Title
STEM NBS Competit challenge
PHYSICAL AND CHEMICAL CHANGE IN FOOD
Tuba GÜLER
In this lesson, a plan is prepared for 8th grade students. The introduction to the lesson starts with a story. On this story; Mathematics and science subjects are included. Students then benefit from the discovery steps in the process and the informatics in deepening. They also acquire 21st Century skills. They see that new professional groups are not really foreign in life. It just got some technology involved. Working in the field, Ali helps his father and grows the crops. Crops are ground. Now they will produce new materials and put them on the market. Entrepreneurship and economy will come into play. Well, how many square meters of the owned field – how many trees and vineyards are in it. How many kilos have been collected from these grapes and how much is the amount of vinegar obtained. How to make a quality vinegar. You will learn these in the course content. If they want to increase their income, they will learn new agricultural techniques. He should research biotechnology. It will visualize the tree and vineyard planting in the field with the tinkercad. Maybe they may need to buy new agricultural equipment. What processes are required for vinegar, can you change the materials?
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Please list in detail the subjects taught in this lesson and briefly explain why specific subjects and teachers were chosen, including the link of the non-STEM subjects and their use in improving the lesson.
I am a science teacher, our topic is physical chemical change, so we worked with a science teacher, a mathematics teacher, a Turkish teacher, and an informatics teacher. Our science teacher explained how to create a hypothesis based on the example and how the changes occur in meals. The math teacher taught all problems to tabulate the gain to be obtained by proportionality method and percentage problems. The Turkish teacher exemplified story formation and inference. The Information Technologies teacher provided visualization of the event by designing. They discovered tinkercad and phet.
It researches and produces the journey of formation of foods like vinegar that we use daily.
Knowledge application (students are expected to demonstrate sound understanding of how the selected subjects are used and linked between them).
Solves problems related to direct and inverse proportion
The Importance of Information Technologies in Daily Life
Evaluates the importance of information technologies in daily life.
It acquires a life skill.
Its entrepreneurial feature develops.
It makes inferences by establishing a causal link.
How the skills developed by this lesson connect to existing and perspective STEM careers. Students are expected to demonstrate (while working in groups or other) how the chosen subjects are linked to STEM careers and list some potential career paths.
Because technological and economic progress is combined with factors such as urbanization, developments in biotechnology, environmental problems and the introduction of sustainability into education, the future work requires a good understanding of multiple disciplines. students must have transversal skills, including soft skills. Because the students get both food and economic income from their fields with their families. For this we have to strive to increase efficiency and increase income for them.
Future bioengineers need to be highly skilled in data analysis and have an excellent understanding of how systems work, which means they must be able to automatically process and combine fast information from biology, ICT, chemistry and mathematics.
10-14
Teaching time:
Teaching resources (material & online tools)
Materials https://www.quickrubric.com https://answergarden.ch/1575930 – Google form- Phet- Tinkercad-Jamboard-canva-
• 2 kilo unripe black grapes
• 2 kilos of ripe black grapes
• 2 3 lt glass jars
• 1 + 1 tablespoon of wheat
• 1 + 1 tablespoon of salt
• 1 + 1 tea glass of grape vinegar
• 2 cheesecloths
2 rubber bands
• Wooden spoon
Online tools:
21st century skills
How the lesson plan corresponds to 21st century skills. To find out more: http://www.p21.org/our-work/p21-framework
This lesson plan will enhance among the students the following skills, defined as 21st century skills:
For the solution of the problems; to reach information at an adequate and effective level, to evaluate information critically and adequately, to use it correctly and creatively,
Using interpersonal and problem-solving skills to limit, analyze and combine information to solve problems and answer questions.
It acquires a life skill.
Its entrepreneurial feature develops.
It makes inferences by establishing a causal link.
Holistic perspective develops.
The implementation of integrated STEM teaching and learning is facilitated by the use of specific pedagogical approaches (PBL, IBL, etc). In order to facilitate the research done by the teachers and the design of activities by teachers, a selection of such approaches is presented in Annex 1. Maintaining Annex 1 in the Learning Scenario and citing where necessary is mandatory.
| Name of activity | Procedure | Time |
| 1st Lesson | ||
| Brainstorming and discussion | Ali will be in the 8th grade this year. Before the schools were opened, he and his father were trying to lighten their work in the village and complete their winter preparations. Last week, they had cut old trees into small pieces and had enough wood, and their winter wood was ready. This week they would go to the vineyard and pick the grapes. Ali, who went to the vineyard with his father and picked grapes, was surprised at how many grapes they had collected. They loaded the grapes they collected onto the tractor. While Ali and his father were sitting and resting, his mother squeezed some of the grapes they picked and offered them grape juice. Ali, who loves the grape juice his mother made, asked how it was made? His mother told Ali to investigate fruit juice production. His father also said that the grape can be consumed as fruit, by drying it or by converting it into forms such as the molasses we eat and the vinegar we use in salads. Ali thought that grape and vinegar were very different flavors and substances in his mind and began to question what went through with grapes during this transformation process. | |
| Discussion and preparation for the next lesson | We started the subject with a story from everyday life. There were actions in the story. And the ability to use lesson outcomes in life. We would also notice that there are integrated STEM topics. curricula are actually intertwined. Physics, chemistry, biology, mathematics, and technology were one-turkish lesson drama | |
| 2nd Lesson | ||
| STEM Subject 1 | CLASS: 8th Grade UNIT: 4th Unit SUBJECT: Physical and Chemical Changes GAIN: F.8.4.2.1. Explain the differences between physical and chemical change by observing various events. | |
| STEM Subject 1 | Physical and chemical changes through life https://www.youtube.com/watch?v=BOr76Zx48QM https://www.youtube.com/watch?v=yIJ2qnUOOwQ | |
| Learning products | In my opinion, vinegar is obtained from ripe grapes in a shorter time than unripe grapes. Because the sugar ratio in ripe grapes is high. This accelerates fermentation during the vinegar formation process and shortens the formation time of vinegar. Thus, vinegar is obtained in a shorter time. Which tools and equipment would you use in the experiment? • 2 kilo unripe black grapes • 2 kilos of ripe black grapes • 2 3 lt glass jars • 1 + 1 tablespoon of wheat • 1 + 1 tablespoon of salt • 1 + 1 tea glass of grape vinegar • 2 cheesecloths 2 rubber bands • Wooden spoon • 20 days How do you do the experiment using the tools and equipment you specified. The grapes are washed and rise. From 3-liter glass jars, one handful of ripe grapes are added to 1 jar and unripe grapes in the other jar. After adding 1 tablespoon of wheat and salt, all of the grapes are filled in jars. 1 tea glass of grape vinegar is added on each. The mouths of the jars are closed with cheesecloths with the help of rubber bands. It is kept at room temperature and in a dark place for 20 days. During this period, it is mixed every day with the help of a wooden spoon. | |
| 3rd Lesson | ||
| STEM Subject 2 | MATHS M.7.1.4.1. If one of the multiplicity is 1, it determines the value of the other. M.7.1.4.3. Decides whether the two multiples are proportional by examining real life situations. M.7.1.4.5. Determines and interprets the proportion constant of two directly proportional multiplicities. M.7.1.4.6. Decides whether the two multiples are inversely proportional by examining real life situations. M.7.1.4.7. Solves problems related to direct and inverse proportion. M.7.1.5.1. Finds the amount of a multiplicity corresponding to a specified percentage and a given percentage of the given plurality. M.7.1.5.2. Calculates one multiplicity as a percentage of another plurality. | |
| STEM Subject 2 | M.7.1.4. Ratio and Proportion | |
| Learning products | Ali calculates the square meters of his fields. Finds how many trees there are according to the size of the field. It calculates how much they will earn as a percentage when they cut down the trees and sell them. In addition, Ali calculates the ratio of what percentage of the field is a tree and how much of it is a vineyard. When it comes to harvest time, he can tell his father the total amount of the crops and the money they will earn. | |
| 4th Lesson | ||
| STEM Subject 3/non-STEM subject | TEKNOLOGI(IT) | |
| STEM Subject 3/non-STEM subject | BT.6.1. INFORMATION TECHNOLOGIES BT.6.1.1. The Importance of Information Technologies in Daily Life BT.6.1.1.1. Evaluates the importance of information technologies in daily life. Technological innovations of our age are mentioned. BT.6.2.2.2. Distinguish digital games and contents suitable for cognitive and moral development. It is ensured that the student develops self-control skills in order to become a conscious user. BT.6.4.1.5. Visualizes the data using the appropriate chart types. BT.6.4.1.6. Discovers different spreadsheet programs. | |
| Learning products | If you wish to share more materials that complement the text, please include them in the Annexes section and refer to them in this section as well. TECHNOLOGY With this curriculum technology, we can use the Phet program and see the physical and chemical change products. In addition, with Tinkercad, we can make the field of Ali’nin and plant trees on it, so that you can visually see the trees and their settlements in the ali field more clearly. And Visualizes the data using the appropriate chart types. Discovers different spreadsheet programs. https://www.tinkercad.com/things/beGyY2UQzNP-scribble-forestfall-edition https://phet.colorado.edu/tr/simulations/filter?subjects=general&sort=alpha&view=grid |
We will test our student in a different methods online kahoot and learning apps and students complete their work in groups with jamboard
We made the first evaluation with google form. We measured their attitude towards science class
We used working papers
Student feedback was also taken with technological tools.
Teacher feedback
The teachers are expected to provide feedback on how the lessons were received and implemented.
The lessons were enjoyable and instructive in this way. He took part from his student life. And he developed his life skill, the student who went through the vinegar made by the food he eats every day. While learning; He discovered that physics, chemistry, biology, mathematics, and technology as a whole made the product.
Annexes
A thorough and complete list of all the materials used will be asked from all teachers. Those materials will be cited as Annexes and they can be further cited in the learning scenario.