STE(A)M IT INTEGRATED LESSON PLAN TEMPLATE

Title

STEM NBS Competit challenge

PHYSICAL AND CHEMICAL CHANGE IN FOOD

Tuba GÜLER

Summary

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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Subject (s)

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.

Real- life questions

It researches and produces the journey of formation of foods like vinegar that we use daily.

Aims of the lesson

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.

Connection to STEM careers

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.

Age of students

10-14

Time

Preparation time:  4 hours

Teaching time:

Teaching resources (material & online tools)

• 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.

Assessment

```We will test our student in a different methods online kahoot and learning apps and students complete their work in groups with jamboard
```

Initial assessment

We made the first evaluation with google form. We measured their attitude towards science class

Formative evaluation

We used working papers

Final assessment

Student feedback

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.