### Improved for 2019! Now including BrickLAB Zoology and Discover Digits & Design.

STEM is all about cross-curricular exploration and integration, and in *Discover STEM*, students explore the myriad of ways STEM concepts and manipulatives combine into one-of-a-kind foundational learning experiences. Each of the D-STEM modules was carefully selected for their easily-integrated, multi-subject capacity, and contains everything you need to introduce engaging topics in any learning environment. Use each module as an individual platform, or blend them for unique learning experiences. Spend a lesson constructing creatures with *BrickLAB Zoology*, then sprinkle in the moviemaking magic of *Digital Video Lab* to create exciting student films!**Grades:** 3-4**Students: **Up to 24 **Contact Hours:** 100+

**Component Kits:**

**Science Module: BrickLAB Zoology (1x)**

**Technology Module: Digital Video Lab (1x)**

**Engineering Module: Discover Cubelets (1x)**

**Math Module: Discover Digits & Design (1x)**

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*Each Discover STEM Lab comes with the following kits in a convenient Gratstack rolling storage unit.*

Science Module: BrickLAB Zoology (1x)

Science Module: BrickLAB Zoology (1x)

**Students:** Up to 3** Contact Hours:** 12+

**Materials:**

• 650+ building bricks from PCS BrickLAB

• Set of 12 projects with individually printed instructions

• User Guide for Instructor

**Technology Module: Digital Video Lab (1x)**

**Students:** Up to 3** Contact Hours:** 48+

**Materials:**

• Tablet with high-resolution camera

• Protective tablet case

• Set of 12 projects with individually printed instructions

• User Guide for Instructor

**Engineering Module: Discover Cubelets (1x)**

**Students:** Up to 6** Contact Hours:** 24+

**Materials:**

• Cubelets 12-pack

• Extra Battery cube

• Extra Brick Adapter 4-pack

• Extra Knob cube

• Set of 12 projects with individually printed instructions

• User Guide for Instructor

**Math Module: Discover Digits & Design (1x)**

**Students:** Up to 12** Contact Hours:** 16+

**Materials:**

• 1 Base Ten Abacus

• 1 Classic Abacus

• 4 Dry Erase Lap Boards, Markers & Erasers

• 2 Number Line Rulers

• 1 Deck of PCS Math Master Cards

• 2 sets of seven polyhedral dice

• Set of 12 projects with individually printed building instructions

• User Guide for Instructor

**Science Module: BrickLAB Zoology (1x)**

**Students:** Up to 3** Contact Hours:** 12+

**Animal Adaptations of:**

• Frogs

• Lizards

• Lobsters

• Sharks

• Crocodiles

• Beetles

• Yaks

• Pumas

• Mustangs

• Pigs

• Monkeys

• Elephants

### Technology Module: Digital Video Lab (1x)

**Students:** Up to 3** Contact Hours:** 48+

**Projects:**

• Interview Your Friends

• Interview a Historical Figure

• Time to Mime

• News Broadcast

• Documentary

• Cause and Effect Short

• The Hidden Life of Things

• Quiz Show

• Talent Search

• Commercial

• Infomercial

• Musical Production

**Engineering Module: Discover Cubelets (1x)**

**Students:** Up to 6** Contact Hours:** 24+

**Projects:**

• Bright and Shiny: Inputs and Outputs

• Moving and Grooving: The Drive Cube

• Bat Senses: The Distance Cube

• Around and Around We Go: The Rotate Cube

• Seeing the Light of Day: The Brightness Cube

• Rocking and Rolling: Sliding Sideways and Spinning in Circles

• Double Time: One Input, Two Outputs

• Bigger and Better: The Passive Cube

• A Light in Dark Places: The Inverse Cube

• Blocking It Out: The Blocker Cube

• Mixing It Up: Symmetry and Balance

• Whirling and Twirling: Combining Action Cubes

### Math Module: Discover Digits & Design (1x)

**Students:** Up to 12** Contact Hours:** 16+

**Math Concepts:**

• Addition and Subtraction Fluency

• Multiplication Fluency

• Place Value & Multi-Digit Arithmetic

• Equivalent Fractions

• Factors and Multiples

• Pattern Generation & Analysis

• Measurement

• Problem Solving

**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.

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 principles to design, test, and refine a device that converts energy from one form to another.

3-5-ETS1-2: Generate and compare multiple 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.**

*Standard: Each module includes 3 multiple choice and 3 open-ended questions.*

**International Society for Technology in Education Standards:**

- Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.- Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

**- Communication and Collaboration with a Digital Portfolio: Students can use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.**

**- Research and Information Fluency: Students apply digital tools and gather, evaluate, and use information.***Standard: Each module includes 3 multiple choice and 4 open-ended questions.*

** **

**International Technology and Engineering Educators Association (ITEEA) Standards for Technological Literacy (STL):**

- Develop an understanding of the characteristics and scope of technology.
- Develop an understanding of the core concepts of technology
- Develop an understanding of the relationships among technologies and the connections between technology and other fields of study.
- Develop an understanding of the cultural, social, economic, and political effects of technology.Develop an understanding of the effects of technology on the environment.
- Develop an understanding of the role of society in the development and use of technology.
- Develop an understanding of the influence of technology on history.
- Develop an understanding of the attributes of design.
- Develop an understanding of engineering design.
- Develop an understanding of the role of troubleshooting, research, and development, invention and innovation, and experimentation in problem solving.
- Develop the abilities to use and maintain technological products and systems.
- Develop the abilities to assess the impacts of products and systems.
- Develop an understanding of and be able to select and use agricultural and related biotechnologies.
- Develop an understanding of and be able to select and use energy and power technologies.
- Develop an understanding of and be able to select and use construction technologies.

*Standard: Each module includes 3 multiple choice and 3 open-ended questions.*

**Common Core Math:**

CCSS.MATH.CONTENT.3.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.

CCSS.MATH.CONTENT.3.MD.C.5

Recognize area as an attribute of plane figures and understand concepts of area measurement.

CCSS.MATH.CONTENT.3.MD.C.7.B

Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.

CCSS.MATH.CONTENT.3.MD.D.8

Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.

CCSS.MATH.CONTENT.4.G.A.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.

CCSS.MATH.CONTENT.4.G.A.2: Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.

CCSS.MATH.CONTENT.4.MD.A.3

Apply the area and perimeter formulas for rectangles in real world and mathematical problems.

CCSS.MATH.CONTENT.4.MD.C.5 Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement.

CCSS.MATH.CONTENT.4.MD.C.5.A An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one-degree angle,” and can be used to measure angles.

CCSS.MATH.CONTENT.3.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.

CCSS.MATH.CONTENT.3.MD.C.5

Recognize area as an attribute of plane figures and understand concepts of area measurement.

CCSS.MATH.CONTENT.3.MD.C.7.B

Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.

CCSS.MATH.CONTENT.3.MD.D.8

Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.

CCSS.MATH.CONTENT.4.G.A.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.

CCSS.MATH.CONTENT.4.G.A.2: Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.

CCSS.MATH.CONTENT.4.MD.A.3

Apply the area and perimeter formulas for rectangles in real world and mathematical problems.

CCSS.MATH.CONTENT.4.MD.C.5 Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement.

CCSS.MATH.CONTENT.4.MD.C.5.A An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a "one-degree angle," and can be used to measure angles.

CCSS.MATH.CONTENT.4.MD.C.6 Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.e points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a "one-degree angle," and can be used to

*Standard: Each module includes several multiple choice questions or design challenges.*

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