Title: Cruising Through Georgia’s Regions and Rivers STEAM Lesson Brief
Educators on the team: (for certification max: 4/team) Nicole Smith, Kathleen Ruff, Deunza Pitt-Malone,
Tyrone Hardy, Wendy Morrison, Gayle Weber, Kylee Ervin-Music, Mollie Spardello-Art, Richard Hardy –
PE, Pamm Dugan – EIP, Julie Stegall – EIP, Kay Crane – EIP, Chrystele McKandes, Tashala Quick – Speech,
Christine Lawson – Resource, Sierra Mincey – Resource Patrice Graham – Assistant Principal
When & Where you attended a training. Dates __7/24-7/25_ Town/State _Conyers, GA____
Students use knowledge from across the disciplines to strengthen their understanding of each subject’s
content and its related careers through topic or theme oriented realistic problem-based activity-rich
lessons.
Theme that this lesson would tie to: Transportation
Specific Topic Concept within that theme: Exploration of the regions and rivers of Georgia
PROJECT IDEA + brief notes & supplies
BASIC CONCEPTS
Concept:
In Science the students will explore different
modes of transportation.
In Math the students will estimate and compute
the distance.
In Language Arts the students will interpret
information and conduct research.
In Social Studies the students will locate and
describe regions and rivers.
In Engineering the students will evaluate the
durability of the structure.
In Technology the students will build a structure
for 3D Stanley.
In Music the students will perform the regions and
rivers songs.
In Art the students will design and create the
structure of the house.
In P.E. the students will demonstrate a structured
dance.
Science –
 Concepts – Motion; Pushes and Pulls
 Goal / Objectives – Students will
explore motion, speed, pushes, and
pulls associated with the different
modes of transportation.
 Students will design something to
hold our volley ball during its’ travels
to the regions and rivers.
 Students will investigate the
different flora and fauna found in the
diverse regions and rivers of Georgia.
 Students will document all work in
their science journals.
 Standards – S2P2. Students will
identify sources of energy and how
the energy is used. B. Describe how
light, heat, and motion energy are
used.
 S2P3. Students will demonstrate
changes in speed, and direction using
pushes and pulls.
 S2E3. Students will observe and
record changes in their surroundings
and infer the causes of the changes.
 S2L1. Students will investigate the
Basic Plan: The teacher will show the students a
ball and will ask the following leading questions:
“What do we use this ball for?”, “How could we
make this ball travel through the Georgia Regions
and Rivers?” The teacher will record student
responses on chart paper and will narrow down
the different ways of transporting Wilson.
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Lesson Brief
In Math, the students will graph different types of
transportation. In Art, the students will work in
groups to create the blueprint and the actual
structure to hold Wilson. In Music, the students
will perform Georgia’s regions and rivers songs. In
P.E., the students will demonstrate through
movement to the Georgia regions and rivers
songs. In Language Arts, the students will research
facts about the Georgia regions and rivers. In
Science, the students will compare the speeds of
the different modes of transportation. In Social
Studies, the students will create a replica of the
state of Georgia that displays the different regions
and rivers. In Technology, the students will
construct the structure using scissors, tape, glue,
paper towel tubes, and toilet paper tubes. In
Engineering, the students will evaluate their
structure and test its durability.
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Skill level (Grade Range): 2nd
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Timing of Lesson: 5 weeks; 2 days a week;
Minimum of 40 minute sessions for all subjects
Basic Supplies:
 Construction paper
 writing paper
 markers
 colored pencils
 crayons
 scissors
 glue
 String
 Cardboard
 Tape
 aluminum foil
 rope
 wood
 plastic bottles
 tape measure
 calculator
 tools-hammer
 Screws
 Screwdriver
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STEAM Education
life cycles of different living
organisms.
S2CS1. Students will be aware of the
importance of curiosity, honesty,
openness, and skepticism in science
and will exhibit these traits in their
own efforts to understand how the
world works.
S2CS2. Students will have the
computation and estimation skills
necessary for analyzing data and
following scientific explanations.
S2CS3. Students will use tools and
instruments for observing,
measuring, and manipulating objects
in scientific activities.
S2CS4. Students will use the ideas of
system, model, change, and scale in
exploring scientific and technological
matters.
S2CS5. Students will communicate
scientific ideas and activities clearly.
S2CS6. Students will be familiar with
the character of scientific knowledge
and how it is achieved.
S2CS7. Students will understand
important features of the process of
scientific inquiry.
Careers –Astronaut,
environmentalist, wildlife biologist,
meteorologist
Project – Students explore the
different modes of transportation
that would carry a volley ball by car,
plane, and/or boat to the regions
and rivers in Georgia.
Students will investigate motion,
speed, pushes, and pulls by
measuring the speed by each mode
of transportation used. They will
measure the speed with a stop
watch. They will record the results in
a science journal.
Lesson Brief
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Nails
Computer
iPads
science journal
maps
rulers
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All Subjects: Pencils, construction paper, markers,
crayons, writing paper, cardboard, rope, string
Individual Subjects:
Math- Math journal, pencil, paper, rulers, tape
measure
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Social Studies- clay, rulers, maps
Science- science journals, cardboard, rope, string,
construction paper, poster board, aluminum foil,
tape, plastic bottles, plastic, maps, wood, tools
(hammers, screws, screwdrivers, nails pliers),
rulers, tape measures, pencils, crayons, markers,
iPads, computers, calculators
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The students will then design a
structure to hold a volley ball for
travel.
Students will research: the mileage
to and between the regions, the
different animals and plants
associated within each region and
river, and any changes to the
environment due to weather or man
and record this information in their
science journal.
Assessment – The students’
structure will be tested for durability
and functionality.
Extension - Students would work
with adults to implement actual
travel using the different modes of
transportation of Wilson to the
regions and rivers.
Technology & Engineering –
 Concepts – Building, constructing,
Language Arts-Construction paper, writing paper,
colored pencils, crayons, computer, iPads
taping, sketching, cutting, measuring
 Goal / Objectives – The students will
construct a durable and functional
structure to transport Wilson.
 Standards - ELACC2W7: Participate in
shared research and writing projects
(e.g., read a number of books on a
IT Resources:
single topic to produce a report;
Activboard, document camera,
record science observations
Brainpop jr videos:
 Careers – Transportation;
 Reading Maps
http://www.brainpopjr.com/socialstudies/
Information and Communication
geography/readingmaps/
 Project - Online research, virtual
 Measurementhttp://www.brainpopjr.com
travel of Wilson to the regions and
/search/?keyword=Measurement
rivers; design of something to hold
 Simple Machines
Wilson for travel
http://www.brainpopjr.com/science/force
 Assessment – completed project
s/simplemachines/
demonstrating the virtual travel of
 Transportationhttp://www.brainpopjr.co
Wilson; measurement of the
m/socialstudies/communities/transportati
distances to and between the
on/
different regions and rivers
Discovery Education:
 Extension http://app.discoveryeducation.com/search?Ntt=tr
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Lesson Brief
ansportation&N=18340
Math –
 Concepts – Addition, Subtraction,
Measurement, Estimation
Promethean Planet Goal / Objectives - Students will be
http://www.prometheanplanet.com/enable to estimate and compute the
us/Resources/Item/79098/transportation-for-2nddistance that from one region to the
graders#.U-vvnMumddg
next.
 Standards - MCC2.MD.3 Estimate
http://www.prometheanplanet.com/enus/Resources/Item/246439/georgia-regionslengths using units of inches, feet,
rivers#.U-vwZcumddh
centimeters, and meters.
MCC2.NBT.7 Add and subtract within
Other Resources:
1000, using concrete models or
Fed Ex worker, UPS worker, Coca Cola Truck
drawings and strategies based on
driver, various parents
place value, properties of operations,
and/or the relationship between
Misc:
addition and subtraction; relate the
Possible extension- children can write letters to
strategy to a written method.
students in a school that Wilson visits.
Understand that in adding or
subtracting three-digit numbers, one
Photos:
http://0.static.wix.com/media/87a181_dd3ce5110
adds or subtracts hundreds and
e3dc71895b3c35c89607c72.jpg_1024 (Georgia
hundreds, tens and tens, ones and
Regions Map)
ones; and sometimes it is necessary
to compose or decompose tens or
http://www.slideshare.net/laurenwmasters/georg
hundreds.
ias-rivers (Georgia’s 7 Rivers)
 Careers – Mathematician,
Accountant, CFO (Chief Financial
Officer)
 Project – The students will create
word problems to go along with
Wilson’s travels (ex: distances
between cities).
 Assessment – Being able to explain
and demonstrate how they got the
answer to their word problem
 Extension – Struggling readers can
use pictures to help with solving
word problems. Above level
students can be enriched by creating
a graph to compare after solving the
word problems.
PowerPoint- Georgia’s Rivers, Georgia’s Regions
LA –
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Lesson Brief
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Concepts – Informational Writing;
Public Speaking
 Goal / Objectives –The students will
be able to interpret information from
illustrations, diagrams, charts,
graphs, and graphic organizers.
Students will be able to conduct
research and write about their
findings.
Standards - ELACC2SL1-6 Speaking and
Listening, Confirm understandings,
Participate in collaborative discussions,
Report findings
 ELACC2W7: Participate in shared research and writing
record science observations).
 ELA2LSV1-The student uses oral and
visual strategies to communicate.
The student interprets information
presented and seeks clarification
when needed. Uses increasingly
complex language
 ELACC2L3: Use knowledge of
language and its conventions when
writing, speaking, reading, or
listening.
 ELACC2RI3: Describe the connection
between a series of historical events,
scientific ideas or concepts, or steps
in technical procedures in a text.
 ELACC2RI10: Read and comprehend
informational texts, including
history/social studies, science, and
technical texts, in the grades 2-3 text
complexity band proficiently, with
scaffolding as needed at the high end
of the range.
 ELACC2W2: Write
informative/explanatory texts in
which they introduce a topic, use
facts and definitions to develop
points, and provide a concluding
statement or section.
Careers – Writer, Editor, Speaker
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Lesson Brief
Project – Pamphlet
 Assessment – Presentation of
pamphlet (At least 5 facts required)
Extension SS –
Concepts – Regions and Rivers
Goal / Objectives – The students will
locate the regions and rivers of Georgia.
Standards - SS2G1- Locates and
describes geographic regions and major
rivers of GA
Careers – Government, Military,
Healthcare, Education, Food and Service
Project - The students will receive
puzzle pieces to construct the 5 regions
and will build a giant replica of Georgia
using baking products (ex: cookie dough,
frosting, icing, chocolate chips)
Assessment – The students will be able
to identify the Regions and Rivers on a
blank Georgia map
Extension –
Art –
Concepts – Students will create a
structure that will hold Wilson.
Goal / Objectives - Students will work in
their groups to create a design for a
structure to hold Wilson. Students will
complete a sketch or a plan for their
structure. Students will use a variety of
textural materials and construction
techniques to create their sculptures.
Students will view and discuss
photographs of structures from different
cultures and investigate reasons why the
needs of different cultures affect the
types of structures built in those
cultures.
Standards - VIS.2.VA2AR.1: Discusses his
or her artwork and the artwork of
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others.
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VIS.2.VA2AR.1.k: Distinguishes
between 2-D shapes and 3-D forms.
VIS.2.VA2AR.1.n: Distinguishes
between the textures of materials,
such as fabric, yarn, paper, clay, and
found objects.
VIS.2.VA2C.1: Applies information
from other disciplines to enhance
the understanding and production of
artworks.
VIS.2.VA2C.1.b: Creates works of art
inspired by universal themes (e.g.,
self, family, community, world).
VIS.2.VA2C.2: Develops life skills
through the study and production of
art.
VIS.2.VA2C.2.a: Manages goals and
time.
VIS.2.VA2C.2.b: Adapts to change.
VIS.2.VA2C.2.c: Works in teams.
VIS.2.VA2C.2.d: Guides and leads
others.
VIS.2.VA2CU.2: Views and discusses
selected artworks.
VIS.2.VA2CU.2.c: Theorizes and
suggests how culture and
environment provide inspiration for
creating artworks.
VIS.2.VA2PR.1: Creates artworks
based on personal experience and
selected themes.
VIS.2.VA2PR.1.c: Combines materials
in new and inventive ways to make a
finished work of art.
VIS.2.VA2PR.3: Understands and
applies media, techniques, and
processes of three-dimensional
works of art (ceramics, sculpture,
crafts, and mixed-media) using tools
and materials in a safe and
appropriate manner to develop skills.
VIS.2.VA2PR.3.b: Creates sculpture
Lesson Brief
using a variety of materials and
methods (e.g., papier-mâché, paper
sculpture, assemblage, found
objects).
Careers - architect
Project - Students will work in groups to
design a structure to hold Wilson as he
travels through the state of Georgia. The
structure will travel through different
modes of transportation.
Assessment – Students will be assessed
on their abilities to work in a group and
complete a structure that will hold
Wilson.
Extension - Students can think of an
additional structure design and draw that
design in their sketchbook.
PE –
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Concepts – Students will
demonstrate through movement to
the Georgia regions and rivers songs.
 Goal / Objectives – The students will
display rhythmic dance patterns
while singing the Georgia regions
and rivers songs accurately.
Standards PE2.1: Demonstrates competency in motor
skills and movement patterns needed to
perform a variety of activities.
a. Uses extensions while demonstrating
various loco motor movement patterns with
different pathways.
d. Demonstrates the ability to perform
fundamental locomotors skills to a rhythmic
beat.
 Careers – Dance instructor, P.E.
teacher, Trainer
 Project - Students will demonstrate
the movement of sound through
acting and verbally describing the
process.
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Lesson Brief
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Assessment – Students will be
evaluated on their demonstration
and performance
Extension – The students will
choreograph their own song and
dance.
Music –
 Concepts – Students will explore
how sound moves through the air
and into the ear.
 Goal / Objectives - Students are
introduced to the basic physics of
sound and the process of it moving
through the ear using visual
demonstration.
 Standards – NafME 8. Understanding
relationships between music, the
other arts, and disciplines outside
the arts
 Careers – Sound engineers, sound
architects, physicists, musicians, and
composers
 Project – Students will demonstrate
the movement of sound through
acting and verbally describing the
process.
 Assessment – Students will be
evaluated on their demonstration
and performance of describing the
physics of sound.
 Extension – Students perform their
demonstration for another class.
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Lesson Brief