9346 TG Steam GK PDF

Contents
How to Use This Guide 3

How to Use the STEAM Approach to Education 3
How to Use the Sample Pacing Plan and Template 4
How to Use the STEAM Rubric and the Graphic Organizers 4
How to Use the Discussion Questions 4
When to Do the Career Spotlight Extensions 5
How to Use the Literature Suggestions 5
When to Do the Field Trips 5
Sample Pacing Plan and Template 6
STEAM Rubric 9
Graphic Organizers 10
Organization of Each Unit 12
Bird Feeder 14
Instruments 16
Plastic Bags 18
Screen Time 20
Dirty Air 21
Feelings 22
Germs 24
Old Playground 26
Cats and Dogs 27
Skill Sharpeners: STEAM • EMC 9346 • © Evan-Moor Corp. 2

How to Use This Guide
This guide provides suggestions and support to help you use Skill Sharpeners: STEAM as part
of your core curriculum. The information and practice in Skill Sharpeners: STEAM introduce
students to real-world problems in relatable contexts. The activities and projects focus on
Science, Technology, Engineering, Art, and Math and provide hands-on experiences as well
as connections to real-world scenarios and careers. The discussion questions and field trip
suggestions provided in this guide will help you extend learning through additional
conversations and real-world experiences.
How to Use the STEAM Approach to Education

STEAM is an approach to education that focuses on using Science, Technology, Engineering,
Art, and Math to solve real-world problems. Empathy is at the core of STEAM education.
Understanding how people, animals, or things are affected by a problem is an important part
of the problem-solving and solution-seeking process. Teaching children how to think creatively
prepares them for new unknown technologies, industries, and careers.
With STEAM activities and tasks, the final product

is not as important as the process. Through the
process of experimenting and exploring, your
child is using creative and critical thinking Ask
skills. Scientists, mathematicians,
engineers, and artists use the same
critical thinking skills to find new
and innovative solutions.
Improve Imagine
Create Plan

How to Use the Sample Pacing Plan
and Template
Sample Pacing Plan
Day Pages/Resources
Time Notes
1 K-W-L chart
50 minutes Gather materials for hands-on
The number of days you spend on each unit will depend on how
Workbook pages 3 and activities; send home materials
4
request form.
Tasks
you are using this resource. You may be using it to supplement

• Have students fill in K-W
portions of chart.
• Page 3: What Is Force?
— Read vocabulary and
passage and complete
• Discuss vocabulary and items.
reading passage and have
in their own lives. students relate it to things
they do
your core curriculum or as part of a hybrid learning model. • Page 4: Friction — Read
• Discuss vocabulary and
in their own lives.
vocabulary and passage
and complete items.
students relate it to things

they do
Day Pages/Resources
The sample pacing plan is based on a 6-day lesson plan. Each

Time Notes
2 Workbook pages 5, 6, and
7 50 minutes Have students choose one
Vocabulary Graphic vocabulary word and complete
Organizer the Vocabulary Graphic
Organize r.
day includes the Skill Sharpeners: STEAM workbook page numbers Tasks
• Page 5: Force and Motion
• Discuss vocabulary and
— Read vocabulary and
passage and complete
items.
and suggested resources, the duration of the practice, relevant

own lives. students relate it to things
they do in their
• Page 6: Picturing Forces
— Discuss the graphics
items. at top of page and then
have students complete
• Page 7: Either/Or Questions
— Have students complete
notes, and the tasks for that day. Refer to the sample plan to see
group. items and then review each
item as a
• Have each student choose
one vocabulary word from
Graphic Organizer. the lesson and complete
the Vocabulary
examples of how and when to incorporate discussion questions, Skill Sharpeners: Spell &
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literature references, and field trips into your lesson plans.
STEAM Rubric
Name:
How to Use the STEAM Rubric

Unit:
Needs
Guidance Proficient Notes
and the Graphic Organizers

Student understands the
problem
Student provides solutions

to the
problem
Student relates the problem
The STEAM Rubric can be used to measure and summarize students’

to his or
her own life
Student empathizes
understandings and competencies after they complete each unit. Student understands science
on Science Connection
page
concept
Student demonstrates math

skills on
The graphic organizers are intended to be used for field trips and
Math Connection page
Student identifies technolo

gical items
on Technology Connecti
on page
virtual field trips. They provide a structure for students to record Student shows creativity
completing art projects
when
information as well as their observations and feelings.

Student understands how
the
occupation highlighted
on the Career
Spotlight page helps with
the problem
Skill Sharpeners: STEAM

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How to Use the Discussion Questions

This guide includes discussion questions
for each Learn About the Problem
nonfiction text. The discussion questions
are intended to help students connect
the topic to their own lives and deepen
their understanding of how a problem
can affect people, animals, a community,
or a whole city — a problem can even
affect an entire region. After students
read the Learn About the Problem text,
engage them in discussion about the
topic. Explain to students that there are
no right answers, and encourage them
to share their experiences and opinions.

When to Do the Career Spotlight Extensions
The Career Spotlight Extensions provide opportunities to engage students in authentic tasks
related to careers. The Career Spotlight Extensions will provide the most value if they are
completed after you read the Career Spotlight activity to students. Engaging in tasks that are
similar to those they read about in the Career Spotlights will help students make connections
between the topics and the real-world tasks related to them.
How to Use the Literature Suggestions

The literature suggestions in this guide focus on different aspects of a topic. You may choose
to read the fiction and nonfiction books to students before beginning the unit, during the unit,
or after the unit. Encourage students to think about how they would feel if they were the
person in the story or if they were experiencing the situation the story describes.
When to Do the Field Trips

The field trips may be most valuable after students complete the Connections activities and
have read and completed the Career Spotlight.
The field trips and virtual field trips are intended to deepen students’ understanding of the topic
and extend their learning by having authentic or virtual experiences. As students participate in
the field trips, encourage them to share their observations and ideas. At the end of the field trip,
you may wish to have students share any solutions they come up with and have them think
about how they can apply what they have experienced to their STEAM task.

Sample Pacing Plan
Unit: Bird Feeder
Day Pages/Resources Time Notes

1 Workbook pages 8 and 9 30 minutes Preview discussion questions on
page 14 of this guide before the
Workbook pages 10 and 11
lesson.
Discussion questions, page
14 of this guide
Tasks
• Page 8: “Dinner in the Snow”— Guide students to preview the illustrations and make predictions
about the story. Then read the title and the story to students.
• Page 9: “No Food in the Winter”— Read the directions and the items to students and guide them
through completing the activity.
• After students complete the activity, have them share their responses with the class.
• Pages 10 and 11: “Hungry Birds”— Read the title to students and guide them through
previewing the photos. Then read the text to students as they look at it in their workbooks.
• Use the discussion questions or some of your own questions to engage students in discussing
the topic and sharing their thoughts, opinions, and experiences.

2 Workbook pages 12 and 13 40 minutes Gather the materials for the art
project.
Tasks
• Page 12: “Birdhouse”— Set up the materials and a work area for students. Then guide
them through the steps to complete the project.
• After they finish, ask students to tell you why birdhouses are important.

3 Workbook pages 15 and 16 30 minutes In advance of the lesson, read the
literature suggestions on page 15 of
Literature suggestions 15 minutes
this guide.
Tasks
• Page 15: “What Birds Eat”— Read the focus box to students. Then have them complete the
activity independently.
• Page 16: “Birds Need Food”— Read the focus box and the directions to students. Then guide
them to complete the first item and have them complete the remaining items independently.
• After students finish the written activities, read a book about birds to them.

4 Workbook page 17 30 minutes In advance of the lesson, ask
students to bring two plastic bottles.
Workbook page 18 30 minutes
In advance of the lesson, read the
Field trip suggestions 2 hours
field trip suggestions on page 15 of
this guide.
Tasks
• Page 17: “Stay Dry”— Read the focus box and the directions to students. Then have them
complete the activity independently.
• Page 18: “Colorful Flowers”— Prepare for the activity by cutting the plastic bottles. Then set up the
materials and a work area for students. Next, read students the focus box and the directions for
the project. Provide support as students complete the project.
• Use the suggestions on page 15 of this guide to take students on a field trip or a virtual field trip.
Days Pages/Resources Time Notes

5, 6 Workbook page 19 10 minutes In advance of the lesson, read the
Career Spotlight Extension on page
Career Spotlight Extension 30 minutes
14 of this guide.
Workbook pages 20 and 21 30 minutes
Gather materials for the STEAM Fun
task.
Tasks
• Page 19: “Ornithologist”— Read students the Career Spotlight as they look at the photos.
After you finish, have them make binoculars and go birdwatching.
• Pages 20 and 21: “Bird Feeder”— Read students the focus box and the rule. Then use the
guidance in the Design Process to support them as they complete the STEAM Fun task.

Pacing Template Unit:
Tasks
Tasks
Tasks

STEAM Rubric
Name:
Unit:
Needs
Proficient Notes
Guidance
Student understands the problem
Student provides solutions to the

problem
Student relates the problem to his or

her own life
Student empathizes
Student understands science concept

on Science Connection page
Student demonstrates math skills on

Math Connection page
Student identifies technological items

on Technology Connection page
Student shows creativity when

completing art projects
Student understands how the

occupation highlighted on the Career
Spotlight page helps with the problem

KWLF Graphic Organizer
Name:
Topic:
K What I know W What I want to know
L What I learned F How I feel

Design Process
Name:
What is the How can

problem? I help?
What I will do
What I made.
next time.

Organization of Each Unit
Each unit in Skill Sharpeners: STEAM focuses on a real-world problem and features a realistic
fiction text, a nonfiction text, an art project, and a variety of activities that focus on science,
technology, engineering, and math. In addition, each unit includes a career connection that
features real-world jobs. Following is a description of each component of the unit and the role
it plays and its value for students.
Real–World Connect
ion
Concept:
Dinne r in the Snow

It can be difficult
for birds to find
food when there
is snow.
Real-World Connection
Hungry blue bird,
flaps and flies awa
y.
The bird looks for
food
Each unit begins with a Real-World Connection text that focuses on on a cold, snowy
day.
the topic through a one-page realistic fiction story. The story provides The bird looks for
the bird looks for
nuts,
seeds,
context for students to understand the problem and possibly empathize the bird looks for
fruit.
Food is what it nee
Bird Feeder
with the people or animals that this problem affects. The story often The bird looks in the
ds.
trees,
includes multiple problems connected to the topic. Some problems are the bird looks on
but all the bird see
the ground,
s
First World, such as inclusive playgrounds, and some are Third World, is snow all around
.
such as clean drinking water.

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What’s the Problem?

Skills:
e Winter
No Food in thstory
Story
comprehension;
Draw to show
understanding
you read. t the
abou
Answer the items
that shows
1. Fill in the circle
below the picture
food.
a hard time finding
why the bird had
What’s the Problem?
The What’s the Problem? page follows the Real-World Connection

some birds
that shows what
story, and it focuses on having students identify one or more 2. Draw a picture
like to eat.
Bird Feeder
problems in the story. The items in this activity will help students think
about the problem or problems that were presented and identify
possible solutions from the story or from his or her own thoughts.
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ers: STEAM
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Learn About the Problem
Hungry Birds
Learn About the Problem Some birds eat fruit
People help birds Concepts:
Birds eat
different foods;
find food easily by Rain and snow
may make it
difficult for birds
and seeds. Other birds making a bird feeder.
to find food; Bird
feeders can help
Each unit includes a nonfiction text that provides

birds find food.
sip sweet juice from fruits

and flowers. But in the A bird feeder holds food
for birds.
students with more detailed information about the it can be hard for birds
winter,
to find
A roof on a bird feeder
keeps the
food dry. It also protects
problem in the real world. Meaningful photos and these things to eat.
from rain and snow.
the birds
Many of the foods birds

illustrations provide context and enrich students’ like to eat grow on plan
ts
Bird Feeder
understanding of the problem. and flowers.

Bird Feeder
But in many places, it rains

or
snows. Too much rain and
snow can stop plants
from growing. Talk with Your Child
snows. Explain that rain
Explain to your child
and snow can make
that in some places in
the world it rains and
different birds like different it hard for birds to find
foods, but most birds food. Tell your child
how bird feeders help like to eat nuts, seeds, that
fruit, and bugs. Discuss
10 your area and watch
birds find food. Then,
them to see what they
together with your child,
identify birds that live
Skill Sharpeners: STEAM eat. in
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9330 • Skill Sharpeners:
STEAM
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Art Connection
Art Connection Skill:

Demonstrate
understanding
Birdhouse can
of how to make
to places where they
a birdhouse
Birds like to live close to
a birdhouse close
find food easily. Hang
Each unit includes an art connection that incorporates creativity into in your yard .
plants and trees
What You Need
finding solutions. These activities provide an opportunity to be creative • shapes on page

• scissors
13
• glue or tape
and to learn about how to relate topics to art and present information What You Do
in an engaging way. 1. Cut out the piece

2. Fold the birdh
s on page 13.
ouse shapes on the
fold
the birdhouse shap
es
lines. Glue or tape
the roof and glue
together. Then fold
Bird Feeder
of the birdh ouse .
or tape it to the top or
the lines and glue
3. Fold the bird on
make it stand up.
tape the bottom to
4. Now have fun
playing with your
birdhouse!
or Corp.
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Science Connection
What Birds Eat Skills:
Understand that
Different birds like different birds
different foods. Som eat different
like to eat bugs, nuts, e birds foods; Fine
Science, Technology, Engineering, and Math Connections

motor skills
and seeds.
Trace the lines to
find out what each
bird likes to eat.
The science, technology, and engineering connections present additional

information about how these emphases are used to solve problems. The
math connection activities relate the problems to a variety of real-world
Bird Feeder
situations in which math concepts can be used to figure out solutions.
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Career Spotlight
Concept:
Ornithologists
Ornithologist
use STEAM to
do their jobs.
a person
An ornithologist is
.
who studies birds
Career Spotlight This is how an ornit

uses S T E A M
hologist
:
Technology
Science
The career spotlight activities present a variety of careers related to Ornithologists learn
about birds and wha
t
they like to eat. They
the problems or solutions in the unit. These activities provide students use binoculars to
for birds.
look
with a real-world view of science, technology, engineering, arts, and
Bird Feeder
Math
Engineering
bird
Ornithologists build
math jobs and careers. feeders and hous
help birds stay healt
es to
hy.
y
They count how man
birds visit the bird
feeders.
19
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S T E A M Fun
Skill:
Create a bird
feeder that
keeps birds dry
Bird Feeder
and safe
You can help birds

find food
easily. You can help
birds
stay safe and dry.
STEAM Task Make a bird feede

r that will
keep birds and bird
food dry.
Rule
• Your bird feeder
Each unit culminates with a STEAM task. The STEAM task gives
mus t have a roof.
Suggested Mater
ials
students a real-world scenario and a problem to solve using the

Bird Feeder
following design process: Ask, Imagine, Plan, Create, Improve.

Support is provided for an adult to guide students through each
step of the design process.
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Bird Feeder
Discussion Questions Learn About the Problem

Concepts:
Hungry Birds People help birds Birds eat

different foods;
Rain and snow
Discussion questions for “Hungry Birds,”

may make it
find food easily by difficult for birds
to find food; Bird
Some birds eat fruit feeders can help
birds find food.
making a bird feeder.

pages 10 and 11 and seeds. Other birds
sip sweet juice from fruits A bird feeder holds food for birds.
and flowers. But in the winter, A roof on a bird feeder keeps the
After students read “Hungry Birds,” it can be hard for birds to find food dry. It also protects the birds
use the following questions along these things to eat. from rain and snow.
with some of your own to encourage Many of the foods birds

like to eat grow on plants
discussion to deepen students’
Bird Feeder
Bird Feeder
and flowers.
understanding of the topic. But in many places, it rains or

snows. Too much rain and
snow can stop plants Talk with Your Child Explain to your child that in some places in the world it rains and
snows. Explain that rain and snow can make it hard for birds to find food. Tell your child that
from growing. different birds like different foods, but most birds like to eat nuts, seeds, fruit, and bugs. Discuss
how bird feeders help birds find food. Then, together with your child, identify birds that live in
your area and watch them to see what they eat.
10 Skill Sharpeners: STEAM • EMC 9330 • © Evan-Moor Corp. © Evan-Moor Corp. • EMC 9330 • Skill Sharpeners: STEAM 11
What do birds need to live and grow?
What do birds eat?
What is the weather like during the winter in some places?
Why is it hard for birds to find food in the winter?
Where can birds find protection from the rain and snow?
Career Spotlight Extension

Have students make binoculars. Prepare for this activity by
gathering the following items for each student: 2 paper tube
rolls, scotch tape, crayons or markers, and string. You will
also need a hole puncher for adult use. Begin by asking
students to decorate the paper tube rolls with crayons
or markers. Then wrap scotch tape around the two
paper tube rolls to hold them together. Punch one
hole at the end of each roll. Then thread a piece of
string through the holes and tie knots at both ends.
Allow students to use their binoculars to find birds
on the playground.

Bird Feeder continued
Field Trip Suggestions

If you live near a bird sanctuary, a zoo, or a park, you might consider taking a field trip
to one. While there, have students draw pictures of birds they see.
If you do not live near a bird sanctuary, a zoo, or a park, consider taking a virtual field
trip to one. Have students draw pictures of the habitat and birds that live there.
Literature Suggestions
Consider reading students these stories about birds.
Birds in Winter, written by Jenny Fretland VanVoorst
Mama Built a Little Nest, written by Jennifer Ward
Little Bird Takes a Bath, written by Marisabina Russo

Instruments

Concepts:
Instruments in School But many schools are

It is important
for schools to
have music
Discussion questions for “Instruments

classes; Playing
instruments has
Some schools have a class where no longer able to have many benefits;
Some schools do
not have enough
money to buy
in School,” pages 24 and 25 a music class. This is

instruments.
students learn how to play

instruments and make music. because they do not have
enough money to buy instruments.
After students read “Instruments in Music classes are important
because instruments:
School,” use the following questions
can make people feel
along with some of your own to happy when they play them
Some teachers have their students
make instruments out of things they
encourage discussion to deepen
Instruments
Instruments
can teach people about have at home or in the
students’ understanding of the topic. patterns and sounds classroom. Maybe you can
do this and make music, too!
can help people learn
Talk with Your Child Explain to your child that the sound of music is made when
you play an instrument. Tell your child that learning how to play an instrument is important
about other cultures because it can help people express themselves in a positive way. Some people feel happy when
they make music. But many schools do not have the money they need to buy instruments for
students to play.
Have you ever played an instrument?
How do you feel when you listen to music? How do you feel when you play an instrument?
Why are music classes important to have in schools?
Why are some schools no longer able to have music classes?
How can you make music if you do not have instruments?

If you live near a symphony orchestra, you
might consider organizing a field trip to visit it.
While there, have students draw different
instruments the orchestra plays.
If you do not live near a symphony orchestra,

consider taking a virtual field trip to one. Have
students take note of the conductor’s role in
an orchestra and how all the musicians work
together to create musical works of art. Also
have students draw pictures of their favorite
instruments in the orchestra.

Instruments continued
Consider reading students these stories about music and instruments.
Max Found Two Sticks, written by Brian Pinkney
Because, written by Mo Willems
Rhythm Rescue, written by Vicky Weber
Lazlo Learns Recorder, written by Vicky Weber
Tito Puente, written by Monica Brown
My Family Plays Music, written by Judy Cox

Plastic Bags

Concepts:
Plastic Bags Plastic bags can hurt Plastic bags

hurt Earth;
Plastic bags hurt
Discussion questions for “Plastic

animals; People
Many people use animals or make can help Earth by

recycling plastic
bags and using
reusable bags.
them sick. Some

Bags,” pages 38 and 39 plastic bags. But did
you know that plastic animals get stuck inside
bags can hurt the Earth? plastic bags. Some animals

After students read “Plastic Bags,” Plastic bags hurt Earth when people eat the bags and get sick.
use the following questions along litter or throw the bags on the ground. You can help the Earth by recycling
Rain and wind move the plastic bags. You can also use
with some of your own to encourage plastic bags into parks, a backpack or a cloth bag
discussion to deepen students’ instead of a plastic bag.
Plastic Bags
Plastic Bags
trees, and bodies of
water like the ocean.
understanding of the topic.
Talk with Your Child Explain to your child that plastic bags help us carry or hold
things, but they can also hurt the Earth. Tell your child that some people litter or throw plastic
bags in trash cans that are too full. Explain how the rain and wind carry the bags around.
Discuss how litter can make people and animals sick.
Do you use plastic bags? What do you use plastic bags for?
How do plastic bags end up in rivers and oceans?
How do plastic bags hurt animals?
What should you do with your plastic bags when you are finished using them?
What can you use to carry things instead of a plastic bag?

Set up a sensory table outside and fill it with
water. Add sea animal toys, plastic wrappers
or plastic sandwich bags, plastic lids or bottle
caps, straws, dirt, etc. Allow children to try to
clean up the water using different tools, such
as fish nets, coffee filters, tongs, or spoons.
Discuss how environmental engineers build
tools or machines to help remove pollution
from bodies of water around the world.

Plastic Bags continued

If you live near a recycling center, you might consider organizing a field trip to visit it.
While there, have students draw pictures of things that can be recycled, as well as
what plastic bags can be recycled into.
If you do not live near a recycling center, consider taking a virtual trip to one.
Have students draw pictures of how plastic bags are recycled.
Consider reading students these stories about plastic bag pollution.
The Pout-Pout Fish Cleans Up the Ocean, written by Deborah Diesen
One Plastic Bag, written by Miranda Paul
The No-Plastic Challenge, written by Scot Ritchie
Bag in the Wind, written by Ted Kooser
The Mess That We Made, written by Michelle Lord
The Lorax, written by Dr. Seuss

Screen Time
Your body needs to move and Concepts:
Looking
Too much screen
time can be
bad for people’s
Discussion questions for “Looking at exercise to be healthy. You can bodies and
at a Screen
minds; People
need exercise to
be healthy.
take a break from screens

a Screen,” pages 52 and 53 Many people and do these fun things.
watch TV and play
games on a phone or tablet. But Dance.
After students read “Looking at a looking at a screen for a long time
Screen,” use the following questions can be bad for your body and mind.
Ride a bike.
along with some of your own to Looking at a screen for a long time Or make up a game
with things in your home.
can hurt your eyes. The light from
encourage discussion to deepen
Screen Time
Screen Time
a screen can make it hard
students’ understanding of the topic. for your body to go to sleep.
Sitting down for a long time

as you watch a screen can Talk with Your Child Explain to your child that it is important to think about how
much time he or she spends in front of a screen and how much time he or she spends moving
and exercising. Discuss different activities, such as jump rope, bike riding, or exploring nature
hurt your body, too. on a hike. Have your child share which activities he or she likes to do and plan to spend a
certain amount of time each day doing those things.
What do you like to do in your free time?
How much time a day do you think you spend looking at a screen?
How can looking at a screen for a long time hurt your body?
What are some things you can do to have fun that gets your body moving?
Consider reading students these stories about too much screen time.
Cami and Wyatt Have Too Much Screen Time,

written by Stacy C. Bauer
Limit Your Dragon’s Screen Time,

written by Steve Herman
Unplugged, written by Steve Antony
When Charlie McButton Lost Power,

written by Suzanne Collins

Dirty Air
Some people wear Concepts:
The Air Around Us

Living things
need clean air;
Cars, factories,
Discussion questions for “The Air a mask to help stop and fires can
pollute the air;
People can do
things to protect
People, animals, and plants need some dirty air from
themselves;
People can help
Around Us,” pages 66 and 67

keep the air
clean.
clean air to live and grow. Dirty air getting into their nose and mouth.
can make living things sick.
Other people do things
After students read “The Air Around Cars, buildings, and to help make less dirty air.
Us,” use the following questions fires make smoke,
gas, and dust fly You can walk or ride
along with some of your own to into the air. a bike to get places.
encourage discussion to deepen When we breathe, the

You can ride a bus
students’ understanding of the topic. dirty air gets into our
Dirty Air
Dirty Air
or share a car ride
bodies and makes
with friends.
us sick.
Talk with Your Child Explain to your child that all living things need clean air to live
and grow. But smoke and dust from cars, buildings, and fires can make the air dirty. Brainstorm
with your child ways your family can help keep the air clean.
Why do living things need clean air to live and grow?
What can happen if people breathe in too much dirty air?
What makes the air dirty or smoky?
What can you do to help make less dirty air?
Consider reading students these stories about air pollution.
The Little Helpers: Paula Helps Prevent Air Pollution,

written by Claire Culliford
Earth Remembers When, written by Dawn Wynne

Feelings

Concepts:
Everyone
It is okay to feel mad.
Feelings Hurt
has feelings;
Feelings can be
Discussion questions for “Feelings Hurt,”

hurt; People’s
expressions and
It is not okay to actions can hurt
others’ feelings;
Everyone has feelings. Everyone hurts It is okay to feel
mad; People
hurt other people.

pages 80 and 81
can do things to
calm down when
sometimes. But some people make they feel mad.
bad choices when they feel: When you feel sad or mad, stop
and think before you do mean things.
After students read “Feelings Hurt,” Try these things instead:
use the following questions along Sit in a quiet place.
scared or
with some of your own to encourage sad or lonely
mad or jealou
embarrassed
Close your eyes.
s Count to ten.
discussion to deepen students’ When some people are mad, Tell someone
understanding of the topic. they hurt others by making how you feel.
Feelings
mean faces, yelling or saying
Do things you love.
mean words, or hitting or
Talk with Your Child Explain to your child that some people do mean things when they
throwing things. feel sad or mad. Tell your child it is okay to feel sad or mad, but it is never okay to hurt other
people. Discuss positive ways for your child to express his or her feelings. Talk about ways to
calm down when he or she is upset.
Can you name different feelings people have?
What is a bully?
Would you rather be a bully or a friend? Why?
What are some things you can do when you feel mad?
What are some things you can do when you feel sad?
Is it okay to hurt others when you feel mad or sad? Why or why not?

Have students make a class book about feelings. Set up an area where
students can access paper and crayons, colored pencils, or markers.
Then write different feelings on sheets of paper. For example, “happy,”
“sad,” “excited,” and “angry.” Make enough copies for each student
to have at least four sheets of paper for his or her book. Distribute the
sheets of paper you copied for students. Have students draw a self
portrait of how they look when they feel the emotions. Bind the paper
together when all students have completed their drawings.

Feelings continued
Consider reading students these stories about feelings.
A Big Guy Took My Ball! written by Mo Willems
Marlene, Marlene, Queen of Mean, written by Jane Lynch
The Invisible Boy, written by Trudy Ludwig
Miss Nelson Is Missing! written by Harry Allard
Have You Filled a Bucket Today? A Guide to Daily Happiness for Kids,
written by Carol McCloud
You, Me and Empathy, written by Jayneen Sanders
Giraffes Can’t Dance, written by Giles Andreae

Germs

Concepts:
Germs in
Sugary foods
You can keep bad and drinks cause
germs to stick to
Discussion questions for “Germs in

people’s teeth;
Your Mouth
Germs in your
germs out of your mouth can cause
cavities and bad
breath; People
can prevent
mouth by brushing your

Your Mouth,” pages 94 and 95
tooth decay by
brushing twice a
Did you know that there

day and visiting
a dentist.
teeth for 2 minutes when you

are small living things in your mouth?
wake up in the morning and
2
minutes
After students read “Germs in Your They are called germs. Germs are before you go to bed at night.
Mouth,” use the following questions so small you cannot see them.
Also, you can visit
Some germs help us stay healthy.
along with some of your own to But bad germs can harm your teeth.
the dentist two
times a year and
encourage discussion to deepen They can make holes in your teeth. eat healthy
They can even make your
students’ understanding of the topic. mouth smell stinky!
foods like fruits
and vegetables.
Germs
Germs
Food and drinks with a lot of
Talk with Your Child Explain to your child that germs are found everywhere, even in
sugar make germs stick to your teeth. your mouth. Ask your child what he or she can do to keep germs out of his or her mouth. Then
talk about how you will keep track of how many minutes he or she is brushing his or her teeth.
What can you do if you have trash, but there isn’t a place to throw it away?
Is there a park near where you live? If yes, have you ever seen trash in the park?
What kinds of trash did you see?
What would you do if you were at the park with friends and one of your friends
threw his or her trash on the ground?
Should all the people in a community care about trash in the park? Why or why not?
Career Spotlight
Set up a dramatic play area for students to pretend to be a dentist.
Hang pictures of x-rays of teeth, stuffed animals for patients,
tongue depressors, masks, gloves, paper cups, toothbrushes,
etc. Allow students to explore the materials and role-play
how dentists keep our teeth healthy.

Germs continued

If you live near a dentist’s office, you might consider organizing a field trip to visit it. While
there, have students draw pictures of how a dentist helps us and ways to keep our teeth
healthy.
If you do not live near a dentist’s office, consider taking a virtual trip to one. Have students
draw pictures of tools a dentist uses to help us keep our teeth healthy.
Consider reading students these stories about germs in your mouth and the importance
of good dental hygiene.
Open Wide: Tooth School Inside, written by Laurie Keller
Sugarbug Doug, written by Dr. Ben Magleby
The Tooth Book, written by Dr. Seuss

Old Playground
Playgrounds are important Concepts:
Old Playgrounds
Old playgrounds
can be unsafe
for children;
Discussion questions for “Old because they give children Playgrounds

are important
to have in a
Many places around a safe place to play.
community;
People can
help keep
Playgrounds,” pages 108 and 109

playgrounds
the world have old Playgrounds help children

clean and fun.
playgrounds that learn about plants and animals.

children do not use.
After students read “Old Why don’t they use them?
Playgrounds help children learn
how to play well with others.
Playgrounds,” use the following Some old playgrounds do not look You can help make playgrounds
questions along with some of your fun. They are not colorful. They are
Old Playground
Old Playground
in your town safe and fun. You can pick
not clean. Some playgrounds up trash. You can plant
own to encourage discussion to have rusted slides and broken trees and flowers. You
deepen students’ understanding of swings. They are not safe. can help make the
play area look new.
the topic.
Talk with Your Child Explain to your child that many places have playgrounds
that children do not use because they have old equipment that is unsafe to play on.
Discuss why playgrounds are important. Then talk about the playgrounds
around you and how you can help make them clean and safe.
What does your dream playground look like?
What are some reasons why you would not want to play at a playground?
Would you play at a playground that has broken equipment and trash all around?
Why or why not?
Why are playgrounds important to children and other people?
How can you help make playgrounds safe and fun in your community?

If you live near an old playground, you might consider organizing a field trip to visit it. While
there, have students draw a picture of what it looks like. Then have students draw a picture
of what it could look like if it were remodeled.
If you do not live near an old playground,

consider taking a virtual trip to one.
Have students compare and contrast
this playground to the one at school
or in the community.

Cats and Dogs
Homeless Pets If you see a homeless Concepts:

There are
homeless pets;
Animal shelters
Discussion questions for “Homeless cat or dog, stop and tell take care of
Did you know that there homeless pets
and try to find
them homes.
are millions of dogs and an adult. Do not try to touch the animal.
Pets,” pages 122 and 123 cats around the world that An adult can call animal control to pick
are homeless? This means they live up the animal.
After students read “Homeless Pets,” on the street because they do not The animal will be taken
have a home or a family. to a shelter, or a place that
use the following questions along with takes care of homeless pets.
Cats and dogs need a place
some of your own to encourage to live to protect them from The shelter workers will help find new
Cats and Dogs

Cats and Dogs
homes for the animals. You can even
discussion to deepen students’ bad weather. Cats and dogs need
volunteer at a local shelter
food and clean water to be healthy.
understanding of the topic. Without these
and help them feed, clean,
and play with the animals.
things, cats and
dogs can get sick. Talk with Your Child Explain to your child that some cats and dogs do not have a
home and must live on the streets. Discuss why living on the streets is not a safe place for cats
and dogs. Discuss what cats and dogs need to live and grow. Ask your child to describe how an
animal shelter takes care of animals and how it help animals.
What do cats and dogs need to live and grow?
Have you ever seen a homeless cat or dog? How did it make you feel?
If you see a homeless cat or dog, do you think you should get close and
try to touch the animal? Why or why not?
How can you help the homeless animals in your community?

Set up a dramatic play area for students. Gather stuffed animals (cats and dogs),
a stethoscope, bowls, balls, blankets, string to act as leashes, etc. Allow students
to explore the items and role-play to show how animal shelter workers help
homeless cats and dogs.

Cats and Dogs continued

If you live near an animal shelter, you might consider organizing a field trip to visit it.
While there, have students draw pictures of the animals that live there and the ways the
shelter workers help the animals.
If you do not live near an animal shelter, consider taking a virtual trip to one.
Have students draw pictures of the ways an animal shelter helps homeless pets.
Consider reading students these stories about homeless cats and dogs.
Ginger Finds a Home, written by Charlotte Voake
Buddy Unchained, written by Daisy Bix
A Dog Wearing Shoes, written by Sangmi Ko
Can I Be Your Dog? written by Troy Cummings

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Contents

How to Use This Guide 3

Cats and Dogs 27

Skill Sharpeners: STEAM • EMC 9346 • © Evan-Moor Corp. 2

How to Use the STEAM Approach to Education

With STEAM activities and tasks, the final product

Skill Sharpeners: STEAM • EMC 9346 • © Evan-Moor Corp. 3

you are using this resource. You may be using it to supplement

students relate it to things

The sample pacing plan is based on a 6-day lesson plan. Each

and suggested resources, the duration of the practice, relevant

literature references, and field trips into your lesson plans.

How to Use the STEAM Rubric

and the Graphic Organizers

Student provides solutions

Student relates the problem

The STEAM Rubric can be used to measure and summarize students’

Student demonstrates math

Student identifies technolo

information as well as their observations and feelings.

Skill Sharpeners: STEAM

How to Use the Discussion Questions

Skill Sharpeners: STEAM • EMC 9346 • © Evan-Moor Corp. 4

How to Use the Literature Suggestions

When to Do the Field Trips

Skill Sharpeners: STEAM • EMC 9346 • © Evan-Moor Corp. 5

Unit: Bird Feeder

Day Pages/Resources Time Notes

Day Pages/Resources Time Notes

Skill Sharpeners: STEAM • EMC 9346 • © Evan-Moor Corp. 6

Day Pages/Resources Time Notes

Days Pages/Resources Time Notes

Skill Sharpeners: STEAM • EMC 9346 • © Evan-Moor Corp. 7

Day Pages/Resources Time Notes

Day Pages/Resources Time Notes

Day Pages/Resources Time Notes

Skill Sharpeners: STEAM • EMC 9346 • © Evan-Moor Corp. 8

Student understands the problem

Student provides solutions to the

Student relates the problem to his or

Student understands science concept

Student demonstrates math skills on

Student identifies technological items

Student shows creativity when

Student understands how the

Skill Sharpeners: STEAM • EMC 9346 • © Evan-Moor Corp. 9

K What I know W What I want to know

L What I learned F How I feel

Skill Sharpeners: STEAM • EMC 9346 • © Evan-Moor Corp. 10

What is the How can

Skill Sharpeners: STEAM • EMC 9346 • © Evan-Moor Corp. 11

Dinne r in the Snow

such as clean drinking water.

What’s the Problem?

What’s the Problem?

The What’s the Problem? page follows the Real-World Connection

Learn About the Problem

Each unit includes a nonfiction text that provides

sip sweet juice from fruits