Photo stem project

Photo STEM Project

Kait Dayback

Geometry is everywhere!

Can of Soup

1. I took this photo because of the of the geometrical form.

2. When I see the can of soup, I can see the cylinder before me.

This can be connected to the 1st grade level of mathematics. They are just starting to learn about different shapes. They will learn about three dimensional objects since they are able to physically hold it in their hands.

I can use this object to get 1st graders to understand how two dimensional shapes can become three dimensional objects. I would explain that a 3 dimensional object you can hold in your hands whereas a drawn shape is very flat. I would have the children trace the bottom of the can to show that the can of soup is basically an extruded circle. I could do the same thing using a cube, whereas the square would be the extruded shape.

The bottom of a cone is a circle, what shape is it actually mimicking? What other 3-d objects can you think of?

How many slices can you eat?

Pizza Pie

I took this photo to show fractions in math. I always had a problem with them and as soon as I saw it broken down as a pizza pie, I was finally able to understand

Fractions are a hard concept to teach any student. Fractions are typically taught in the fourth grade. Children sometimes have a hard time learning about fractions and how to figure out the concepts. They have a hard time knowing the difference between the denominator and the nominator and this is an easy way to show why we arrive at the numbers that we normally do.

I could use this photo to give the kids a better understanding of what fractions actually are. I would show the pizza cut up into four pieces. I could show them that the whole pie is 4/4. If you eat one of the slices of pizza, then you would have ¾ of the pie left. The piece of pizza that was eaten is equal to ¼. I could have the children count the pieces of pizza that are cut to show why we arrived at 4 for the denominator. I could have the children create their own pizza out of construction paper where they can add and subtract slices of pizza to create their own fractions.

If I were to cut the pie into 8 slices and are one of the slices of pizza, what would the fraction look like?

Science is magnetic!

Magnets

I chose this picture because of its relation to science. I always used to play with the opposites of the magnets to make them repel each other when I was younger. I liked that I couldn’t get the same poles to come together. It was fun to try.

I can connect this imagine to science by showing how the magnets actually work. This picture can be connected with the fourth grade science curriculum. They will be able to learn the key terms just by this one photo.

I can use this photo to show how magnets can attract and repel each other. I can bring two magnets in the day of the lesson to show concrete examples of magnets. I would be able to show how the opposite poles attract and how the alike poles repel each other. I could use it to explain the magnetic field surrounding the magnet. I would give each student two magnets so they can play with them at their desk and get to know the subject area for themselves.

Based on what we just saw, do alike poles repel or attract each other? What about the opposites? What other common objects use a magnet?

On our way to better math skills!

Calculator

I chose this picture because of its relation to technology and mathematics. A calculator helps children understand how technology works without actually having to have a computer in front of them. The concept is related but a much simpler approach.

Children typically have calculators introduced to them in 2nd grade. I could use them in a lesson teaching kids the ins and outs.

I would hand each student a calculator. I would write a bunch of math problems on the board and have the kids compute them on their calculators. Since kids love writing on their white boards, I would have them write the answer they got onto the white board and hold it up when they are finished.

I am going to give you 5 addition problems. You will do them first by hand, and then on the calculator. Which way do you think will be the fastest?