Our Powerful Sun STEAM Education© Lesson BriefEducators’ Names (with Titles): Karen S. Brooks-BauerTrained (When/Where): Eagle Academy Public Charter School, Washington, DC, Fall 2018

Lesson OverviewSkill Level

(Grade Range)Kindergarten-early elementary

Central Theme Seasons and WeatherTopic Concept of

ThemeOur Powerful Sun

Summary of Essential Concepts

While studying weather (LA, S, SS), students will gain an understanding of the power of the sun’s radiant energy (S) and its effect on the Earth. Drawing upon the knowledge from their reading and explorations (LA, S), students will use iPad apps (T&E) to design (FA), build (E) and test (E) their structure’s effectiveness to protect an object from the sun’s rays. Students will sing (Mu) songs and finger plays and play gross motor games (PE) to reinforce concepts of seasons and weather.

RBL(reality-based

learning)

Lesson Plan Overview

Integrated Basic Plan

Kindergarten students will study Seasons and Weather throughout an integrated STEAM unit entitled Our Powerful Sun. The unit will take place over the course of 8 instructional days and involve lessons taught by the homeroom teacher, the STEAM Integration Enrichment teacher, the Art teacher and the Physical Education teacher. Students will investigate seasons and weather by reading books, watching videos and conducting hands-on explorations of phenomena.

1. What will be the engagement/introduction piece for each subject. The unit will be introduced by: The unit will start with a phenomena video of the changing seasons over the course of the year and be asked, “What causes the weather in different seasons?” as an essential question. This phenomena video will be referenced by teachers in all subject areas.

2. Explain how the project integrates all of the subjects. Students will learn about concepts related to weather: the water cycle, types of precipitation, the sun and its radiant energy. They will research weather by doing hands on investigations. The lessons will be split between their homeroom teacher (weather lessons), the STEAM teacher (technology and engineering lessons), the art teacher (art and engineering design) and the physical education teacher (physically acting the water cycle). Music will be incorporated into multiple lessons as a way of engaging students in their investigation of weather. For example, in one lesson, they will sing the song “Mr. Sun,” and in another, they will sing “Robin In The Rain.”

3. Describe what the end product will be: The end product will be a 3-dimensional shade shelter built. The understandings that students have built about the sun and its role as a driver of weather through theses integrated will be represented in their final capstone project. For this project, they will have a final engineering challenge. They will design, build and troubleshoot a physical shelter from recyclables and other art supplies. Students will build their shelter in order to protect a snowman from melting in the sun.

4. What element of this project helps society solve a problem or interacts with real people/community members? (RBL) The summer temperatures in Washington, DC are often very hot. This unit will give students a better understanding of how they can adapt to the summer heat in our area.

21st Century Skills addressed through this unit/lesson: Collaboration: Throughout the different lessons students will have an

opportunity to collaborate with their classmates on their design and prototype shelter.

Communication – Students will make observations during their investigations and record them in their Science Journals. Students will also draw visual models in their science journals.

Critical Thinking/Problem Solving – In order to design an effective solution to our problem (How can we keep our snowman from melting?), students will need to think critically.

Creativity/Innovation – Students will apply their knowledge about the sun and how it drives weather in creating their final engineering project.

AssessmentEvidence Based

A science journal will be used to compile student work for assessment. In this unit, the student work will include:

1. Four seasons drawing and labeling2. Daily weather observation drawing and labeling3. Writing about the wind4. Water Cycle Model5. Writing about snow6. Observations on temperature7. “Gotta Have It” diagram of shade structure8. Materials list for shade structure construction9. Students will take data on the effectiveness of their final project in

shading their snowman from the sun and thus slowing its melting.

Students will also design, build and test a “shade structure” which will be informed by their learning of the scientific concepts they have learned during the unit.

Student Team Selection

(if applicable)

At the kindergarten level, students will work independently or as partners due to developmental needs. This could be adapted for older grades to work in larger collaborative groups as appropriate.

Time Frame of Lesson

This integrated unit will take place over 8 instructional days. Each session should be approximately 45 minutes in length.

Homeroom Teacher

STEAM Teacher Art Teacher PE Teacher

Day #1

Lesson 1: Earth’s Four Seasons (SS)

Day #2

Lesson 2: Weather Watchers (Sci.)

Day #3

Lesson 3: Wind (Sci.)

Lesson 5: Snow (Sci.)

Lesson 4: Rain (Sci. and Phys. Arts)

Day #4

Lesson 6, Part 1: Measuring Temperature (Sci.)

Lesson 6, Part 2 The Power of the Sun (Fine Arts)

Day #5

Lesson 7: Exploring Shadows (Sci. and Tech.)

Lesson 8: Our STEAM Engineering Challenge: (Engineering and Fine Arts)

Day #6

Lesson 9: Building Materials, Shopping List, and Building (Lang. Arts, Math, and Engineering)

Day #7

Lesson 10: Testing our Design (Engineering)

Day #8

Lesson 11: Reflection: My Snowman did or did not melt because… (Language Arts and Engineering)

Basic Supplies Science Feathers on strings https://www.buckmasters.com/Hunting/Tips-

and-Tactics/Articles/ID/243/Feather-Floss-Wind-Indicator The Snowy Day by Ezra Jack Keats

Technology and Engineering Drawing Pad App Collection of recyclable materials and art supplies

Mathematics Poker Chips for tokens Price tags for materials

Language Arts The Wind Blew by Pat Hutchins

Social StudiesFine Arts

SunArt Paper Crayons and pencils Natural objects collected by students

Physical Arts Down Comes the Rain by Franklyn M. Branley Parachute Water Cycle Model Worksheet

https://www.teacherspayteachers.com/Product/The-Water-Cycle-Kindergarten-Chart-and-Activity-409058

Musical Arts Poems Songs Finger plays

IT and Additional Resources

Show time lapse video of the four seasons:https://www.youtube.com/watch?v=lmIFXIXQQ_E

“Be A Weather Watcher” Video https://www.youtube.com/watch?v=Uo8lbeVVb4M

“Mr. Sun” https://www.youtube.com/watch?v=hlzvrEfyL2Y

“How to Make A Shadow” Videohttps://www.youtube.com/watch?v=Uv-MdaBfk8U

“Bill Nye The Science Guy on Wind” Videohttps://www.youtube.com/watch?time_continue=11&v=uBqohRu2RRk

“Robin In The Rain” https://www.youtube.com/watch?v=ly1jh0I1wXs

The Snowy Day by Ezra Jack Keatshttps://www.youtube.com/watch?v=8NsAlTr4uho

Time lapse video of snowman melting https://www.youtube.com/watch?v=aBYGKUkfViE

Drawing Pad App

Career ClustersProfessional / Community Connections

Local News Station Meteorologist: www.nbcwashington.comNational Oceanic and Atmospheric Administration www.noaa.gov, https://www.noaa.gov/education/noaa-in-your-backyardNational Weather Service www.nws.gov

Audience

Who will see the final products or presentations of this lesson? o Classmateso Families at STEM nighto Teachero Principal

Miscellaneous (Extensions and

Variations)

General or specific to a subject area. o Enrichment for learnerso Modifications for Challenged learnerso Variations to appeal to learning strengths/preferenceso Extensions for deeper learning

Photos

Shade Shelters Built by Kindergarten Students

1. ScienceEssential Concept(s) The sun’s powerful energy spurs the phenomena of weather.

Goal/ObjectivesStudents will investigate the power of the Sun’s rays.Students will compare and contrast the difference in temperatures of areas that are sunny versus areas that are shady.

Standard(s)

Next Generation Science Standards Performance ExpectationsK-PS3-1. Make observations to determine the effect of sunlight on Earth’s surfaceK-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

Vocabulary

Seasons are each of the four divisions of the year (spring, summer, autumn, and winter) marked by particular weather patterns and daylight hours, resulting from the earth's changing position with regard to the sun.Weather is the state of the atmosphere at a place and time as regards heat, dryness, sunshine, wind, rain, etc.Climate is the weather conditions prevailing in an area in general or over a long period.Precipitation is rain, snow, sleet, or hail that falls to the ground.Temperature is the degree or intensity of heat present in a substance or object, especially as expressed according to a comparative scale and shown by a thermometer or perceived by touch.The sun is the star around which the earth orbits and provides the light or warmth received from the earth's sun.

Career(s) Tie-In Earth and Space Sciences: Meteorologist, Astronomer

Project Element and

Educator / Student Feedback

(student application of standard/benchmark/go

al)RBL Component &

Product

Lesson 2: Be A Weather Watcher Lesson 3: Wind: Investigating and making observations about wind:

Read The Wind Blew by Pat Hutchins and go on a wind hunt: https://www.buckmasters.com/Hunting/Tips-and-Tactics/Articles/ID/243/Feather-Floss-Wind-Indicator

Lesson 5: Investigating Snow: Read The Snowy Day by Ezra Jack Keats Provide each table with a tub of "snow". It is actually ice that has been shaved down to represent snow. Have the kids make "snow" balls and then watch them melt into water. Conduct a science talk to discuss their experience.

Lesson 6: Temperature Lesson 7: Exploring Shadows: Students will also make observations

about temperature in sunny versus shady areas when outside. Students will integrate technology by taking photos of shadows with their student iPads.

Knowledge gained from the observations that students make during these explorations will inform their design of their final engineering project.

AssessmentEvidence Based

Teacher will review and discuss student writing/sketches in their science journals (see attached rubric) to evaluate student understanding of the

End Product + Interview

science concepts. Teacher will evaluate effectiveness of students’ final building project in protecting the Earth from the sun. Students final shade structure will show evidence of student understanding of the NGSS Performance Expectation.

Miscellaneous(Enrichment,

modification, extension, alternate methodology)

Teacher will provide more support to students in need. For students who struggle, teacher can provide sentence starters for their journals.

2. Technology & 3. Engineering

Essential Concept(s)T = Students will investigate how shadows are made and the effect that a shadow has on temperature of the Earth.E = During an Art Block, students will design a prototype of a shade structure that will protect their snowman from melting.

Goal/ObjectivesStudents will use the engineering design process to build a structure that solves a problem based on their understanding of the power of the Sun.

Standard(s)

Next Generation Science Standards Performance ExpectationsK-PS3-2. Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.*K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. K-2-ETS1-3. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.ISTE Standards4. Innovative Designer: Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions. Students: a) know and use a deliberate design process for generating ideas, testing

theories, creating innovative artifacts or solving authentic problems. b) select and use digital tools to plan and manage a design process that

considers design constraints and calculated risks. c) develop, test and re ne prototypes as part of a cyclical design process. d) exhibit a tolerance for ambiguity, perseverance and the capacity to

work with open-ended problems.

Vocabulary

The engineering design process is a series of steps that engineers follow when they are trying to solve a problem and design a solution for something; it is a methodical approach to problem solving.A design is a plan or drawing produced to show the look and function or workings of a building, garment, or other object before it is built or made.A prototype is the first, typical or preliminary model of something, especially a machine, from which other forms are developed or copied.Materials are the matter from which a thing is or can be made.

Career(s) Tie-In Structural Engineer, Architect, Bioengineer, Quality Assurance/Control Engineer

Project Element and

Educator / Student Feedback

(student application of standard/benchmark/go

al)RBL Component &

Product

Lesson 8: Our STEAM Engineering Challenge: (Engineering and Fine Arts): Students will design and build a structure that protects their snowman from melting in the sun. They will use technology (Drawing Pad App) to design their prototype. They will use a combination of recyclable materials and art supplies to construct their prototype. To test their design, they will place their snowman in the sun and protect it with their structure. For their design to be successful, students must understand the power of the sun’s rays and its warming effect on the Earth.Lesson 11: Reflection: My Snowman did or did not melt because… (Language Arts and Engineering)

AssessmentEvidence BasedEnd Product +

Interview

Teacher will evaluate effectiveness of students’ final building project in protecting the Earth from the sun. Students final shade structure will be show evidence of student understanding of the NGSS Performance Expectation. Student will also be able to explain why their prototype worked or did not work to protect their snowman.

Miscellaneous(Enrichment,

modification, extension, alternate methodology)

Allow students to use pencil and paper to create their designs, as well as Drawing Pad app.

5. MathematicsEssential Concept(s) Counting, More or Less

Goal/Objectives Students will be able to count out the appropriate number of tokens to buy the materials to build their shade structure.

Standard(s)

K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality.K.CC.B.5 Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.

VocabularyA token is a voucher that can be exchanged for goods or services, typically one given as a gift or offered as part of a promotional offer.A budget he amount of money needed or available for a purpose.

Career(s) Tie-In Data Analyst, Financial Planning, Budget Analyst/Comptroller, Accountant, Bookkeeper, Office Manager

Project Element and

Educator / Student Feedback

Lesson 9: Building Materials, Shopping List and Building: Students will need to budget tokens in order to buy recyclable materials to build their design.

AssessmentEvidence Based

End Product + Interview

Could students accurately count their tokens?

Miscellaneous(Enrichment,

modification, extension, alternate methodology)

Provide students with ten-frames to use when counting their tokens as a scaffold.

6. Language ArtsEssential Concept(s) Cause and Effect, Grade level appropriate phonics

Goal/ObjectivesStudents will use inventive spelling in writing/drawing of models throughout their study of seasons and weather.Students will be able to identify cause and effect in texts read about seasons and weather.

Standard(s)

RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.RF.K.3.A Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.RF.K.3.B Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.

Vocabulary CauseEffect

Career(s) Tie-In Author: Technical Writing, Narrative Writing, Creative WritingProject Element

andEducator / Student

Feedback

Writing is integrated into many of the lesson blocks, not just one specific lesson. Ultimately, students will sketch a design for their prototype. They will label their sketch and write a shopping list for their building materials.

Assessment Review of student’s science journals for grade level appropriate phonics

Evidence BasedEnd Product +

Interview

skills in writing.

Miscellaneous(Enrichment,

modification, extension, alternate methodology)

Add appropriate vocabulary to word wall for students to reference when writing.

7. Social Studies

Essential Concept(s)Different geographical areas experience different types of weather and climate due to their location on the globe.

Goal/ObjectivesStudents will be able to describe the weather that occurs during the four distinct seasons in their hometown, Washington, DC.

Standard(s)

K.1. Students demonstrate an understanding of the concept of location. 1. Identify words and phrases that indicate location and direction (e.g., up, down, near, far, left, right, straight, back, behind, and in front of). (G)2. Demonstrate familiarity with what a map is and what a globe is. (G) 3. Identify the student’s street address, city, and the United States as the country in which he or she lives. (G)

Vocabulary

Seasons are each of the four divisions of the year (spring, summer, autumn, and winter) marked by particular weather patterns and daylight hours, resulting from the earth's changing position with regard to the sun.Autumn is the third season of the year, when crops and fruits are gathered and leaves fall, in the northern hemisphere from September to November and in the southern hemisphere from March to May.Winter is the coldest season of the year, in the northern hemisphere from December to February and in the southern hemisphere from June to August.Spring is the season after winter and before summer, in which vegetation begins to appear, in the northern hemisphere from March to May and in the southern hemisphere from September to November.Summer is the warmest season of the year, in the northern hemisphere from June to August and in the southern hemisphere from December to February.

Career(s) Tie-In Meteorologist, Cartographer, Geographic Information Systems AnalystProject Element

andEducator / Student

Feedback

Understanding the power of the sun as a driver of weather and the Earth’s movement around it, thus the changing seasons, is an essential understanding that students have in order to tackle their shade shelter project.

AssessmentEvidence BasedEnd Product +

Interview

Lesson 1: Earth’s Four Seasons: Students will write/draw in their science journals to describe the weather in each of the four seasons and what type of clothing/gear they need to survive the weather. For each season, does the work represent the correct weather and the correct gear?

Miscellaneous(Enrichment,

modification, extension, alternate methodology)

Offer an option for creating art work to show understanding of the season and their associated weather using magazine photos.

8. Fine Arts

Essential Concept(s)2 dimensional shapes3 dimensional shapesFunctionality of design

Goal/ObjectivesStudents will use natural objects to create a two-dimensional piece of art.Students will draw a diagram that represents the man-made structure which they wish to build.

Standard(s)

National Core Art StandardsVA:Cr1.2.Ka Engage collaboratively in creative art-making in response to an artistic problem.VA:Cr2.3.Ka Create art that represents natural and constructed environmentsK.G.A.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.

VocabularyTwo dimensional shapes are figures which can be drawn on paper or a plane surface and has length and width and no thickness/ height. It is also referred as plane shapes. So by definition any shape which can be

drawn on a sheet will be called as 2 dimensional figures like circle, triangle, square, and rectangle etc.Three dimensional shapes are figures that exhibit three dimensions, such as height, width and depth), like any object in the real world.A design is a plan or drawing produced to show the look and function or workings of a building, garment, or other object before it is built or made.A diagram is a simplified drawing showing the appearance, structure, or workings of something; a schematic representation.

Career(s) Tie-In Architect, Engineer, Draftsman, Graphic Designer

Project Element and

Educator / Student Feedback

(student application of standard/benchmark/go

al)RBL Component &

Product

Lesson 6 Part 2: To investigate the power of the sun’s rays, students will use Sun Art paper. They will collect natural items from the school yard and make a design with them by placing them on top of photo paper during their recess period (when the sun is at its strongest). Through seeing the sun’s effect on the Sun Art paper students will be able to verbalize how the sun could affect a snowman (i.e. melting).

Lesson 8: Students will draw and label a “gotta have it” diagram of the shade structure that they will build. The diagram must have the following elements:

1. Sun2. Snowman3. Structure that shades the snowman from the sun

AssessmentEvidence BasedEnd Product +

Interview

Teacher will review students’ written/drawn design of their structure. The diagram must have the following elements:

1. Sun2. Snowman3. Structure that shades the snowman from the sun

Miscellaneous(Enrichment,

modification, extension, alternate methodology)

9. Physical ArtsEssential Concept(s) The Water Cycle

Goal/Objectives Students will use be able to describe the processes of the water cycle. Standard(s) Moves in personal space to a rhythm. (S2.E1.Kb)

Vocabulary

The water cycle is the processes by which water circulates between the earth's oceans, atmosphere, and land, involving precipitation as rain and snow, drainage in streams and rivers, and return to the atmosphere by evaporation and transpiration.Evaporation is the process by which liquid water turns into water vapor. Condensation is the process by which water vapor in the air is changed into liquid water. Condensation is crucial to the water cycle because it is responsible for the formation of cloudsPrecipitation is water released from clouds in the form of rain, freezing rain, sleet, snow, or hail. It is the primary connection in the water cycle that provides for the delivery of atmospheric water to the Earth. Most precipitation falls as rain.

Career(s) Tie-In Bioengineer, Dancer, ChoreographerProject Element

andEducator / Student

Feedback(student application of

standard/benchmark/goal)

RBL Component &Product

Lesson 4: Investigating the Water Cycle: Read Down Comes the Rain by Franklyn M. Branley http://shiningstarsearlylearning.blogspot.com/2011/04/april-showerslearning-about-clouds-and.html

Use a Parachute Game to mimic a rainstorm http://www.bbbpress.com/2013/05/rain-storm/

AssessmentEvidence BasedEnd Product +

Interview

In their science journals, students will complete a visual model of the water cycle. Teachers will review student models for accuracy and understanding of the process.

Miscellaneous(Enrichment,

modification, extension, alternate methodology)

Differentiate water cycle model activity by providing pictures to students who need more support. Allow students who need less support to draw their own models.

10. Musical ArtsEssential

Concept(s)Reinforcing understanding of concepts of weather.

Goal/Objectives Students will work collaboratively to write original lyrics for a song about the weather to match a familiar tune.

Standard(s)MU:Cr1.1.K a With guidance, explore and experience music concepts (such as beat and melodic contour).b With guidance, generate musical ideas (such as movements or motives).

Vocabulary1. Rhyme is the correspondence of sound between words or the endings of

words, especially when these are used at the ends of lines of poetry.Tune is a melody, especially one that characterizes a certain piece of music.

Career(s) Tie-In Lyricist, Musician, Sound Engineer, PoetProject Element

andEducator / Student

Feedback

Mr. Sun https://www.youtube.com/watch?v=hlzvrEfyL2YRobin In The Rain https://www.youtube.com/watch?v=ly1jh0I1wXsI’m A Little Snowman https://www.youtube.com/watch?v=-b-U1eQqBmk

AssessmentEvidence BasedEnd Product +

Interview

Did students participate in the songs and finger plays? Were students about to move to the rhythm and perform motions.

Miscellaneous(Enrichment,

modification, extension, alternate methodology)

Provide students who are higher academic achievers the opportunity to make up their own lyrics to the tunes to describe phenomena of weather.