# STEM+PBL Around World in 80.5 Days Project (Workbook and Teacher's Guides)

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This STEM project is an adaptation of the story Around the World in 80 Days. In this project, students will read about Fileas Phogg’s adventures across the world (a great geography lesson!) while stopping to help him design modes of transportation that use various types of forces along the way. The whole project culminates in the students helping Fileas make the last stretch of travel across a sea in a hang glider creative design project. Students will be asked to brainstorm, prototype, gain feedback, and do iterations of creative designs. The projects, readings and activities included in this bundle work perfectly as a complete curricular unit, or stand-alone lessons.

Next GEN Science Standards:
3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
3-PS2-2. Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.
3-PS2-4. Define a simple design problem that can be solved by applying scientific ideas

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.

4-PS3-1. Use evidence to construct an explanation relating the speed of an object to the energy of that object.
4-PS3-4. Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.*

Common Core State Standards Connections:

++++ELA Literacy

RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (3-PS2-1),(3-PS2-3)
RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. (3-PS2-3)
RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). (3-PS2-3)
W.3.7 Conduct short research projects that build knowledge about a topic. (3-PS2-1),(3-PS2-2)
W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. (3-PS2-1),(3-PS2-2)

RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. (4-PS3-1)
RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. (4-PS3-1)
RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. (4-PS3-1)
W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (4-PS3-1)
W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. (4- PS3-2),(4-PS3-3),(4-PS3-4),(4-ESS3-1)
W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. (4-PS3-1),(4-PS3-2),(4-PS3-3),(4-PS3-4),(4-ESS3-1)
W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (4-PS3-1),(4-ESS3-1)

++++Mathematics -

MP.2 Reason abstractly and quantitatively. (4-ESS3-1)
MP.4 Model with mathematics. (4-ESS3-1)
4.OA.A.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. (4-ESS3-1)
4.OA.A.3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. (4-PS3-4)

STEM Project learning outcomes:
- Students will learn how to apply the concept of forces (drag, lift, thrust, gravity, and weight) by designing a hang glider that can fly a person the farthest in the class.

> Fileas’ ship thrust challenge.
> Fileas’ parachute drop challenge.
> Fileas’ floating boat weight challenge.
> Fileas’ airplane flight challenge.
> Fileas’ yacht wind power challenge.
> Fileas’ helicopter lift challenge.
> Fileas' hang glider challenge.

Provided in this bundle:
- 194 key vocabulary words (both English and Chinese available)
- 48 hours of detailed lesson plans on language instruction strategies, activity and project facilitation and debriefing activities.
- 8 one-class activities (STEM experiments), and 1 large creative design project in this package which total 30-45 hours of class time.
- 24 pages, or 24+ hours, of reading materials (Around the World in 80.5 Days)
- 37 pages, or 70+ additional hours, of grammar (went/go/will go, would/wouldn’t, a/an/the/some/any, was born on/was born in) cloze and open-ended writing (recall) practice.
- A rubric for assessing the final project.

NOTE: materials required for the lessons are not included in this purchase. Most materials are standard household items, or can be purchased at any craft shop at low cost.

Total Pages
275 pages
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Teaching Duration
Lifelong tool
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