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Clink by Kelly DiPucchio and Illustrated by Matthew Myer

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Clink by Kelly DiPucchio and Illustrated by Matthew Myer

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Read aloud: https://www.youtube.com/watch?v=z1rBtZeCo34

Teaser: This book allows students to see all the different types of robots, and even if some are old, they have a place in our community. It also allows them to view a relationship that you can have with inanimate objects (that can be our friends).

Classroom Idea: I would use this book in my classroom to launch into a hands-on activity of exploring robots and the materials we need to fix them. While also allowing my students to be curious and engineer thier own robot in partner groups.

Steam Connection:

Technology & engineering

Standard: 3-5-ETS1-1 Engineering Design

Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

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Read aloud: https://www.youtube.com/watch?v=3KwVb85bL1w

Teaser: A bunny that wants to build a city out of cardboard boxes by himself. He soon learns that by asking for help this could be fun and helpful.

Classroom Ideas: You can bring in cardboard boxes and have you students in groups create a building, using markers and scissors to create buildings, creating a whole city. there would only be a limited amount of boxes so they will use math to design the boxes.

Steam Connection: Math, Engineering & Art

Standard:

- 3-5-ETS1-1.Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

-3-5-ETS1-3.Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

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Read Aloud: https://www.youtube.com/watch?v=R4_SlZDXP4Q

Teaser: Charlotte is a little girl who loves to complete puzzles, and her Nana provides these on her 9th birthday, revealing her interesting background.

Classroom ideas: You can launch this into a code-breaking activity that

Steam Connection: Science, engineering, & math

Standard:

3-5-ETS1-2.Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

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Let's pop,pop, Popcorn! by Brian Lies and Elaine Landau

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Let's pop,pop, Popcorn! by Brian Lies and Elaine Landau

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Read Aloud:

https://www.youtube.com/watch?v=UV0wP_Bk9X0

Teaser: It dives into the fascinating facts on popcorn, history, cultural facts, etc.

Classroom Ideas: You can see what happens in the corn water when heat is applied. Can make it creative with popcorn necklaces. You can measure popcorn and see the difference between a popcorn that is popped and one that is a seed.

Steam Connection: Math, Science, ELA, History, & Art

Standard:

MS-PS1-4: Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.

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Let's pop,pop, Popcorn! by Brian Lies and Elaine Landau

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Star Stuff: Carl Sagan and the Mysteries of the Cosmos by Stephanie Roth Sisson

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Star Stuff: Carl Sagan and the Mysteries of the Cosmos by Stephanie Roth Sisson

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Read Aloud: https://www.youtube.com/watch?v=jX8t9lfHJTM

Teaser: Focuses on Carl Sagan's childhood and how his curiosity led him to explore the universe.

Classroom idea: Students could build models of the Earth, Moon, & Sun systems, then explore the use of telescopes (bring a physical one into the classroom). You could even add a station where students could research the cosmos and then artistically create thier own.

Steam Connection: Science, Art, Technology

Standard:

MS-ESS1-1: Develop and use a model of the Earth-Sun-Moon system to describe cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.

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Star Stuff: Carl Sagan and the Mysteries of the Cosmos by Stephanie Roth Sisson

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Read Aloud: https://www.youtube.com/watch?v=ImW5bAqghf0

Teaser: Dives into the process of planting a seed and the process of growth.

Classroom Idea: First, we can create a graphic of the process from seed to plant/ tree. Then, you can have the class plant actual seeds and see the growth over time. While this occurs, you can have students take a picture of thier plants over time.

Steam Connection: Science, Technology, and Art

Standard:

- 2-LS2-1: Plan and conduct an investigation to determine if plants need sunlight and water to grow.

- 3-LS1-1: Develop models to describe that organisms have unique life cycles but all have birth, growth, reproduction, and death.

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 One Plastic Bag: Isatou Ceesay and the Recycling Women of the Gambia by Miranda Paul

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 One Plastic Bag: Isatou Ceesay and the Recycling Women of the Gambia by Miranda Paul

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Read Aloud: https://www.youtube.com/watch?v=8dJCZX_-kUA

Teaser: Is a book about a woman from Gambia noticing that plastic bags were pollutting her area. She created a buisness with women in her community with these plastic bags.

Classroom Idea: Students create a project that explores the idea of how humans impact the environment. Then build a solution to one of these problems.

Steam Connection: Engineering, Art, & Science

Standard:

4-ESS3-1: Obtain and combine information to describe that energy and fuels are derived from natural resources and their impact on the environment.

3-5-ETS1-1: Define a simple design problem that can be solved through the development of an object, tool, process, or system, and includes several criteria for success and constraints on materials, time, or cost.

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One Plastic Bag: Isatou Ceesay and the Recycling Women of the Gambia by Miranda Paul

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Solving the Puzzle Under the Sea by Robert Burleigh Illustrated by Raúl Colón

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Solving the Puzzle Under the Sea by Robert Burleigh Illustrated by Raúl Colón

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Read Aloud: https://www.youtube.com/watch?v=ht2dkgTM_Cg

Teaser: Introduces readers to Marie Tharp, who created a map of the ocean floor.

Classroom Idea: You can have your students look at the map created by Marie Tharp. Then have them measure the distances on the maps. Finally, you can have your student scream their own view of the ocean floor from research they complete online.

Steam Connection: Technology, Math, Science, and Art

Standard:

4-ESS3-1 – Students use evidence to describe how Earth’s features change over time.

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Solving the Puzzle Under the Sea by Robert Burleigh Illustrated by Raúl Colón

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Sheep in a Jeep by Nancy E. Shaw, illustrated by Margot Apple

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Sheep in a Jeep by Nancy E. Shaw, illustrated by Margot Apple

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Read aloud: https://www.youtube.com/watch?v=krqRy1gm5B4

Teaser: About sheep getting into mischief, facing challenges, and having to create solutions.

Classroom idea: Can lead to an investigation of motion and speed of vehicles. While exploring tools that will enhance the jeep. Then, create a blueprint on how to prevent accidents from occurring.

Steam Connection: Science, Engineering, & Technology

Standard:

MS-PS2-2.Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.

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Sheep in a Jeep by Nancy E. Shaw, illustrated by Margot Apple

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Read Aloud: https://www.youtube.com/watch?v=DDizhS4_VD8

Teaser: Shares the famous story of Humpty Dumpty but goes into his doubt to try again.

Classroom Idea: Students will design something for "Humpty" to fall on again. Create posters that encourage Humpty to try again. Finally, they will measure the distance of the fall and the time it takes Humpty to fall.

Steam Connection: Art, Engineering, and Math

Standard:

- 4.MD.A.2 – Measure and interpret data

- 3-5-ETS1-1.Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

- 3-5-ETS1-2. Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design problem.

- 3-5-ETS1-3.Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

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Link to the resource: https://www.computerscience.org/resources/most-influential-women-computer-science/

Description: This resource shares influential women in computer science, the top 10, and the attributes that they achieved.

One of the influential women in Computer Science that they highlight is Radia Perlman, who contributed to the spanning tree protocol. This means that she changed the way that networks communicate with one another.

Classroom implementation: Students can research these influential women and imagine how they can make a new impact in computer science/technology.

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Most Influential Women Computer Scientists

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Learn about influential women who have contributed to the field of computer science, their accomplishments, and how they paved the way for future women in tech.

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- Resource Link: https://samlabs.com/us/inspiring-steam-history-fusing-science-technology-arts/

- Description: This resource not only mentions STEAM Pioneers in each category but also gives teacher resources to enhance STEAM in their classroom.

- One of the influential people is Steve Jobs, someone that some students may know. He was the person who created different fonts for the text on computers, which brought art to the STEAM world.

- Classroom Implementation: You can have your students look at each category of influential people in different parts of STEAM and find connections in thier works.

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Resource Link: https://www.natgeokids.com/nz/category/discover/science/

Description: There are so many resources on the page it allow students to look into science, engineering, and technology.

This resource has so many pioneers on the website and can lead to what the student is interested in.

Classroom Implementation: Can go to this website once a week to pull an interesting person, topic, etc. Then bring it back and share with the class through posters or one-pagers.

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Resource Link: https://science.nasa.gov/kids/

Description: This is more oriented around space but can bring a whole new world to students, with pioneers, interesting facts, etc.

This website can show a side to STEAM that they may not think of, and draw students to learn more about space and the impacts of STEAM in space.

Classroom Implementation: When talking about space, have students visit this website to look more in-depth at the astronauts and have them create their own space suit or galaxy.

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-Link to resource: https://www.youtube.com/watch?v=HhA85iCjGLE

- Description: This resource is a video that talks about the amazing three characters that helped in WWII, using STEM.

- I know that this might be a little early to learn about WWII, but it can show students the impact STEAM has made in our history.

-Classroom Implementation: I would use this video to tie into history as well as STEAM. I would allow my students to look at the world now and engineer something that could make an impact on their community.

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Women STEM Pioneers of WWII | Laurie Wallmark

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Link to Resource: https://www.engineeringforkids.com/about/news/2024/february/what-is-engineering-and-what-do-engineers-do/

Description: This is a kid-friendly website that talks about all different types of engineers and the things that they do.

Highlighted: The job of an engineer has so many avenues to go down. It also shows the students the impact engineers make in our daily lives.

Implementation: Have students group together and go to this website. They will then choose an engineering career and create a poster with images and important information.

Standards:

- RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.

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What is Engineering and What Do Engineers Do? | EFK

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Engineering covers an entire industry that designs and builds solutions to problems. Today, we answer the question “what is engineering?”

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Link to Resource: https://kidskonnect.com/careers/architect/

Description: The website has fun facts, a description of what architects do, famous architects, and different types of architects.

Highlighted: It is important to highlight architects because students love to build things. Architects also encompass various aspects of STEAM and can demonstrate this to students as well.

Implementation: You can implement in the classroom by having students look and see architecture in thier own community, then look and see what architect they think created the specific buildings.

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Link to resource: https://www.amberddesign.com/graphic-design-statistics-infographic/

Description: The website explores interesting facts about graphic organizers. I definitely would use this from third grade to sixth grade.

Highlighted: It is important to highlight graphic designers for the students because some students may think that STEAM does not play into this specific job. It also shows that so many women work in this field.

Implementation: I would implement this into a lesson in English or have them come up with a design for an infographic about what we are learning in history.

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20 Graphic Design Statistics & Facts You Didn’t Know

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Use these 20 graphic design statistics and facts to improve your design skills and learn more about the industry—an infographic is included!

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Link to resource: https://www.nasa.gov/specials/kidsclub/nowinspace/

Description: This is a resource that lets you see the specific people who are in space right now. It shows the diversity and thier specific jobs on the flight.

Highlighted: Many students are so interested in space and all that space is.

Implementation: I would do this during a science lesson on space and let them explore the website to learn more about the astronauts and those astronauts of the past, and have them give me a summary of the impact these astronauts are making.

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Link to resource:

https://www.youtube.com/watch?v=rThDFJFaRow

https://thekidshouldseethis.com/post/what-is-a-nudibranch-amnh-marine-biologist-jessica-goodheart

Description: This is a video that explores what David Gruber does as a Marine Biologist and the aspects that make his job the best in the world.

Highlighted: This is an interesting job to highlight to show students that even going into the deep sea is also impacted by engaging in STEAM.

Implementation:

I would have the students watch this and then go on an exploration as if they were marine biologists, and see what animals live in the deep sea.

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Marine Biologist: David Gruber | Best Job Ever

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Link to Resource:

https://www.snapology.com/schools/

Description:

This is a resource that you can use to have someone come into your school and run a STEAM day where the students participate together in building Amusement Parks and an architecture challenge. They are located all over the United States.

Connection:

It brings STEM resources to the classroom and enables students to build a sense of community while completing STEM activities.

Implementation

There are many different activities that you can implement, such as robotics and amusement parks.

Standard:

3-5-ETS1-1.Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

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Partner With Snapology for STEAM Learning

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Partner with snapology and enhance education through hands-on learning. Explore Snapology’s engaging programs for schools.

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Link:

https://www.flinthillsdiscovery.org

Description:

You can have a field trip or a family event night for students to explore the Flint Hills nature, animals, and be led in engaging activities.

Connection:

They get to learn through thier local ecosystems, geography, and science.

Implementation:

Have students complete a journal log of what they expect to learn and what they learned.

Standard:

ESS3-C- geography and environmental literacy

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Link:

https://www.nasa.gov/learning-resources/for-students-grades-k-4/

Description:

This website offers resources to create STEAM activities inside the classroom that connect to space science.

Connection

Shows how engineering and science are used in the real world with diverse people throughout the profession.

Implementation

I would implement the Build Your Own Mars Helicopter, where we explore the building of mars helicopter.

Standard:

5-ESS1-1.Support an argument that

Engaging in Argument from Evidence

Engaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s).

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Students grades k-4 can dig deeper into STEM topics and experience the thrill of exploration and discovery.

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Discovery Education & Virtual Field Trips

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Discovery Education & Virtual Field Trips

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Link:

https://www.discoveryeducation.com/community/virtual-field-trips/

Description

This resource provides many different grade levels with in-class field trips with so many crosscutting subjects, such as Science and Engineering, etc. (The field trips are on specific days).

Connection:

These virtual field trips go around the world to show that STEAM is everywhere around you and connects them to places they have never been.

Implementation:

I would do the amphibian adventure, and have students record an arguement on why some animals form groups.

Standards:

3-LS2-1.Construct an argument that

Engaging in Argument from Evidence

Engaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s).

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Join us for our Virtual Field Trips or watch them on-demand after their premieres. Each no-cost Virtual Field Trip comes with a companion guide packed with standards-aligned, hands-on learning activities! Select one of the options below to register.

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Take students beyond the classroom and into some of the world's most iconic locations with virtual field trips. Learn more!

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Link:

https://www.iflyworld.com/programs/stem-field-trips

Description:

You can conduct a STEM night , where students learn about flight.

Connection:

This night shows how a fun activity such as flying in atube can connect to STEM and hhow STEM can connect with physical excercise.

Implementation:

This would be an optional night and the student who went would come back to class and create a poster on what htey learned about flight.

Standard:

3-PS2-1.Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.