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Goal

The goal of this project is to engage 100% of the students with literacy through STEAM, in order to expand their critical thinking skills.

The following standards will be met through this project:

SC.5.N.1.1 Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as: systematic observations, experiments requiring the identification of variables, collecting and organizing data, interpreting data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.

SC.5.N.1.5 Recognize and explain that authentic scientific investigation frequently does parallel the steps of “the scientific method”.

LAFS.5.RI.1.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

LAFS.5.RI.2.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

LAFS.5.RI.4.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 45 text complexity band independently and proficiently.

LAFS.5.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others ideas and expressing their own clearly. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. Follow agreed-upon rules for discussions and carry out assigned roles. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

LAFS.5.W.3.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

LAFS.5.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 5 Reading standards to literature (e.g., Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]). Apply grade 5 Reading standards to informational texts (e.g., Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]).

 

What will be done with my students

Throughout the year, students will work together in team building STEM (Science, Technology, Engineering, Math) challenges, but also learn strengthen their vocabulary, broaden their knowledge in different genres of reading, write through context and present different views in cross-disciplines.
I plan to combine observations of the real world, record-keeping, experiments, and other hands-on science activities with literature, to introduce a science topic and for continued research on the topic in the classroom. Both are necessary to build the foundation of a good science program. In a study of students participating in an experimental group using both science observations and engaging books, Students learn science best when it is integrated with other areas of the curriculum such as reading, language arts, and mathematics. This would include reading textbooks, newspapers, magazines, online information, and children's and young adult literature, both fiction and nonfiction. The students will be motivated by engaging in thinking and researching topics in inquiry-based, discovery-focused science. For example, the book, Beautiful Oops would be read before each activity reminding students that it's ok to make mistakes and that is how changing materials or their uses lead to many solutions that they may not have originally thought.  

Benefits to my students

Connecting the disciplines for students opens the door to more meaningful curriculum that is relevant to the century in which they will live. If you have a problem to solve and you go to the Internet, you move seamlessly to and through whatever area can provide the relevant information, regardless of whether it's a math area, a science area, and so on. That's the way 21st-century businesses solve problems, too. Whatever works. Engineering and technology are part of our world, but exactly what they are is a mystery to most students. Many think technology is all about computers and cell phones, but there are hundreds of technologies that are developed that have no electronic parts. Engineering is about solving problems, and it's no longer limited to buildings and bridges. In the 21st century, new technologies are engineered and emerge every day, and those people who can use science, mathematics, and engineering to solve new problems will be the ones to produce marketable products and services. The STEM projects I will purchase will how the mystery is solved and all parts of STEM and how they work together. For example, the LED bookmark will give the students an opportunity to create a working circuit and problem solve what is needed to make circuit light up.  

Budget Narrative

The request is for Five STEM projects (including directions, task cards, and lab sheets), such as Betta Fish Bowl, LED bookmark, House of Cards, Float a Boat, and Fast/Slow Sled, five clear containers to create the holders for materials needed to be imaginative, safety goggles, and STEM Literature for all fifth grade classes to enjoy. The support of these types of projects will prepare our 5th graders for critical thinking and preparation for the FCAT Science assessment.  

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