Engineering Engagement STEAM Kits - August Edition (Crayon Themed Challenges)

Engineering Engagement STEAM Kits - August Edition (Crayon Themed Challenges)
Engineering Engagement STEAM Kits - August Edition (Crayon Themed Challenges)
Engineering Engagement STEAM Kits - August Edition (Crayon Themed Challenges)
Engineering Engagement STEAM Kits - August Edition (Crayon Themed Challenges)
Engineering Engagement STEAM Kits - August Edition (Crayon Themed Challenges)
Engineering Engagement STEAM Kits - August Edition (Crayon Themed Challenges)
Engineering Engagement STEAM Kits - August Edition (Crayon Themed Challenges)
Engineering Engagement STEAM Kits - August Edition (Crayon Themed Challenges)
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Engaging Engineering STEAM Kits -- August Edition (Crayon Themed Challenges)
**Simple, Low-Prep Thematic Monthly STEAM Engineering Activities**

The STEAM Kit theme for August is all about CRAYONS! Simply grab a couple extra boxes of crayons (any quantity or brand) and place about a dozen crayons in each STEAM Kit. Place the August STEAM Kit task cards in their respective kits along with some common classroom materials (and maybe a few "Dollar Store" items), and let the engineering begin! It's that easy! Everything else you need is ready to print, trim, laminate and use!

This product was specifically designed for use with students of various ages. The photo task cards make it user-friendly for even non-readers!

STEAM Kits are THE BEST because after you prep them once, you simply leave the materials in the kits all year and change out the task cards and theme items at the beginning of each new month! That's it! Simple...and super engaging!

You can use them for morning work stations, center work, for “fast finishers,” or basically in any other way you choose!

Here are my suggestions for prepping and setting them up:

1. Decide where you want to house your STEAM Kits. I put them in little drawers in a classroom shelf. You may wish to place them in tubs, boxes, buckets or even plastic school supply boxes.

2. Print off the STEAM Kit labels that work best for you. I have provided two different sized labels. (If you need a size that’s not provided, consider changing the size percentage in the settings before you print. You can make smaller or larger labels that way. I like to print my labels on cardstock and laminate them for durability.) Label your containers accordingly. Please note that you do NOT have to make every STEAM Kit that I have provided. You may choose which ones you wish to use in your classroom. You may wish to only use 9 of them at a time, or you may use them all. Do what works for you, and use the materials to which you have access.

3. After your STEAM Kit containers have been labeled, fill them with the appropriate materials. I tried to choose materials that most teachers already have in their classrooms or can purchase at a dollar/discount store, but I also included blank and editable label and task cards so you can add your own materials/tasks too!

4.Select the monthly theme STEAM unit of your choice and print off the STEAM Kit task cards for the month. Laminate for durability. Place each task card in the corresponding STEAM Kit. Also, place the “theme item” of the month in each kit. For example, August’s theme item is crayons. Place 12 crayons in each STEAM Kit.

5. For added student accountability, copy multiple pages of the “Engaging Engineering Reflection Form” of your choice, and place it near the storage area for your STEAM Kits. I have included two different versions. One for young engineers, and another for older engineers. Use the form that fits your students best!

6. Have a blast watching your students engage in these fun learning activities as they turn into little engineers!

You're going to LOVE these STEAM kit units! Prep once...and you're good to go for the year! Just pop in new task cards and theme items at the beginning of each month and you are good to go! It's the best, most engaging way to get your kiddos actively engaged in STEM/STEAM activities AND teach them the Engineering Design Process!

If you LOVE this August Edition of STEAM Kits, check out my growing bundle of yearlong STEAM Kits that include 10 monthly themed editions for a greatly reduced price!

Follow me on Instagram @hollyehle and on Facebook @EngagingTheStandards for new product details!

Happy Learning!

Engaging the Standards

Log in to see state-specific standards (only available in the US).
Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(𝑥 – 𝑦)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers 𝑥 and 𝑦.
Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
Total Pages
39 pages
Answer Key
Teaching Duration
1 Year
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