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
|
Kindergarten
|
Patterns in
Weather
|
Properties of Objects
and Materials
|
Exploring Organisms
|
Exploring
the Environment
|
1st Grade
|
Natural Resources
|
Sun and Moon
|
Light and Shadows
|
Plants
|
2nd Grade
|
Weather
|
Pushes and Pulls
|
Solids and Liquids
|
Animals
and environments
|
3rd Grade
|
Earth’s Materials
and Resources
|
Changes in Matter
|
Electricity and
Magnetism
|
Environments
and Habitats
|
4th Grade
|
Weather
|
Solar System
|
Energy
|
Plant/ Animal
|
5th Grade
|
Matters and Mixtures
|
Relationships within
Ecosystems
|
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.
Communication:
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.
|