STEAM Lesson Brief Instructions

PLEASE spell-check and grammar check your lesson plan before submitting it.

You may not submit a lesson plan for certification on making foil boats as related to barge ships.

PLEASE change the name of this doc to a unique working file name: - MUST be submitted as a word document STEAMlessonBriefTEMPLATEtopicGradeLevel#SurnamesTrainingSiteSubmitDateEx: STEAMlessonBriefFoilBoatK12YakmanVTiSTEMed01Jan06

Basic Notes: The left column is filled out by the team, the right is filled out by individual teachers. Start with filling out basic concepts on the left, then go to the right, discuss each subject’s tie-in and fill in EACH

subjects tie-in (you may not omit any subject) and then go back and finalize the left. The Basic plan should begin with how the students are going to be introduced to the project – what’s the ‘hook’? The rest of the basic plan should be a synopsis of the project elements from each subject concluding with a brief overview of the basic assessments used.

Title: _____Let it Grow____STEAM Lesson Brief

Educators on the team - full names and titles (for certification: max of 4/team):Stacey Finch, Amanda Hughes, Stephanie Jacobs, Sarah Nivens

Trained: Dates _June 1-2,2015__________ Town/State __Chester, SC_________________

Theme that this lesson would tie to:___Plants __________________________

Specific Topic Concept within that theme: _What plants need & plant parts, life cycle, uses of plants and the benefits they can bring to the community.

PLEASE use this as a template and type over it – what is under Science is the basis for filling out each subject and there is subject-specific items in the other category’s notes too.

PROJECT IDEA + brief notes & supplies BASIC CONCEPTS Skill level (Grade Range):Read the notes under science or at the end of this document under Generic Instructions – they are applicable to all the subjects, the rest have notes applicable to mostly that specific topic

Summary of Essential Concepts: Students will become scientists and engineers as they learn about plants. They will learn what plants need to live and how communities can work together to get what they need.

Coordinating Basic Plan: A general explanation of the scope of the project. (What you would tell an administrator.)

Begin with what will be done for an engagement/introduction piece. The

Science – Individual Subject Area Generic Instructions Concept – What do plants need to live, parts of a plant, life cycle Goal / Objectives – By the end of the unit students will be able to

identify what plants need to live, the parts of plants, and the life cycle. Standards – 1.L.5 Demonstrate an understanding of how the structures

of plants help them survive and grow in their environments Careers – Agriculture, scientist, botanist, farmer Project – The students will complete a unit on what plants need to

survive. They will be able to identify the parts of a plant and the needs of a plant. They will also be able to explain how plants live in places where they get what they need.

o Links

o Supplies

C. 2013 STEAM Education Lesson Brief

students will be assigned specific tasks that will range from choosing appropriate seeds to planting and how they should be planted (what their needs are) to what the final product should be used for or sold/traded for.

Short paragraph that gives a brief view of what will be done in each subject to contribute to the overall lesson. – this should be a 1-2 sentence synthesis of the ‘project’ sections to the right.

Explain how the project has a flow that integrates all of the subjects.

End with what the product will be and how it will be tested/analyzed - assessed.

Timing of Lesson: how many days / class sessions / length of classes – be specific – either list as classes being in unison or time needed in each subject separatelyAll Subjects:

Weeks:2 weeks orDays: 10 daysTimes per Day: 90 minutes

Individual Subjects:By subject:

Basic Supplies: Basic shopping list to be able to complete the project. *You may want to break this down by subject.

IT Resources: specialty equipment, (don’t list computers) list; websites, programs, videos – put in specific recommended links and programs

CrayonsPencilsScience bookPaperDiagram of a plant

o Equipment computer, Promethean board or Smart board, internet

o Documents

Educators – Lesson plan Students – Packet

Assessment – Students will be assessed by their diagram of a plant and a worksheet about what plants need, and their life cycle.

Extension - Students will take a field trip to Cotton Hills Farm 1 Week 5 days a week/40 minutes per day

Technology & Engineering – Individual Subject Area Generic Instructions Concept – The students will build a greenhouse/planter box and decide

what materials they need based on their plant and their knowledge of plants. Standards – 1. Facilitate and inspire student learning and creativityCareers – Architect, engineer, botanist, computer programmer, marketing, teacher, farmer, Project Element – T = using tools, E = designing a new element Engineering includes students doing research to be able to propose a new tangible or systems design and/or make an evaluative test to show something new. Computer programs and systems planning are not tangible, but they are creating something new. Students will create a planter box/greenhouse that will allow their plant to grow and thrive.

Assessment – Students will be assessed based on their planter box/greenhouse and whether it meets the needs of their plants.

Extension – Students will support their own farm on Minecraft,Students can research different types of planter boxes/greenhouses including sustainable and hydroponics4 weeks, 5 days a week/60 minutesMath – Individual Subject Area Generic Instructions Concept –Money, measurement, addition, subtraction, graphing,

economics Standards -

1.MDA.6 Identify a penny, nickel, dime and quarter and write the coin values using a ȼ symbol. 1.MDA.2 Use nonstandard physical models to show the length of an object as the number of same size units of length with no gaps or overlaps. 1.ATO.1 Solve real-world/story problems using addition (as a joining action and as a part-part-whole action) and subtraction (as a separation action, finding parts of the whole, and as a comparison) through 20 with unknowns in all positions. 1.MDA.4 Collect, organize, and represent data with up to 3 categories using object graphs, picture graphs, t-charts and tallies.

C. 2013 STEAM Education Lesson Brief

Other Resources: businesses, people, field trips, handouts, etc.

Misc: (Extensions & Variations)General ones, not specific to a subject area. GiftedChallengedVariationsExtentions

Photos: if you have done this project, please add some process pictures, if not, please at least find something that might be similar on the internet and put the link to the picture. Ideally the pictures should show examples of student work or pictures that you would show to students to help set the parameters of what you expect from them.

1.MDA.5 Draw conclusions from given object graphs, picture graphs, t-charts, tallies, and bar graphs.

Careers – architect, engineer, business owner, computer programmer, marketing, teacher, farmer,

Project Element – The students will use graphs/surveys to determine what to do with the finished product. They will use measurement to determine the size of their greenhouse/planter box their plants will require. They will use money/economics to determine how much to sell their product for. They will use addition and subtraction to determine what they need for cost analysis.

Assessment – Students will be assessed on their surveys, addition and subtraction, and business plan regarding the economics of buying and selling their product.

Extension – Students will have their own farmers market/store where they will buy/sell/barter

LA/ELA – Individual Subject Area Generic Instructions Concept – researchStandards – 3.1 Develop a plan of action for collecting relevant information from multiple sources through play, sensory observation, texts, websites, and conversations with adults/peers.

3.2 Select the most important information, revise ideas, and record and communicate findings.

Careers – Marketing, advertising, teaching, farming, business owner, Computer programmer

Project Element – Students will conduct research on the types of plants and the different types of planter boxes and greenhouses. Students will also conduct research on the types of products that can be made from their plants as well as different materials to use to help their plant grow.

Assessment – business plan using a rubric Extension – create an advertisement for their product4 weeks, 5 days a week/90 minutes a daySS – Individual Subject Area Generic Instructions Concept – Communities, needs and wants, consumers and producersStandards – 1-1.1 Identify a familiar area of the neighborhood or local community on a simple map, using the legend and basic map symbols.1-1.3 Identify various natural resources (e.g., water, animals, plants, minerals) around the world.1-4.1 Illustrate different elements of community life, including typical jobs; the interdependence of family, school, and the community; and the common methods of transportation and communication.1-4.2 Compare the daily lives of families together in America and across the world, including the roles of family members; typical food, clothing, and shelter; and the ways that families earn a living.1-4.3 Identify the ways that families and communities in America and around the world cooperate and compromise with one another in order

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to obtain goods and services to meet their needs and wants.

Careers – Marketing, advertising, teaching, farming, business owner, Computer programmerProject Element – The students will create a marketing campaign and advertise their product for an open market where they will sell/barter their product. Assessment – The quality of their ad based on a rubric, the success or

failure of their business Extension-. The students will go on a field trip to the Chester farmers

market to see how the business runs.

FA – Individual Subject Area Generic Instructions Concept – Students will create the props for their final performance. Standards – VA1-1.1 Use his or her own ideas in the creation of works of

visual art. VA1-1.3 Use a variety of materials, techniques, and processes to create

works of visual art. VA1-1.4 Use all art materials and tools in a safe and responsible manner. VA1-3.2 Select and use subject matter, symbols, and ideas to

communicate meaning through his or her artworks. Careers – art teacher, art consultant, designer, choreographer Project Element - Students are creating costumes, birds and hand print

flowers to enhance the visual of the final performance “Let It Grow”. Assessment – Self, teacher, and peer evaluation using a rubric based on

participation and creativity. Extension - Students will view a performance at the Children’s Theater

of Charlotte. An employee of the Theater will conduct an in-house field trip as a follow-up of the behind the scenes work of producing a performance.

PE – Individual Subject Area Generic Instructions Concept – Students will present their performance “Let It Grow” to an

audience of family, friends, peers, and community members. Standards - Standard 1 - The physically literate individual

demonstrates competency in a variety of motor skills and movement patterns.

Careers – teacher, marketing, advertising Project Element – Students will rehearse for the final performance of

“Let It Grow”. Assessment – Students will participate in a final culminating

performance. Extension – Students can create dances that represent the life cycle of a

plant.

Music – Individual Subject Area Generic Instructions Concept – Students will perform in a musical production called “Let it

Grow” about plants.Standards – MG1-1.1 Sing songs in a developmentally appropriate range match pitch, echoshort melodic patterns, and maintain a steady tempo.MG1-1.2 Speak, chant, sing, and move to demonstrate awareness of beat,

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tempo, and dynamics.MG1-1.3 Sing from memory age-appropriate songs representing varied culturesof music. Careers – music teacher, performer, song writer, choreographer Project Element – Students will listen to and sing in a production about

plants. Assessment – Students will participate in the performance aspect of the

activity including rehearsals as well as the final performance. Extension –Students will create an original song about any part of the

plant or what plants need.

Pictures from My Class:

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C. 2013 STEAM Education Lesson Brief

C. 2013 STEAM Education Lesson Brief