ST1.6: The interdisciplinary problem-based curriculum includes a focus on real world applications.

Teachers work in collaborative groups to map curriculum for the year to create interdisciplinary problem-based units of study as applicable. By providing an integrated curriculum, teachers are able to differentiate and meet the needs of all students. Collaboration across content areas expands the consortium of resources and ideas that teachers draw upon to create a variety of STEM learning experiences.

Sample of a curriculum map from Rubicon Atlas, which is utilized by teachers for long-range, yearly planning.

              STEM Units by Grade Level

Quarter 1

Quarter 2

Quarter 3

Quarter 4


Patterns in


Properties of Objects

and Materials

Exploring Organisms


the Environment

1st Grade

Natural Resources

Sun and Moon

Light and Shadows


2nd Grade


Pushes and Pulls

Solids and Liquids


and environments

3rd Grade

Earth’s Materials

and Resources

Changes in Matter

Electricity and



and Habitats

4th Grade


Solar System


Plant/ Animal

5th Grade

Matters and Mixtures

Relationships within


Changes in Landforms

and Oceans

Forces and Motion

Example of Integrated Unit

Subject Area

4th Grade Standards Addressed in Weather Unit

Science Standards

4.E.2: The student will demonstrate an understanding of the water cycle and weather and climate patterns.

4.E.2A.1 Obtain and communicate information about some of the gases in the atmosphere (including oxygen, nitrogen, and water vapor) to develop models that exemplify the composition of Earth’s atmosphere where weather takes place.

4.E.2A.2 Develop and use models to explain how water changes as it moves between the atmosphere and Earth’s surface during each phase of the water cycle (including evaporation, condensation, precipitation, and runoff).           

4.E.2B.1 Analyze and interpret data from observations, measurements, and weather maps to describe patterns in local weather conditions (including temperature, precipitation, wind speed/direction, relative humidity, and cloud types) and predict changes in weather over time.

4.E.2B.2 Obtain and communicate information about severe weather phenomena (including thunderstorms, hurricanes, and tornadoes) to explain steps humans can take to reduce the impact of severe weather phenomena.

4.E.2B.3 Construct explanations about regional climate differences using data from the long term weather conditions of the region.

Science and Engineering Standards

4.S.1A.4 Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation or graphing) to (1) reveal patterns and construct meaning or (2) support explanations, claims, or designs.

4.S.1A.6 Construct explanations of phenomena using (1) scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions based on observations and measurements, or (4) data communicated in graphs, tables, or diagrams.

4.S.1A.8 Obtain and evaluate informational texts, observations, data collected, or discussions to (1) generate and answer questions, (2) understand phenomena, (3) develop models, or (4) support explanations, claims, or designs. Communicate observations and explanations using the conventions and expectations of oral and written language.

ITSE Technology Standards

3a Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.

3c Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.

3d Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.

5a Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions.

5b Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.

6a Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.

6b Students create original works or responsibly repurpose or remix digital resources into new creations.

6c Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.

6d Students publish or present content that customizes the message and medium for their intended audiences.

Math Standards

4.NSBT.2 Recognize math periods and number patterns within each period to read and write in standard form large numbers through 999,999,999.

4.MDA.2 Solve real-world problems involving distance/length, intervals of time within 12

hours, liquid volume, mass, and money using the four operations.

4.MDA.4 Create a line plot to display a data set (i.e., generated by measuring length to the

nearest quarter-inch and eighth-inch) and interpret the line plot

Writing Standards

Standard 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Standard 5: Demonstrate command of the conventions of standard English

ELA Standards

Inquiry Based Literacy Standards:

1.1 Formulate questions to focus thinking on an idea to narrow and direct

further inquiry.

3.1 Develop a plan of action for collecting relevant information from primary and secondary sources. 3.2 Organize and categorize important information; collaborate to validate or revise thinking; report relevant findings.

Reading Informational Text:

Standard 4: Read with sufficient accuracy and fluency to support comprehension.

Standard 5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations. 5.1 Ask and answer inferential questions to analyze meaning beyond the text; refer to details and examples within a text to support inferences and conclusions

Standard 6: Summarize key details and ideas to support analysis of central ideas. 6.1 Summarize multi-paragraph texts using key details to support the central idea.

Standard 7: Research events, topics, ideas, or concepts through multiple media, formats, and in visual, auditory, and kinesthetic modalities. 7.1 Compare and contrast how events, topics, concepts, and ideas are depicted in primary and secondary sources.


Standard 1: Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse perspectives

Standard 3: Communicate information through strategic use of multiple modalities and multimedia to enrich understanding when presenting ideas and information.