STEAM Lesson Brief Instructions
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Basic Notes: The left column is filled out by the team; the right is filled out by individual teachers.
● Start with filling out basic concepts on the left, then go to the right, discuss each subject’s tie-in and fill in EACH
subjects tie-in (you may not omit any subject) and then go back and finalize the left. The Basic plan should begin
with how the students are going to be introduced to the project – what’s the ‘hook’? The rest of the basic plan
should be a synopsis of the project elements from each subject concluding with a brief overview of the basic
assessments used.
Title: 3rd Grade Survival STEAM Lesson Brief
Educators on the team - full names and titles (for certification: max of 4/team):
Aimee Wynacht- ELA, Nancy Foster- Math/ Science/ SS, Nicole Cleary- ELA, Lisa Daily- Math/ Science/ SS- all
3rd Grade Teachers
Trained: Dates June 2015 Town/State Land O’ Lakes, FL
Theme that this lesson would tie to: Community
Specific Topic Concept within that theme: Survival
Dear Team:
Thank you for the variety of ideas included in this lesson plan. I think the students will learn a great deal as
well as have fun! That is so important!
I have asked a couple of questions throughout the plan and offered a few suggestions-feel free to include
them or leave the suggestions out. Wherever possible, please include your rubrics or forms of assessment to
show what and how the students can exhibit what they have learned. It is necessary to make sure the
standards are being met and assessed. I loved the pictures you included. I appreciate the thought process
that went into this.
Thanks!
BW
PROJECT IDEA + brief notes & supplies
BASIC CONCEPTS
Skill level (3rd-5th Grade):
Summary of Essential Concepts:
Students will learn about survival in the
Florida Wilderness. They will build a
shelter, devise a plan to survive, read
Science –
● Concept – Changes in liquid matter. Water is important for survival and
students will learn how to make a still and collect water through
transpiration from vegetation.
C. 2013STEAM EducationLesson Brief
an article and identify edible bugs, read
a map with a legend, find north on a
compass, and identify how to find
valuable resources for survival.
Missing verbs?
Coordinating Basic Plan:
The students will take a field trip to
Crystal Springs Preserve. They will
learn about survival in the Florida
Wilderness. Students will learn about
transpiration, identify plants and bugs
that are edible, the importance of a
shelter and how to construct one.
Students will use measurement/ angles
and to follow a compass and a map
scale. The students will write a
reflection on their shelter. In Art the
students will collect items in nature on
a scavenger hunt and make an art
collage. They will play the Oregon Trail
in Technology. In PE the students will
climb a rope to test upper body
strength to see if they could climb a
tree in the woods.
To introduce start off our project, the
students will read the beginning of
Hatchet. They will imagine if they were
the boy and had to survive in the
wilderness. What would they need,
what would they use for food, water,
and shelter? They will use turn and talk
to discuss with a partner.
Timing of Lesson: Excellent break
down of time needed!
Thursday- Introduction (30 min)
Friday- Field Trip (all day)- Engineer
shelter.
Monday/ Tuesday- Each teacher will
take a subject area and the students
will rotate through each classroom. (35
min each). Teacher 1- Reading-Read
articles on bug eating and create a
chart on edible bugs. Teacher 2- MathExamine angles and measurement of a
compass and north. Teacher 3Science- Lesson on Transpiration and
C. 2013STEAM EducationLesson Brief
●
A lesson on how water changes state due to evaporation, and
condensation. A lesson on transpiration is essential before students
engage in the project. (move to project)
● Goal / Objectives
● To have the students see first-hand the evaporation process which leads
to the condensation process through transpiration. Students will collect
water for survival in a plastic ziploc baggie.
● Standards –
● SC.3.P.9.1 Describe the changes water goes through when it changes
state through heating and cooling using terms such as evaporation and
condensation.
● Careers –
● Environmental engineering or careers involving physics which studies the
interaction between energy and matter such as: astronomy, medicine,
chemistry, electronics, computer science, radiology, and meteorology.
● Project
● Students will each get a zip lock baggie and will attach the baggie onto
some type of vegetation such as bushes, trees, or plants. They will do this
early in the morning so that the evaporation from the transpiration of the
vegetation will eventually, with solar energy, cause condensation in the
baggie therefore collecting water that is necessary for survival.
Assessment● At the end of the day students will retrieve their baggy making sure to
keep all collected water. A visual comparison of the water collected will
lead to discussions about the importance of bag placement, and its
relationship to direct sunlight which will cause more evaporation and
condensation therefore more water.(move to project) There were some
students who collected almost 2 inches of water in 5 hours. How will
you know that they understood? What will they do to indicate they met
this standard?
●
Extension – This part should be written more like an objective-Students
will do an experiment on the filtration of water. They will take pond
water…………etc……..Our middle school students did an experiment on
the filtration of water. They took water from our pond behind our school
and created a filtration system using household items such as coffee
filters, plastic cups, and natural elements such as sand and gravel or
rocks. The student demonstrated the process of building the filtration lab
and the actual filtration of the water. It was discussed on our field trip
that students should not drink water from ponds, streams, or lakes
because of possible pollution both from humans and other animals.
Gaining knowledge on some type of filtration might be essential to
survival.
the Water Cycle. Teacher 4- Social
Studies- Map reading and using a
compass.
Wednesday- Art with scavenger hunt
done already during recess (35 min).
Thursday- Technology- Oregon Trail (35
min)
Friday- PE- Upper Body strength (35
min). All classes- - Students will look at
their pictures of shelters from the field
trip. They will then write a reflection
using what they learned this past week
to change their shelters. They will write
a plan on what materials they would
pack in their hiking bags using a collage
of items from magazines, what they
would use for food, shelter, and water.
They will be graded on this for their
overall knowledge of all subject areas.
Basic Supplies:
Hatchet by Gary Paulsen
Magazines
Glue
Scissors
Construction Paper
Palm Fronds
Sticks
Moss
Bugs
Map with Legend
Compass
Bandana
Scholastic Article on Bugs with
printable
Notebook Paper
Pencils
Access to the game- Oregon Trail
A watch
Scavenger Hunt List:
something fuzzy
two kinds of seeds
two pieces of man-made litter
something straight
something round
something smooth
something rough
C. 2013STEAM EducationLesson Brief
●
YouTube video by Adrian Denson was shown before the students
demonstrated the filtration lab. If you click on his site you can click on
filtration to view video. Please include the link
Technology & Engineering –
Students will be learning about games in the 80’s and 90’s. They will compare
similarities and differences. The students will also play the Oregon Trail game.
(move to project area)
● Concept – Technology- Games of the Past. Oregon Trail
● E- Designing their own shelter (explained in the art section – engineering
components and standards should be listed here too)
● Goals/Objectives:
Standards - Design 8- Students will develop and understanding of the
attribute of design.
● Careers - Video game designer or tester. Can you think of other careers
that might be necessary for this?
Project Element – Students can use a mouse and arrows to play a video
game. They are used to touch screen and controllers instead.
This has nothing to do with creating design, just playing, which can be
design analysis, but does not match your concepts.
Great place to put in the building of the still – T&E
● Assessment – Were students able to discuss the similarities and
differences in Oregon Trail to games today? Can the students play the
game without support from the teacher? Could they show you
somehow? Venn Diagram to Compare/Contrast?
● Extension- Playing other games from that time period.
Math –
● Concept - Students will learn to use a compass and other measurement
tools to assist in survival.
● Goals/Objectives:
● Standards - MACC.3.MD.2.4- Represent Data
● MACC.3MD.1L1- Solve problems involving measurement and estimation
of intervals of time, liquid volumes, and masses of objects.
● Careers - Park Ranger, Math Teacher, Geographies (Geographers?)
● Project Element – Students will learn that there are many ways to identify
basic directions n, s, e, and w, even without a compass. EX. Natural
Indicators: growth on a cut tree stump tends to be the widest on the
south side. (See attached examples). Students will also learn to use a
watch. They will point the hand at the sun then divide the angle formed
by the hour hand and the 12 on the watch, this points south.
● Assessment – Naming the ways to tell direction without using a compass
or map. Remember, you need to assess each standard mentioned
above. How will you determine if they learned how to use tools to
assist in survival? What will they do to show you that they can solve
two different types of leaves
something that makes noise
a chewed leaf
a beautiful rock
something you think is beautiful
something green
a stick
something you think is a treasure
IT Resources:
Oregon Trail Game:
https://archive.org/details/msdos_Ore
gon_Trail_Deluxe_The_1992
Chromebooks
Overhead Projector
www.riverdeep.net/current/2002/03/0
3040_eatingbugs
www.eatbug.com
www.bartleby.com
Other Resources:
Crystal Springs Preserve Field Trip
Lesson Planet- www.lesson planet.com
(survival books/ articles).
Misc: (Extensions & Variations)
Gifted- Make a pamphlet for your
school on how to survive in the
wilderness. They could also read the
entire book Hatchet or Julie of the
Wolves.
Challenged- work with a partner.
Outline or framework for reflection
given beforehand. Students dictate to
teacher and they write the reflection.
Variations- Make the shelter a model
out of material in the classroom
(popsicle sticks, pipe cleaners…)
Extentions- Solar Powered cooking.
C. 2013STEAM EducationLesson Brief
●
problems involving measurement, time, liquid, etc…What will you use
to assess this? A quiz? A checklist? A rubric?
Extension
LA/ELA –
Students will discuss foods used for survival. They will read an article Bug
Bites and use text markings to discuss. They will then fill out a chart on edible
bugs. Students will research countries that eat bugs and ways to cook them in
the wilderness. For writing, they will write a reflection on their shelters and
what they need for survival. (move to project)
● Goals/Objectives:
Concept - Reading Comprehension, Main Idea and Details, Research
● Standards ● LAFS.3.RI.1.1
Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers.
●
LAFS.3.RI.1.2
Determine the main idea of a text; recount the key details and
explain how they support the main idea.
LAFS.3.W.1.2
Write informative/explanatory texts to examine a topic and convey
ideas and information clearly.
●
●
●
●
a. Introduce a topic and group related information together;
include illustrations when useful to aiding comprehension.
b. Develop the topic with facts, definitions, and details.
c. Use linking words and phrases (e.g., also, another, and,
more, but) to connect ideas within categories of
information.
d. Provide a concluding statement or section.
Careers - Organic Chef, Soldier, Park Ranger, Nonfiction Writer
Project Element – Read a text and research edible bugs. Write a reflection
on survival using previous lessons.
Needs more explanation –
check out tinyherds.com – the owner likes our work
Assessment – Students will turn in their text with text markings and the
teacher will observe their discussions. They will also be assessed by their
edible bug charts (where did the chart come from? Do they make it
themselves?). For writing, they will have been assessed on their
reflection. Students will have a rubric (see resources) to grade the
Edible Plants and frying dandelions.
Prepare an insect dish for the class. Try
cricket protein in food. Make a
paracord bracelet used in survival.
All of these are great ideas! I’d love to
see you try to work these into the
regular plan instead of using as
extension activities.
Photos:
●
●
reflection. I didn’t see the rubric under resources. Did I miss it? Please
include this with your revisions.
Extension - Students will create a Survival Pamphlet for their peers using
what they have learned.
Another extension activity might be a Pamphlet on how to survive 3rd
grade…. 
SS – Students will use cardinal directions and a compass to find their way in
their environment. (move to project)
Concept - Map Skills , Compass Skills
Standards - SS.3G.1.2- Review basic map elements (coordinate grid, cardinal
and intermediate directions, title, compass rose, scale, key/legend with
symbols)
● Goals/Objectives:
● Careers - Park Ranger, Wilderness Guide, Wilderness EMT and Search and
Rescue
● Project Elements- Students will be given a map of Florida and cardinal
directions will be reviewed. Students will have to determine which
direction to go to get from one city to another. After reviewing cardinal
directions they will use a compass to find their way to a given point. This
skill would serve them if they were ever to be lost in the wilderness.
Students will also learn to find their way using things found in nature such
as rings on a tree stump, spider webs and moss.
● Assessment – Students will be given a set of cardinal directions and a
compass and will be observed following the directions by using the
compass to get to a point predetermined by the teacher. The assessment
will be pass or fail based on whether or not they make it to the
predetermined point, correct? Remember to assess each part of the
standard-compass rose, scale, key/legend, etc…
● Extension- Students will work in groups to plot a path between two points
using cardinal directions and groups will have to follow the path using
their compasses.
FA –
● Concept – Students will build a shelter using items they found on a
scavenger hunt. The students collected the items in a Ziploc bag and will
take them to art to make a shelter model. – these are more T&E – what
are the art concepts?
● Goals/Objectives:
● Standards - VA.3.F.3.3 Complete art in a timely manner. Collaborate to
complete a task.
● Careers – Architect can you think of other careers for this?
● Project Element - Building a shelter model. How - paragraph
● Assessment – What materials did they use? Is the model strong and will it
C. 2013STEAM EducationLesson Brief
●
prevent rain from getting through? Would you use a rubric to determine
this? What elements will you assess-the collaboration, the completion
of the task? Did they meet the deadline (timely manner)? If so, please
include it with your plan. Thanks!
Extension - Make a real shelter as a class. Life sized? Great idea!
PE – Students will learn about surviving in a water situation.
● Concept - In a survival situation that occurs in or near the water, the
students need to know what they can use to stay afloat and get to shore
safely. – move to goals
● Goals/Objectives:
● Standards - PE.3.C.2.4 Identify and explain different items that can be
used for a water emergency.
● Careers - Park Ranger, Scout, Life Guard, Swim Instructor
● Project Element – Students will perform a relay. They will use various
items that would be found to simulate a survival activity. (examples)
Students will have to use the items to safely get to shore. This is done
outside in the grass which is a mock lake. Would you include the details
of the relay? It sounds like a good idea, but I’m not sure what it entails.
Thanks!
● Assessment – Did the students work together quickly and calmly? What
items did they use and why- reflection. Timed Relay.
● Extension - There’s a cooperative learning game called, “SHARK”, that
would be great for this. You divide the kids into 2 teams and use carpet
squares to represent stepping stones in water and they have to work
together to get to the other side without stepping in the water where
the sharks are waiting to eat them. Of course, you only give each team
a certain number of carpet of squares (less than the number of team
members) and you also put obstacles in their way to hinder their
successful crossing. You might want to look into that. The kids would
love it!
C. 2013STEAM EducationLesson Brief
C. 2013STEAM EducationLesson Brief
C. 2013STEAM EducationLesson Brief