Loon Nesting Platforms is an engineering design-based STEM curricular unit. The unit aims to facilitate the learning of major science and mathematical concepts and skills within the Next Generation Science Standards (NGSS) and Common Core State Standards (CCSS) respectively. The unit includes teacher guides, class activities with solutions, and assessment guidelines. 

Grade Level: 6-8

Approximate Time Needed to Complete Unit: Thirteen 54-minute class periods

Unit Summary: Students will be learning about ecology and ecosystems through the construction of loon nesting platforms. First, they will explore human impact on ecosystems and the roles of organisms in ecosystems. Next, they will analyze qualitative and quantitative data to find a good location for their platform based on habitat characteristics and dietary needs of the common loon. After additionally
incorporating knowledge of food chains and food webs, students will be able to make an educated decision as to which lake would be a suitable place for their nesting platform. Students will also have the opportunity to improve the design of their nesting platform and to summarize their learning throughout the unit.

List of Lessons:

• Lesson 1: Move It or Lose It
  • Objectives: (1) Identify different ways that humans have impacted wildlife and the environment; (2) Categorize and rank human impacts on the environment; (3) Define the problem based on the client’s needs; (4) Gather information to examine the problem (ask questions to
    client); (5) Describe the problem based on a synthesis of information; (6) Explain why the problem is important to solve based on
    evidence; (7) Describe the relevant client needs based on evidence; (8) Identify the relevant end-user; (9) Describe the background knowledge needed to develop a solution; (10) Describe criteria based on the synthesis of given and found information; (11) Describe constraints based on the synthesis of given and found information.
• Lesson 2: Loon-ey Tunes
  • Objectives: (1) Summarize basic characteristics of common loons based on the results of a scavenger hunt; (2) Define key vocabulary terms, and represent the relationships between them; (3) Describe the needs of the end-user; (4) Describe the background knowledge needed to develop a solution.
• Lesson 3: What’s for Dinner? 
  • Objectives: (1) Define conduction as the transfer of energy through a solid or from a solid to another solid, a liquid, or a gas; (2) Identify which kinds of materials are conductors (i.e., transfer heat by the process of conduction easily and quickly) or insulators (i.e., slow down the transfer of heat by the process of conduction).
• Lesson 4: Loons Like Lakes
  • Objectives: (1) Differentiate between abiotic and biotic factors in an ecosystem; (2) Analyze a data chart containing qualitative and quantitative data to make a decision; (3) Use spatial representations such as maps, graphs, and aerial photographs to assist them in making a decision on suitable nesting lake; (4) Use evidence from problem scoping to generate multiple initial ideas for selecting a lake; (5) Gather additional evidence (i.e., regarding applied science/
    mathematics concepts) to help select a lake; (6) Evaluate the alignment between the lake they propose and the problem; (7) Communicate their solution using evidence-based reasoning; (8) Justify why the lake they have selected is appropriate using mathematics/science concepts; (9) Justify why the lake they have selected is appropriate based on
    the problem.
• Lesson 5: Nest Sweet Nest
  • Objectives: (1) Match common birds and their nest; (2) Compare different types of bird nests; (3) Gather additional evidence (i.e., regarding applied science/mathematics concepts) to help identify the needs of the loons (end-user); (4) Calculate the area of a circle and a square; (5) Use percentages and proportionality to scale down the size of their nest platform. 
• Lesson 6: If You Build It, They Will Come
  • Objectives: (1) Use evidence from problem scoping to generate multiple initial ideas for the design of a nesting platform; (2) Select a design solution through systematic evaluation of various solutions based on the problem; (3) Build a prototype of their nesting platform; (4) Test their nesting platform; (5) Analyze test results of their nesting platform; (6) Evaluate the alignment between their nesting platform and the problem. 
• Lesson 7: Redesign and Reporting
  • Objectives: (1) Apply evidence gathered through test analysis to improve the performance of chosen solution; (2) Gather additional information (i.e., regarding applied science/ mathematics concepts) to improve solution performance; (3) Select an improved design solution through systematic evaluation of various solutions based on the problem and evidence gathered; (4) Build improved prototype of their nesting platform; (5) Test their improved nesting platform; (6) Analyze test results of their improved nesting platform; (7) Evaluate the alignment between their nesting platform and the problem; (8) Describe what they have learned through testing and evaluation process; (9) Communicate their design solution through the use of evidence-based reasoning; (10) Justify why their design solution is appropriate based on the application of core science/mathematics concepts; (11) Justify why their design solution is appropriate based on information obtained in problem scoping.

Unit Standards:

• NGSS: MS-LS2-3, MS-LS2-4, MS-LS2-5, MS-ESS3-3, MS-ETS1-1, MS-ETS1-2, MS-ETS1-3, MS-ETS1-4. 
• CCSS: 7.G.B.4, 6.RP.A.3, 7.RP.A.2, 7.RP.A.2.A, 7.RP.A.2.B.

This material is based upon work supported by the National Science Foundation under grant NSF DRL-1238140. Any opinions, findings and conclusions, or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

Researchers should cite this work as follows:

• Kellie Kroc Sharold, Katie Pangborn, Molly Stillings, Corey Mathis, Wendy Niesl, Mike Enah, Alaina Szostkowski, Kerrie Douglas, Tamara J. Moore (2022), "Loon Nesting Platforms: An EngrTEAMS Curricular Unit," https://nanohub.org/resources/36138.

  BibTex | EndNote

1. biology
2. ecosystems
3. engineering design
4. EngrTEAMS
5. environment
6. food chain
7. food web
8. has CCSS
9. has NGSS
10. K-12
11. middle school
12. physical science
13. precollege
14. STEM
15. teaching and learning