STEAM Discipline Integration
STEM learning experiences integrate all STEM disciplines with an emphasis on processes and practices associated with STEM.
Concept 1 - The curriculum and associated learning activities integrate learning across all STEM disciplines (and additional content disciplines in schools that have adopted other inclusive models of integrated learning, such as The Arts for STEAM schools).
Concept 2 - The curriculum engages students in STEM processes and practices (such as the Engineering Design Process).
IMG_0535.MOVFairhope West Elementary School’s curriculum expands children’s natural curiosities and allows students in pre-k through sixth grade to utilize STEAM processes throughout the day across all disciplines. Even the youngest students use the Engineering Design Process in a cross-curricular study. Project-based learning opportunities engage students in higher-order thinking and real-world problem-solving. Each grade participates in a grade-specific, in-depth study that integrates learning through STEAM experiences.
Our science curriculum, STEMscopes, lays out lessons and the connections between the STEAM disciplines. It identifies how the lesson connects to science, math, and art. It includes the standard and a science activity. Mystery Science, another science curriculum purchased by Fairhope Elementary, is aligned to the Next Generation Science Standards (NGSS). Each Mystery is aligned to a topic, performance expectation, science and engineering practice, the disciplinary core idea, and crosscutting concept. This document explains how each mystery is aligned to the Next Generation Science Standards.
Engineering is Elementary is used as our Engineering Design Process curriculum framework during our STEAM lessons. It encompasses an inquiry-based approach that has explicit steps that include ask, imagine, plan, create, and improve. Students and teachers understand and use this approach during their STEAM lessons. These lessons are observed, and data is collected to help drive STEAM instruction in the classroom.
Pre-k teachers collaborate with Kacie Hardman from the Pelican’s Nest to develop engaging, inquiry-based lessons that utilize the scientific method. Students collaborate to ask, imagine, and plan how objects behave when submerged in water. Students explore how different objects sink or float and reflect on their learning experience.
A kindergarten class collaborated and created a Halloween structure using 3-D recyclables. Students researched cats using Epic and wrote their own fiction and non-fiction texts.
First-graders experienced a full day of STEAM activities for Mad Science Day. Each classroom is transformed into a laboratory and students work together to participate in STEAM Challenges using the Engineering Design Process. They also construct monster traps by making a plan and improving their designs. First-graders also have Arctic Day full of hands-on STEAM challenges based on what they learned about animal adaptations and habitat.
Second grade students began a unit focusing on the EDP. They completed an engineering design challenge to create a habitat where an endangered animal can survive and thrive. Students collaborated together to plan every aspect of a home for their chosen animal that would meet all of their needs. Then, they create a Seesaw post labeling the parts of the habitat.
Third grade students read the book Balloons Over Broadway by Melissa Sweet. Students created a balloon to represent their book. The balloons were then attached to an Evo bot and coded to parade down the hallway of the school.
Fourth-graders complete the Engineering Design Process through “Iluminate Alabama.” Students are asked to figure out how to use their understanding of electric circuits to illuminate an Alabama state symbol. Teachers collaborate to ensure that learning across all STEAM disciplines is integrated. A targeted area of growth was to incorporate visual arts and improve our makerspace with more thoughtful creations, and this was accomplished through intentional planning with our art teacher. The students then create both a paper blueprint and a digital prototype of their model before constructing their symbols. When students complete construction, they are able to demonstrate learning about circuits to create a circuit on the symbol to make it light. The students share their learning through a presentation that is available for viewing on Seesaw, and they reflect on careers that are associated with their new knowledge.
Rebecca Horn - Alabama Symbol Drawing .pdfSophia Gilbert - Alabama Symbol Drawing .pdfSophia Gilbert - Student Slides of Workman Illuminate Alabama.pdfFifth grade cross-curricular teachers work collaboratively to plan a project-based learning experience in which students research, plan, create, improve and share an enclosure in which an endangered species would thrive. The purpose is to create an ideal habitat for the endangered animal, therefore removing them from the endangered species list. In order for students to be able to imagine, create and design an enclosure that would allow this animal to thrive, students begin learning with instruction in the process of photosynthesis and transfer of energy. First students prove that plants can grow with just sunlight, air, and water by creating and designing planters to test what plants need to thrive. Students dive into learning about decomposers, consumers, and producers to determine what an exemplary ecosystem needs to work. Students then choose an endangered animal to research. Within English language arts class, students read articles, conduct research, create slide presentations, and informational writing pieces to explain the endangered animal’s statistics, needs, threats, and possible solutions to the threats. Using the information gained through research, students design an ideal enclosure to ensure the endangered animal’s survival.
6th grade students delineated arguments, claims and evidence using Yelp Reviews of their groups' restaurant (SL.6.3 ). Students were provided with a graphic organizer (t-chart) to sort their claims and evidence. Students used customer reviews, restaurateur interviews, health department ratings, and sensory details to write an advertisement for their restaurant (W6.1). Students wrote interviews including questions about technological advancements: digital music player, social networking, technology, personal global positioning device (SS.11). Students studied commercials and advertisements in different media formats distinguishing between fact and opinion in preparation for creating their own commercials. : Students created a menu for their food truck. They then made food combinations with pricing and created meal tickets based on quantities, tax, and totals (PR. 3, NS.6). Students also measured their food trucks and used their area and perimeter measurements to create a model of their food truck (G. 21).
6th grade students prepare for interviews with local restaurant owners. copy.pdf6th grade students prepare for interviews with local restaurant owners.Students in 6th grade developed their persuasive writing, digital literacy, and 21st century skills by creating commercials to support our local eateries.Sustaining Current Practice
eMINTS training provides teachers with the expertise to integrate technology and inquiry-based strategies that transform classrooms into engaging, student-centered learning communities. Twenty-nine percent of classroom teachers are eMINTS trained or are currently attending training for certification.
Next Steps
Prior to the kindergarten through sixth grade configuration, each grade level was comprised of 12-14 teachers. Currently we have six teachers per grade level that plan as one team with a bi-weekly 1.5 hour collaborative meeting/planning session. This makes it easier for grade-level teams to plan and collaborate regularly. We hope to move towards a weekly session for collaboration. Additionally, FWES would like to increase partnerships with businesses to collaborate and solve real-world problems through authentic hands-on learning experiences. FWES will continue to develop learners that direct their own learning and can solve real-world problems. FWES utilizes the Leader in Me curriculum to help create well-rounded learners by preparing students to become leaders in all areas. Finally, our goal is to increase the number of EMINTS certified teachers to 50% or higher within the next five years.