trade book fun integrating ste “ a ” m in a fifth grade classroom

TRADE BOOK FUN INTEGRATING STE“A”M

IN A FIFTH GRADE CLASSROOM

Presented by:Ann MaillouxAmanda BatailleJessica 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 RawlsSTEM 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

identifiedEXTENSION ACTIVITYEPCOT (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 playhousehttp://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 WEBQUESThttp://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 AdventureUNIVERSAL 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 MONTHContinued 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 brainstormingbeing filled in after student discussion in groups

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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 BoardE: 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.