The BHASD Explore program has been created for all students K-8. It is rooted in but not limited to the STEM subjects of Science, Technology, Engineering and Mathematics and is taught using the Four C’s of STEM (Critical thinking, collaboration, communication and creativity). During Explore class students are asked to work collaboratively within small groups to solve a problem based on real world application using communication, critical thinking and creativity. Through hands on inquiry based learning, students are encouraged to learn by doing and never give up trying.
Grade 2 Description
In Grade 2, instructional time focuses on four main areas:
- Introduction to the 4 C’s of STEM, Communication, Collaboration, Critical Thinking and Creativity and learning to work cohesively within a small group.
- Introduction to simple machines through hands-on building
- Introduction to coding. Students will begin the unit by coding offline and will then progress to online coding activities followed by learning to program coding robots.
- Introduction to the engineering design process. Students will plan, imagine, create, and improve upon an invention sketch and bring it to, “life,” by building a 3-D prototype of it.
Grade 2Units:
- Unit 1: STEM Challenges
- Unit 2: Simple Machines
- Unit 3: Coding and Robotics
- Unit 4: Explore Fair
Subject: Explore / Grade:2nd / Suggested Timeline: 1 period per 6 day cycle
UnitTitle:
STEM Challenges
Unit Overview/Essential Understanding:
In this unit, students will build on their prior knowledge of the 4 C’s of STEM (Critical Thinking, Communication, Collaboration, and Creativity). They will work within small groups to solve challenges based on the STEM philosophies that are rooted in but not limited to the subjects of Science, Technology, Engineering, and Mathematics. While problem solving, students will be asked to exemplify each of the 4 C’s as they attempt to meet the criteria of the given challenge.
Unit Objectives:
At the end of this unit students should be able to:
- Define STEM as consisting of but not limited to the subjects of Science, Technology, Engineering, and Math
- Define the 4 C’s of STEM education
- Work collaboratively within a small group to solve a problem
- Use critical thinking to help solve a problem
- Communicate ideas and suggestions
- Use creativity to help solve a problem
- Create solutions for real world problems
Focus Standards Addressed in this Unit:
CC.2.4.2.A.1 Measure and estimate lengths in standard units using appropriate tools
CC.2.3.2.A.1 Analyze and draw two and three-dimensional shapes having specified attributes
CC.1.2.2.J Acquire and use grade-appropriate conversational, general academic, and domain-specific words and phrases
CC.1.5.2.A Participate in collaborative conversations with peers and adults in small and larger groups
Important Standards Addressed in this Unit:
N/A
Misconceptions:
- Building materials serve only one purpose or can be used in only one way
Concepts/Content:
- Engineering design process
- Compromise on ideas
- Gather knowledge from each other
- Re-build and re-try if your first design was not successful
- Communicate with group members
- Use critical thinking to solve real world connected problems
- Use creativity and ingenuity when designing and building
- Connection between weight and density
- Types of bridges
- Definition of invasive species
- Follow the engineering design process within a small group to complete the building challenge
- Work collaboratively within a small group sharing ideas and information
- Identify possible solutions for real world problems that have been presented
- Launch items of different weight and density
- Observe and design a specific type of bridge
- Define what an invasive species is and identify types that are effecting our geographic area
In this unit, second grade students will participate in different building challenges and attempt to complete them by using the 4 C’s of STEM within a small group. They will start off by building the highest tower possible given a limited amount of materials. Then, they will move on to bridge building where they will be exposed to various types of bridges and explore the unique design of each type. Using the engineering design process, they will build a bridge that can withstand weight. They will work collaboratively to build catapults that launch objects of different weight and density and determine the connection. Finally, students will also research different types of invasive species and design a trap in hopes of helping alleviate a real world issue/problem.
Assessments:
- Teacher observation of students ability to collaborate, communicate, and use critical thinking and creativity within a small group setting
- Completion of given challenges
Interdisciplinary Connections:
Math- Weight, measurement, calculations
Science- Insect species and habitats
Social Studies- Awareness of real world issues / Additional Resources:
Subject: Simple Machines / Grade: 2nd / Suggested Timeline: 1 period per 6 day cycle
Unit Title:
Simple Machines
Unit Overview/Essential Understanding:
In this unit, second grade students will explore different types of simple machines and how they work through hands on building projects.
Unit Objectives:
At the end of this unit students should be able to:
- Identify a gear as spur or crown
- Build a model that will gear up and increase speed of rotation
- Build a model that will gear down and decrease speed of rotation
- Understand the correlation between number of teeth on a gear and speed of turn
- Identify a wheel and axle
- Define friction
- Understand the difference between a single fixed axel and a separate/double axel
Focus Standards Addressed in this Unit:
- CC.1.5.2.A Participate in collaborative conversations with peers and adults in small and larger
- CC.2.4.2.A.1 Measure and estimate lengths in standard units using appropriate tools
- CC.2.3.2.A.1 Analyze and draw two and three-dimensional shapes having specified attributes
Important Standards Addressed in this Unit:
N/A
Misconceptions:
- A single axel turn better than a double axel
- The direction of the teeth on a gear does not matter when building
- How friction will affect the speed and distance
Concepts/Content:
- Engineering design process
- Simple machines
- Gears
- Wheel and axels
- Friction
- Build 3-Dimensional models
- Conducting a fair test
- Predict outcomes
- Measure using standard units of measurement
- Work collaboratively with a building partner
- Follow steps of the engineering design process
- Predict outcomes of various trials of builds
- Identify different types of simple machines
- Distinguish between a crown gear or spur gear
- Count teeth on gears and count rotations
- Distinguish between a single or double axel
- Build a wheeled model that turns a corner easily
- Build a model that can be steered easily
- Identify where friction might be found
In this unit, students will work collaboratively with a building partner to explore and build different types of simple machines. Second grade will focus primarily on gears and wheel and axels. They will follow the engineering design process to build gear systems that can gear up and down. They will also learn about different types of gear and gear trains and have to use their knowledge of these things in order to build a popcorn cart that has a working sign. They will also learn about the wheel and axel and be able to notonly distinguish between a single and double axel but also know the benefits to each. They will build a ramp to investigate friction and then use what they have learned to build a working wheelbarrow.
Assessments:
- Teacher observation of completion of building challenge
- Ability to communicate and collaborate with building partner
Interdisciplinary Connections:
Math- Counting, drawing geometric shapes, calculating, measuring, predicting outcomes, and problem solving
Science- Scientific inquiry, speed, fair testing, collecting data / Additional Resources:
Subject: Explore / Grade: 2nd / Suggested Timeline: 1 period per 6 day cycle
Unit Title:
Coding and Robotics
Unit Overview/Essential Understanding:
In this unit, students will be re-introduced to computer coding and robotics through the use of unplugged, online, and hands-on coding activities. They will build on their prior knowledge of algorithms, programming, de-bugging and looping.
Unit Objectives:
At the end of this unit students should be able to:
- Understand the difficulty of translating real problems into programs.
- Practice communicating ideas through codes and symbols.
- Arrange sequential events into their logical order.
- Represent an algorithm as a computer program
- Express movement as a series of commands
- Use pair programming to complete a collaborative task.
- Create a program to complete an image.
- Convert a series of multiple actions into a loop.
- Comprehend the benefits of using a loop structure as opposed to manual repetition
Focus Standards Addressed in this Unit:
- CD.L1:3-01. Use standard input and output devices to successfully operate computer and related technologies
- CT.L1:3-01. Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems
- CL.L1:3-02. Work cooperatively and collaboratively with peers teachers, and others using technology
- CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out
- CPP.L1:6-06. Implement problem solutions using a block-based visual programming language
- CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions
- CT.L2-06. Describe and analyze a sequence of instructions being followed
- CT.L2-08. Use visual representations of problem states, structures, and data
- CT.L2-12. Use abstraction to decompose a problem into sub problem
Important Standards Addressed in this Unit:
N/A
Misconceptions:
- Ideas may feel clear and still be misinterpreted by a computer
Concepts/Content:
- Collaboration
- Problem solving
- Computing practice
- Programming
- Creativity
- Loop
- Program
- Graph paper programming
- Using real life algorithms to make paper airplanes
- Understand sequence by ordering a set of commands to complete a program
- Use programming to create an image
- Learn to create a loop through repeated actions
- Create their own loop sequence
- Use applications to program robots
Students will work collaboratively to learn to read and write code by using arrows as, “codes,” for cardinal directions. They will also learn the importance of using correct sequential order by giving paper airplane instructions to a partner using the right sequence. Once they begin their online coding lessons, they will learn to write code using Blockly. By giving sequential commands, they will be able to write and run a program. In the next lesson, they will learn to draw different shapes based on different commands. In the last online lesson, they will learn how to create a loop within a program to give repeat commands as opposed to using repetition. Finally, they will use their knowledge of coding to program robots to complete various tasks.
Assessments:
Interdisciplinary Connections:
Math- cardinal directions, sequential order, geometric shapes / Additional Resources:
Subject: Explore / Grade: 2nd / Suggested Timeline: I period per 6 day cycle
Unit Title:
Explore Fair
Unit Overview/Essential Understanding:
Students will be asked to work with a partner or team to design and create a STEM project that they will be able to show at the end of year Explore Fair. They will follow the engineering design process to turn and invention sketch into a 3-D model or prototype. This is a culminating unit where student choice and ingenuity is encouraged. As second grade students, they will also have the option to build upon or re-design their invention from first grade if they choose.
Unit Objectives:
At the end of this unit students should be able to:
- Work collaboratively within a small group
- Design and sketch an invention that solves a real world problem
- Create a materials list necessary for project completion
- Build a 3-D model/prototype using classroom materials and recyclables
- Make improvements/redesign model if necessary
- Orally present/share the value your invention adds or brings to society
Focus Standards Addressed in this Unit:
- CC.1.5.2.A Participate in collaborative conversations with peers and adults in small and larger groups
- CC.2.3.2.A.1 Analyze and draw two and three-dimensional shapes having specified attributes
Important Standards Addressed in this Unit:
N/A
Misconceptions:
- Your prototype will work the first time you test it.
Concepts/Content:
- Use the engineering design process
- Create and build models in 3-Dimensional form
- Work collaboratively within groups of peers
- Orally present in front of peers
- Make improvements to design
- Invention sketch
- Selection of group project
- Formation of materials list
- Building of 3-D model or prototype
- Re-design or additional changes and improvements to 3-D model or prototype
- Oral presentation of project
- Display project at Explore Fair
In this unit, second grade students be asked to reflect back on the previous units and decide a general direction they wish to pursue for their end of year Explore Fair project while all the while keeping in mind it must somehow better/help society. They may also choose to build/ improve upon the project they began in kindergarten or first grade. Once they have decided what they are basing their project off of they must then create an invention sketch that will depict their design. After sketching, students pair up with at least one other person and determine whose invention they are going to, “bring to life.” Once decided, groups should create a list of needed materials and then begin the building/construction phase of the project. Students will also be encouraged to re-design and improve upon their original design. Once completed, groups must come up with a short presentation they can share with the class to explain their project.
Assessments:
- Teacher observation of student’s ability to communicate, collaborate, and use critical thinking and creativity within a small group.
- Completion of final project to display at the Explore Fair
Interdisciplinary Connections:
Math- 3-Dimensional shapes
Science- Engineering design process
Social Studies- Recognizing and making connections to real world problems / Additional Resources: