•    Mine by Design 

    Mine By 



    Bring your lunch, because you are in for a great day!  This STEM program will have students working in teams designing their own experiments to test the behavior of a variety of invertebrate animals.  They will incorporate Science, Technology, Engineering and Math skills as they randomly choose an animal, choose a variable to be tested, develop a hypothesis, make a prediction, engineer a device to test their hypothesis and collect their data.  Finally they will share their results and conclusions.

     (Students must bring a lunch.)

    Resources :  
    Sample Engineering Design Models  
    5 E's Lesson    

    Post Visit     

     arrow animated Aligned Standards

    Next Generation Science Standards (NGSS) MCCRS- RELA & Math
      3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
      3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
      3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.


    ETS1.A: Defining and Delimiting Engineering Problems

    • Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account. (3-5-ETS1-1) 

    ETS1.B: Developing Possible Solutions

    • Research on a problem should be carried out before beginning to design a solution. Testing a solution involves investigating how well it performs under a range of likely conditions. (3-5-ETS1-2) 
    • At whatever stage, communicating with peers about proposed solutions is an important part of the design process, and shared ideas can lead to improved designs. (3-5-ETS1-2) 
    • Tests are often designed to identify failure points or difficulties, which suggest the elements of the design that need to be improved. (3-5-ETS1-3) 

    ETS1.C: Optimizing the Design Solution

    • Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints. (3-5-ETS1-3) 
     Nature of Science
    Scientific Knowledge is Based on Empirical Evidence
    • Science findings are based on recognizing patterns.
    • Scientists use tools and technologies to make accurate measurements and observations.

    Science is a Human Endeavor
    • Men and women from all cultures and backgrounds choose careers as scientists and engineers.
    • Most scientists and engineers work in teams.
    • Science affects everyday life.
    • Creativity and imagination are important to science.


    CCRS- Math

    Mathematical Practices

    1. Make sense of problems and persevere in solving them.

    2. Reason abstractly and quantitatively.

    3. Construct viable arguments and critique the reasoning of others.

    4. Model with mathematics.

    5. Use appropriate tools strategically.

    6. Attend to precision.

    7. Look for and make use of structure.

    8. Look for and express regularity in repeated reasoning.


    5th grade

    Cluster: Research to Build and Present Knowledge

    W9 CCR Anchor Standard

    Draw evidence from literary or informational texts to support analysis, reflection, and research.

    Cluster:  Key Ideas and Details

    RI1 CCR Anchor Standard

    Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

    5th grade- RI1 Quote accurately from a text when explaining what the

    text says explicitly and when drawing inferences from the text. (SC, 5)

    Cluster:  Range of Reading and Level of Text Complexity

    RI10 CCR Anchor Standard

    Read and comprehend complex literary and informational texts independently and proficiently RI10

     5th grade :  By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.