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 Sciencethe 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 Studiesthe students will locate and describe regions and rivers.
In Engineering the students will evaluate the durability of the structure.
In Technologythe students will build a structure for 3D Stanley.
In Musicthe 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.
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.
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.
Skill level (Grade Range): 2nd
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
  • Nails
  • Computer
  • iPads
  • science journal
  • maps
  • rulers
All Subjects: Pencils, construction paper, markers, crayons, writing paper, cardboard, rope, string
Individual Subjects:
Math- Math journal, pencil, paper, rulers, tape measure
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
Language Arts-Construction paper, writing paper, colored pencils, crayons, computer, iPads
IT Resources:
Activboard, document camera,
Brainpopjr videos:
  • Reading Maps
  • Measurement
  • Simple Machines
  • Transportation
Discovery Education:
PowerPoint- Georgia’s Rivers, Georgia’s Regions
Promethean Planet-

Other Resources:
Fed Ex worker, UPS worker, Coca Cola Truck driver, various parents
Misc:
Possible extension- children can write letters to students in a school that Wilson visits.
Photos:
(Georgia Regions Map)
(Georgia’s 7 Rivers)








/ 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 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 carrya volley ballby 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.
  • The students will then design a structureto hold a volley ballfor 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 transportationof Wilson to the regions and rivers.
Technology & Engineering –
  • Concepts –Building, constructing, 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 single topic to produce a report; record science observations
  • Careers –Transportation; Information and Communication
  • Project - Online research, virtual travel of Wilson to the regions and rivers; design of something to hold Wilson for travel
  • Assessment –completed project demonstrating the virtual travel of Wilson; measurement of the distances to and between the different regions and rivers
  • Extension -
Math –
  • Concepts – Addition, Subtraction, Measurement, Estimation
  • Goal / Objectives - Students will be able to estimate and compute the distance that from one region to the next.
  • Standards - MCC2.MD.3 Estimate lengths using units of inches, feet, centimeters, and meters.
MCC2.NBT.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
  • 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.
LA –
  • 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 projects (e.g., read a number of books on a single topic to produce a report; 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
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 others.
  • 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 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 –
  • 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.
  • 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.

CC. 2013STEAM EducationLesson Brief