER HIGHLIGHT
he Elementary STEM Journal strives to not only share great ideas, but to also highlight
the great work happening in elementary STEM classrooms across the country and
around the world. Teacher Highlight will introduce readers to one extraordinary ele-
mentary STEM teacher in each issue. Each featured teacher is either an ITEEA Teacher
Excellence Award winner or is part of an ITEEA Program Excellence Award-winning program at
an elementary school. We congratulate them for the great work they do for their students and
thank them for being willing to share their experiences in The Elementary STEM Journal.

Rachael uses a pendulum she built to explain the

difference between potential and kinetic energy.
Natasha Craft is a K-5 STEM lab teacher at Pulaski
Elementary in Somerset, KY. She has taught elemen-
tary school for 21 years. For the past four years she
has been a PLTW Launch lead teacher in her building,
as well as a Launch Master Teacher, where she gets
to share her passion for the program with teachers all
over the country. Recently, Natasha was awarded both
the Teacher Excellence Award by the International
Technology and Engineering Educators Association
and the Presidential Award for Excellence in Science
and Mathematics Teaching. Natasha lives in Somerset,
Kentucky with her husband and four children. Natasha
can be reached at [Link]@[Link].

What do you like about teaching STEM? problem. My first response to him was, “Wow! You’re going to
Teaching STEM is fun, challenging, and engaging! I love the ex- be a great engineer one day!” I will never forget the look on his
citement and determination I see in the eyes of my students. In face as he turned to me and said, “You really think I can be an
traditional classrooms, all the different subject areas are taught engineer?” That moment was a game changer for him and a
in isolation, and the students struggle to make meaning out of powerful reminder for me that words matter. As Angela Maiers
their learning. I feel that the STEM lab provides authentic learn- said in her article for the Huffington Post, "Young leaders and
ing. Students see firsthand how science, technology, engineer- learners are waiting for the invitation to be part of something
ing, and math are used together to solve real-world problems. big; something that matters." Let our words invite them.
They develop a persistence for working with difficult problems;
they learn how to communicate and collaborate with others; and What is your favorite activity to introduce students to STEM?
they learn how to fail and how to recover from failure. The level I introduce all my students, K-5th grade, to STEM using the
of learning taking place in my classroom is astounding, yet I feel Project Lead the Way (PLTW) Launch program. There are four
like I go to work and play! It’s the best job in the world! modules available to each grade level: two engineering, one
biomedical, and one computer science. I usually begin with one
What has been your favorite moment in your STEM class? of the engineering modules because the children immediately
What I have found is that many students who have struggled fall in love with STEM due to the engaging nature of the activi-
in the traditional classroom find success for the first time in the ties. Launch is an amazing program that empowers the students
STEM lab. My favorite moment occurred when a particular stu- to take the lead and become independent learners while I step
dent constructed an amazing tower as his solution to our design back and become the facilitator of learning. The Activities-, Proj-

34 the elementary STEM journal September 2018 back to contents

ect-, Problem- (APB) based approach
that is used in all the PLTW modules
provides the students with scaffolded
activities and projects that are hands-
on and real-world. Not only do they
learn STEM concepts, they learn many
soft skills such as teamwork, tenacity,
problem solving, and communication.

What are your future goals?

My goal for the immediate future is to
continue to share my passion about
STEM with every student I have the
pleasure of teaching. I want each and
every one of them to know that I believe
in them. The future is theirs, and I want
to make sure they acquire the skills and
confidence they need to be successful.

Currently, I serve as a Launch Master

Teacher for PLTW, so during the sum-
Donna, Ethan, and Zoey testing out their tower design and building skills.
mer I get to work with teachers and
schools across the country to help bring
STEM teaching and learning to children. As for the more distant departments on policy and workforce development. In the end,
future, I would enjoy working for Project Lead the Way full time. I’ll see what opportunities God places before me.
I can also see myself working with state and national education

The 2019 ITEEA STEM Showcase is Looking for Elementary Applicants!

ITEEA is already building on the tremendous success of the Atlanta Showcase with well
over 100 presenters as we continue the planning for Kansas City in earnest! Consider
being a part of ITEEA’s STEM Showcase next March—capitalizing on the opportunity to
share your knowledge with your colleagues and creating some great PR for your program!

The 2019 ITEEA STEM Showcase provides a forum to feature your best exemplar of elementary technol-
ogy and engineering instruction! Apply today to share your STEM idea, technique, or best practice related
to learning activities, marketing materials, career guidance, facility design, program design, assessment
methods, equity, or classroom and laboratory management techniques. IShowcasers are asked to illustrate
a single element of technology or engineering teaching and learning that exemplifies good STEM instruction
to share with conference participants. ITEEA will be compiling these
exemplars to share online as well with our members.

The online application deadline is October 15, 2018.

Apply now at
[Link]/ITEEA_Conference_2019.aspx
Questions? Email kdelapaz@[Link].

back to contents September 2018 the elementary STEM journal 35

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