1. Online Actions in Writing
Science and mathematics story problems/situations that require a
written response from students.
Christine Meade
LAE6315
Dr. Christine Joseph
June 10, 2014

2. Introduction:
For the Online Actions in Writing Assignment I have chosen to focus my science slides on 3rd grade
STEM Design Challenge lessons. Each of the following lesson topics are conducted on Inquiry Mondays in
Hillsborough County. I chose to present one slide for each design challenge that is conducted in 3rd grade.
These lessons are designed to be conducted over a 4 week span on Mondays only. For each slide, I have
provided the essential question that accompanies the design challenge. Below the essential question I have
provided a conclusion of what the students are expected to incorporate in their written response. These
challenges are conducted collaboratively with a partner or group. I have also incorporated the science
standards that go along with each design challenge.

3. Rubric for STEM Design Challenge
*Rubric can be altered (made more specific, challenge based, etc.) based on STEM Design Challenge. The rubric
I have created is a basic rubric that can be used for all the following Design Challenges.*
Criteria 0 1 2
Collaboration Students did not work
collaboratively with
others.
Students worked, at
times, collaboratively
within others.
Students consistently
worked collaboratively
with others.
Design Process Students are missing 3 or
more steps from their
design challenge process.
Students are missing 1-2
steps from their design
challenge process.
Students completed all
steps to their design
challenge process.
Written Conclusion Students do not have a
written conclusion.
Students have a partial
written conclusion with
some details.
Students have a well
written conclusion with
details.
Models Students did not build a
model.
Students built a model
that needed some
adjusting.
Students built a model
that was successful at the
task.
Data Students collected little to
no data.
Students collected some
data.
Students collected all
necessary data.

4. STEM Design Challenge Lesson Title:
Who Needs Gas When You Have Gravity?
Standards:
SC.3.E.5.4. Explore the Law of Gravity by demonstrating that
gravity is a force that can be overcome.
SC.3.N.3.2 Recognize that scientists use models to help
understand and explain how things work.
Essential Question: How can you design a vehicle that can safely
transport a payload a defined distance?
(Conclusion: Students are expected to work with a partner to formulate
a written explanation explaining how they were able to overcome
gravity and create a vehicle (out of a variety of materials) that would be
able to transport a payload (5 marbles) a distance of 100cm.)

5. STEM Deign Challenge Lesson Title:
Make It Strong So the Billy Goats Can Walk Along
Standards:
SC.3.N.3.3 Recognize that models are approximations of natural
phenomena; such as they don’t perfectly account for all observations.
SC.3.N.1.7 Explain that empirical evidence is information, such as
observation or measurements, that is used to help validate
explanation of natural phenomena.
Essential Question: How can you build a structure (bridge) strong enough to hold a
defined weight?
(Conclusion: Students are expected to formulate a written explanation with their partner
explaining how they were able to build their structure that was able to hold 50 grams of
weight without falling down. If they do not succeed at this task, then they must write an
explanation of why they did not succeed and what they think could change or could they
have done differently. )

6. STEM Design Challenge Lesson Title:
Hot Diggity, Moon Diggity- We Are Cooking Hot Dogs on the Moon!
Standards:
SC.3.E.6.1 Demonstrate that radiant energy from the sun can heat
objects and when the sun is not present, heat may be lost.
SC.3.N.3.2 Recognize that scientists use models to help understand and
explain how things work.
Essential Question: How can you design an oven that will heat a hot dog to a safe
temperature as fast as possible using only the power of the sun?
(Conclusion: Students are expected to collaborate with their partner and formulate a
written explanation detailing how they created their solar oven (materials: box type,
black paper, aluminum foil, saran wrap, tape, etc.) and if they had success in getting
the oven to successfully cook a hot dog (reach 160 degrees F) in 10 minutes.

7. STEM Design Challenge Lesson Title:
Here a Worm, There a Worm, Everywhere a Worm, Worm
Standards:
SC.3N.1.1 Raise questions about the natural world, investigate them individually and in teams
through free exploration and systematic investigations, and generate appropriate explanations
based on those explorations.
SC.3.N.1.7 Recognize that scientists use models to help understand and explain how things work.
SC.3.L.15.1 Classify animals into major groups (mammals, birds, reptiles, amphibians, fish,
arthropods, vertebrates, and invertebrates, those having live births and those which lay eggs)
according to their physical characteristics and behaviors.
Essential Question: What does an animal need to survive and how can we provide the
necessary elements in a captive environment?
(Conclusion: Students will be expected to formulate a written explanation with their group
as to why their animal habitat prototype should be the one to help Worms “R” Us be
successful in their new business. This explanation must include the description of what
materials they used to create their habitat and why it is the best for Worms “R” Us.)

8. STEM Design Challenge Lesson Title:
Turn Those Frowns Upside Down
Standards:
SC.3.N.1.1 Raise questions about the natural world, investigate them
individually and in teams through free exploration and systematic
investigations, and generate appropriate explanations based on those
explorations.
SC.3.L.14.1 Describe structures in plants and their roles in food
production, support, water and nutrient transport, and reproduction.
Essential Question: How can you design a packing container that will transport a plant
safely as well as meet the basic needs of a plant for up to 3 days?
(Conclusion: Students are expected to collaborate with their group members to formulate
a written explanation of the packing container they have designed and if they were
successful in transporting the plant and meeting its basic needs for 3 days. If they were not
successful their explanation should include what didn’t work and what they might change
in the future.)

9. The following 5 slides are word problems that I created for a
fractions unit in 3rd grade. Students were learning how to
compare fractions using models to represent the problem.
Once students solved the problem they had to explain their
thinking and justify their answer.
Topic: Comparing Fractions
Common Core Standard: MAFS.3.NF.1.3 Explain equivalence of
fractions in special cases and compare fractions by reasoning about
their size

10. Rubric for Math Journaling
*Rubric can be adjusted as per activity.*
Criteria 0 1 2
Modeling Student did not model
the problem.
Student modeled some of
the problem.
Student completely
modeled the problem.
Written Explanation Student did not provide a
written explanation.
Student gave a partial
explanation. (Details
lacking.)
Student gave a complete
explanation. (With
details.)
Neatness Journal entry is not neat
or organized.
Journal entry is somewhat
neat and organized.
Journal entry is very neat
and organized.
Spelling (within
explanation)
3 or more words are
misspelled.
1-2 words are misspelled. There are no spelling
errors.

11. Alex and Billy were having a pie eating contest. Alex
ate ⅓ of his apple pie and Billy ate ⅖ of his blueberry
pie. Billy thinks he ate more pie than Alex did. Alex
says he ate more pie! Who is correct? Explain your
thinking.
Students are to work in their math journal to solve the problem, they
are to draw a model, using any strategy they choose. After having
solved the problem they must write a written explanation explaining
their thinking and justifying their answer.

12. Janai was buying rubber band bracelets for Bethzaida
for her birthday. She bought her ⅚ pink rubber band
bracelets and ⅜ green rubber band bracelets. Did
Janai buy an equivalent amount of pink and green
rubber bands? Explain your thinking.
Students are to work in their math journal to solve the problem, they
are to draw a model, using any strategy they choose. After having
solved the problem they must write a written explanation explaining
their thinking and justifying their answer.

13. Mrs. Belvedere was making cupcakes for her students.
She made both chocolate and vanilla cupcakes. Of the
cupcakes she made, ⅞ were vanilla and ⅝ were
chocolate. She thought she had an equal amount of
each flavor, but when she got to school she wasn’t
sure. Did she have an equivalent amount of each
flavor? Explain your thinking.
Students are to work in their math journal to solve the problem, they
are to draw a model, using any strategy they choose. After having
solved the problem they must write a written explanation explaining
their thinking and justifying their answer.

14. Bethzaida and Kevin were having a running race in P.E.
on Friday. Bethzaida ran ⅚ of a mile and Kevin ran ⅞ of
a mile. Coach Mollick says that Kevin ran further than
Bethzaida. Bethzaida says she ran more than Kevin!
Who is correct? Explain your thinking.
Students are to work in their math journal to solve the problem, they
are to draw a model, using any strategy they choose. After having
solved the problem they must write a written explanation explaining
their thinking and justifying their answer.

15. Mahogany was looking at her sticker collection. She
noticed that ⅕ of her stickers were puppies, ⅜
were kittens, and ⅘ were butterflies. Which stickers
did she have an equivalent amount of? Explain how
you know.
Students are to work in their math journal to solve the problem, they
are to draw a model, using any strategy they choose. After having
solved the problem they must write a written explanation explaining
their thinking and justifying their answer.