the au gres sims stem curriculum overlay · the au gres-sims stem curriculum overlay place-based...

The Au Gres-Sims STEM Curriculum Overlay Place-based Education (PBE) Pillar Strategies

for Environmental Stewardship

WeatherBug

Weather

Station

Water

Quality

Studies

School

Yard

Habitats

Remote Operated Vehicles Water Quality Studies Schoolyard Habitats WeatherBug Weather Station

Grades K-2 Students will assemble and

disassemble small and large objects while exploring the specific principles

of sink and float in relation to the properties of objects.

Grades K-2 Students will explore the physical

attributes of human environmental interactions within the Saginaw

Bay Watershed.

Grades K-2 Students will observe, identify, and

investigate the basic required resources, interconnections, and

physical traits of plants and animals while maintaining a wildflower garden.

Grades K-2 Students will compare daily visual ob-servations with WeatherBug weather

station data while investigating severe weather, heat transfer and earth

system connections.

Grades 3-5 Students will learn and comprehend buoyancy and acquire wire circuitry

skills while constructing simple ROVs.

Grades 3-5 Students will collect, record, and

analyze Saginaw Bay Watershed data on the National Geographic FieldScope

website and relate findings to the health of the Watershed.

Grades 3-5 Students will study complex internal

structures, survival strategies, and environmental effects through

investigation and interaction with a wildflower garden.

Grades 3-5 Students will use charts, graphs, and models collected from the Weather-Bug weather station data to demon-

strate comprehension of how weather patterns affect regional climates.

Grades 6-8 Students will solder digital circuitry and design complex ROVs to collect

water and sediment samples, with an introduction to the principles of flight

design and a Capstone experience.

Grades 6-8 Students will expand their analysis of

the Saginaw Bay Watershed while using ROVs and apply scientific

principles to determine methods of lessening human impact.

Grades 6-8 Students will use the wildflower

garden to examine specialized cellular features, specific chemical resources,

and environmental impacts on the Saginaw Bay Watershed.

Grades 6-8 Students will expand their

interpretation of the WeatherBug weather station data to better forecast

both weather and climate in the Saginaw Bay region.

Grades 9-12 Students will design sophisticated

ROVs and/or aeronautic drones for exploration of the Saginaw Bay

Watershed and competition(s), while mastering practical applications of the

science standards.

Grades 9-12 Students will conduct sophisticated

analyses and employ scientific principles to determine the health of

the Saginaw Bay Watershed and provide relevant action plans for con-tinued environmental preservation.

Grades 9-12 Students will comprehend the connectivity between energy,

chemical, and biological resources as related to the health and future preservation of the Saginaw Bay

Watershed.

Grades 9-12 Students will use longitudinal data to

predict the potential results of climate change on the biological, economical, and sociological aspects of the Sagi-

naw Bay Watershed and propose solu-tions to mitigate negative impacts.

Au Gres-Sims STEM Curriculum Overlay Place-based Education Pillar Strategies for Environmental Stewardship

Environmental Stewardship Place-based Education (PBE)

Student-centric / Experiential Learning Site-based Experimentation

Longitudinal Studies Higher-order Thinking Skills

Multi-layered & Cross-curricular Extended Learning Opportunities

ROVs, UAVs, & Weather Station

Water Quality Studies

Schoolyard Habitats

Applied Sciences & Mathematics

Practical, Hands-on Field Studies

Community Partnerships

Digital Portfolios

Capstone Experiences

Au Gres-Sims School District STEM Curriculum Overlay

Place-based Education (PBE) Curricular Strategies for Environmental Stewardship

K-12 Curriculum Standards, Activities, and Objectives

Pillar #1 ROVs (Remote Operated Vehicles) &

UAVs (Unmanned Aerial Vehicles) Elementary Standards: 2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. 2-PS1-2. Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. 2-PS1-3. Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object. 3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. 3-PS2-2. Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. 4-PS3-2. Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. 4-PS3-4. Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. 3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. Adapted and Designed by an Instructional Work Group at Au Gres-Sims School District 1

Elementary Activities:

Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade

NA NA 1.) Assemble larger objects from smaller ones and smaller objects from larger ones using Legos. 2.) Build objects based on original student designs using Tinker Toys. 3.) Relate the sinking and floating of objects in water to the physical properties of the objects.

1.) Students will investigate buoyancy and motion by constructing model sailboats. 2.) Design and construct a simple ROV that is neutrally buoyant and stable.

1.) Construct parallel and series circuits. 2.) Investigate energy transfer while designing and constructing an electric powered airboat. 3.) Success-fully wire double pull, double pull switches. 4.) Design and construct a ROV with a manipulative arm to complete a simple task (pick up an object underwater).

1.) Construct circuit boards including the soldering of wires. 2.) Design and construct a ROV with a camera and light source. 3.) Use a constructed ROV to complete advanced tasks (underwater photography in high and low light regions; sample water collections from waterways).

Middle School Engineering Standards: MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. Middle School Science Content Standards: MS-PS4-2. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. MS-PS4-3. Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. Adapted and Designed by an Instructional Work Group at Au Gres-Sims School District 2

Middle School Activities:

6th Grade 7th Grade 8th Grade

1.) Continue to practice circuit board soldering while constructing waterproof electrical connections. 2.) Design and construct an advanced ROV while building upon elementary experiences. 3.) Employ a ROV in local aquatic environment to collect water and sediment samples.

1.) Design and construct a ROV that is controlled by digital circuitry. 2.) Operate a ROV by remote, underwater video while collecting water and sediment samples from local aquatic environments.

1.) Capstone for underwater ROV. Use ROVs to collect data from an offshore aquatic area (exploring a shipwreck, water quality testing in Lake Huron, exploring reef structure, etc.). 2.) Investigate the principles of flight by designing and constructing a variety of flying objects (paper airplanes, gliders, kites, simple helicopters, etc.).

High School Standards: HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. HS-ETS1-4. Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. HS-PS4-5. Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy. HS-PS4-1. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. HS-PS3-3. Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy. HS-PS2-1. Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. HS-PS2-3. Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision. High School Objectives:

1. Students will be able to describe the basic principles of flight (lift, pitch, drag and yew). 2. Students will analyze how different flight principles affect different aircraft. 3. Students will research the history of flight and determine the causes of both failure and

success of different flight design projects (the Blue Spruce, the B-52 Bomber). 4. Students will analyze the positive and negative components of the following flight designs:

fixed wing, rotor, and quad. 5. Teams of students will develop a comprehensive design plan for a quadcopter. Student teams

will be given a set of tasks that their design must meet. Design plans should include the following:

a. A detailed computer drawing of their quadcopter design b. A report on why their design was chosen for the required task

Adapted and Designed by an Instructional Work Group at Au Gres-Sims School District 3

c. A mathematical analysis of the principles of flight.

6. Students will analyze the positive and negative components of the control system that they will be using for the quadcopters including an investigation of autonomous operation.

7. Students will create safety protocols for both individuals and equipment during testing periods.

8. Students will perform monitored indoor flight testing with their quadcopters. Flight testing will not be related to flight task but will allow all students to practice maintaining flight with their quadcopter.

9. The design of all student teams will be analyzed by both student groups and instructor(s). Students and instructor will provide redesign suggestions. This analysis will focus on the clarity, safety, and functionality of student designs.

10. Student teams will make any recommended/required changes to their quadcopters. 11. Student teams will attempt to complete the established flight tasks during a series of flight

attempts. Student teams will redesign their quadcopters as needed during this period. 12. Student teams will be maintaining the flight testing area and judge flight test performance of

student groups. Student teams will submit a flight task analysis for flight tests that they are assigned to judge.

13. Students will research possible local uses for the quadcopter technology. 14. Students will submit a redesign plan for their team’s quadcopter so that it may perform a

specific local task. 15. Students will redesign their quadcopters to meet this task.


Pillar #2 Water Quality Studies

Elementary Standards: K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive. K-ESS3-3. Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment. 1-LS1-1. Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. 1-LS1-2. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. 1-LS3-1. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. 2-G5.0.1. Suggest ways that people can interact responsibly with their environment. 2-G5.0.2. Describe consequence of changing the physical environment. 3-G5.0.2. Describe how people adapt to, use, and modify natural resources in Michigan. 3-G5.0.3. Locate natural resources in Michigan and name the consequences of their use. 3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. 3-LS4-4. Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change. 4-ESS3-2. Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. 5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. 5-ESS2-2. Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. 5-LS1-1. Support an argument that plants get the materials they need for growth chiefly from air and water. 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. 3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. Elementary Activities:


1.) Identify the need for clean water by all living organisms.

1.) Investigate local aquatic food chains. 2.) Deter- mine the positive and negative effects on the Saginaw Bay Watershed as a

1.) Investigate the need for light and water by growing plants indoors. 2.) Identify common Au Gres river organisms.

1.) Investigate how changes to the physical characteristics of a watershed can affect the living organisms within it.

1.) Collect data samples from the local Au Gres Watershed for the National Geographic Fieldscope project (depth, temperature, macro-

1.) Continue collection of data samples from the local Au Gres Watershed for the National Geographic Fieldscope project (depth, temperature,


result of common human activities.

3.) Investigate the importance of water quality by building a model watershed.

2.) Identify macr-o invertebrates in samples of water from the watershed.

invertebrates, substrate, dissolved oxygen, nitrates, pH).

macro- invertebrates, substrate, dissolved oxygen, nitrates, pH).

Middle School Standards: MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. MS-ESS3-1. Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes. Middle School Activities:


1.) Build plankton nets. 2.) Identify the micro-invertebrates in water samples collected from the Au Gres River using plankton nets and ROVs. 3.) Collect and report data at a local beach as part of an Adopt-a-Beach program.

1.) Build Van Dorn collection tubes. 2.) Collect and report data at a local beach as part of an Adopt-a-Beach program. 3.) Collect water samples from the Au Gres River at different depths using Van Dorn collection tubes and ROVs and investigate/analyze the micro-invertebrates in the samples.

1.) Investigate areas in the Au Gres Watershed for the purpose of building rain gardens. (soil type, soil pH, perk testing, slope, topography, traffic flow, and current drainage). 2.) Build and maintain rain gardens. 3.) Collect and report data at a local beach as part of an Adopt-a-Beach program. 4.) Analyze beach data to determine the positive effects of rain gardens.

High School Standards: HS-PS1-2. Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties. HS-PS1-5. Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs. High School Objectives:

1. Students will investigate the total plastics in Au Gres Watershed region of Lake Huron and hypothesize possible sources of plastic pollution.

2. Students will investigate the Au Gres River for total phosphate concentration by testing samples collected from various locations in the river.


Pillar #3 Schoolyard Habitats

Elementary Standards: K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive. K-ESS3-1. Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. 1-LS3-1. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. 1-LS1-1. Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. 2-LS2-1. Plan and conduct an investigation to determine if plants need sunlight and water to grow. 2-LS2-2. Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. 2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats. 3-LS2-1. Construct an argument that some animals from groups that help members survive. 3-LS4-1. Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. 3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. 3-LS4-4. Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change. 4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. 5-LS1-1. Support an argument that plants get the materials they need for growth chiefly from air and water. 5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. Elementary Activities: All elementary grades will maintain their assigned portion of a butterfly garden. This activity will include plant selection as well as regular garden tasks, such as monitoring, watering, and weeding.


1.) Investigate the resources that plants need to survive while maintaining their grade level section of the garden.

1.) Identify the simple external parts of plants (stem, roots, petals and leaves) in the garden. 2.) Compare and contrast young plants in the garden

1.) Conduct lab-based garden experiments to determine the effect of different amounts of sunlight and water on plant’s physical features (size, flower color,

1.) Grow examples of plants with different reproductive strategies. 2.) Document what species of insect certain plants attract and offer

1.) Conduct plant dissections in order to identify more complex plant structures and describe the difference between vascular and nonvascular plants.

1.) Use examples from the wildflower garden to construct a food chain and identify the effect that damaging one section of the chain may have on another.


with older plants. 3.) Compare and contrast the simple external parts of several different species of plants in the garden.

amount of flowers, etc.). 2.) Compare features of plants in the garden that require different amounts of sunlight and correlate these differences with plants growing in different ecosystems such as deserts and rainforests. 3.) Identify that physical traits vary among members of the same species by recording plant height, flower size, and color.

explanations as to why. 3.) Compare several different species of plants and correlate their physical differences with their genes.

2.) Investigate plant cells using a micro- scope and identify the cell wall as a unique feature of plant cells.

2.) Record the effect that human interaction has on the garden and compare it to the effect humans might have on a forest. 3.) Record data in order to graph the connection of growth with sunlight, water, and temperature in both controlled and uncontrolled conditions. Describe this data in terms of the energy transferred.

Middle School Standards: MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. MS-LS1-1. Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. MS-LS1-2. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. MS-LS1-4. Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. MS-LS1-5. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. MS-LS4-5. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing human impact on the environment. MS-PS1-2. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.


MS-PS1-6. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Middle School Activities:


1.) Investigate the specialized parts of plant cells while preparing slides of plant leaves. 2.) Identify the reproductive strategies of all the plants in the garden. 3.) Identify potentially dangerous invasive species and describe how it would compete with a current garden plant.

1.) Compare and contrast the cells from different parts of plants (flowers, leaves, stems, and roots). 2.) Describe the features that successful plants in the garden have in common. Propose reasons why these features help make the plants successful. 3.) Identify the sugar content of plants using an iodine indicator.

1.) Compare the pH of soil found both in and out of the garden and give possible explanations for any differences. 2.) Test garden soil for phosphorus, potassium, calcium, magnesium, sodium, sulfur, manganese, copper, and zinc amounts using a soil test kit. 3.) Design a way to protect garden plants from a late frost so that they can be planted earlier.

High School Standards: HS-LS1-6. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. High School Objectives:

1. Students will design experiments to test butterfly garden soil for potentially dangerous chemicals like lead and arsenic.

2. Students will determine the amount of sugar in different local plants and compare them to commercially used plants like sugar beets.

3. Students will monitor the soil acidity and examine the long term data for possible limestone contamination.


Pillar #4 WeatherBug Weather Station

Elementary Standards: K-PS3-1. Make observations to determine the effect of sunlight on Earth’s surface. K-PS3-2. Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area. K-ESS2-1. Use and share observations of local weather conditions to describe patterns over time. K-ESS3-2. Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather. 3-ESS2-1. Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. 3-ESS2-2. Obtain and combine information to describe climates in different regions of the world. 3-ESS3-1. Make a claim about the merit of a design solution that reduces the impact of a weather-related hazard. Elementary Activities:


1.) Use observations and WeatherBug weather station data to track the patterns of local weather. 2.) Investigate the purpose of weather forecasting to prepare for, and respond to, severe weather. 3.) Determine the impact of sun exposure on an object in relation to temperature, and propose ways of reducing a warming impact.

1.) Use WeatherBug weather station data and visual observations to compare the amount of daylight to the four seasons. 2.) Use visual observations and WeatherBug weather station data to track the patterns of local weather.

1.) Use wind and water weather data to determine that Earth’s weather patterns/systems occur either fast or slow. 2.) Use WeatherBug weather station data to design a means to slow or prevent wind or water from changing the shape of the land (erosion).

1.) Compare weather in the United States climate zones to climate regions around the world. 2.) Use weather graphs and charts to compare the economic impact of weather on our region.

1.) Investigate human impact on the carbon cycle as it relates to climatic patterns. 2.) Develop models to measure energy transfer related to climate change. 3.) Use national WeatherBug weather station data to compare the economic impact of weather on various regions. 4.) Use charts and graphs to construct arguments about human impact on the climate.

1.) Collect data from the WeatherBug weather station and interpret how air masses interact to create weather patterns. 2.) Review and understand all factors included in weather forecasting. 3.) Develop a fifth grade weather blog that reports daily weather and uses WeatherBug weather station models for forecasting.


Middle School Standards: MS-ESS2-5. Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions. MS-ESS2-6. Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. Middle School Activities:


1.) Use WeatherBug weather station data to predict upcoming local weather events and record their accuracy. 2.) Relate physical characteristics of a region to observed weather patterns. 3.) Relate local weather patterns to physical characteristics of the Saginaw Bay Watershed. 4.) Investigate and verify current climate change patterns using longitudinal WeatherBug weather station data.

1.) Propose a plan to improve the accuracy of weather forecasting based on previously collected local WeatherBug weather station data. 2.) Describe the potential human impact on weather in different climate zones. 3.) Design and implement an experiment to verify the reliability and validity of local climate change data.

1.) Produce multimedia broadcasts of both current and future meteorological conditions. 2.) Provide educational multimedia public service broadcasts for community awareness of factors to decrease the amount of locally produced global warming gasses. 3.) Use WeatherBug weather station data to create graphs and charts displaying both the local weather and climate.

High School Standards: HS-ESS2-4. Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate. HS-ESS3-5. Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems. High School Objectives:

1. Chart and graph longitudinal WeatherBug weather station data and use the data to predict and forecast future local climate change results.

2. Use long-term Saginaw Bay Watershed data to predict the potential impact of climate change throughout the region.

3. Correlate the impact of potential climate change in consideration of multi-disciplined focuses factoring in biological, economical, and sociological conditions.


Special Acknowledgment to Contributors on this Project

Instructional Work Group Design Team

The Au Gres-Sims School District wishes to express special thanks to the following group of

dedicated instructional leaders who voluntarily worked to create this unique Science, Technology, Engineering, and Math (STEM) Curriculum Overlay.

Jeffrey Collier Superintendent of Schools

Au Gres-Sims School District

Chad Zeien K-12 Principal


Jodi Bilacic Elementary Teacher


Michael Fields Elementary Teacher


Tracy Stoldt Secondary Teacher



the au gres sims stem curriculum overlay · the au gres-sims stem curriculum overlay place-based...

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