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Goal

“A STEAM challenge is designed for children to help inspire creativity, collaboration, communication, and encourage critical thinking, otherwise known as the 4C’s. (http://preschoolsteam.com). Our goal as a Kindergarten teaching team is provide kinesthetic activities that address the content areas of Science, Technology, Engineering, Art, and Mathematics and allow Kindergarten students to be curious and creative problem solvers, who are just beginning their academic journey. While they have many years ahead of them before seeking a career, our students will develop the skills of creating models, collaborating with partners, and thinking about how things work. Our students will make academic gains in language, with an increase in their vocabulary repertoires and an increased ability to ask questions and talk about their ideas with partners. Students will also make academic gains in Science, as they use Science inquiry skills and experimentation to learn, for instance, how to build a sturdy bridge that the Three Billy Goats can cross while being tall enough for the troll to stand under. The very act of generating concrete representation establishes an “image of the knowledge in students’ minds” (Marzano, Pickering, & Pollock, 2001, p. 78). Additionally, students will make academic gains in Mathematics as they construct complex shapes from simple shapes, one of our Mathematics Florida Standards for Geometry.

References:
http://preschoolsteam.com. September 3, 2016.
Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: ASCD.

 

What will be done with my students

With STEM activities, “the children’s minds are fully engaged as they themselves find out how things work, what things are made of, what people around them do to contribute to their well-being, and so-forth” (Katz, 2010). Adding an artistic component, the “A” in STEAM, allows students to express themselves creatively with drawing, writing, painting, and acting out stories.
The STEAM activity cart will be equipped with a combination of building materials that students will use independently and with small group center activities where the teacher will be the guide. Additional materials, such as wooden unit blocks, paints and paintbrushes, paper, and lesson plans for the activities will be organized in the pockets and on the shelves of the rolling cart. The STEAM activity cart will be used by six teachers on a rotating basis and will allow approximately 108 students to learn through cross-curricular projects.
There are several requested items that students will use independently while the teacher works with a small group of students on the more complex projects. The Magna-tiles construction shapes bridge the learning between Science and Mathematics, as students learn how the magnetic edges of the shapes adhere together to form three-dimensional objects such as rectangular prisms, triangular prisms, and cubes. Students also learn about angles and how single two-dimensional shapes, such as two triangles, can be combined to make a square. The possibilities are endless with the Magna-tile manipulatives. These types of activities provide enrichment for gifted learners by developing students’ “logical thinking and problem-solving skills” (Wilkins, Wilkins, & Oliver, 2006, p. 8). The Lakeshore Pipe Builders also allow for creative and open-ended play.
Many of the activities that we are planning are based on children’s literature. For example, after reading Dr. Seuss’ “Ten Apples Up on Top,” students will experiment to see if they can stack ten apples. Then, they will use engineering skills to build a structure that holds ten apples. Mathematics is incorporated into the lesson as the children count how many apples they are able to stack. Art is incorporated as they draw the supporting structure that they build from wooden blocks.
Another beloved children’s book, “Chicka Chicka Boom Boom,” will be the catalyst for students to see how many magnetic letters a “coconut tree” can hold (Storytime STEAM, 2016). Jumbo craft sticks and Hook and Loop tape will be used with our current classroom supplies, such as wooden unit blocks and magnetic letters, as children connect the pieces to create their coconut trees.
Additionally, the Fairy Tales Problem Solving Kits are based on children’s literature. In small group sessions, students will be challenged to build houses for the Three Little Pigs, a bridge for the Three Billy Goats Gruff, and chairs for the Three Bears. We also understand, as teachers, the importance of relating these challenges to the real world. Outside adventures to examine how structures are built will become part of the learning process. The Design and Build Engineering Centers, requested, include colorful photo cards showing actual bridges, vehicles, and buildings, plus ample hands-on manipulatives that entice children to explore and engineer. All of these activities address the Mathematics Florida Standard in which students “model shapes in the world by building shapes from components...” (MAFS.K.G.2.5).
The materials provided through the STEAM grant will be permanently integrated with our current Kindergarten curriculum. The six teachers will use the materials to enhance the existing Science, Mathematics, and English Language Arts curriculum this year and for many years to come. All of the materials will be kept together on the cart. We will replenish consumables each year. Much enthusiasm for STEAM is anticipated among the teachers! There is nothing more exciting than to present projects that tie Math, Science, and Language Arts together!

References:
Hand, Jamie. (September 3, 2016). Storytime STEAM.

Katz, Lilian G. (Fall, 2010). STEM in the early years. SEED Papers: University of Illinois at Urbana-Champaign.

Wilkins, M.M., Wilkins, J.L.M., & Oliver, T. (2006). Differentiating the curriculum for elementary gifted mathematics students. Teaching Children Mathematics, 6-13.



 

Benefits to my students

The benefits that these authentic STEAM lessons and activities will provide for our 108 Kindergarten students are numerous! One of the Language Arts Florida Standards for Speaking and Listening states that students will “participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups” (LAFS.K.SL.1.1). This is an over arching benefit to the tasks that will be implemented with this grant. Communication is a skill that all 21st century students must learn in order to be successful in school and in their future careers!

Furthermore, each student will be evaluated on the Practices of Science, which includes recognizing that learning can come from careful observation, collaborating with a partner, and keeping records. Students’ scores for the Practices of Science standard will increase, undoubtedly! Additionally, student achievement in Mathematics will be measured with unit-of-study tests and a summative test at the end of the year. Geometry is a critical area for Kindergarten students. Using Mathematical language, such as positional words, and consistently building with shapes will help students master the Geometry standards. By taking pictures of students’ structures with classroom iPads or by collecting their drawings, I will have records of their actual ability to combine shapes.

I have yet to mention the Mathematical Practice in which students will “make sense of problems and persevere in solving them” (MAFS.K12.M.1.1). It is often difficult for young children to stay focused. It is our hope that the interesting STEAM challenges will keep our Kindergartners actively engaged and that they will develop the perseverance to solve problems. In summary, the expected outcomes for all of our students from this grant are improved scores in the Speaking and Listening standard, the Practices of Science standard, the Geometry standards, and the Mathematical Practice standard of perseverance in solving problems.

Finally, the “hands-on, minds-on” (http.//handsonmindson.org) STEAM activities are appropriate for all learners, including our English Language Learners, because we will be providing pictorial models, real-world experiences, and manipulatives. We currently have 11 students who are English Language Learners. An expected outcome is improved communication skills among all children, with exceptional growth for our English Language Learners, as the curiosity-invoking activities will allow them to feel comfortable and empowered. The lessons will appeal to visual learners, kinesthetic learners, and mathematical-logical learners, as well. Thank you for your consideration in funding the STEAM grant for our Kindergarten students.

Reference:
http://handsonmindson.org (September 3. 2016).




 

Budget Narrative

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