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Education World STEM News Round Up
STEM initiatives have been sweeping the nation and Education World has compiled stories to show just what students are learning in the fields of science, technology, engineering and math.
- In Beavercreek, Ohio, the school board accepted a Boeing 727 as a donation from FedEx to become an aviation classroom. It will be used for aviation and aerospace training. Read the full story.
- Portland, Maine public schools held the first STEM Exposition on Monday, November 10. Students from local middle and high schools presented various exhibits on subjects including physics, sailing and engineering. Read the full story.
- The University of San Diego was awarded a $600,000 grant from The National Science Foundation to hire more female STEM professors. The university hired eight professors to begin teaching classes in fall 2014. Read the full story.
- ExxonMobil donated $275,000 to STEM as part of their partnership with the Foundation for the East Baton Rouge School System. The grant will help pay for training teachers, providing new teaching strategies and expert knowledge in the field. Read the full story.
- The Atlantic Magazine explored the challenges of teaching science in rural America. As the 21st century speeds up with technological advances, rural districts fear having a lack of adequate resources to keep up. Journalist Alexandra Ossola wrote: “Many of the issues are based in financial constraints but take on different forms than they do in similarly strapped urban districts. To help these schools, administrators from a consortium of rural communities have found new ways to make STEM classes better for teachers and students, both through their own ingenuity and by reaching out to other organizations.” Read the full story.
Does your school have a unique STEM program? Comment below or email editor[at]educationworld.com to let us know!
Compiled by Samantha DiMauro, Education World Contributor.
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Subject: ELA- Reading
Grade: 3
Lesson Objective: To identify the moral of a fable
Common Core Standard: CCSS.ELA-LITERACY.RL.3.2- Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
Materials:
Printable Student Paragraph Worksheet
Starter:
Say:
Has anyone ever told you a story that had a lesson at the end of it? What was the story? (Allow the students to answer.)
Main:
Say:
There are some stories that have lessons at the end of them. Those stories are called fables.
A fable is a story that has animals as the characters. The lesson at the end of a fable is called the moral. The moral of the story teaches you something about how you should act or shows you a different way to think about something.
One fable that most people have heard of is called The Tortoise and The Hare. The animals race each other and the hare is so far ahead that he takes a nap. The tortoise keeps going and wins the race even though the hare is faster. The moral of the story is, “slow and steady wins the race.”
The story teaches us to keep trying and doing what we set out to do, even if it seems like there are people who may be faster or better than you are. If you keep going, you will finish.
Another fable is about a lion and a mouse. The mouse saves the lion’s life by chewing a net and setting it free. The moral of that story is, “little friends may become great friends.” That fable teaches us not look at how someone looks, but at what they can do and how they help you.
You are now going to read the fable “The Ants and the Grasshopper.” While you are reading, I want you to think about what the moral or lesson at the end of the fable is.
You should think about what parts of the story helped you to figure out the moral.
Then, you will write the answer the questions that are below the story.
Does anyone have any questions?
Feedback:
Say:
Who would like to share their answers? (Allow the students to share and go over the answers and where they came from.)
Written by Kimberly Greacen, Education World® Contributing Writer
Kimberly is an educator with extensive experience in curriculum writing and developing instructional materials to align with Common Core State Standards and Bloom's Taxonomy.
Copyright© 2019 Education World
Subject: ELA- Reading
Grade: 3
Lesson Objective: To understand and identify literal and nonliteral language in a story
Common Core Standard: : CCSS.ELA-LITERACY.RL.3.4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
Materials:
Printable Paragraph Student Handout
Starter:
Say:
Have you ever heard someone way something like, “I could eat a horse,” or “I slept like a log?” Did you understand what they meant? (Allow the students to answer.)
Main:
Say:
There are two types of words and phrases. One is called literal language, which means that you say exactly what you mean. Examples of literal language are, “I am very hungry” and “I slept really well last night.”
The other type of words or phrases are called nonliteral or figurative language. This means that you use different words to say what you mean. Instead of staying “I am very hungry,” you would say, “I could eat a horse.” Both phrases mean that you are hungry, but the make different pictures in your head when you hear them.
By saying, “I could eat a horse,” you are making the person you are talking to understand just how hungry you are when they imagine you eating a whole horse.
Another example is “I slept really well last night,” and “I slept like a log.” Which phrase give you a better picture in your head of what happened? (Allow the students to answer.)
The phrase, “I slept like a log,” helps you to imagine someone sleeping so well that they didn’t move at all.
Can you think of any nonliteral language that you have heard or used? (Allow the students to answer. Make a list on the board of their responses.)
You are now going to read part of the book, Thank You, Amelia Bedelia. While you are reading, I want you to think about any nonliteral language that you are reading and what it means.
Then, you will write the answers to the questions that are below the story.
Does anyone have any questions?
Feedback:
Say:
Who would like to share their answers? (Allow the students to share and go over the answers and where they came from.)
Written by Kimberly Greacen, Education World® Contributing Writer
Kimberly is an educator with extensive experience in curriculum writing and developing instructional materials to align with Common Core State Standards and Bloom's Taxonomy.
Copyright© 2019 Education World
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