STEAM challenge - Build a shelter
STEAMing Through Learning
30 Followers
Grade Levels
3rd - 7th
Subjects
Resource Type
Standards
CCSS3.G.A.1
CCSS4.G.A.1
CCSS5.G.A.1
CCSS6.G.A.1
CCSSRST.6-8.1
Formats Included
- PDF
STEAMing Through Learning
30 Followers
Description
Includes student work booklet and presentation.
Our need was to build a shelter for Flashlight Fridays. The winning design got to build a full scale model for our school library.
Also covers living things - what we need to survive, including Australian animals.
Includes an investigation into the rigidity of shapes.
Also includes a GTMJ (Success criteria) grid for Australian Curriculum - Technology Y3 which can also be adapted to suit your year level or location of teaching.
Our need was to build a shelter for Flashlight Fridays. The winning design got to build a full scale model for our school library.
Also covers living things - what we need to survive, including Australian animals.
Includes an investigation into the rigidity of shapes.
Also includes a GTMJ (Success criteria) grid for Australian Curriculum - Technology Y3 which can also be adapted to suit your year level or location of teaching.
Total Pages
Answer Key
N/A
Teaching Duration
N/A
Last updated May 15th, 2016
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Standards
to see state-specific standards (only available in the US).
CCSS3.G.A.1
Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
CCSS4.G.A.1
Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.
CCSS5.G.A.1
Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., 𝘹-axis and 𝘹-coordinate, 𝘺-axis and 𝘺-coordinate).
CCSS6.G.A.1
Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.
CCSSRST.6-8.1
Cite specific textual evidence to support analysis of science and technical texts.