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Read aloud link: https://youtu.be/najVuZDtE7M

This book examines how mistakes are opportunities for new ideas and growth, like how a bit of spilt paint could be changed into a new painting.

Beautiful Oops also has big ideas revolving around how mistakes are good things and shouldn't be feared, as they provide opportunity for new ideas and learning experiences. This book could be used in a lesson regarding how mistakes could be fixed or overcome, and that students need to be creative and innovative in order to solve their problems.

This book aligns with practice 1 of the NGSS Science and Engineering practices, Asking Questions and Defining Problems, as in order to identify and learn from a mistake, students have to understand how to start to solve a problem by asking the right questions.

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Beautiful OOPS! by Bernie Saltzberg Read-A-Loud

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This book is about a girl named Rosie who loves to build things but isn't confident in her creations after someone laughed at what she built, and how she overcomes her insecurities.

Link to read aloud: https://youtu.be/EK0jBBRpzSk

Big ideas include learning from failure, community connection, and perseverance. This book could be used in the classroom to inspire students to overcome challenges and failure, as well as teaching students to be innovative and creative.

This book aligns with the idea that students shouldn't fear failure and should embrace it in order to learn and move forward. It also aligns with ISTE 1.1a Learning Goals, as it states "Students connect their learning needs, strengths and interests to their goals and use technology to help achieve them and reflect on their progress." This book follows Rosie doing exactly that, and how she overcomes the challenges that arise.

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Read aloud link: https://youtu.be/tkmE1Ay90PQ

This book follows Shoshana as she goes to her grandma's art studio and learns about art and innovation, as well as Jewish traditions and culture. She makes paper-cut out art and uses her imagination to see nature in her work.

The big ideas from this book include how art connects a culture/community, and the importance of creativity and a big imagination. The book includes instructions on how to create a cut-out Star of David, as well as some information about Jewish culture and traditions. The Art Lesson could be used to encourage creative thinking, and could be used as a multicultural connection.

This book aligns with the National Core Arts Standards creating anchor standard 1: generate and conceptualize artistic ideas and work. Students can engage in the art form Shoshana is learning in the story.

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The Art Lesson: A Shavuot Story, by Allison & Wayne Marks; illustrated by Annie Wilkinson. 2017

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Read aloud link: https://www.youtube.com/watch?v=retSVzIJmcQ

This book discusses what to do when you feel anxious or insecure about yourself or your abilities. It encourages students to feel capable and confident in everything they do.

Big ideas include trying again instead of giving up, the importance of community and personal relationships, and the importance of positive self-esteem and instilling confidence in students.

It could be used in the classroom to show students what they should do when they feel frustrated or overwhelmed while doing a project or activity and how they can calm themselves down or ask for help.

This book aligns with NGSS standard Constructing Explanations and Designing Solutions, as it involves students identifying a problem and figuring out how to solve it.

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📚READ ALOUD: I Can Do Hard Things By: Gabi Garcia

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Read aloud link: https://youtu.be/NjWtLi4a8lg

This book follows Vashti, a girl who believes she isn't creative or good at art. Her teacher challenges her to make something, and she decided to draw a dot. This dot helps her become more creative and confident in her abilities as the story progresses.

The big ideas in this book are the importance of having growth mindset, the importance of positive student-teacher interaction, and positive interaction with peers.

This story aligns with Analyzing data in K–2: builds on prior experiences and progresses to collecting, recording, and sharing observations.

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The Dot - by Peter H. Reynolds || Kids Book Read Aloud

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Read aloud link: https://youtu.be/fAmEQ2deJQQ

This book follows Ada Twist, a naturally curious girl who designs and completes a lot of experiments. After an experiment makes her family mad, she has to reflect on her actions.

Big ideas include designing experiments, being curious, and an introduction to the scientific method. This book could be used when about to start an experiment or problem based learning activity that will involve students following the scientific method. It introduces creating a hypthesis, designing an experiment, and analyzing an experiments outcome.

This book aligns with Practice 3: Planning and Carrying Out Investigations of the NGSS, as well as Practice 1: Asking Questions and Defining Problems. Ada Twist spends the entire story asking questions and planning experiments in order to answer her questions.

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📖 Kids Book Read Aloud: Ada Twist, Scientist🥼🔬 by Andrea Beaty

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Read aloud link: https://youtu.be/StkNpB9L4AE

This book follows a child who wants to build a garden just like they used to have at home. They rally the school and gather supplies to create a garden on the roof of the school.

Big ideas in this book include the importance of community, teamwork, perseverance, and problem solving. This book could be used in an earth science/gardening project, or could be used to inspire students to be creative and passionate about their work.

Some NGSS standards this story addresses are Practice 2: Developing and Using Models and Practice 8: Obtaining, Evaluating, and Communicating Information.

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In Our Garden (Read Aloud / Read Along Story)

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Read aloud link: https://www.youtube.com/watch?v=QKHfkKKPC3o&t=13s

This book is about how kids will feel different than the peers at times, and how it's okay that everyone is different, and how peers can support and welcome each other. It's important for kids to feel a sense of belonging and comfort in their classroom and community.

The big ideas relating to STEAM are the importance of creating a welcoming community, the importance in having strong peer relationships, and this book has a lot of connections to SEL.

The Day You Begin could be used in the classroom to show and explain why classrooms need to be made a safe environment for everyone to learn together, and that the best learning comes from collaboration.

The standards this story addresses are NGSS Practice 8: Obtaining, Evaluating, and Communicating Information, as this story relates to how students can form positive student relationships and hold respectful discussions.

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🏵️ The Day You Begin [READ ALOUD] by Jacqueline Woodson

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Cece Loves Science by Kimberly Derting and Shelli R. Johannes

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Cece Loves Science by Kimberly Derting and Shelli R. Johannes

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Read aloud link: https://youtu.be/IGd7pxA1WNo

This story is about Cece, a curious girl who embarks on a science investigation in her class. Her teacher lets her pick her own investigation, and she designs her investigation around whether or not her dog likes vegetables.

This book is great for explaining the scientific method to kids, as Cece walks through her investigation step by step. She starts with a question, then observation, then experimentation, and then collects data to come to a conclusion. This book could be used in the classroom to introduce the scientific method and inspire students to begin their own investigation or science project.

This book very closely aligns with all 8 NGSS practices, Asking questions (for science) and defining problems (for engineering) 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations (for science) and designing solutions (for engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information. Cece and her classmate do all of these practices as they design and complete their investigation.

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Read aloud link: https://youtu.be/I3g7_bTLebo

This book is about a student who observes his school, noting that it's boring and that he would make a lot of changes and additions to the school. He is very imaginative, and some of his additions included a zoo at the entrance, a transport tube, and floating words instead of whiteboards.

Some big STEAM ideas present in this book is the importance of observation, innovation, and creative thinking. This book could be used in the classroom to inspire a creative writing project and design/engineering project, as students could write about what additions they would make to the school and can model how that would be possible.

This book aligns with NGSS Practice 1: Asking questions (for science) and defining problems (for engineering) and 2. Developing and using models, as our main character is questioning the make of his school and brainstorming how he would change it.

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If I Built a School – 🏫 Creative read aloud kids book by Chris Van Dusen

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Resource: https://www.rosalindfranklin.edu/about/facts-figures/dr-rosalind-franklin/

Dr. Rosalind Franklin was a trailblazing chemist, x-ray crystallographer, and researcher whose work allowed us to see the real form of DNA, helped us understand viruses, and her Photo 51 of DNA's double helix helped Watson and Crick win the Nobel Prize 4 years after her death in 1958.

She is an inspiration to all women in STEM despite the fact her contributions to Photo 51 going largely unrecognized for nearly 50 years. Dr. Franklin is a reminder that we need for women in STEM and that many women have contributed to largely to the field of science and did not receive proper recognition.

A PK-2 activity around Dr. Franklin and her work could involve students researching diverse or minority scientists and how their contributions influenced science today. This could also inspire minority students, as students are better engaged when they are represented in their learning.

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A role model for our university, aspiring scientists, health professionals and those underrepresented in STEM

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Resource 1: https://www.nasa.gov/centers-and-facilities/langley/katherine-johnson-biography/

Read aloud Resource 2: https://www.youtube.com/watch?v=gRhydboXqbY

Katherine Johnson was a mathematician for NASA and her work was crucial in early space exploration. Her calculations helped "synch Project Apollo’s Lunar Module with the lunar-orbiting Command and Service Module, and she also worked on the Space Shuttle and the Earth Resources Technology Satellite (ERTS, later renamed Landsat) and authored or coauthored 26 research reports." She was awarded a Presidential Medal of Freedom by President Obama in 2015 when she was 97 years old.

Hidden Figures is a book and movie about her experience as a black woman working for NASA, as well as her black women peers at NASA. Her story is an inspiration to young girls and people of color who wish to pursue STEM.

Attached above is the children's book Hidden Figures: True Story of Four Black Women and the Space Race by Margot Lee Shetterly. This book could be used in the classroom when learning about different STEM careers,what a STEM career would look like, and who works in STEM.

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Born: Aug. 26, 1918
Died: Feb. 24, 2020
Hometown: White Sulphur Springs, WV
Education: B.S., Mathematics and French, West Virginia State College, 1937
Hired by NACA: June 1953
Retired from NASA: 1986
Actress Playing Role in Hidden Figures: Taraji P. Henson
Biography by Margot Lee Shetterly
Being handpicked to be one of three black students to integrate West Virginia's graduate schools is something that many people would consider one of their life's most notable moments, but it's just one of several breakthroughs that have marked Katherine Johnson's long and remarkable life. Born in White Sulphur Springs, West Virginia, in 1918, her intense curiosity and brilliance with numbers vaulted her ahead several grades in school. By 13, she was attending the high school on the campus of historically black West Virginia State College. At 18, she enrolled in the college itself, where she made quick work of the school's math curriculum and found a mentor in math professor W. W. Schieffelin Claytor, the third African American to earn a PhD in mathematics. She graduated with highest honors in 1937 and took a job teaching at a black public school in Virginia.

When West Virginia decided to quietly integrate its graduate schools in 1939, West Virginia State's president, Dr. John W. Davis, selected her and two men to be the first black students offered spots at the state's flagship school, West Virginia University. She left her teaching job and enrolled in the graduate math program. At the end of the first session, however, she decided to leave school to start a family with her first husband, James Goble. She returned to teaching when her three daughters got older, but it wasn't until 1952 that a relative told her about open positions at the all-black West Area Computing section at the National Advisory Committee for Aeronautics' (NACA's) Langley laboratory, headed by fellow West Virginian Dorothy Vaughan. Katherine and her husband decided to move the family to Newport News, Virginia, to pursue the opportunity, and Katherine began work at Langley in the summer of 1953. Just two weeks into her tenure in the office, Dorothy Vaughan assigned her to a project in the Maneuver Loads Branch of the Flight Research Division, and Katherine's temporary position soon became permanent. She spent the next four years analyzing data from flight tests and worked on the investigation of a plane crash caused by wake turbulence. As she was wrapping up this work her husband died of cancer in December 1956.

The 1957 launch of the Soviet satellite Sputnik changed history-and Johnson's life. In 1957, she provided some of the math for the 1958 document Notes on Space Technology, a compendium of a series of 1958 lectures given by engineers in the Flight Research Division and the Pilotless Aircraft Research Division (PARD). Engineers from those groups formed the core of the Space Task Group, the NACA's first official foray into space travel. Johnson, who had worked with many of them since coming to Langley, "came along with the program" as the NACA became NASA later that year. She did trajectory analysis for Alan Shepard's May 1961 mission Freedom 7, America's first human spaceflight. In 1960, she and engineer Ted Skopinski coauthored Determination of Azimuth Angle at Burnout for Placing a Satellite Over a Selected Earth Position, a report laying out the equations describing an orbital spaceflight in which the landing position of the spacecraft is specified. It was the first time a woman in the Flight Research Division had received credit as an author of a research report.

In 1962, as NASA prepared for the orbital mission of John Glenn, Johnson was called upon to do the work that she would become most known for. The complexity of the orbital flight had required the construction of a worldwide communications network, linking tracking stations around the world to IBM computers in Washington, Cape Canaveral in Florida, and Bermuda. The computers had been programmed with the orbital equations that would control the trajectory of the capsule in Glenn's Friendship 7 mission from liftoff to splashdown, but the astronauts were wary of putting their lives in the care of the electronic calculating machines, which were prone to hiccups and blackouts. As a part of the preflight checklist, Glenn asked engineers to "get the girl"-Johnson-to run the same numbers through the same equations that had been programmed into the computer, but by hand, on her desktop mechanical calculating machine. "If she says they're good,'" Katherine Johnson remembers the astronaut saying, "then I'm ready to go." Glenn's flight was a success, and marked a turning point in the competition between the United States and the Soviet Union in space.

When asked to name her greatest contribution to space exploration, Johnson would talk about the calculations that helped synch Project Apollo's Lunar Module with the lunar-orbiting Command and Service Module. She also worked on the Space Shuttle and the Earth Resources Technology Satellite (ERTS, later renamed Landsat) and authored or coauthored 26 research reports. She retired in 1986, after 33 years at Langley. "I loved going to work every single day," she said. In 2015, at age 97, Johnson added another extraordinary achievement to her long list: President Barack Obama awarded her the Presidential Medal of Freedom, America's highest civilian honor.

She died on Feb. 24, 2020. NASA Administrator James Bridenstine said, "Our NASA family is sad to learn the news that Katherine Johnson passed away this morning at 101 years old. She was an American hero and her pioneering legacy will never be forgotten."

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Resource: https://www.biography.com/scientists/george-washington-carver

George Washington Carver was a scientist and inventor who was born into slavery in 1864. He was interested in botany and other plant sciences from a young age, and grew up to be an expert in the agricultural field. He's largely known for his research on plant biology, much of which focused on the development of new uses for crops including peanuts, sweet potatoes, soybeans, and pecans.

George W. Carver was a renowned scientist in his time and his research and discoveries still impact us today.

His story is one of hardship and perseverance, and his brilliant contributions to the field of agriculture and plant biology make him a trailblazing pioneer in STEM.

His story could be used in a lesson about earth sciences, like a seed growing project, in order to teach about plant sciences as well as who works in plant sciences. George W. Carver is an inspiration to minority students interested in STEM and great representation for children of color.

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Resource: https://lemelson.mit.edu/resources/radia-perlman

Radia Perlman is often referred to as the Mother of the Internet. She is a mathematitian and engineer who attended MIT and grafuated in 1976. Her work in software and network routing was groundbreaking, and "Perlman’s work has been described as having put the “basic traffic rules into place” for the Internet." She earned her PhD in computer sciennce from MIT in 1988, and today continues her work in network security.

Perlman's groundbreaking work in computer science paved the way for the internet now as we know it. She was often the only woman engineer and mathematician in her field, and serves as a great inspiration and role model for girls interested in STEM.

A classroom activity centered around Radia Perlman and her contribution could be a deep dive into the history of the internet and some of the basics of how the internet works. Kids PK-2 have likely been exposed to the internet and are familiar with different websites or social media apps, so they would likely be interested in learning about the history and development of the internet.

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Spanning Tree Protocol

During the 1970s scientists and programmers were working hard on assembling the networks and technology to enable what we now know as the Internet. Engineer and mathematician Radia Perlman was one of very few women involved in process at that time. Her invention of the algorithm behind the Spanning Tree Protocol solved a challenging information routing problem and earned her the moniker " Mother of the Internet."

Born in 1952 in Portsmouth, Va., Perlman spent much of her childhood in New Jersey. She attended the Massachusetts Institute of Technology, graduating with a SB degree in 1973 and an SM in 1976, both in mathematics. From there she accepted a position with Bolt, Berenek, Newman (BBN), a government contractor that developed software for network equipment.

While working for BBN, Perlman made an impression on a manager for Digital Equipment Corp. while making a presentation on network routing. Digital offered her a job; she joined the firm in 1980. Digital had been trying to get computers to share information in a reliable manner and asked for her help. She very quickly produced a solution that did exactly what the team wanted it to; the Spanning Tree Protocol (STP), allows a network to deliver data reliably by making it possible to design the network with redundant links. This setup provides automatic backup paths if an active link fails, and disables the links that are not part of the tree. This leaves a single, active path between any pair of network nodes.

Perlman's work has been described as having put the "basic traffic rules into place" for the Internet. STP ensures that a network remains configured in any event to ensure that data is delivered whenever a user or machine calls for it. The concept was adopted as an IEEE standard for bridge technology and remains in place to this day. Perlman also developed algorithms to make link state protocols such as IS-IS and OSPF efficient and scalable.

Perlman earned her PhD in computer science from MIT in 1988; her doctoral thesis on routing in environments where malicious network failures are present serves as the basis for much of the work that now exists in this area. She left Digital in 1993 to work for Novell and in 1997 she joined Sun Microsystems. Over the course of her career she has earned some 80 patents, 40 of them while working for Sun Microsystems, where in 2007 she held the title of Distinguished Engineer. She also served as a professor at both Harvard University and the University of Washington, and she has written or co-written two textbooks: "Interconnections: Bridges, Routers, Switches, and Internetworking Protocols"; and "Network Security: Private Communication in a Public World."

At Sun Microsystems, Perlman specializes in network security. Her focus was on redesigning the algorithm behind STP to make it more robust, more stable, and give it the ability to establish optimal paths between points. The project went by the name of TRILL, which stands for "transparent interconnection of lots of links." She also worked for several years on a project she calls an "ephemerizer." The concept would allow users to assign single, dated encryption keys to create entire batches of files so a user or administrator need keep track of only one key for any subset of files. The system would also help users ensure that encrypted data is inaccessible after the expiration date; on a date chosen by a user, corresponding encryption keys would be destroyed.

Perlman has been honored with numerous awards for her work. She was named 2004 Inventor of the Year by the Silicon Valley Intellectual Property Law Association and was listed as one of the 20 most influential people in information technology by Data Communications Magazine, in both its 20th and 25th anniversary editions.

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Spanning Tree Protocol During the 1970s scientists and programmers were working hard on assembling the networks and technology to enable what we now know as the Internet. Engineer and mathematician Radia Perlman was one of very few women involved in process at that time.

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Resource: https://www.bbc.co.uk/history/historic_figures/berners_lee_tim.shtml

Tim Berners Lee invented the World Wide Web. He studied physics at Oxford University and became a software engineer. He also created the first web browser and editor in 1991. His contributions to the development of the internet and the field of computer science make him an important pioneer in STEM.

A lesson including Tim Berners Lee could involve students conducting research in order to create a timeline of the creation and development of the internet. Him and his contributions would be a notable part of this timeline.

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Berners Lee is a British computer scientist who invented the World Wide Web.

Timothy John Berners Lee was born on 8 June 1955 and grew up in London. He studied physics at Oxford University and became a software engineer.

In 1980, while working at CERN, the European Particle Physics Laboratory in Geneva, he first described the concept of a global system, based on the concept of 'hypertext', that would allow researchers anywhere to share information. He also built a prototype called 'Enquire'.

In 1984, Berners Lee's returned to CERN, which was also home to a major European Internet node. In 1989, Berners Lee published a paper called 'Information Management: A Proposal' in which he married up hypertext with the Internet, to create a system for sharing and distributing information not just within a company, but globally. He named it the World Wide Web.

He also created the first web browser and editor. The world's first website, http://info.cern.ch, was launched on 6 August 1991. It explained the World Wide Web concept and gave users an introduction to getting started with their own websites.

In 1994, Berners Lee founded the World Wide Web Consortium at the Laboratory of Computer Science (LCS) at the Massachusetts Institute of Technology in Boston. He has served as director of the consortium since then. He also works as a senior research scientist at LCS which has now become the Computer Science and Artificial Intelligence Laboratory.

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Berners Lee is a British computer scientist who invented the World Wide Web. Timothy John Berners Lee was born on 8 June 1955 and grew up in London. He studied physics at Oxford University and became a software engineer.

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Resource: https://www.forbes.com/advisor/education/career-resources/careers-in-stem/

The article/resource lists the different STEM categories and careers that are included under each STEM umbrella.

The article is titled 10 STEM Careers That Pay Off by Garrett Andrews, and it lists 10 valuable and highly sought after STEM careers. The list includes the career title, average salary, educational requirements, and a job description.

This article/resource can help kids conceptualize and understand what a STEM career means and entails. It's sometimes hard to imagine what a data scientist or software developer actually does, so this article is super helpful in explaining what these jobs entail in language that's easy to understand.

This relates to the PK-2 grade-band because students in STEAM education need a good grasp of what it means to work in STEM and just how broad STEM careers can be. It also relates to the Life and Career Skills section of the 21st Century Learning model, as learning about these STEM careers assists students in their learning of skills relating to these professions.

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Editorial Note: We earn a commission from partner links on Forbes Advisor. Commissions do not affect our editors' opinions or evaluations.

Can you imagine life without technology? It's difficult given how ingrained cellphones, mass transportation systems, Wi-Fi, social media and voice assistants are in our world. And none of it would exist without STEM, or the fields of science, technology, engineering and math.

As humans grow more enmeshed with their technology, careers in STEM continue to increase in size and importance. In addition to strong projected growth across this field, STEM jobs tend to pay well.

A STEM career may suit you if you're eager to invent and innovate, enjoy taking on a challenge and learn best by doing. Read on to discover 10 of the brightest career paths in this developing field.

This article uses salary and employment data from the U.S. Bureau of Labor Statistics (BLS).

What Is STEM?

Taken literally, "STEM" serves as an umbrella term for four related fields, but it also carries strong associations with innovation, the economy and the future of labor. In academia, STEM denotes classes like chemistry, astronomy, physics and statistics. Professionally speaking, it refers to jobs in industries like computer systems design, manufacturing and software publishing.

The BLS categorizes nearly 300 careers as STEM, spanning occupations such as architects, zoologists, opticians, water resource specialists, petroleum engineers and pharmacists. More than 10 million people worked in STEM occupations in 2022, according to the BLS.

Over the next 10 years, the BLS expects STEM jobs to grow by 10.8%, far outpacing the 2.8% projected growth across all occupations. Data-related occupations may see an even steeper increase-up to 35%.

As demand booms for these lucrative careers, STEM has become a hot topic in education, pop culture and even the government, as public officials encourage students to learn STEM skills as early as pre-K.

Are STEM Careers Worth it?

Money isn't everything, but increased financial stability can improve mental well-being. And STEM careers typically pay well. In 2022, STEM workers earned a median annual wage of $97,980, considerably higher than the $44,670 average for non-STEM occupations.

Most of the jobs on this list, and many others, only require a bachelor's degree. Technology does excellent things. It extends lifespans and improves quality of life. It connects people around the world. It supports the human drive to innovate. And as long as society depends on technology, it will depend on creative workers to discover and develop new ideas.

10 Careers in STEM To Consider

Computer and Information Research Scientist

Computer Network Architect

Data Scientist

Database Architect

Epidemiologist

Information Security Analyst

Market Research Analyst or Marketing Specialist

Software Developer

Median Annual Salary: $127,260
Minimum Required Education: Bachelor's degree
% Projected Employment Growth (2022-32): 26%
Job Overview: Software developers design computer programs or applications. Many work for manufacturing companies or software publishers. Some developers design games or apps sold to the public. Others create software used in consumer goods like cellphones and vehicles.

Statistician

Web Developer

STEM Careers by the Numbers

Fastest-Growing STEM Careers

Careers with the highest projected growth for 2021 to 2031, according to the BLS:

1. Data scientist

2. Information security analyst

3. Statistician

4. Web developer

5. Software developer

Highest-Earning STEM Careers

The five careers with the highest mean annual wage:

1. Computer and information research scientist

2. Database architect

3. Software developer

4. Computer network architect

5. Actuary

Most Popular STEM Careers

STEM occupations with the highest employment as of May 2022:

1. Software developer

2. Computer user support specialist

3. Computer systems analyst

4. Network and computer systems administrator

5. Software quality assurance analyst or tester

Frequently Asked Questions (FAQs) About Careers in STEM

How do I start a career in STEM?

Start early and take STEM-related classes in high school. Once you identify a STEM subject that interests you, find a college program to help you hone your passion. While in school, complete one or two internships, then search for entry-level positions that could lead to your dream job.

What are the best STEM careers?

While it depends on your interests, STEM careers typically allow you to work in a fast-paced, innovative industry at an above-average salary. Some of the best-paying positions include computer and information research scientist, database architect and software developer. You can even get involved in non-technical roles such as sales or communications.

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Can you imagine life without technology? It's difficult given how ingrained cellphones, mass transportation systems, Wi-Fi, social media and voice assistants are in our world. And none of it would exist without STEM, or the fields of science, technology, engineering and math. As humans grow more

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Resource: https://app.us.lifeology.io/viewer/lifeology/default/a-to-z-stem-careers#3f9c957157bc

This amazing resource was compiled by actual scientists and people in each STEAM field. It describes a STEAM career for each letter of the alphabet and what that career entails. The careers include fields in human behavior sciences, biology, mathematics, economics, or chemistry to name a few.

This resource is a great way to conceptualize and understand STEAM careers for kids, and this resource covers a variety of STEAM related fields.

This source relates to the PK-2 grade-band as students are to become well versed in the skills needed for a variety of STEAM careers and need to know what kind of careers fall under the STEM umbrella. This resource also touches on the Life and Career Skills section of the 21st Century Learning model, as students will learn and practice the skills needed for a STEAM career.

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Which STEM career is right for you? In this course, learn about possible Science, Technology, Engineering, and Math (STEM) careers from A to Z!

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Resource: https://www.saa.org/about-archaeology/what-is-archaeology

This resource delves in to all things archaeology. It describes what the science of archaeology entails, what archaeologists do, and what they do with their findings.

This resource could be used in the PK-2 setting to introduce the career to them and do a few archaeology related activities. The language may be too sophisticated for younger kids, but this is a resource that a teacher could share and explore with kids. It relates to the grade-band of PK-2 because students could use this resource to assist in an archaeology related investigation, which would fall under NGSS Practice 3: Planning and Carrying Out Investigations.

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Archaeology is a diverse field of study. Most archaeologists focus on a particular region of the world or a specific topic of study. Specialization allows an archaeologist to develop expertise on a particular issue. Some archaeologists study human remains (bioarchaeology), animals (zooarchaeology), ancient plants (paleoethnobotany), stone tools (lithics), etc. Some archaeologists specialize in technologies that find, map, or analyze archaeological sites. Underwater archaeologists study the remains of human activity that lie beneath the surface of water or on coasts. Cultural Resource Management, known as "CRM," refers to the work archaeologists do to follow federal and state laws.

Around the world, archaeological methods are similar. But archaeology in the Americas is a subfield of anthropology-the study of humans. In other parts of the world, archaeology is an independent field of study or part of historical research.

An archaeological site is any place where there are physical remains of past human activities. There are many types of archaeological sites. Prehistoric archaeological sites are those without a written record. They may include villages or cities, stone quarries, rock art, ancient cemeteries, campsites, and megalithic stone monuments. A site can be as small as a pile of chipped stone tools left by a prehistoric hunter. Or a site can be as large and complex as the prehistoric settlements of Chaco Canyon in the American southwest. Historical archaeology sites are those where archaeologists can use writing to aid their research. Those could include densely populated modern cities, or areas far below the surface of a river, or the sea. The wide variety of historical archaeological sites include shipwrecks, battlefields, slave quarters, cemeteries, mills, and factories.

Even the smallest archaeological site may contain a wealth of important information. Artifacts are objects made, modified, or used by humans. Archaeologists analyze artifacts to learn about the people who made and used them. Non-portable artifacts called features are also important sources of information at archaeological sites. Features include things like soil stains that show where storage pits, structures, or fences once existed. Ecofacts are natural remains related to human activity. Plant and animal remains can help archaeologists understand diet and subsistence patterns.

Context in archaeology refers to the relationship that artifacts have to each other and to their surroundings. Every artifact found on an archaeological site has a defined location. Archaeologists record the exact spot where they find an artifact before removing it from that location. In the 1920s, archaeologists found a stone spear point lodged between the ribs of a species of a North American bison that went extinct at the end of the last Ice Age. It settled an argument that had gone on for decades. The spear point established once and for all that people had inhabited North America since the late Pleistocene. It is the context or association between the bison skeleton and the artifact that proved this. When people remove an artifact without recording its precise location, we lose that context forever. At that point, the artifact has little or no scientific value. Context is what allows archaeologists to understand the relationships between artifacts and between archaeological sites. It is how we understand how people in the past lived their daily lives.

In short, no. Scientists who study dinosaur bones (or fossils) are paleontologists. Paleontology is the study of the history of life on Earth as based on fossils. That includes dinosaurs, other ancient animals, plants, and even bacteria. Paleontologists have a lot in common with archaeologists. Both excavate and study physical remains. The key difference is that archaeologists study the human past. Some archaeologists study animals or plants too, looking at the relationships that people had with them in the past.

The last of the dinosaurs died out about 65 million years ago. Our earliest hominid (human-like) ancestors didn't arise until about 5 million years ago. So, people and dinosaurs never lived on our planet at the same time! This image of a geological clock helps put the timeline of the Earth into perspective. Dinosaur fossils help paleontologists study the history of life on earth. But dinosaur bones aren't necessarily helpful to archaeologists, who want to understand human history, unless the bones were used by humans in some way.

Paleontologists, archaeologists, and other scientists such as geologists, chemists, and biologists often work together to better understand ancient environments. For example, research teams at Olduvai Gorge in Tanzania are made up of archaeologists, paleontologists, and more. Olduvai Gorge is home to some of the earliest hominid fossils.

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Archaeology is a diverse field of study. Most archaeologists focus on a particular region of the world or a specific topic of study. Specialization allows an archaeologist to develop expertise on a particular issue. Some archaeologists study human remains (bioarchaeology), animals (zooarchaeology), ancient plants (paleoethnobotany), stone tools (lithics), etc.

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Resource: https://www.environmentalscience.org/entomology

Resource 2: https://www.steamsational.com/learn-about-insects-and-bugs/

The first resource is from Environmental Science, and it explains what the study of entomology is and what entomologists do.

The second resource is an article called Creative Insect Stem Activities for Kids by Steamsational. It lists 21 ideas for entomology related activities ranging from preschool level to upper elementary. These activities are hands-on and have an overlap with art disciplines.

The first resource would be great to use as a informational introduction to entomology in order to set the groundwork for an activity from the second resource. I know a lot of kids who have an interest in bugs, so I feel that a lot of kids would be engaged by an entomology activity.

These resources relate to the PK-2 grade-band because the first involves exploration of the career and teaches about the career skills needed for entomology. The second resource involving different entomology activities has a lot of resources for building big models, which aligns with NGSS Practice 2: Developing and Using Models.

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What is Entomology?

Entomology is now a well-established degree and with the scope of the environmental sciences continuing to expand, the evidence that we can acquire from it is expected to continue to have the broadest possible appeal. Though classed as a subsection of zoology, it is a deep enough subject to require specific undergraduate and postgraduate qualifications. Entomology usually comes under the control of biology or agriculture departments, and most universities in the world offer courses in entomology. At least one college in each US state offers it as an undergraduate program. Students wishing to take advanced degrees and PhD programmes have a lot of choice; most research roles will require at least a Master's level degree - if not a Doctorate. Most entomologists go on to work in agriculture and conservation, in ecology and land management (national parks for example).

Put simply, entomology is a branch of zoology (the study of animals) that studies insects and how they interact with their environment, other species and humans (1). The word originates - as most scientific classifications do - with a Greek word: entom, meaning "notched". An animal is an insect when it has segmented body parts. Insects are quite remarkable creatures and we have identified in the region of 1 million species with estimates of the number of unidentified species ranging from 5 million to 8 million (2). Insects exist all over the world and survive in some of the harshest environments on earth; it is believed that they - in terms of numbers - outnumber all other animal species combined (3).

What is an Insect?

It may seem like a simple question, but there is some confusion over what is and what is not an insect. There are certain criteria by which we define which creatures are insects. For starters, they must have an exoskeleton - this is common to all arthropods. In order for the arthropod to be an insect, the specimen must have six legs - this is generally what separates them from other arthropods. They also have three distinct body parts broken down into the head, abdomen and thorax. They may or may not have wings, or antennae, or both (4) and they may live on land, in the air or in bodies of water (though there are not many marine species as these environments are dominated by other types of arthropods).

Most insects have compound eyes that are large relative to their bodies, though some are eyeless (5) and many have ocelli (sensors that fulfill some functions of eyes in other species) (6, p14-15). Combined, the compound eyes, antennae and ocelli perform most sensory functions of the insect. Sensory hairs on the bodies of many insects tell them the direction the wind is blowing, so if they smell food, they know what direction to fly or crawl to find it.

"Not all insects have ocelli - in fact, this is a distinguishing character at the taxonomic level of orders. Some type of beetles for example such as the subfamily Omaliinae of the Staphylinidae do have ocelli while most beetle types do not. Beetles about 40% of all named insect species." Robert E. Nelson, Professor of Geology, Colby College

Learn more about how to become an entomologist.

A History of Entomology

Humans have always been interested in insects for one reason or another; ancient cultures have examined, farmed and even venerated them. Ancient Egyptians worshipped a large species of dung beetle, or Scarab, that would gather balls of dung and bury them. The female would lay eggs on the dung, and then weeks or months later, new beetles would emerge from the ground - seemingly reborn from nothing and thus representing the renewal of life. Even before this, some of the earliest cave art depicts bees - one famous example at Cuevas de la Araña en Bicorp in eastern Spain shows a human figure surrounded by bees (7), while he or she (the figure is androgynous) gathers honey from a hive. Many Roman writers discussed insects and Aristotle and Pliny the Elder both had a strong fascination in which they published their observations of insects in books on natural history.

The true scientific study of insects did not development until the Renaissance and through to the Enlightenment era - with the greatest expansion of the subject seeming to be the 1800s. Three strands of study grew up in a very short space of time: first there were the researchers who wanted to depict nature's beauty through producing highly detailed image. This wasn't just useful for art's sake, these highly detailed sketches were useful to researchers wanting to understand the insects' physiology.

The second group concerned itself (as many natural sciences did) with classification, dividing for the sake of convenience and ease of study - still a common practice today and we still use the division method in classification of new species, even where and when we realise that not all species of anything fit neatly into boxes. The third group focused largely on examining the biological processes of insects - life cycle, reproduction, habitats and other elements.

This developed through the course of the 18 th century and by the 19 th century most major universities were studying the world's insects and major scientific institutes began a systematic programme of research and investigation. In North America and in Europe, the Victorian era saw the greatest expansion of interest of insects (8) firstly through the amateur research of the well to do gentleman researcher, and later into more academic study leading to the formalised science that we have today.

There is no greater work with such a wide scope for this third group, than the four volumes published in the early 19 th century by William Kirby and William Spence (9) and it is still considered a seminal work today. For the most part, this 19 th century research into insects was driven by medical science and a need to understand and combat diseases carried by insects such as malaria and yellow fever (10), their causes and how they spread. It was important to the colonialism and the growing market economy of nations spreading their influence and building markets in developing countries. That's not to say that study for study's sake was not an issue as it was with so many other 18 th and 19 th century naturalists, because it was. As humans we are driven to examining and understanding the world around us.

The 20 th and 21 st centuries led to the more discoveries of insect species, and how they live and reproduce, than ever before. Now we can visit very remote areas far more easily than we could before - new species turn up every day. We have also discovered that the study of insects has uses outside of entomology.

What Can Entomology Tell Us?

The subject does not exist in a bubble where it is useful only to itself; it is part of a wider environmental study of our natural ecology and human geography - insects are affected by the climate and results of studies can tell us much about what is going on in the world around us. We discover new uses for studies in entomology all the time and there are already several established disciplines where insects and insect remains are a powerful type of evidence.

As Environmental Indicators

Insects are a vital part of forest biodiversity and as they are particularly sensitive to changes in the climate and the patterns and seasons of regional flora cover, entomology provides evidence for general forest health (11) as well changes in the cover. The arrival of a new pest or the sudden decline of a well-established native species can indicate many things, such as the effects of deforestation, or a change in the types of arboreal cover, CO2 concentration, persistent ecological issues such as drought or flooding. They can tell us much about the types of trees, shrubs and flowers that grow there (especially pollinating insects such as butterflies) (12, p28-30) and any changes.

The Arctic Circle has a very delicate ecosystem and this is one area where researchers in many fields rely heavily on entomology, particularly of the relationship between insect groups, between insects and the environment, between insects and other animal species; evidence from population numbers and density is often used to examine specific environmental indicators (13).

For Archaeology / Anthropology

Similarly, and as archaeology moves more into the realm of environmental science, insect population and remains are becoming more important in the interpretation of archaeological sites and landscapes. Humans have had an enormous impact on the environment of the past, and we are just beginning to understand how geoengineering, how hunter-gatherer societies and even the Neolithic Agricultural Revolution impacted local ecologies. We are only now beginning to understand how insect remains are useful, and indeed which insect species are most useful in which areas. In a study of western Greenland for example, researchers examined extant insect remains for indicators of personal hygiene (14).

This isn't all they can tell us though. When a virgin landscape is altered to make way for farmland, there is likely to be a change to the ecosystem that will include a change of both the pollen distribution pattern and insect remains - especially where a crop favourable to native insect species replaces a crop that was unfavourable, or vice versa. In these cases, there will be a clear and distinct pattern change in the archaeological record.

Forensic Entomology

It may surprise people to learn that insect species can sometimes play a part in criminal investigation and even be included as part of the evidence. We can learn much about a body's season of death and for how long it may have been exposed to the elements before discovery or being buried (15). This is one of the most critical areas in which entomology contributes to our understanding of human remains - in archaeology and in criminal proceedings.

Insects are attracted to decomposing bodies and may begin feeding off it or laying eggs in it. By understanding the lifecycle process of any insect remains found, investigators can identify how long a body has been dead, where it has been storied and a variety of other facts. Most interestingly, it seems that studying insects as a method of working out the perpetrator of a murder goes back to China in the 13 th century (16) when suspects were told to lay their sickles on the ground to see which attracted the most flies to the small amounts of blood that remained on the blade. Using insects as evidence in a modern criminal trial began in 1935 when a body in the UK showed a number of blowflies. The subsequent evidence attained from the blowflies informed investigators how long the woman had been dead and led to a conviction of the guilty party (17).

Medical Entomology

This is the area concerned with medical research and how insects are a matter of public health. This area also includes plant disease and damage caused by insects to crops too. That means researchers in Medical Entomology are concerned with urban and rural pests as well as the diseases that some insects carry. The scope of medical entomology will also cover research into the effectiveness of, and development of new, pesticides.

Medical entomology arguably began in the early 20 th century when it was discovered that mosquitoes were responsible for the transmission of Yellow Fever. Medical entomology plays a large part of the US military research as the major bodies examined and combated the effects of major diseases in all wars the country has participated in (18) - most recently in Iraq and Afghanistan. Though entomology is the study of insects, medical entomology has a broader scope in that it incorporates other arthropods that may affect human health - this means arachnids such as spiders, mites, ticks and also come under the scope of a medical entomology researcher.

Fruit Fly Research

The humble fruit fly deserves a special mention because these small insects have given us so much information. We have learnt much about evolutionary biology because many generations breed in a very short space of time (20). We have information on genetic mutation, genetic drift and other elements of evolution vital to research in other areas, particularly human genetics. Selective cross-breeding for favourable traits may be carried out on a large scale in a very short space of time. Though they have been studied for at least a century, only recently have researchers made great leaps in discoveries.

Recent research has also shown that there may be discoveries waiting to be made for diabetes research. A paper published in 2014 shows that the research team discovered a way of measuring mutations in relation to insulin levels (21). It is hoped and expected that future diabetes treatments will results from the study.
Sources

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Entomology is now a well-established degree and with the scope of the environmental sciences continuing to expand, the evidence that we can acquire from it is expected to continue to have the broadest possible appeal. Though classed as a subsection of zoology, it is a deep enough subject to require specific undergraduate and postgraduate qualifications.

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Resource: https://education.nationalgeographic.org/resource/science-art-meteorology/

Resource 2: https://www.educationcorner.com/weather-activities-preschool-kindergarten/

The first resource from National Geographic delves into the science of meteorology and what meteorologists do. The second resource has a list of 30 activities for preschool-kindergarten kids relating to weather and weather science. 2 activities that looked fun/interesting was the Shaving Cream Rain Cloud activity and the What's the Weather dramatic play center.

These resources could be used in the classroom during an earth science unit, like ESS2.D Weather and climate in K-2 where students learn about weather, weather changes, and how weather is recorded. Many of the weather activities involve building a weather model, which aligns with NGSS Practice 2: Developing and Using Models.

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Top 30 Fun Weather Activities for Preschool and Kindergarten - Education Corner

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These weather-related activities encourage preschoolers to ask questions, make predictions, and engage in hands-on experiments.

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🧑‍🏫STEAM TEACHING                         AND  LEARNING🧑‍🏫

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🧑‍🏫STEAM TEACHING                         AND  LEARNING🧑‍🏫

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The Institute of Arts Integration and STEAM

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The Institute of Arts Integration and STEAM

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Resource: https://artsintegration.com/what-is-steam-education-in-k-12-schools/#:~:text=STEAM%20Education%20is%20an%20approach%20to%20learning%20that,for%20guiding%20student%20inquiry%2C%20dialogue%2C%20and%20critical%20thinking.

This resource defines STEAM education and its applications, its importance, and its results. It also gives tips for implementing a STEAM activity or lesson, as well as some tips for interdisciplinary integration.

This Arts Integration article is beyond helpful in assisting teacher's in understanding STEAM education and it's importance, as well as how to teach STEAM education.

This resource is useful in the classroom as it defines how the different disciplines like literacy, social studies, and the arts can be integrated into STEAM education.

It aligns with the STEAM education standards and the PK-2 grade-band because it follows the 21st Century Learning framework and explains how teachers can teach these skills to young learners. This resource could be improved by adding a set of sample activities and lesson plans so that teachers can get a feel for what a STEAM lesson would look like in action.

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The Institute for Arts Integration and STEAM

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STEAM is an educational approach to learning that uses Science, Technology, Engineering, the Arts and Mathematics as access points for guiding student inquiry, dialogue, and critical thinking.

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Resource: https://www.generationgenius.com/science-videos-for-kids/

This resource has a compilation of free math and science activities with reading material, video material, and instruction/implementation guides of activities for all grade levels. Some content you have to pay for, but there is a lot of free lesson guides and lesson plans, as well as inspiration for different STEAM activities.

This resource has high quality lesson plans and activities that are easy to navigate and follow along. It also has a section discussing standards the activities meet and you can search by state, which is super helpful and makes teaching the activities easier to plan. The site could be improved by including video, reading, and activities in all lesson guides, as some are missing one or more of these elements, or some elements are paywalled while other elements aren't.

Generation Genius promotes student-centered activities that engage students in exploration, experimentation, and collaboration, which are all core tenets of STEAM education.

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NEW K-8 Math Lessons Now Available

Get instant access to hours of fun, standards-based videos, reading material, quiz games, simple DIY activities & more.

Get instant access to hours of fun, standards-based videos, reading material, quiz games, simple DIY activities & more.

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Our science videos for kids cover all major topics in grades K-8 and come with lesson plans, activities, quizzes, vocabulary & more. Try it free.

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Resource: https://cool.org/activities/love-food-love-seeds-bees-yard-early-learning

Cool.org in an Australian educational resource institution that provides lesson plans and ideas for STEAM learning activities. It has a wide range activities spanning all grade levels. The activity I found called Bees in the Yard in an early learning activity that brings kids out in nature and observe bees in a garden. The free lesson plan includes materials, directions, and why how this activity will benefit kids both educationally and socially. This activity was also made in partnership with ACT for Bees, a not-for-profit organization taking action to preserve these essential pollinators, ensuring a food-secure future. The resource is a little hard to navigate, so there's room for improvement in the organization of the resources.

This activity meets NGSS standards for exploration, asking questions, and planning out and carrying out investigations. It informs students of environmental safety and environmental preservation while also teaching STEAM skills.

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Love Food? Love Seeds! - Bees In The Yard

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In this activity, students participate in a guided role-play activity where they collect pollen and nectar before returning to the hive. Older students conduct an experiment to determine which flower colors bees prefer.

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Resource: https://raft.net/steam_activity_sheet/bean-race/

Raft is the Resource Area for Teaching organization which has information for STEAM events, project kits, learning activities, makerspace ideas and materials, and summer camps. I found an activity titled Bean Race, which is a hands-on lesson where students build a track to race beans, teaching them about forces and motion. The lesson plan includes directions for implementation, materials needed, and extension ideas. It also lists the NGSS standards the activity meets, including K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change and

ETS1.A: Defining and Delimiting Engineering Problems to define a simple problem that can be solved through the development of a new or improved object or tool.

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Free resources include classroom idea sheets, teacher tip sheets, and at-home learning activities. Low-cost resources such as STEAM project kits and workshops are available in our store and online.

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Resource: https://mrsdscorner.com/stemforspecialneeds/

This source gives ideas for about to implement STEAM activities in a special education classroom, as well as how STEAM activities can be modified for students with exceptionalities.

This is a 2 part article where Mrs. D first showcases a series of modified activities and then reflects and gives new ideas after a year of implementation.

Modifications include using materials that are easier to grip and manipulate, as well as having pre-made graphic organizers for students to use to stay organized.

One activity that I thought sounded cool was the Let's Go Coding! activity where students are introduced to coding in a physical way. You can create hopscotch tiles that correlate to arrows indicating movement and direction for students to experience what coding entails in a real life situation.

There is a lot of fluff in this resource and it doesn't seem super professional, as it's more like a teacher's blog, but it still has some great tips and ideas for STEAM lesson implementation.

This activity aligns to PK-2 grade-band standards by introducing the science of technology and the basics of how coding and technology works.

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STEM for Students with Special Needs: Part 1 - Mrs. D’s Corner

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STEM in a special ed classroom is a huge possibility. Take a look inside my classroom to see how we make it work, what we use, and more!

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Resource: https://kcpt.pbslearningmedia.org/resource/buac19-k2-sci-ess-moonschangingappear-lp/the-moons-changing-appearance-in-the-sky-lesson-plan/universe/

PBS Learning Media has an extensive collection of lesson plans and activities for all subjects and grade levels. Lesson plans are free and include directions for implementation, materials, and lists specific standards addressed.

An activity I found on the site was The Moon's Changing Appearance in the Sky, which is an activity about how the moons appearance and location changes throughout the day. It has a focus question, an introductory activity, learning activities (investigation), and a wrap-up activity. This lesson plan covers everything a teacher would need to know in order to teach this lesson.

This activity aligns with Standard: ESS1.A: The Universe and Its Stars: Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. It allows involves students in questioning, exploring, investigating, and reflecting.

Since PBS Learning Media is a large site with a lot of different information, it was pretty hard to navigate and find the right kind of resource you're looking for. I also think the lesson plan could've been improved by adding picture examples of what the moon paper models should look like for reference.

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The Moon’s Changing Appearance in the Sky | Lesson Plan | PBS LearningMedia

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Observe how the Moon appears to change in the sky over time in this GBH lesson plan. Students will observe and use evidence from media to describe and record how the Moon appears to change. The media in this lesson plan includes a digital storybook and a video of the Moon in the sky at different times.

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Resource: https://www.scholastic.com/parents/school-success/learning-toolkit-blog/diy-zooming-fish-activity.html

Scholastic has a series of articles about different STEAM activities and lesson plans for teachers and parents.

One fun activity I found is the Zooming Fish activity, where students use water, dish soap, cardboard fish, and a cooking dish to make their fish swim. The article doesn't include standards met by the activity or list what skills or standards the lesson is teaching, which I think would be a helpful addition. There is a large collection of high quality STEAM activities for all grade levels.

This Zooming Fish activity could align with NGSS standards PS2.A Forces and motion and PS2.B Types of interactions for the PK-2 grade-band.

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Find out how to teach your kids a little science with some paper fish and a pan of water.

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Resource: https://phet.colorado.edu/en/simulations/filter?subjects=earth-and-space&levels=elementary-school&type=html

PhET Interactive Simulations by University of Colorado Boulder has a number of high quality simulations for chemistry, biology, physics, and earth and space. Most of them are somewhat complicated, so it might not be a great idea to let PK-2 use it on their own, but using it to show students how a concept works would be a great idea. This resource could be improved by adding a few simpler or easy to navigate simulations for younger kids. You could also use it to let students explore a concept on their own. One simulation that I explored was the Projectile Motion simulation, where you can choose different objects of different weights to launch and compare the difference in distance of the objects. This would be a great addition to a lesson about mass or force and motion. It could be modified to align to the K-2 NGSS standard PS3.C Relationship between energy and forces.

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By converting our sims to HTML5, we make them seamlessly available across platforms and devices. Whether you have laptops, iPads, chromebooks, or BYOD, your favorite PhET sims are always right at your fingertips.Become part of our mission today, and transform the learning experiences of students everywhere!

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Resource: https://www.sciencefriday.com/educational-resources/floating-ocean-migration/

Science Friday has a collection of free STEAM activities, lessons, and resources for students of all ages. One fun engineering design lesson I found is called Can Animals Sail Across the Sea? It involves students creating a raft to support a stuffed animal in a bin of water. It teaches about accidental animal migration, as students are asked to build their raft with scavenged materials (sticks, leaves, mulch, mud, etc.) and simulate how an animal could accidentally float to a new place.

This activity is fun and engaging for younger students, and teaches a science concept and explores engineering design when building a functioning raft. One addition I would add to this resource is a list of standards their activities meet, as well as grade-level progressions and potential modifications to the activity.

This lesson could address NGSS standard LS4.D Biodiversity and humans: A range of different organisms lives in different places. It also addresses K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change and

ETS1.A: Defining and Delimiting Engineering Problems

to define a simple problem that can be solved through the development of a new or improved object or tool.

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Have you ever gone on a trip with your family, friends, or school? How did you travel? What vehicle did you use?

From high-flying planes, to fast-moving cars, to sea-faring boats, people have invented many types of transportation. Humans have been traveling and exploring the world for as many as 100,000 years. Unlike humans, animals have to make do with what they find, but that doesn't mean they can't travel long distances.

Related Segment

Ancient Iguanas Floated 5,000 Miles Across The Pacific

Accidental Animal Travelers

Researchers have found evidence of animals sailing across the oceans on accidental rafts of vegetation, fallen trees, and soil. It's likely the animals weren't planning to take a trip. Natural events like storms, hurricanes, or tsunamis probably washed the animals into the water, where they clung to anything they could find.

For example, millions of years ago, lizards may have hitched a ride on a raft of debris and floated about 5,000 miles. Dr. Simon Scarpetta, an evolutionary biologist from the University of San Francisco, found that iguanas from the west coast of North America were closely related to iguanas in Fiji. But how could that be? According to Scarpetta, they floated!

Try This

Your job is to test if a small animal could indeed float on a raft of natural materials across the ocean. Here's what you'll need:

A small stuffed animal

A bathtub, sink, swimming pool, or plastic bin that can hold water

Scavenged items such as twigs, leaves, mulch, sod or vines
- Always ask an adult before collecting an item!

A timer (optional)

Create a raft or boat for your stuffed animal. Try different materials to see which are most waterproof. Adjust qualities like the size and shape of the raft or the position of the stuffed animal to increase buoyancy. What other properties could affect the success of your raft?

To test the success of your raft, it must meet the following criteria:

1. You may only use natural, collected materials-no glue or tape.

2. Both the raft and animal must float for at least 1 minute.

3. No part of your stuffed animal can get wet at any time.

What strategies or materials worked best for your raft? How do you know they were successful? What challenges did you face?
Do you think it's plausible, based on the evidence you have collected, that an iguana could sail across the sea on a raft of vegetation and debris? Why or why not?
Want a bigger challenge? Try these extensions.

Create a raft that can carry multiple stuffed animals.

Make a raft that can carry eggs. (Use plastic eggs or ping pong balls.)

Build a sail for your raft and see if it can catch the wind from a fan to move across the water.

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Credits:

Lesson by Sandy Roberts
Copyediting by Diana Plasker
Digital Production by Sandy Roberts

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Investigate whether claims of floating iguanas hold water with this engineering activity where you explore buoyancy and ocean migration.

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Resource: https://science.nasa.gov/mission/hubble/multimedia/hubbles-cosmic-adventure/

This NASA resource is an interactive game where students can explore the universe and view pictures and information gathered from NASA's Hubble telescope.

This resource doesn't include any lesson plan or activity ideas, which would improve the resource. However, this game would be very fun for students to explore images from space and learn about NASA and how these pictures were taken. It could be used in a space and solar system unit in the PK-2 grade-band, and could align with NGSS standards ESS1.A The universe and its stars and ESS1.B Earth and the solar system.

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Hubble’s Cosmic Adventure - NASA Science

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Get your passports and spacesuits ready—you’re going on a cosmic journey with Hubble!

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Resource: https://tl.topekapublicschools.net/directory/kanza_energy_park

The Kanza Energy Park in Topeka, Kansas is sponsored by Evergy Energy Services and is owned by Topeka Public Schools. Kanza Education and Science Park is focused on hands-on learning opportunities, and has "learning stations including a century-old milk barn that was updated with photovoltaic solar panels, an Energy Education Center that has a functioning electrical substation specifically designed for viewing and learning by students, and a wind turbine that generates power for the substation."

Students would get to explore how energy is stored and used in their community, as well as the science behind wind and solar energy. This would be a great field trip idea as it ignites curiosity in young students and closely follows STEAM activity standards.

The standards that could be met by the Kanza Energy Park activities are:

K-2-ETS1-2.Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

K-2-ETS1-1.Ask questions, make observations, and gather information about a situation people want to change

ETS1.A: Defining and Delimiting Engineering Problems

to define a simple problem that can be solved through the development of a new or improved object or tool.

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Resource: https://sunsetzoo.com/3539/Outreach

Sunset Zoo in Manhattan, KS has a number of family, child, and adult classes and programs. They have a summer camp, a Zoo Ambassador Program, and a number of educational activities. You can book for field trips, or book a Zoo Ambassador Program to learn about animals, their habitat, and their habits.

Most kids love the zoo, so the zoo would already be a great field trip idea, and Sunset Zoo has a number of educational programs to teach kids about zoology.

Students could go to the zoo for a field trip during a biology or earth science unit to deepen their understanding of the content. Some standards that could be addressed during a trip to Sunset Zoo are:

LS1.B Growth and development of organisms: Parents and offspring often engage in behaviors that help the offspring survive.

LS1.C Organization for matter and energy flow in organisms: Animals obtain food they need from plants or other animals. Plants need water and light.

LS2.A Interdependent relationships in ecosystems: Plants depend on water and light to grow, and also depend on animals for pollination or to move their seeds around.

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Outreach | Manhattan, KS - Official Website

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These themed, live-animal programs bring a variety of conservation, environmental, and science topics to life.

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Resource: https://www.mhkplaystudio.com/classes

The MHK Play Studio is an organization dedicated to play based learning and rooted in STEAM disciplines. Their website states "Grounded in the principles of science, technology, engineering, art, and math (STEAM), we offer so many ways for your family or team to learn through play: Open play, structured classes, camps, corporate retreats, and more." I explored a few of the classes that you can book, and was surprised that they offer classes from infant-3rd grade. One class that I thought was cool was titled Mad Scientist and is for kids K-3, and entails "exploring science, technology, engineering, art, and math in a playful, collaborative environment. Each session encourages critical thinking, creativity, and problem-solving as students investigate life, earth, and space sciences, experiment with the engineering design process, and build a strong foundation in math."

You can also book MHK Play Studio for a field trip to learn about and participate in hands-on, collaborative activities.

This program follows NGSS and uses play and project based learning activities.

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Children are naturally inclined to be curious about the world around them. We want to keep it that way! Our guided class and event curriculum is intentionally designed to foster 21st Century skills while providing an emphasis on children-led learning. We use Next Generation Science Standards through

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Resource: https://kansascity.madscience.org/schools-workshops.aspx

Mad Science Greater KC and SW MO has a number of workshops that you can book and have a Mad Scientist Instructor join your classroom and teach a STEAM lesson.

The description for their Elementary level workshops is "Our elementary-level in-class interactive workshops are aligned to STEM objectives and are curriculum correlated for each grade level. With professional lesson plans, pre-and-post activity guides, and animated instructors, Mad Science workshops are an ideal way to reinforce core science concepts." One workshop that I thought sounded cool was the Seeking our Senses workshop where students explore their 5 senses through the use of optical illusions, experimentation with their hearing, and trying to read braille.

A standard that could be addressed through this workshop activity could be

NGSS Practice 1: Ask questions based on observations to find more information about the natural and/or designed world(s), and Ask and/or identify questions that can be answered by an investigation.

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Workshops for Kids | Science in the Classroom | Mad Science

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Are you a teacher looking to bring some extra science into the classroom? We offer fun workshops for kids that will bring scientific concepts to life!

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Resource: https://sciencecity.unionstation.org/group-and-field-trip-visits/

Science City at Union Station in KCMO has a large collection of interactive science exhibits that students can explore and learn about different STEAM elements.

The website has an interactive map where you can click on exhibits and read about what they entail. Science City makes science education fun and has a variety of different science and engineering subjects to explore.

One exhibit that I found interesting is the Giant Lever exhibit, its description reading "During a tug-of-war, our Giant Lever’s high rope at six feet has a 3-to-1 mechanical advantage over the low rope at two feet. It takes three times as many people on the low side to have a chance of winning the tug-of-war. The higher rope is easier to pull since it is further away from the Giant Levers fulcrum – the point where the lever pivots."

This Science City Exhibit teaches NGSS standard PS2.A Forces and motion: Pushes and pulls can have different strengths and directions, and can change the speed or direction of its motion or start or stop it. Its a physical and hands-on example of this science concept, and I think young kids would have fun playing tug-o-war.

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Best Field Trip in Kansas City | Science City at Union Station KC

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Learn more about the best field trip in Kansas City for students and youth of all ages to Science City Powered By Burns & McDonnell!