TRADE BOOK FUN
INTEGRATING STE“A”M
IN A FIFTH GRADE
CLASSROOM
Presented by:
Ann Mailloux
Amanda Bataille
Jessica Fredricks
Collaborative Planning
with Integration of LFS and STEM
• Science BIG IDEAS direct our focus
• Research books using the internet to find connections/links to
the big idea.
• Research STEM activities through the internet (webquests,
scavenger hunts, projects and presentation ideas), create
vocabulary (60-80 words per book), quizzes, and tests
(edHelper was a tremendous asset).
• Pull LFS Essential questions and fit them into the book we are
reading.
• We use the timeline that is established by the Science/Math
teachers and design our lessons within the structure of that
timeline.
• Reflect about what worked and what didn’t and discuss
adjustments for the plans next time.
UNIT SUMMARY: “ENVIRONMENTAL
INVESTIGATIONS/LIVING ORGANISMS”
CHAPTER BOOKS:
• A BEAR NAMED TROUBLE by Dane Bauer
• THERE’S AN OWL AND THE SHOWER by Jean Craighead George
• WHERE THE RED FERN GROWS by Wilson Rawls
STEM ACTIVITIES
• DIORAMA WITH MOVEABLE PART “Endangered or Threatened Species”
• Author Scavenger hunt, debate format and presentation, Webquests
• Create habitat and oral presentation Independent
• ART – Students created owl magnets and owls were designed and crafted
to reveal knowledge of color blends, shading
• MUSIC – Dances learned and performed to music of the Ozarks and
instruments identified
EXTENSION ACTIVITY
EPCOT (The Land Pavillion) – “Behind the Seeds” youth program
Dioramas with one moveable part
UNIT SUMMARY: “FORCE AND MOTION”
CHAPTER BOOKS:
• NIGHT OF THE TWISTERS by Ivy Ruckman
• STONE FOX by John Reynolds Gardiner
• Cold Reads from EdHelper
• Trophies – “Woodsong by Gary Paulsen and Iditarod Dream” by Ted Wood
• STEM ACTIVITIES
• Students created a Roller Coaster using web site
http://www.learner.org/interactives/parkphysics/coaster/
•
Inventors playhouse
•
•
http://www.inventionatplay.org/playhouse_tinker.html
Students designed/created a marble “roller coaster” that built upon websites
Students designed/created a sled, testing different surfaces and weights
EXTENSION ACTIVITIES:
• UNIVERSAL STUDIOS ISLANDS OF ADVENTURE – roller coaster
study/experience the forces upon the body
• EPCOT – Test Track Pavillion
UNIT SUMMARY: “ENERGY”
STEM ACTIVITIES
• INTERNET WEBQUEST
http://www.catawba.k12.nc.us/techtrac/plus/muckinhoupt/
ORAL PRESENTATION, TRI-FOLD BOARDS, WRITTEN
PROPOSAL, POWER POINT
Extension Activity:
EPCOT: Universe of Energy – Ellen’s Energy Adventure
UNIVERSAL ISLAND OF ADVENTURE –
identifying kinetic/potential energy
while experiencing roller coasters
UNIT SUMMARY:
“EARTH SYSTEMS AND PATTERNS”
CHAPTER BOOKS:
• THE WATSON’S GO TO BIRMINGHAM-1963
• STEM ACTIVITIES
• SCAVENGER HUNTS-building background and
author study
• MATH INTEGRATION-charting the weather daily;
– Road Trip– Students logged daily time and
distance from Flint, MI to Birmingham, AL
• SOCIAL STUDIES- SEGREGATION, CIVIL RIGHTS,
BLACK HISTORY MONTH
Continued on next slide
Music/ART Component
• The Coasters – “YAKETY YAK”- Kenny, the
main character plays this as many times as he
can in the car on the Ultra Glide system.
• The Drifters – “UNDER THE BOARDWALK”
This is mom’s favorite song dad plays for her.
• Using author descriptions (…Watson’s…) the
students created scenes in which various
foliage/landscapes were depicted from MI to
AL
CIRCLE MAP brainstorming
being filled in after student discussion
in groups
3
1
2
COMPLETED CIRCLE MAP
Drawings of a students selected
scene from Chapters 1-4
Social Studies road map as the
Watsons traveled to
Birmingham from Flint.
Line Graph and Bar Graph comparing
temperatures in
Flint, MI and Birmingham, AL
ART
Example of an LFS Board
E: How does learning historical, geographical and pertinent
information help me prepare to read a novel?
A: (Circle Map) “Civil Rights” – Shoulder partners (A’s & B’s)
draw circle map and brain storm what they know about
Civil Rights. (Smart Board SPLASH to add to map)
T: Find the information addressed in the Scavenger Hunt in
collaborative pairs using the lap tops. (Kagan: “Give One
Get One”)
S: 3-2-1 3 Historical Facts; 2 places the book might bring you;
1 state that they would prefer to live in given the morning
temperature. After sharing, students will write a summary
in their Literary Spiral answering the essential question.