C-STREAM Framework

Catholic Science, Technology, Religion, Engineering, Arts, and Math

Integrating Faith and Reason in STEM Education for K-6 Catholic Schools

Our Lady of the Prairie Catholic School · Belle Plaine, MN

Archdiocese of Saint Paul and Minneapolis

C-STREAM Framework¶

Catholic · Science · Technology · Religion · Engineering · Arts · Math

A Catholic STEM framework integrating faith and reason throughout every aspect of the curriculum, built on research-backed success factors from NCEA.

Quick Start Guide

Welcome to C-STREAM¶

C-STREAM represents Catholic STEM education that intentionally weaves together faith and reason throughout every aspect of the curriculum. Rather than treating religion as a standalone subject, this framework integrates Catholic identity like "yeast that causes everything to rise."

Our Vision

"Science and faith are complementary – the beautiful harmony of faith and reason so students can be a light in the secular world."

Lesson Time Frames by Grade¶

Grade Level	Session Length	Notes
Kindergarten	25 minutes	Focus on wonder, exploration, simple hands-on activities
Grades 1-2	30 minutes	Guided exploration with structured activities
Grades 3-4	40 minutes	Independent work with collaboration opportunities
Grades 5-6	45 minutes	Complex projects, deeper investigation, student-led inquiry

Scheduling Flexibility¶

C-STREAM offers two scheduling options to fit your school's needs:

Weekly Lessons (34/year)Bi-Weekly Lessons (17/year)

Full curriculum for schools with STREAM every week.

Kindergarten
Grades 1-2 Year A | Year B
Grades 3-4 Year A | Year B
Grades 5-6 Year A | Year B

Condensed curriculum for schools with STREAM every other week.

Kindergarten
Grades 1-2 Year A | Year B
Grades 3-4 Year A | Year B
Grades 5-6 Year A | Year B

Two-Year Rotation (Grades 1-6)¶

For combined-grade classrooms, we offer Year A and Year B versions:

Year A & Year B cover the same core skills with different projects, saints, and contexts
Students never repeat content in back-to-back years
Kindergarten has a single track (students only experience it once)

Planning
Templates
Assessment
Resources

What Makes C-STREAM Special¶

The "A" in C-STREAM encompasses Arts (both visual and musical), emphasizing digital creation tools:

Digital Art: Drawing apps, graphic design, animation, 3D modeling
Digital Music: Composition apps, sound design, audio editing, coding music

The 12 Success Factors¶

This framework is built on twelve research-backed success factors for Catholic STEM programs:

1.

Faith-Reason Integration

Present science and faith as complementary, using STEM subjects as "privileged gateways into the divine order of things."

2.

NCEA's 10 Characteristics

Alignment with National Catholic Education Association standards for excellence in Catholic STEM education.

3.

Hands-On, Project-Based Learning

Students apply leading-edge technology to "hands-on, minds-on projects" that build critical thinking and collaboration.

4.

Service-Oriented STEM Applications

Connect STEM skills to Catholic social teaching through "Hands and Feet of Christ" projects.

5.

Cross-Curricular Integration

Intentionally connect disciplines – math, science, art, music, religion, and language arts.

6.

Balance with Traditional Subjects

STEM receives emphasis but not at the expense of other subjects; maintain the whole-child approach.

7.

Start Early

Begin high-quality STEM education as soon as children enter elementary school.

8.

Teacher Professional Development

Investment in educator training on bringing faith and reason together in the classroom.

9.

21^st Century Skills Focus

Emphasize problem-solving, communication, collaboration, and critical thinking.

10.

Catholic Heritage in Science

Leverage the Church's rich scientific legacy (Mendel, Copernicus, Pasteur, Lemaître, and more).

11.

Community and Industry Partnerships

External connections with parishes, universities, and industry partners enhance programs.

12.

Wonder and Curiosity as Foundation

Approach education from the perspective of wonder, exploration, and faith.

Year at a Glance¶

Term	Weeks	Focus
Fall	1-12	Exploration, wonder, establishing routines
Winter	13-22	Deeper investigation, long-arc projects
Spring	23-34	Application, service projects, celebration

Lesson Mix (34 sessions):

10-15 Single-Week Lessons - Self-contained explorations
8-10 Multi-Week Units (2-4 weeks each) - Deeper investigations
4-6 Long-Arc Projects (5-8 weeks each) - Major engineering challenges

Getting Started¶

Read the Quick Start Guide - Get up and running in 30 minutes
Review the Year Planner - See the full 34-week structure
Browse the Lesson Index - Find lessons by type, grade, or topic
Check Materials Inventory - Gather supplies
Request CSCOE Materials - 2 weeks ahead

About This Framework

C-STREAM Framework is developed for Our Lady of the Prairie Catholic School in Belle Plaine, MN, part of the Archdiocese of Saint Paul and Minneapolis.

View on GitHub · License · Contributing

Getting Started

🚀 C-STREAM Quick Start Guide¶

Location: Our Lady of the Prairie Catholic School · Belle Plaine, MN · Archdiocese of Saint Paul and Minneapolis

Welcome to C-STREAM! This one-page guide will get you teaching in your first two weeks with minimal prep. Follow the steps below in order.

⏱️ Before Your First Day (30 minutes)¶

Step 1: Know Your Time Blocks¶

Grade Level	Session Length
Kindergarten	25 minutes
Grades 1-2	30 minutes
Grades 3-4	40 minutes
Grades 5-6	45 minutes

Step 2: Gather Basic Supplies¶

These items are needed for Week 1 across all grades:

Chart paper or whiteboard
Markers/crayons (class set)
Plain paper or student journals
STREAM letter cards or poster (print from Templates)
Picture of Gregor Mendel (Google Images works!)

Step 3: Find Your Week 1 Lesson¶

Your Grade	Go To
Kindergarten	Lessons/Kindergarten/Week01
Grades 1-2	Lessons/Grades_1-2_YearA/Week01
Grades 3-4	Lessons/Grades_3-4_YearA/Week01
Grades 5-6	Lessons/Grades_5-6_YearA/Week01

💡 Year A or Year B? Check with your school. Year A and B alternate each year so students don't repeat content.

📅 Week 1: Welcome to C-STREAM¶

Your One Goal This Week¶

Introduce C-STREAM and spark wonder. That's it! Don't worry about mastering everything.

Simple Lesson Flow (All Grades)¶

Opening Prayer (2-3 min) — Thank God for curious minds
What is C-STREAM? (5-8 min) — Go through each letter together
Meet a Catholic Scientist (5 min) — Share Gregor Mendel's story
Wonder Question (5-8 min) — "What do you wonder about?"
Goal Setting (5-8 min) — Students draw/write one learning goal
Closing Prayer (2 min) — Ask God to help us learn

What Success Looks Like¶

✅ Students can name what C-STREAM stands for
✅ Students shared at least one "wonder question"
✅ You finished on time (close enough counts!)

📅 Week 2: First Hands-On Activity¶

Before Week 2¶

Read your Week 2 lesson (or Week 2-3 if it's a multi-week unit)
Check if CSCOE materials are needed — reserve 2 weeks ahead!
Gather materials listed in the lesson

Week 2 Tips¶

Let them struggle a little — Productive struggle builds problem-solving skills
Use the Engineering Design Process — Ask, Imagine, Plan, Create, Test, Improve
Connect to faith naturally — "What does this teach us about God's creation?"

🆘 Quick Troubleshooting¶

Problem	Solution
Lesson running long	Skip to closing prayer; finish next week
Lesson too short	Add sharing time: "Tell a partner what you learned"
Kids too excited/noisy	Channel energy: "Show me your thinking with your hands"
Missing materials	Improvise! Paper and pencils can substitute for many activities
Technology not working	Have a backup: draw designs on paper instead

📚 Essential Resources¶

Resource	What It's For
Year Planner	See the whole year at a glance
CSCOE Library Guide	Reserve robotics & kits (2-week lead time!)
Sub Plans	Emergency no-prep lessons
Parent Sheets	Send home with students
Catholic Scientists	Profiles for every lesson

✝️ Remember Why We Do This¶

"Science and faith are complementary – the beautiful harmony of faith and reason so students can be a light in the secular world."

C-STREAM isn't about being a perfect STEM teacher. It's about:

Sparking wonder at God's creation
Building confidence through hands-on learning
Connecting faith and reason naturally
Serving others through what we create

You've got this! 🌟

📞 Need Help?¶

Framework Questions: See CONTRIBUTING.md or open a GitHub issue
CSCOE Materials: cscoe.myturn.com/library
Lesson Ideas: Check the Lesson Index

Last updated: December 2025

📅 C-STREAM Year Planner¶

Complete Year-Long Planning Model for K-6 Catholic Schools¶

Location: Our Lady of the Prairie Catholic School · Belle Plaine, MN · Archdiocese of Saint Paul and Minneapolis

This comprehensive planner provides everything needed to run a successful C-STREAM program for Kindergarten through 6^th grade, teaching once per week for approximately 32-34 sessions per year.

| 📚 View Lesson Index | 📦 CSCOE Library Guide | 🆘 Sub Plans |

⏱️ Lesson Time Frames by Grade¶

Grade Level	Session Length	Pacing Notes
Kindergarten	25 minutes	Shorter activities, more transitions, guided exploration
Grades 1-2	30 minutes	Structured activities with some independent work
Grades 3-4	40 minutes	Fuller exploration, collaboration, documentation
Grades 5-6	45 minutes	Complex projects, student-led inquiry, deeper reflection

📋 Quick Reference¶

Planning Element	Details
Total Sessions	32-34 per year (accounting for holidays, field trips)
Single-Week Lessons	12-14 standalone sessions
Multi-Week Units	8-10 units (2-3 weeks each)
Long Arc Projects	4-5 extended projects (4-6 weeks each)
Grade Groups	K, 1-2, 3-4, 5-6 (differentiated content & timing)

🎨🎵 The "A" in C-STREAM: Arts¶

Digital Creation Focus - The "A" encompasses both Art and Music through digital tools:

Art (Visual)	Music (Audio)
Drawing/painting apps (Tayasui Sketches, Procreate)	Music composition apps (GarageBand, Chrome Music Lab)
Animation (Scratch, FlipaClip)	Sound design and effects
Graphic design (Canva, Google Drawings)	Audio storytelling (podcasting)
3D modeling (Tinkercad, SketchUp)	Coding music (Sonic Pi, Scratch)
Digital photography	Rhythm and pattern coding

🗓️ Year-at-a-Glance¶

Seasonal Structure¶

Season	Weeks	Focus	Lesson Types
Fall (Sept-Nov)	10-12 weeks	Foundation Building, Wonder	4-5 single + 2-3 multi-week + 1 long arc
Winter (Dec-Feb)	8-10 weeks	Deep Exploration, STEM Fair Prep	3-4 single + 2-3 multi-week + 1 long arc
Spring (Mar-May)	12-14 weeks	Application, Service Projects	4-5 single + 3-4 multi-week + 2 long arcs

📚 Master Lesson Distribution¶

Total Lessons Needed: 32-34 Sessions¶

+-----------------------------------------------------------------+
|                    YEAR OVERVIEW (32-34 Sessions)               |
+-----------------------------------------------------------------+
|                                                                 |
|  SINGLE-WEEK LESSONS (12-14)        ████████████████  ~40%      |
|  Quick, focused explorations                                    |
|                                                                 |
|  MULTI-WEEK UNITS (8-10 × 2-3 wks)  ████████████████  ~35%      |
|  Deeper skill development                                       |
|                                                                 |
|  LONG ARC PROJECTS (4-5 × 4-6 wks)  ████████████████  ~25%      |
|  Extended engineering challenges                                |
|                                                                 |
+-----------------------------------------------------------------+

🍂 FALL SEMESTER (September - November)¶

September: Welcome & Wonder (4 weeks)¶

Week	Type	Topic	Materials Needed	CSCOE Checkout
1	Single	Welcome to C-STREAM - What is STREAM? Catholic Identity Introduction	None (discussion-based)	N/A
2-3	Multi (2)	Exploring Movement with Sphero - Basic robotics, God's gift of movement	Spheros, iPads	Reserve by Aug 25
4	Single	Wonder Walk - Observing God's creation, scientific observation skills	Clipboards, magnifying glasses	N/A

Catholic Integration: - Week 1: Introduce faith-reason harmony, Catholic scientists - Weeks 2-3: Stewardship of technology, using gifts wisely - Week 4: Wonder at creation, Psalm 19:1 connection

October: Building & Engineering (5 weeks)¶

Week	Type	Topic	Materials Needed	CSCOE Checkout
5-6	Multi (2)	Building with KEVA Planks - Structural engineering, balance, gravity	KEVA Planks	School owns
7-9	Long Arc (3)	Engineering is Elementary Unit - Design challenge from CSCOE library	EiE Kit	Reserve by Sept 20
10	Single	Bridges for Communities - Connecting engineering to service	KEVA Planks, cardboard	School owns

Catholic Integration: - Weeks 5-6: Building for the common good, stewardship - Weeks 7-9: Serving others through engineering, Catholic Social Teaching - Week 10: Solidarity, building connections

November: Gratitude & Giving (3 weeks)¶

Week	Type	Topic	Materials Needed	CSCOE Checkout
11	Single	Coding Gratitude - Scratch/ScratchJr thank-you animations	iPads/Chromebooks	School owns
12	Single	Design for Others - Creating helpful inventions	Paper, craft supplies	N/A
13	Single	STREAM Showcase Prep - Presenting learning to families	Completed projects	N/A

Catholic Integration: - Week 11: Gratitude as spiritual practice, honoring others - Week 12: Option for the poor, designing for those in need - Week 13: Sharing gifts with community

❄️ WINTER SEMESTER (December - February)¶

December: Light & Wonder (3 weeks)¶

Week	Type	Topic	Materials Needed	CSCOE Checkout
14-15	Multi (2)	Light & Circuits - Exploring light, circuits, Advent connection	Little Bits or Makey Makey	Reserve by Nov 20
16	Single	Star of Wonder - Navigation, astronomy, Christmas connection	Star maps, iPads	N/A

Catholic Integration: - Weeks 14-15: Light of Christ, advent preparation - Week 16: Magi following the star, wonder at the cosmos

Week 17: Christmas Break - No Class

January: New Beginnings & STEM Fair (5 weeks)¶

Week	Type	Topic	Materials Needed	CSCOE Checkout
18	Single	New Year STREAM Goals - Goal-setting, growth mindset	Journals, goal sheets	N/A
19-22	Long Arc (4)	STEM Fair Project Development (Grades 3-6) / Exploration Stations (K-2)	Various - student choice	Reserve as needed
23	Single	Catholic Schools Week Celebration - STREAM showcase	Completed projects	N/A

Catholic Integration: - Week 18: Vocation, using talents for God's purpose - Weeks 19-22: Service orientation in projects, wonder questions - Week 23: Celebrating Catholic education, faith-reason harmony

February: Love & Engineering (4 weeks)¶

Week	Type	Topic	Materials Needed	CSCOE Checkout
24-25	Multi (2)	Dash Robot Challenges - Coding for kindness	Dash Robots	Reserve by Feb 1
26-27	Multi (2)	Engineering for Good - Assistive technology design	Craft materials, simple machines	N/A

Catholic Integration: - Weeks 24-25: Love in action, programming with purpose - Weeks 26-27: Dignity of the human person, caring for vulnerable

🌸 SPRING SEMESTER (March - May)¶

March: Life & Growth (4 weeks)¶

Week	Type	Topic	Materials Needed	CSCOE Checkout
28	Single	Pi Day Celebration - Math wonder, patterns in creation	Pi materials, circles	N/A
29-31	Long Arc (3)	Growing Things - Environmental engineering, Lenten reflection	EiE Environmental Kit	Reserve by Mar 1
32	Single	Field Trip Preparation/Debrief	Journals	N/A

Catholic Integration: - Week 28: Wonder at God's mathematical creation - Weeks 29-31: Care for creation, Lenten stewardship - Week 32: Learning from museums, continued wonder

Week 33: Spring Break - No Class

April: Resurrection & Renewal (4 weeks)¶

Week	Type	Topic	Materials Needed	CSCOE Checkout
34	Single	Easter Engineering - New life, transformation in engineering	Craft supplies	N/A
35-37	Long Arc (3)	Service Project Design Challenge - Community engineering project	Various based on project	Reserve by Mar 20

Catholic Integration: - Week 34: Resurrection themes, transformation - Weeks 35-37: Hands and feet of Christ, Catholic Social Teaching application

May: Celebration & Reflection (3-4 weeks)¶

Week	Type	Topic	Materials Needed	CSCOE Checkout
38-39	Multi (2)	Final Coding Projects - Scratch/ScratchJr year reflection	iPads/Chromebooks	School owns
40	Single	STREAM Year Celebration - Showcase, awards, reflection	All year's work	N/A
41	Single	Summer STREAM Challenge Launch - Take-home activities	Summer packets	N/A

Catholic Integration: - Weeks 38-39: Reflecting on growth, gratitude for learning - Week 40: Celebrating gifts, community - Week 41: Continuing wonder, summer stewardship

📦 Materials Management¶

School-Owned Materials (Always Available)¶

Item	Quantity	Storage	Use For
KEVA Planks	2+ sets	STREAM closet	Building, engineering, physics
iPads	Class set	Tech cart	Coding, research, documentation
Chromebooks	Class set	Tech cart	Scratch, web-based activities
Spheros	Class set	STREAM closet	Movement, coding, navigation
Basic Craft Supplies	Ongoing	Supply cabinet	All projects

CSCOE Library Checkout Schedule¶

⚠️ IMPORTANT: Reserve materials 2 weeks before needed!

Month	Reserve By	Items to Request
September	Aug 15	Sphero sets (if supplementing), Dash Robots
October	Sept 15	EiE Engineering Kit #1
November	Oct 15	Little Bits, Makey Makey
December	Nov 15	Light/circuit materials
January	Dec 15	STEM Fair support materials
February	Jan 15	Dash Robots, Simple machines kits
March	Feb 15	EiE Environmental Kit, VR equipment
April	Mar 15	Service project materials
May	Apr 15	Final project support

📎 Direct Link to CSCOE Library¶

Browse CSCOE STEM Library →

Available Categories:¶

Engineering is Elementary Kits (53 kits) - Multi-week unit resources
Robotics (10 items) - Dash Robots, Bee Bots, EV3
Learning Resources (11 items) - Manipulatives, tools
System Kits (19 items) - Complete curriculum kits
Lab/Measurement Devices (3 items) - Scientific tools
Virtual Reality (1 item) - Immersive experiences

👩‍🏫 Teacher Resources¶

Quick Start Guide¶

Each lesson folder contains: - [ ] Lesson Plan (detailed steps) - [ ] One-Page Quick Reference (substitute-friendly) - [ ] Vocabulary Cards (printable) - [ ] Catholic Identity Tie-In (prayer, scripture, connection) - [ ] Substitute Plan (simplified version) - [ ] Materials Checklist (what to gather)

Substitute Teacher Packet¶

Every unit includes a simplified substitute plan with: 1. 5-Minute Overview - What students are working on 2. Materials Location - Where to find everything 3. Step-by-Step Instructions - Simple, numbered steps 4. Extension Activities - If students finish early 5. Emergency Backup - Simple STREAM activity if technology fails 6. Catholic Integration Script - Prayer and connection points

Vocabulary by Unit¶

Each unit includes printable vocabulary cards with: - Term and definition - Visual representation - Faith connection (where applicable) - Grade-level appropriate explanations

Sample Quick Reference Card¶

+---------------------------------------------------------+
|  QUICK REFERENCE: Building with KEVA Planks             |
|  K (25 min) | 1-2 (30 min) | 3-4 (40 min) | 5-6 (45 min)|
+---------------------------------------------------------+
|  MATERIALS: KEVA Planks (1 set per 2-3 students)        |
|  LOCATION: STREAM closet, shelf 2                       |
+---------------------------------------------------------+
|  LESSON FLOW:                                           |
|  5 min  - Opening prayer, wonder question               |
|  10 min - Demo: balance and structure                   |
|  25 min - Build challenge (see grade card)              |
|  5 min  - Reflection, closing prayer                    |
+---------------------------------------------------------+
|  CATHOLIC CONNECTION: Building for the common good      |
|  "How does our building help others?"                   |
+---------------------------------------------------------+
|  IF TECHNOLOGY FAILS: N/A (unplugged activity)          |
|  EARLY FINISHERS: Build a structure for a saint's story |
+---------------------------------------------------------+

👨‍👩‍👧‍👦 Parent Resources¶

Weekly Communication¶

Each week, provide parents with:

Take-Home Sheet Template¶

+---------------------------------------------------------+
|  This Week in C-STREAM                                  |
|  Week: ___  Date: ___________  Grade: ____              |
+---------------------------------------------------------+
|  WHAT WE LEARNED:                                       |
|  ______________________________________________________ |
|                                                         |
|  FAITH CONNECTION:                                      |
|  ______________________________________________________ |
|                                                         |
|  ASK YOUR CHILD:                                        |
|  * ________________________________________________     |
|  * ________________________________________________     |
|                                                         |
|  TRY THIS AT HOME:                                      |
|  ______________________________________________________ |
|                                                         |
|  VOCABULARY:                                            |
|  ______________________________________________________ |
+---------------------------------------------------------+

Conversation Starters by Unit Type¶

For Robotics/Coding Weeks: - "Can you show me how you programmed the robot?" - "What went wrong and how did you fix it?" - "How can robots help people?"

For Building/Engineering Weeks: - "What made your structure strong?" - "If you could rebuild it, what would you change?" - "Who might use something like what you built?"

For Science/Exploration Weeks: - "What was the most surprising thing you learned?" - "What do you wonder about now?" - "How does this show us God's amazing creation?"

Parent Quick Explanations¶

What is C-STREAM?

C-STREAM stands for Catholic Science, Technology, Religion, Engineering, Art & Music, and Mathematics. It's like STEM, but with Catholic faith woven throughout. Your child learns that faith and science work together to understand God's amazing world.

Why Catholic STEM?

Catholic education has always valued both faith and reason. We help students see that the same God who inspired the Psalms also created the laws of physics. Learning about creation helps us know and love the Creator.

How can I help at home?

Ask questions! Show curiosity about what your child is learning. Point out science and engineering in everyday life. Wonder aloud about how things work. Most importantly, help your child see God in the amazing world around them.

✅ Assessment & Progress¶

Grading Breakdown¶

Category	Percentage	What to Look For
STEM Knowledge & Skills	40%	Understanding concepts, applying skills
Collaboration & Communication	20%	Teamwork, explaining ideas
Catholic Integration & Ethics	20%	Connecting to faith, ethical thinking
Effort & Growth	20%	Persistence, improvement over time

Progress Tracking¶

Each trimester, assess: - [ ] STEM skill development - [ ] Faith integration understanding - [ ] Collaboration growth - [ ] Wonder and curiosity cultivation

📅 Planning Checklist¶

Before the Year¶

Review full year calendar
Note school holidays and events
Identify CSCOE checkout needs for fall
Reserve September-October materials
Prepare Welcome to C-STREAM lesson
Create parent communication system
Organize materials storage

Monthly Tasks¶

Reserve CSCOE materials (2 weeks ahead)
Prepare parent take-home sheets
Review upcoming lessons
Check materials inventory
Update substitute packets

Before Each Lesson¶

📎 Linked Resources¶

Supporting Materials¶

Catholic Scientists Heritage
Wonder and Curiosity Guide
Parent Communication Guide

External Resources¶

Planner Version: 2.0
Framework: C-STREAM
Based on: NCEA STREAM Standards, existing C-STEM curriculum, CSCOE resources

📚 C-STREAM Lesson Index¶

Location: Our Lady of the Prairie Catholic School · Belle Plaine, MN · Archdiocese of Saint Paul and Minneapolis

This index organizes all available and suggested C-STREAM lessons by type, making it easy to plan your year and find appropriate lessons.

⏱️ Lesson Time Frames by Grade¶

Grade Level	Session Length	Pacing Notes
Kindergarten	25 minutes	Shorter activities, guided exploration
Grades 1-2	30 minutes	Structured activities with some independence
Grades 3-4	40 minutes	Fuller exploration and collaboration
Grades 5-6	45 minutes	Complex projects, student-led inquiry

| 📅 Year Planner | 📦 CSCOE Library Guide |

📋 Lesson Count Summary¶

Lesson Type	Count	Total Weeks	Percentage
Single-Week Lessons	14	14 weeks	42%
Multi-Week Units (2-3 weeks)	9	22 weeks	33%
Long Arc Projects (4-6 weeks)	5	20 weeks	25%
TOTAL	28 units	~34 weeks	100%

🎯 Single-Week Lessons (14)¶

Quick, focused lessons that can stand alone or fill gaps in the schedule.

Foundational Lessons¶

#	Lesson Title	Grade	Materials	Faith Connection	Best Timing
S1	Welcome to C-STREAM	All	Discussion only	Faith-reason intro	Week 1
S2	Wonder Walk	All	Clipboards, magnifiers	Creation wonder	Early fall
S3	What is Engineering?	All	Simple materials	Catholic engineers	Anytime
S4	Introduction to Coding	All	iPads/Chromebooks	Logic as God's gift	Before coding units

Seasonal/Liturgical Lessons¶

#	Lesson Title	Grade	Materials	Faith Connection	Best Timing
S5	Coding Gratitude	All	iPads (Scratch)	Gratitude, Thanksgiving	November
S6	Star of Wonder	All	Star maps	Magi, navigation	December
S7	Pi Day Celebration	1-6	Circles, measuring	Patterns in creation	March 14
S8	Easter Engineering	All	Craft supplies	Transformation, new life	Post-Easter
S9	Creation Care Day	All	Nature items	Earth Day, stewardship	April

Skill-Building Lessons¶

#	Lesson Title	Grade	Materials	Faith Connection	Best Timing
S10	Bridges for Communities	All	KEVA, cardboard	Solidarity, connection	After building unit
S11	Design for Others	All	Paper, craft	Option for the poor	Before Christmas
S12	Problem-Solving Strategies	All	Various	Perseverance	Mid-year
S13	STREAM Goals & Reflection	All	Journals	Vocation, growth	January/May
S14	Summer STREAM Launch	All	Take-home packets	Continued learning	Final week

📚 Multi-Week Units (9 units, 2-3 weeks each)¶

Deeper explorations that build skills over multiple sessions.

Robotics & Coding Units¶

#	Unit Title	Weeks	Grade	Materials	Faith Connection	CSCOE?
M1	Exploring with Sphero	2	All	Spheros, iPads	Movement, God's design	Optional
M2	Dash Robot Challenges	2	All	Dash Robots	Purposeful creation	Yes
M3	Scratch Storytelling	3	1-6	Chromebooks	Creating with purpose	No
M4	ScratchJr Adventures	2	K-2	iPads	Creativity as gift	No

Engineering & Building Units¶

#	Unit Title	Weeks	Grade	Materials	Faith Connection	CSCOE?
M5	KEVA Structures	2	All	KEVA Planks	Building for good	No
M6	Light & Circuits	2	2-6	Little Bits/Makey	Light of Christ	Yes
M7	Simple Machines	2	3-6	Simple machine kits	Helping others	Yes
M8	Engineering for Good	2	All	Craft materials	Human dignity	No
M9	Final Coding Projects	2	All	iPads/Chromebooks	Year reflection	No

🚀 Long Arc Projects (5 projects, 4-6 weeks each)¶

Extended projects allowing deep exploration and iteration.

Engineering is Elementary (EiE) Units¶

#	Unit Title	Weeks	Grade	Topic	Faith Connection	Reserve By
L1	EiE Fall Challenge	3-4	All	From CSCOE library	Service through engineering	Sept 15
L2	EiE Spring Environmental	3-4	All	Water/soil/plants	Care for creation	Feb 15

Project-Based Learning¶

#	Unit Title	Weeks	Grade	Topic	Faith Connection	Materials
L3	STEM Fair Projects	4-6	3-6	Student choice	Wonder, service	Various
L4	Service Project Design	3-4	All	Community need	CST application	Various
L5	Year-End Showcase Project	2-3	All	Cumulative	Celebration	Completed work

🔧 Lessons by Material Required¶

No Technology Required (Unplugged)¶

Lesson	Type	Materials	Good For
Welcome to C-STREAM	Single	Discussion	Sub days
Wonder Walk	Single	Clipboards	Outdoor days
KEVA Structures	Multi	KEVA Planks	Tech-free weeks
Design for Others	Single	Paper/craft	Flexible timing
Simple Machines	Multi	Physical kits	Hands-on focus

iPad/Tablet Required¶

Lesson	Type	App Needed	Notes
Sphero Challenges	Multi	Sphero Edu	Need Sphero bots too
ScratchJr Adventures	Multi	ScratchJr	K-2 appropriate
Coding Gratitude	Single	ScratchJr/Scratch	Holiday timing

Chromebook/Computer Required¶

Lesson	Type	Platform	Notes
Scratch Storytelling	Multi	scratch.mit.edu	Grades 3-6
Final Coding Projects	Multi	Scratch	Year-end
Research Activities	Various	Web access	Project support

CSCOE Checkout Required¶

Lesson	Item	Reserve Lead Time
Dash Robot Challenges	Dash Robot sets	2 weeks
Light & Circuits	Little Bits/Makey Makey	2 weeks
EiE Units	Specific EiE Kit	2 weeks
VR Exploration	VR Equipment	2 weeks

📅 Suggested Year Sequences¶

Option A: Balanced Approach¶

Month	Week	Lesson
Sept	1-4	S1 Welcome → M1 Sphero (2) → S2 Wonder Walk
Oct	5-9	M5 KEVA (2) → L1 EiE Fall (3)
Nov	10-12	S10 Bridges → S5 Gratitude → S11 Design for Others
Dec	13-15	M6 Light & Circuits (2) → S6 Star of Wonder
Jan	16-20	S13 Goals → L3 STEM Fair/Exploration (4)
Feb	21-24	M2 Dash Robots (2) → M8 Engineering for Good (2)
Mar	25-28	S7 Pi Day → L2 EiE Environmental (3)
Apr	29-32	S8 Easter → L4 Service Project (3)
May	33-35	M9 Final Projects (2) → S14 Summer Launch

Option B: Tech-Heavy Approach¶

Month	Week	Lesson
Sept	1-4	S1 Welcome → M1 Sphero (2) → S4 Coding Intro
Oct	5-9	M3 Scratch (3) → M2 Dash (2)
Nov	10-12	S5 Gratitude → M4 ScratchJr (2)
Dec	13-15	M6 Light & Circuits (2) → S6 Star
Jan	16-20	S13 Goals → L3 STEM Fair (4)
Feb	21-24	M7 Simple Machines (2) → M8 Engineering (2)
Mar	25-28	S7 Pi Day → L1 EiE (3)
Apr	29-32	S8 Easter → L4 Service Project (3)
May	33-35	M9 Final Projects (2) → S14 Summer Launch

Option C: Unplugged Focus¶

Month	Week	Lesson
Sept	1-4	S1 Welcome → S2 Wonder Walk → M5 KEVA (2)
Oct	5-9	L1 EiE Fall (4) → S3 What is Engineering?
Nov	10-12	S10 Bridges → S11 Design → S12 Problem-Solving
Dec	13-15	M6 Light & Circuits (2) → S6 Star
Jan	16-20	S13 Goals → M7 Simple Machines (2) → L4 Service (2)
Feb	21-24	M8 Engineering for Good (2) → M1 Sphero (2)
Mar	25-28	S7 Pi Day → L2 EiE Environmental (3)
Apr	29-32	S8 Easter → M3 Scratch (3)
May	33-35	S9 Creation Care → M9 Final (2) → S14 Summer

🎓 Grade-Specific Differentiation Guide¶

Kindergarten Adaptations (25 min sessions)¶

Unit	Standard Version	K Adaptation
Sphero	Block coding challenges	Drive mode, basic directions
KEVA	Complex structures	Simple towers, counting
Scratch	Multi-sprite projects	ScratchJr basic stories
EiE	Full design process	Simplified 3-step process

Grades 1-2 Adaptations (30 min sessions)¶

Unit	Standard Version	Grades 1-2 Version
Sphero	Advanced coding	Basic loops, sequences
KEVA	Bridge engineering	Balance exploration
Scratch	Variables, conditionals	Simple loops, events
EiE	Full process	Guided design process

Grades 3-4 Adaptations (40 min sessions)¶

Unit	Standard Version	Grades 3-4 Version
Sphero	Basic coding	Intermediate programs, sensors intro
KEVA	Free building	Specific constraints, testing
Scratch	Simple games	Multi-sprite games, variables intro
EiE	Guided process	More independent design

Grades 5-6 Extensions (45 min sessions)¶

Unit	Standard Version	Extension for 5-6
Sphero	Basic coding	Sensors, complex programs, debugging
KEVA	Free building	Engineering constraints, load testing
Scratch	Simple games	Multi-level games, variables, conditionals
EiE	Guided process	Independent design, documentation

🔗 Direct Links¶

Existing Lesson Plans¶

Kindergarten Lessons
Grades 1-2 Year A
Grades 3-4 Year A
Grades 5-6 Year A

CSCOE Resources¶

Index Version: 2.0
Framework: C-STREAM

🏷️ Browse by Tag¶

Use these tags to find lessons by topic, grade level, liturgical season, or technology focus.

Tag Categories¶

Grade Levels¶

kindergarten - Lessons for Kindergarten (25 min)
grades-1-2 - Lessons for Grades 1-2 (30 min)
grades-3-4 - Lessons for Grades 3-4 (40 min)
grades-5-6 - Lessons for Grades 5-6 (45 min)

Curriculum Tracks¶

year-a - Year A curriculum (odd years)
year-b - Year B curriculum (even years)
bi-weekly - Bi-weekly (17-session) curriculum

Technology & Engineering¶

robotics - Sphero, Dash, Ozobot lessons
coding - Scratch, programming activities
circuits - Little Bits, electronics
engineering - KEVA, bridges, structures

Science Topics¶

light - Optics, light experiments
life-science - Plants, animals, life cycles
earth-science - Weather, environment, geology
astronomy - Stars, space, constellations
animals - Animal studies and habitats

Liturgical Calendar¶

advent - Advent season lessons
lent - Lenten season lessons
easter - Easter/Resurrection lessons
thanksgiving - Thanksgiving themes
christmas - Christmas/Nativity lessons
catholic-schools-week - Catholic Schools Week

Values¶

service - Service-learning projects
arts - Digital art, music, creativity

Special Events¶

pi-day - Pi Day activities (March 14)

All Tags¶

tags.md:1398-1420/name¶

❓ C-STREAM FAQ & Troubleshooting¶

Location: Our Lady of the Prairie Catholic School · Belle Plaine, MN · Archdiocese of Saint Paul and Minneapolis

Quick answers to common questions and solutions to typical challenges.

📋 Table of Contents¶

Getting Started Questions
Time Management
Materials & Equipment
Classroom Management
Assessment Questions
Technology Troubleshooting
Faith Integration
Working with Different Grades

Getting Started¶

"I'm overwhelmed. Where do I even begin?"¶

Start simple! 1. Read the Quick Start Guide 2. Just focus on Week 1 — it's designed to be easy 3. You don't need fancy equipment to begin 4. It's okay to learn alongside your students

"Do I need a science background to teach C-STREAM?"¶

No! C-STREAM is designed for generalist teachers. The lessons include:

Step-by-step instructions
Background information you need
Simple explanations of concepts
You model curiosity and learning, not expertise

"What's the difference between Year A and Year B?"¶

Both years cover the same core skills with different projects and contexts. If your school uses a two-year rotation (e.g., combined 1-2 grade classroom), students in Year A get different content than Year B, so they never repeat.

Check with your administration which year your school is on.

"How is C-STREAM different from regular STEM?"¶

The "C" stands for Catholic! C-STREAM intentionally:

Connects every lesson to faith
Highlights Catholic scientists
Emphasizes service and helping others
Sees wonder and curiosity as gifts from God
Integrates Catholic Social Teaching

Time Management¶

"My lesson ran way too long. What do I do?"¶

It happens to everyone! Options: 1. Stop gracefully: "We'll continue next week!" 2. Skip the share/reflection: Go straight to closing prayer 3. Simplify: Next time, do fewer steps 4. Learn: Note which part took longer for future planning

"My lesson was too short. Now what?"¶

Stretch activities:

Extended sharing: "Turn to a partner and explain..."
Wonder questions: "What else do you wonder about this?"
Drawing time: "Sketch what you learned"
Connection time: "How does this remind you of something else?"
Clean-up as learning: "As you put away materials, tell me one thing you discovered"

"I don't have time to do everything in the lesson plan."¶

Prioritize: 1. Opening prayer (2-3 min) — Always 2. Hands-on activity (bulk of time) — Core learning 3. Faith connection (2-3 min) — Can be woven in during activity 4. Closing (1-2 min) — Quick wrap-up

Skip if needed:

Extended background information (summarize instead)
All discussion questions (pick 1-2 key ones)
Extensions (save for students who finish early)

"How do I manage transitions between activities?"¶

Use timers: Visual countdown helps everyone
Give warnings: "2 minutes until we stop building"
Use signals: Clap pattern, chime, raised hand
Make cleanup fun: "Can you get materials put away before I count to 20?"
Assign jobs: Materials manager, supply collector, etc.

Materials & Equipment¶

"I don't have the materials listed in the lesson."¶

Substitution ideas:

Listed Material	Substitutes
KEVA planks	Popsicle sticks, cardboard strips, blocks
Sphero/Dash robots	Paper coding (write steps), human robot game
iPads	Paper and pencil, partner work on fewer devices
Fancy building sets	Recycled materials (boxes, tubes, tape)
Science equipment	Household items (cups, spoons, water)

"How far ahead do I need to reserve CSCOE materials?"¶

Minimum 2 weeks, but popular items (Dash robots, Sphero) may need 3-4 weeks. Check the CSCOE Library early in the school year and reserve for the whole semester if possible.

"What should I always have on hand?"¶

C-STREAM Essentials Box:

Paper (plain and construction)
Tape (masking and clear)
Scissors
Markers/crayons
Rulers
String
Straws
Paper cups
Index cards
Recycled cardboard

"A student broke/lost equipment. What do I do?"¶

Stay calm — Accidents happen
Document it — Note what happened for inventory
Problem-solve — Can another group share?
Report — Let administration know if it's expensive equipment
Teach — Use it as a lesson about responsibility and honesty

Classroom Management¶

"Students are too excited and getting wild."¶

Channel the energy:

"Show me you're ready by sitting quietly with hands folded"
"I need silent scientists for the next instruction"
Give a task: "While you wait, predict what will happen..."
Movement break: "Stand up, shake it out, sit back down"

Prevent it:

Give instructions BEFORE distributing materials
Have clear start/stop signals
Assign roles so everyone has a job

"One student is dominating the group work."¶

Strategies:

Assign specific roles (materials manager, recorder, presenter)
Use "talking chips" — each person uses one chip per contribution
Require rotation: "After 2 minutes, pass the materials to the next person"
Check in: "Has everyone in your group shared an idea?"

"Some students finished early while others aren't close."¶

For early finishers:

Extension challenges (printed and ready)
"Can you help a friend who's stuck?"
"Add to your design or make it better"
"Start your reflection/journal entry"
"Draw a diagram showing what you did"

For students who need more time:

Simplify the goal: "Just focus on getting this one part to work"
Pair with a patient helper
Provide partial completion option
Continue next session if possible

"Students are arguing in their groups."¶

Quick interventions:

"What's the disagreement about?" (Name the conflict)
"Can you find a way to try both ideas?"
"Rock, paper, scissors to decide?"
"Take 30 seconds to think quietly, then share again"

Teaching moment:

"Engineers often disagree — that's how ideas get better!"
"How would Jesus want us to solve this?"

Assessment¶

"How do I grade C-STREAM?"¶

Keep it simple:

Participation/Effort: Were they engaged? Did they try?
Process: Did they follow the design process?
Reflection: Can they explain what they learned?
Faith Connection: Did they connect to Catholic values?

Avoid grading whether the project "worked" — that discourages risk-taking.

"What do I put in report cards?"¶

Use language like:

"Demonstrates curiosity and asks questions"
"Perseveres through engineering challenges"
"Collaborates respectfully with peers"
"Connects STEM learning to faith"
"Shows growth in problem-solving skills"

"How do I track progress without tons of paperwork?"¶

Observation notes: Sticky notes during class, transfer weekly
Photos/videos: Quick documentation of work
Student reflections: Have them self-assess
Exit tickets: One quick question at the end
Use the Progress Tracker: Update termly, not weekly

Technology Troubleshooting¶

"The robot won't connect/work."¶

Quick fixes: 1. Power: Is it charged? Turn off and on again. 2. Bluetooth: Is Bluetooth on? Is the device paired? 3. App: Close and reopen the app. Update if needed. 4. Restart: Turn off device, wait 30 seconds, restart.

Backup plan:

Have paper-based coding ready (write the steps on paper)
"Human robot" activity — students give commands to each other
Watch a video of the robot in action and discuss

"The WiFi isn't working."¶

Offline options:

ScratchJr works offline once downloaded
Paper prototyping and designing
Physical building challenges
Discussion and planning activities

"I don't know how to use this app/program."¶

YouTube search: "[App name] tutorial for beginners"
Ask students: They often know!
CSCOE: May have training available

"Only some devices are working."¶

Adapt:

Partner work on functioning devices
Rotation stations — tech station and non-tech station
Paper-based work for those without devices
"Unplugged" version of the activity

Faith Integration¶

"I forget to include the faith connection."¶

Make it automatic:

Post the lesson's Scripture verse
Start with prayer asking God to help us learn
During activity, ask: "What does this tell us about God's creation?"
End with: "How can we use what we learned to help others?"

"The faith connection feels forced."¶

Natural connections:

Wonder: "Isn't it amazing that God made this?"
Failure/persistence: "God is patient with us, too"
Teamwork: "We're using our gifts to help each other"
Creation care: "We're being good stewards"
Service: "How could this help someone?"

"Students ask hard questions about faith and science."¶

Good responses:

"That's a great question! Scientists and people of faith have wondered about that too."
"Faith helps us understand WHY, science helps us understand HOW."
"Let's think about that together."
"That's something you could talk to [parents/pastor] about too."

Working with Different Grades¶

"I teach multiple grades at once. How do I manage?"¶

Strategies:

Use the same theme with different complexity levels
Older students can help younger ones
Assign different roles by ability, not just age
Use the same materials with different challenges
Stagger activities (K builds while 1-2 listens to instructions)

"Kindergartners can't do what the lesson asks."¶

Simplify:

Shorten the activity (focus on exploration, not product)
More adult support and guided steps
Accept any attempt as success
Focus on vocabulary and wonder
Drawing instead of writing

"5^th-6^th graders say the activity is 'babyish.'"¶

Level up:

Add constraints: "Now do it with half the materials"
Add leadership: "Can you mentor a younger student?"
Add complexity: "Design a more advanced version"
Add documentation: "Create a how-to guide"
Add real-world connection: "How do actual engineers do this?"

Still Have Questions?¶

In the Framework¶

Browse other Resources
Check specific lesson plans for tips
Review the Year Planner

Outside Help¶

CSCOE: cscoe.org for training and support
GitHub Issues: Report problems or suggest improvements
Colleague collaboration: Ask other C-STREAM teachers

Last updated: December 2025

Weekly Lessons

📚 C-STREAM Lesson Library¶

Location: Our Lady of the Prairie Catholic School · Belle Plaine, MN · Archdiocese of Saint Paul and Minneapolis

This folder contains complete, ready-to-teach C-STREAM lessons organized by grade band. Each lesson includes everything needed: objectives, materials, procedures, faith integration, and assessments.

| 📅 Year Planner | 📋 Lesson Index | 📦 CSCOE Library |

🔄 Curriculum Flexibility Options¶

C-STREAM offers flexible scheduling to meet your school's needs:

Year A / Year B Rotation (Grades 1-6)¶

For schools with combined grade classrooms (1-2, 3-4, 5-6), we provide a two-year rotation:

Year A: Complete curriculum with one set of projects and contexts
Year B: Same skills and concepts with different projects, saints, and applications

This ensures students don't repeat identical content when they remain in a combined classroom for two years. Kindergarten does not require Year A/B since students advance to 1^st grade.

Weekly vs. Bi-Weekly Scheduling¶

Weekly (34 sessions): Full curriculum for schools with STREAM every week
Bi-Weekly (17 sessions): Condensed curriculum for schools with STREAM every other week

📂 Weekly Curriculum (34 Sessions)¶

Kindergarten¶

Session Length	Folder	Sessions
25 minutes	Kindergarten	34 lessons

Grades 1-2¶

Year	Session Length	Folder	Sessions
Year A	30 minutes	Grades_1-2_YearA	34 lessons
Year B	30 minutes	Grades_1-2_YearB	34 lessons

Grades 3-4¶

Year	Session Length	Folder	Sessions
Year A	40 minutes	Grades_3-4_YearA	34 lessons
Year B	40 minutes	Grades_3-4_YearB	34 lessons

Grades 5-6¶

Year	Session Length	Folder	Sessions
Year A	45 minutes	Grades_5-6_YearA	34 lessons
Year B	45 minutes	Grades_5-6_YearB	34 lessons

📂 Bi-Weekly Curriculum (17 Sessions)¶

For schools that have STREAM every other week, condensed versions are available:

👉 Bi-Weekly Lessons — All grade bands with 17-session curriculum

Grade Band	Year A	Year B
Kindergarten	Sessions 1-17	—
Grades 1-2	Sessions 1-17	Sessions 1-17
Grades 3-4	Sessions 1-17	Sessions 1-17
Grades 5-6	Sessions 1-17	Sessions 1-17

🗓️ Yearly Overview (Weekly Schedule)¶

Fall Semester (September - November) — 13 Weeks¶

September: Welcome & Wonder (4 weeks)
October: Building & Engineering (5 weeks)
November: Gratitude & Giving (4 weeks)

Winter Semester (December - February) — 10 Weeks¶

December: Light & Wonder (3 weeks)
January: New Beginnings & Exploration (5 weeks)
February: Love & Engineering (4 weeks)

Spring Semester (March - May) — 11 Weeks¶

March: Life & Growth (4 weeks)
April: Resurrection & Renewal (4 weeks)
May: Celebration & Reflection (3 weeks)

📋 Lesson Naming Convention¶

Weekly lessons follow this pattern:

Week##_Title_of_Lesson.md

Example: Week01_Welcome_to_CSTREAM.md

Bi-weekly lessons follow this pattern:

Session##_Title_of_Lesson.md

Example: Session01_Welcome_to_CSTREAM.md

🎯 STREAM Focus Areas¶

Each lesson integrates multiple STREAM elements:

Letter	Focus Area	Description
S	Science	Scientific inquiry, observation, experimentation
T	Technology	Digital tools, coding, robotics
R	Religion	Faith integration, Catholic identity, ethics
E	Engineering	Design process, problem-solving, building
A	Arts	Visual arts, digital creation, music
M	Mathematics	Measurement, patterns, data, computation

🙏 Catholic Identity Integration¶

Every lesson includes:

Opening Prayer — Connected to lesson theme
Scripture Connection — Relevant Bible verse
Wonder Question — Sparking curiosity about God's creation
Catholic Scientist — When applicable, historical Catholic STEM contributors
Faith Reflection — Closing connection to Catholic teaching

📦 Materials Quick Reference¶

Always Available (School-Owned)¶

iPads/Chromebooks
KEVA Planks
Sphero robots
Basic craft supplies
Journals/notebooks

CSCOE Library Checkout (Reserve 2 weeks ahead)¶

Dash Robots
Little Bits / Makey Makey
Engineering is Elementary Kits
VR Equipment
Simple Machines Kits

Lesson Library Version: 1.0
Framework: C-STREAM
Last Updated: December 2025

Kindergarten

🎒 Kindergarten C-STREAM Lessons¶

Session Length: 25 minutes
Total Sessions: 34 lessons
Grade Level: Kindergarten (ages 5-6)

📋 Kindergarten Pacing Notes¶

Shorter activities with clear transitions
Guided exploration with teacher modeling
Hands-on materials whenever possible
Partner work rather than large groups
Simple vocabulary with visual supports
Movement breaks built into lessons

🗓️ Year at a Glance¶

Fall Semester (Weeks 1-13)¶

Week	Lesson Title	Type	Primary Focus
1	Welcome to C-STREAM	Single	Introduction
2-3	Exploring Movement with Sphero	Multi (2)	Technology
4	Wonder Walk	Single	Science
5-6	Building with KEVA Planks	Multi (2)	Engineering
7-9	Engineering Helpers	Long Arc (3)	Engineering
10	Bridges Connect Us	Single	Engineering
11	Coding Thankfulness	Single	Technology
12	Making Gifts for Others	Single	Art/Engineering
13	Fall Celebration	Single	Reflection

Winter Semester (Weeks 14-23)¶

Week	Lesson Title	Type	Primary Focus
14-15	Light All Around	Multi (2)	Science
16	Star of Wonder	Single	Science/Math
17	Christmas Break	—	—
18	New Year Goals	Single	Reflection
19-22	Exploration Stations	Long Arc (4)	Various
23	Catholic Schools Week	Single	Celebration

Spring Semester (Weeks 24-34)¶

Week	Lesson Title	Type	Primary Focus
24-25	Dash Robot Friends	Multi (2)	Technology
26-27	Helping Hands Engineering	Multi (2)	Engineering
28	Circles and Pi	Single	Math
29-31	Growing Things	Long Arc (3)	Science
32	Spring Break	—	—
33	New Life Engineering	Single	Engineering
34	Year Celebration	Single	Reflection

📚 Materials Overview¶

School-Owned (Always Available)¶

iPads with ScratchJr, Sphero Edu apps
KEVA Planks (2+ sets)
Sphero robots (class set)
Basic craft supplies
Student journals

CSCOE Checkout Required¶

Dash Robots (Weeks 24-25)
Little Bits (Weeks 14-15)
Engineering is Elementary Kits

🎯 Kindergarten Learning Goals¶

By the end of the year, kindergarten students will be able to:

STEM Skills¶

Follow a simple design process (think, plan, create, test)
Use basic technology tools (iPad, robots)
Make observations about the natural world
Build simple structures and test them
Recognize patterns in math and nature

Faith Integration¶

Understand that learning about the world helps us know God better
Practice gratitude for God's creation
Show kindness and help others through STREAM work
Wonder at the beauty and order of creation

21^st Century Skills¶

Work cooperatively with a partner
Share ideas with the class
Try again when something doesn't work
Ask questions about how things work

Grade Level: Kindergarten
Framework: C-STREAM
Last Updated: December 2025

Week 1: Welcome to C-STREAM¶

Lesson Overview¶


Grade Level	Kindergarten
Duration	25 minutes
Lesson Type	Single-Week
STREAM Focus	R (Religion), S (Science), T (Technology), E (Engineering), A (Arts), M (Math)

Week 1: Welcome to C-STREAM¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Identify what each letter in STREAM stands for 2. Give one example of something they want to learn in STREAM class 3. Understand that asking questions is an important part of science

Faith Integration Objectives¶

Students will be able to: 1. Recognize that God gave us curious minds to explore the world 2. Understand that learning about creation helps us know God better

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Wonder and Curiosity — God created humans with curious minds that want to understand the world. When we learn about science, technology, engineering, art, and math, we discover more about God's amazing creation.

Scripture Connection¶

"The heavens declare the glory of God; the skies proclaim the work of his hands." — Psalm 19:1

Wonder Question¶

"Have you ever wondered how God made so many different things in the world?"

📚 Materials and Preparation¶

Materials Needed¶

Item	Quantity	Source
STREAM letter cards (large, colorful)	1 set	Teacher-made
Picture cards showing STREAM activities	6-10	Teacher-made
Wonder journal (simple notebook)	1 per student	School supply
Crayons	Class set	Classroom

Teacher Preparation¶

Create large STREAM letter cards with pictures
Prepare picture cards showing scientists, artists, builders, etc.
Set up a "Wonder Wall" space in the classroom
Practice pronouncing STREAM with motions

📝 Lesson Procedure¶

⏱️ Timing Guide (25 minutes total)¶

Section	Time	Activity
Opening Prayer & Wonder	3 min	Prayer and wonder question
Introduction	5 min	What is STREAM?
Main Activity	12 min	STREAM letter exploration
Closing & Reflection	5 min	Prayer and commitment

1. Opening Prayer & Wonder Moment (3 minutes)¶

Gather students on the rug.

Prayer:

"Dear God, thank you for giving us curious minds. Help us to learn new things today and to see Your love in everything we discover. Amen."

Wonder Question:

"Have you ever wondered how things work? Like how birds fly or how the sun gives us light? This year, we're going to explore many wonderful things that God made!"

2. Introduction: What is STREAM? (5 minutes)¶

Say to students:

"This year, you're going to come to a special class called STREAM. Let me show you what that means!"

Hold up each letter card and introduce with a motion:

Letter	Stands For	Motion	Example
S	Science	Point to eyes (observe)	"Looking at bugs, plants, and stars"
T	Technology	Pretend to tap a screen	"iPads and robots that help us"
R	Religion	Hands folded in prayer	"God made all these amazing things!"
E	Engineering	Build motion with hands	"Building bridges and towers"
A	Art	Draw in the air	"Creating beautiful things"
M	Math	Count on fingers	"Counting, shapes, and patterns"

Practice the STREAM chant with motions 2-3 times.

3. Main Activity: STREAM Exploration (12 minutes)¶

Part A: Picture Sorting (5 minutes)¶

Show picture cards one at a time and ask:

"Is this Science, Technology, Engineering, Art, or Math?"

Sample pictures:

Scientist looking at a bug (Science)
Child using an iPad (Technology)
Someone building a tower (Engineering)
Colorful painting (Art)
Shapes and numbers (Math)
Church/Cross (Religion - connects to all!)

Emphasize: "God made us able to do ALL of these things!"

Part B: Wonder Journal First Page (7 minutes)¶

Give each student their Wonder Journal.

Guide students to: 1. Draw a picture of themselves as a "STREAM explorer" 2. Draw one thing they want to learn about this year

Walk around and ask students about their drawings. Affirm their curiosity!

4. Closing & Reflection (5 minutes)¶

Gather students back on the rug.

Discussion Questions:

"What is one thing you remember about STREAM?"
"What are you excited to learn this year?"

Wonder Wall Introduction:

"This is our Wonder Wall. When you have a question about how something works, we can put it here!"

Closing Prayer:

"Thank you, God, for this new year of learning. Help us to be curious explorers who see Your love in everything we discover. Amen."

✅ Assessment¶

Informal Assessment¶

What to Look For	Evidence
Can identify at least 3 STREAM letters	Verbal response during chant
Participates in wonder question	Raises hand, shares ideas
Shows curiosity	Draws in Wonder Journal

Success Criteria¶

Student can say what at least one letter in STREAM stands for
Student draws something they want to learn about

🔄 Differentiation¶

For Students Who Need Support¶

Pair with a buddy for journal work
Provide picture choices instead of open drawing
Use hand-over-hand for motions

For Advanced Learners¶

Ask them to think of their own examples for each letter
Have them help explain STREAM to a partner

📎 Extensions¶

Home Connection¶

Send home a simple note explaining C-STREAM with a family "wonder question":

"Ask your family: What is something amazing in God's creation that you've always wondered about?"

Cross-Curricular Links¶

ELA: "Wonder" vocabulary word
Social Studies: Community helpers who use STREAM

🆘 Substitute Teacher Notes¶

If a substitute is teaching: 1. Read the picture book about curiosity (optional) 2. Do the STREAM chant with letter cards 3. Have students draw in their Wonder Journals 4. Play a simple "Is this Science or Engineering?" game with pictures

Materials location: STREAM cart, top shelf

📖 Vocabulary¶

Word	Definition	Visual Cue
STREAM	Science, Technology, Religion, Engineering, Art, Math	Letter cards
Wonder	To think about something and want to know more	Question mark
Curious	Wanting to learn and discover new things	Magnifying glass
Creation	Everything God made	Earth, plants, animals

Lesson Version: 1.0
Last Updated: 2025-12-05

Weeks 2-3: Exploring Movement with Sphero¶

Lesson Overview¶


Grade Level	Kindergarten
Duration	2 sessions × 25 minutes
Lesson Type	Multi-Week Unit
STREAM Focus	T (Technology), S (Science), M (Math), R (Religion)

Weeks 2-3: Exploring Movement with Sphero¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Use Sphero in drive mode to move the robot forward, backward, left, and right 2. Predict where Sphero will go before moving it 3. Use directional vocabulary (forward, backward, left, right) 4. Understand that robots follow instructions from people

Faith Integration Objectives¶

Students will be able to: 1. Recognize that movement is a gift from God 2. Connect the idea that God gave us the ability to create tools (like robots) to help us

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Stewardship of Creation — God gave humans the special ability to create and invent things. When we program a robot, we are using the creative minds God gave us. We use technology responsibly to help others and care for creation.

Scripture Connection¶

"I praise you because I am fearfully and wonderfully made; your works are wonderful, I know that full well." — Psalm 139:14

Catholic Scientist Connection¶

Father Roberto Busa — A Catholic priest who helped create one of the first computer databases. He showed that faith and technology can work together!

Wonder Question¶

"Have you ever wondered how robots know what to do? They can't think like we can — someone has to tell them!"

📚 Materials and Preparation¶

Materials Needed¶

Item	Quantity	Source
Sphero robots (SPRK+ or Mini)	1 per 2-3 students	School inventory
iPads with Sphero Edu app	1 per group	School inventory
Masking tape	1 roll	Classroom
Direction cards (arrows)	1 set	Teacher-made
Simple maze outline (tape on floor)	1	Teacher-made

Technology Requirements¶

iPads charged and Sphero Edu app installed
Spheros charged and paired to iPads
Clear floor space for driving

Teacher Preparation¶

Charge all Spheros overnight before each session
Pre-pair Spheros to iPads (test connections)
Create tape pathway on floor (simple L-shape)
Create direction cards with arrows
Set up boundary area for driving

📝 Week 2 Procedure: Meet Sphero¶

⏱️ Timing Guide (25 minutes)¶

Section	Time	Activity
Opening Prayer & Wonder	3 min	Prayer and introduction
Meet Sphero	7 min	Demonstration and observation
Explore Drive Mode	10 min	Hands-on exploration
Closing & Reflection	5 min	Discussion and prayer

1. Opening Prayer & Wonder Moment (3 minutes)¶

Prayer:

"Dear God, thank you for giving us the ability to make amazing things like robots. Help us to use technology wisely and to learn something new today. Amen."

Wonder Question:

"What do you think this ball can do?" (Hold up Sphero without turning it on)

2. Meet Sphero (7 minutes)¶

Introduction:

"This is Sphero! Sphero is a special kind of robot. It can roll, change colors, and do tricks. But here's the important thing — Sphero can't think for itself. WE have to tell it what to do!"

Demonstration: 1. Turn on Sphero (show students the light) 2. Connect to iPad using Sphero Edu app 3. Show "Drive" mode 4. Demonstrate moving forward, backward, left, right 5. Let students predict: "Where will it go if I swipe this way?"

Discussion:

"How is Sphero different from us? Can it decide where to go by itself?" (No! We have to tell it.) "God gave us brains that can think and make choices. Robots can only do what people tell them."

3. Explore Drive Mode (10 minutes)¶

Setup:

Divide into groups of 2-3 students
Each group gets one Sphero and iPad
Establish boundaries with tape

Guided Exploration:

Step	Teacher Says	Students Do
1	"Try to make Sphero go forward"	Experiment with swiping
2	"Now make it go backward"	Reverse direction
3	"Can you make it turn left?"	Practice turning
4	"Try to drive it in a circle"	Combine movements

Rotate groups so everyone gets to control Sphero for at least 2 minutes.

Teacher circulates asking:

"Where do you think Sphero will go?"
"What happens when you swipe fast vs. slow?"
"Is it going where you want it to go?"

4. Closing & Reflection (5 minutes)¶

Gather on rug. Park Spheros in "charging station."

Discussion:

"What was hard about driving Sphero?"
"What was easy?"
"How did you make Sphero go where you wanted?"

Connection to Faith:

"God gave people the ability to make robots and computers. We use our brains — the brains God gave us — to create things that can help others. That's pretty amazing!"

Closing Prayer:

"Thank you, God, for the gift of creativity. Help us to use technology to do good things. Amen."

📝 Week 3 Procedure: Sphero Challenge¶

⏱️ Timing Guide (25 minutes)¶

Section	Time	Activity
Opening Prayer & Review	3 min	Prayer and direction review
Direction Practice	5 min	Direction vocabulary
Maze Challenge	12 min	Navigate Sphero through course
Closing & Reflection	5 min	Discussion and prayer

1. Opening Prayer & Review (3 minutes)¶

Prayer:

"Dear God, help us to work together and try our best today. When things get hard, help us to keep trying. Amen."

Review:

"Last week we met Sphero. Who remembers how to make it move forward? Backward? Turn?"

2. Direction Practice (5 minutes)¶

Stand up and practice directions with bodies:

"Everyone take one step FORWARD"
"Take one step BACKWARD"
"Turn LEFT"
"Turn RIGHT"

Show direction cards and have students call out the direction.

Connect to Sphero:

"These are the same directions we'll give Sphero today!"

3. Maze Challenge (12 minutes)¶

Setup:

Simple tape maze on floor (start → straight → turn → end)
Groups of 2-3 students
One Sphero per group

Challenge Instructions:

"Your challenge is to drive Sphero from START to FINISH without going outside the lines. You'll have to work together!"

Rules: 1. Take turns being the driver 2. Help each other with directions 3. If Sphero goes outside, start over (that's okay!) 4. Cheer for each other

Teacher support:

Prompt: "What direction should you go next?"
Encourage: "That's okay, try again!"
Celebrate: "You worked together!"

If time allows: Let groups try to beat their own time or create a new challenge.

4. Closing & Reflection (5 minutes)¶

Gather together.

Discussion:

"What was the hardest part of the maze?"
"How did your group help each other?"
"What did you learn about controlling Sphero?"

Faith Connection:

"God gave us the ability to solve problems and work together. When we help each other, we show God's love. You were great teammates today!"

Closing Prayer:

"Thank you, God, for friends who help us learn. Thank you for the gift of movement and for our creative minds. Amen."

✅ Assessment¶

Observation Checklist¶

Skill	Week 2	Week 3
Can make Sphero move forward	☐	☐
Can make Sphero turn	☐	☐
Uses direction vocabulary	☐	☐
Works cooperatively with partner	☐	☐
Makes predictions about movement	☐	☐

Success Criteria¶

Student can move Sphero in an intended direction
Student uses at least 2 direction words (forward, backward, left, right)
Student participates in group work

🔄 Differentiation¶

For Students Who Need Support¶

Pair with a patient, helpful partner
Use larger maze boundaries
Hand-over-hand guidance for iPad swiping
Focus on one direction at a time

For Advanced Learners¶

Create more complex maze with multiple turns
Challenge: Make Sphero stop at a specific spot
Ask: "What would happen if you made it go faster/slower?"

🆘 Substitute Teacher Notes¶

If technology isn't working: 1. Do "Robot Game" — One student is the "robot," another gives directions 2. Practice directions with bean bag toss 3. Use toy cars to practice maze navigation

Sphero troubleshooting:

If not connecting: Turn Sphero off and on, close and reopen app
If moving wrong direction: Tap "Aim" and point arrow toward front

📖 Vocabulary¶

Word	Definition	Visual Cue
Robot	A machine that follows instructions	Picture of robot
Forward	Moving ahead, in front	Arrow pointing up
Backward	Moving behind, going back	Arrow pointing down
Left	The side where your heart is	L hand shape
Right	The other side from left	Point right
Program	Instructions that tell a robot what to do	List of steps

📎 Home Connection¶

Family Note:

"This week we explored robots in STREAM class! We learned that robots can't think — people have to give them instructions. Ask your child to give YOU directions like a robot. Say 'I'm a robot. Tell me how to walk to the door!' Follow their directions exactly — they'll learn that directions need to be clear and specific!"

Lesson Version: 1.2
Last Updated: 2025-12-05

Week 4: Wonder Walk¶

Lesson Overview¶


Grade Level	Kindergarten
Duration	25 minutes
Lesson Type	Single-Week
STREAM Focus	S (Science), R (Religion), A (Art)

Week 4: Wonder Walk¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Use their senses to observe the natural world 2. Identify at least 3 different things in nature (living and non-living) 3. Ask "wonder questions" about what they observe 4. Record observations through simple drawing

Faith Integration Objectives¶

Students will be able to: 1. Express wonder at God's creation 2. Recognize that everything in nature was made by God 3. Thank God for the beauty of the natural world

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Stewardship of Creation — God created the world and everything in it. He gave humans the special job of taking care of creation. When we observe nature carefully, we see God's amazing design and learn to appreciate His gifts.

Scripture Connection¶

"God saw all that he had made, and it was very good." — Genesis 1:31

Saint Connection¶

St. Francis of Assisi — St. Francis loved all of God's creatures. He called animals his brothers and sisters and saw God's love in every part of creation.

Wonder Question¶

"Have you ever wondered why there are so many different kinds of leaves? Or why some flowers smell so nice?"

📚 Materials and Preparation¶

Materials Needed¶

Item	Quantity	Source
Clipboards	1 per student	Classroom
Wonder Walk recording sheet	1 per student	Teacher-made
Crayons (small boxes)	1 per student	Classroom
Magnifying glasses	1 per 2 students	STREAM supplies
Collection bags (paper)	1 per student	Optional

Location Requirements¶

Outdoor space (schoolyard, garden, nature area)
Backup: Walk around building interior looking at plants, windows to nature

Teacher Preparation¶

Scout outdoor location for safety and interesting nature items
Check weather and plan backup if needed
Prepare Wonder Walk recording sheets (divided into 4 boxes)
Gather clipboards and crayons
Charge camera/iPad for optional documentation
Review rules for outdoor exploration

📝 Lesson Procedure¶

⏱️ Timing Guide (25 minutes)¶

Section	Time	Activity
Opening Prayer & Introduction	4 min	Prayer and wonder question
Wonder Walk	15 min	Outdoor exploration
Sharing & Closing	6 min	Share discoveries, prayer

1. Opening Prayer & Introduction (4 minutes)¶

Gather students before going outside.

Prayer:

"Dear God, thank you for the beautiful world You created. Open our eyes to see the wonderful things You made. Help us to notice things we've never seen before. Amen."

Introduction:

"Today we're going on a Wonder Walk! Scientists observe — that means they look carefully at things. We're going to be scientists today and look carefully at God's creation."

Review expectations:

Walk quietly so we can hear nature sounds
Stay with the group
Look with your eyes first, touch gently
Don't pick flowers or hurt anything

Show recording sheet:

"You'll draw 4 things you see. Try to find something that's alive, something that's NOT alive, something small, and something beautiful."

2. Wonder Walk (15 minutes)¶

Lead students outside in a line. Walk slowly.

At first stopping point (5 min):

"Let's stop here. Look around. What do you notice? What do you see that God made?"

Guide observations:

"Look up — what do you see?"
"Look down — what's on the ground?"
"Listen — what do you hear?"
"Use your magnifying glass — what looks different when it's bigger?"

First drawing: Give students 2-3 minutes to draw something they see.

Continue walking (5 min):

Second stopping point:

"What's different here? Do you see anything alive?"

Guide with wonder questions:

"I wonder why that leaf has so many lines on it..."
"I wonder how that ant knows where to go..."
"I wonder who made that spider web..."

Second drawing: Give students 2-3 minutes to draw another observation.

Final walk and drawings: Complete 4 drawings during the walk, stopping at interesting features.

Wonder Questions to ask: | If you see... | Ask... | |--------------|--------| | A flower | "I wonder why God made flowers so colorful?" | | A bug | "I wonder how such a tiny creature knows what to do?" | | A tree | "I wonder how old this tree is?" | | Clouds | "I wonder why clouds make different shapes?" | | A bird | "I wonder how birds know how to build nests?" |

Return inside. Gather in a circle.

Share discoveries:

"Turn to a partner. Show them one thing you drew and tell them about it."

Whole group sharing:

"Who found something alive? What was it?"
"Who found something NOT alive?"
"What was the most beautiful thing you saw?"
"Does anyone have a wonder question about something they saw?"

Record wonder questions on the Wonder Wall.

Faith Connection:

"Everything we saw today was made by God! Even the tiniest bug and the biggest tree. God made each thing special and important. We are SO lucky to live in such a beautiful world!"

Closing Prayer:

"Thank you, God, for the beautiful world. Thank you for trees and flowers and bugs and birds. Help us to take care of Your creation. Amen."

Optional: Teach the first verse of "All Things Bright and Beautiful"

✅ Assessment¶

Observation Checklist¶

Skill	Observed
Made at least 4 observations	☐
Used senses to explore	☐
Drew recognizable nature items	☐
Asked or responded to wonder questions	☐
Connected observations to God's creation	☐

Success Criteria¶

Student draws 4 items from nature
Student shares at least one observation
Student expresses wonder or curiosity

🔄 Differentiation¶

For Students Who Need Support¶

Pair with a buddy for the walk
Pre-draw box outlines with prompts (draw a leaf, draw a bug, etc.)
Adult helper to scribe dictated observations
Shorter walk with fewer stopping points

For Advanced Learners¶

Label drawings with beginning sounds/words
Count items (3 brown things, 5 green things)
Compare and contrast two items found
Create additional wonder questions

🌧️ Backup Plan: Indoor Nature Exploration¶

If weather doesn't permit outdoor walk:

Window Observations — Look out windows, draw what you see
Nature Table — Set up items (leaves, pinecones, rocks) for observation
Virtual Walk — Use nature video/photos to observe
Classroom Plant Study — Observe classroom plants with magnifying glasses

📎 Extensions¶

Wonder Journal Entry¶

Have students glue their Wonder Walk sheet into their Wonder Journal and add one sentence (dictated or written): "I wonder..."

Art Extension¶

Create nature rubbings with crayons and leaves
Make a classroom "Creation Collage" with nature drawings

Home Connection¶

Family Note:

"Today we went on a Wonder Walk to observe God's creation. Take a Wonder Walk in your neighborhood this weekend! Ask your child to show you 3 things they think are beautiful and to tell you one 'I wonder' question."

🆘 Substitute Teacher Notes¶

Simplified version: 1. Do opening prayer inside 2. Walk around the building, looking out windows 3. Stop at 3 places to draw 4. Return and share one drawing each 5. Closing prayer thanking God for creation

Key phrase to use:

"God made everything we see. Let's look carefully at His amazing creation!"

📖 Vocabulary¶

Word	Definition	Visual Cue
Observe	To look carefully and notice things	Eyes wide open
Wonder	To think about something and want to know more	Question mark
Creation	Everything God made	Earth, plants, animals
Nature	The world around us — plants, animals, sky, water	Trees and flowers
Living	Things that grow, breathe, and need food	Plant, animal
Non-living	Things that don't grow or need food	Rock, sidewalk

📋 Wonder Walk Recording Sheet¶

+---------------------------------------------------------+
|                     MY WONDER WALK                      |
|                   Name: ____________                    |
+---------------------------+-----------------------------+
|                           |                             |
|   Something ALIVE         |   Something NOT alive       |
|                           |                             |
|                           |                             |
+---------------------------+-----------------------------+
|                           |                             |
|   Something SMALL         |   Something BEAUTIFUL       |
|                           |                             |
|                           |                             |
+---------------------------+-----------------------------+
| I wonder... ___________________________________________ |
+---------------------------------------------------------+

Lesson Version: 1.1
Last Updated: 2025-12-05

Weeks 5-6: Building with KEVA Planks¶

Lesson Overview¶


Grade Level	Kindergarten
Duration	2 sessions × 25 minutes
Lesson Type	Multi-Week Unit
STREAM Focus	E (Engineering), M (Math), S (Science), R (Religion)

Weeks 5-6: Building with KEVA Planks¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Build a tower using KEVA planks that stands on its own 2. Identify why some structures fall and others stand (balance, foundation) 3. Count the planks used in their structure 4. Rebuild after failure (engineering design process)

Faith Integration Objectives¶

Students will be able to: 1. Understand that God wants us to use our talents to build good things 2. Practice patience and perseverance when building is challenging 3. Connect building to helping others (building homes, churches, schools)

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Building for the Common Good — God calls us to use our abilities to help others. Throughout history, people have built churches, hospitals, schools, and homes to serve their communities. When we learn to build, we're practicing skills that can help others.

Scripture Connection¶

"Unless the Lord builds the house, the builders labor in vain." — Psalm 127:1

Wonder Question¶

"Have you ever wondered how people build tall buildings that don't fall down?"

📚 Materials and Preparation¶

Materials Needed¶

Item	Quantity	Source
KEVA Planks	200+ planks (20-30 per student)	School inventory
Building mats or carpet squares	1 per 2 students	Classroom
Challenge cards with pictures	1 set	Teacher-made
Counting sheets	1 per student	Teacher-made

Space Requirements¶

Clear floor space or tables
Enough room so structures don't bump each other

Teacher Preparation¶

Count and distribute KEVA planks into containers
Create simple challenge cards (tower, house, bridge)
Set up building stations
Practice building a few structures yourself

📝 Week 5 Procedure: Exploring KEVA Planks¶

⏱️ Timing Guide (25 minutes)¶

Section	Time	Activity
Opening Prayer & Wonder	3 min	Prayer and introduction
Introduction to KEVA	5 min	Rules and exploration
Free Building	12 min	Open exploration
Sharing & Closing	5 min	Show structures, prayer

1. Opening Prayer & Wonder Moment (3 minutes)¶

Prayer:

"Dear God, thank you for the gift of creativity. Help us to build with patience and to keep trying even when things fall down. Amen."

Wonder Question:

"Look at our school building. How do you think it stays up? What keeps it from falling?"

2. Introduction to KEVA Planks (5 minutes)¶

Show the KEVA planks:

"These are called KEVA planks. They're all exactly the same size. Engineers use blocks like these to practice building before they build real buildings!"

Establish building rules: 1. Build on your mat 2. Use gentle hands — no throwing 3. If your structure falls, that's okay! Say "Oops!" and rebuild 4. Clean up all planks at the end

Demonstrate basic stacking:

Show laying flat
Show standing up
Show stacking carefully
Show what happens when you build too fast (it falls!)

"When it falls, that's not a mistake — that's learning! Engineers learn from things that fall."

3. Free Building Exploration (12 minutes)¶

Distribute planks (20-30 per student/pair).

Encourage exploration:

"Build whatever you want! See how tall you can make it, or try to make a shape."

Teacher circulates asking questions:

"How many planks did you use?"
"Why do you think it's standing up?"
"What happens if you add one more?"
"How could you make it stronger?"

If structures fall:

"That's what engineers do — they try, it falls, and they learn something! What will you try differently?"

Vocabulary to use:

"That has a good foundation"
"It's very balanced"
"You made it tall/wide/stable"

Before cleanup, do a "gallery walk":

"Let's walk quietly and look at what everyone built. No touching — just looking and giving compliments!"

Discussion:

"What did you build?"
"What was hard about building?"
"Did anything fall? What did you learn?"

Faith Connection:

"God gives us the patience to keep trying. When we build, we practice using the gifts God gave us — our hands, our brains, and our creativity!"

Closing Prayer:

"Thank you, God, for creative minds and hands that can build. Help us to keep trying even when things are hard. Amen."

Cleanup: Count planks back into containers together.

📝 Week 6 Procedure: Tower Challenge¶

⏱️ Timing Guide (25 minutes)¶

Section	Time	Activity
Opening Prayer & Review	3 min	Prayer and challenge introduction
Tower Challenge	15 min	Build tallest tower
Measuring & Reflection	7 min	Count, compare, pray

1. Opening Prayer & Challenge Introduction (3 minutes)¶

Prayer:

"Dear God, help us to work hard today and to be patient builders. When things fall, help us to try again. Amen."

Review from last week:

"What did we learn about building? What makes a structure stand up?" (strong foundation, balance, patience)

Introduce challenge:

"Today's challenge: Build the tallest tower you can that stands by itself for 10 seconds!"

2. Tower Challenge (15 minutes)¶

Rules:

Build on your mat
Tower must stand by itself (no holding!)
Must stand for 10 seconds to count
If it falls, rebuild!

Distribute materials and begin.

Teacher supports with questions:

"How is your foundation?"
"Is it balanced?"
"What happens when you add more planks?"
"Try a different way!"

Countdown test: When a student thinks they're done, count to 10 together:

"1, 2, 3, 4, 5, 6, 7, 8, 9, 10... It stood! Great job!"

Encourage perseverance:

"I see you're trying again — that's what engineers do!"

3. Measuring & Reflection (7 minutes)¶

Count planks:

Have students count how many planks in their tower
Help with counting, use counting sheet

Compare (non-competitively):

"Look at all these different towers! Some are tall and thin, some are short and wide. They're all creative!"

Discussion:

"What made your tower stand up?"
"Did you have to rebuild? What did you change?"
"How did it feel when it fell? How did it feel when it stood up?"

Faith Connection:

"God is the greatest builder of all. He built the whole world! And God is patient — He never gives up. When we keep trying even when things fall, we're being like God."

Connect to real world:

"People build churches where we can pray. They build hospitals where sick people get help. They build homes for families. Building is a way to help others!"

Closing Prayer:

"Thank you, God, for helping us build today. Thank you for patience when things fall. Help us to always use our building skills to help others. Amen."

✅ Assessment¶

Observation Checklist¶

Skill	Week 5	Week 6
Stacks planks carefully	☐	☐
Builds structure that stands	☐	☐
Rebuilds after failure	☐	☐
Counts planks used	☐	☐
Uses building vocabulary	☐	☐
Shows patience/perseverance	☐	☐

Success Criteria¶

Student builds a tower that stands for 5+ seconds
Student rebuilds at least once after falling
Student can count planks with assistance

🔄 Differentiation¶

For Students Who Need Support¶

Provide a partner
Use fewer planks (10-15)
Show picture of simple tower to copy
Celebrate smaller towers
Hand-over-hand support for first few planks

For Advanced Learners¶

Challenge: Use ALL your planks
Challenge: Build a house with a roof
Challenge: Build something with an opening (door/window)
Count by 2s

🆘 Substitute Teacher Notes¶

Simplified Plan: 1. Opening prayer 2. Free building for 15 minutes 3. Gallery walk to see everyone's work 4. Count planks together 5. Closing prayer

Key rule to enforce:

Gentle hands, no throwing
When it falls, say "Oops!" and rebuild

📖 Vocabulary¶

Word	Definition	Visual Cue
Engineer	Someone who designs and builds things	Hard hat
Tower	A tall structure	Building pointing up
Foundation	The bottom part that holds everything up	Base of a building
Balance	When something is steady and doesn't fall	Scale/seesaw
Stable	Something that stands well and doesn't wobble	Sturdy table
Rebuild	To build again after something falls	Cycle arrows

📎 Home Connection¶

Family Note:

"We're learning about engineering with KEVA planks! Your child is practicing building, counting, and problem-solving. At home, encourage building with any blocks, LEGOs, or cardboard boxes. Ask: 'What makes your structure stand up?' and celebrate when they rebuild after something falls — that's the engineering design process!"

Lesson Version: 1.2
Last Updated: 2025-12-05

Weeks 7-9: Engineering Helpers¶

Unit Overview¶


Grade Level	Kindergarten
Duration	3 sessions × 25 minutes
Lesson Type	Long Arc Project
STREAM Focus	E (Engineering), R (Religion), A (Art), S (Science)

This three-week unit introduces kindergarteners to the engineering design process through creating simple tools that help people.

Weeks 7-9: Engineering Helpers¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Follow a simple design process: Ask → Imagine → Plan → Create → Test 2. Identify a problem that needs to be solved 3. Create a simple tool or device using provided materials 4. Test their design and identify what works and what could be better

Faith Integration Objectives¶

Students will be able to: 1. Understand that God wants us to help others 2. Recognize that engineers create things to help people 3. Connect their work to serving others

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Option for the Poor and Vulnerable — God calls us to care especially for people who need help. Engineers design things that make life better for others — wheelchair ramps, hearing aids, safe water systems. Even in kindergarten, we can learn to design things that help.

Scripture Connection¶

"Each of you should use whatever gift you have received to serve others." — 1 Peter 4:10

Wonder Question¶

"Have you ever wondered who invents the things that help people, like glasses or crutches or step stools?"

📚 Materials and Preparation¶

Materials Needed (for all 3 weeks)¶

Item	Quantity	Source
Cardboard pieces	Various sizes	Recycled
Paper cups	20+	Classroom
Craft sticks	100+	Classroom
Tape (masking and clear)	Several rolls	Classroom
Pipe cleaners	50+	Classroom
Paper	Stack	Classroom
Crayons/markers	Class set	Classroom
Scissors (safety)	Class set	Classroom
Design planning sheets	1 per student	Teacher-made

Teacher Preparation¶

Create design process poster (Ask, Imagine, Plan, Create, Test)
Prepare "problem cards" with pictures of people needing help
Organize materials into accessible bins
Prepare example or two of simple "helper tools"

📝 Week 7: Ask & Imagine¶

Focus: Identifying problems and brainstorming solutions¶

⏱️ Timing Guide (25 minutes)¶

Section	Time	Activity
Opening Prayer	3 min	Prayer for helpers
Story & Discussion	8 min	Introduce the problem
Brainstorming	9 min	Imagine solutions
Closing	5 min	Preview next week

1. Opening Prayer (3 minutes)¶

Prayer:

"Dear God, thank you for all the people who help us every day — doctors, teachers, parents, firefighters. Help us learn how to help others too. Amen."

Connect:

"God wants us to help other people. Today we're going to start thinking like engineers — people who create things to help others!"

2. Story & Discussion (8 minutes)¶

Introduce the Engineering Design Process using a simple poster:

ASK    - What is the problem?
IMAGINE - What are some ideas?
PLAN   - What will I make?
CREATE - Build it!
TEST   - Does it work?

Present the Problem (Choose ONE for the class):

Option A: The Reaching Problem

"Maya is too short to reach the book on the high shelf. She needs something to help her reach it. What could we make?"

Option B: The Carrying Problem

"Grandpa has a hard time carrying his water glass and his book at the same time. What could help him?"

Option C: The Pet Problem

"The classroom pet needs a new toy to play with. What could we create?"

Discussion Questions:

"Who has this problem?"
"What do they need?"
"Why would it help them?"

3. Brainstorming - IMAGINE (9 minutes)¶

Group Brainstorm:

"Let's think of ideas! There are no wrong ideas in brainstorming!"

Record ideas on chart paper with simple drawings.

Prompt creativity:

"What if it was really tall?"
"What if it had wheels?"
"What if it had a handle?"

Partner Share: Have students turn to a partner and share their favorite idea.

Individual Imagination: Give each student paper to draw ONE idea for a helper tool.

4. Closing (5 minutes)¶

Share a few ideas:

"Who wants to share their idea?"

Preview next week:

"Next week, we'll PLAN our designs and start CREATING! Think about your idea this week."

Closing Prayer:

"Thank you, God, for creative minds that can imagine ways to help others. Bless our ideas. Amen."

📝 Week 8: Plan & Create¶

Focus: Drawing a plan and building¶

⏱️ Timing Guide (25 minutes)¶

Section	Time	Activity
Opening Prayer & Review	3 min	Remember the problem
Planning	5 min	Draw your plan
Creating	14 min	Build your helper tool
Closing	3 min	Prepare for testing

1. Opening Prayer & Review (3 minutes)¶

Prayer:

"Dear God, guide our hands as we build today. Help us to be patient and to help our friends. Amen."

Review:

"What problem are we trying to solve? What ideas did we have?"

2. Planning (5 minutes)¶

Distribute planning sheets.

Guide students:

"Before engineers build, they draw a PLAN. Draw what you want to make. Show the parts it will have."

Simple Planning Sheet:

+-------------------------------------+
| MY ENGINEERING PLAN                 |
| Name: _______________               |
|                                     |
| My helper tool will help: ______    |
|                                     |
| [Big box for drawing]               |
|                                     |
| I will need: _________________      |
+-------------------------------------+

3. Creating (14 minutes)¶

Show available materials:

"Here are the materials you can use. What do you need for your plan?"

Building Time:

Students select materials
Teacher circulates to support
Encourage problem-solving: "What could you try?"

Guiding Questions:

"Tell me about what you're making."
"How will this help [person with the problem]?"
"Is it working the way you planned?"
"What could you change?"

Encourage persistence:

"If it's not working, that's okay! That's what engineers do — they try different things!"

4. Closing (3 minutes)¶

Status check:

"Hold up your helper tool! Is it finished or still in progress?"

Prepare for next week:

"Next week, we'll TEST our designs to see if they work! We might need to make changes."

Closing Prayer:

"Thank you, God, for hands that can build. Help our helper tools to work well. Amen."

Storage: Label and store works-in-progress safely.

📝 Week 9: Test & Improve¶

Focus: Testing designs and making improvements¶

⏱️ Timing Guide (25 minutes)¶

Section	Time	Activity
Opening Prayer	2 min	Prayer for testing
Testing	12 min	Try out designs
Improving	6 min	Make changes
Sharing & Celebration	5 min	Show and tell

1. Opening Prayer (2 minutes)¶

Prayer:

"Dear God, help us today as we test our creations. If they don't work perfectly, help us to keep trying. Amen."

2. Testing (12 minutes)¶

Retrieve projects.

Testing Procedure:

"Now we TEST! Does your helper tool do what it's supposed to do?"

Set up testing:

For reaching tool: Set up a high shelf challenge
For carrying tool: Try carrying two things
For pet toy: See if it moves/works as intended

Testing Rotation: Have small groups take turns testing while others observe.

After testing, ask:

"Did it work?"
"What worked well?"
"What didn't work?"

Record Results: Students mark on their planning sheet: ✓ It worked! or ✗ Needs changes

3. Improving (6 minutes)¶

Introduce "Improve":

"Engineers almost ALWAYS make changes after testing. That's not failing — that's improving!"

Make one change:

"Think of ONE thing you could change to make it better. You have 5 minutes to improve your design."

Students make modifications with available materials.

Quick retest if time allows.

Gallery Walk or Show and Tell:

"Let's celebrate our engineering! Who wants to share?"

Sharing prompts:

"What is your helper tool?"
"Who does it help?"
"What's your favorite part?"

Faith Connection:

"You just did what real engineers do! You found a problem, imagined solutions, made a plan, built something, and tested it. God gives us the ability to help others by creating things. You are all helpers!"

Closing Prayer:

"Thank you, God, for helping us create things that help others. Thank you for the patience to keep trying. Help us to always look for ways to help people. Amen."

✅ Assessment¶

Engineering Design Process Checklist¶

Step	Evidence
ASK: Identified the problem	☐ Can state who needs help and why
IMAGINE: Generated ideas	☐ Drew/described at least one idea
PLAN: Created a plan	☐ Completed planning sheet
CREATE: Built a prototype	☐ Made a physical creation
TEST: Tried out design	☐ Tested and described results
IMPROVE: Made changes	☐ Attempted at least one improvement

Success Criteria¶

Student participates in all phases
Student creates a physical prototype
Student can explain how their creation helps someone

🔄 Differentiation¶

For Students Who Need Support¶

Provide pre-selected materials
Partner with a helper
Simplify to 3-step process: Think, Make, Try
Use picture choices for planning
Adult support for cutting/taping

For Advanced Learners¶

Create instructions for someone else to build their tool
Design a second version
Draw what they would change with more time
Help a friend with their project

🆘 Substitute Teacher Notes¶

Week 7 substitute plan:

Read a book about helping others
Draw pictures of "things that help people"
Share drawings with partners

Weeks 8-9 substitute plan:

Continue free building with materials
Have students explain what they're making
Take photos of creations

📖 Vocabulary¶

Word	Definition	Visual Cue
Engineer	Someone who creates things to solve problems	Hard hat, tools
Design	A plan for making something	Blueprint
Problem	Something that needs to be fixed or solved	Question mark
Solution	An answer to a problem	Light bulb
Prototype	A first try at building something	Model
Test	To try something to see if it works	Checkmark
Improve	To make something better	Arrow going up

📎 Home Connection¶

Family Note:

"We completed our first engineering project in STREAM! Your child designed and built a 'helper tool' to solve a problem. At home, encourage engineering thinking by asking: 'What's a problem we could solve? What could we make or change to help?' Even building a fort or creating a new way to organize toys uses engineering!"

Lesson Version: 1.0
Last Updated: 2025-12-05

Week 10: Bridges Connect Us¶

Lesson Overview¶


Grade Level	Kindergarten
Duration	25 minutes
Lesson Type	Single-Week
STREAM Focus	E (Engineering), R (Religion), M (Math), S (Science)

Week 10: Bridges Connect Us¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Build a simple bridge using KEVA planks or blocks 2. Understand that bridges connect two places 3. Test if their bridge can hold a small weight 4. Identify parts of a bridge (supports, deck/top)

Faith Integration Objectives¶

Students will be able to: 1. Understand that bridges connect people just like God's love connects us 2. Recognize that building bridges for others is an act of service 3. Think about how we can "build bridges" of friendship

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Solidarity — God wants us to be connected to each other. Bridges help people get to places they couldn't go before — to schools, hospitals, churches, and to visit family. When we build bridges, we're helping people connect with each other.

Scripture Connection¶

"Love one another as I have loved you." — John 15:12

Wonder Question¶

"Have you ever wondered how people build bridges over rivers and valleys? What would happen if there were no bridges?"

📚 Materials and Preparation¶

Materials Needed¶

Item	Quantity	Source
KEVA Planks	30-40 per group	School inventory
Small toy cars or figures	3-4	Classroom
Paper cups (for supports)	4-6 per group	Classroom
Gap markers (2 books or boxes)	1 set per group	Classroom
Small weights to test (toy cars)	1 per group	Classroom

Teacher Preparation¶

Set up bridge challenge: two stacks of books about 6 inches apart
Prepare KEVA planks in containers
Have a photo or two of real bridges ready to show
Test the challenge yourself first

📝 Lesson Procedure¶

⏱️ Timing Guide (25 minutes)¶

Section	Time	Activity
Opening Prayer & Wonder	3 min	Prayer about connections
Introduction to Bridges	5 min	What is a bridge?
Bridge Building Challenge	12 min	Build and test
Sharing & Closing	5 min	Reflect and pray

1. Opening Prayer & Wonder (3 minutes)¶

Prayer:

"Dear God, thank you for connecting us to each other. Help us build bridges today — with blocks and with friendship. Amen."

Wonder Question:

"What would happen if there were no bridges in the world? How would people get across rivers?"

2. Introduction to Bridges (5 minutes)¶

Show pictures of bridges:

"This is a bridge. Bridges help people get from one place to another when something is in the way — like a river or a valley."

Parts of a bridge:

"The TOP part where you walk or drive is called the deck"
"The parts that HOLD IT UP are called supports"

Make a Connection:

"Bridges connect people! They help us get to school, to church, to visit grandma. When people build bridges, they're helping others."

Faith Connection:

"God's love is like a bridge — it connects us to Him and to each other. We can build bridges of friendship by being kind!"

3. Bridge Building Challenge (12 minutes)¶

Present the Challenge:

"Your challenge: Build a bridge that goes from this stack of books to that stack of books. It needs to be strong enough for a toy car to cross!"

Show the gap (6 inches between two stacks of books or boxes).

Rules:

Use KEVA planks (and cups if desired)
Bridge must go across the whole gap
Test it with the toy car

Building Time:

Students work in pairs or small groups
Teacher circulates asking questions:
"How will you make it stay up?"
"What if you add more supports?"
"Does it reach all the way across?"

Testing: When groups are ready, test with toy car:

"Let's see if the car can cross safely!"

If it falls:

"Good try! What could you change to make it stronger?"

Gallery Walk:

"Let's walk around and see everyone's bridges!"

Discussion:

"What was hard about building a bridge?"
"What made your bridge strong?"
"Why are bridges important for people?"

Building Bridges of Friendship:

"We can also build bridges with our hearts. When we're kind to someone, when we include someone in a game, when we forgive — we're building bridges of friendship."

Think-Pair-Share:

"Turn to a friend. Tell them one way you can build a bridge of friendship this week."

Closing Prayer:

"Dear God, thank you for bridges that connect us. Help us build bridges with our hands and with our hearts. Help us to be kind and to connect with everyone. Amen."

✅ Assessment¶

Observation Checklist¶

Skill	Observed
Built a bridge spanning the gap	☐
Included supports in design	☐
Tested bridge with weight	☐
Discussed why bridges matter	☐
Connected to friendship bridges	☐

Success Criteria¶

Bridge spans the entire gap
Student can identify bridge parts (top, supports)
Student shares one way to build a friendship bridge

🔄 Differentiation¶

For Students Who Need Support¶

Pre-build supports, have student add the deck
Partner with a helpful buddy
Smaller gap to span
Use larger blocks if KEVA is too challenging

For Advanced Learners¶

Increase the gap width
Challenge: Use as few planks as possible
Add weight test: How many cars can it hold?
Draw your bridge design afterward

🆘 Substitute Teacher Notes¶

Simplified version: 1. Look at bridge pictures together 2. Free build with KEVA planks 3. Try to build any bridge (with or without testing) 4. Talk about bridges connecting people 5. Prayer

📖 Vocabulary¶

Word	Definition	Visual Cue
Bridge	A structure that crosses over something	Bridge picture
Connect	To join two things together	Two hands holding
Support	The part that holds something up	Pillars
Deck	The flat part of a bridge you walk on	Road surface
Strong	Able to hold weight without breaking	Muscle arm

📎 Home Connection¶

Family Note:

"Today we learned about bridges in STREAM class! We built bridges with blocks and talked about how bridges connect people. We also discussed 'bridges of friendship' — ways we connect with others through kindness. This week, ask your child: 'How did you build a bridge of friendship today?' Look for bridges when you're driving around town!"

Lesson Version: 1.0
Last Updated: 2025-12-05

Week 11: Coding Thankfulness¶

Lesson Overview¶


Grade Level	Kindergarten
Duration	25 minutes
Lesson Type	Single-Week
STREAM Focus	T (Technology), R (Religion), A (Art)

Week 11: Coding Thankfulness¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Open and navigate ScratchJr on an iPad 2. Add a character (sprite) to a project 3. Use the "move" block to make a character move 4. Connect coding to expressing gratitude

Faith Integration Objectives¶

Students will be able to: 1. Express thankfulness to God 2. Understand that we can use technology to share our gratitude 3. Create something that shows what they're thankful for

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Gratitude — Giving thanks is an important part of our faith. We thank God for His gifts every time we pray. Using technology to create something that shares our thankfulness is a way to use our gifts to honor God.

Scripture Connection¶

"Give thanks to the Lord, for He is good; His love endures forever." — Psalm 107:1

Wonder Question¶

"Have you ever wondered how people who live far away can share thankful messages? Technology helps us share our thankfulness with the whole world!"

📚 Materials and Preparation¶

Materials Needed¶

Item	Quantity	Source
iPads with ScratchJr installed	1 per student or pair	School inventory
Projector/display screen	1	Classroom
"I am thankful for..." word/picture cards	Set	Teacher-made

Technology Setup¶

ScratchJr app installed on all iPads
iPads charged
Teacher iPad connected to projector
Practice creating a simple thankful animation

Teacher Preparation¶

Test ScratchJr on teacher iPad
Create sample "thankful" animation to show
Prepare discussion questions about thankfulness
Have backup paper/crayons for tech issues

📝 Lesson Procedure¶

⏱️ Timing Guide (25 minutes)¶

Section	Time	Activity
Opening Prayer & Discussion	4 min	What are we thankful for?
ScratchJr Introduction	6 min	Teacher demonstration
Student Creation	12 min	Make a thankful animation
Sharing & Closing	3 min	Share and pray

1. Opening Prayer & Thankfulness Discussion (4 minutes)¶

Prayer:

"Dear God, thank you for all Your gifts — our families, friends, food, and this beautiful world. Help us to always have thankful hearts. Amen."

Discussion:

"Thanksgiving is coming soon! It's a special time to thank God for all the good things in our lives."

Quick Share:

"Think of ONE thing you're thankful for. Turn to your neighbor and share!"

Collect responses:

"Who wants to share with everyone?" (Take 3-4 responses)

Connect to coding:

"Today we're going to use technology to CREATE something that shows what we're thankful for!"

2. ScratchJr Introduction (6 minutes)¶

Show on projector:

"This app is called ScratchJr. It helps us make things move and tell stories!"

Demonstrate step-by-step:

Step 1: Meet the screen

Show the cat character (sprite)
Show the stage (where things happen)
Show the block area (where coding blocks are)

Step 2: Add a character

Tap the "+" to add a new character
Show how to find characters (people, animals, etc.)
Add a character that represents something to be thankful for

Step 3: Make it move

Show the "motion" blocks (blue)
Drag the "move right" block
Tap to make it go!
Show "start on green flag" block

Teacher example:

"Watch — I'm thankful for my family, so I added a person. Now I'll make them move and jump for joy!"

3. Student Creation Time (12 minutes)¶

Distribute iPads.

Instructions:

"Your job: 1. Add a character that shows something you're thankful for 2. Make it MOVE!"

Teacher circulates:

Help with adding characters
Help with attaching motion blocks
Ask: "What are you thankful for? How will your character move?"

Troubleshooting tips:

Can't find character? Use the search or draw your own
Not moving? Make sure blocks are connected
Crashed? Close and reopen app

Simple success target:

Added at least one character
Character moves when tapped or green flag pressed

Extension for fast finishers:

Add a background
Add more characters
Make character jump or spin

Quick Share:

"Who wants to show us their thankful animation?"

Show 2-3 examples on the projector (keep it quick!).

Celebrate:

"You created something with technology that shows your thankful heart! That's amazing!"

Faith Connection:

"We can use technology to share good things — like thankfulness! God gives us creative minds to make beautiful things that honor Him."

Closing Prayer:

"Thank you, God, for all Your gifts. Thank you for families, friends, food, and fun. Help us to always say thank you. Amen."

Save and Close: Show students how to save their project (it auto-saves), then close iPads.

✅ Assessment¶

Observation Checklist¶

Skill	Observed
Opened ScratchJr successfully	☐
Added a character	☐
Attached a motion block	☐
Character moves when activated	☐
Could explain what they're thankful for	☐

Success Criteria¶

Student created an animation with at least one character
Character moves in some way
Student can verbally share what they're thankful for

🔄 Differentiation¶

For Students Who Need Support¶

Pre-open ScratchJr on their iPad
Hand-over-hand guidance
Partner with a tech-confident buddy
Focus on just adding a character (movement optional)

For Advanced Learners¶

Add speech bubble that says "Thank you!"
Add multiple characters
Create a scene with background
Add sounds

📱 Tech Troubleshooting¶

Problem	Solution
App won't open	Close completely, reopen
Character won't move	Check that block is attached to start block
Can't find character	Use search or draw own
iPad frozen	Hold power button to restart

🆘 Substitute Teacher Notes¶

No-tech backup plan: 1. Discuss what we're thankful for 2. Draw a picture of something you're thankful for 3. Add "motion lines" to show movement 4. Share drawings with partners 5. Prayer of thanksgiving

📖 Vocabulary¶

Word	Definition	Visual Cue
Thankful	Feeling happy about something good	Heart with smile
Code	Instructions that tell a computer what to do	Block pieces
Animation	A picture that moves	Flipbook
Character/Sprite	The person or thing in your project	Cat icon
Move	To go from one place to another	Arrow

📎 Home Connection¶

Family Note:

"Today in STREAM, we used an app called ScratchJr to create 'thankful animations.' Your child chose something they're thankful for and made it move on the screen! This is an introduction to coding — giving computers instructions. This Thanksgiving, talk as a family about things you're thankful for. ScratchJr is free to download if you'd like to explore at home!"

Lesson Version: 1.0
Last Updated: 2025-12-05

Week 12: Making Gifts for Others¶

Lesson Overview¶


Grade Level	Kindergarten
Duration	25 minutes
Lesson Type	Single-Week
STREAM Focus	E (Engineering), A (Art), R (Religion)

Week 12: Making Gifts for Others¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Design and create a simple gift or card for someone else 2. Make choices about materials and design 3. Follow a simple design process (plan, create) 4. Understand that creating things for others is a way to show love

Faith Integration Objectives¶

Students will be able to: 1. Connect gift-giving to God's gift of Jesus 2. Understand that the best gifts come from our hearts 3. Practice thinking about what others need and want

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Option for the Poor / Love of Neighbor — During Advent, we prepare for God's greatest gift — Jesus! One way we can share God's love is by making things for others, especially those who might need extra love or help.

Scripture Connection¶

"For God so loved the world that He gave His only Son." — John 3:16

Saint Connection¶

St. Nicholas — St. Nicholas gave gifts secretly to people who needed help. He showed love through giving. That's why we think of giving at Christmas time!

Wonder Question¶

"Have you ever wondered why we give gifts at Christmas? It's because God gave us the best gift ever — Jesus!"

📚 Materials and Preparation¶

Materials Needed¶

Item	Quantity	Source
Card stock or construction paper	2-3 per student	Classroom
Crayons/markers	Class set	Classroom
Stickers	Variety	Classroom
Glue sticks	Class set	Classroom
Scissors	Class set	Classroom
Decorative items (sequins, ribbon, etc.)	Various	Classroom
"Gift Planning Sheet"	1 per student	Teacher-made

Teacher Preparation¶

Create a sample gift/card to show
Set up materials stations
Prepare planning sheet (Who? What? Why?)
Have envelopes for finished cards (optional)

📝 Lesson Procedure¶

⏱️ Timing Guide (25 minutes)¶

Section	Time	Activity
Opening Prayer & Story	4 min	St. Nicholas & giving
Planning	5 min	Who will you make a gift for?
Creating	13 min	Make your gift
Closing & Reflection	3 min	Share and pray

1. Opening Prayer & Story (4 minutes)¶

Prayer:

"Dear God, thank you for the gift of Jesus. Help us to share Your love by making something special for someone else today. Amen."

Tell the story of St. Nicholas (simplified):

"Long ago, there was a man named Nicholas. He loved God very much. Nicholas saw people who needed help, and he secretly gave them gifts! He didn't want anyone to know — he just wanted to help. That's why we think of giving at Christmas. We give because God gave us Jesus."

Connect:

"Today, YOU get to be like St. Nicholas! We're going to make gifts or cards for people we love."

2. Planning: Who Will You Make a Gift For? (5 minutes)¶

Think about who:

"Think about someone who might really love a gift from you. It could be: - Mom, Dad, Grandma, Grandpa - A brother or sister - A friend - Someone who might be lonely or sad"

Planning Questions:

"Once you think of someone, think about: - What do they like? - What would make them smile?"

Fill out planning sheet: Simple sheet with:

Who is your gift for? (draw their face or write name)
What will you make? (card, decoration, bookmark)
Why? (to say I love you, to make them smile, etc.)

3. Creating: Make Your Gift (13 minutes)¶

Show options:

"You can make: - A special card with a picture and message - A decorated bookmark - A paper ornament - A picture to frame"

Show your example:

"I made a card for my mom. I drew a picture of us together and wrote 'I love you.' See how I used stickers to decorate?"

Creating Time:

Students select materials
Work at tables
Teacher circulates with support and encouragement

Guiding questions:

"Who is this for? That's so thoughtful!"
"What colors does that person like?"
"What would make them smile?"
"Tell me about your picture."

Encourage love and effort, not perfection:

"The best gifts come from your heart. Your person will love it because YOU made it!"

4. Closing & Reflection (3 minutes)¶

Quick share:

"Hold up your gift! Who is it for?"

Let a few students share who they made a gift for and why.

Faith Connection:

"When we make something for someone else, we're sharing God's love. Just like God gave us Jesus, we can give our love to others. Your gift will make someone very happy!"

Instructions for taking home:

"You can give this to your special person whenever you want — maybe save it for Christmas!"

Closing Prayer:

"Dear God, thank you for helping us make gifts today. Bless the people who will receive these gifts. Help them to feel loved. Amen."

✅ Assessment¶

Observation Checklist¶

Skill	Observed
Identified a recipient for their gift	☐
Made thoughtful choices about design	☐
Created a complete gift/card	☐
Showed care and effort in creating	☐
Connected gift-giving to sharing love	☐

Success Criteria¶

Student planned and created a gift for someone
Student can explain who the gift is for
Gift shows effort and intention (not rushed)

🔄 Differentiation¶

For Students Who Need Support¶

Provide a card template with fold line
Pre-cut shapes for decorating
Scribe a message for them
Focus on decorating rather than drawing
Pair with a helper

For Advanced Learners¶

Write their own message inside
Make gifts for multiple people
Create a more complex craft (pop-up card)
Help other students

🆘 Substitute Teacher Notes¶

Simplified version: 1. Talk about why we give gifts (to show love) 2. Have students make a card for someone at home 3. Decorate with stickers and drawings 4. Share who it's for 5. Prayer

Key message:

"Gifts from the heart are the best gifts. When we make something for someone, we share God's love."

📖 Vocabulary¶

Word	Definition	Visual Cue
Gift	Something you give to show love	Present with bow
Generous	Willing to give and share	Hands giving
Thoughtful	Thinking about what someone else needs or likes	Heart with brain
Create	To make something new	Art supplies
Advent	The time we prepare for Jesus's birthday	Candles/wreath

📎 Home Connection¶

Family Note:

"Today in STREAM, we learned about St. Nicholas and made gifts for people we love. Your child put thought and creativity into making something special. The best gifts come from the heart! During this Advent season, encourage your child to think of ways to give — not just things, but also kindness, help, and time."

🎁 Gift Planning Sheet¶

+---------------------------------------------------------+
|              MY GIFT FROM THE HEART                     |
|                                                         |
|  Who is my gift for?                                    |
|  [Box to draw face or write name]                       |
|                                                         |
|  What will I make?                                      |
|  [ ] Card  [ ] Bookmark  [ ] Picture  [ ] Other: ____   |
|                                                         |
|  Why am I making this gift?                             |
|  [ ] To say I love you                                  |
|  [ ] To make them smile                                 |
|  [ ] To help them feel special                          |
|                                                         |
|  My gift will look like: [Box for sketch]               |
+---------------------------------------------------------+

Lesson Version: 1.0
Last Updated: 2025-12-05

Week 13: Fall Celebration¶

Lesson Overview¶


Grade Level	Kindergarten
Duration	25 minutes
Lesson Type	Single-Week
STREAM Focus	R (Religion) — Reflection on all learning

Week 13: Fall Celebration¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Recall at least 3 activities they did in STREAM this fall 2. Identify their favorite STREAM activity and explain why 3. Share one thing they learned with a partner

Faith Integration Objectives¶

Students will be able to: 1. Thank God for the opportunity to learn 2. Recognize that their talents and abilities are gifts from God 3. Celebrate growth as a gift

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Gratitude for Gifts — Everything we can do is a gift from God — our ability to learn, to build, to create, to wonder. When we look back at what we've learned, we thank God for these abilities.

Scripture Connection¶

"Every good and perfect gift is from above." — James 1:17

Wonder Question¶

"Have you ever wondered how much you've grown since the beginning of the year? Look at all you can do now!"

📚 Materials and Preparation¶

Materials Needed¶

Item	Quantity	Source
Photos from fall STREAM activities	Digital/printed	Teacher collection
Celebration stickers or stamps	Class set	Classroom
"My STREAM Favorites" sheet	1 per student	Teacher-made
Wonder Journals	1 per student	Student materials
Optional: Treats for celebration	Class amount	Teacher provided

Teacher Preparation¶

Gather photos from fall activities (Sphero, KEVA, Wonder Walk, etc.)
Prepare "My STREAM Favorites" recording sheet
Set up photo slideshow if using digital display
Optional: Prepare simple treats
Create "STREAM Star" certificates (optional)

📝 Lesson Procedure¶

⏱️ Timing Guide (25 minutes)¶

Section	Time	Activity
Opening Prayer & Celebration	3 min	Thank God for learning
Memory Walk	8 min	Review fall activities
Favorites & Reflection	9 min	Complete reflection sheet
Closing Celebration	5 min	Share and celebrate

1. Opening Prayer & Celebration (3 minutes)¶

Prayer:

"Dear God, thank you for an amazing fall in STREAM class! Thank you for helping us learn new things, build cool structures, and discover Your wonderful world. We are so grateful for the chance to learn. Amen."

Introduction:

"Today is our Fall Celebration! We're going to remember all the fun things we did in STREAM this fall and celebrate how much we've learned!"

2. Memory Walk: Remember What We Learned (8 minutes)¶

Show photos or walk through activities:

"Let's remember what we did this fall. When you see something you remember, give a thumbs up!"

Review activities (show photos/materials if possible):

Week	Activity	Prompt
1	Welcome to C-STREAM	"We learned what STREAM means! Who can do our STREAM chant?"
2-3	Sphero Robots	"We made robots move! What directions did we give Sphero?"
4	Wonder Walk	"We explored God's creation outside. What did you see?"
5-6	KEVA Building	"We built towers! What made them stand up?"
7-9	Engineering Helpers	"We made things to help people! What did you make?"
10	Bridges	"We built bridges! Why are bridges important?"
11	Coding Thankfulness	"We used iPads to show what we're thankful for!"
12	Gifts for Others	"We made gifts from our hearts!"

Engagement:

Have students raise hands to share memories
Do the Sphero "drive" motions
Do the STREAM chant together

3. Favorites & Reflection (9 minutes)¶

Distribute "My STREAM Favorites" sheets.

Guide students through:

"Now you get to tell me about YOUR favorites!"

Section 1: Draw your favorite activity

"In the big box, draw your favorite thing we did in STREAM this fall. Was it robots? Building? The Wonder Walk? Drawing your thankful animation?"

(Give 4-5 minutes for drawing)

Section 2: Circle your feelings

"Look at the smiley faces. How do you feel about STREAM class? Circle the face that shows how you feel."

Section 3: What do you want to learn?

"In the second box, draw something you want to learn about next!"

Teacher circulates:

"Tell me about your drawing!"
"I can see that was your favorite!"
"What do you want to learn next time?"

4. Closing Celebration (5 minutes)¶

Share time:

"Who wants to share their favorite?"

Let 3-4 students share quickly.

Celebrate growth:

"Look at everything you can do now! At the beginning of the year, you didn't know how to drive a robot or build a tower that stands up. Now you can! That's because you kept trying, even when things were hard. God gave you a wonderful brain that can learn new things!"

Affirmation:

"You are all STREAM stars!"

Optional: Give out stickers, stamps, or simple certificates.

Preview spring:

"After winter break, we'll learn even more — more coding, more building, and more adventures! I can't wait!"

Closing Prayer:

"Thank you, God, for this wonderful fall. Thank you for helping us learn and grow. Help us to keep wondering, keep learning, and keep helping others. Amen."

✅ Assessment¶

Reflection Sheet Review¶

Check for	Notes
Drew a recognizable activity
Could verbally explain their favorite
Showed positive engagement with learning
Could name something they want to learn

Success Criteria¶

Student participates in review activities
Student completes favorites sheet
Student can name at least one STREAM activity from fall

🔄 Differentiation¶

For Students Who Need Support¶

Pair with buddy for sharing
Provide picture choices for favorites sheet
Scribe responses
Focus on verbal sharing rather than written/drawn

For Advanced Learners¶

Write or dictate a sentence about their favorite
Draw multiple activities
Help lead part of the review ("Who remembers what we did with Sphero?")

🆘 Substitute Teacher Notes¶

Simplified version: 1. Opening prayer thanking God for learning 2. Ask: "What do you remember doing in STREAM class?" 3. Free draw: "Draw your favorite STREAM activity" 4. Share drawings with partners 5. Closing prayer

Key phrase:

"We're celebrating all the learning we did this fall!"

📋 My STREAM Favorites Sheet¶

+-----------------------------------------------------------+
|              MY STREAM FAVORITES - FALL                   |
|                Name: ________________                     |
+-----------------------------------------------------------+
|                                                           |
|  My FAVORITE activity this fall:                          |
|  +-----------------------------------------------------+  |
|  |                                                     |  |
|  |              [Draw your favorite]                   |  |
|  |                                                     |  |
|  |                                                     |  |
|  +-----------------------------------------------------+  |
|                                                           |
|  How do I feel about STREAM?                              |
|       :)           :|           :(                        |
|     Happy!       Okay       Not sure                      |
|                                                           |
|  Next, I want to learn about:                             |
|  +-----------------------------------------------------+  |
|  |                                                     |  |
|  |         [Draw what you want to learn]               |  |
|  |                                                     |  |
|  +-----------------------------------------------------+  |
|                                                           |
|  I am a STREAM Star!                                      |
+-----------------------------------------------------------+

Lesson Version: 1.1
Last Updated: 2025-12-05

Weeks 14-15: Light All Around¶

Unit Overview¶


Grade Level	Kindergarten
Duration	2 sessions × 25 minutes
Lesson Type	Multi-Week Unit
STREAM Focus	S (Science), T (Technology), R (Religion), A (Art)

Weeks 14-15: Light All Around¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Identify natural and artificial sources of light 2. Understand that light helps us see 3. Create simple light art using flashlights and translucent materials 4. Observe how light passes through some materials but not others

Faith Integration Objectives¶

Students will be able to: 1. Connect light to Jesus as the "Light of the World" 2. Understand Advent as a time of waiting for the Light 3. Recognize that we can share Jesus's light with others

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Jesus as Light — During Advent, we light candles as we wait for Jesus, the Light of the World. Just as light helps us see in the dark, Jesus helps us see what is good and true.

Scripture Connection¶

"I am the light of the world. Whoever follows me will never walk in darkness." — John 8:12

Wonder Question¶

"Have you ever wondered why Advent candles are so important? We light them because Jesus brings light to the world!"

📚 Materials and Preparation¶

Materials Needed¶

Item	Quantity	Source
Flashlights	1 per 2-3 students	School/classroom
Tissue paper (various colors)	Assorted	Classroom
Cardboard tubes	1 per student	Recycled
Clear plastic wrap	1 roll	Classroom
Various materials for testing	Collection	Classroom
Dark paper/construction paper	Class set	Classroom

CSCOE Checkout (Optional)¶

Little Bits light-up circuits
Snap Circuits light kit

Teacher Preparation¶

Test flashlights, replace batteries as needed
Cut tissue paper into manageable squares
Collect materials for light testing (paper, fabric, plastic, etc.)
Create sample "light catcher"
Set up darkening option for room (close blinds)

📝 Week 14: Exploring Light¶

⏱️ Timing Guide (25 minutes)¶

Section	Time	Activity
Opening Prayer & Wonder	3 min	Prayer about light
Light Sources	7 min	Where does light come from?
Light Testing	10 min	What does light go through?
Closing & Preview	5 min	Reflection and preview

1. Opening Prayer & Wonder (3 minutes)¶

Light an LED candle if available.

Prayer:

"Dear God, thank you for the gift of light. Thank you for the sun that warms us and helps us see. Thank you most of all for sending Jesus to be our Light. Amen."

Wonder Question:

"What would it be like if there was no light in the world? How would we see?"

2. Light Sources: Where Does Light Come From? (7 minutes)¶

Discussion:

"Light helps us see. But where does light come from?"

Brainstorm sources of light:

Sun (the biggest light!)
Lamps
Candles
Flashlights
Screens (iPad, TV)
Fire
Stars

Categorize:

"Some light comes from God's creation — like the sun and stars. Some light comes from things people made — like lamps and flashlights."

God's Creation (Natural)	People Made (Artificial)
Sun	Lamp
Stars	Flashlight
Fire	Screen

Advent Connection:

"In Advent, we light candles while we wait for Jesus. Why do you think we use light? Because Jesus is the Light of the World! He helps us see what is good and true."

3. Light Testing Experiment (10 minutes)¶

Setup:

Dim the room if possible
Groups of 2-3 with flashlights

Introduce experiment:

"We're going to discover something amazing about light. Light can go THROUGH some things but not others. Let's find out which!"

Materials to test:

Paper (construction paper, tissue paper)
Plastic (clear, colored)
Fabric (thin, thick)
Hands
Cardboard

Testing procedure: 1. Shine flashlight on material 2. Can you see the light through it? 3. Sort into two groups: - Light goes through ✓ - Light doesn't go through ✗

Recording: Teacher records results on chart paper as students share findings.

Vocabulary Introduction:

"When light goes through something, we call it 'transparent' or 'see-through.' When light can't go through, we call it 'opaque.' Try saying 'opaque!'"

4. Closing & Preview (5 minutes)¶

Discussion:

"What did you discover about light?"
"Which materials let light through?"

Faith Connection:

"Just like light shines through some things, Jesus's love can shine through US to other people! When we are kind and helpful, we share Jesus's light."

Preview next week:

"Next week, we're going to make something beautiful with light!"

Closing Prayer:

"Thank you, God, for light. Help us to share Jesus's light with everyone we meet. Amen."

📝 Week 15: Creating Light Art¶

⏱️ Timing Guide (25 minutes)¶

Section	Time	Activity
Opening Prayer & Review	3 min	Remember light
Demonstration	4 min	Show light catcher
Creating Light Art	14 min	Make light catchers
Sharing & Closing	4 min	Display and pray

1. Opening Prayer & Review (3 minutes)¶

Prayer:

"Dear God, thank you for light that helps us see the beautiful world You made. Help us to be lights in the world too. Amen."

Review:

"Last week we learned about light. What materials did light go through?" (Tissue paper, plastic)

2. Demonstration: Light Catcher (4 minutes)¶

Show a completed light catcher:

"Today we're making Light Catchers! When you hold them up to the light, the colors glow! Watch..."

(Hold up to window or light)

How to make it: 1. Take a cardboard tube (or paper folded into a frame) 2. Choose tissue paper colors 3. Tape tissue paper over the end 4. Hold up to light and see the colors glow!

Variation: Simple sun catcher on paper

Cut out a shape from dark paper
Cover the hole with tissue paper
Hold to light

3. Creating Light Art (14 minutes)¶

Distribute materials:

Cardboard tubes OR paper frames
Tissue paper squares
Tape
Scissors (if needed)

Creating Time:

Students select colors
Attach tissue paper to tube/frame
Layer colors if desired

Teacher circulates:

"What colors are you choosing?"
"What happens when you put two colors together?"
"Hold it up — can you see the light?"

Early finishers:

Make a second one
Try different color combinations
Draw a sun on the outside

Light Catcher Display:

Line up by windows
Hold up light catchers
"Ooh and ahh" at the colors!

If time: Take a photo of all light catchers

Faith Connection:

"Light is so beautiful! God made light for us, and He sent Jesus to be the Light of the World. When we hold up our light catchers, we can remember that Jesus brings beautiful light to our lives."

Advent Connection:

"You can hang this near a window at home. Every time you see the light shine through, remember that Jesus is the Light of the World!"

Closing Prayer:

"Thank you, God, for the gift of light and color. Thank you for sending Jesus to be our Light. Help us to shine with Jesus's light every day. Amen."

✅ Assessment¶

Observation Checklist¶

Skill	Week 14	Week 15
Can name sources of light	☐	☐
Understands light goes through some materials	☐	☐
Participates in light testing	☐	☐
Creates a light catcher	—	☐
Connects light to Jesus	☐	☐

Success Criteria¶

Student can name at least 2 light sources
Student can identify that tissue paper lets light through
Student creates a light catcher that shows color when held to light

🔄 Differentiation¶

For Students Who Need Support¶

Pre-cut tissue paper shapes
Partner for assembly
Focus on one color choice
Hand-over-hand for taping

For Advanced Learners¶

Layer multiple colors and predict results
Create patterns with tissue paper
Explain to a friend why light goes through tissue paper
Design a more complex light catcher

🆘 Substitute Teacher Notes¶

Week 14 simplified: 1. Prayer about light 2. List things that make light 3. Use flashlights to explore what light shines through 4. Closing: Jesus is the Light of the World

Week 15 simplified: 1. Prayer 2. Free exploration with flashlights and materials 3. Simple coloring of a "light" picture 4. Closing prayer

📖 Vocabulary¶

Word	Definition	Visual Cue
Light	Energy that helps us see	Sun icon
Transparent	Light can go through it, see-through	Clear glass
Opaque	Light cannot go through it	Solid block
Source	Where something comes from	Arrow from origin
Glow	To shine softly	Soft light bulb

📎 Home Connection¶

Family Note:

"We explored light in STREAM! Your child learned that light travels through some materials (like tissue paper) but not others. We connected this to Advent — Jesus is the Light of the World! Your child made a 'light catcher' to hang near a window. Each time the light shines through, talk about how Jesus brings light to our lives."

Lesson Version: 1.2
Last Updated: 2025-12-05

Week 16: Star of Wonder¶

Lesson Overview¶


Grade Level	Kindergarten
Duration	25 minutes
Lesson Type	Single-Week
STREAM Focus	S (Science), M (Math), R (Religion), A (Art)

Week 16: Star of Wonder¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Understand that stars are in the sky and can be seen at night 2. Identify that stars make patterns (introduce constellations) 3. Connect a line of dots/stars to make a simple pattern 4. Create a star art project

Faith Integration Objectives¶

Students will be able to: 1. Retell the story of the Magi following the star to Jesus 2. Understand that God used a star to lead people to Jesus 3. Wonder at God's creation of the night sky

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Wonder at Creation — God created the stars and placed them in the sky. He used a special star to lead the Wise Men to baby Jesus. When we look at the stars, we see God's amazing creation.

Scripture Connection¶

"Where is the one who has been born king of the Jews? We saw his star when it rose and have come to worship him." — Matthew 2:2

Saint Connection¶

The Magi (Three Wise Men) — These wise men studied the stars and knew that a special star meant something important. They followed it all the way to Bethlehem!

Wonder Question¶

"Have you ever wondered how many stars are in the sky? God made them all!"

📚 Materials and Preparation¶

Materials Needed¶

Item	Quantity	Source
Star pictures/constellation images	Several	Internet/book
Black/dark blue paper	1 per student	Classroom
Star stickers (gold/silver)	Many	Classroom
White crayons or chalk	Class set	Classroom
Star pattern cards	1 set	Teacher-made
Glitter/glitter glue (optional)	Shared	Classroom

Teacher Preparation¶

Print or find images of simple constellations (Big Dipper)
Create simple "connect the stars" pattern cards
Prepare example star art project
Have Christmas star story ready (Matthew 2:1-12 simplified)

📝 Lesson Procedure¶

⏱️ Timing Guide (25 minutes)¶

Section	Time	Activity
Opening Prayer & Story	5 min	The Star of Bethlehem
Star Science	6 min	What are stars?
Star Art Creation	11 min	Create star picture
Closing & Wonder	3 min	Reflection and prayer

1. Opening Prayer & Story (5 minutes)¶

Prayer:

"Dear God, thank you for the beautiful stars You put in the sky. Thank you for leading the Wise Men to baby Jesus with a special star. Help us to follow Your light too. Amen."

Tell the Story of the Star (simplified):

"A long time ago, when Jesus was born, God put a special star in the sky. Far away, there were Wise Men who studied the stars. They saw this new, bright star and knew it meant something special — a new king was born!

The Wise Men followed the star for a long time. It led them all the way to Bethlehem, where baby Jesus was. They brought Him special gifts and worshipped Him.

God used a STAR — something He created in the sky — to lead people to Jesus!"

Discussion:

"What did the star help the Wise Men find?" (Baby Jesus)
"Who made the stars?" (God)

2. Star Science (6 minutes)¶

What are stars?

"Stars are in the sky. We can see them at night when it's dark. They look like tiny lights, but really they're very, very far away and very, very big — even bigger than our Earth!"

How many stars?

"There are SO many stars that we can't even count them all. Only God knows how many!"

Star Patterns (Constellations):

"When you look at the stars, you can find patterns. Long ago, people gave these patterns names. Look at this one — it's called the Big Dipper because it looks like a big spoon!"

Show image of Big Dipper and trace the pattern.

Simple Activity: Connect the Stars

Give each student a "connect the stars" card
Have them draw lines to connect the star dots
"You just made a constellation!"

3. Star Art Creation (11 minutes)¶

Introduce the project:

"Now you're going to create your own night sky with stars — just like the sky the Wise Men saw!"

Materials:

Black or dark blue paper
Star stickers
White crayons or chalk
Optional: Glitter

Instructions: 1. Use star stickers to put stars all over your sky 2. Make one BIG star — the Star of Bethlehem 3. Use white crayon to draw the stable or the Wise Men following the star (optional) 4. Add glitter for sparkle (optional)

While students work:

"Which one is your Star of Bethlehem?"
"How many stars did you put in your sky?"
"God made even more stars than this!"

4. Closing & Wonder (3 minutes)¶

Share:

"Hold up your star picture! Look at all those beautiful night skies!"

Wonder moment:

"Tonight, when it gets dark, look up at the sky. Can you find any stars? Remember that God made every single one!"

Faith Connection:

"Just like the star led the Wise Men to Jesus, God helps lead US to Jesus too — through our families, our church, and our school. We follow Jesus!"

Closing Prayer:

"Thank you, God, for the beautiful stars. Thank you for leading the Wise Men to Jesus. Help us to always follow Your light and find Jesus in everything. Amen."

Optional Song: "Twinkle Twinkle Little Star" with revised last lines:

"What you are I know so well, God made you, your light to tell!"

✅ Assessment¶

Observation Checklist¶

Skill	Observed
Can retell star story basics	☐
Understands stars are in the night sky	☐
Connected dots to make a pattern	☐
Created star art with identifiable stars	☐
Expressed wonder about stars	☐

Success Criteria¶

Student can say that a star led the Wise Men to Jesus
Student creates a star art picture
Student shows curiosity about stars

🔄 Differentiation¶

For Students Who Need Support¶

Pre-placed stickers, student just adds more
Focus on one big star
Hand-over-hand for connecting dots
Verbal retelling rather than art

For Advanced Learners¶

Count the stars in their picture
Draw the Wise Men following the star
Learn the name "constellation"
Try to identify another constellation pattern

🆘 Substitute Teacher Notes¶

Simplified version: 1. Prayer about stars 2. Tell the story of the Wise Men following the star 3. Make star art with stickers on dark paper 4. Share pictures 5. Closing prayer

Key points:

God made the stars
A special star led the Wise Men to Jesus
Stars are beautiful!

📖 Vocabulary¶

Word	Definition	Visual Cue
Star	A bright light in the night sky	⭐
Night sky	What we see above us when it's dark	Dark with dots
Wise Men/Magi	People who studied stars and followed one to Jesus	Three figures
Pattern	When things are arranged in a special way	Connected dots
Constellation	A pattern of stars with a name	Big Dipper

📎 Home Connection¶

Family Note:

"Today we learned about stars and the Star of Bethlehem! Your child made a star picture showing the night sky. This week, try to go outside on a clear night and look at the stars together. Talk about how God made each one and how He used a special star to lead the Wise Men to Jesus.

Wonder question to discuss: 'How many stars do you think there are?'"

Lesson Version: 1.0
Last Updated: 2025-12-05

Week 18: New Year Goals¶

Lesson Overview¶


Grade Level	Kindergarten
Duration	25 minutes
Lesson Type	Single-Week
STREAM Focus	R (Religion) — Goal-setting and growth mindset

Week 18: New Year Goals¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Recall at least one thing they learned in STREAM in the fall 2. Identify one new thing they want to learn 3. Understand that setting goals helps us grow

Faith Integration Objectives¶

Students will be able to: 1. Recognize that God helps us learn and grow 2. Understand that trying new things is part of how God made us 3. Ask God to help them reach their goals

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Vocation and Growth — God made each person with unique gifts and abilities. He wants us to grow and learn! When we set goals, we're working with God to become the best person we can be.

Scripture Connection¶

"For I know the plans I have for you," declares the Lord, "plans to prosper you and not to harm you, plans to give you hope and a future." — Jeremiah 29:11

Wonder Question¶

"Have you ever wondered what new things you'll learn this year? God has amazing plans for you!"

📚 Materials and Preparation¶

Materials Needed¶

Item	Quantity	Source
"My STREAM Goals" worksheet	1 per student	Teacher-made
Crayons/markers	Class set	Classroom
Wonder Journals	1 per student	Student materials
Star stickers	Class set	Classroom
Photos from fall STREAM (optional)	Various	Teacher collection

Teacher Preparation¶

Create "My STREAM Goals" worksheet
Prepare list of possible goals for discussion
Have fall photos ready for memory jog
Practice goal-setting language

📝 Lesson Procedure¶

⏱️ Timing Guide (25 minutes)¶

Section	Time	Activity
Opening Prayer	3 min	New year prayer
Remember & Celebrate	5 min	What did we learn?
Goal Setting	12 min	What do we want to learn?
Closing & Commitment	5 min	Share and pray

1. Opening Prayer (3 minutes)¶

Prayer:

"Dear God, thank you for a new year! Thank you for all the things we learned last year. Help us to learn even more this year. We know You have special plans for each of us. Amen."

Introduction:

"Happy New Year! A new year is like a fresh start. It's a time to think about what we want to learn and do. Today we're going to set STREAM goals!"

2. Remember & Celebrate (5 minutes)¶

Quick Review:

"Let's remember what we did in STREAM before break. Who can share one thing?"

Prompt memories:

"We drove robots..."
"We built towers..."
"We explored light..."
"We made gifts..."

Celebrate:

"Wow! Look at all those things! You learned SO much. And guess what? You're going to learn even more this year!"

Growth mindset moment:

"Remember when something was hard? Like when your tower fell down? But you kept trying! That's how we learn — we keep trying even when it's hard."

3. Goal Setting (12 minutes)¶

Introduce Goals:

"A goal is something you want to learn or do. When you set a goal, you try your best to reach it. What are some things you want to learn in STREAM?"

Brainstorm possible goals:

Learn to make a robot do a new trick
Build something that doesn't fall
Learn how something works
Help a friend in STREAM
Ask good wonder questions
Try something even if it's hard

My STREAM Goals Worksheet: Distribute worksheets.

Section 1: Something I learned (draw)

"In the first box, draw something you learned in STREAM this fall."

Give 3-4 minutes.

Section 2: Something I want to learn (draw)

"In the second box, draw something you WANT to learn. What sounds exciting to you? Maybe robots? Building? Coding? Something else?"

Give 3-4 minutes.

Section 3: My goal (circle and/or draw)

"Now pick ONE goal for this year. Circle it or draw it."

Show goal options:

I will try new things
I will keep trying when it's hard
I will help a friend
I will ask questions
I will do my best

4. Closing & Commitment (5 minutes)¶

Partner Share:

"Turn to a neighbor and tell them your goal."

Whole Group Share:

"Who wants to share their goal with everyone?"

Let 3-4 students share.

God Helps Us:

"Here's the best part — you don't have to reach your goals all by yourself! God helps us learn and grow. When something is hard, you can ask God to help you. And your teachers and friends will help too!"

Goal Commitment:

"Let's make a promise together. Repeat after me: 'I will try my best... (I will try my best) I will keep trying when it's hard... (I will keep trying when it's hard) I know God will help me grow!' (I know God will help me grow!)"

Star Sticker: Give each student a star sticker for their goal sheet.

"This star reminds you that God sees you and is cheering for you!"

Closing Prayer:

"Dear God, thank you for new beginnings. Help us to reach our goals this year. When we feel like giving up, give us strength to keep trying. Thank you for believing in us. Amen."

✅ Assessment¶

Observation Checklist¶

Skill	Observed
Recalled something from fall STREAM	☐
Identified something they want to learn	☐
Selected or stated a goal	☐
Participated in commitment	☐
Showed enthusiasm for new learning	☐

Success Criteria¶

Student completes goal worksheet
Student can verbalize at least one goal
Student participates in commitment activity

🔄 Differentiation¶

For Students Who Need Support¶

Provide picture choices for goals
Focus on verbal goal-setting
Partner with supportive buddy
Scribe for students who need it
Simplify to "one thing I want to try"

For Advanced Learners¶

Write their goal in words
Set multiple goals
Explain how they'll work toward their goal
Help others articulate their goals

🆘 Substitute Teacher Notes¶

Simplified version: 1. Prayer for the new year 2. Ask: "What's one thing you want to learn this year?" 3. Draw a picture of something you want to learn 4. Share with a partner 5. Closing prayer asking God to help us learn

📖 Vocabulary¶

Word	Definition	Visual Cue
Goal	Something you want to learn or do	Target/bullseye
New Year	A fresh start, new beginning	Calendar "January"
Try	To work hard at something	Flexed arm
Grow	To get better at something	Plant growing
Promise	Saying you will do something	Pinky promise

📋 My STREAM Goals Worksheet¶

+---------------------------------------------------------+
|                    MY STREAM GOALS                      |
|                 Name: ________________                  |
+---------------------------------------------------------+
| Something I LEARNED this fall:                          |
|  +---------------------------------------------------+  |
|  |                                                   |  |
|  |                    [Draw]                         |  |
|  |                                                   |  |
|  +---------------------------------------------------+  |
+---------------------------------------------------------+
| Something I WANT TO LEARN:                              |
|  +---------------------------------------------------+  |
|  |                                                   |  |
|  |                    [Draw]                         |  |
|  |                                                   |  |
|  +---------------------------------------------------+  |
+---------------------------------------------------------+
| My GOAL this year (circle one):                         |
|                                                         |
|   * I will TRY new things                               |
|   * I will KEEP TRYING when it's hard                   |
|   * I will HELP a friend                                |
|   * I will ASK questions                                |
|   * I will do my BEST                                   |
|                                                         |
| God will help me reach my goal!                         |
+---------------------------------------------------------+

📎 Home Connection¶

Family Note:

"Today we set STREAM goals for the new year! Your child thought about what they want to learn and made a commitment to keep trying. Talk with your child about their goal. Ask: 'What do you want to learn in STREAM this year?'

At home, help your child set other goals too — learning to tie shoes, reading more books, being kind to siblings. Celebrate effort, not just success. When they struggle, remind them: 'You can do hard things with God's help!'"

Lesson Version: 1.0
Last Updated: 2025-12-05

Weeks 19-22: Exploration Stations¶

Unit Overview¶


Grade Level	Kindergarten
Duration	4 sessions × 25 minutes
Lesson Type	Long Arc Project
STREAM Focus	All — Rotation through different stations

This four-week unit allows kindergarteners to explore different STREAM areas at their own pace through rotating stations.

Weeks 19-22: Exploration Stations¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Explore multiple STREAM areas independently 2. Make choices about their learning 3. Practice previously learned skills 4. Discover new interests

Faith Integration Objectives¶

Students will be able to: 1. Recognize that God gave everyone different interests 2. See learning as a joyful gift 3. Appreciate classmates' different strengths

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Diversity of Gifts — God made each person unique with different talents and interests. When we explore different activities, we discover the gifts God gave us!

Scripture Connection¶

"There are different kinds of gifts, but the same Spirit distributes them." — 1 Corinthians 12:4

Wonder Question¶

"Have you ever wondered why some people like building and others like drawing? God gave everyone different interests so we can help each other!"

📚 Materials and Preparation¶

Station Materials¶

Station 1: Building Zone (Engineering) | Item | Quantity | |------|----------| | KEVA Planks | 50+ | | Building challenge cards | 5-6 cards | | Measuring tape (optional) | 1 |

Station 2: Robot Corner (Technology) | Item | Quantity | |------|----------| | Spheros or Bee-Bots | 2-3 | | iPads | 2-3 | | Simple maze on floor | 1 |

Station 3: Art & Creation (Art) | Item | Quantity | |------|----------| | Drawing supplies | Assorted | | Craft materials | Assorted | | Simple art prompts | 5-6 |

Station 4: Science Discovery (Science) | Item | Quantity | |------|----------| | Magnifying glasses | 3-4 | | Nature items to observe | Collection | | Simple science cards | 5-6 |

Station 5: Math Patterns (Math) | Item | Quantity | |------|----------| | Pattern blocks | Set | | Pattern cards | 5-6 | | Counting items | Various |

Teacher Preparation¶

Set up 4-5 stations around the room
Create station signs with pictures
Prepare rotation chart
Create simple activity cards for each station
Prepare station passports for students

📝 Station Rotation System¶

How Stations Work¶

Option A: Free Choice

Students choose which stations to visit
Use "passport" to track where they've been
Must visit at least 2 stations per session

Option B: Guided Rotation

Class divided into 4-5 groups
Groups rotate every 5-6 minutes at signal
Everyone visits all stations each week

Recommended for Kindergarten: Guided rotation with some free choice time

📝 Week 19: Introduction & First Rotation¶

⏱️ Timing Guide (25 minutes)¶

Section	Time	Activity
Opening Prayer & Intro	4 min	Explain stations
Station Time	18 min	Rotate through 3 stations
Closing	3 min	Share favorites

1. Opening Prayer & Introduction (4 minutes)¶

Prayer:

"Dear God, thank you for giving us so many ways to learn. Help us to discover new things we love and to see Your gifts in ourselves and our friends. Amen."

Explain Stations:

"For the next few weeks, we're going to explore different STREAM stations! Each station has different activities. You'll get to try them all!"

Tour the stations quickly:

"Here's the Building Zone — you can build with KEVA!"
"Here's Robot Corner — you can drive robots!"
"Here's Art & Creation — you can draw and make things!"
"Here's Science Discovery — you can explore and observe!"
"Here's Math Patterns — you can make patterns!"

Review expectations:

Stay at your station until the signal
Clean up before moving
Try the activities at each station

2. Station Time (18 minutes)¶

Rotate through 3 stations (6 minutes each)

Use a chime or song to signal rotation.

Teacher circulates asking:

"What are you discovering?"
"What do you like about this station?"
"What are you learning?"

3. Closing (3 minutes)¶

Quick share:

"Thumbs up if you liked Building Zone! Robot Corner! Art! Science! Math!"

Preview:

"Next week, we'll explore more stations!"

Closing Prayer:

"Thank you, God, for helping us explore today. Amen."

📝 Weeks 20-21: Continued Exploration¶

Each week follows similar structure:¶

Section	Time	Activity
Opening Prayer	2 min	Quick prayer
Station Time	20 min	Visit 3-4 stations
Closing	3 min	Share and reflect

Weekly Focus Questions¶

Week 20:

"Which station is your favorite so far? Why?"

Week 21:

"What have you learned that you didn't know before?"

⏱️ Timing Guide (25 minutes)¶

Section	Time	Activity
Opening Prayer	2 min	Prayer
Favorite Station Time	10 min	Choose your favorite
Sharing Circle	10 min	Share what you discovered
Closing	3 min	Celebration

1. Opening Prayer (2 minutes)¶

Prayer:

"Dear God, thank you for these weeks of exploration. Help us to share what we've learned with our friends. Amen."

2. Favorite Station Time (10 minutes)¶

"Today you get to spend more time at your FAVORITE station! Go to the station you liked best and create something special to share."

Students choose and work at favorite station.

Gather together.

Each student shares:

"My favorite station was _____"
"I liked it because _____"
Show what they made (optional)

Celebrate diversity:

"Look how different we all are! Some of you loved building, some loved robots, some loved art. God made each of you special with different interests!"

4. Closing Celebration (3 minutes)¶

Affirmation:

"You are all explorers! You tried new things and discovered what you love. That's what scientists and engineers do!"

Closing Prayer:

"Thank you, God, for giving us curious minds and different gifts. Help us to keep exploring and learning. Amen."

🎯 Station Activity Cards¶

Station 1: Building Zone¶

Challenge Cards: 1. Build the tallest tower you can 2. Build a house with a door 3. Build a bridge between two books 4. Build a chair for a stuffed animal 5. Build your name with blocks

Station 2: Robot Corner¶

Challenge Cards: 1. Drive the robot forward and backward 2. Make the robot turn in a circle 3. Drive through the maze 4. Make the robot dance 5. Drive to a target spot

Station 3: Art & Creation¶

Prompt Cards: 1. Draw your favorite animal 2. Make something with shapes 3. Draw something God made 4. Create with pipe cleaners 5. Design a new robot

Station 4: Science Discovery¶

Activity Cards: 1. Look at a leaf with a magnifying glass 2. Find something smooth and something rough 3. Sort items by color 4. Find living and non-living things 5. Look closely at a rock

Station 5: Math Patterns¶

Challenge Cards: 1. Make a pattern with 2 colors 2. Make a pattern with 3 shapes 3. Count to 20 with items 4. Sort shapes by size 5. Build a shape pattern block picture

✅ Assessment¶

Station Passport¶

Students receive a "passport" stamped/stickered at each station visited.

Observation Notes¶

Student	Preferred Stations	Skills Demonstrated	Notes

Success Criteria¶

Visits all stations over 4 weeks
Engages meaningfully at each station
Can express a preference or interest
Shows growth in at least one area

🔄 Differentiation¶

For Students Who Need Support¶

Assigned buddy at stations
Simplified challenge cards
Adult helper at challenging stations
Fewer stations to reduce overwhelm

For Advanced Learners¶

Extended challenges at each station
Station helper role
Document discoveries in journal
Create new challenge cards

🆘 Substitute Teacher Notes¶

Each week: 1. Opening prayer 2. Students rotate through stations (5-6 min each) 3. Use timer or song for rotation 4. Closing prayer

Key phrases:

"Try the activities at your station"
"Clean up before you move"
"It's okay to ask for help"

📋 Station Passport¶

+---------------------------------------------------------+
|               MY STATION PASSPORT                       |
|                 Name: ________________                  |
+---------------------------------------------------------+
|                                                         |
|  Building Zone     [ ] [ ] [ ] [ ]                      |
|                                                         |
|  Robot Corner      [ ] [ ] [ ] [ ]                      |
|                                                         |
|  Art & Creation    [ ] [ ] [ ] [ ]                      |
|                                                         |
|  Science Discovery [ ] [ ] [ ] [ ]                      |
|                                                         |
|  Math Patterns     [ ] [ ] [ ] [ ]                      |
|                                                         |
+---------------------------------------------------------+
|  My FAVORITE station: _________________________         |
|                                                         |
|  Because: ______________________________________        |
+---------------------------------------------------------+

📎 Home Connection¶

Family Note (Week 19):

"We're starting Exploration Stations in STREAM! Over the next four weeks, your child will explore different areas: building, robots, art, science, and math. Ask them each week: 'What station did you visit today? What did you discover?'"

Family Note (Week 22):

"We completed our Exploration Stations! Ask your child which station was their favorite and why. Everyone discovered different interests — just like God made each of us unique with different gifts!"

Lesson Version: 1.0
Last Updated: 2025-12-05

Week 23: Catholic Schools Week¶

Lesson Overview¶


Grade Level	Kindergarten
Duration	25 minutes
Lesson Type	Single-Week
STREAM Focus	R (Religion) — Celebrating Catholic Education

Week 23: Catholic Schools Week¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Share what they've learned in STREAM with others 2. Demonstrate one STREAM skill 3. Express pride in their learning

Faith Integration Objectives¶

Students will be able to: 1. Understand that Catholic school connects faith and learning 2. Thank God for their teachers and school 3. Recognize that learning about God's world is part of Catholic education

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Catholic Education — In Catholic schools, we learn about everything AND about God! We know that science, math, art, and technology all help us understand God's amazing creation.

Scripture Connection¶

"Train up a child in the way he should go; even when he is old he will not depart from it." — Proverbs 22:6

Wonder Question¶

"Why is it special to learn in a Catholic school? Because we learn about God in EVERYTHING!"

📚 Materials and Preparation¶

Materials Needed¶

Item	Quantity	Source
Student work samples from the year	Various	Student portfolios
"I learned..." speech bubbles	1 per student	Teacher-made
Display supplies	Various	Classroom
Camera for photos	1	Teacher

Teacher Preparation¶

Gather student work samples
Prepare speech bubble templates
Set up display area
Plan simple demonstration opportunities
Coordinate with school Catholic Schools Week activities

📝 Lesson Procedure¶

⏱️ Timing Guide (25 minutes)¶

Section	Time	Activity
Opening Prayer	3 min	Prayer for Catholic schools
Celebration Discussion	5 min	Why is Catholic school special?
Sharing Preparation	12 min	Prepare what to share
Celebration	5 min	Share and pray

1. Opening Prayer (3 minutes)¶

Prayer:

"Dear God, thank you for our Catholic school. Thank you for teachers who help us learn about You and about the world. Thank you for friends who learn with us. Bless everyone at our school. Amen."

Introduction:

"This week is Catholic Schools Week! It's a special time to celebrate our school. Today, we're going to think about all the amazing things we've learned in STREAM!"

2. Celebration Discussion (5 minutes)¶

What makes our school special?

"What's special about going to a Catholic school?"

Guide responses:

We learn about God
We pray together
We learn about the world God made
We help others
We have kind friends

STREAM in Catholic school:

"In STREAM, we learn about science, technology, engineering, art, and math. But we also learn about GOD! We see how amazing God is when we look at what He created."

Quick review:

"What have we learned about in STREAM this year?"

Robots that move
Building towers
Light and stars
Exploring nature
Coding on iPads

Activity: "I Learned..." Speech Bubbles

Instructions:

"We're going to make speech bubbles that tell people what we learned in STREAM. You'll draw a picture and tell what you learned."

Model:

"I would say: 'In STREAM, I learned that light goes through tissue paper!' And I would draw a light catcher."

Students create: 1. Draw a picture of something they learned 2. Teacher helps write their words (or student writes) 3. Decorate speech bubble

Sentence starters:

"In STREAM, I learned..."
"I can..."
"I know that..."

Examples:

"In STREAM, I learned how to drive a robot!"
"I can build a tall tower!"
"I know that stars make patterns!"
"I learned that God made everything!"

4. Celebration (5 minutes)¶

Share with partners:

"Turn to a friend and share what you learned!"

Whole group celebration:

"Let's go around and everyone say one thing you're proud of learning!"

Quick go-around (1-2 words each is fine)

Catholic connection:

"Everything we learn in STREAM helps us understand God better. When we learn about light, we remember Jesus is the Light of the World. When we build, we remember that God is the greatest builder. Learning is a gift from God!"

Display: Hang speech bubbles for Catholic Schools Week display.

Closing Prayer:

"Thank you, God, for our school, our teachers, and everything we've learned. Help us to always see You in what we learn. Bless our Catholic school! Amen."

✅ Assessment¶

Observation Checklist¶

Skill	Observed
Named something learned in STREAM	☐
Created speech bubble	☐
Shared with partner/group	☐
Connected learning to faith	☐
Showed pride in learning	☐

🔄 Differentiation¶

For Students Who Need Support¶

Pre-written sentence with picture to match
Partner share only
Draw picture, adult scribes words

For Advanced Learners¶

Write their own sentence
Share multiple things they learned
Help create a class display

🆘 Substitute Teacher Notes¶

Simplified version: 1. Prayer for Catholic Schools Week 2. Talk about what's special about Catholic school 3. Draw a picture of something learned in STREAM 4. Share with a partner 5. Closing prayer

📎 Home Connection¶

Family Note:

"Happy Catholic Schools Week! Today we celebrated our learning in STREAM class. Your child made a 'speech bubble' sharing something they learned this year. Catholic schools help children learn about the world AND about God. Thank you for choosing Catholic education! Ask your child: 'What's your favorite thing you learned in STREAM?'"

Lesson Version: 1.0
Last Updated: 2025-12-05

Weeks 24-25: Dash Robot Friends¶

Unit Overview¶


Grade Level	Kindergarten
Duration	2 sessions × 25 minutes
Lesson Type	Multi-Week Unit
STREAM Focus	T (Technology), R (Religion), M (Math)

Weeks 24-25: Dash Robot Friends¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Use Blockly Jr. (or Path) to program Dash to move 2. Make Dash complete a simple task 3. Understand that robots follow instructions exactly 4. Debug simple programs (find what's wrong)

Faith Integration Objectives¶

Students will be able to: 1. Connect programming to caring for others 2. Understand that we can use technology to spread kindness 3. Practice patience when coding doesn't work the first time

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Love in Action — When we program robots to do good things, we're putting love into action. Technology can help us be kind, deliver messages, and help others.

Scripture Connection¶

"Dear children, let us not love with words or speech but with actions and in truth." — 1 John 3:18

Wonder Question¶

"Have you ever wondered how robots can help people? Some robots deliver medicine in hospitals, some help people who can't walk, and some help keep buildings clean!"

📚 Materials and Preparation¶

Materials Needed¶

Item	Quantity	Source
Dash Robots	1 per 3-4 students	CSCOE Checkout
iPads with Blockly Jr. or Path app	1 per group	School inventory
Clear floor space	Large area	Classroom
Target cards/destinations	5-6	Teacher-made
"Kindness Delivery" cards	Several	Teacher-made

CSCOE Reservation¶

Reserve Dash robots 2 weeks before this lesson!

Teacher Preparation¶

Reserve Dash robots from CSCOE
Charge Dash robots night before
Test Blockly Jr. app on iPads
Create destination spots (pictures of people to visit)
Practice coding Dash yourself

📝 Week 24: Meet Dash¶

⏱️ Timing Guide (25 minutes)¶

Section	Time	Activity
Opening Prayer & Introduction	4 min	Meet Dash
Demonstration	6 min	How to control Dash
Exploration	12 min	Try coding Dash
Closing	3 min	What did we learn?

1. Opening Prayer & Introduction (4 minutes)¶

Prayer:

"Dear God, thank you for creative minds that can make robots. Help us learn to use technology to do good things and help others. Amen."

Meet Dash:

"Meet Dash! Dash is a friendly robot. Dash can move, make sounds, and light up. But Dash can only do what WE tell it to do!"

Show Dash's features:

Head moves and looks around
Lights change colors
Wheels let Dash drive

Compare to Sphero:

"Remember Sphero? Dash is different — Dash has a head and can make sounds!"

2. Demonstration (6 minutes)¶

Show Blockly Jr. (or Path app):

"We use this app to tell Dash what to do."

Demonstrate basic commands: 1. Drive Forward — Drag the forward block 2. Turn — Add a turn block 3. Make a Sound — Add a sound block 4. Press Play — Watch Dash do it!

Show what happens:

"Watch — I'll tell Dash to go forward, turn, and say hello!"

Run the simple program.

Point out:

"Dash did EXACTLY what I told it — nothing more, nothing less. If I want Dash to do something different, I have to change the code!"

3. Exploration Time (12 minutes)¶

Divide into groups (3-4 students per Dash).

Simple challenge:

"Can you make Dash move forward and make a sound?"

Rotation within groups:

Take turns being the "coder"
Others can help and suggest

Teacher circulates:

"What are you trying to make Dash do?"
"What block do you need?"
"What happened? Is that what you expected?"

Troubleshooting:

Not moving? Check connection
Wrong direction? Check which way Dash is facing
Didn't do enough? Add more blocks

4. Closing (3 minutes)¶

Gather together.

Discussion:

"What could you make Dash do?"
"Was anything tricky?"
"Did Dash always do what you expected?"

Preview:

"Next week, Dash is going to deliver kindness messages!"

Closing Prayer:

"Thank you, God, for helping us learn to code. Help us use technology to do good things. Amen."

📝 Week 25: Kindness Delivery¶

⏱️ Timing Guide (25 minutes)¶

Section	Time	Activity
Opening Prayer	2 min	Prayer for kindness
Kindness Challenge	5 min	Set up the mission
Coding & Delivery	15 min	Program Dash to deliver
Celebration	3 min	Reflection

1. Opening Prayer (2 minutes)¶

Prayer:

"Dear God, help us to be kind today. Show us how to use Dash to spread Your love. Amen."

2. Kindness Challenge Setup (5 minutes)¶

Set the scene:

"Today, Dash has an important job — to deliver kindness messages!"

Set up destinations: Place pictures around the room:

Teacher's desk (message for teacher)
A friend's spot (message for friend)
Classroom helper spot (thank you message)

Show kindness cards:

"These cards have kind messages. Dash will carry them to the people who need them!"

Challenge:

"Program Dash to go from HERE to one of these people and deliver a kind message!"

3. Coding & Delivery (15 minutes)¶

Groups work on programming: 1. Attach/place kindness card on Dash 2. Figure out which way Dash needs to go 3. Code the movements 4. Test and adjust 5. Deliver the message!

Celebrate deliveries: When a group successfully delivers, the class celebrates!

Challenges to try:

Deliver to one person
Return to start after delivering
Deliver to multiple people

Teacher support:

"How many forward moves do you need?"
"Does Dash need to turn?"
"What went wrong? How can we fix it?"

4. Celebration (3 minutes)¶

Gather together.

Reflection:

"How did it feel to deliver a kind message?"
"What was hardest about coding Dash?"
"How else could robots help people?"

Faith Connection:

"God calls us to love others. Today, we used technology to share kindness! That's how we can use our learning to do good in the world."

Closing Prayer:

"Thank you, God, for Dash and for helping us code. Thank you that we can use technology to be kind. Help us to always look for ways to help others. Amen."

✅ Assessment¶

Observation Checklist¶

Skill	Week 24	Week 25
Can connect Dash to app	☐	☐
Adds blocks to program	☐	☐
Runs program successfully	☐	☐
Adjusts code when needed	☐	☐
Works cooperatively in group	☐	☐
Connects technology to kindness	☐	☐

Success Criteria¶

Student successfully programs Dash to move
Student participates in group coding
Student can explain what their code tells Dash to do

🔄 Differentiation¶

For Students Who Need Support¶

Pre-loaded simple program to modify
Hand-over-hand block placement
Focus on one simple action (forward only)
Adult helper in group

For Advanced Learners¶

Add sounds and lights to program
Create longer sequences
Try to make Dash draw a shape path
Help other groups debug

🆘 Substitute Teacher Notes¶

If Dash isn't working: 1. Use Spheros instead (similar experience) 2. Do "Human Robot" game — one student gives directions, another follows exactly 3. Paper coding activity — draw the path, then walk it

Key message:

"Robots only do what we tell them. We can use them to help people!"

📖 Vocabulary¶

Word	Definition	Visual Cue
Program	Instructions that tell a robot what to do	Block sequence
Code	The instructions written for a computer/robot	Text or blocks
Debug	To find and fix mistakes in a program	Magnifying glass
Sequence	The order of steps	1, 2, 3
Command	One instruction for the robot	Single block

📎 Home Connection¶

Family Note:

"We used Dash robots in STREAM! Your child learned to program Dash to move and deliver kindness messages. We talked about how technology can be used to help others. At home, play 'Human Robot' — give your child exact directions (take 3 steps forward, turn right) and see if they can follow precisely. Then switch roles!"

Lesson Version: 1.1
Last Updated: 2025-12-05

Weeks 26-27: Helping Hands Engineering¶

Unit Overview¶


Grade Level	Kindergarten
Duration	2 sessions × 25 minutes
Lesson Type	Multi-Week Unit
STREAM Focus	E (Engineering), R (Religion), A (Art)

Weeks 26-27: Helping Hands Engineering¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Identify a problem someone faces 2. Design and create a simple tool to help solve that problem 3. Test their design and explain how it helps 4. Iterate (make changes) based on testing

Faith Integration Objectives¶

Students will be able to: 1. Connect engineering to caring for others 2. Understand that everyone deserves help and dignity 3. See themselves as helpers in God's world

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Dignity of the Human Person — Every person is valuable and deserves to be treated with respect. Some people need extra help because of age, illness, or disability. Engineers create things to help everyone live with dignity.

Scripture Connection¶

"Carry each other's burdens, and in this way you will fulfill the law of Christ." — Galatians 6:2

Saint Connection¶

Blessed Pier Giorgio Frassati — This young Catholic man spent his life helping the poor and sick. He used his time and talents to serve others.

Wonder Question¶

"Have you ever wondered how people in wheelchairs open doors? Or how people who can't see read books? Engineers create tools to help!"

📚 Materials and Preparation¶

Materials Needed¶

Item	Quantity	Source
Cardboard pieces	Various	Recycled
Paper cups	20+	Classroom
Craft sticks	100+	Classroom
Pipe cleaners	50+	Classroom
Tape/glue	Several	Classroom
Rubber bands	Bag	Classroom
Design sheets	1 per student	Teacher-made
"People Who Need Help" picture cards	Set	Teacher-made

Teacher Preparation¶

Create picture cards showing people who might need help
Gather varied building materials
Create simple design planning sheet
Have examples of real assistive tools (pictures)

📝 Week 26: Understanding the Problem¶

⏱️ Timing Guide (25 minutes)¶

Section	Time	Activity
Opening Prayer	3 min	Prayer for helpers
Who Needs Help?	7 min	Discussion & cards
Choosing a Problem	5 min	Select a challenge
Planning	8 min	Design planning
Closing	2 min	Preview building

1. Opening Prayer (3 minutes)¶

Prayer:

"Dear God, help us to see people who need help. Give us creative minds to make things that can help them. Help us to be Your hands in the world. Amen."

Introduction:

"Today we're going to be helper engineers! We're going to make something to help someone who has a problem."

2. Who Needs Help? (7 minutes)¶

Show picture cards and discuss:

Picture	Discussion
Grandma with sore hands	"Sometimes older people have hands that hurt. It's hard to open jars or hold things."
Child in wheelchair	"Some people use wheelchairs to get around. Sometimes things are hard to reach."
Person with cast on arm	"If you hurt your arm, it's hard to do things with one hand."
Baby who drops toys	"Babies drop things all the time! And they can't pick them up by themselves."
Person who is blind	"Some people can't see. They use their hands and ears to understand the world."

Key message:

"Everyone needs help sometimes. And everyone deserves to be helped! When engineers make things to help people, they're showing love."

3. Choosing a Problem (5 minutes)¶

Present simplified challenges:

"Pick ONE problem you want to help solve:"

Challenge	Problem	Engineering Solution
A	Grandma can't hold her cup with sore hands	Make a cup holder
B	Baby keeps dropping toys	Make a toy that attaches
C	Someone can't reach things on a shelf	Make a reaching tool
D	Someone with one hand can't hold a book open	Make a book holder

Students choose (raise hands or move to corners).

Group students by their chosen challenge.

4. Planning (8 minutes)¶

Distribute design sheets.

Guide planning:

"Before engineers build, they PLAN. Draw what you want to make."

Planning questions:

"Who will this help?"
"What will it do?"
"What materials might you need?"

Students draw their design ideas.

Teacher circulates asking:

"Tell me about your idea"
"How will this help the person?"
"What materials will you use?"

5. Closing (2 minutes)¶

Preview:

"Next week we'll BUILD our helping tools!"

Closing Prayer:

"Thank you, God, for creative minds. Help us to make something that will really help someone. Amen."

📝 Week 27: Building & Testing¶

⏱️ Timing Guide (25 minutes)¶

Section	Time	Activity
Opening Prayer	2 min	Prayer
Review Plans	3 min	Remember designs
Building Time	14 min	Create prototypes
Testing & Sharing	6 min	Does it work?

1. Opening Prayer (2 minutes)¶

Prayer:

"Dear God, guide our hands as we build today. Help our creations to really help people. Amen."

2. Review Plans (3 minutes)¶

Return design sheets:

"Look at your plan from last week. Remember who you're helping and what you're making!"

Quick shares:

"Who wants to remind us what they're making and who it will help?"

3. Building Time (14 minutes)¶

Materials stations set up around room.

Building rules:

Get materials you need
Work at your table
It's okay to change your plan!
Ask for help if needed

Teacher circulates:

"How's it going?"
"Is this working like you planned?"
"What could you change to make it better?"

Encourage problem-solving:

"If it's not working, that's okay! Try something different."

Testing stations:

Cup of water for cup holder test
Book for book holder test
Small toy for reaching tool test

Small group testing: Students test their designs (does it actually help?).

Quick improvements:

"Does it work? If not, what's one thing you could change?"

Give 2 minutes to make quick adjustments if needed.

Sharing:

"Who wants to show us their helper tool?"

Show 3-4 examples quickly.

Faith Connection:

"You just did what engineers do every day — you saw someone who needed help, and you made something to help them! That's how we can be God's hands in the world. When we use our talents to help others, we're showing God's love."

Closing Prayer:

"Thank you, God, for helping us make things to help others. Help us to always look for ways to help people around us. Amen."

✅ Assessment¶

Engineering Design Checklist¶

Step	Evidence
Identified a person who needs help	☐
Identified the problem	☐
Created a design plan	☐
Built a prototype	☐
Tested the design	☐
Explained how it helps	☐

Success Criteria¶

Student can name who their design helps
Student created a physical prototype
Student can explain how the design solves the problem

🔄 Differentiation¶

For Students Who Need Support¶

Simplify to one challenge option
Partner with stronger builder
Pre-select materials
Focus on one step at a time
Adult assistance with construction

For Advanced Learners¶

Design for multiple problems
Add extra features to design
Create instructions for how to make it
Explain improvements they would make

🆘 Substitute Teacher Notes¶

Week 26: 1. Prayer about helping others 2. Talk about people who need help 3. Draw a picture of something that could help someone 4. Share drawings

Week 27: 1. Prayer 2. Free building with materials 3. Students explain what they're making 4. Sharing time 5. Closing prayer

📖 Vocabulary¶

Word	Definition	Visual Cue
Help	To make things easier for someone	Two hands together
Design	A plan for making something	Blueprint
Prototype	A first try at building something	Model
Assistive	Something that helps people do things	Wheelchair ramp
Dignity	Treating everyone with respect	Crown

📎 Home Connection¶

Family Note:

"In STREAM, we became 'helper engineers'! Your child designed and built a tool to help someone with a problem — like a cup holder for someone with sore hands or a reaching tool for someone in a wheelchair. We talked about how God wants us to help others and how engineers create things that help people live with dignity. Ask your child: 'Who did your invention help? How?'"

Lesson Version: 1.0
Last Updated: 2025-12-05

Week 28: Circles and Pi¶

Lesson Overview¶


Grade Level	Kindergarten
Duration	25 minutes
Lesson Type	Single-Week
STREAM Focus	M (Math), S (Science), R (Religion), A (Art)

Week 28: Circles and Pi¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Identify circles in the classroom and natural world 2. Understand that circles are special shapes with no corners 3. Explore circles through art and movement 4. Hear about Pi (π) as a special number about circles

Faith Integration Objectives¶

Students will be able to: 1. Marvel at how God used circles in creation (sun, moon, planets) 2. Recognize that math patterns show God's design 3. Thank God for the wonder of circles

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Wonder at Creation — God created the world with beautiful patterns and shapes. Circles appear everywhere in nature — the sun, the moon, flowers, tree rings, eyes. These patterns show God's amazing design!

Scripture Connection¶

"He has made everything beautiful in its time." — Ecclesiastes 3:11

Wonder Question¶

"Have you ever wondered why so many things in nature are round? The sun, the moon, oranges, flowers... God must love circles!"

📚 Materials and Preparation¶

Materials Needed¶

Item	Quantity	Source
Circular objects	Collection	Classroom/home
Paper plates	1 per student	Classroom
Circle stickers	Various sizes	Classroom
Crayons/markers	Class set	Classroom
Round snacks (optional)	1 per student	Teacher
Yarn/string	Lengths	Classroom
"Circle Hunt" sheet	1 per student	Teacher-made

Teacher Preparation¶

Gather circular objects (plate, clock, ball, coin, etc.)
Prepare circle art supplies
Optional: Round snacks (cookies, crackers)
Create circle hunt sheet
Practice saying "Pi Day" and showing π symbol

📝 Lesson Procedure¶

⏱️ Timing Guide (25 minutes)¶

Section	Time	Activity
Opening Prayer & Wonder	3 min	Prayer about circles
Circle Discovery	7 min	What is a circle?
Pi Day Introduction	3 min	Special number
Circle Art	10 min	Create with circles
Closing	2 min	Celebration

1. Opening Prayer & Wonder (3 minutes)¶

Prayer:

"Dear God, thank you for creating such a beautiful world with amazing shapes and patterns. Help us to see Your design in everything, especially circles! Amen."

Wonder Question:

"Look at my eyes. What shape are they? Look at the clock. What shape is it? God put circles EVERYWHERE!"

2. Circle Discovery (7 minutes)¶

What is a circle?

"A circle is a special shape. It's perfectly round with NO corners. It goes around and around without stopping."

Trace a circle in the air together:

"Let's draw a circle in the air with our fingers. Round and round... it never stops!"

Circle show and tell: Show various circular objects:

Clock
Plate
Ball
Coin
Orange (or picture)

Circles in nature: Show pictures:

Sun
Full moon
Flower centers
Tree rings
Eyes

Discussion:

"Why do you think God made so many things in circles?"

Possible answers:

They roll easily
They have no sharp edges
They're beautiful
They're strong (like a wheel)

3. Pi Day Introduction (3 minutes)¶

Simple Pi explanation:

"Today is a special day called Pi Day! Pi (show π symbol) is a very special number that tells us about circles. It's like a magic number that helps people measure circles!"

Show March 14:

"Pi Day is March 14 because Pi starts with 3.14. March is the 3^rd month, and today is the 14^th day!"

Keep it simple:

"Scientists and mathematicians love Pi because it helps them understand circles. And we know that God made circles! So Pi helps us understand God's creation!"

Optional chant:

"Pi, Pi, circles in the sky! God made circles, and so will I!"

4. Circle Art (10 minutes)¶

Activity: Circle Creation

Option A: Circle Animal/Face

Paper plate as base (circle face)
Circle stickers for eyes, nose, ears
Create a circle animal or person

Option B: Circle Scene

Draw a picture using ONLY circles
Sun, flowers, snowman, balloons, etc.

Option C: Circle Pattern

Use different sized circles
Create a pattern or design

Instructions:

"Use circles to create something! You can make a face, an animal, a picture of nature — anything you want, but it has to use CIRCLES!"

While students work:

"What circles did you use?"
"Where do you see circles in your picture?"
"What in nature does your picture remind you of?"

5. Closing Celebration (2 minutes)¶

Share:

"Hold up your circle art! Look at all those beautiful circles!"

Optional: Circle snack If you have round snacks:

"Here's a circle snack to celebrate Pi Day!"

Faith Connection:

"Isn't it amazing how God put circles all around us? In the sun that gives us light, in the flowers that make us smile, in the wheels that help us move. Every time you see a circle, remember how creative and amazing God is!"

Closing Prayer:

"Thank you, God, for circles! Thank you for the round sun, the full moon, and all the beautiful circles in Your creation. Help us always to see Your design in the world. Happy Pi Day! Amen."

✅ Assessment¶

Observation Checklist¶

Skill	Observed
Can identify circles	☐
Knows circles have no corners	☐
Found circles in nature/classroom	☐
Created art using circles	☐
Connected circles to God's creation	☐

Success Criteria¶

Student can point to and identify circles
Student creates art with circle shapes
Student expresses wonder at circles in creation

🔄 Differentiation¶

For Students Who Need Support¶

Pre-cut circle shapes to glue
Focus on identifying circles (less creating)
Trace circles with hand-over-hand help
Partner with buddy

For Advanced Learners¶

Count circles in their art
Compare circle sizes (big, medium, small)
Create a pattern with circles (AB, ABC)
Look for circles at home for homework

🆘 Substitute Teacher Notes¶

Simplified version: 1. Prayer about God's creation 2. Go on a "circle hunt" around the room 3. Color a circle picture 4. Share what circles you found 5. Closing prayer

Key message:

"God put circles everywhere in creation — the sun, moon, flowers, eyes! Circles are special!"

📖 Vocabulary¶

Word	Definition	Visual Cue
Circle	A round shape with no corners	⭕
Round	Shaped like a ball or circle	Ball
Pi (π)	A special number about circles	π symbol
Pattern	When shapes repeat in order	Circle-circle-square
Sphere	A 3D circle (like a ball)	Ball

📋 Circle Hunt Sheet¶

+---------------------------------------------------------+
|                      CIRCLE HUNT!                       |
|                 Name: ________________                  |
|                                                         |
|  Find circles in our classroom! Draw what you find:     |
|                                                         |
|  +-------------+  +-------------+  +-------------+      |
|  |   Circle    |  |   Circle    |  |   Circle    |      |
|  |     #1      |  |     #2      |  |     #3      |      |
|  +-------------+  +-------------+  +-------------+      |
|                                                         |
|  Draw circles you see in NATURE:                        |
|  +-----------------------------------------------+      |
|  |                                               |      |
|  |                                               |      |
|  +-----------------------------------------------+      |
|                                                         |
|  God made circles everywhere!                           |
+---------------------------------------------------------+

📎 Home Connection¶

Family Note:

"Today we celebrated Pi Day (March 14 = 3.14) by exploring circles! We discovered that God put circles everywhere in creation — the sun, moon, flowers, eyes, and more. Your child made circle art and went on a circle hunt. This week, go on a circle hunt together at home or outside. How many circles can you find? Talk about how God's creation is full of beautiful patterns and shapes!"

Lesson Version: 1.0
Last Updated: 2025-12-05

Weeks 29-31: Growing Things¶

Unit Overview¶


Grade Level	Kindergarten
Duration	3 sessions × 25 minutes
Lesson Type	Long Arc Project
STREAM Focus	S (Science), R (Religion), M (Math)

This three-week unit explores plant growth, connects to Lenten themes of growth and change, and emphasizes care for creation.

Weeks 29-31: Growing Things¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Identify what plants need to grow (water, light, soil) 2. Observe changes in plants over time 3. Record observations through drawing 4. Understand that plants are living things that grow and change

Faith Integration Objectives¶

Students will be able to: 1. Connect plant growth to Lenten themes of change and new life 2. Practice stewardship by caring for plants 3. Marvel at God's creation of living things 4. Understand that we grow spiritually just like plants grow physically

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Care for Creation — God created plants and gave humans the job of taking care of the Earth. When we care for plants, we're doing God's work. During Lent, we focus on growing closer to God — just like plants grow toward the sun!

Scripture Connection¶

"Then God said, 'Let the land produce vegetation: seed-bearing plants and trees on the land that bear fruit with seed in it.' And it was so." — Genesis 1:11

Wonder Question¶

"Have you ever wondered how a tiny seed becomes a big plant? It's like a miracle!"

📚 Materials and Preparation¶

Materials Needed (for all 3 weeks)¶

Item	Quantity	Source
Seeds (fast-growing: beans, grass, radish)	Several per student	Teacher purchase
Small cups or pots	1-2 per student	Recycled
Potting soil	1 bag	Teacher purchase
Spray bottles for watering	2-3	Classroom
Plant observation journals	1 per student	Teacher-made
Magnifying glasses	5-6	STREAM supplies
Ruler or measuring strip	Class set	Classroom

Teacher Preparation¶

Pre-sprout some seeds to show different stages
Prepare planting containers
Create observation journal pages
Set up growing area with light
Plan watering schedule (or assign jobs)

📝 Week 29: Planting Seeds¶

⏱️ Timing Guide (25 minutes)¶

Section	Time	Activity
Opening Prayer & Wonder	4 min	Seeds and growth
What Do Plants Need?	5 min	Discussion
Planting	12 min	Plant seeds
Closing	4 min	First observation

1. Opening Prayer & Wonder (4 minutes)¶

Prayer:

"Dear God, thank you for creating plants that give us food, flowers, and clean air. Help us to be good caretakers of Your creation. As we plant seeds, help us to grow closer to You too. Amen."

Show a seed:

"Look at this tiny seed. It's so small! But inside this tiny seed is EVERYTHING needed to make a plant. Isn't that amazing?"

Lent Connection:

"During Lent, we try to grow closer to God. Just like this seed will grow into a plant, WE can grow too — in kindness, in prayer, and in love."

2. What Do Plants Need? (5 minutes)¶

Discussion:

"What do you think plants need to grow?"

Record answers and confirm: | Plants Need | Why | |-------------|-----| | Water | Plants drink water through their roots | | Light | Plants use light to make food | | Soil | Soil holds the plant and gives it nutrients | | Air | Plants breathe air like we do |

Show pictures of plants growing:

"A seed goes into the soil. Then roots grow down, and a stem grows UP toward the light!"

3. Planting Time (12 minutes)¶

Demonstrate planting: 1. Put soil in cup (leave room at top) 2. Make a small hole with finger 3. Put seed in hole 4. Cover gently with soil 5. Water gently

Students plant:

Each student plants 1-2 seeds
Write name on cup
Place in sunny spot

While planting, discuss:

"Be gentle with the seed!"
"The seed is going to sleep in the soil and then wake up and grow!"
"We'll take care of it every day."

4. Closing & First Observation (4 minutes)¶

Start observation journal:

"Scientists observe — they watch and record. We're going to watch our seeds and draw what we see."

First entry:

Draw the cup with soil
Date it
Teacher writes: "Day 1 - Planted seed"

Prayer:

"God, please help our seeds grow. Help us remember to care for them. And help US to grow during Lent too. Amen."

Assign watering helpers for the week.

📝 Week 30: Watching and Waiting¶

⏱️ Timing Guide (25 minutes)¶

Section	Time	Activity
Opening Prayer	3 min	Prayer for growth
Observation Time	10 min	Look at plants
Recording	8 min	Draw observations
Discussion	4 min	What do we see?

1. Opening Prayer (3 minutes)¶

Prayer:

"Dear God, thank you for our growing plants. Help us to be patient like plants — growing a little bit each day. Amen."

Check in:

"Who remembered to check on our plants this week? What did you notice?"

2. Observation Time (10 minutes)¶

Gather around plants:

"Let's look carefully at our plants. What do you see? Use your magnifying glasses!"

Guide observations:

"Is anything coming out of the soil?"
"What color is it?"
"How tall is it?"
"Can you see any leaves?"

Compare to start:

"Is this different from Day 1? What changed?"

If seeds haven't sprouted:

"Sometimes seeds take time. We have to be PATIENT. That's part of science — waiting and watching."

Use measurement (simple):

"Is your plant taller than your finger? Shorter? About the same?"

3. Recording Observations (8 minutes)¶

Observation journal:

"Draw what your plant looks like TODAY."

Guide students to:

Draw the cup and plant (if visible)
Color accurately (green stem? brown soil?)
Add date

Teacher writes or student dictates:

"Day 7 - Stem is growing!"
"Day 7 - Still waiting"

4. Discussion (4 minutes)¶

Share observations:

"What changed this week?"
"What do you think will happen next week?"

Lent Connection:

"Just like our plants are growing a little each day, WE are growing too during Lent. Maybe we can't see it, but God is helping us grow in kindness and love. Sometimes growing takes patience!"

Prayer:

"Thank you, God, for the gift of growth. Help us to be patient and to keep growing closer to You. Amen."

📝 Week 31: Celebrating Growth¶

⏱️ Timing Guide (25 minutes)¶

Section	Time	Activity
Opening Prayer	3 min	Thank you prayer
Final Observations	8 min	Measure and observe
Reflection	7 min	What did we learn?
Celebration	7 min	Share and commit to care

1. Opening Prayer (3 minutes)¶

Prayer:

"Dear God, thank you for helping our plants grow! Thank you for the miracle of seeds becoming plants. Help us to keep caring for Your creation. Amen."

2. Final Observations (8 minutes)¶

Observe plants:

"Wow! Look at how much our plants have grown!"

Measure and record:

How tall is your plant now?
How many leaves does it have?
What color is it?

Final journal entry:

Draw current plant
Write height/leaf count (with help)
"Day 14 - My plant grew!"

Compare journals:

"Look at your Day 1 drawing. Look at your Day 14 drawing. How did your plant change?"

3. Reflection: What Did We Learn? (7 minutes)¶

Discussion:

"What did your plant need to grow?"
"What happened to the seed?"
"How did YOU help it grow?"

Life cycle review:

"First there was a seed. Then roots grew down. Then a stem grew up. Then leaves came out. What comes next?" (Flowers, seeds, and it starts over!)

Lent Connection:

"During these weeks, our plants grew — and so did WE! During Lent, we grow by: - Praying more - Being kind - Giving to others - Getting ready for Easter!"

Wonder Moment:

"Isn't it amazing that a tiny seed can become a whole plant? Only God could design something so wonderful!"

4. Celebration (7 minutes)¶

Share plants:

"Show your plant to a neighbor. Tell them what you learned!"

Commitment to care:

"Your plant needs you to keep caring for it. What will you do?"

Keep watering
Keep it in light
Watch it grow!

Taking plants home (or keeping in classroom): Give instructions for continued care.

Closing Prayer:

"Thank you, God, for the miracle of growth. Thank you for plants that give us food and beauty. Help us to always care for Your creation. As we get close to Easter, help us to keep growing in love. Amen."

✅ Assessment¶

Observation Journal Check¶

Element	Week 29	Week 30	Week 31
Completed drawing	☐	☐	☐
Shows accurate observation	☐	☐	☐
Participates in discussion	☐	☐	☐

Science Understanding¶

Concept	Demonstrated
Plants need water	☐
Plants need light	☐
Plants grow and change	☐
Seeds become plants	☐

Success Criteria¶

Student cared for plant throughout unit
Student can name what plants need to grow
Student shows growth in observation journal

🔄 Differentiation¶

For Students Who Need Support¶

Pre-drawn journal pages to add details
Focus on verbal observations
Partner for planting and observing
Simple "tall or short" measurement

For Advanced Learners¶

Measure in centimeters
Count leaves accurately
Predict what happens next
Compare different plants' growth

🆘 Substitute Teacher Notes¶

Any week: 1. Prayer about creation 2. Water the plants (check if soil is dry) 3. Observe: "What do you see?" 4. Draw or color a plant picture 5. Closing prayer

Key message:

"Plants are living things that need water and light to grow. God made plants, and we take care of them!"

📖 Vocabulary¶

Word	Definition	Visual Cue
Seed	The beginning of a plant	Seed shape
Soil	Dirt where plants grow	Brown material
Roots	The part underground that drinks water	Lines going down
Stem	The part that grows up	Line going up
Leaves	The green parts that get light	Leaf shape
Grow	To get bigger	Arrow up

📎 Home Connection¶

Week 29 Note:

"We planted seeds today! Your child is learning about what plants need to grow: water, light, and soil. During Lent, we're connecting plant growth to our own spiritual growth. Ask your child: 'What did you plant? What does it need?'"

Week 31 Note:

"Our plants grew! Your child observed and recorded changes over three weeks. If they're bringing their plant home, please help them continue caring for it. Plants need water (when soil is dry) and light. Ask your child to show you their observation journal!"

Lesson Version: 1.3
Last Updated: 2025-12-05

Week 33: New Life Engineering¶

Lesson Overview¶


Grade Level	Kindergarten
Duration	25 minutes
Lesson Type	Single-Week
STREAM Focus	E (Engineering), S (Science), R (Religion), A (Art)

Week 33: New Life Engineering¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Understand the concept of transformation (changing from one thing to another) 2. Create a simple craft that shows transformation 3. Connect transformation in nature to engineering design 4. Observe examples of transformation in the natural world

Faith Integration Objectives¶

Students will be able to: 1. Connect transformation to the Easter story (death to new life) 2. Recognize that God brings new life from old 3. Celebrate the hope of Easter

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Resurrection and New Life — Easter celebrates the most important transformation ever — Jesus rising from the dead! Just like caterpillars transform into butterflies and seeds transform into plants, Jesus shows us that God brings new life from what seemed like an ending.

Scripture Connection¶

"I am the resurrection and the life. Anyone who believes in me will live, even after dying." — John 11:25

Wonder Question¶

"Have you ever wondered how a crawling caterpillar becomes a flying butterfly? God loves transformation — changing things into something new and beautiful!"

📚 Materials and Preparation¶

Materials Needed¶

Item	Quantity	Source
Paper/cardstock	1 per student	Classroom
Craft sticks	2 per student	Classroom
Tissue paper (butterfly wings)	Various colors	Classroom
Pipe cleaners	1 per student	Classroom
Crayons/markers	Class set	Classroom
Tape/glue	Shared	Classroom
Butterfly life cycle pictures	Set	Teacher prepared

Teacher Preparation¶

Print butterfly life cycle pictures
Prepare craft materials
Create sample transformation craft
Review butterfly metamorphosis (simple)

📝 Lesson Procedure¶

⏱️ Timing Guide (25 minutes)¶

Section	Time	Activity
Opening Prayer & Wonder	4 min	Easter and transformation
Transformation in Nature	6 min	Caterpillar to butterfly
Transformation Craft	12 min	Create butterfly craft
Closing & Celebration	3 min	Share and pray

1. Opening Prayer & Wonder (4 minutes)¶

Prayer:

"Dear Jesus, thank you for Easter! Thank you for showing us that death is not the end — You bring new life! Help us to see Your new life all around us. Amen. Alleluia!"

Easter Connection:

"We just celebrated Easter! What happened on Easter?" (Jesus rose from the dead!)

"Jesus was dead, but then He was ALIVE again! That's called TRANSFORMATION — changing into something new. God loves transformation!"

2. Transformation in Nature (6 minutes)¶

Show caterpillar to butterfly:

"Look at this! A caterpillar is a wiggly creature that crawls on the ground. But something AMAZING happens..."

Show life cycle: 1. Egg — "It starts as a tiny egg" 2. Caterpillar — "Then a caterpillar comes out and eats and eats" 3. Chrysalis — "The caterpillar wraps itself up in a cocoon" 4. Butterfly — "And then... a BUTTERFLY comes out! It can FLY!"

Wonder moment:

"Isn't that amazing?! The caterpillar didn't die — it transformed into something MORE beautiful!"

Connect to Easter:

"This is like what happened to Jesus! It looked like the end when Jesus died, but God transformed everything — Jesus came back to life! And butterflies remind us of that every spring."

Other transformations:

Seed → Plant
Tadpole → Frog
Egg → Chick

"God is always making things NEW!"

3. Transformation Craft (12 minutes)¶

Project: Caterpillar-to-Butterfly Reveal

Option A: Sliding Butterfly 1. Draw a caterpillar on paper 2. Make a butterfly from tissue paper on stick 3. Slide butterfly out from behind caterpillar picture

Option B: Folding Transformation Card 1. Outside: Draw/glue a caterpillar 2. Inside: Create a butterfly with tissue paper 3. Open the card to see the transformation!

Simple Option: Paper Plate Butterfly 1. Fold paper plate in half (wings) 2. Decorate with colors 3. Add pipe cleaner antennae 4. Talk about transformation while creating

While crafting:

"What color will your butterfly be?"
"Remember — the caterpillar transforms into this!"
"God made butterflies to remind us of Easter!"

4. Closing & Celebration (3 minutes)¶

Share butterflies:

"Hold up your butterfly! Look at all these beautiful transformations!"

Flap wings together:

"Let's make our butterflies fly! Flap, flap, flap!"

Easter Message:

"Every time you see a butterfly, remember that God brings NEW LIFE! Just like the caterpillar transforms into a butterfly, Jesus showed us that death is not the end. God makes everything new!"

Closing Prayer:

"Thank you, God, for butterflies that remind us of Easter. Thank you that You make all things new. Thank you for Jesus, who brings us new life. Alleluia! Amen."

Optional Song: "I'm a Little Caterpillar" (to the tune of "I'm a Little Teapot")

"I'm a little caterpillar, short and round, I crawl on leaves and on the ground, When I get all tired, I take a rest, Wake up as a butterfly — I am blessed!"

✅ Assessment¶

Observation Checklist¶

Skill	Observed
Understands transformation concept	☐
Can describe caterpillar → butterfly	☐
Connects transformation to Easter	☐
Creates transformation craft	☐
Expresses wonder at new life	☐

Success Criteria¶

Student can explain that caterpillars turn into butterflies
Student creates a butterfly craft
Student connects butterflies to Easter/new life

🔄 Differentiation¶

For Students Who Need Support¶

Pre-made butterfly pieces to assemble
Focus on one part of life cycle
Simple coloring of butterfly
Partner for craft creation

For Advanced Learners¶

Learn names of stages (chrysalis, metamorphosis)
Draw all four stages of life cycle
Compare to other transformations (frog, plant)
Tell the transformation story to a friend

🆘 Substitute Teacher Notes¶

Simplified version: 1. Prayer about Easter and new life 2. Talk about caterpillars becoming butterflies 3. Color or create a simple butterfly craft 4. Discuss: "Butterflies remind us that God makes things new!" 5. Closing prayer

Key message:

"God transforms things — caterpillars into butterflies, and Jesus from death to life! Easter is about NEW LIFE!"

📖 Vocabulary¶

Word	Definition	Visual Cue
Transform	To change into something new	Caterpillar → butterfly
Caterpillar	The crawling stage of a butterfly	Fuzzy worm
Butterfly	A flying insect with colorful wings	🦋
Chrysalis	The case where transformation happens	Cocoon shape
New life	Living again, starting fresh	Sunrise
Easter	When Jesus rose from the dead	Cross with sun

📎 Home Connection¶

Family Note:

"Today we learned about transformation — how God changes things into something new and beautiful. We talked about how caterpillars transform into butterflies, and connected this to Easter — when Jesus rose from the dead. Your child made a butterfly craft to remind them of new life! When you see butterflies this spring, talk about how God makes all things new. 'Alleluia!' is the word of Easter — practice saying it together!"

Lesson Version: 1.2
Last Updated: 2025-12-05

Week 34: Year Celebration¶

Lesson Overview¶


Grade Level	Kindergarten
Duration	25 minutes
Lesson Type	Single-Week
STREAM Focus	R (Religion) — Celebration and Reflection

Week 34: Year Celebration¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Recall favorite activities from the STREAM year 2. Identify skills they learned 3. Express pride in their accomplishments 4. Share learning with others

Faith Integration Objectives¶

Students will be able to: 1. Thank God for the year of learning 2. Recognize growth as a gift from God 3. Commit to continued learning over the summer

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Gratitude and Growth — Everything we learned this year is a gift from God. When we celebrate our learning, we thank God for curious minds, patient teachers, and the wonder of His creation.

Scripture Connection¶

"I thank my God every time I remember you." — Philippians 1:3

Wonder Question¶

"Have you ever wondered how much you've grown this year? Look at all you can do now!"

📚 Materials and Preparation¶

Materials Needed¶

Item	Quantity	Source
Photos from throughout the year	Collection	Teacher
Student portfolios/journals	1 per student	Student work
STREAM Star certificates	1 per student	Teacher-made
Celebration stickers	Class set	Classroom
"My STREAM Year" reflection sheet	1 per student	Teacher-made
Optional: Treats	Class amount	Teacher

Teacher Preparation¶

Gather photos from the year's activities
Prepare certificates or awards
Create slideshow (optional)
Set up celebration atmosphere
Prepare reflection sheets
Gather student work samples to review

📝 Lesson Procedure¶

⏱️ Timing Guide (25 minutes)¶

Section	Time	Activity
Opening Prayer & Celebration	3 min	Thank you prayer
Memory Walk	8 min	Review the year
Reflection & Favorites	8 min	Complete reflection
Awards & Closing	6 min	Certificates and summer challenge

1. Opening Prayer & Celebration (3 minutes)¶

Prayer:

"Dear God, THANK YOU for this amazing year! Thank you for STREAM class, for our friends, for robots and building and plants and all the wonderful things we learned. Thank you for our teachers and for each person in this room. Help us to keep learning and growing this summer. Amen!"

Celebration tone:

"Today is our STREAM CELEBRATION! We're going to remember all the amazing things we learned this year and celebrate YOU — because you are all STREAM stars!"

2. Memory Walk (8 minutes)¶

Show photos/projects from throughout the year:

Fall:

"Remember when we first learned what STREAM means?"
"Remember driving Sphero robots?"
"Remember our Wonder Walk outside?"
"Remember building with KEVA planks?"
"Remember making gifts for others?"

Winter:

"Remember learning about light?"
"Remember the Star of Wonder?"
"Remember setting goals?"
"Remember Exploration Stations?"

Spring:

"Remember Dash robots delivering kindness?"
"Remember Pi Day and circles?"
"Remember growing plants?"
"Remember the butterflies and Easter?"

After each memory, ask:

"Who remembers something special about that?"

Celebrate growth:

"Look at how much you've learned! At the beginning of the year, you didn't know how to code a robot. Now you CAN! That's AMAZING growth!"

3. Reflection & Favorites (8 minutes)¶

Distribute "My STREAM Year" reflection sheets.

Guide students through:

Section 1: My Favorite

"Draw your favorite thing we did in STREAM this year."

(Give 3-4 minutes)

Section 2: I Can...

"Circle or draw things you CAN DO now!"

Drive a robot
Build a tower
Take care of plants
Ask wonder questions
Help others

Section 3: Summer Wonder

"Draw something you want to learn about this summer!"

While students work, circulate and affirm:

"I remember when you did that! Great job!"
"You've grown so much!"
"I'm proud of you!"

4. Awards & Closing (6 minutes)¶

STREAM Star Awards:

"Every single one of you is a STREAM Star! You worked hard, you tried new things, and you kept wondering about God's amazing world."

Present certificates: Call each student by name to receive their certificate.

"[Name], you are a STREAM Star! Great job this year!"

(Clap for each student)

Summer Challenge:

"Learning doesn't stop when school ends! This summer, I challenge you to: - Ask 'I wonder' questions - Build something - Look at nature carefully - Be curious about everything!"

Final Wonder Question:

"What will you wonder about this summer?"

Closing Prayer:

"Thank you, God, for an amazing year of learning. Thank you for each child in this room — for their curious minds, their creative hands, and their loving hearts. Keep them safe this summer and help them keep wondering about Your beautiful world. We love You, God. Amen!"

Optional: Celebration treat

Dismiss with joy:

"Have a wonderful summer! Keep being STREAM stars!"

✅ Assessment¶

Year-End Review¶

Learning Area	Evidence of Growth
Technology/Coding	Can operate robots, apps
Engineering	Can build, test, iterate
Science	Makes observations, asks questions
Math	Counts, identifies patterns
Faith Integration	Connects learning to God
Collaboration	Works with others

Success Criteria¶

Student completes reflection sheet
Student expresses pride in accomplishments
Student can recall multiple STREAM activities

🔄 Differentiation¶

For Students Who Need Support¶

Adult help with reflection sheet
Verbal sharing instead of written
Pre-drawn choices to circle
Extra celebration and affirmation

For Advanced Learners¶

Write or dictate sentences about favorite activities
Help lead memory walk
Create goals for next year
Design a summer STREAM project

🆘 Substitute Teacher Notes¶

Celebration Focus: 1. Opening prayer of thanks 2. Ask students: "What's your favorite thing you learned in STREAM?" 3. Draw favorite activity 4. Share with partners 5. Give out certificates (or stickers) 6. Closing prayer

Key message:

"You learned SO much this year! Keep being curious this summer!"

📋 My STREAM Year Reflection Sheet¶

+---------------------------------------------------------+
|                   MY STREAM YEAR!                       |
|                 Name: ________________                  |
+---------------------------------------------------------+
| MY FAVORITE STREAM activity:                            |
|  +---------------------------------------------------+  |
|  |                                                   |  |
|  |                   [Draw it!]                      |  |
|  |                                                   |  |
|  +---------------------------------------------------+  |
+---------------------------------------------------------+
| NOW I CAN... (circle what you can do!)                  |
|                                                         |
|   * Drive a robot       * Build a tower                 |
|   * Take care of plants * Ask wonder questions          |
|   * Work with friends   * Solve problems                |
|                                                         |
+---------------------------------------------------------+
| THIS SUMMER I want to learn about:                      |
|  +---------------------------------------------------+  |
|  |                                                   |  |
|  |                   [Draw it!]                      |  |
|  |                                                   |  |
|  +---------------------------------------------------+  |
+---------------------------------------------------------+
|                  I AM A STREAM STAR!                    |
+---------------------------------------------------------+

📜 STREAM Star Certificate¶

+---------------------------------------------------------+
|                                                         |
|                     STREAM STAR                         |
|                                                         |
|                 This certifies that                     |
|                                                         |
|             _________________________                   |
|                                                         |
|         has successfully completed the                  |
|          C-STREAM Kindergarten Program!                 |
|                                                         |
|              Curious Mind  [x]                          |
|              Creative Hands [x]                         |
|              Loving Heart  [x]                          |
|                                                         |
|   "The heavens declare the glory of God"                |
|               - Psalm 19:1                              |
|                                                         |
|   Date: ____________    Teacher: ____________           |
|                                                         |
+---------------------------------------------------------+

📎 Home Connection¶

Final Year Note:

"What an amazing year of STREAM learning! Your child explored robots, building, plants, light, coding, and so much more — all while discovering God's amazing creation.

This summer, keep the learning going by: - Going on 'wonder walks' and observing nature - Building with blocks, LEGOs, or cardboard boxes - Asking 'I wonder...' questions together - Looking for STREAM in everyday life!

Thank you for sharing your child with us this year. They are truly a STREAM Star!"

Lesson Version: 1.0
Last Updated: 2025-12-05

Grades 1-2 Year A

📚 Grades 1-2 C-STREAM Lessons¶

Session Length: 30 minutes
Total Sessions: 34 lessons
Grade Level: Grades 1-2 (ages 6-8)

📋 Grades 1-2 Pacing Notes¶

Structured activities with some independent work
Partner and small group collaboration
More detailed explanations and vocabulary
Written recording with drawing support
Extended challenges for fast finishers
Beginning documentation of learning

🗓️ Year at a Glance¶

Fall Semester (Weeks 1-13)¶

Week	Lesson Title	Type	Primary Focus
1	Welcome to C-STREAM	Single	Introduction
2-3	Sphero Coding Adventures	Multi (2)	Technology
4	Wonder Walk Scientists	Single	Science
5-6	KEVA Engineering Challenge	Multi (2)	Engineering
7-9	Engineering for Others	Long Arc (3)	Engineering
10	Strong Bridges	Single	Engineering
11	Thankful Coding	Single	Technology
12	Making Gifts	Single	Engineering
13	Fall Celebration	Single	Reflection

Winter Semester (Weeks 14-23)¶

Week	Lesson Title	Type	Primary Focus
14-15	Light Explorations	Multi (2)	Science/Tech
16	Star of Wonder	Single	Science/Math
17	Christmas Break	—	—
18	New Year STREAM Goals	Single	Reflection
19-22	Exploration Stations	Long Arc (4)	Various
23	Catholic Schools Week	Single	Celebration

Spring Semester (Weeks 24-34)¶

Week	Lesson Title	Type	Primary Focus
24-25	Dash Robot Adventures	Multi (2)	Technology
26-27	Helping Hands Design	Multi (2)	Engineering
28	Pi Day Circles	Single	Math
29-31	Growing Things	Long Arc (3)	Science
32	Spring Break	—	—
33	New Life Engineering	Single	Engineering
34	Year-End Celebration	Single	Reflection

📚 Materials Overview¶

School-Owned (Always Available)¶

iPads with ScratchJr, Sphero Edu apps
Chromebooks with Scratch access
KEVA Planks (2+ sets)
Sphero robots (class set)
Basic craft supplies
Student STREAM journals

CSCOE Checkout Required¶

Dash Robots (Weeks 24-25)
Little Bits or Snap Circuits (Weeks 14-15)
Engineering is Elementary Kits (Weeks 7-9)

🎯 Grades 1-2 Learning Goals¶

By the end of the year, students in grades 1-2 will be able to:

STEM Skills¶

Use a design process (Ask, Imagine, Plan, Create, Test, Improve)
Code simple sequences and loops using block-based programming
Make detailed scientific observations and record findings
Build structures with specific constraints
Identify patterns and use basic measurement
Ask meaningful wonder questions

Faith Integration¶

Explain how learning about creation helps us know God
Connect STREAM projects to serving others
Identify Catholic scientists and their contributions
Practice stewardship of creation through projects
See wonder and curiosity as gifts from God

21^st Century Skills¶

Collaborate effectively in pairs and small groups
Communicate ideas clearly through speaking and drawing
Persist through challenges (growth mindset)
Ask questions to deepen understanding
Document learning through journals

📝 Lesson Format¶

Each lesson includes:

Lesson Overview with objectives and STREAM focus
Faith-Reason Integration with Scripture and Catholic connections
Materials and Preparation checklist
Detailed Procedure with timing guide
Assessment criteria
Differentiation strategies
Substitute Teacher Notes
Home Connection suggestions

Grade Level: Grades 1-2
Framework: C-STREAM
Last Updated: December 2025

🎉 Week 1: Welcome to C-STREAM¶

Lesson Overview¶


Grade Level	Grades 1-2
Duration	30 minutes
Lesson Type	Single-Week
STREAM Focus	All areas introduction

Week 1: Welcome to C-STREAM¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Identify what each letter in STREAM stands for 2. Explain that STREAM helps us understand God's creation 3. Set one personal learning goal for the year 4. Ask a wonder question about something they want to learn

Faith Integration Objectives¶

Students will be able to: 1. Understand that faith and science work together 2. Recognize that curiosity is a gift from God 3. Identify at least one Catholic scientist

Week 1: Welcome to C-STREAM¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Faith and Reason — In Catholic teaching, faith and reason are not opposed — they work together! Science helps us understand HOW God's creation works, while faith helps us understand WHY God created it.

Scripture Connection¶

"The heavens declare the glory of God; the skies proclaim the work of his hands. Day after day they pour forth speech; night after night they reveal knowledge." — Psalm 19:1-2

Catholic Scientist Connection¶

Gregor Mendel — A Catholic monk who discovered how traits are passed from parents to children (genetics). He studied pea plants and is called the "Father of Genetics."

Wonder Question¶

"Have you ever wondered how scientists and people of faith can both love learning? Because God made our minds to be curious!"

📚 Materials and Preparation¶

Materials Needed¶

Item	Quantity	Source
STREAM poster or letter cards	1 set	Teacher-made
STREAM journal	1 per student	School supply
Catholic scientist picture cards	5-6	Teacher-made
"My STREAM Goals" worksheet	1 per student	Teacher-made
Crayons/markers	Class set	Classroom

Teacher Preparation¶

Create or display STREAM letter poster
Prepare Catholic scientist cards (Mendel, Lemaitre, etc.)
Set up Wonder Wall space
Prepare goal-setting worksheet

📝 Lesson Procedure¶

⏱️ Timing Guide (30 minutes)¶

Section	Time	Activity
Opening Prayer & Wonder	3 min	Prayer and wonder question
What is C-STREAM?	8 min	Letter exploration and meaning
Faith + Science	7 min	Catholic scientists
Goal Setting	9 min	Personal goals
Closing	3 min	Share and pray

1. Opening Prayer & Wonder Moment (3 minutes)¶

Prayer:

"Dear God, thank you for giving us curious minds. This year, help us to learn amazing things about Your creation and to grow closer to You through everything we discover. Amen."

Wonder Question:

"If you could learn about ANYTHING in the world, what would it be?"

Take 2-3 quick responses.

2. What is C-STREAM? (8 minutes)¶

Introduce each letter:

"Welcome to C-STREAM! The 'C' stands for Catholic — because we're learning in a Catholic school where we connect everything to our faith."

Letter	Stands For	What We Do	God Connection
C	Catholic	Learn with faith	God guides our learning
S	Science	Ask questions, experiment	Understand God's creation
T	Technology	Use tools, code robots	Use gifts wisely
R	Religion	Pray, connect to faith	Everything leads to God
E	Engineering	Design, build, solve	Create like God creates
A	Arts	Draw, music, design	Create beauty
M	Math	Count, measure, patterns	See God's order

Practice chant with motions:

"C-STREAM helps us learn and grow, about the world that God made so!"

Key Point:

"In C-STREAM, we don't just learn science OR faith — we learn both TOGETHER!"

3. Faith + Science (7 minutes)¶

Big Idea:

"Some people think you can't believe in God AND be a scientist. But that's not true! Many amazing scientists were Catholics!"

Introduce Catholic Scientists:

Gregor Mendel (Show picture)

"Gregor Mendel was a monk — a man who devoted his life to God. He also studied pea plants and discovered how parents pass traits to their children. He's called the Father of Genetics!"

Georges Lemaître (Show picture)

"Father Lemaître was a Catholic priest AND a scientist. He came up with the Big Bang theory — the idea that the universe started from a tiny point and expanded. A priest helped us understand how the universe began!"

Discussion:

"Can you be a person of faith AND a scientist?" (YES!)
"Why do you think these Catholics wanted to study science?" (To understand God's creation better)

4. Goal Setting (9 minutes)¶

Introduce goal-setting:

"This year, you're going to learn SO many things. But first, let's think about what YOU want to learn."

Distribute "My STREAM Goals" worksheet.

Guide students through:

What I already know — Draw one thing you already know about science or technology
What I want to learn — Draw something you want to learn this year
My goal — Circle or write one goal:
I will try new things
I will ask questions
I will help my friends learn
I will keep trying when things are hard
I will see God in what I learn

Students work for 5-6 minutes while teacher circulates.

5. Closing (3 minutes)¶

Partner share:

"Turn to a neighbor and share your goal."

Wonder Wall:

"Our Wonder Wall is where we put questions about things we wonder about. If you have a wonder question, you can add it anytime!"

Closing Prayer:

"Dear God, thank you for this year of learning ahead. Help us to ask good questions, work hard, help our friends, and see You in everything we discover. Amen."

✅ Assessment¶

Observation Checklist¶

Skill	Observed
Can name what STREAM stands for	☐
Understands faith + science connection	☐
Set a personal goal	☐
Expressed wonder/curiosity	☐

🔄 Differentiation¶

For Students Who Need Support¶

Partner for goal-setting
Provide picture choices
Focus on verbal sharing

For Advanced Learners¶

Write goal in sentence form
Research another Catholic scientist
Create a wonder question for the Wonder Wall

📎 Home Connection¶

Family Note:

"Today we began our C-STREAM year! Your child learned that in Catholic school, we learn science, technology, engineering, art, and math — all connected to our faith. We also learned about Catholic scientists like Gregor Mendel. Ask your child: 'What is one thing you want to learn in STREAM this year?'"

Lesson Version: 1.0
Last Updated: 2025-12-05

🤖 Weeks 2-3: Sphero Coding Adventures¶

Lesson Overview¶


Grade Level	Grades 1-2
Duration	2 sessions × 30 minutes
Lesson Type	Multi-Week Unit
STREAM Focus	T (Technology), M (Math), R (Religion)

Weeks 2-3: Sphero Coding Adventures¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Use Sphero Edu app to code basic movements (forward, back, turn) 2. Create a simple sequence of at least 3 commands 3. Use a loop to repeat actions 4. Debug programs that don't work as expected

Faith Integration Objectives¶

Students will be able to: 1. Understand that robots follow instructions from humans 2. Connect purposeful programming to using our gifts wisely 3. Practice patience and perseverance in coding

Weeks 2-3: Sphero Coding Adventures¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Stewardship of Gifts — God gave humans the ability to create technology. When we learn to code, we're using the gifts God gave us — our logic, creativity, and problem-solving abilities. We use technology responsibly and for good purposes.

Scripture Connection¶

"Whatever you do, work at it with all your heart, as working for the Lord." — Colossians 3:23

Wonder Question¶

"Have you ever wondered how people program robots to do helpful things — like delivering packages or helping in hospitals?"

📚 Materials and Preparation¶

Materials Needed¶

Item	Quantity	Source
Sphero robots (SPRK+, Bolt, or Mini)	1 per 2-3 students	School inventory
iPads with Sphero Edu app	1 per group	School inventory
Masking tape for paths	1 roll	Classroom
Challenge cards	1 set	Teacher-made
Coding journal pages	1 per student	Teacher-made

Teacher Preparation¶

Charge Spheros overnight
Test Sphero-iPad connections
Create challenge cards (increasing difficulty)
Set up coding space with clear floor area
Create tape maze for Week 3 challenge

📝 Week 2 Procedure: Introduction to Coding¶

⏱️ Timing Guide (30 minutes)¶

Section	Time	Activity
Opening Prayer & Review	3 min	Prayer and introduction
What is Coding?	5 min	Unplugged introduction
App Demonstration	7 min	Show Sphero Edu
Coding Practice	12 min	Hands-on coding
Closing	3 min	Reflection

1. Opening Prayer (3 minutes)¶

Prayer:

"Dear God, thank you for giving us creative minds that can solve problems. Help us to be patient as we learn something new today. Amen."

2. What is Coding? (5 minutes)¶

Unplugged activity:

"Before we use the robots, let's understand what coding is."

Have one student be the "robot":

Give specific commands: "Take 3 steps forward. Turn right. Take 2 steps forward."
The "robot" must follow EXACTLY
Point out: The robot only does what you tell it!

Key concept:

"A program is a list of instructions. The computer or robot does exactly what you tell it — nothing more, nothing less. That's why we have to be very specific!"

3. App Demonstration (7 minutes)¶

Show Sphero Edu on projector:

Block Mode basics: 1. Roll block — makes Sphero move 2. Delay — makes Sphero wait 3. Turn — changes direction 4. Loop — repeats commands

Create a simple program together: 1. Roll forward 1 second 2. Wait 1 second 3. Roll backward 1 second

"Watch what happens!" (Run program)

Debugging:

"What if it doesn't do what you expected? That's called a BUG. We DEBUG by finding and fixing the problem."

4. Coding Practice (12 minutes)¶

Distribute Spheros and iPads (groups of 2-3).

Challenge 1: Make Sphero move forward and stop Challenge 2: Make Sphero move forward, then backward Challenge 3: Make Sphero move in a square pattern

Teacher circulates:

"What are you trying to make it do?"
"Is it doing what you expected?"
"What could you change?"

Encourage collaboration:

"Work together! One person can code while others observe and suggest."

5. Closing (3 minutes)¶

Discussion:

"What was easy about coding?"
"What was challenging?"
"How did you fix problems?"

Journal entry: Draw your favorite thing Sphero did today.

Closing Prayer:

"Thank you, God, for helping us learn to code. Help us to be patient and to keep trying. Amen."

📝 Week 3 Procedure: Coding Challenge¶

⏱️ Timing Guide (30 minutes)¶

Section	Time	Activity
Opening Prayer & Review	3 min	Review commands
Loop Introduction	5 min	Teach loops
Challenge Course	17 min	Complete challenges
Sharing & Closing	5 min	Demonstrate and reflect

1. Opening Prayer & Review (3 minutes)¶

Prayer:

"Dear God, help us to work together and solve problems today. When we make mistakes, help us to learn from them. Amen."

Quick review:

"What commands did we learn last week?"

2. Loop Introduction (5 minutes)¶

Show the loop block:

"A LOOP makes something happen over and over. Instead of writing the same code 4 times, we can use a loop!"

Example: Without loop: Roll forward, turn right, roll forward, turn right, roll forward, turn right, roll forward, turn right (makes a square)

With loop: LOOP 4 times: Roll forward, turn right

"See how much easier that is?"

3. Challenge Course (17 minutes)¶

Set up the room with tape paths/challenges.

Progressive challenges:

Challenge	Task	Skills
1	Travel from A to B (straight line)	Basic roll
2	Navigate around a cone	Roll + turn
3	Make a square	Turns + loops
4	Navigate a simple maze	Problem solving

Groups rotate through challenges or work at their own pace.

Encourage debugging:

"It didn't work? Great! What will you try differently?"
"How many times do you need to repeat that?"

Demonstrations:

"Who wants to show us their solution to a challenge?"

Let 2-3 groups demonstrate.

Discussion:

"What strategy helped you succeed?"
"How did loops make coding easier?"

Faith Connection:

"When we code, we're using the logical minds God gave us. God made us to be problem solvers! These same skills help us solve problems in real life too."

Closing Prayer:

"Thank you, God, for helping us think logically and solve problems. Help us to use technology to do good things. Amen."

✅ Assessment¶

Coding Skills Checklist¶

Skill	Week 2	Week 3
Can make Sphero move	☐	☐
Can make Sphero turn	☐	☐
Creates multi-step sequences	☐	☐
Uses loops	—	☐
Debugs programs	☐	☐
Works cooperatively	☐	☐

🔄 Differentiation¶

For Students Who Need Support¶

Pre-made code to modify
Partner with tech-confident student
Simpler challenges (straight lines only)
Hand-over-hand guidance

For Advanced Learners¶

Add sounds and lights to program
Create a dance routine
Design their own challenge for others
Use variables (speed changes)

📎 Home Connection¶

Family Note:

"We're learning to code with Sphero robots! Your child is learning to create programs using block-based coding. Key vocabulary: SEQUENCE (order of commands), LOOP (repeat), DEBUG (find and fix errors). At home, play 'Robot' — give exact directions to walk somewhere. If your 'robot' hits something, debug your directions!"

Lesson Version: 1.0
Last Updated: 2025-12-05

🔬 Week 4: Wonder Walk Scientists¶

Lesson Overview¶


Grade Level	Grades 1-2
Duration	30 minutes
STREAM Focus	S (Science), R (Religion), A (Art)

Week 4: Wonder Walk Scientists¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Make detailed observations using multiple senses 2. Record observations through drawing and writing 3. Classify items as living or non-living 4. Ask scientific wonder questions

Faith Integration Objectives¶

Students will be able to: 1. Express wonder and gratitude for God's creation 2. Understand that scientists study God's world 3. Practice stewardship by observing respectfully

Week 4: Wonder Walk Scientists¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Wonder at Creation — Scientists observe God's creation carefully. When we look closely at nature, we discover God's amazing design — the patterns in leaves, the way animals move, the cycle of seasons.

Scripture Connection¶

"For since the creation of the world God's invisible qualities—his eternal power and divine nature—have been clearly seen, being understood from what has been made." — Romans 1:20

Saint Connection¶

St. Hildegard of Bingen — A Catholic nun who studied plants and nature. She wrote books about the natural world and saw God's beauty in creation.

📚 Materials Needed¶

Clipboards with observation sheets (1 per student)
Pencils
Magnifying glasses (1 per 2 students)
Collection bags (optional)
Camera/iPad for photos (teacher)

📝 Lesson Procedure (30 minutes)¶

Opening Prayer & Introduction (4 min)¶

Prayer: "Creator God, open our eyes to see the wonders of Your creation. Help us observe like scientists and worship like believers. Amen."

Introduce the task: "Scientists observe — they look very carefully and write down what they notice. Today, we're going to be scientist-explorers in God's creation!"

Observation Sheet Explanation (3 min)¶

Explain the observation sheet sections:

Draw what you see
Write describing words
Living or non-living?
Wonder question

Wonder Walk (18 min)¶

Walk outdoors with stops for observation:

Stop 1: Find something LIVING (plant, insect, etc.)
Stop 2: Find something NON-LIVING (rock, water, etc.)
Stop 3: Find something BEAUTIFUL
Stop 4: Find something INTERESTING

At each stop:

Observe quietly for 30 seconds
Draw and write observations
Share one observation with a partner

Teacher prompts:

"What do you notice?"
"What does it look like? Feel like? Sound like?"
"What wonder question do you have?"

Return inside. Share discoveries:

"What was the most interesting thing you observed?"
"What wonder question do you have?"

Faith Connection: "When we study nature carefully, we see God's amazing design. Every leaf, every bug, every rock shows us something about how God made the world!"

Closing Prayer: "Thank you, God, for the wonder of creation. Help us to always see Your beauty in the world. Amen."

✅ Assessment¶

Completed observation sheet with drawings and words
Asked at least one wonder question
Correctly identified living vs. non-living

📎 Home Connection¶

"We were nature scientists today! Take a Wonder Walk in your neighborhood. Ask your child to show you how to observe like a scientist — look closely, use your senses, and ask wonder questions!"

Lesson Version: 1.0 | **

🏗️ Weeks 5-6: KEVA Engineering Challenge¶

Unit Overview¶


Grade Level	Grades 1-2
Duration	2 sessions (30 min each)
STREAM Focus	T (Technology), E (Engineering), M (Math)

Weeks 5-6: KEVA Engineering Challenge¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Apply engineering design principles to build structures 2. Work collaboratively on construction challenges 3. Identify structural elements (base, support, height) 4. Test and modify designs based on results

Faith Integration Objectives¶

Students will be able to: 1. Connect building to Biblical builders 2. Practice cooperation as a Christian virtue 3. Recognize perseverance when designs fail

Weeks 5-6: KEVA Engineering Challenge¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Building God's Kingdom — Like architects and engineers who build physical structures, we are called to build God's Kingdom through our actions and love. We build communities of faith through cooperation.

Scripture Connection¶

"Unless the Lord builds the house, the builders labor in vain." — Psalm 127:1

Saint Connection¶

Noah — Noah built the ark exactly as God instructed. He persevered even when the task was hard and others laughed at him. Good engineers follow plans and don't give up!

📚 Materials Needed¶

KEVA planks (100-150 per table group)
Building challenge cards
Rulers for measuring
"Test materials" (small toys/blocks for bridge tests)

Session 1: Building Basics & Towers¶

📝 Lesson Procedure (30 minutes)¶

Opening Prayer & Introduction (4 min)¶

Prayer: "Loving God, help us work together like Noah — following directions and never giving up. Bless our hands as we build today. Amen."

Discuss: "What buildings do you know? Churches, homes, schools — they all need strong foundations!"

KEVA Introduction (4 min)¶

Show proper plank handling (one layer at a time)
Demonstrate base-building techniques
Introduce engineering vocabulary: base, foundation, support

Building Challenge 1: Tallest Tower (15 min)¶

Challenge: Build the tallest tower you can that stands for 5 seconds.

Rules:

Work with your partner
Only KEVA planks (no tape!)
Must stand on its own

Process:

2 min planning (discuss with partner)
10 min building
3 min testing and measuring

Discussion prompts during building:

"What's working well?"
"What would you try differently?"

Closing Reflection (7 min)¶

Measure towers that are still standing.

Reflection questions:

"What made towers fall?"
"What made towers strong?"
"How did you and your partner work together?"

Faith Connection: "Noah didn't build alone — he had his family helping. We build better when we work together!"

Session 2: Bridge Building¶

📝 Lesson Procedure (30 minutes)¶

Opening Prayer & Review (4 min)¶

Prayer: "Jesus, You are the bridge between heaven and earth. Help us build bridges today that connect and support. Amen."

Review: "What did we learn about building strong structures?"

Bridge Introduction (4 min)¶

Discuss: "What do bridges do?" (Connect places, let people cross)

Faith connection: "Bridges connect people. Jesus is our bridge to God!"

Show: Bridge elements — supports on each side, span across

Building Challenge 2: Bridge (16 min)¶

Challenge: Build a bridge that spans 6 inches and holds a small toy.

Setup: Use books as "land" on each side (6 inches apart)

Process:

2 min planning
11 min building and testing
3 min modification and retest

Prompts during building:

"How will you support the middle?"
"What happens when you test it?"

Celebration & Reflection (6 min)¶

Test bridges with toys.

Reflection:

"What was hardest about building a bridge?"
"How did you solve problems?"
"What would you try next time?"

Faith Connection: "Engineers keep trying when things are hard. That's perseverance — just like Noah! God wants us to keep trying even when it's difficult."

Closing Prayer: "Thank you, God, for the gift of creativity and problem-solving. Help us build Your kingdom with love and cooperation. Amen."

✅ Assessment¶

Session 1¶

Built a tower with identifiable base/foundation
Worked cooperatively with partner
Participated in reflection

Session 2¶

Built a bridge spanning the gap
Tested and modified design
Identified what worked and what to improve

📎 Home Connection¶

"We were KEVA engineers! Ask your child: 'What made your tower/bridge strong?' 'What would you build differently?' Build together at home with blocks, cards, or other materials!"

Unit Version: 1.0 | Last Updated: 2025-12-05

🤝 Weeks 7-9: Engineering for Others¶

Unit Overview¶


Grade Level	Grades 1-2
Duration	3 sessions (30 min each)
STREAM Focus	S (Science), E (Engineering), R (Religion)

Weeks 7-9: Engineering for Others¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Follow the engineering design process 2. Design solutions that meet specific needs 3. Test and improve their designs 4. Present their design thinking

Faith Integration Objectives¶

Students will be able to: 1. Connect engineering to serving others 2. Understand Catholic Social Teaching on caring for others 3. Practice empathy when designing for someone's needs

Weeks 7-9: Engineering for Others¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Catholic Social Teaching: Care for Others — We are called to serve those in need. Engineers and inventors can create things that help people. Using our minds to help others is a way of serving God.

Scripture Connection¶

"Each of you should use whatever gift you have received to serve others." — 1 Peter 4:10

Saint Connection¶

St. Giuseppe Moscati — A Catholic doctor and scientist who used his knowledge to help sick people, especially the poor. He showed that we can use science to serve others.

📚 Materials Needed¶

Design challenge scenarios
Drawing paper and crayons
Building materials: paper, cardboard, tape, craft sticks
Scissors (teacher-assisted)
Testing materials specific to challenge

Session 1: Meet the Challenge¶

📝 Lesson Procedure (30 minutes)¶

Opening Prayer & Introduction (4 min)¶

Prayer: "Loving God, You gave us minds to think and hands to create. Show us how to use our gifts to help others. Amen."

Discuss: "What problems do people have? How can inventors help solve them?"

Service Challenge Introduction (8 min)¶

Present the scenario: "A friend in a wheelchair can't reach items on high shelves. How can we design something to help?"

Empathy discussion:

"How would it feel to not reach things you need?"
"What would help?"
"What would a good helper tool need to do?"

Design Thinking: Brainstorm (12 min)¶

Individual sketching (5 min): Draw 2-3 ideas for solutions.

Partner share (4 min): Share ideas with a partner. What do you like about each other's ideas?

Whole group (3 min): Share some ideas. List possibilities.

Closing Planning (6 min)¶

Choose your design: Each student/pair selects one idea to build.

Planning questions:

What materials will you need?
How big should it be?
How will you test if it works?

Faith Connection: "Thinking about what others need is called empathy. Jesus wants us to put ourselves in others' shoes!"

Session 2: Build & Test¶

📝 Lesson Procedure (30 minutes)¶

Opening Prayer & Review (3 min)¶

Prayer: "Jesus, help us build with love and care for others. Guide our hands and our hearts. Amen."

Review plans: "What are you building today? What materials do you need?"

Building Time (20 min)¶

Students build their designs using available materials.

Teacher circulates:

"Tell me about your design."
"How does this part help?"
"What are you going to try next?"

Problem-solving support:

Encourage iteration: "What if you tried..."
Focus on function: "Will this help reach high things?"

Initial Testing (7 min)¶

Test designs with a high shelf scenario.

Testing questions:

"Does it reach?"
"Is it easy to use?"
"What would make it better?"

Note: Designs don't need to be perfect! Learning from what doesn't work is part of engineering.

Transition: "Engineers always test and improve. Next time, we'll make our designs even better!"

Session 3: Improve & Present¶

📝 Lesson Procedure (30 minutes)¶

Opening Prayer & Review (3 min)¶

Prayer: "Creator God, thank You for helping us serve others through our ideas. Help us make our designs even better. Amen."

Recall testing: "What worked well? What needs improvement?"

Improvement Time (12 min)¶

Students improve their designs based on testing.

Prompts:

"How can you make it reach farther?"
"How can you make it stronger?"
"How can you make it easier to use?"

Final Testing (5 min)¶

Test improved designs. Celebrate successes!

Design Presentations (7 min)¶

Students share designs with class:

"This is my helping tool."
"It helps by..."
"I improved it by..."

Closing Celebration (3 min)¶

Faith Connection: "You used your minds and hearts to help others! That's exactly what God calls us to do — to love our neighbors and use our gifts to serve."

Closing Prayer: "Thank you, God, for creative minds. Help us always use our gifts to help others and build Your kingdom of love. Amen."

✅ Assessment¶

Completed design sketch
Built a functional prototype
Tested and improved design
Explained how design helps others

📎 Home Connection¶

"We were engineers for service! Your child designed something to help others. Ask them: 'Who were you trying to help?' 'How does your invention work?' 'What did you improve?' Talk about ways your family can help others with your skills and talents."

Unit Version: 1.0 | Last Updated: 2025-12-05

🌉 Week 10: Strong Bridges¶

Lesson Overview¶


Grade Level	Grades 1-2
Duration	30 minutes
STREAM Focus	E (Engineering), M (Math), R (Religion)

Week 10: Strong Bridges¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Identify different bridge types (beam, arch, truss) 2. Design and build a bridge to meet specifications 3. Test bridge strength with weights 4. Measure and compare results

Faith Integration Objectives¶

Students will be able to: 1. Understand Jesus as the "bridge" between God and people 2. Recognize how we can be "bridges" to help others 3. Connect strength and support to faith community

Week 10: Strong Bridges¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Jesus as Bridge — Jesus connects us to God the Father. Through Jesus, we can reach God. Like a bridge that lets people cross a gap, Jesus bridges the gap between us and heaven.

Scripture Connection¶

"Jesus answered, 'I am the way and the truth and the life. No one comes to the Father except through me.'" — John 14:6

Saint Connection¶

St. John Paul II — He was called a "bridge builder" because he brought people of different faiths together. He built bridges of understanding between people.

📚 Materials Needed¶

Pictures of different bridge types
KEVA planks or craft sticks
Small plastic cups
Pennies or small weights for testing
Rulers
Recording sheets

📝 Lesson Procedure (30 minutes)¶

Opening Prayer & Introduction (5 min)¶

Prayer: "Jesus, You are our bridge to God. Help us build strong bridges today and be bridge builders in our community. Amen."

Show pictures of real bridges:

Beam bridge (flat across)
Arch bridge (curved)
Truss bridge (triangle shapes)

Discuss: "What makes bridges strong? Why do we need bridges?"

Faith connection: "Bridges connect people. Jesus connects us to God!"

Bridge Challenge Introduction (3 min)¶

Today's Challenge:

Build a bridge that spans 8 inches
Bridge must hold a cup of pennies
Use only KEVA planks or craft sticks

Setup: Books or blocks on each side, 8 inches apart.

Design & Build (16 min)¶

Partner planning (2 min): Sketch your bridge idea.

Building time (12 min):

Work with partner
Build bridge across gap
Test periodically with empty cup

Testing (2 min per group):

Place cup on bridge
Add pennies one at a time
Count how many before bridge fails
Record on class chart

Reflection & Closing (6 min)¶

Compare results:

Which bridges held the most?
What designs were strongest?
What would you change?

Faith Connection: "Just like we tested our bridges, our faith is tested sometimes. And just like adding supports makes bridges stronger, our church community supports us and makes our faith stronger!"

Closing Prayer: "Thank you, God, for engineers who build bridges. Help us be bridge-builders too — connecting people with love and kindness. Amen."

✅ Assessment¶

Participated in bridge design and building
Tested bridge and recorded results
Identified what made bridges strong or weak

📎 Home Connection¶

"We built and tested bridges today! Ask your child: 'How many pennies did your bridge hold?' 'What would make it stronger?' Look for bridges in your community and talk about how they help connect people."

Lesson Version: 1.0 | **

🦃 Week 11: Thankful Coding¶

Lesson Overview¶


Grade Level	Grades 1-2
Duration	30 minutes
STREAM Focus	T (Technology), R (Religion), A (Art)

Week 11: Thankful Coding¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Create a multi-scene ScratchJr project 2. Use speech bubbles to display text 3. Add backgrounds that match their message 4. Sequence events with wait blocks

Faith Integration Objectives¶

Students will be able to: 1. Express gratitude to God through digital creation 2. Identify blessings in their lives 3. Connect thankfulness to prayer

Week 11: Thankful Coding¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Gratitude as Prayer — When we say "thank you" to God, we are praying. Gratitude opens our hearts to see all the gifts God gives us every day — family, friends, food, creation, and life itself.

Scripture Connection¶

"Give thanks in all circumstances; for this is God's will for you in Christ Jesus." — 1 Thessalonians 5:18

Saint Connection¶

St. Francis of Assisi — Known for his Canticle of the Creatures, a prayer of thanks to God for Brother Sun, Sister Moon, and all of creation.

📚 Materials Needed¶

iPads with ScratchJr (1 per student or pair)
"I Am Thankful For" planning sheet
Sample thankful project (teacher-created)
Thankful word list poster

📝 Lesson Procedure (30 minutes)¶

Opening Prayer & Introduction (5 min)¶

Prayer: "Loving God, thank You for this day. Open our eyes to see all the blessings around us. Help us show our thanks through our creations today. Amen."

Gratitude brainstorm:

"What are you thankful for?"
List ideas: family, pets, food, school, friends, nature, God, health

Introduce project: "Today we'll create a ScratchJr animation that shows what we're thankful for!"

Planning (5 min)¶

Planning sheet: Students draw/write 3 things they're thankful for.

Each scene will show: 1. A picture of the blessing 2. Words saying "I am thankful for..." 3. A character expressing thanks

ScratchJr Thankful Project (16 min)¶

Teacher demonstration (3 min):

Create new project
Add background
Add character with speech bubble
Add "say" block with thankful message

Student creation (13 min): Students create their thankful animation with:

At least 2 scenes
Speech bubbles with thankful messages
Characters and backgrounds

Coding elements:

Green flag to start
"Say" block for thankful message
Wait blocks between messages
Switch background for new scenes

Support prompts:

"What blessing are you showing?"
"What does your character say?"
"What background shows this best?"

Quick share: 2-3 students share their thankful animations.

Faith Connection: "Your animations are like prayers of thanks! When we notice our blessings and say thank you, we're talking to God."

Closing Prayer: "Thank You, God, for [students call out their blessings]. Help us always remember to be thankful. Amen."

✅ Assessment¶

Created ScratchJr project with thankful message
Used speech bubbles and appropriate backgrounds
Expressed genuine gratitude for blessings

📎 Home Connection¶

"We coded thankful animations! Ask your child to show you their ScratchJr project and tell you what they're thankful for. Create a family thankful list together!"

Lesson Version: 1.0 | **

🎁 Week 12: Making Gifts¶

Lesson Overview¶


Grade Level	Grades 1-2
Duration	30 minutes
STREAM Focus	E (Engineering), A (Art), R (Religion)

Week 12: Making Gifts¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Design and create a functional gift item 2. Follow step-by-step construction process 3. Apply fine motor skills in assembly 4. Consider recipient's needs in design

Faith Integration Objectives¶

Students will be able to: 1. Connect gift-giving to God's gifts to us 2. Understand the joy of giving over receiving 3. Practice the virtue of generosity

Week 12: Making Gifts¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Gift of Self — The best gifts come from our hearts and hands. When we make something for someone, we give them our time and love. God gave us the greatest gift — His Son, Jesus.

Scripture Connection¶

"Each of you should give what you have decided in your heart to give, not reluctantly or under compulsion, for God loves a cheerful giver." — 2 Corinthians 9:7

Saint Connection¶

The Magi (Wise Men) — They traveled far to bring gifts to baby Jesus. Their gifts showed their love and worship. We give gifts to show our love too.

📚 Materials Needed¶

Craft materials (paper, cardboard, decorations)
Scissors and glue
Markers/crayons
Gift project templates (bookmarks, card holders, or ornaments)
"Who Will You Give To" planning sheet

📝 Lesson Procedure (30 minutes)¶

Opening Prayer & Introduction (4 min)¶

Prayer: "Generous God, You give us so many gifts! Help us be cheerful givers today as we make gifts for people we love. Amen."

Discuss:

"Why do we give gifts?"
"How does it feel to give something you made?"
"Who would you like to make a gift for?"

Gift Planning (4 min)¶

Planning sheet:

Who is this gift for?
What do they like?
Which gift will you make?

Gift options: 1. Bookmark — For someone who likes to read 2. Card Holder — For someone's desk 3. Paper Ornament — For decoration

Gift Creation (18 min)¶

Demonstrate steps for chosen gift project.

Student creation time:

Follow construction steps
Personalize with colors and decorations
Think about the person receiving it

Teacher support:

"Who are you making this for?"
"What will they like about it?"
"What message do you want to share?"

Quality encouragement:

Take your time
Make it with love
It's special because YOU made it

Closing Reflection (4 min)¶

Share: Students show gifts and tell who they're for.

Faith Connection: "When you give something you made, you're giving part of yourself! That's what God did when He sent Jesus — He gave us the most precious gift. Your handmade gifts show love just like God's love for us."

Closing Prayer: "Thank you, God, for the joy of giving. Bless these gifts and the people who will receive them. Help us always be cheerful givers. Amen."

✅ Assessment¶

Completed a gift with care and intention
Could explain who the gift is for
Demonstrated understanding of giving as love

📎 Home Connection¶

"We made gifts today! Your child has a special handmade gift for someone. Ask them to tell you about who they made it for and why. Talk about how making gifts shows love — just like God shows His love for us!"

Lesson Version: 1.0 | **

🎉 Week 13: Fall STREAM Celebration¶

Lesson Overview¶


Grade Level	Grades 1-2
Duration	30 minutes
STREAM Focus	All STREAM Areas

Week 13: Fall STREAM Celebration¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Reflect on and articulate learning from the semester 2. Demonstrate skills learned through activities 3. Work cooperatively in celebration stations 4. Celebrate growth and achievement

Faith Integration Objectives¶

Students will be able to: 1. Express gratitude for learning opportunities 2. Recognize God's gifts of curiosity and creativity 3. Celebrate community and cooperation

Week 13: Fall STREAM Celebration¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Celebration of Gifts — God gives each of us unique gifts and talents. When we celebrate our learning, we thank God for the gift of our minds and the joy of discovery.

Scripture Connection¶

"Every good and perfect gift is from above, coming down from the Father of the heavenly lights." — James 1:17

Saint Connection¶

All the Saints — We celebrate the saints because they used their gifts to serve God. Today we celebrate how we've used our gifts to learn and grow!

📚 Materials Needed¶

Station materials (see station descriptions)
Celebration certificates
Student portfolios/work samples
Festive decorations
Reflection sheets

📝 Lesson Procedure (30 minutes)¶

Opening Prayer & Introduction (4 min)¶

Prayer: "Thank You, God, for our STREAM journey this semester! Thank You for curious minds, creative hands, and friends to learn with. We celebrate Your gifts today! Amen."

Introduction: "Today we celebrate all we've learned! We'll visit fun stations that let us remember and show our skills."

Celebration Stations (20 min)¶

Students rotate through 4 stations (5 minutes each):

Station 1: Sphero Speed Challenge

Quick coding challenge
Navigate a simple maze
Remember coding skills

Station 2: KEVA Quick Build

3-minute building challenge
Build the tallest tower
Celebrate engineering

Station 3: Memory Sharing

Look at work from the semester
Share favorite memories with a partner
"My favorite STREAM activity was..."

Station 4: Thank You Cards

Write/draw thank you to someone who helped you learn
Could be teacher, classmate, family member
Express gratitude

Closing Celebration (6 min)¶

Circle gathering:

Each student shares ONE thing they learned this semester
"This semester I learned..."
"I'm thankful for..."

Certificate presentation: Distribute fall semester certificates.

Faith Connection: "Look how much you've grown! God gave you curiosity and you used it! God gave you creativity and you created! God gave you friends and you worked together! That's worth celebrating!"

Closing Prayer: "Thank You, God, for an amazing semester of STREAM learning. Thank You for our wonderful class community. Bless us as we rest and play over break. Help us come back ready to learn even more! Amen."

✅ Assessment¶

Participated in celebration stations
Shared a learning memory or accomplishment
Expressed gratitude

📎 Home Connection¶

"We celebrated our STREAM learning today! Ask your child: 'What was your favorite thing you learned?' 'What are you proud of?' 'What do you want to learn next?' Thank you for supporting our STREAM journey!"

Lesson Version: 1.0 | **

💡 Weeks 14-15: Light Explorations¶

Unit Overview¶


Grade Level	Grades 1-2
Duration	2 sessions (30 min each)
STREAM Focus	S (Science), R (Religion), A (Art)

Weeks 14-15: Light Explorations¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Identify light sources (natural and artificial) 2. Explain how shadows are formed 3. Explore reflection with mirrors 4. Conduct simple light experiments

Faith Integration Objectives¶

Students will be able to: 1. Connect Jesus as "Light of the World" to physical light 2. Understand Advent as waiting for the Light 3. Recognize how we can be light to others

Weeks 14-15: Light Explorations¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Jesus is the Light — Just as physical light helps us see, Jesus helps us see what is good and true. During Advent, we prepare for the Light of Christ to enter the world at Christmas.

Scripture Connection¶

"I am the light of the world. Whoever follows me will never walk in darkness, but will have the light of life." — John 8:12

Saint Connection¶

St. Lucy — Her name means "light." She brought food and light to Christians hiding in dark caves. We celebrate her feast day (Dec 13) during Advent as we wait for the Light of Christ.

📚 Materials Needed¶

Flashlights (1 per group)
Small mirrors
White paper
Colored objects
Cardboard for shadow puppets
Prisms (optional)
Darkened area in classroom

Session 1: Light & Shadows¶

📝 Lesson Procedure (30 minutes)¶

Opening Prayer & Introduction (5 min)¶

Advent Prayer: "Lord Jesus, You are the Light of the World. As we learn about light today, help us see Your light in our lives. Come, Lord Jesus! Amen."

Light discussion:

"Where does light come from?" (Sun, lamps, candles, screens)
"What happens when there's no light?" (Darkness, can't see)
"Why is light important?"

Light Sources Exploration (8 min)¶

Natural vs. artificial light:

Natural: Sun, stars, fire
Artificial: Lamps, flashlights, screens

Faith Connection: "The biggest light source is the sun. God created it on the fourth day! But there's an even greater light — Jesus, the Light of the World."

Shadow Investigation (12 min)¶

Shadow stations (rotate in groups):

Station 1: Shadow Making

Use flashlight and objects
Make shadows bigger and smaller (move closer/farther)
Draw around shadows

Station 2: Shadow Puppets

Use cardboard cutouts
Create shadow puppet show
Tell a simple story

Station 3: No Shadow Challenge

Can you make the shadow disappear?
What happens with light from all sides?

Closing Reflection (5 min)¶

Discussion:

"How do shadows form?"
"What makes shadows bigger or smaller?"

Faith Connection: "Shadows happen when something blocks light. Sin is like a shadow — it blocks God's light in our lives. But Jesus's light is so powerful, no shadow can overcome it!"

Closing Prayer: "Jesus, Light of the World, shine in our hearts. Push away the shadows. Help us walk in Your light. Amen."

Session 2: Reflection & Being Light¶

📝 Lesson Procedure (30 minutes)¶

Opening Prayer & Review (4 min)¶

Prayer: "Lord, help us reflect Your light to others today. Make us mirrors of Your love. Amen."

Review: "What did we learn about shadows?"

Mirror Exploration (10 min)¶

Mirror activities:

Look in mirror — what do you see?
Use mirror to see around corners
Use mirror to redirect flashlight beam

Guided discovery:

"What happens to light when it hits a mirror?"
"Can you bounce light from one place to another?"

Challenge: Use 2 mirrors to send light around a corner.

Being Light Investigation (10 min)¶

Discussion: "Jesus says WE can be light too!"

"You are the light of the world. A town built on a hill cannot be hidden." — Matthew 5:14

Brainstorm: How can we be light to others?

Smile at someone lonely
Help someone who needs it
Share what we have
Tell the truth
Be kind with our words

"Light Cards": Students draw/write one way they will be light this week.

Closing Celebration (6 min)¶

Light ceremony: If appropriate, briefly darken room.

Teacher lights candle: "One small light can push back a lot of darkness."

Discuss: "How can your small act of kindness light up someone's day?"

Faith Connection: "Just like mirrors reflect light, we can reflect Jesus's light to everyone around us. This Advent, let's be mirrors that show His love!"

Closing Prayer: "Jesus, Light of the World, help us reflect Your light. Make us bright with kindness, love, and joy. Come, Lord Jesus! Amen."

✅ Assessment¶

Session 1¶

Identified different light sources
Explained how shadows form
Experimented with shadow size

Session 2¶

Explored reflection with mirrors
Named ways to "be light" to others
Created a "Light Card" commitment

📎 Home Connection¶

"We explored light and shadows! Talk with your child about how Jesus is the Light of the World and how we can be 'light' to others. During Advent, look for candles and lights that remind us Jesus is coming!"

Unit Version: 1.0 | Last Updated: 2025-12-05

⭐ Week 16: Star of Wonder¶

Lesson Overview¶


Grade Level	Grades 1-2
Duration	30 minutes
STREAM Focus	S (Science), R (Religion), A (Art)

Week 16: Star of Wonder¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Understand that stars are distant suns 2. Identify that stars appear to move across the sky 3. Explain why stars were important for ancient navigation 4. Create a star-related craft or project

Faith Integration Objectives¶

Students will be able to: 1. Connect the Christmas star to the Magi's journey 2. Understand how God uses creation to guide us 3. Recognize that seeking Jesus is life's most important journey

Week 16: Star of Wonder¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

God Guides Through Creation — God used a star to guide the Magi to Jesus. Throughout history, God has used the natural world to speak to people. Creation points us to the Creator.

Scripture Connection¶

"We saw his star when it rose and have come to worship him." — Matthew 2:2

Saint Connection¶

The Magi (Wise Men) — These ancient scientists studied the stars. When they saw a special star, they knew it meant something important. They followed it for months until they found Jesus!

📚 Materials Needed¶

Pictures of stars and constellations
Star charts (simple)
Black paper
Gold/silver star stickers or yellow paper
Hole punches
Flashlights for "constellation viewers"
The Magi story (book or printout)

📝 Lesson Procedure (30 minutes)¶

Opening Prayer & Introduction (5 min)¶

Advent Prayer: "Star of Wonder, Star of Light! Lord, just as You guided the Magi with a star, guide us to Jesus this Christmas season. Amen."

Read/Tell: Brief telling of the Magi following the star (Matthew 2:1-12).

Wonder questions:

"How did the Magi know to follow the star?"
"How long do you think they traveled?"
"What did they find at the end?"

Star Science (8 min)¶

Star facts for 1^st-2^nd graders:

Stars are very far away suns
They look small because they're so far
At night, we can see stars because the sun isn't lighting up the sky
People have used stars to find their way for thousands of years

Discussion:

"Have you ever seen stars at night?"
"Why can't we see stars during the day?"

Star patterns: Show simple constellations (Big Dipper, Orion).

Faith Connection: "The Magi were star scientists! They studied the sky carefully. When they saw a new, special star, they knew God was doing something amazing!"

Star Project (12 min)¶

Choose one activity:

Option A: Constellation Viewer

Black paper rolled into tube
Poke holes in one end in a pattern
Look through tube toward light to see "stars"

Option B: Star of Bethlehem Craft

Large star shape
Decorate with gold/silver
Write "Follow the Star to Jesus"

Option C: Magi Journey Map

Draw simple map
Add star in sky
Show path from East to Bethlehem

Closing Reflection (5 min)¶

Share creations.

Discuss:

"The Magi traveled a long way to find Jesus. What 'journey' can we take to get closer to Jesus?" (Prayer, Mass, being kind, reading the Bible)

Faith Connection: "The Magi were scientists who found Jesus! Studying the world God made can help us know God better. This Christmas, let the star remind you that Jesus is worth seeking!"

Closing Prayer: "Lord, like the Magi, help us follow the star to You. Guide our journey this Advent. We want to find You and worship You like the Wise Men did. Amen."

✅ Assessment¶

Shared one fact about stars
Connected the Christmas star to the Magi story
Completed star project

📎 Home Connection¶

"We learned about the Star of Bethlehem! Go outside on a clear night and look at stars together. Talk about how the Magi followed a star to find Jesus. How can your family 'follow the star' to Jesus this Christmas?"

Lesson Version: 1.0 | **

🎯 Week 18: New Year Goals¶

Lesson Overview¶


Grade Level	Grades 1-2
Duration	30 minutes
STREAM Focus	M (Math), R (Religion), A (Art)

Week 18: New Year Goals¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Set specific, achievable goals 2. Break goals into smaller steps 3. Create a visual goal tracker 4. Understand measurement of progress

Faith Integration Objectives¶

Students will be able to: 1. Connect personal growth to growing in faith 2. Identify ways to grow closer to God 3. Understand that God helps us achieve our goals

Week 18: New Year Goals¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Growing in Virtue — God wants us to grow and become the best version of ourselves. Setting goals helps us grow in virtue — becoming more kind, more patient, more loving, more like Jesus.

Scripture Connection¶

"Commit to the LORD whatever you do, and he will establish your plans." — Proverbs 16:3

Saint Connection¶

St. Thérèse of Lisieux — She set small goals to do ordinary things with great love. She called this "the Little Way" — small steps toward becoming a saint.

📚 Materials Needed¶

Goal planning worksheets
Trackers/charts (blank)
Markers/crayons
Stickers for goal tracking
"My Goals" booklet template

📝 Lesson Procedure (30 minutes)¶

Opening Prayer & Introduction (5 min)¶

New Year Prayer: "Lord, thank You for a new year! Help us set good goals and grow to be more like Jesus. Guide our plans and give us strength to do our best. Amen."

Discuss:

"A new year is a fresh start!"
"What is a goal?" (Something you want to learn or do)
"Why do people set goals?"

Goal Setting (8 min)¶

Three types of goals:

Learning Goal — Something you want to learn
Learn to read bigger books
Learn to add bigger numbers
Learn something new in STREAM
Kindness Goal — A way to help others
Help at home more
Be a better friend
Share with others
Faith Goal — Growing closer to God
Pray every day
Be more thankful
Learn about a saint

Students choose one goal from each category.

Goal Planning (12 min)¶

Make goals SMART:

**S**pecific — What exactly will you do?
**M**easurable — How will you know you did it?
**A**chievable — Can you really do this?
**R**elevant — Is this important to you?
**T**ime-bound — When will you do it?

Student work: 1. Write/draw 3 goals (one of each type) 2. For each goal, write ONE SMALL STEP to start 3. Create a tracker to mark progress

Example:

Goal: Pray every day
First step: Say morning prayer when I wake up
Tracker: Mark a star for each day I pray

Closing Commitment (5 min)¶

Share goals with a partner.

Prayer commitment: "Let's ask God to help us with our goals."

Students hold their goal sheets.

Faith Connection: "St. Thérèse taught that small steps lead to big changes. Every time you take a small step toward your goal, you're growing! And guess what? God is cheering you on!"

Closing Prayer: "Lord, we offer You our goals for this year. Help us take small steps every day. When it's hard, give us strength. When we forget, remind us. Help us grow to be more like Jesus. Amen."

✅ Assessment¶

Set three goals (learning, kindness, faith)
Identified first step for each goal
Created a goal tracker

📎 Home Connection¶

"We set New Year goals today! Ask your child about their three goals — one for learning, one for kindness, and one for faith. Help them with their trackers at home. Small steps lead to big growth!"

Lesson Version: 1.0 | **

🔬 Weeks 19-22: STREAM Exploration Stations¶

Unit Overview¶


Grade Level	Grades 1-2
Duration	4 sessions (30 min each)
STREAM Focus	Rotating focus on all STREAM areas

Weeks 19-22: STREAM Exploration Stations¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Work independently at learning stations 2. Apply skills from previous lessons 3. Practice self-direction and time management 4. Explore new concepts through hands-on activities

Faith Integration Objectives¶

Students will be able to: 1. Practice stewardship of materials 2. Demonstrate cooperation and patience 3. Recognize different gifts and talents

Weeks 19-22: STREAM Exploration Stations¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Many Gifts, One Body — Just like the stations offer different activities, God gives each person different gifts. In the Body of Christ, we all have unique talents that work together.

Scripture Connection¶

"There are different kinds of gifts, but the same Spirit distributes them... All these are the work of one and the same Spirit." — 1 Corinthians 12:4, 11

Saint Connection¶

Various Saints at Each Station — Each station features a different saint who used their particular gifts for God's glory.

📚 Materials Needed¶

Station rotation chart
Timer (visual)
Station-specific materials (see each station)
Station passports for students
Recording sheets

Session Structure (All 4 Sessions)¶

Station Rotation Format¶

Students rotate through 4 stations each session (6-7 min per station):

Opening Prayer & Instructions: 3 min
Station 1: 6 min
Rotation: 1 min
Station 2: 6 min
Rotation: 1 min
Station 3: 6 min
Rotation: 1 min
Station 4: 6 min
Closing Prayer & Reflection: 3 min

Station Descriptions¶

🤖 Station 1: Robot Lab¶

Focus: T (Technology)

Saint: St. Isidore of Seville (patron of technology/internet)

Activities (rotate weekly):

Week 19: Sphero color mixing challenges
Week 20: Sphero shape drawing
Week 21: Dash Robot dance programming
Week 22: Free robot exploration

Materials: Sphero robots, iPads, Dash robots, challenge cards

Recording: Draw your robot's path

🏗️ Station 2: Engineering Zone¶

Focus: E (Engineering)

Saint: St. Joseph the Worker

Activities (rotate weekly):

Week 19: KEVA tower challenge (beat last week's height)
Week 20: KEVA ramp building (roll a ball down)
Week 21: Paper bridge building
Week 22: Free construction challenge

Materials: KEVA planks, paper, tape, small balls, measuring tools

Recording: Draw and measure what you built

🎨 Station 3: Creator's Studio¶

Focus: A (Art) + R (Religion)

Saint: Fra Angelico (painter monk)

Activities (rotate weekly):

Week 19: Symmetry art (fold and paint)
Week 20: Pattern design
Week 21: Creation collage
Week 22: Saint portrait drawing

Materials: Paper, paint, scissors, glue, magazines, coloring supplies

Recording: Attach your creation or describe it

🔢 Station 4: Math & Science Lab¶

Focus: S (Science) + M (Math)

Saint: St. Albert the Great (scientist)

Activities (rotate weekly):

Week 19: Pattern blocks - create designs
Week 20: Measurement challenge - measure classroom objects
Week 21: Sink or float experiments
Week 22: Sorting and classifying collections

Materials: Pattern blocks, rulers, water tub, objects to test, collections to sort

Recording: Record observations and measurements

Session-by-Session Guide¶

Session 1 (Week 19): Introduction to Stations¶

Opening Prayer (3 min)¶

Prayer: "Lord, thank You for giving each of us different gifts. Help us explore and learn at each station today. May we be patient and kind with our classmates. Amen."

Explain:

Station rotation system
Timer and transition signals
Recording expectations
Caring for materials (stewardship)

Station Rotations (24 min)¶

Follow rotation schedule above.

Closing (3 min)¶

Quick share: One thing you enjoyed. Closing Prayer: Thank God for the gift of learning.

Session 2 (Week 20): Building Skills¶

Opening Prayer (3 min)¶

Prayer: "Creator God, thank You for hands that can build and minds that can create. Help us learn and grow today. Amen."

Reminder: Station expectations and procedures.

Station Rotations (24 min)¶

Focus on building from last week's skills.

Closing (3 min)¶

Reflection: "What station challenged you most?" Closing Prayer: Thank God for challenges that help us grow.

Session 3 (Week 21): Collaboration Focus¶

Opening Prayer (3 min)¶

Prayer: "Jesus, help us work together like Your disciples. May we help each other learn and be patient when things are hard. Amen."

Focus: Working well with partners at stations.

Station Rotations (24 min)¶

Encourage partnership and collaboration.

Closing (3 min)¶

Reflection: "How did you help someone today?" Closing Prayer: Thank God for friends who help us learn.

Session 4 (Week 22): Celebration & Choice¶

Opening Prayer (3 min)¶

Prayer: "Thank You, God, for four weeks of exploration! Help us celebrate our learning today. Amen."

Special: Students choose their starting station.

Station Rotations (24 min)¶

Free exploration with all materials available.

Closing (3 min)¶

Reflection: "What was your favorite station? What did you learn?" Closing Prayer: "Thank You, God, for curious minds and creative hands. Thank You for all we've learned. Help us keep exploring Your amazing world! Amen."

✅ Assessment¶

Station passport completion
Participation at all stations
Recording sheet entries
Cooperation with classmates

📎 Home Connection¶

"We've been exploring STREAM stations! Ask your child: 'What was your favorite station?' 'What did you build or create?' 'What was challenging?' Consider creating exploration stations at home with building materials, art supplies, and science experiments!"

Unit Version: 1.0 | Last Updated: 2025-12-05

✝️ Week 23: Catholic Schools Week STREAM¶

Lesson Overview¶


Grade Level	Grades 1-2
Duration	30 minutes
STREAM Focus	R (Religion) + All STREAM Areas

Week 23: Catholic Schools Week STREAM¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Connect STREAM learning to Catholic school identity 2. Create a project showcasing Catholic values 3. Explain how faith and learning work together 4. Celebrate Catholic education

Faith Integration Objectives¶

Students will be able to: 1. Articulate what makes Catholic school special 2. Identify Catholic scientists and their contributions 3. Express gratitude for Catholic education

Week 23: Catholic Schools Week STREAM¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Faith and Reason — In Catholic schools, we learn that faith and science work together. God gave us minds to explore His creation, and faith helps us understand the deeper meaning of what we discover.

Scripture Connection¶

"The fear of the LORD is the beginning of wisdom, and knowledge of the Holy One is understanding." — Proverbs 9:10

Saint Connection¶

Catholic Scientists:

St. Albert the Great — Studied science and nature
Fr. Georges Lemaître — Proposed the Big Bang theory
Gregor Mendel — Father of genetics
Sr. Mary Kenneth Keller — First woman to earn PhD in computer science

📚 Materials Needed¶

Catholic Scientists poster/pictures
"What Makes Us Special" worksheet
Craft materials for "Catholic STREAM" project
School values list
Celebration decorations

📝 Lesson Procedure (30 minutes)¶

Opening Prayer & Introduction (5 min)¶

Catholic Schools Week Prayer: "Thank You, God, for our Catholic school! Thank You for teachers who help us learn and grow in faith. Bless all Catholic schools everywhere. Help us share Your love through all we do. Amen."

Discuss:

"What makes our school special?"
"How is a Catholic school different?"
Answers may include: We pray, we learn about God, we go to Mass, we serve others, we treat everyone with dignity

Catholic Scientists (8 min)¶

Introduce Catholic scientists:

"Did you know many scientists were Catholic? They believed studying science helped them know God better!"

Share brief stories: 1. Gregor Mendel — A monk who studied pea plants and discovered how traits pass from parents to children 2. Sr. Mary Kenneth Keller — A Catholic sister who helped create computer programming 3. Fr. Georges Lemaître — A priest who figured out how the universe began

Discussion:

"These scientists loved God AND loved science!"
"In Catholic schools, we learn that faith and science go together"
"God gave us brains to discover and hearts to believe"

"What Makes Us Special" Project (12 min)¶

Create a "Catholic STREAM" banner or poster:

Students contribute to a class project showing:

S — "Science shows us God's creation"
T — "Technology helps us serve others"
R — "Religion guides everything we do"
E — "Engineering solves problems with love"
A — "Art celebrates God's beauty"
M — "Math shows God's order and patterns"

Individual contribution: Each student adds a drawing or words to the class banner.

Alternative: Individual "I Love My Catholic School" cards with STREAM elements.

Closing Celebration (5 min)¶

Share the completed project.

Gratitude circle: Each student shares one thing they're thankful for about their Catholic school.

Faith Connection: "In Catholic schools, we don't just learn facts — we learn how to love God and love others. Our STREAM learning helps us become people who can make the world better!"

Closing Prayer: "Thank You, God, for Catholic schools where faith and learning come together. Thank You for our teachers, friends, and families who support us. Help us use everything we learn to serve You and others. Amen."

✅ Assessment¶

Contributed to class Catholic STREAM project
Identified at least one Catholic scientist
Expressed what makes Catholic school special

📎 Home Connection¶

"We celebrated Catholic Schools Week! Ask your child: 'What makes our Catholic school special?' 'What Catholic scientist did you learn about?' Thank you for choosing Catholic education. Together, we help your child grow in faith, knowledge, and love!"

Lesson Version: 1.0 | **

🤖 Weeks 24-25: Dash Robot Adventures¶

Unit Overview¶


Grade Level	Grades 1-2
Duration	2 sessions (30 min each)
STREAM Focus	T (Technology), E (Engineering), M (Math)

Weeks 24-25: Dash Robot Adventures¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Program Dash robot using block coding 2. Create sequences with multiple commands 3. Use loops to repeat actions 4. Navigate Dash through challenges

Faith Integration Objectives¶

Students will be able to: 1. Connect programming to following God's plan 2. Understand perseverance when code doesn't work 3. Practice patience and problem-solving as virtues

Weeks 24-25: Dash Robot Adventures¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Following God's Path — Just as we program robots to follow our commands, God has a plan for our lives. Sometimes the path isn't straight, but God guides us. We trust and follow, even when we can't see the end.

Scripture Connection¶

"Trust in the LORD with all your heart and lean not on your own understanding; in all your ways submit to him, and he will make your paths straight." — Proverbs 3:5-6

Saint Connection¶

Blessed Carlo Acutis — A young tech-loving Catholic who used his computer skills to serve God. He showed that technology can be used for good and for faith.

📚 Materials Needed¶

Dash robots (1 per group of 2-3)
iPads with Blockly app
Floor tape for paths/mazes
Challenge cards
Construction paper for destinations

Session 1: Dash Basics & Paths¶

📝 Lesson Procedure (30 minutes)¶

Opening Prayer & Introduction (4 min)¶

Prayer: "Lord, help us learn to guide Dash today. Just like we program the robot, help us follow Your guidance in our lives. Give us patience when things don't work the first time. Amen."

Introduce Dash:

"Dash is a robot we can program!"
Show Dash's features: eyes, lights, sounds, wheels
"We'll use the Blockly app to tell Dash what to do"

Blockly Introduction (6 min)¶

Basic commands demonstration:

Move forward — Dash drives forward
Turn — Dash turns left or right
Light — Change Dash's eye color
Sound — Make Dash talk or make sounds

Show how to:

Drag blocks onto the workspace
Connect blocks together
Press "Start" to run the program

Guided Practice (8 min)¶

Challenge 1: Make Dash move forward and change color.

Together:

Drag "move forward" block
Add "set eye color" block
Run the program

Challenge 2: Make Dash move forward, turn, move forward.

Students try with partners.

Free Exploration (8 min)¶

Open exploration time:

Try different commands
Make Dash dance
Create a short program

Teacher circulates: "What did you make Dash do?"

Closing (4 min)¶

Share: Groups show one thing they programmed.

Faith Connection: "Programming takes patience! When something doesn't work, we try again. That's how it is with following God too — sometimes we make mistakes, but we keep trying!"

Closing Prayer: "Thank you, God, for the gift of learning. Help us be patient when things are hard. Amen."

Session 2: Dash Challenges¶

📝 Lesson Procedure (30 minutes)¶

Opening Prayer & Review (3 min)¶

Prayer: "Jesus, guide our minds and hands today. Help us work together and never give up. Amen."

Quick review: "What commands did we learn for Dash?"

Loop Introduction (5 min)¶

New concept: Loops

"A loop repeats commands over and over"
"Instead of putting the same block 5 times, we can use a loop!"

Demonstrate:

Show "repeat" block
Put actions inside loop
"Repeat 4 times: move forward, turn right" = a square!

Challenge Course Setup (2 min)¶

Set up floor challenges:

Simple path with tape
Start and end points marked
Optional obstacles

Challenge Time (15 min)¶

Teams work on challenges:

Challenge 1: Follow the Path

Program Dash to follow the taped path
Start to finish without going off track

Challenge 2: Navigate Around

Program Dash around an obstacle
Return to starting area

Challenge 3: Shape Drawing (if time)

Make Dash trace a square or triangle

Teacher support:

"What do you need Dash to do first?"
"How will you fix that?"
"Try it and see what happens!"

Celebration & Reflection (5 min)¶

Teams share successes.

Reflection:

"What was challenging?"
"How did you solve problems?"
"What would you do differently?"

Faith Connection: "When your program didn't work, you didn't give up — you tried again! That's called perseverance. God wants us to keep trying, even when following Him seems hard. He's always there to help us get back on track!"

Closing Prayer: "Thank you, God, for robots and coding and learning. Thank You for friends who help us figure things out. Help us follow Your path with trust and perseverance. Amen."

✅ Assessment¶

Session 1¶

Created a simple Dash program
Used at least 2 different commands
Participated in exploration

Session 2¶

Attempted challenge course
Used loops in programming
Demonstrated perseverance in debugging

📎 Home Connection¶

"We programmed Dash robots! Ask your child: 'What did you make Dash do?' 'What was tricky?' 'How did you solve problems?' Talk about how we can persevere in life — keep trying even when things are hard, trusting God to guide us!"

Unit Version: 1.0 | Last Updated: 2025-12-05

🤲 Weeks 26-27: Helping Hands Design¶

Unit Overview¶


Grade Level	Grades 1-2
Duration	2 sessions (30 min each)
STREAM Focus	E (Engineering), R (Religion), A (Art)

Weeks 26-27: Helping Hands Design¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Apply human-centered design thinking 2. Create solutions that address real needs 3. Test and iterate on designs 4. Present design solutions

Faith Integration Objectives¶

Students will be able to: 1. Connect Catholic Social Teaching to design 2. Understand preferential option for the poor 3. Practice empathy and compassion in design thinking

Weeks 26-27: Helping Hands Design¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Catholic Social Teaching: Preferential Option for the Poor — God calls us to care especially for those who are struggling. Engineers and designers can create things that help people in need.

Scripture Connection¶

"Truly I tell you, whatever you did for one of the least of these brothers and sisters of mine, you did for me." — Matthew 25:40

Saint Connection¶

St. Vincent de Paul — He organized practical help for poor people. He found creative solutions to help those in need with food, medicine, and shelter.

📚 Materials Needed¶

Design scenario cards
Planning worksheets
Building materials: cardboard, paper, tape, craft supplies
Testing materials
Presentation space

Session 1: Design for Others¶

📝 Lesson Procedure (30 minutes)¶

Opening Prayer & Introduction (4 min)¶

Prayer: "Jesus, You said when we help others, we help You. Open our hearts to see the needs of others. Guide our hands as we design to help. Amen."

Read Matthew 25:40: "Whatever you did for one of the least of these... you did for me."

Discuss: "Who are 'the least of these'? Who needs help?"

Design Challenge Introduction (6 min)¶

Present scenarios (choose one for class):

Scenario A: "An elderly person has trouble carrying groceries."

What's hard for them?
What would help?

Scenario B: "A child in a wheelchair can't reach drinking fountains."

What's the problem?
What could we design?

Scenario C: "Someone who can't see needs help knowing what's around them."

What challenges do they face?
How could we help?

Empathy discussion:

"How would YOU feel if you had this challenge?"
"What would you want someone to design for you?"

Design Thinking: Brainstorm & Plan (15 min)¶

Individual brainstorm (4 min): Draw 2-3 ideas.

Partner share (4 min): Share ideas with partner. Combine ideas!

Choose and plan (7 min):

Select one design to build
Draw detailed plan
List materials needed
Identify how you'll test if it works

Closing Preview (5 min)¶

Share plans with another group.

Faith Connection: "When we design to help others, we're doing what Jesus asked! We're being His hands in the world."

Closing Prayer: "Bless our designs, Lord. Help us think carefully about how to help others. Amen."

Session 2: Build & Present¶

📝 Lesson Procedure (30 minutes)¶

Opening Prayer & Review (3 min)¶

Prayer: "Jesus, help us build with love today. May our creations serve others and honor You. Amen."

Review plans: "What are you building? How will it help?"

Building Time (17 min)¶

Students build their designs.

Teacher circulates:

"Tell me how this helps."
"How will you test it?"
"What changes are you making?"

Encourage iteration:

Test as you build
It's okay to change your plan
Ask for help when needed

Quick Testing (4 min)¶

Test designs with the challenge scenario.

Does it work?
What would make it better?

Presentations (4 min)¶

Quick presentations: Each group shares:

"We designed this for..." (who it helps)
"It works by..." (how it helps)
"We learned..." (what they discovered)

Closing Celebration (2 min)¶

Faith Connection: "You were Jesus's hands today! You thought about others' needs and created to help them. That's what Catholic engineers do — they use their skills to serve!"

Closing Prayer: "Thank you, God, for minds that create and hearts that care. Help us always use our gifts to serve 'the least of these.' We want to be Your hands in the world. Amen."

✅ Assessment¶

Demonstrated empathy for the user's needs
Created a design plan
Built a prototype
Explained how design helps others

📎 Home Connection¶

"We were designers for others! Ask your child: 'Who did you design for?' 'How does your invention help them?' 'What would you improve?' Talk about how your family can be 'helping hands' for people in need in your community."

Unit Version: 1.0 | Last Updated: 2025-12-05

🥧 Week 28: Pi Day Math & Coding¶

Lesson Overview¶


Grade Level	Grades 1-2
Duration	30 minutes
STREAM Focus	M (Math), T (Technology), A (Art)

Week 28: Pi Day Math & Coding¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Identify circles in the world around them 2. Understand that pi relates to circles 3. Measure and compare circle sizes 4. Create circle art with Sphero

Faith Integration Objectives¶

Students will be able to: 1. Recognize circles in God's creation 2. Connect infinity of pi to God's infinite nature 3. Find wonder in mathematical patterns

Week 28: Pi Day Math & Coding¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

God's Mathematical Order — God created the universe with beautiful mathematical patterns. Pi is a number that goes on forever — infinite, just like God! When mathematicians discovered pi, they found a glimpse of God's infinite design.

Scripture Connection¶

"He has made everything beautiful in its time. He has also set eternity in the human heart." — Ecclesiastes 3:11

Saint Connection¶

Fr. Georges Lemaître — A Catholic priest and mathematician who used math to understand the universe. He showed that faith and mathematics work together.

📚 Materials Needed¶

Various circular objects
String or measuring tape
Pi Day treats (optional)
Sphero robots with iPads
Markers/paint for Sphero art
Large paper
Circle templates

📝 Lesson Procedure (30 minutes)¶

Opening Prayer & Introduction (4 min)¶

Prayer: "Creator God, You made the universe with amazing patterns. Help us discover the wonder of circles today. Thank You for mathematicians who find Your design in numbers! Amen."

Introduce Pi Day:

"March 14 is Pi Day! (3.14)"
"Pi is a special number about circles"
"It goes on FOREVER — 3.14159265359..."

Wonder moment: "A number that never ends! Just like God, pi is infinite!"

Circle Hunt (5 min)¶

Find circles everywhere!

Look around the room
Identify circles (clocks, plates, wheels, etc.)
Name circles in nature (sun, moon, flowers)

Discussion:

"God made so many circles!"
"Why do you think circles are so common in creation?"

Circle Measurement (6 min)¶

Simple activity:

Measure around different circles using string
Compare: bigger circles = more string
"The distance around a circle is related to pi!"

Grade-appropriate explanation:

"If you measure across and then around, there's a special pattern"
"Mathematicians call this pattern pi!"

Sphero Circle Art (12 min)¶

Setup:

Large paper on floor
Attach marker to Sphero
Program Sphero to draw circles

Activity:

Students program Sphero to draw circles
Layer different sizes
Create circle art patterns

Variations:

Small circles inside big circles
Circle patterns and designs
Collaborative class artwork

Prompts:

"Can you make a bigger circle?"
"What happens with different speeds?"
"Can you make a pattern of circles?"

Closing Celebration (3 min)¶

Show circle art creations.

Faith Connection: "The number pi goes on forever — it's infinite! Only God is truly infinite, but He put hints of His infinity in creation. When mathematicians study pi, they're exploring a tiny piece of God's amazing design!"

Closing Prayer: "Thank You, God, for circles and pi and patterns everywhere. Your creation is full of wonder! Help us always see Your beauty in mathematics and science. Amen."

Optional: Share Pi Day treats (circular cookies, mini pies).

✅ Assessment¶

Identified circles in the classroom
Participated in measurement activity
Created circle art with Sphero
Connected circles to God's creation

📎 Home Connection¶

"We celebrated Pi Day! Ask your child to find circles in your home. Talk about how pi is a number that never ends — like God's love! Look for circles in nature on your next family walk."

Lesson Version: 1.0 | **

🌱 Weeks 29-31: Growing Things¶

Unit Overview¶


Grade Level	Grades 1-2
Duration	3 sessions (30 min each)
STREAM Focus	S (Science), M (Math), R (Religion)

Weeks 29-31: Growing Things¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Identify what plants need to grow 2. Plant seeds and observe growth over time 3. Measure and record plant growth (data collection) 4. Compare results and draw conclusions

Faith Integration Objectives¶

Students will be able to: 1. Connect plant growth to spiritual growth 2. Understand the Parable of the Sower 3. Recognize God as the source of all growth 4. Practice patience and care (stewardship)

Weeks 29-31: Growing Things¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Spiritual Growth — Just as plants need water, sunlight, and soil to grow, our faith needs prayer, the sacraments, and good actions to grow. God gives the growth, but we must do our part.

Scripture Connection¶

"I planted the seed, Apollos watered it, but God has been making it grow." — 1 Corinthians 3:6

Saint Connection¶

St. Fiacre — Patron saint of gardeners. He grew food and herbs to help sick people. He showed that caring for plants is a way of caring for God's creation and serving others.

📚 Materials Needed¶

Seeds (fast-growing: beans, radishes, or grass)
Small cups or pots
Soil
Water spray bottles
Rulers
Growth tracking charts
Sunlight or grow light area
Parable of the Sower visual

Session 1: Planting & Parable¶

📝 Lesson Procedure (30 minutes)¶

Opening Prayer & Introduction (4 min)¶

Prayer: "Lord of all creation, thank You for plants that give us food and beauty. Help us be good stewards of the seeds we plant today. May our faith grow like our plants! Amen."

The Parable of the Sower (Matthew 13:3-9):

Tell the story: Some seeds fell on the path, on rocks, among thorns, and on good soil
"What happened to each seed?"
"What does the good soil represent?"

Plant Science (6 min)¶

What do plants need to grow?

Soil (nutrients and support)
Water (like us needing food and drink)
Sunlight (energy to grow)
Air (plants breathe too!)
Time (growth doesn't happen instantly)

Faith Connection: "Our faith needs things to grow too — prayer, learning about God, going to Mass, being kind. What kind of 'soil' is your heart?"

Planting Activity (15 min)¶

Step-by-step planting: 1. Fill cup with soil (leave room at top) 2. Make small hole with finger 3. Place 2-3 seeds in hole 4. Cover gently with soil 5. Water lightly (spray bottle) 6. Label with name

Scientific method introduction:

"We're doing an experiment!"
"What do you predict will happen?"
"We'll measure and record what we observe"

Setting Up Tracking (5 min)¶

Introduce growth chart:

We'll measure every session
Draw what we observe
Record the height

Care plan:

Where will plants live? (sunny spot)
Who will water them?
How often?

Closing Prayer: "God, You make things grow. Help these seeds grow and help our faith grow too. Amen."

Session 2: Observing & Measuring¶

📝 Lesson Procedure (30 minutes)¶

Opening Prayer & Check-In (4 min)¶

Prayer: "Creator God, thank You for the growth we see! Help us observe carefully like scientists and thank You like believers. Amen."

Observe plants: "What has changed since we planted?"

Measurement & Recording (12 min)¶

Scientific observation:

Look carefully at your plant
Has anything sprouted?
What does it look like?

Measure and record:

Use ruler to measure height
Record on growth chart
Draw what you see

Compare observations:

"Whose plant is tallest?"
"Do all plants look the same?"
"What might cause differences?"

Plant Care Check (4 min)¶

Review plant needs:

Does soil look dry? (Water if needed)
Is it getting enough light?
Any problems we notice?

Connection Activity (7 min)¶

Growing Faith reflection:

"Our plants need care every day"
"What helps YOUR faith grow?"

Create "Faith Growth" chart:

Things that help faith grow: prayer, Mass, being kind, learning about saints
Things that hurt faith growth: forgetting God, being mean, not praying

Personal reflection:

"What's ONE thing you can do this week to help your faith grow?"

Closing (3 min)¶

Observations sharing: "What surprised you about your plant?"

Faith Connection: "Just like we can't MAKE the plant grow — we can only give it what it needs — we can't force our faith to grow. We do our part, and God does the growing!"

Closing Prayer: "Thank you, God, for growth — in plants and in our hearts. Help us do our part. Amen."

Session 3: Results & Celebration¶

📝 Lesson Procedure (30 minutes)¶

Opening Prayer & Final Observation (5 min)¶

Prayer: "Lord of the harvest, thank You for three weeks of watching things grow! Help us see Your hand in all creation. Amen."

Final observation and measurement:

Measure plants one last time
Complete growth chart
Draw final plant picture

Data Analysis (8 min)¶

Look at our data:

"How much did your plant grow?"
"Which week showed the most growth?"
Create simple class graph of plant heights

Discussion:

"Why did some plants grow more than others?"
"What did we learn about what plants need?"

Scientific conclusion:

"Plants need [sun, water, soil] to grow"
"Growth takes time"
"Different plants grow at different rates"

Parable Connection (7 min)¶

Return to Parable of the Sower:

"Remember the seeds in the story?"
"Our plants were like the seeds on good soil"
"What makes our hearts 'good soil' for faith?"

Reflection questions:

"How has YOUR faith grown this year?"
"What helped it grow?"
"How can you be 'good soil'?"

Celebration & Sending (10 min)¶

Decorate pots to take plants home.

Write care instructions:

Keep in sunny spot
Water when soil is dry
Watch it grow!

Faith Connection: "Take your plant home and keep caring for it! Every time you water it, remember to 'water' your faith too — with prayer, kindness, and time with God."

Closing Prayer: "Thank You, God, for the miracle of growth. Help our plants flourish and our faith bloom. May we always be good soil for Your Word. Amen."

✅ Assessment¶

Planted seeds following directions
Measured and recorded growth data
Connected plant growth to faith growth
Identified what plants need to grow

📎 Home Connection¶

"We grew plants! Your child is bringing home their plant. Help them continue to care for it — water, sunlight, and love. Talk about the Parable of the Sower and how we can be 'good soil' for God's word. How can your family help each other's faith grow?"

Unit Version: 1.0 | Last Updated: 2025-12-05

🦋 Week 33: New Life Engineering¶

Lesson Overview¶


Grade Level	Grades 1-2
Duration	30 minutes
STREAM Focus	E (Engineering), S (Science), R (Religion)

Week 33: New Life Engineering¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Design and build a project related to new life/spring 2. Observe signs of new life in nature 3. Apply engineering design process 4. Connect science of life cycles to project

Faith Integration Objectives¶

Students will be able to: 1. Connect new life in nature to Jesus's Resurrection 2. Understand that Easter brings new life 3. Recognize God's power over death and darkness

Week 33: New Life Engineering¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Resurrection and New Life — At Easter, we celebrate Jesus rising from the dead. Spring shows us new life all around — flowers blooming, butterflies emerging, baby animals being born. Creation reflects the Resurrection!

Scripture Connection¶

"I am the resurrection and the life. The one who believes in me will live, even though they die." — John 11:25

Saint Connection¶

St. Mary Magdalene — She was the first to see Jesus risen from the dead on Easter morning. She went from sadness to JOY when she saw that new life had conquered death.

📚 Materials Needed¶

Pictures of spring/new life (butterflies, flowers, baby animals)
Building materials: paper, cardboard, pipe cleaners, pom poms
Scissors and tape
Spring nature items (optional: seeds, flowers)
Resurrection story visual

📝 Lesson Procedure (30 minutes)¶

Opening Prayer & Introduction (5 min)¶

Easter Prayer: "Risen Jesus, You conquered death and brought us new life! As we see new life in spring, help us remember Your Resurrection. Alleluia! Amen."

Signs of new life:

"What signs of spring do you see?"
List: flowers, butterflies, baby birds, green leaves, longer days
"After the cold and darkness of winter, new life comes!"

Faith Connection: "Easter is like the biggest spring ever! Jesus was in the dark tomb, but He rose to new life. He's stronger than death!"

Engineering Challenge Introduction (4 min)¶

Today's Challenge: Build something that shows NEW LIFE

Options: 1. Butterfly — Design a butterfly with moving wings 2. Flower — Create a flower that can "bloom" (open and close) 3. Bird Nest — Build a nest that can hold eggs 4. Anything else that shows new life in spring!

Design criteria:

Shows the idea of "new life"
Has at least one moving or interactive part
Uses available materials creatively

Design & Build (16 min)¶

Quick plan (3 min):

Choose your project
Sketch your idea
List materials

Building time (13 min): Students create their new life projects.

Teacher prompts:

"How does this show new life?"
"What's your moving part?"
"What would make it better?"

Encourage creativity:

There's no one right way!
Try different approaches
It's okay if it's not perfect

Quick share: Students show creations and explain:

"This shows new life because..."
"It moves like this..."

Faith Connection: "Your creations show new life! Every butterfly, flower, and baby bird reminds us that God brings new life from what seemed dead. Jesus's Resurrection is the greatest new life of all!"

Closing Prayer: "Risen Jesus, thank You for the gift of new life! Thank You for spring, for Easter, and for the promise that we will live forever with You. Help us share the joy of Your Resurrection with everyone we meet. Alleluia! Amen."

✅ Assessment¶

Created a project representing new life
Included an interactive or moving element
Explained how project connects to new life theme
Connected spring/new life to Resurrection

📎 Home Connection¶

"We celebrated new life today! Your child made a project showing spring and new life. Ask them: 'How does your project show new life?' 'How is Easter like spring?' Look for signs of new life together in your neighborhood. Talk about how Jesus's Resurrection is the ultimate new life!"

Lesson Version: 1.0 | **

🎉 Week 34: Year-End STREAM Celebration¶

Lesson Overview¶


Grade Level	Grades 1-2
Duration	30 minutes
STREAM Focus	All STREAM Areas

Week 34: Year-End STREAM Celebration¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Reflect on a full year of STREAM learning 2. Demonstrate skills learned across all STREAM areas 3. Articulate growth and favorite experiences 4. Celebrate achievements with classmates

Faith Integration Objectives¶

Students will be able to: 1. Express gratitude to God for the gift of learning 2. Recognize growth in faith integration 3. Celebrate the gift of community

Week 34: Year-End STREAM Celebration¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Gratitude and Celebration — When the Israelites finished important work, they celebrated and thanked God. We celebrate our STREAM year and thank God for the gift of learning, curiosity, and creativity.

Scripture Connection¶

"The LORD has done great things for us, and we are filled with joy." — Psalm 126:3

Saint Connection¶

All Our Saint Friends — Throughout the year, we learned about saints who were scientists, engineers, artists, and mathematicians. They all used their gifts for God's glory!

📚 Materials Needed¶

Student portfolios/work samples from the year
Celebration certificates
Photo slideshow (if available)
Memory sharing prompts
Celebration decorations
Treats (optional)

📝 Lesson Procedure (30 minutes)¶

Opening Prayer & Introduction (4 min)¶

Year-End Prayer: "Thank You, God, for an amazing year of STREAM learning! Thank You for curious minds, creative hands, and wonderful friends. Thank You for helping us grow in knowledge and faith. We celebrate Your gifts today! Amen."

Introduction:

"What a year we've had!"
"Let's celebrate all we've learned and done together!"

Memory Lane (8 min)¶

Journey through the year: If available, show photo slideshow of projects and activities.

Memory sharing prompts:

"What was your FAVORITE STREAM activity this year?"
"What was the HARDEST thing you learned?"
"What are you most PROUD of?"
"What SAINT do you remember most?"

Popcorn sharing: Students share one memory each.

Celebration Stations (12 min)¶

Quick visits to 4 mini-stations (3 min each):

Station 1: Robot Reunion

Quick free play with Sphero or Dash
"Show what you learned to do!"

Station 2: Building Challenge

3-minute KEVA tower challenge
Beat your personal best!

Station 3: Memory Art

Draw your favorite STREAM memory
Add to class memory collage

Station 4: Faith Favorites

Which saint was your favorite?
Write a thank-you prayer

Recognition & Certificates (4 min)¶

Celebrate achievements:

Distribute year-end STREAM certificates
Recognize growth and effort
Celebrate the whole class community

Closing Circle (2 min)¶

Final gratitude: Each student completes: "I'm thankful for..."

Faith Connection: "God gave each of you amazing gifts — curiosity, creativity, kindness, and perseverance. You've grown so much this year! Keep exploring God's amazing world and using your gifts to serve others."

Final Prayer: "Loving God, thank You for this incredible year! Thank You for:

Curious minds that asked great questions
Creative hands that built and coded and created
Kind hearts that helped and shared
Our wonderful STREAM community

Bless us over the summer. Help us keep learning and growing. Bring us back safe and ready for another great year. We give You all the glory for the great things we've done together. Amen!"

✅ Assessment¶

Participated in celebration activities
Shared a favorite memory or learning
Expressed gratitude

📎 Home Connection¶

"We celebrated our STREAM year today! Ask your child: 'What was your favorite thing you learned?' 'What are you most proud of?' 'What do you want to learn next?'

Thank you for your partnership this year! Continue exploring STREAM at home over the summer:

Build with blocks and household items
Observe nature and ask questions
Code with free apps like ScratchJr
Create art and make things together
Most importantly — wonder at God's amazing creation!

Have a blessed summer! 🌟"

🏆 Year-End Certificate Text¶

STREAM Achievement Certificate

This certifies that

[Student Name]

has successfully completed a year of C-STREAM learning in Grades 1-2!

This student has demonstrated growth in:

✝️ Faith Integration
🔬 Scientific Inquiry
💻 Technology & Coding
🏗️ Engineering Design
🎨 Creative Expression
➕ Mathematical Thinking

"For we are God's handiwork, created in Christ Jesus to do good works." — Ephesians 2:10

Congratulations on a wonderful year!

Lesson Version: 1.0 | **

Grades 1-2 Year B

🌟 Grades 1-2 C-STREAM Lessons — Year B¶

Year Overview¶


Grade Band	Grades 1-2 (Combined Classroom)
Curriculum Year	Year B (Alternates with Year A)
Session Length	30 minutes
Total Sessions	34 weeks
Sessions Per Week	1

🔄 Year A/B Rotation¶

This is Year B of a two-year rotation. Students who had Year A last year will experience:

Same foundational skills (coding basics, engineering process, scientific inquiry)
Different projects and contexts (new challenges, different themes)
Different saints and Scripture (expanded Catholic connections)
Progressive complexity (building on Year A foundations)

📅 Year B Lesson Sequence¶

Fall Semester (Weeks 1-13)¶

September: Welcome & Wonder¶

Week	Lesson	Focus
1	Welcome Back Scientists	Community, routines, nature
2-3	Dash Robot Adventures	Coding, sequences, navigation
4	Senses & Discovery	Observation, scientific inquiry

October: Building & Engineering¶

Week	Lesson	Focus
5-6	Tower Engineering	Height, stability, materials
7-9	Animal Habitats	Design, biology, stewardship
10	Ramp Races	Physics, gravity, testing

November: Gratitude & Giving¶

Week	Lesson	Focus
11	Thanksgiving Coding	ScratchJr gratitude projects
12	Gifts for Others	Making, service, generosity
13	Fall Festival	Celebration, sharing

Winter Semester (Weeks 14-24)¶

December: Light & Wonder¶

Week	Lesson	Focus
14-15	Stars & Light	Astronomy, Christmas star
16	Winter Wonders	Snowflakes, patterns, cold

January: New Beginnings¶

Week	Lesson	Focus
18	Growth Goals	Goal-setting, measurement
19-22	Invention Labs	Student-directed exploration

February: Love & Engineering¶

Week	Lesson	Focus
23	Catholic Schools Celebration	Community, demonstration
24-25	Friendship Machines	Rube Goldberg, kindness

Spring Semester (Weeks 26-34)¶

March: Life & Growth¶

Week	Lesson	Focus
26-27	Garden Engineering	Plants, life cycles, design
28	Math Day Games	Mathematical thinking

April: Resurrection & Renewal¶

Week	Lesson	Focus
29-31	Butterfly Engineering	Transformation, life cycles
33	New Life Celebration	Easter, renewal, hope

May: Celebration¶

Week	Lesson	Focus
34	Year B Showcase	Portfolio, celebration

🎯 Year B Skill Progression¶

Skill Area	Year B Focus
Coding	Dash Robot navigation, ScratchJr animation
Engineering	Towers, habitats, ramps, gardens
Science	Senses, animals, plants, weather
Math	Measurement, patterns, comparison
Faith	Different saints, expanded Scripture

📚 Materials Overview¶

Technology¶

Dash Robots (primary coding tool in Year B)
ScratchJr on iPads
Simple digital cameras

Building Materials¶

KEVA planks
Recycled materials
Craft supplies
Natural materials

CSCOE Library Items¶

Reserve 2 weeks in advance
Dash Robot charging needed
Engineering kits as available

🙏 Year B Saint Focus¶

Year B highlights different Catholic scientists and saints:

St. Isidore the Farmer — Patron of farmers, care for creation
St. Kateri Tekakwitha — Nature, ecology, indigenous wisdom
Bl. Solanus Casey — Wonder, humility, service
St. Martin de Porres — Practical service, healing

Curriculum Version: 1.0 — Year B
Framework: C-STREAM
Last Updated: December 2025

🔬 Week 1: Welcome Back Scientists¶

Lesson Overview¶


Grade Level	Grades 1-2
Duration	30 minutes
Curriculum	Year B
STREAM Focus	S (Science), R (Religion)

Week 1: Welcome Back Scientists¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Use observation skills to explore nature 2. Record observations through drawing and words 3. Ask scientific questions about what they observe 4. Follow classroom routines and expectations

Faith Integration Objectives¶

Students will be able to: 1. Express wonder at God's creation 2. Identify themselves as explorers of God's world 3. Practice thankfulness for nature

Week 1: Welcome Back Scientists¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Wonder at Creation — God made the world and called it "good." Scientists explore this good creation, discovering its beauty and order. When we observe nature carefully, we see God's handiwork.

Scripture Connection¶

"The heavens declare the glory of God; the skies proclaim the work of his hands." — Psalm 19:1

Saint Connection¶

St. Kateri Tekakwitha — A Native American saint who loved nature and saw God in the forests, rivers, and animals. She teaches us to find God in creation.

📚 Materials Needed¶

Nature collection (leaves, pinecones, rocks, feathers)
Magnifying glasses
Science journals
Crayons/colored pencils
"I Wonder" chart paper

📝 Lesson Procedure (30 minutes)¶

Opening Prayer (2 min)¶

Gather in Circle

"Dear God, thank You for this new year of discovery. Thank You for making such a wonderful world for us to explore. Open our eyes to see the amazing things in Your creation. Help us be good scientists who learn about Your world. Amen."

Introduction: We Are Scientists! (5 min)¶

What do scientists do?

Look carefully (OBSERVE)
Ask questions (WONDER)
Try things (EXPERIMENT)
Share what they learn (COMMUNICATE)

Year B welcome:

"This year we'll explore God's creation in NEW ways!"
"We'll meet robots, build things, and discover wonders"
"Every week, we'll learn something amazing"

St. Kateri connection:

Show image of St. Kateri
"She loved nature and found God everywhere"
"She teaches us that creation shows God's love"

Nature Observation Activity (15 min)¶

Observation stations (rotate every 5 min):

Station 1: Touch & Feel

Various natural objects in bags
Feel without looking
Describe textures

Station 2: Look Closely

Magnifying glasses
Examine leaves, rocks, feathers
What details do you notice?

Station 3: Sorting

Natural objects to sort
By color? Size? Texture?
Make groups and explain why

Wonder questions throughout:

"What do you notice?"
"What do you wonder?"
"Why do you think it looks like that?"

Recording Observations (5 min)¶

In science journals:

Draw ONE thing you observed
Write or dictate one thing you noticed
Write or dictate one question you have

Closing (3 min)¶

Share one wonder:

Each student shares one thing they noticed OR wondered

Closing Prayer: "Thank You, God, for eyes to see, hands to touch, and minds to wonder. Thank You for St. Kateri who shows us how to love nature. Help us be curious scientists who see Your love in everything. Amen."

📎 Home Connection¶

"We began our Year B STREAM journey today! We practiced observation skills with natural objects and learned about St. Kateri Tekakwitha, who loved nature. Ask your child: 'What did you observe today?' 'What do you wonder about?' Take a nature walk together and practice observing God's creation."

✅ Assessment¶

Participated in observation stations
Used observation vocabulary
Recorded observations in journal
Asked wonder questions

Lesson Version: 1.0 — Year B | **

🤖 Weeks 2-3: Dash Robot Adventures¶

Unit Overview¶


Grade Level	Grades 1-2
Duration	2 sessions (30 min each)
Curriculum	Year B
STREAM Focus	T (Technology), M (Math)

Weeks 2-3: Dash Robot Adventures¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Identify basic parts of Dash Robot 2. Use Blockly app to create simple programs 3. Program Dash to move and respond 4. Debug simple programs when they don't work

Faith Integration Objectives¶

Students will be able to: 1. Understand that humans create like God creates 2. Practice patience when things don't work 3. Work cooperatively with partners

Weeks 2-3: Dash Robot Adventures¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Human Creativity — God is the Creator, and we are made in His image. When we create programs, build robots, and solve problems, we reflect God's creative nature. We are co-creators with God!

Scripture Connection¶

"So God created mankind in his own image." — Genesis 1:27

Saint Connection¶

Bl. Solanus Casey — Known for his patience and kindness. When our programs don't work, we practice patience like Bl. Solanus, trying again with a gentle spirit.

📚 Materials Needed¶

Dash Robots (1 per 3-4 students)
iPads with Blockly app
Path tape or mats
Simple obstacle items
Charging stations

Session 1: Meet Dash!¶

📝 Lesson Procedure (30 minutes)¶

Opening Prayer (2 min)¶

"Dear God, You are the great Creator. Thank You for giving us creative minds. Help us learn to program Dash today. Give us patience when things are hard. Amen."

Introduction: Meet Dash! (8 min)¶

Explore Dash:

What does Dash look like?
Find: head, wheels, eye, buttons
How does Dash move? (three wheels!)

Dash can:

Move (forward, backward, turn)
Light up (eye and ears)
Make sounds
Sense things nearby

Key concept: Programming

"A PROGRAM is a set of instructions"
"Dash doesn't know what to do until WE tell it"
"We're like teachers — we have to be very clear!"

Robot rules:

Gentle with Dash
Take turns
Stay in designated area
Listen for stop signal

First Program: Move! (15 min)¶

Open Blockly app:

Find "Drive" blocks
Snap together: Forward → Forward → Stop

Test:

Does Dash do what you expected?
How far does one "Forward" go?

Challenge levels: 1. Make Dash go forward and stop 2. Make Dash go forward, turn, go forward 3. Make Dash go in a square path

Teacher circulates:

"What did you tell Dash to do?"
"Did it work? What happened?"
"What will you try next?"

Closing (5 min)¶

Clean up procedure:

Properly dock robots
Save programs
Exit app properly

Reflection:

What was easy?
What was tricky?
What do you want to try next time?

Closing Prayer: "Thank You, God, for creative minds that can program robots. Help us keep learning and never give up. Amen."

Session 2: Dash Adventures¶

📝 Lesson Procedure (30 minutes)¶

Opening Prayer (2 min)¶

"Dear God, help us work together today. Give us patience like Bl. Solanus Casey when things are difficult. Help us solve problems and help each other. Amen."

Review & New Skills (5 min)¶

Quick review:

How do we make Dash move?
What's a program?

New blocks:

Lights (change eye color)
Sounds (play sounds)
Loops (repeat actions)

Adventure Challenges (18 min)¶

Set up adventure courses:

Challenge 1: Visit a Friend

Program Dash to travel from start to a "friend" (stuffed animal)
Must stop at the friend

Challenge 2: Light Show

Program Dash to change colors while moving
Make a "dance" with lights

Challenge 3: Sound Journey

Add sounds to Dash's adventure
Make a story with movement and sound

Partner work:

One person programs
One person observes
Switch roles
Help each other

Debugging Practice (3 min)¶

When it doesn't work: 1. Watch carefully — what DOES happen? 2. Think — what did we TELL Dash to do? 3. Find the problem block 4. Fix and try again

Bl. Solanus connection:

"He was patient even when things were hard"
"We practice patience when we debug"
"It's okay to make mistakes — that's how we learn!"

Closing (2 min)¶

Share one success:

What did your Dash adventure look like?

Closing Prayer: "Thank You, God, for robots and programming. Thank You for patience when things don't work. Help us keep creating and exploring. Amen."

📎 Home Connection¶

"We programmed Dash Robots! Ask your child: 'What is a program?' 'What did you make Dash do?' 'What happened when it didn't work?' We learned that debugging (fixing problems) takes patience, like Bl. Solanus Casey showed us. Practice patience at home too!"

✅ Assessment¶

Identified Dash robot parts
Created simple programs with Blockly
Worked cooperatively with partner
Showed patience when debugging

Unit Version: 1.0 | Last Updated: 2025-12-05

👁️ Week 4: Senses & Discovery¶

Lesson Overview¶


Grade Level	Grades 1-2
Duration	30 minutes
Curriculum	Year B
STREAM Focus	S (Science), R (Religion)

Week 4: Senses & Discovery¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Use all five senses to make observations 2. Describe observations with specific vocabulary 3. Record sensory observations in journals 4. Compare and contrast objects using senses

Faith Integration Objectives¶

Students will be able to: 1. Thank God for the gift of our senses 2. Recognize senses as tools for experiencing God's creation 3. Show gratitude for our bodies

Week 4: Senses & Discovery¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Gift of the Body — Our bodies are gifts from God, including our senses. Through our senses we experience the beauty of creation — the colors of flowers, the sounds of birds, the taste of food. Our senses help us know and love God's world.

Scripture Connection¶

"I praise you because I am fearfully and wonderfully made." — Psalm 139:14

Saint Connection¶

St. Isidore the Farmer — A farmer who used his senses daily — watching the sky for weather, feeling the soil, listening to animals. He found God through working with creation.

📚 Materials Needed¶

Mystery bags with objects
Sound shakers (rice, beans, bells)
Textured items collection
Safe smell containers (spices, flowers)
Taste items (if appropriate)
Sense recording sheets

📝 Lesson Procedure (30 minutes)¶

Opening Prayer (2 min)¶

"Dear God, thank You for our amazing bodies. Thank You for eyes to see, ears to hear, hands to touch, noses to smell, and tongues to taste. Help us use our senses today to discover more about Your wonderful creation. Amen."

Introduction: Our Five Senses (5 min)¶

Review the five senses:

👁️ Sight — What can we SEE?
👂 Hearing — What can we HEAR?
🖐️ Touch — What can we FEEL?
👃 Smell — What can we SMELL?
👅 Taste — What can we TASTE?

Scientists use ALL senses:

"Careful observation uses our senses"
"Today we'll practice using EACH sense carefully"
"Like St. Isidore, we'll explore God's world"

Sense Stations (18 min)¶

Rotate through stations (3-4 min each):

Station 1: Mystery Touch Box

Reach in without looking
Describe what you feel
Can you guess what it is?
Words to use: smooth, rough, bumpy, soft, hard, fuzzy

Station 2: Sound Shakers

Shake mystery containers
Match containers that sound the same
Describe sounds: loud, soft, rattly, jingly, swishy

Station 3: Looking Closely

Use magnifying glasses
Observe natural objects
Draw what you see in detail
How many colors? What shapes?

Station 4: Smell Discovery

Safely smell containers (not too close!)
Describe smells: sweet, fresh, strong, yucky
Can you identify any smells?

Station 5: Texture Art (if time)

Create texture rubbings
Compare different textures
Which is roughest? Smoothest?

Record on sense sheet:

One thing I saw: ________
One thing I heard: ________
One thing I felt: ________
One thing I smelled: ________

Share discoveries:

What was most surprising?
Which sense told you the most?

Closing (2 min)¶

Gratitude reflection:

"Our senses are GIFTS from God"
"Some people can't see or hear — be thankful!"
"How can you use your senses to enjoy God's world today?"

Closing Prayer: "Thank You, God, for my wonderful body. Thank You for senses that help me experience Your creation. Help me notice the beautiful things around me — the sounds, sights, smells, and textures of Your world. Amen."

📎 Home Connection¶

"We explored our five senses as scientific tools today! Ask your child: 'What did you discover with each sense?' 'Which sense surprised you?' We learned that St. Isidore the Farmer used his senses to care for creation. Go on a 'sense walk' together — what can you see, hear, feel, and smell outside?"

✅ Assessment¶

Used each sense for observation
Described observations with vocabulary
Recorded observations on sheet
Expressed gratitude for senses

Lesson Version: 1.0 — Year B | **

🗼 Weeks 5-6: Tower Engineering¶

Unit Overview¶


Grade Level	Grades 1-2
Duration	2 sessions (30 min each)
Curriculum	Year B
STREAM Focus	E (Engineering), M (Math), S (Science)

Weeks 5-6: Tower Engineering¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Apply engineering design process to build tall structures 2. Explore concepts of balance, stability, and height 3. Measure height using non-standard and standard units 4. Test, iterate, and improve designs

Faith Integration Objectives¶

Students will be able to: 1. Connect towers to the Tower of Babel story 2. Understand the difference between prideful building and serving others 3. Work cooperatively as a team

Weeks 5-6: Tower Engineering¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Building for Good — The Tower of Babel story teaches that building for pride fails, but building for God's purpose succeeds. Engineers can use their skills to serve others and glorify God.

Scripture Connection¶

"Unless the Lord builds the house, the builders labor in vain." — Psalm 127:1

Saint Connection¶

St. Joseph the Worker — Patron of workers and craftsmen. He built things with his hands to provide for his family and serve others, not for pride.

📚 Materials Needed¶

KEVA planks (large supply)
Measuring tools (rulers, non-standard units)
Recording sheets
Images of famous towers
Building area with crash zones

Session 1: Tower Basics¶

📝 Lesson Procedure (30 minutes)¶

Opening Prayer (2 min)¶

"Dear God, help us be good builders today. Not builders who are proud, but builders who work together and help others. Bless our hands and minds as we create. Amen."

Introduction: Famous Towers (5 min)¶

Show images:

Leaning Tower of Pisa
Eiffel Tower
Church steeples
Lighthouse towers

Discussion:

"Why do people build towers?"
"What makes a tower stay up?"
"What makes a tower fall down?"

Tower of Babel connection:

Tell brief story: People built a tower to make themselves famous
"God wants us to build to SERVE others, not to brag"
"Today we'll build towers to learn engineering!"

Engineering Investigation (8 min)¶

Key concepts:

Base:

Wider base = more stable
Demonstrate: One block base vs. four blocks base

Balance:

Weight must be even
Show: Unbalanced tower falls

Height:

Higher = harder to balance
Each level adds challenge

Let students explore:

What happens with different base sizes?
What happens when you add weight on top?

Build Challenge Round 1 (12 min)¶

Challenge: Build the TALLEST tower you can!

Rules:

KEVA planks only
Must stand for 10 seconds
Work in partners
Stay in your area

Teacher circulates:

"How tall is your tower?"
"What happens when you add more?"
"Why do you think it fell?"

Measure towers:

Use hand spans or rulers
Record heights

Closing (3 min)¶

Quick share:

What worked?
What made towers fall?

Preview: "Next time: even TALLER towers!"

Closing Prayer: "Thank You, God, for teaching us about building. Help us use what we learn to help others. Amen."

Session 2: Tower Challenge¶

📝 Lesson Procedure (30 minutes)¶

Opening Prayer (2 min)¶

"St. Joseph, you worked with your hands to serve your family. Help us work well today to build and learn. Amen."

Review & Strategy (5 min)¶

What we learned:

Wide bases help
Balance matters
Adding slowly works better

New strategies:

Cross-patterns for stability
Layer building
Checking balance before adding

Challenge announcement:

"Today: tallest tower that can hold a small weight on top!"
Added difficulty: Must support a small object

Tower Engineering Challenge (18 min)¶

Phase 1: Build (12 min)

Partners work together
Build tallest stable tower
Prepare to add weight

Phase 2: Test (6 min)

Add small weight to top (eraser, small ball)
Must stand for 10 seconds with weight
Measure final height

Recording:

Tower height (in hand spans or inches)
Did it hold the weight?
Draw your tower design

Class comparison:

Which tower was tallest?
Which held weight the best?
What designs worked well?

Key discoveries:

What patterns do we see in successful towers?

Closing (2 min)¶

Faith connection: "St. Joseph built good, strong things for his family. The best builders don't build to show off — they build to help others. How could engineers use tower-building to help people?" (Lighthouses, communication towers, church steeples)

Closing Prayer: "Thank You, God, for engineers who build things that help people. Help us use our building skills for good. Amen."

📎 Home Connection¶

"We engineered towers this week! Ask your child: 'What makes a tower stable?' 'What was your tallest tower?' 'What did you learn when it fell?' We discussed building for service vs. pride (Tower of Babel). Try building towers at home with blocks, cards, or household items!"

✅ Assessment¶

Applied engineering concepts (base, balance)
Measured tower height
Iterated on design after failures
Worked cooperatively with partner

Unit Version: 1.1 | Last Updated: 2025-12-05

🐾 Weeks 7-9: Animal Habitats¶

Unit Overview¶


Grade Level	Grades 1-2
Duration	3 sessions (30 min each)
Curriculum	Year B
STREAM Focus	S (Science), E (Engineering), R (Religion)

Weeks 7-9: Animal Habitats¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Identify what animals need to survive (food, water, shelter) 2. Research a specific animal's habitat needs 3. Design and build a model habitat 4. Explain how their habitat meets the animal's needs

Faith Integration Objectives¶

Students will be able to: 1. Understand stewardship of animals as God's command 2. Show care for creatures as part of creation 3. Connect habitat care to environmental responsibility

Weeks 7-9: Animal Habitats¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Stewardship of Creation — God gave humans responsibility to care for animals and the earth. Designing habitats helps us understand what animals need so we can protect them.

Scripture Connection¶

"The Lord God took the man and put him in the Garden of Eden to work it and take care of it." — Genesis 2:15

Saint Connection¶

St. Francis of Assisi — Patron of animals who called creatures his brothers and sisters. He teaches us to respect and care for all living things.

📚 Materials Needed¶

Animal picture cards
Habitat research books/materials
Building materials (boxes, paper, natural items)
Craft supplies
Habitat planning sheets
Model animal toys

Session 1: Animal Needs¶

📝 Lesson Procedure (30 minutes)¶

Opening Prayer (2 min)¶

"St. Francis, you loved all animals as brothers and sisters. Help us learn about animals today so we can care for them better. Teach us to be good stewards of God's creatures. Amen."

Introduction: What Animals Need (8 min)¶

All animals need:

🍎 Food — What do they eat?
💧 Water — Where do they find water?
🏠 Shelter — Where do they live? What protects them?
🌡️ Right conditions — Temperature, light, space

A HABITAT provides these things!

Examples:

Fish: Water, water plants, pond or tank
Bird: Seeds, water dish, trees or birdhouse
Rabbit: Vegetables, water, burrow or hutch

St. Francis connection:

"He called the sun 'Brother Sun' and the moon 'Sister Moon'"
"All creatures are our family"
"We take care of family!"

Animal Research (15 min)¶

Choose an animal to research:

Bird (robin, cardinal, owl)
Mammal (rabbit, squirrel, deer)
Insect (butterfly, bee, ladybug)
Reptile (turtle, frog)

Research questions: 1. What does your animal EAT? 2. What does your animal DRINK? 3. Where does your animal LIVE? 4. What keeps your animal SAFE? 5. Does it need special temperature or space?

Record on planning sheet:

Draw the animal
List what it needs
Draw where it lives

Closing (5 min)¶

Share findings:

What animal did you research?
What's ONE thing it needs?

Preview: "Next time: design your habitat!"

Closing Prayer: "Thank You, God, for all the animals You created. Help us be good caretakers of Your creatures. Amen."

Session 2: Habitat Design¶

📝 Lesson Procedure (30 minutes)¶

Opening Prayer (2 min)¶

"Creator God, help us design good homes for animals today. May our work show love for Your creatures. Amen."

Design Phase (10 min)¶

Review animal needs from research.

Design questions:

How will you show where the animal gets FOOD?
How will you show where it gets WATER?
Where is the SHELTER?
How is it PROTECTED?

Draw your habitat design:

Bird's eye view (from above)
Label the parts
List materials you'll need

Teacher approval before building.

Building Phase (15 min)¶

Available materials:

Cardboard boxes (various sizes)
Construction paper
Natural items (sticks, leaves, rocks)
Cotton balls, fabric scraps
Glue, tape, scissors

Build your habitat!

Include ALL four things animal needs
Make it appropriate size (model)
Be creative!

Teacher circulates:

"Where does the animal get food?"
"Where is the water?"
"Where does it shelter?"
"How did you protect it?"

Closing (3 min)¶

Quick share:

Show your progress
What's working well?

Closing Prayer: "Thank You for time to create today. Bless our habitats and help us finish them well. Amen."

Session 3: Habitat Presentations¶

📝 Lesson Procedure (30 minutes)¶

Opening Prayer (2 min)¶

"St. Francis, help us share what we've learned about caring for animals. May we always treat creatures with kindness. Amen."

Finishing Touches (8 min)¶

Complete habitats:

Final additions
Labels if desired
Prepare to present

Habitat Presentations (15 min)¶

Each student shares: 1. "My animal is ___________." 2. "Here is where it gets FOOD: ___________." 3. "Here is where it gets WATER: ___________." 4. "Here is its SHELTER: ___________." 5. "I protect it by ___________."

Audience response:

One thing you like about this habitat
One question

Real-World Connection (3 min)¶

Discussion:

"How can we help REAL animals have good habitats?"
Bird feeders
Bee-friendly gardens
Not disturbing wild areas
Clean water

Stewardship commitment:

"God gave us responsibility for animals"
"What's ONE thing you could do to help animals?"

Closing (2 min)¶

Celebration:

"You are habitat engineers!"
"You learned to think about what animals need"
"You can use this to help real animals"

Closing Prayer: "Thank You, God, for trusting us to care for Your animals. Help us be good stewards of all creatures. May we always remember that animals are our brothers and sisters in creation. Amen."

📎 Home Connection¶

"We designed animal habitats! Ask your child: 'What animal did you research?' 'What four things do animals need?' 'How did you include them in your habitat?' We learned about St. Francis and caring for creation. Consider putting up a bird feeder or planting flowers for bees as a family stewardship project!"

✅ Assessment¶

Identified four animal needs
Researched specific animal requirements
Designed habitat addressing all needs
Presented and explained habitat

Unit Version: 1.0 | Last Updated: 2025-12-05

🏎️ Week 10: Ramp Races¶

Lesson Overview¶


Grade Level	Grades 1-2
Duration	30 minutes
Curriculum	Year B
STREAM Focus	S (Science), E (Engineering), M (Math)

Week 10: Ramp Races¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Understand that gravity pulls objects down 2. Observe how ramp height affects speed 3. Conduct simple experiments with controlled variables 4. Measure and compare distances

Faith Integration Objectives¶

Students will be able to: 1. Appreciate the order and predictability of God's laws 2. Understand that science discovers God's design 3. See how physical laws reflect God's faithfulness

Week 10: Ramp Races¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Natural Law — God created physical laws like gravity that are consistent and reliable. Scientists discover these laws that God put in place. The predictability of nature reflects God's faithful character.

Scripture Connection¶

"He has made everything beautiful in its time. He has also set eternity in the human heart; yet no one can fathom what God has done from beginning to end." — Ecclesiastes 3:11

Saint Connection¶

St. Albert the Great — A scientist and teacher who studied nature to understand God's creation. He believed that observing the world reveals God's wisdom.

📚 Materials Needed¶

Ramp materials (boards, cardboard)
Books for ramp height adjustment
Various small vehicles (cars, balls)
Measuring tape or string
Recording sheets
Tape for starting line

📝 Lesson Procedure (30 minutes)¶

Opening Prayer (2 min)¶

"Dear God, You created laws that make our world work. Thank You for gravity that keeps us on the ground and makes things predictable. Help us discover Your amazing design today. Amen."

Introduction: What is Gravity? (5 min)¶

Demonstrate gravity:

Drop an object — "What happened?"
"Gravity PULLS things DOWN toward Earth"
"It happens EVERY time — that's a LAW!"

God's laws:

"God created the law of gravity"
"It works the same way every time"
"That's how we know God is faithful and consistent!"

Today's question:

"What happens when we roll things down ramps?"
"Does the ramp height matter?"

Experiment Setup (5 min)¶

Scientific method: 1. Question: Does ramp height affect how far a car rolls? 2. Hypothesis: "I think _________ will happen."

Fair test rules:

Same car for all tests
Same starting point
Let go (don't push!)
Measure from ramp end to where car stops

Record predictions:

Low ramp: How far will it go?
High ramp: How far will it go?

Experimentation (13 min)¶

Test 1: Low ramp (2 books)

Set up ramp
Place car at top
Let go (don't push!)
Measure distance
Record results
Repeat 3 times

Test 2: High ramp (4 books)

Same procedure
Record results
Compare to low ramp

Optional Test 3: Different surfaces

Same ramp, different landing surface
How does that affect distance?

Discussion questions:

"What happened?"
"Why do you think that happened?"
"Was your hypothesis right?"

Results & Reflection (3 min)¶

Share findings:

Higher ramp = faster car = farther distance
Gravity pulls harder from higher up
More speed means more distance

Why does this matter?

"Engineers use this knowledge!"
"Playground slides, water slides, roller coasters"
"Understanding gravity helps us build things"

Closing (2 min)¶

St. Albert connection:

"He studied nature to learn about God"
"We did the same thing today!"
"When we discover how things work, we discover God's design"

Closing Prayer: "Thank You, God, for creating a world we can understand. Thank You for gravity and all Your faithful laws. Help us keep discovering the amazing way You made everything work. Amen."

📎 Home Connection¶

"We experimented with ramps and gravity! Ask your child: 'What is gravity?' 'What happened with the high ramp vs. low ramp?' 'Why?' We learned that God's physical laws are consistent and discoverable. Try making ramps at home with cardboard and books. Test different heights and surfaces!"

✅ Assessment¶

Explained gravity as a pulling force
Made and tested predictions
Compared results from different ramp heights
Connected physical laws to God's design

Lesson Version: 1.0 — Year B | **

🦃 Week 11: Thanksgiving Coding¶

Lesson Overview¶


Grade Level	Grades 1-2
Duration	30 minutes
Curriculum	Year B
STREAM Focus	T (Technology), R (Religion), A (Arts)

Week 11: Thanksgiving Coding¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Create a ScratchJr project with multiple characters 2. Use speech bubbles to express ideas 3. Sequence events in a simple animation 4. Add backgrounds and personalize projects

Faith Integration Objectives¶

Students will be able to: 1. Express gratitude through digital creation 2. Identify things they're thankful for 3. Connect gratitude to prayer

Week 11: Thanksgiving Coding¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Gratitude as Prayer — Thanking God is one of the four types of prayer (praise, thanksgiving, contrition, petition). When we count our blessings and express gratitude, we're praying!

Scripture Connection¶

"Give thanks to the Lord, for he is good; his love endures forever." — Psalm 107:1

Saint Connection¶

St. Thérèse of Lisieux — Found joy in small things and was constantly grateful. Her "Little Way" teaches us to thank God for everyday blessings.

📚 Materials Needed¶

iPads with ScratchJr
Thankful brainstorm sheets
Sample project to show
Thanksgiving-themed stickers (optional)

📝 Lesson Procedure (30 minutes)¶

Opening Prayer (2 min)¶

"Dear God, thank You! Thank You for families, food, friends, and fun. Thank You for this school and for each other. Help us create projects today that show our gratitude. Amen."

Introduction: Gratitude Coding (5 min)¶

What are you thankful for?

Quick brainstorm: family, pets, food, home, friends, toys, nature
"St. Thérèse was thankful for even SMALL things"
"She called little blessings 'flowers' for Jesus"

Today's project:

Create a "Thank You" animation
Characters will SAY what they're thankful for
Make it colorful and joyful!

Show sample project:

Character with speech bubble
"I'm thankful for my family!"
Another character appears
"I'm thankful for my dog!"

Planning (3 min)¶

Think about YOUR project: 1. What are 2-3 things you're thankful for? 2. What characters will say these things? 3. What background fits?

Quick sketch:

Draw your thankful things
Note which character says which thing

ScratchJr Creation (17 min)¶

Step-by-step guidance:

Step 1: Choose background

Find a thankful scene
Home, nature, table scene

Step 2: Add character

Choose a person, animal, or object
Place on screen

Step 3: Add speech

Find speech bubble block
Type "I'm thankful for ___________!"
Add wait time

Step 4: Add more!

Another character?
Another thankful thing?
Movement or animation?

Stretch challenges:

Character moves across screen
Two characters have a conversation
Add sound effects
Multiple scenes

Teacher circulates:

Help with technical issues
Ask "What are you thankful for?"
Encourage creativity

Quick gallery walk or partner share:

Show your neighbor your project
Tell them what you're thankful for

Celebration:

"You coded your GRATITUDE!"
"You can share this with your family"

Closing (2 min)¶

St. Thérèse connection:

"She found joy in tiny blessings"
"What 'small thing' are you thankful for?"
"Gratitude is a kind of PRAYER!"

Closing Prayer: "Thank You, God, for EVERYTHING — big and small. Thank You for the creativity to make projects that share our gratitude. Help us be thankful people every day, not just at Thanksgiving. Amen."

📎 Home Connection¶

"We created gratitude animations in ScratchJr! Ask your child to show you their project. Ask: 'What are you thankful for?' We learned that gratitude is a form of prayer. At dinner this week, go around and share something each person is thankful for."

✅ Assessment¶

Created ScratchJr project with character(s)
Used speech bubbles to express gratitude
Identified multiple things to be thankful for
Connected gratitude to prayer

Lesson Version: 1.0 — Year B | **

🎁 Week 12: Gifts for Others¶

Lesson Overview¶


Grade Level	Grades 1-2
Duration	30 minutes
Curriculum	Year B
STREAM Focus	E (Engineering), A (Arts), R (Religion)

Week 12: Gifts for Others¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Design with a user in mind 2. Use materials purposefully 3. Follow design constraints 4. Create a functional item

Faith Integration Objectives¶

Students will be able to: 1. Practice generosity through making 2. Understand that gifts of time and effort are meaningful 3. Think of others' needs before their own

Week 12: Gifts for Others¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Gift of Self — The best gifts are those that give of ourselves — our time, effort, and love. Handmade gifts show we value the person enough to invest ourselves.

Scripture Connection¶

"Each of you should give what you have decided in your heart to give, not reluctantly or under compulsion, for God loves a cheerful giver." — 2 Corinthians 9:7

Saint Connection¶

St. Nicholas — Famous for giving gifts in secret. He gave to those in need without expecting anything in return. He inspires our gift-giving at Christmas.

📚 Materials Needed¶

Cardstock/construction paper
Craft sticks
Beads, buttons
Glue, tape, scissors
Markers, crayons
Gift-making templates (optional)
Brown paper for wrapping

📝 Lesson Procedure (30 minutes)¶

Opening Prayer (2 min)¶

"Dear God, help us be cheerful givers today. As we make gifts for others, fill us with love. Help us think about what would make someone else happy. Amen."

Introduction: Giving Gifts (4 min)¶

St. Nicholas story:

"He gave gifts to people in need"
"He gave SECRETLY — didn't want thanks"
"He shows us how to be generous"

Handmade gifts are special:

"When you MAKE something, you give your TIME"
"That's more valuable than money!"
"Thinking about what someone else wants = LOVE"

Today's challenge:

Make a gift for someone you care about
Think: What would THEY like?
Not what YOU like — what THEY like!

Planning Phase (5 min)¶

Think about your recipient:

Who will you give this to?
What do they like?
What colors do they enjoy?
What would make them smile?

Choose your project:

Option A: Bookmark

For someone who reads
Personalize with colors they like

Option B: Picture Frame

Made from craft sticks
Decorate for them
They can add a photo

Option C: Decoration

Ornament or hanging art
For their room or tree

Option D: Card with Art

Special handmade card
Include a drawing for them

Making Phase (15 min)¶

Create your gift!

Design thinking reminders:

"Is this what THEY would like?"
"Are you using THEIR favorite colors?"
"Would this make THEM smile?"

Craftsmanship matters:

Take your time
Do your best work
This shows you care!

Teacher circulates:

"Who is this for?"
"What do they like about it?"
"How will they use it?"

Closing (4 min)¶

Wrap it up:

Simple wrapping if time allows
Write "To: ___" and "From: ___"

Sharing:

"Who is your gift for?"
"What did you think about while making it?"

St. Nicholas connection:

"He gave without wanting thanks"
"Can you give this gift and not brag about it?"
"Let the GIFT show your love, not your words"

Closing Prayer: "Thank You, God, for people we love. Thank You for the ability to make things with our hands. Help us be cheerful givers like St. Nicholas. May our gifts bring joy to others. Amen."

📎 Home Connection¶

"We made gifts for loved ones today! Your child created something special with someone in mind. Please don't peek! 😊 We learned about St. Nicholas and giving cheerfully. Talk about the difference between store-bought and handmade gifts — which takes more love?"

✅ Assessment¶

Designed with recipient in mind
Created thoughtful, careful work
Considered what recipient would enjoy
Connected gift-making to generosity

Lesson Version: 1.0 — Year B | **

🎉 Week 13: Fall Festival¶

Lesson Overview¶


Grade Level	Grades 1-2
Duration	30 minutes
Curriculum	Year B
STREAM Focus	All Areas (Celebration)

Week 13: Fall Festival¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Share and demonstrate learning from the semester 2. Explain STREAM projects to others 3. Reflect on growth and favorite activities 4. Celebrate accomplishments

Faith Integration Objectives¶

Students will be able to: 1. Express gratitude for learning opportunities 2. Celebrate as a faith community 3. Share joy with others

Week 13: Fall Festival¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Celebration in Community — The Church celebrates together! Our liturgical calendar is full of feast days and celebrations. Celebrating learning honors God who gave us minds to learn.

Scripture Connection¶

"This is the day the Lord has made; let us rejoice and be glad in it." — Psalm 118:24

Saint Connection¶

St. Philip Neri — Known for joyful celebrations. He believed faith should be fun and that celebrating together builds community.

📚 Materials Needed¶

Student work portfolios
Display materials
"I learned..." certificates
Celebration supplies
Reflection sheets
Camera for photos

📝 Lesson Procedure (30 minutes)¶

Opening Prayer (2 min)¶

"Dear God, thank You for this semester of learning! Thank You for all the amazing things we discovered about Your world. Help us celebrate with joy and share with others. This is a day You have made — we will be glad! Amen."

Semester Reflection (8 min)¶

Remember what we learned:

Fall highlights:

🔬 Nature observation and senses
🤖 Dash Robot programming
🗼 Tower engineering
🐾 Animal habitats
🏎️ Ramp races
💻 Thanksgiving coding
🎁 Gift making

Individual reflection:

What was your FAVORITE activity?
What did you learn that surprised you?
What was HARD but you did it anyway?
Who is one saint you remember?

Partner share:

Tell your partner your favorite memory
Listen to their favorite

Station Celebration (12 min)¶

Set up stations for sharing/playing:

Station 1: Robot Replay

Quick Dash Robot fun
Show what you learned

Station 2: Building Free Play

KEVA tower fun
See how tall we can go together!

Station 3: Art & Sharing

Draw your favorite STREAM memory
Share with others

Station 4: ScratchJr Play

Explore old projects
Make something fun

Rotate through and CELEBRATE!

Awards & Recognition (5 min)¶

Celebrate everyone:

Growth awards
Creativity awards
Teamwork awards
Perseverance awards
Wonder awards

Every student recognized for something!

Closing (3 min)¶

Looking forward:

"In January, we start fresh with new adventures!"
"Keep being curious over the break"
"Look for God's creation everywhere"

Prayer requests:

Anyone want to thank God for something specific?

Closing Prayer: "Thank You, God, for this amazing fall of learning. Thank You for our teachers, friends, and families. Thank You for robots, building blocks, and all the fun we had. Help us rest and play over the break, and come back ready to learn more. We love You! Amen."

📎 Home Connection¶

"We celebrated our fall STREAM semester today! Ask your child: 'What was your favorite STREAM activity this fall?' 'What did you learn?' 'What are you proud of?' Celebrate their growth and curiosity! Over the break, keep exploring: build things, ask questions, look at nature, and thank God for His amazing world."

✅ Assessment¶

Reflected on semester learning
Shared favorite memory/project
Participated in celebration stations
Expressed gratitude

Lesson Version: 1.0 — Year B | **

⭐ Weeks 14-15: Stars & Light¶

Unit Overview¶


Grade Level	Grades 1-2
Duration	2 sessions (30 min each)
Curriculum	Year B
STREAM Focus	S (Science), R (Religion), A (Arts)

Weeks 14-15: Stars & Light¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Understand that stars are far-away suns 2. Identify that light travels in straight lines 3. Explore how light creates patterns 4. Create simple light-based art

Faith Integration Objectives¶

Students will be able to: 1. Connect the Christmas Star to the story of the Magi 2. Understand Jesus as "Light of the World" 3. See how light represents hope and guidance

Weeks 14-15: Stars & Light¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Christ the Light — Jesus called Himself the "Light of the World." Light guides us, reveals truth, and brings hope. The Christmas star guided the Magi to Jesus — the ultimate Light.

Scripture Connection¶

"I am the light of the world. Whoever follows me will never walk in darkness, but will have the light of life." — John 8:12

Saint Connection¶

The Three Magi (Wise Men) — Scientists/astronomers who studied the stars and followed light to find Jesus. They show that science can lead us to faith!

📚 Materials Needed¶

Flashlights
Star projector or pin-prick star jars
Black paper
Sequins, foil
Light exploration materials
Magi story resources

Session 1: Stars in the Sky¶

📝 Lesson Procedure (30 minutes)¶

Opening Prayer (2 min)¶

"Dear God, You created the stars in the sky — billions of them! You placed a special star to guide the Wise Men to Jesus. Help us learn about Your amazing lights in the sky today. Amen."

Introduction: What Are Stars? (8 min)¶

Stars are suns!

"Our sun is a STAR"
"Other stars are so far away they look tiny"
"There are BILLIONS of stars — God made them all!"

Wonder questions:

"Have you ever looked at stars at night?"
"What did you notice?"
"Why do they twinkle?"

The Christmas Star:

Tell the story of the Magi
"They studied the sky — they were scientists!"
"They saw a special star and followed it"
"Science led them to Jesus!"

Key learning:

Stars give light
A special star guided the Wise Men
Light helps us find our way

Star Exploration (10 min)¶

Activity options:

Option A: Pin-prick star jars

Dark jars with holes poked in lid
Flashlight inside creates "stars"
Observe patterns

Option B: Constellation cards

Look at constellation patterns
Connect dots to see shapes
Count stars in each

Discussion:

"How many stars can you see?"
"Do you see any patterns?"
"What shapes do the stars make?"

Star Art (8 min)¶

Create a star scene:

Black paper for night sky
Gold/silver stars (various sizes)
Include one BRIGHT star (Christmas star)
Optional: Add Magi following the star

While creating:

"The Wise Men followed the star for a LONG journey"
"They trusted the light would lead them"
"Jesus is the light we follow!"

Closing (2 min)¶

Faith connection:

"The Magi used science (studying stars) to find Jesus"
"Science and faith go together!"
"Jesus is the brightest light of all"

Closing Prayer: "Thank You, God, for stars that light up the night. Thank You for the special star that led the Wise Men to Jesus. Help us follow Jesus, the Light of the World. Amen."

Session 2: Light Experiments¶

📝 Lesson Procedure (30 minutes)¶

Opening Prayer (2 min)¶

"Jesus, You are the Light of the World. Help us learn about light today and remember that You guide our way. Amen."

Review & Light Properties (5 min)¶

Review:

What did we learn about stars?
Who followed the Christmas star?

Light properties to explore:

Light travels in straight lines
Light can be blocked (shadows!)
Light bounces (reflection)
Light can make patterns

Light Investigations (18 min)¶

Rotation through stations:

Station 1: Shadow Play

Flashlight + objects
What shapes do shadows make?
How does moving the light change shadows?

Station 2: Light Lines

Shine flashlight through tubes
Does light go around corners?
Light travels STRAIGHT!

Station 3: Sparkle and Reflect

Shine light on shiny things
Where does the light go?
What makes things sparkle?

Station 4: Color Exploration

Colored cellophane over flashlight
What colors appear?
What happens when colors overlap?

Teacher questions throughout:

"What do you observe?"
"What happens when you...?"
"Why do you think that happened?"

Light of the World Art (3 min)¶

Quick creation or addition to star art:

Add light rays to their star scene
Draw how light spreads out

Closing (2 min)¶

Connection:

"Light helps us SEE"
"Light guides our way in darkness"
"Jesus does the same for us — He helps us see truth and guides our lives!"

Closing Prayer: "Thank You, Jesus, for being our Light. When we're confused, help us see clearly. When we're lost, guide us like the star guided the Wise Men. Shine through us so others can see Your love. Amen."

📎 Home Connection¶

"We explored stars and light! Ask your child: 'What are stars?' 'Who followed the Christmas star?' 'What did you learn about light?' We connected Jesus as the 'Light of the World' to physical light. On a clear night, look at stars together. Talk about how the Wise Men followed a star to find Jesus."

✅ Assessment¶

Explained that stars are distant suns
Explored light properties through investigation
Connected Christmas star to Magi story
Created star-themed art

Unit Version: 1.0 | Last Updated: 2025-12-05

❄️ Week 16: Winter Wonders¶

Lesson Overview¶


Grade Level	Grades 1-2
Duration	30 minutes
Curriculum	Year B
STREAM Focus	S (Science), M (Math), A (Arts)

Week 16: Winter Wonders¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Observe and describe snowflake patterns 2. Identify symmetry in nature 3. Understand how water changes forms (states of matter) 4. Create symmetrical designs

Faith Integration Objectives¶

Students will be able to: 1. Appreciate God's creativity in unique snowflakes 2. Understand that God creates each person unique too 3. Marvel at the wonder of winter creation

Week 16: Winter Wonders¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Unique Creation — Every snowflake is unique — no two are exactly alike! God's creativity is infinite. Just like snowflakes, every person is unique and specially created by God.

Scripture Connection¶

"He spreads the snow like wool and scatters the frost like ashes." — Psalm 147:16

Saint Connection¶

St. Hildegard of Bingen — A scientist and artist who saw patterns in nature as signs of God's order. She found God's beauty in all creation, including winter.

📚 Materials Needed¶

Paper for snowflakes
Scissors
Images of real snowflakes
Magnifying glasses
Symmetry materials
Optional: actual snow if available!

📝 Lesson Procedure (30 minutes)¶

Opening Prayer (2 min)¶

"Dear God, You paint the world white with snow. Each tiny snowflake shows Your creativity. Help us see the wonder of winter today and remember that You made each of us unique and special too. Amen."

Introduction: Amazing Snowflakes (6 min)¶

Show images of real snowflakes:

"Every snowflake is different!"
"Scientists have studied MILLIONS — none are exactly the same"
"How does God create so many unique designs?"

Snowflake science:

Water freezes into ice crystals
They always have 6 sides (hexagon!)
Temperature and humidity create different patterns
Each one's journey through the clouds is unique

Symmetry:

"Snowflakes have SYMMETRY"
"That means one side matches the other"
"Fold it in half — both sides are the same"

Faith wonder:

"If God makes every snowflake unique, how much MORE unique are YOU?"
"You are God's special creation!"

Symmetry Exploration (6 min)¶

Finding symmetry:

Fold paper in half
Draw half a shape
Cut and unfold — it's symmetrical!

Practice:

Simple half-heart → full heart
Half-circle → full circle
Half-star → full star

Connection:

"Snowflakes have six-fold symmetry"
"Fold in sixths for snowflakes!"

Snowflake Creation (12 min)¶

Make paper snowflakes:

Folding steps: 1. Start with square paper 2. Fold in half (triangle) 3. Fold in half again (smaller triangle) 4. Fold in thirds (tricky!) 5. Cut designs on edges 6. Unfold carefully — SNOWFLAKE!

Cutting tips:

Cut small shapes
Don't cut all the way across
Try different patterns
Each one will be unique!

While creating:

"Your snowflake is unique — just like you!"
"No one else will make the exact same one"
"God's creativity shows in your creativity"

Snowflake Gallery & Discussion (2 min)¶

Display snowflakes:

Hold them up
Notice: all different!
All beautiful!

Discussion:

"What makes yours unique?"
"What do you notice about everyone's snowflakes?"

Closing (2 min)¶

Faith connection:

"God created YOU unique"
"There's no one exactly like you in the whole world"
"That's even more amazing than snowflakes!"

Closing Prayer: "Thank You, God, for the wonder of winter — for snow and ice and cold. Thank You for making every snowflake unique and beautiful. Thank You for making ME unique and special. Help me remember that I'm Your wonderful creation. Amen."

📎 Home Connection¶

"We explored winter wonders and made snowflakes! Ask your child: 'What makes snowflakes special?' 'What is symmetry?' 'What makes YOU unique?' We learned that just like no two snowflakes are alike, God made each person one-of-a-kind. Catch snowflakes on dark paper this winter and look at them with a magnifying glass!"

✅ Assessment¶

Described snowflake characteristics
Identified symmetry in snowflakes
Created symmetrical paper snowflake
Connected uniqueness to God's creation

Lesson Version: 1.0 — Year B | **

🌱 Week 18: Growth Goals¶

Lesson Overview¶


Grade Level	Grades 1-2
Duration	30 minutes
Curriculum	Year B
STREAM Focus	M (Math), R (Religion)

Week 18: Growth Goals¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Understand measurement as tracking change 2. Set simple, achievable goals 3. Create a visual goal tracker 4. Understand growth over time

Faith Integration Objectives¶

Students will be able to: 1. Recognize that God wants us to grow 2. Set goals for kindness and faith, not just skills 3. Trust God to help us grow

Week 18: Growth Goals¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Growth in Virtue — God calls us to grow — not just taller, but in love, kindness, and faith. Setting goals helps us cooperate with God's plan for our growth.

Scripture Connection¶

"And Jesus grew in wisdom and stature, and in favor with God and man." — Luke 2:52

Saint Connection¶

Bl. Pier Giorgio Frassati — A young man who set goals for growing in faith and helping others. He worked hard at school AND at being kind. He shows us to grow in ALL areas.

📚 Materials Needed¶

Height measuring chart
Goal-setting worksheets
Growth tracker templates
Crayons/markers
Plant seeds or seedlings (optional)

📝 Lesson Procedure (30 minutes)¶

Opening Prayer (2 min)¶

"Dear God, You helped Jesus grow in wisdom and love. Help us grow this year too — not just taller, but kinder, smarter, and closer to You. Show us how to set good goals. Amen."

Introduction: Growing in Every Way (5 min)¶

Growth conversation:

"How do you know you're growing?" (taller, bigger shoes, learning more)
"You grow in ways you can SEE and ways you CAN'T see"

Luke 2:52 — Jesus grew in:

Wisdom — Learning and understanding
Stature — Body growing
Favor with God — Faith and prayer
Favor with man — Kindness and friendship

All four matter!

Bl. Pier Giorgio:

"He was a student who worked hard at school"
"He was also very kind and helped poor people"
"He loved to climb mountains AND pray"
"He grew in EVERY way!"

Measuring Physical Growth (5 min)¶

Quick measurement activity:

Measure heights (or hands, or shoe length)
Record numbers
"We'll measure again later to see growth!"

Math connection:

"Numbers help us track change"
"We can SEE growth when we measure"

Setting Growth Goals (12 min)¶

Four goal areas (matching Jesus):

1. Learning Goal (Wisdom):

"What do you want to LEARN this year?"
Examples: Learn to read better, learn math facts, learn about animals
Write or draw goal

2. Body Goal (Stature):

"How will you take care of your body?"
Examples: Run faster, eat healthy foods, get enough sleep
Write or draw goal

3. Faith Goal (Favor with God):

"How will you grow closer to God?"
Examples: Pray every day, learn a new prayer, listen at Mass
Write or draw goal

4. Kindness Goal (Favor with People):

"How will you be kind to others?"
Examples: Share more, include someone lonely, help at home
Write or draw goal

Create goal page:

Four sections
Draw or write each goal
Decorate!

Growth Tracker (4 min)¶

Simple tracker:

Chart or sticker system
Check off when working on goals
"Growth takes TIME and PRACTICE"

Plant connection (if available):

Plant a seed together
"Just like this seed will grow, YOU will grow!"
"We'll watch it and watch ourselves grow too"

Closing (2 min)¶

Encouragement:

"Growing takes time — be patient with yourself"
"God is always helping you grow"
"Even when it's hard, keep trying!"

Closing Prayer: "Thank You, God, for helping us grow. Help us keep our goals and become more like Jesus — wise, healthy, faithful, and kind. When we struggle, help us try again. We trust You to help us grow. Amen."

📎 Home Connection¶

"We set growth goals in FOUR areas — just like Jesus grew in wisdom, stature, favor with God, and favor with people! Ask your child about their goals in each area. Help them track progress. Celebrate small steps! Consider setting a family growth goal too."

✅ Assessment¶

Participated in measurement activity
Set goals in multiple areas
Created goal page/tracker
Connected growth to faith

Lesson Version: 1.0 — Year B | **

🔧 Weeks 19-22: Invention Labs¶

Unit Overview¶


Grade Level	Grades 1-2
Duration	4 sessions (30 min each)
Curriculum	Year B
STREAM Focus	Student-Directed (All Areas)

Weeks 19-22: Invention Labs¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Identify problems and brainstorm solutions 2. Design and build original creations 3. Test ideas and iterate 4. Present inventions and explain thinking

Faith Integration Objectives¶

Students will be able to: 1. See themselves as creative like God 2. Design inventions that help others 3. Practice perseverance when things don't work

Weeks 19-22: Invention Labs¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Human Creativity — Made in God's image, we share in His creativity. Inventors use their God-given imagination to solve problems and help others. When we create, we reflect our Creator!

Scripture Connection¶

"See, I am doing a new thing! Now it springs up; do you not perceive it?" — Isaiah 43:19

Saint Connection¶

Servant of God Thomas Dooley — A doctor who invented creative medical solutions to help people in need in Laos. He used creativity and faith together to serve.

📚 Materials Needed¶

Recycled materials collection
Cardboard, tape, glue
Craft supplies
Simple tools (kid-safe scissors)
Invention planning sheets
Testing space

Session 1: Inventor Thinking¶

📝 Lesson Procedure (30 minutes)¶

Opening Prayer (2 min)¶

"Dear God, You are the great Creator. You made us creative too! Help us think like inventors today — seeing problems and imagining solutions. May our ideas help others. Amen."

What is an Inventor? (8 min)¶

Discussion:

"What is an inventor?"
"What inventions do you use every day?"
Pencils, zippers, velcro, books...everything was invented!

Inventor mindset:

"I see a problem"
"I wonder how to fix it"
"I try something"
"If it doesn't work, I try again!"

Dr. Tom Dooley:

"He was a doctor who helped sick people in Asia"
"He invented new ways to bring medicine to villages"
"He used his creativity to help others"
"That's what inventors can do!"

Finding Problems to Solve (10 min)¶

Brainstorm problems:

"What's hard to do?"
"What could be better?"
"What does someone need?"

Categories:

School problems (carrying things, organizing)
Home problems (reaching, cleaning)
Play problems (storing toys, playing games)
Helping problems (pets, siblings, parents)

Choose YOUR invention focus:

Pick ONE problem you want to solve
Draw the problem
Think: Who would this help?

Initial Sketches (8 min)¶

Draw your invention idea:

What will it look like?
What will it do?
What materials might you need?

Not perfect — just IDEAS!

Share with partner:

Explain your problem
Explain your invention idea
Get feedback

Closing (2 min)¶

Preview: "Next time: Start building!"

Closing Prayer: "Thank You, God, for creative minds. Help us think of ways to help others. Bless our invention ideas! Amen."

Session 2: Design & Build¶

📝 Lesson Procedure (30 minutes)¶

Opening Prayer (2 min)¶

"Creative God, guide our hands today as we build. When things don't work, help us keep trying. Amen."

Planning Review (5 min)¶

Review your invention plan:

What problem are you solving?
What will you build?
What materials do you need?

Get materials:

Choose from available supplies
Think creatively — what could work?

Building Time! (20 min)¶

Create your invention!

Inventor rules:

It doesn't have to be perfect
It's okay if it doesn't work the first time
Ask for help when stuck
Be safe with materials

Teacher circulates:

"Tell me about your invention"
"What problem does it solve?"
"What's working? What's tricky?"

When stuck:

Try a different material
Try a different shape
Ask a friend for ideas
Look at other inventions for inspiration

Progress Check (3 min)¶

Quick share:

Show your progress
What's working?
What do you still need to figure out?

Closing Prayer: "Thank You for time to build today. Help us keep working on our inventions. Amen."

Session 3: Test & Improve¶

📝 Lesson Procedure (30 minutes)¶

Opening Prayer (2 min)¶

"Dear God, help us test our inventions and make them better. When things don't work, give us perseverance to try again. Amen."

Testing Phase (12 min)¶

Test your invention:

Does it work?
Does it solve the problem?
What happens when you use it?

Inventor observation:

What works well?
What doesn't work?
What could be better?

Record results:

Draw what happened
Note what to change

Improvement Phase (13 min)¶

Make it better!

Iteration — the inventor's secret:

"Real inventors never get it right the first time"
"They try, learn, and improve"
"That's called ITERATION"

Make changes:

Fix what didn't work
Add features
Strengthen weak parts
Make it look better

Test again:

Does the improvement help?
Keep adjusting!

Closing (3 min)¶

Perseverance reflection:

"Was it hard when things didn't work?"
"What helped you keep trying?"
"Inventors never give up!"

Preview: "Next time: Share your inventions!"

Closing Prayer: "Thank You, God, for perseverance. Help us keep trying even when it's hard. Amen."

Session 4: Invention Fair¶

📝 Lesson Procedure (30 minutes)¶

Opening Prayer (2 min)¶

"Thank You, God, for these weeks of inventing. Help us share our creations with joy. May our inventions inspire others! Amen."

Final Preparations (5 min)¶

Get ready to share:

Final touches on invention
Practice your explanation
Set up display

Invention Fair (18 min)¶

Each inventor presents: 1. "The problem I wanted to solve was..." 2. "My invention is called..." 3. "Here's how it works..." 4. "I want it to help..."

Demonstration:

Show the invention
Show how it works
Let others try it (if appropriate)

Audience response:

"I like how you..."
"I wonder if..."

Celebration (5 min)¶

Inventor celebration:

Everyone clap for everyone!
"You are ALL inventors!"
"You used your God-given creativity"

Inventor certificates or stickers.

Faith connection:

"God is the ultimate Creator"
"You are made in His image"
"When you create, you're like God!"
"Keep inventing ways to help others!"

Closing Prayer: "Thank You, God, for making us creative. Thank You for the problems that make us think and the inventions that help people. Help us keep seeing problems as opportunities to create solutions. Bless these young inventors! Amen."

📎 Home Connection¶

"We had an Invention Lab! Your child designed and built an original invention to solve a problem. Ask them: 'What problem did you solve?' 'How does your invention work?' 'What was hard?' 'What did you learn?' Encourage inventing at home — cardboard boxes are great invention materials!"

✅ Assessment¶

Identified problem to solve
Designed and built invention
Tested and improved design
Presented invention and explained thinking

Unit Version: 1.0 | Last Updated: 2025-12-05

🏫 Week 23: Catholic Schools Celebration¶

Lesson Overview¶


Grade Level	Grades 1-2
Duration	30 minutes
Curriculum	Year B
STREAM Focus	All Areas (Celebration)

Week 23: Catholic Schools Celebration¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Demonstrate STREAM learning to visitors 2. Explain what they've learned this year 3. Work as a team on group activities 4. Share enthusiasm for STREAM with others

Faith Integration Objectives¶

Students will be able to: 1. Articulate what makes Catholic schools special 2. Demonstrate faith integration in STREAM 3. Welcome and serve visitors

Week 23: Catholic Schools Celebration¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Catholic Education — Catholic schools teach faith AND reason together. STREAM shows that science and faith are partners, not enemies. We celebrate learning about God's world!

Scripture Connection¶

"Train up a child in the way he should go; even when he is old he will not depart from it." — Proverbs 22:6

Saint Connection¶

St. Elizabeth Ann Seton — Founded the first Catholic school in America. She believed education should include both learning and faith.

📚 Materials Needed¶

Station materials (varied)
Display materials
Visitor name tags
Celebration supplies
Student work samples

📝 Lesson Procedure (30 minutes)¶

Opening Prayer (2 min)¶

"Dear God, thank You for our Catholic school! Thank You that we learn about Your world AND about You. Help us share what we've learned today and welcome our visitors with joy. Amen."

What Makes Us Special? (5 min)¶

Catholic Schools Week discussion:

"Why is our school special?"
"What do we do in STREAM?"
"How is it different from regular STEM?"

Key message:

"We learn science and faith TOGETHER"
"We see God in everything we learn"
"We learn to serve others with our skills"

St. Elizabeth Ann Seton:

"She started the first Catholic school in America"
"She wanted children to learn AND grow in faith"
"Our school continues her mission!"

Station Preparation (8 min)¶

Set up celebration stations:

Station 1: Robot Show

Dash Robot demonstration
Simple coding explanation
Visitors try basic commands

Station 2: Building Challenge

KEVA structure display
Invite visitors to build
Tower challenge!

Station 3: Science Wonder

Show nature collections
Share "I wonder" questions
Magnifying glass exploration

Station 4: Invention Gallery

Display inventions from lab
Explain problems solved
Show creativity!

Assign students to stations:

Practice explanations
Know what to say
Be welcoming!

Celebration Time (12 min)¶

Visitors rotate through stations OR stations are open exploration

Student roles:

Explain the activity
Help visitors participate
Share what you learned
Show how faith connects

Teacher circulates:

Support students
Engage visitors
Celebrate!

Closing (3 min)¶

Thank visitors:

"Thank you for celebrating with us!"
"We love learning at our Catholic school!"

Class reflection:

"What was it like to share with visitors?"
"What questions did people ask?"
"What are you proud of?"

Closing Prayer: "Thank You, God, for Catholic Schools Week. Thank You for visitors who celebrated with us. Thank You for a school where we learn about You in everything. Bless our school, our teachers, our families. Amen."

📎 Home Connection¶

"We celebrated Catholic Schools Week in STREAM! Your child helped lead activities and share learning with visitors. Ask: 'What station did you help with?' 'What did you tell visitors?' 'What makes our Catholic school special?' Thank you for choosing Catholic education!"

✅ Assessment¶

Participated in station activities
Explained STREAM learning to visitors
Welcomed and helped others
Articulated Catholic school identity

Lesson Version: 1.0 — Year B | **

🎪 Weeks 24-25: Friendship Machines¶

Unit Overview¶


Grade Level	Grades 1-2
Duration	2 sessions (30 min each)
Curriculum	Year B
STREAM Focus	E (Engineering), S (Science), R (Religion)

Weeks 24-25: Friendship Machines¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Understand cause and effect relationships 2. Create simple chain reaction machines 3. Work collaboratively on team projects 4. Test and refine designs

Faith Integration Objectives¶

Students will be able to: 1. Connect chain reactions to ripple effects of kindness 2. Understand how small acts lead to big effects 3. Design machines with kind purposes

Weeks 24-25: Friendship Machines¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Ripple Effect of Love — One act of kindness leads to another. Just like a chain reaction machine where one action triggers the next, our kindness creates ripples that spread far beyond what we see.

Scripture Connection¶

"A generous person will prosper; whoever refreshes others will be refreshed." — Proverbs 11:25

Saint Connection¶

St. Thérèse of Lisieux — Her "Little Way" teaches that small acts of love add up to great things. Each tiny kindness is like a domino that starts a chain reaction of good!

📚 Materials Needed¶

Dominoes
Cardboard tubes (paper towel, toilet paper)
Ramps and tracks
Small balls
Books for supports
Tape
Simple machine examples

Session 1: Chain Reactions¶

📝 Lesson Procedure (30 minutes)¶

Opening Prayer (2 min)¶

"Dear God, help us learn about chain reactions today. Help us see how our small actions can start big things — especially our acts of kindness! Amen."

Introduction: Cause & Effect (6 min)¶

What is a chain reaction?

"One thing causes the next thing"
"Like dominoes falling!"

Demonstration:

Set up small domino chain
One push → many dominoes fall
"ONE action → MANY effects!"

Rube Goldberg machines:

Show video or images of elaborate machines
"These silly machines do simple tasks in complicated ways"
"They're fun to make and watch!"

Kindness connection:

"Kindness works like chain reactions"
"YOU smile at someone → THEY feel happy → THEY'RE kind to someone else → and on and on!"
"St. Thérèse called these 'little flowers' of love"

Simple Chain Experiments (12 min)¶

Experiment 1: Domino Lines

Line up dominoes
Test spacing — too far? Too close?
Push the first one — watch the chain!

Experiment 2: Ramp Chain

Ball rolls down ramp
Hits something at bottom
That thing moves or does something

Experiment 3: Tube Tunnel

Ball goes through tube
Exits and triggers next step

Discovery questions:

"What happens if they're too far apart?"
"What happens if something is in the way?"
"How can you make it work better?"

Design Challenge Introduction (8 min)¶

Challenge:

Design a "Friendship Machine"
A chain reaction that ends with something kind
Examples: Delivers a note, rings a bell, waves a flag that says "You're Great!"

Planning:

What will your machine DO at the end?
What steps will lead to that?
Draw a simple plan

Teams:

Work in small teams
Share ideas
Start gathering materials

Closing (2 min)¶

Preview: "Next time: Build your Friendship Machines!"

Closing Prayer: "Thank You, God, for chain reactions. Help us start good chain reactions with our kindness today! Amen."

Session 2: Build & Test¶

📝 Lesson Procedure (30 minutes)¶

Opening Prayer (2 min)¶

"St. Thérèse, teach us your Little Way. Help us do small things with great love today. Amen."

Building Phase (18 min)¶

Teams build their Friendship Machines!

Requirements:

At least 3 steps in the chain
Must end with something "kind" (delivers message, rings chime, etc.)
Must work when tested

Building tips:

Test each step as you build
If one part doesn't work, fix it before moving on
Be patient — it takes many tries!

Teacher circulates:

Help troubleshoot
Encourage perseverance
Ask about the kind purpose

When machines fail (they will!):

"That's how inventors learn!"
"What went wrong?"
"What could you change?"
"Try again!"

Testing & Demonstration (8 min)¶

Teams demonstrate their machines:

Set up
Explain what will happen
START the chain!
(Celebrate successes and attempts!)

Share the kind purpose:

"Our machine delivers a 'You're Awesome' note!"
"Our machine rings a 'Kindness Bell!'"

Reflection & Closing (2 min)¶

Discussion:

"What was hard about chain reactions?"
"What happened when one part didn't work?"
"How is this like kindness?"

Kindness chain:

"Your kindness starts a chain reaction"
"You might not see all the effects"
"But it keeps going!"

Challenge: "This week, start a kindness chain reaction. Do something kind and watch what happens!"

Closing Prayer: "Thank You, God, for the fun of building and learning. Help us start kindness chain reactions everywhere we go. May our small acts of love create big ripples of good! Amen."

📎 Home Connection¶

"We built Friendship Machines — chain reaction contraptions with kind purposes! Ask your child: 'How does a chain reaction work?' 'What did your machine do?' We learned that kindness creates chain reactions too. Challenge: Do an intentional act of kindness together and watch for the ripple effect!"

✅ Assessment¶

Understood cause and effect
Created functional chain reaction
Worked cooperatively in team
Connected machines to kindness ripple effects

Unit Version: 1.0 | Last Updated: 2025-12-05

🌻 Weeks 26-27: Garden Engineering¶

Unit Overview¶


Grade Level	Grades 1-2
Duration	2 sessions (30 min each)
Curriculum	Year B
STREAM Focus	S (Science), E (Engineering), R (Religion)

Weeks 26-27: Garden Engineering¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Identify what plants need to grow 2. Understand plant life cycles 3. Design a garden with purpose 4. Plant seeds and observe growth

Faith Integration Objectives¶

Students will be able to: 1. Connect plant growth to spiritual growth 2. Practice patience and care for living things 3. See gardening as stewardship of creation

Weeks 26-27: Garden Engineering¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Spiritual Growth — Just like plants need sun, water, and soil, our faith needs nourishment too — prayer, Mass, kindness. Jesus often used plant parables to teach about faith.

Scripture Connection¶

"I planted the seed, Apollos watered it, but God has been making it grow." — 1 Corinthians 3:6

Saint Connection¶

St. Fiacre — Patron saint of gardeners who saw gardening as prayer. He cared for God's creation and fed the poor from his garden.

📚 Materials Needed¶

Seeds (fast-growing: beans, sunflowers)
Soil
Cups or pots
Water
Garden design paper
Plant life cycle images

Session 1: What Plants Need¶

📝 Lesson Procedure (30 minutes)¶

Opening Prayer (2 min)¶

"Dear God, You created plants that give us food, beauty, and oxygen. Help us learn to care for Your green creation today. May our gardens grow and teach us about growth! Amen."

Introduction: Plant Needs (8 min)¶

What do plants need to grow?

☀️ Sunlight — Energy from the sun
💧 Water — Drink for the plant
🪴 Soil — Home and food
💨 Air — Plants breathe too!

Like us!

We need food, water, air, and care
Plants are living things too!
We're stewards — caretakers — of plants

St. Fiacre connection:

"He was a monk who loved gardening"
"He grew food for poor and hungry people"
"Gardening was his prayer to God"
"We can make gardening a prayer too!"

Plant Life Cycle (6 min)¶

The circle of life: 1. Seed — Everything starts here! 2. Sprout — First little plant emerges 3. Seedling — Baby plant grows 4. Adult plant — Full-grown, makes flowers 5. Flowers & fruit — Makes new seeds! 6. Seeds — And it starts again!

Show images or diagram.

Wonder:

"Isn't it amazing that a tiny seed becomes a big plant?"
"God put everything needed inside that little seed!"

Planting Activity (10 min)¶

Plant your seeds!

Steps: 1. Fill cup with soil (not too packed) 2. Make small hole with finger 3. Place 2-3 seeds 4. Cover gently with soil 5. Water carefully (not too much!) 6. Label with name

Teacher demonstrates each step.

Care instructions:

Keep soil moist (not soggy)
Put in sunny spot
Watch for sprouts in 5-7 days!

Faith Connection (2 min)¶

Spiritual growth:

"Plants need water, sun, and care to grow"
"OUR faith needs nourishment too!"
"Prayer is like water for our souls"
"Mass is like sunshine for our faith"
"Kindness is like good soil"

Closing (2 min)¶

Take home or leave at school:

Care for your plant this week
Observe what happens
Be patient!

Closing Prayer: "Thank You, God, for seeds and growth. Help us care for our plants and learn from them. As our plants grow, help OUR faith grow too! Amen."

Session 2: Garden Design¶

📝 Lesson Procedure (30 minutes)¶

Opening Prayer (2 min)¶

"Creator God, You planted the Garden of Eden. Help us design beautiful gardens today that honor You and help others. Amen."

How are plants doing?

Any sprouts yet?
What do you observe?
Are you caring for them?

Garden Design Challenge (10 min)¶

Design a dream garden!

Garden purposes:

Food garden — Vegetables and fruits to eat
Flower garden — Beauty and butterflies
Helping garden — Vegetables for food shelf
Prayer garden — Quiet space to pray
Pollinator garden — Flowers for bees and butterflies

Choose your garden type:

What's the PURPOSE of your garden?
Who will your garden help?

Design elements:

What will you plant?
Where will paths go?
Any special features? (Bench, statue, birdbath)

Draw Your Garden Design (12 min)¶

Create a garden plan:

Bird's eye view (from above)
Show what's planted where
Label plants
Include special features
Color it!

Design thinking:

"What do your plants need?"
"Where will the sun be?"
"How will you water them?"
"Who will enjoy this garden?"

Quick gallery walk or partner share:

Show your garden design
Explain the purpose
Tell who it helps

Celebration:

"You are garden engineers!"
"Real gardens start with plans like these"

Closing (2 min)¶

St. Fiacre challenge:

"Can you care for a plant this spring?"
"Can you help with gardening at home?"
"Can you notice plants and thank God for them?"

Closing Prayer: "Thank You, God, for the gift of gardens. Thank You for St. Fiacre who showed us gardening is prayer. Help us care for plants and see Your love growing all around us. Amen."

📎 Home Connection¶

"We planted seeds and designed gardens! Your child has a growing plant to care for. Help them water it and watch for growth. Ask: 'What do plants need?' 'What kind of garden did you design?' 'Who would your garden help?' Consider planting something together this spring!"

✅ Assessment¶

Identified plant needs
Planted seeds correctly
Designed purposeful garden
Connected plant growth to faith growth

Unit Version: 1.0 | Last Updated: 2025-12-05

🔢 Week 28: Math Day Games¶

Lesson Overview¶


Grade Level	Grades 1-2
Duration	30 minutes
Curriculum	Year B
STREAM Focus	M (Math), R (Religion)

Week 28: Math Day Games¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Apply mathematical thinking to games and puzzles 2. Practice counting, patterns, and problem-solving 3. Experience math as fun and engaging 4. Work cooperatively on math challenges

Faith Integration Objectives¶

Students will be able to: 1. Appreciate mathematics as part of God's ordered creation 2. See patterns as evidence of God's design 3. Use math skills to help others

Week 28: Math Day Games¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Order in Creation — Mathematics reveals the beautiful order God built into creation. Patterns, numbers, and logic aren't random — they reflect the mind of the Creator.

Scripture Connection¶

"You have arranged all things by measure and number and weight." — Wisdom 11:20

Saint Connection¶

St. Isidore of Seville — A bishop who compiled knowledge including mathematics. He believed all learning reveals God's wisdom.

📚 Materials Needed¶

Math game stations (dice, cards, manipulatives)
Pattern blocks
Counting objects
Simple puzzles
Game instruction cards
Prizes or stickers (optional)

📝 Lesson Procedure (30 minutes)¶

Opening Prayer (2 min)¶

"Dear God, You made a world full of patterns and numbers. Help us enjoy math today and see Your design in everything. Thank You for the gift of our mathematical minds! Amen."

Introduction: Math is Fun! (4 min)¶

Math is everywhere:

"How many windows in this room?"
"What patterns do you see?"
"Math helps us solve problems!"

God's math:

"God created patterns — seasons, days, stars"
"Numbers help us understand His creation"
"Our brains can do MATH because God made them!"

Today's celebration:

"Math games and challenges!"
"Work together, have fun, learn!"

Math Game Stations (20 min)¶

Rotate through stations (4-5 min each):

Station 1: Pattern Power

Pattern blocks or colored tiles
Continue the pattern
Create your own pattern
Challenge: Can someone else continue YOUR pattern?

Station 2: Dice Addition

Roll two dice
Add the numbers
Who can get to 50 first?
Work as partners

Station 3: Shape Puzzles

Tangrams or shape puzzles
Fit pieces together
Create animals or objects from shapes

Station 4: Estimation Station

Jars with objects
Estimate how many
Count to check
Closest wins!

Station 5: Story Problems

Simple word problems with manipulatives
Act out the problem
Find the answer

Teacher floats:

Encourage
Help as needed
Celebrate successes

Math Connections (2 min)¶

Share discoveries:

"What was your favorite game?"
"What math did you use?"
"Where else do you use that math?"

Closing (2 min)¶

Math appreciation:

"Math isn't just worksheets — it's games and real life!"
"God gave us mathematical minds"
"We can use math to help others"

Examples:

Counting money to help buy groceries
Measuring ingredients to cook for family
Dividing treats fairly among friends

Closing Prayer: "Thank You, God, for math! Thank You for patterns and numbers and puzzles. Help us use our math brains to solve problems and help others. We see Your order and design in mathematics! Amen."

📎 Home Connection¶

"We celebrated math with games and puzzles! Ask your child: 'What math games did you play?' 'What was your favorite?' Play simple math games at home: dice addition, card games, counting games. Point out math in daily life: cooking, shopping, telling time. Math is everywhere!"

✅ Assessment¶

Participated in math game stations
Applied mathematical thinking to games
Worked cooperatively with others
Expressed appreciation for mathematics

Lesson Version: 1.0 — Year B | **

🦋 Weeks 29-31: Butterfly Engineering¶

Unit Overview¶


Grade Level	Grades 1-2
Duration	3 sessions (30 min each)
Curriculum	Year B
STREAM Focus	S (Science), A (Arts), R (Religion)

Weeks 29-31: Butterfly Engineering¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Identify stages of butterfly metamorphosis 2. Observe and document life cycle changes 3. Create models representing transformation 4. Connect metamorphosis to engineering design

Faith Integration Objectives¶

Students will be able to: 1. Connect metamorphosis to resurrection 2. Understand transformation as part of God's plan 3. See hope in the caterpillar-to-butterfly journey

Weeks 29-31: Butterfly Engineering¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Resurrection and Transformation — The caterpillar becomes a butterfly through amazing transformation. This mirrors our Easter faith: death leads to new life. We too will be transformed!

Scripture Connection¶

"Therefore, if anyone is in Christ, the new creation has come: The old has gone, the new is here!" — 2 Corinthians 5:17

Saint Connection¶

St. Paul — Experienced dramatic transformation from persecutor to apostle. Like a caterpillar becoming a butterfly, God transformed him completely.

📚 Materials Needed¶

Butterfly life cycle kit (if available)
Life cycle images/diagrams
Craft materials (paper, pipe cleaners)
Observation journals
Chrysalis/cocoon materials

Session 1: Amazing Metamorphosis¶

📝 Lesson Procedure (30 minutes)¶

Opening Prayer (2 min)¶

"Dear God, You created butterflies with their amazing transformation. Help us learn about metamorphosis today and see Your power to make all things new. Amen."

Introduction: Transformation! (8 min)¶

Show caterpillar and butterfly images:

"Are these the same creature?"
"How is that POSSIBLE?"
"It's called METAMORPHOSIS!"

The four stages: 1. 🥚 Egg — Tiny beginning 2. 🐛 Caterpillar (Larva) — Eating and growing 3. 🤎 Chrysalis (Pupa) — Transformation happens! 4. 🦋 Butterfly (Adult) — Beautiful new form!

The mystery of the chrysalis:

"Inside, everything changes"
"It looks like nothing is happening"
"But TRANSFORMATION is happening!"

Faith connection:

"This is like Easter!"
"Jesus died (like entering the chrysalis)"
"Then He rose — transformed, alive, beautiful!"
"We will be transformed too!"

Life Cycle Observation (12 min)¶

If live caterpillars available:

Observe caterpillars
What do you notice?
Draw observations in journal

If using images:

Examine each stage closely
Compare sizes, colors, features
Sort life cycle cards in order

Journal recording:

Draw the four stages
Label each stage
Write one fact about each

Story of St. Paul (5 min)¶

Transformation story:

"Saul was mean to Christians"
"He met Jesus and was completely changed"
"He became PAUL — a new person!"
"Like a caterpillar becoming a butterfly"

Personal connection:

"God can transform us too"
"He can help us become better, kinder, more loving"
"We're all in process — like caterpillars!"

Closing (3 min)¶

Wonder question: "If you could transform into anything, what would it be? What does God want to transform in your heart?"

Closing Prayer: "Thank You, God, for butterflies that show us transformation is possible. Transform us too — make us more like Jesus, more loving and kind. Amen."

Session 2: Chrysalis Engineering¶

📝 Lesson Procedure (30 minutes)¶

Opening Prayer (2 min)¶

"Lord, You do Your best work in hidden places — like inside a chrysalis. Help us trust that You're working in us too, even when we can't see it. Amen."

Observation Check (3 min)¶

If live caterpillars:

Any changes?
Document observations
What do you predict will happen next?

Engineering Challenge: Build a Life Cycle Model (22 min)¶

Challenge: Create a 3D model showing all four butterfly stages!

Materials:

Paper and cardstock
Pipe cleaners
Cotton balls
Tissue paper
Markers/crayons

Model requirements: 1. Show all FOUR stages 2. Make them look accurate 3. Arrange in order 4. Be creative!

Building ideas:

Egg: Tiny ball of paper or clay
Caterpillar: Pipe cleaner, paper tube, or drawn
Chrysalis: Cotton ball, brown tissue paper wrapped
Butterfly: Paper wings, pipe cleaner body

Teacher circulates:

"Which stage is this?"
"What happens next?"
"What colors do butterflies have?"

Quick show:

Hold up your model
Point to each stage
Tell what transformation happens

Celebrate creativity!

Closing (2 min)¶

Faith reminder: "Sometimes we feel stuck — like we're in a chrysalis. But God is working! Trust the process!"

Closing Prayer: "Thank You for time to create today. Help us remember that transformation takes time. Be patient with us, Lord, as You make us new. Amen."

Session 3: Butterfly Celebration¶

📝 Lesson Procedure (30 minutes)¶

Opening Prayer (2 min)¶

"Dear God, thank You for butterflies and transformation. Help us celebrate new life today! Amen."

Observation Report (5 min)¶

If live butterflies:

Observe emerged butterflies!
What do you notice?
How are they different from caterpillars?

If using images:

Review the complete journey
Watch video of butterfly emerging (if available)

Document final observations in journal.

Butterfly Art Creation (15 min)¶

Create butterfly art:

Option A: Symmetry Butterfly

Fold paper in half
Paint on one side
Fold and press
Open for symmetrical butterfly!

Option B: Coffee Filter Butterfly

Color with markers
Spray with water
Let colors blend
Scrunch middle with pipe cleaner for body

Option C: Tissue Paper Butterfly

Layer tissue paper
Accordion fold
Pinch in middle
Spread wings

While creating:

"Your butterfly is unique!"
"God makes beautiful things"
"We are being transformed into beautiful new creations too!"

Celebration & Release (6 min)¶

If live butterflies:

Go outside for release (weather permitting)
Say a prayer for the butterflies
Watch them fly!

If no live butterflies:

Display butterfly art
Gallery walk
Celebrate transformation

Faith celebration:

"The caterpillar didn't know what it would become"
"But God knew!"
"God knows what YOU will become too"
"Trust Him with your transformation!"

Closing (2 min)¶

Final reflection:

"What did you learn about butterflies?"
"What did you learn about transformation?"
"How is God transforming you?"

Closing Prayer: "Thank You, God, for the miracle of butterflies. Thank You for resurrection and new life. Transform us, Lord, into the beautiful people You created us to be. Help us fly! Amen."

📎 Home Connection¶

"We studied butterfly metamorphosis and connected it to Easter transformation! Ask your child: 'What are the four stages of a butterfly life cycle?' 'How is metamorphosis like resurrection?' 'What is God transforming in you?' Look for butterflies together this spring and remember: transformation is possible!"

✅ Assessment¶

Identified four butterfly life cycle stages
Created life cycle model
Made butterfly art
Connected metamorphosis to resurrection

Unit Version: 1.0 | Last Updated: 2025-12-05

🌷 Week 33: New Life Celebration¶

Lesson Overview¶


Grade Level	Grades 1-2
Duration	30 minutes
Curriculum	Year B
STREAM Focus	S (Science), R (Religion), A (Arts)

Week 33: New Life Celebration¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Identify signs of spring and new life 2. Observe growth and change in nature 3. Connect seasonal changes to science 4. Create art representing new life

Faith Integration Objectives¶

Students will be able to: 1. Connect spring renewal to Easter resurrection 2. Celebrate new life as God's gift 3. Express hope through creation

Week 33: New Life Celebration¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Resurrection and New Life — Easter celebrates Jesus rising from the dead. All of creation echoes this theme in spring: flowers bloom, animals are born, trees bud. New life is everywhere!

Scripture Connection¶

"See, I am making all things new!" — Revelation 21:5

Saint Connection¶

St. Mary Magdalene — First witness to the Resurrection. She saw Jesus alive in the garden on Easter morning. She reminds us to look for new life everywhere!

📚 Materials Needed¶

Spring nature items (flowers, seeds, leaves)
Art supplies
Spring/Easter music (optional)
New life images
Egg shells (optional)
Planting materials

📝 Lesson Procedure (30 minutes)¶

Opening Prayer (2 min)¶

"Risen Jesus, You made all things new! Help us see new life everywhere today. Fill us with Easter joy and hope. Alleluia! Amen."

Signs of Spring & New Life (8 min)¶

What changes in spring?

🌸 Flowers bloom
🌿 Trees get leaves
🐣 Baby animals are born
☀️ Days get longer and warmer
🐝 Insects appear

Show spring images or nature items:

What do you notice?
Where is new life?
What was "dead" that's now alive?

St. Mary Magdalene:

"She went to Jesus' tomb, expecting death"
"But she found LIFE — Jesus was alive!"
"She was the first to say 'He is risen!'"
"We look for new life just like she did"

Easter connection:

"Jesus rose from the dead"
"Death → LIFE"
"Winter → SPRING"
"All of creation shows us resurrection!"

New Life Scavenger Hunt (8 min)¶

If weather permits, go outside. If not, use images/items:

Find signs of new life:

Something green and growing
A flower or bud
An insect or animal
Something that was "dead" looking that now has life

Observe and share:

What did you find?
How does it show new life?
Where was God's creativity?

Indoor alternative:

Sort pictures into "new life" and "not new life"
Examine bulbs, seeds, or sprouts
Watch video of spring time lapse

New Life Art (10 min)¶

Create artwork celebrating new life:

Option A: Spring Garden

Draw or paint flowers, butterflies, bunnies
Show life bursting out!
Include sun shining

Option B: Before & After

Split paper in half
One side: winter/death (bare tree, gray)
Other side: spring/life (leafy tree, colorful)

Option C: Egg Art

Decorate paper egg shapes
Symbol of new life
Easter colors and joy

While creating:

Play spring/Easter music
"What new life are you showing?"
"How does this remind you of Easter?"

Closing Celebration (2 min)¶

Share artwork:

Show what you created
Tell about the new life in it

Final reflection:

"Jesus is ALIVE!"
"Spring shows us resurrection everywhere"
"We have HOPE because of Easter!"

Closing Prayer: "Thank You, Jesus, for rising from the dead! Thank You for spring that reminds us of new life. Fill us with Easter joy and hope. Help us share this Good News with everyone. Alleluia! He is risen! Amen."

📎 Home Connection¶

"We celebrated new life and Easter today! Ask your child: 'What signs of spring did you find?' 'How is spring like Easter?' 'What new life art did you create?' Take a family spring walk and look for signs of new life together. Remember: Jesus makes all things new!"

✅ Assessment¶

Identified signs of spring and new life
Connected seasonal renewal to resurrection
Created art celebrating new life
Expressed Easter joy and hope

Lesson Version: 1.0 — Year B | **

🎉 Week 34: Year B Showcase¶

Lesson Overview¶


Grade Level	Grades 1-2
Duration	30 minutes
Curriculum	Year B
STREAM Focus	All Areas (Celebration)

Week 34: Year B Showcase¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Reflect on Year B learning journey 2. Share favorite projects and memories 3. Demonstrate growth and skills 4. Celebrate accomplishments

Faith Integration Objectives¶

Students will be able to: 1. Express gratitude for learning opportunities 2. Recognize God's presence throughout the year 3. Celebrate as faith community 4. Look forward with hope

Week 34: Year B Showcase¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Gratitude and Celebration — Looking back on a year of learning, we give thanks to God who gave us curious minds and the opportunity to explore His creation.

Scripture Connection¶

"Give thanks to the Lord, for he is good; his love endures forever." — Psalm 136:1

Saint Connection¶

All the saints from Year B! — St. Kateri, Bl. Solanus Casey, St. Francis, St. Thérèse, St. Fiacre, and more — all showed us how to learn and love God.

📚 Materials Needed¶

Student portfolios/work samples
Display materials
Certificates
Camera for photos
Celebration supplies
Reflection sheets

📝 Lesson Procedure (30 minutes)¶

Opening Prayer (2 min)¶

"Dear God, thank You for this amazing year of learning! Thank You for robots, towers, butterflies, gardens, and all our STREAM adventures. Thank You for the saints who showed us how to love You and learn. We are so grateful! Amen."

Year B Memory Journey (10 min)¶

Walk through the year:

Fall memories:

🔬 Nature observation — "What did we discover outside?"
🤖 Dash Robots — "What did you program Dash to do?"
🗼 Tower building — "How tall did we go?"
🐾 Animal habitats — "What animal did you help?"
🎁 Gift making — "Who did you make something for?"

Winter memories:

⭐ Stars and light — "What did we learn about the Christmas star?"
❄️ Snowflakes — "Are any two the same?"
🔧 Invention labs — "What problem did you solve?"
🎪 Friendship machines — "How do chain reactions work?"

Spring memories:

🌻 Gardens — "Is your plant still growing?"
🦋 Butterflies — "What is metamorphosis?"
🌷 New life — "How is spring like Easter?"

Discussion:

"What was your FAVORITE activity?"
"What was HARDEST?"
"What saint do you remember?"
"What did you learn about God?"

Portfolio Celebration (8 min)¶

Look through work:

Find your best work from Year B
Choose one thing to share
Remember how you've grown!

Partner sharing:

Show your partner your favorite project
Tell them why you chose it
Listen to theirs

Saints Recall (3 min)¶

Quick saint match game:

"Who loved animals?" (St. Francis)
"Who followed the star?" (Wise Men)
"Who gardened as prayer?" (St. Fiacre)
"Who did little things with love?" (St. Thérèse)
"Who saw the Risen Jesus first?" (St. Mary Magdalene)

Saints showed us: Faith and learning go together!

Awards & Recognition (5 min)¶

Celebrate everyone!

Possible awards:

🔬 Super Scientist
🤖 Coding Champion
🏗️ Master Builder
🎨 Creative Artist
🤝 Teamwork Star
💪 Perseverance Prize
🙏 Faith Friend

Every student recognized!

Closing Celebration (2 min)¶

Looking ahead:

"Next year: NEW adventures!"
"Keep being curious"
"Keep asking questions"
"Keep seeing God in everything"

Final cheer: "We are STREAM scientists! We explore God's world! We learned and grew in Year B!"

Closing Prayer: "Thank You, God, for Year B! Thank You for every robot, every building, every plant, every butterfly. Thank You for friends who learned with us and teachers who helped us. Bless our summer and bring us back ready to learn more. We love You! Amen."

📎 Home Connection¶

"We celebrated Year B today! What a year of learning and growing! Ask your child: 'What was your favorite Year B activity?' 'What did you learn?' 'Which saint do you remember?' 'How did you see God in STREAM?' Thank you for supporting your child's STREAM journey. Keep exploring this summer!"

✅ Assessment¶

Reflected on year's learning
Shared favorite project/memory
Participated in celebration
Expressed gratitude

Year B Accomplishments Summary¶

Your child explored:

🔬 Science: Nature, senses, plants, butterflies, light
🤖 Technology: Dash Robots, ScratchJr
🙏 Religion: Saints, Scripture, faith connections
🏗️ Engineering: Towers, habitats, inventions, gardens
🎨 Arts: Various creative projects
🔢 Math: Measurement, patterns, estimation

STREAM skills developed:

Observation and inquiry
Coding and programming basics
Engineering design process
Collaboration and teamwork
Perseverance through challenges
Faith-reason integration

Congratulations on completing Year B!

Lesson Version: 1.0 — Year B | **

Grades 3-4 Year A

🔬 Grades 3-4 STREAM Lessons¶

Grade Band Overview¶


Grade Level	3^rd and 4^th Grade
Session Length	40 minutes
Sessions per Year	32-34 sessions
Technology Focus	Sphero (advanced), Scratch, Little Bits, iPad apps

📋 Year at a Glance¶

Quarter 1: Foundations & Coding¶

Week	Lesson	Focus
1	Welcome to C-STREAM	Introduction & Community
2-3	Sphero Advanced Coding	T, M
4	Scientific Method	S, R
5-6	KEVA Engineering Challenges	E, M
7-9	Engineering Design: Community Helpers	E, R
10	Bridge Engineering	E, M
11	Coding Gratitude	T, R, A
12	Giving Through Making	E, A, R
13	Fall STREAM Celebration	All

Quarter 2: Light, Space & Wonder¶

Week	Lesson	Focus
14-15	Light Science & Advent	S, R
16	Astronomy & the Star	S, R, M
17	Winter Break	—
18	New Year SMART Goals	M, R
19-22	STREAM Choice Labs	All
23	Catholic Schools Week STREAM	R + All

Quarter 3: Circuits, Coding & Creation Care¶

Week	Lesson	Focus
24-25	Scratch Programming	T
26-27	Little Bits Circuits	T, E
28	Pi Day: Circles & Circumference	M, T
29-31	Environmental STREAM	S, R, E

Quarter 4: Innovation & Celebration¶

Week	Lesson	Focus
32	Easter/Spring Break	—
33	Resurrection & New Life Science	S, R
34	Year-End STREAM Expo	All

🎯 Grade 3-4 Learning Goals¶

By the end of the year, students will:

Science (S)¶

Apply the scientific method to investigations
Understand energy, light, and simple circuits
Explore environmental science and stewardship

Technology (T)¶

Create programs in Scratch with variables and conditionals
Use advanced Sphero features (sensors, events)
Understand basic circuits and electronic components

Religion (R)¶

Connect faith and reason through scientific discovery
Apply Catholic Social Teaching to design challenges
Recognize how saints used science to serve God

Engineering (E)¶

Complete full design cycles with iteration
Build structures that meet specific constraints
Design solutions for community problems

Art (A)¶

Use digital tools for creative expression
Integrate aesthetics into engineering projects
Create presentations that communicate effectively

Math (M)¶

Apply measurement and geometry concepts
Collect and analyze data
Use mathematical thinking in problem-solving

📁 Lesson Files¶

Week 1: Welcome to C-STREAM
Weeks 2-3: Sphero Advanced Coding
Week 4: Scientific Method
Weeks 5-6: KEVA Engineering Challenges
Weeks 7-9: Engineering Design: Community Helpers
Week 10: Bridge Engineering
Week 11: Coding Gratitude
Week 12: Giving Through Making
Week 13: Fall STREAM Celebration
Weeks 14-15: Light Science & Advent
Week 16: Astronomy & the Star
Week 18: New Year SMART Goals
Weeks 19-22: STREAM Choice Labs
Week 23: Catholic Schools Week STREAM
Weeks 24-25: Scratch Programming
Weeks 26-27: Little Bits Circuits
Week 28: Pi Day: Circles & Circumference
Weeks 29-31: Environmental STREAM
Week 33: Resurrection & New Life Science
Week 34: Year-End STREAM Expo

🛠️ Technology & Materials¶

Primary Technology¶

Sphero BOLT — Advanced coding with sensors, matrix display
Scratch — Block-based programming (online or desktop)
Little Bits — Modular electronics for circuits
Chromebooks/iPads — For coding and research

Recurring Materials¶

KEVA planks, building materials
Science lab supplies
Art supplies, craft materials
Recording sheets, journals

📊 Assessment Overview¶

Formative Assessment¶

Observation during activities
Exit tickets and quick checks
Partner and group discussions

Summative Assessment¶

Project completion and rubrics
Portfolio collection
STREAM Expo presentations (end of year)

Grade Band Version: 1.0 | **

🎉 Week 1: Welcome to C-STREAM¶

Lesson Overview¶


Grade Level	Grades 3-4
Duration	40 minutes
STREAM Focus	Introduction to all STREAM areas

Week 1: Welcome to C-STREAM¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Explain what C-STREAM stands for and represents 2. Identify the connections between different STREAM areas 3. Begin developing a growth mindset for challenges 4. Establish community expectations for collaboration

Faith Integration Objectives¶

Students will be able to: 1. Understand why "Religion" is central to C-STREAM 2. Recognize that faith and science work together 3. Commit to respectful, collaborative community

Week 1: Welcome to C-STREAM¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Faith and Reason — Pope St. John Paul II wrote that "faith and reason are like two wings on which the human spirit rises." In C-STREAM, we don't choose between faith and science — we use both to understand God's creation and serve others.

Scripture Connection¶

"The heavens declare the glory of God; the skies proclaim the work of his hands." — Psalm 19:1

Saint Connection¶

St. John Paul II — This pope was a philosopher, theologian, and champion of the harmony between faith and reason. He encouraged Catholics to embrace science as a way to know God better.

📚 Materials Needed¶

C-STREAM poster/visual
"What is STREAM?" handout
Community expectations chart
Sticky notes
Growth mindset video or story (optional)
Sample project pictures from each STREAM area

📝 Lesson Procedure (40 minutes)¶

Opening Prayer & Introduction (6 min)¶

Prayer: "Creator God, thank You for the gift of curious minds. As we begin our C-STREAM journey, help us see Your wonder in all we learn. Unite us as a community of learners who support and encourage one another. Amen."

Icebreaker: "What's something you've wondered about or wanted to build/create?"

What is C-STREAM? (10 min)¶

Unpack the acronym:

C — Catholic (our identity; faith guides everything)
S — Science (exploring God's creation)
T — Technology (tools we use and create)
R — Religion (the heart of who we are)
E — Engineering (solving problems with design)
A — Art (creative expression and beauty)
M — Math (patterns and logic in creation)

Discussion:

"Why do you think Religion is in the middle?"
"How might science and faith work together?"
"Have you heard of any scientists who were also people of faith?"

Show examples of projects that combine multiple STREAM areas.

Faith + Science: Partners, Not Enemies (8 min)¶

Key teaching:

Some people think you have to choose between faith and science — NOT TRUE!
The Catholic Church has supported science for centuries
Many great scientists were Catholic (Galileo, Mendel, Lemaître)

Mini-stories: 1. Gregor Mendel — A monk who discovered genetics by studying pea plants 2. Fr. Georges Lemaître — A priest who proposed the Big Bang theory 3. Sister Mary Kenneth Keller — First American woman to earn a PhD in computer science

Reflection: "Science tells us HOW things work. Faith tells us WHY they matter. We need both!"

Community Expectations (10 min)¶

Establish our C-STREAM community values:

Brainstorm together: "What do we need from each other to learn well?"

Core expectations: 1. Respect — Ideas, materials, and each other 2. Collaboration — We learn better together 3. Perseverance — We don't give up when it's hard 4. Wonder — We stay curious and ask questions 5. Faith — We see God in all our learning

Create visual: Students sign or add to community covenant.

Growth Mindset Introduction (4 min)¶

Key message: In C-STREAM, mistakes are learning opportunities!

"Not Yet" mindset:

"I can't do this" → "I can't do this YET"
"This is too hard" → "This is challenging my brain to grow"
"I failed" → "I learned what doesn't work"

Faith connection: "God made us to grow and learn. Every challenge is an opportunity!"

Closing & Preview (2 min)¶

Preview: "Next week, we'll dive into coding with Sphero!"

Exit ticket: On sticky note: "One thing I'm excited about in C-STREAM this year."

Closing Prayer: "Lord, bless our C-STREAM community. Help us learn with open minds and hearts. May everything we discover and create give glory to You. Amen."

✅ Assessment¶

Participated in C-STREAM discussion
Contributed to community expectations
Completed exit ticket with genuine excitement

📎 Home Connection¶

"Welcome to C-STREAM! Today we explored how Catholic education combines faith and science. Ask your child: 'What does C-STREAM stand for?' 'Why is faith important in science?' This year, we'll learn that faith and reason work together — just like Pope St. John Paul II taught!"

Lesson Version: 1.0 | **

🤖 Weeks 2-3: Sphero Advanced Coding¶

Unit Overview¶


Grade Level	Grades 3-4
Duration	2 sessions (40 min each)
STREAM Focus	T (Technology), M (Math)

Weeks 2-3: Sphero Advanced Coding¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Program Sphero using loops and variables 2. Use events and sensors (collision, orientation) 3. Create programs that respond to conditions 4. Apply mathematical concepts (angles, distance)

Faith Integration Objectives¶

Students will be able to: 1. Connect programming sequences to God's order in creation 2. Understand that creativity in coding reflects being made in God's image 3. Practice patience and perseverance when debugging

Weeks 2-3: Sphero Advanced Coding¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Order in Creation — God created the universe with order and patterns. When we write code, we create order and logic — reflecting our Creator. Programming is a creative act that mirrors God's creative nature.

Scripture Connection¶

"For since the creation of the world God's invisible qualities—his eternal power and divine nature—have been clearly seen." — Romans 1:20

Saint Connection¶

Blessed Carlo Acutis — A young Catholic who used his technology skills to serve God. He built websites about Eucharistic miracles and showed that technology can be a tool for faith.

📚 Materials Needed¶

Sphero robots (1 per 2-3 students)
iPads with Sphero Edu app
Tape for track/maze creation
Angle reference cards
Challenge cards
Debugging checklists

Session 1: Loops & Angles¶

📝 Lesson Procedure (40 minutes)¶

Opening Prayer & Review (5 min)¶

Prayer: "Creator God, You made the universe with beautiful order and patterns. Help us learn to create order in our code today. Give us patience when things don't work and creativity to find solutions. Amen."

Quick review:

"Who has used Sphero before?"
"What basic commands do you remember?"
Review: roll, spin, lights, sounds

New Concept: Loops (10 min)¶

Introduce loops:

"A loop repeats code multiple times"
"Instead of writing the same thing 10 times, we write it once in a loop!"

Demonstrate:

Simple loop: "Repeat 4 times: roll forward, turn 90°" = square
"How many lines of code did we save?"

Math connection:

Angles: 90° = quarter turn, 180° = half turn, 360° = full turn
"What angles make different shapes?"
Triangle = 120° turns, Pentagon = 72° turns

Guided Practice (12 min)¶

Challenge 1: Square Dance

Program Sphero to draw a square using a loop
Specify roll distance and 90° turns

Challenge 2: Triangle Trip

Modify loop for a triangle
Change angle to 120°

Students work in pairs:

One programmer, one observer
Switch roles after first challenge

Teacher circulates: "What angle are you using? Why?"

Exploration Time (10 min)¶

Open challenges:

Can you make a pentagon? Hexagon?
Can you make a star?
Try different sizes (change roll distance)

Debugging support:

"What's happening vs. what you wanted?"
"Check your angles"
"Try printing step by step"

Closing & Preview (3 min)¶

Share discoveries: "What shapes did you create?"

Faith Connection: "God built patterns into creation — from snowflakes to galaxies. When you create patterns with code, you're imitating your Creator!"

Preview: "Next time, we'll make Sphero respond to its environment!"

Session 2: Sensors & Events¶

📝 Lesson Procedure (40 minutes)¶

Opening Prayer & Review (4 min)¶

Prayer: "Lord, You gave us senses to understand the world around us. Today, we'll use Sphero's sensors to respond to its environment. Help us learn and create with joy. Amen."

Review: "What did we learn about loops? What shapes did you make?"

New Concept: Events & Sensors (10 min)¶

Introduce events:

"An event is something that triggers code to run"
"Instead of 'when start pressed,' we can use 'when collision' or 'when shaken'"

Sphero sensors:

Collision — Sphero senses when it hits something
Orientation — Sphero knows which way is up
Speed — Sphero knows how fast it's going

Demonstrate:

Event: "On collision, change color to red and say 'Ouch!'"
"Now when Sphero bumps into something, it reacts!"

Guided Practice (12 min)¶

Challenge 1: Collision Response

Program Sphero to change color when it hits something
Add a sound effect
Make it backup after collision

Challenge 2: Smart Navigation

Program: Roll forward until collision
On collision: backup, turn random direction, continue

Students experiment: "Can you make Sphero navigate around a maze?"

Challenge Time (10 min)¶

Partner challenges:

Challenge A: Maze Navigator

Set up simple tape maze
Program Sphero to navigate using collision sensing

Challenge B: Dance Party

Use shake sensor to trigger dance moves
Different orientations = different colors

Challenge C: Create Your Own

Design your own sensor-based program

Reflection & Closing (4 min)¶

Share creations: Groups demonstrate one program.

Debugging discussion:

"What was hardest to get working?"
"How did you solve problems?"

Faith Connection: "God gave animals instincts to respond to their environment. We gave Sphero 'instincts' with our code! This is what it means to be co-creators with God — using our intelligence to create things that respond to the world."

Closing Prayer: "Thank you, God, for the gift of creativity. Help us use technology to learn, to create, and to serve others. Amen."

✅ Assessment¶

Session 1¶

Created a program using loops
Used correct angles for shapes
Debugged programs when needed

Session 2¶

Used events and sensors in programming
Created responsive programs
Collaborated with partner on challenges

📎 Home Connection¶

"We learned advanced Sphero coding! Ask your child: 'What does a loop do?' 'How did you make Sphero respond to hitting things?' Talk about patterns in nature that reflect God's design. If you have access to any coding apps, let them explore at home!"

Unit Version: 1.0 | Last Updated: 2025-12-05

🔬 Week 4: Scientific Method¶

Lesson Overview¶


Grade Level	Grades 3-4
Duration	40 minutes
STREAM Focus	S (Science), R (Religion)

Week 4: Scientific Method¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Identify and explain the steps of the scientific method 2. Form testable hypotheses 3. Conduct a simple experiment with variables 4. Record and analyze results

Faith Integration Objectives¶

Students will be able to: 1. Understand science as exploring God's creation 2. Recognize that truth discovered through science reveals God 3. Connect the virtue of curiosity to faith

Week 4: Scientific Method¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Science Reveals God's Creation — Every time scientists discover something new about the universe, they're uncovering more of God's amazing design. The Church has always supported scientific inquiry because truth cannot contradict truth — science and faith both lead to truth.

Scripture Connection¶

"It is the glory of God to conceal a matter; to search out a matter is the glory of kings." — Proverbs 25:2

Saint Connection¶

St. Albert the Great — Called "the Great" for his encyclopedic knowledge of science, this medieval saint studied physics, chemistry, biology, and more. He's the patron saint of scientists and showed that deep faith and deep scientific inquiry go together.

📚 Materials Needed¶

Scientific method poster
Experiment supplies (see experiment options)
Lab notebooks or recording sheets
Pencils
Timer
Safety goggles (if appropriate)

📝 Lesson Procedure (40 minutes)¶

Opening Prayer & Introduction (5 min)¶

Prayer: "God of all wisdom, You invite us to explore Your creation. Give us curious minds, careful hands, and honest hearts as we learn to think like scientists. May all we discover lead us closer to You. Amen."

Hook: Show a mystery phenomenon (e.g., pepper fleeing from soap on water, or a tower of liquids) without explaining.

Question: "What's happening here? How could we find out?"

Scientific Method Steps (10 min)¶

Introduce the scientific method:

Question — What do you wonder about?
Research — What do you already know?
Hypothesis — What's your educated guess?
Experiment — Test your hypothesis
Observe/Record — What happened?
Analyze — What do the results mean?
Conclusion — Was your hypothesis right?

Faith Connection: "Scientists are truth-seekers. As Catholics, we believe all truth comes from God. When scientists discover truth about creation, they discover something about the Creator!"

Key vocabulary:

Hypothesis — An educated guess you can test
Variable — Something that can change
Control — The thing you keep the same

Class Experiment (18 min)¶

Choose one experiment:

Option A: Paper Airplane Distance

Question: "Does the type of paper affect how far a plane flies?"
Variables: Paper type (constant: plane design, throw)
Test 3 different papers, measure distance

Option B: Ramp and Roll

Question: "Does ramp height affect how far a ball rolls?"
Variables: Ramp height (constant: ball, surface)
Test 3 heights, measure roll distance

Option C: Dissolving Race

Question: "Does water temperature affect how fast sugar dissolves?"
Variables: Water temperature (constant: amount of sugar, stirring)
Time how long until dissolved

Experiment procedure: 1. State question and form hypothesis (3 min) 2. Set up experiment (3 min) 3. Conduct 3 trials (8 min) 4. Record results (2 min) 5. Discuss findings (2 min)

Reflection & Closing (7 min)¶

Analyze results:

"Was your hypothesis correct?"
"What surprised you?"
"What would you test next?"

Being wrong is okay!

"In science, a 'wrong' hypothesis is still useful — you learned something!"
"Some of the greatest discoveries came from unexpected results"

Faith Connection: "St. Albert the Great said that studying nature is a form of worship. When we use the scientific method to understand creation, we're honoring the Creator. Every discovery reveals more of God's amazing design!"

Closing Prayer: "Thank You, God, for the gift of curiosity. Help us be truth-seekers like the great Catholic scientists. May all we discover lead us to wonder at Your glory. Amen."

✅ Assessment¶

Correctly identified scientific method steps
Formed a testable hypothesis
Recorded observations accurately
Drew appropriate conclusions from data

📎 Home Connection¶

"We learned the scientific method! Ask your child to explain the steps. Try a simple experiment at home: 'Does adding salt make water boil faster?' Follow the scientific method together. Discuss how discovering truth about creation helps us know God better!"

Lesson Version: 1.0 | **

🏗️ Weeks 5-6: KEVA Engineering Challenges¶

Unit Overview¶


Grade Level	Grades 3-4
Duration	2 sessions (40 min each)
STREAM Focus	E (Engineering), M (Math)

Weeks 5-6: KEVA Engineering Challenges¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Apply engineering design process to construction challenges 2. Build structures within specific constraints 3. Test structures and iterate on designs 4. Calculate and compare structural measurements

Faith Integration Objectives¶

Students will be able to: 1. Connect building to Biblical stories (Tower of Babel, Temple) 2. Understand that collaboration builds better than competition 3. Practice patience and perseverance

Weeks 5-6: KEVA Engineering Challenges¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Building God's Kingdom — The Bible is full of building stories — Noah's Ark, Solomon's Temple, and even the Tower of Babel. What we build and WHY we build matters. When we use our skills to serve others and glorify God, our work has eternal value.

Scripture Connection¶

"Unless the LORD builds the house, the builders labor in vain." — Psalm 127:1

Saint Connection¶

St. Barbara — Patron saint of architects and builders. Legend says she had a third window added to her tower to represent the Trinity. Engineers throughout history have built structures to honor God.

📚 Materials Needed¶

KEVA planks (200+ per group)
Measuring tapes and rulers
Challenge cards with specifications
Testing weights
Recording sheets
Timer

Session 1: Tower Challenge¶

📝 Lesson Procedure (40 minutes)¶

Opening Prayer & Introduction (5 min)¶

Prayer: "Master Builder, You designed the universe with wisdom and care. Help us build with creativity and cooperation today. May our work reflect Your glory. Amen."

Story connection: Brief discussion of Tower of Babel (Genesis 11)

"What went wrong with the Tower of Babel?"
"It wasn't that they built — it's WHY and HOW they built"
"Today, we'll build to learn and help each other"

Engineering Challenge Introduction (5 min)¶

Tower Challenge specifications:

Build the tallest tower possible
Must stand for 10 seconds without support
Must fit within 12" x 12" base area
Only KEVA planks allowed

Constraints:

Time limit: 15 minutes
Must be able to explain your design choices

Discuss:

"What makes towers strong?"
"What engineering strategies might help?"
Wide base, triangles, weight distribution

Design & Plan (5 min)¶

Teams plan before building:

Sketch basic design
Discuss strategy with team
Assign roles (builder, measurer, etc.)

Building Challenge (15 min)¶

Build time!

Teacher circulates:

"Tell me about your design"
"What's making it stable?"
"What would you change?"

Checkpoints:

5 min: "How's your foundation?"
10 min: "What adjustments are you making?"
14 min: "One minute to finalize!"

Testing & Measurement (7 min)¶

Test each tower:

Start timer when hands are removed
Must stand 10 seconds
Measure height of successful towers

Record results on class chart.

Discussion:

"What strategies worked?"
"What caused failures?"
"What would you try differently?"

Closing (3 min)¶

Faith Connection: "Building takes patience and teamwork. The builders of the great cathedrals worked for generations — they knew they might never see the finished building. That's faith! What we start can continue beyond us."

Preview: "Next time, we'll build bridges with even more constraints!"

Session 2: Bridge Challenge¶

📝 Lesson Procedure (40 minutes)¶

Opening Prayer & Review (4 min)¶

Prayer: "God of all creation, You are the bridge between heaven and earth. Help us build bridges today — structures that connect and support. Amen."

Review: "What did we learn about building towers?"

Bridge Challenge Introduction (6 min)¶

Bridge Challenge specifications:

Must span a 12-inch gap
Must hold at least 1 pound of weight
Structure cannot touch the "water" below
Only KEVA planks allowed

Additional constraint: Limited materials — only 75 planks per team!

Discuss bridge types:

Beam bridges (flat across)
Arch bridges (curved support)
Truss bridges (triangular support)

Question: "With limited materials, which design might be most efficient?"

Design Phase (5 min)¶

Teams plan:

Consider bridge type
Plan material usage
Sketch design
Discuss weight distribution

Building Challenge (15 min)¶

Build time with limited materials!

Teacher support:

"How are you managing your plank budget?"
"Where does the weight need to go?"
"How are you distributing force?"

Material management:

Teams must count and track planks
No "borrowing" from other teams
Strategy matters!

Testing & Analysis (7 min)¶

Load testing:

Place bridges across 12" gap
Add weight gradually
Record maximum weight held

Record and compare:

Which designs held the most?
How did different teams use their 75 planks?
What's the relationship between design and strength?

Math integration:

Calculate efficiency: weight held ÷ planks used
Compare ratios across teams

Reflection & Closing (3 min)¶

Discussion:

"How did the material constraint change your approach?"
"What did you learn about bridge design?"

Faith Connection: "In life, we often have constraints — limited time, resources, or abilities. But constraints can spark creativity! God uses our limitations to show His power and help us grow."

Closing Prayer: "Thank You, God, for the gift of engineering. Help us use our skills to build bridges — not just of wood and stone, but bridges of understanding, friendship, and love. Amen."

✅ Assessment¶

Session 1¶

Built tower meeting specifications
Used engineering strategies (wide base, structural elements)
Collaborated effectively with team

Session 2¶

Built bridge meeting span and weight requirements
Worked within material constraints
Calculated and compared efficiency

📎 Home Connection¶

"We were structural engineers! Ask your child: 'What made your tower/bridge strong?' 'How did you work within constraints?' Build together at home — try building a bridge from cardboard that can hold a small toy. Discuss how working with limits helps us be creative!"

Unit Version: 1.0 | Last Updated: 2025-12-05

🤝 Weeks 7-9: Engineering Design: Community Helpers¶

Unit Overview¶


Grade Level	Grades 3-4
Duration	3 sessions (40 min each)
STREAM Focus	E (Engineering), R (Religion), S (Science)

Weeks 7-9: Engineering Design: Community Helpers¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Complete a full engineering design cycle 2. Identify community needs and design solutions 3. Build, test, and iterate on prototypes 4. Present design solutions with evidence

Faith Integration Objectives¶

Students will be able to: 1. Connect engineering to Catholic Social Teaching 2. Apply preferential option for the poor to design 3. Understand service through skills and talents

Weeks 7-9: Engineering Design: Community Helpers¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Catholic Social Teaching: Preferential Option for the Poor — Jesus calls us to care especially for the vulnerable. Engineers and inventors can use their skills to help people in need. When we design with others' needs in mind, we live out our faith.

Scripture Connection¶

"Truly I tell you, whatever you did for one of the least of these brothers and sisters of mine, you did for me." — Matthew 25:40

Saint Connection¶

St. Damien of Molokai — He lived among people with leprosy, serving their needs when no one else would. He built houses, roads, and a water system for the colony. He used practical skills to serve Christ in the poor.

📚 Materials Needed¶

Design scenario cards
Engineering design process poster
Building materials: cardboard, craft sticks, tape, scissors, recycled materials
Testing supplies (varies by challenge)
Design journals
Presentation materials

Session 1: Empathize & Define¶

📝 Lesson Procedure (40 minutes)¶

Opening Prayer & Introduction (5 min)¶

Prayer: "Loving God, open our eyes to see the needs around us. Give us creative minds to design solutions and generous hearts to serve others. Help us see Your face in everyone we help. Amen."

Read Matthew 25:40: "Whatever you did for one of the least of these... you did for me."

Discuss:

"Who are 'the least of these' in our community?"
"What needs do people have?"
"How can engineers help?"

Design Challenges Introduction (10 min)¶

Present community design challenges (choose one for class or let teams choose):

Challenge A: Clean Water Helper

Problem: Some communities don't have access to clean water
Design: Create a simple water filter using available materials
Test: Filter muddy water and compare clarity

Challenge B: Shelter Solution

Problem: Homeless people need protection from weather
Design: Create a portable shelter model that is waterproof and insulated
Test: Test for water resistance and stability

Challenge C: Accessibility Aid

Problem: People with mobility challenges face barriers
Design: Create a device that helps with daily tasks
Test: Based on specific device function

Challenge D: Emergency Light

Problem: After disasters, people need light without electricity
Design: Create a light source that doesn't require batteries
Test: Brightness and duration

Empathy Research (10 min)¶

Research phase:

What do we know about this problem?
Who experiences this need?
What solutions already exist?
What are the requirements for a good solution?

Create empathy map:

Who are we designing for?
What do they need?
What challenges do they face?
What would help them most?

Define the Problem (10 min)¶

Problem statement: Teams write a clear problem statement: "We are designing _____________ for _____________ because _____________."

Design requirements:

What MUST your design do? (constraints)
What would be NICE if it could do? (criteria)
What materials are available?

Share problem statements with class.

Closing & Preparation (5 min)¶

Faith Connection: "St. Damien didn't just feel sorry for people with leprosy — he DID something. He built and created and served. That's what we're doing: using our skills to serve others."

Homework thinking: "Think about your design before next session!"

Session 2: Ideate & Build¶

📝 Lesson Procedure (40 minutes)¶

Opening Prayer & Review (4 min)¶

Prayer: "Creator God, You gave us imagination and creativity. Help us use these gifts today to design solutions that help others. Guide our hands and minds. Amen."

Review: "What problem is your team solving? Who are you helping?"

Brainstorm Solutions (8 min)¶

Individual brainstorm (3 min):

Each team member sketches 2-3 possible solutions
No ideas are bad ideas!
Think creatively

Team brainstorm (5 min):

Share individual ideas
Combine ideas
Select one design to prototype
Why did you choose this design?

Design Planning (5 min)¶

Detailed design sketch:

Draw your design with labels
List materials needed
Identify potential challenges
Plan for testing

Build Prototype (18 min)¶

Building time!

Teacher circulates:

"How does this address the need?"
"What's working?"
"What challenges are you facing?"

Encourage iteration:

It's okay to change your design!
Learn from what doesn't work
Ask for help when stuck

Checkpoint questions:

"Does this meet your requirements?"
"How will you test it?"

Closing & Preview (5 min)¶

Quick share: Each team shows prototype progress.

Faith Connection: "Even if our prototypes aren't perfect, we're practicing something important: caring about others' needs and trying to help. That's at the heart of being Catholic!"

Preview: "Next session, we'll test, improve, and present our designs!"

Session 3: Test, Iterate & Present¶

📝 Lesson Procedure (40 minutes)¶

Opening Prayer (3 min)¶

Prayer: "Lord, help us test with honesty, improve with perseverance, and present with clarity. May our work honor You and serve others. Amen."

Testing Phase (10 min)¶

Test designs based on criteria:

Water filter: Does it filter? How clear is the output?
Shelter: Is it waterproof? Stable?
Accessibility aid: Does it work as intended?
Emergency light: How bright? How long?

Record results:

What worked well?
What didn't work as planned?
What could be improved?

Iteration Phase (10 min)¶

Improve designs based on testing:

Make modifications
Test again if possible
Document changes and improvements

Questions to consider:

"What one change would most improve your design?"
"How does this change address the problem better?"

Presentation Preparation (5 min)¶

Prepare brief presentation: 1. The problem we're solving (who we're helping) 2. Our design solution (how it works) 3. Testing results (evidence it works) 4. What we learned (improvements)

Presentations (10 min)¶

Teams present (2 min each):

Demonstrate design
Share testing results
Explain faith connection

Audience response:

One thing you like about this design
One question about the design

Closing Celebration (2 min)¶

Faith Connection: "Whether or not our designs are perfect, we practiced something essential today: thinking about others' needs before our own wants. Jesus calls us to serve 'the least of these' — and you've begun learning how to use your God-given skills to do exactly that!"

Closing Prayer: "Thank You, God, for creative minds and caring hearts. Help us always use our talents to serve others. May we see Your face in everyone who needs help. Amen."

✅ Assessment¶

Completed engineering design cycle (define, ideate, build, test, iterate)
Created prototype that addresses community need
Tested and improved design based on evidence
Presented solution with clear reasoning
Connected project to Catholic Social Teaching

📎 Home Connection¶

"We completed an engineering design project for community helpers! Ask your child: 'What problem did you try to solve?' 'Who were you trying to help?' 'What did you learn?' Discuss Catholic Social Teaching at home: How can your family use your talents to help 'the least of these' in your community?"

Unit Version: 1.0 | Last Updated: 2025-12-05

🌉 Week 10: Bridge Engineering¶

Lesson Overview¶


Grade Level	Grades 3-4
Duration	40 minutes
STREAM Focus	E (Engineering), M (Math)

Week 10: Bridge Engineering¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Identify and compare different bridge types 2. Understand how forces (tension, compression) affect bridges 3. Design and build a bridge meeting specifications 4. Calculate efficiency ratios

Faith Integration Objectives¶

Students will be able to: 1. Connect bridge metaphors to faith (Jesus as bridge) 2. Understand reconciliation as bridge-building 3. Recognize the importance of connecting communities

Week 10: Bridge Engineering¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Jesus as Bridge — Jesus reconciled humanity with God, bridging the gap caused by sin. In our lives, we're called to be bridge-builders too — connecting people, resolving conflicts, and bringing communities together.

Scripture Connection¶

"For there is one God and one mediator between God and mankind, the man Christ Jesus." — 1 Timothy 2:5

Saint Connection¶

St. John Nepomucene — Patron saint of bridges. This priest was martyred on a bridge in Prague. Bridges throughout Europe bear his statue, reminding us that some things are worth standing firm for.

📚 Materials Needed¶

Pictures of different bridge types
Building materials: straws, tape, paper, craft sticks
Weights for testing (pennies, small objects)
Gap to span (12 inches between books/blocks)
Recording sheets
Calculators

📝 Lesson Procedure (40 minutes)¶

Opening Prayer & Introduction (5 min)¶

Prayer: "Lord Jesus, You are the bridge between heaven and earth. Help us learn about bridges today and understand how to be bridge-builders in our own lives. Amen."

Hook: Show images of famous bridges (Golden Gate, Brooklyn Bridge, London Bridge).

"What do all bridges have in common?"
"Why do we need bridges?"

Bridge Types & Forces (10 min)¶

Explore bridge types:

1. Beam Bridge

Simple flat span
Best for short distances
Example: Log across stream

2. Arch Bridge

Curved shape pushes force outward
Very strong
Example: Roman aqueducts

3. Truss Bridge

Uses triangles for strength
Efficient use of materials
Example: Railroad bridges

4. Suspension Bridge

Cables hold up the deck
Best for long spans
Example: Golden Gate

Forces in bridges:

Compression — Squeezing force (pushing together)
Tension — Stretching force (pulling apart)
"Bridges must handle both forces!"

Quick demo: Show compression and tension with hands and a ruler.

Design Challenge (5 min)¶

Challenge specifications:

Span a 12-inch gap
Hold as much weight as possible
Use only provided materials (straws, tape, paper OR craft sticks)
Limited to 20 pieces of primary material

Team planning:

Which bridge type will you use?
Where will you put your strongest elements?
Sketch your design

Build Phase (12 min)¶

Teams build bridges.

Teacher circulates:

"What type of bridge are you building?"
"Where are the tension/compression forces?"
"How are you handling the load?"

Encourage:

Use triangles for strength
Test early and modify
Consider where weight will be placed

Testing & Analysis (6 min)¶

Test each bridge:

Place across gap
Add weights gradually (pennies work well)
Record maximum weight held

Calculate efficiency:

Efficiency = Weight held ÷ Pieces used
"Which bridge was most efficient?"

Compare designs:

What strategies worked best?
How did different bridge types perform?

Reflection & Closing (2 min)¶

Discussion:

"What would you do differently?"
"How do bridge engineers test their designs?"

Faith Connection: "Bridges connect what was separated. Jesus is our ultimate bridge — connecting us to God. But we're called to build bridges too: bridges of friendship, bridges of forgiveness, bridges of understanding. What bridge could YOU build this week?"

Closing Prayer: "Jesus, our Bridge to the Father, help us be bridge-builders. When there's conflict, let us bring peace. When there's division, let us bring unity. Make us connectors of people and communities. Amen."

✅ Assessment¶

Built bridge meeting span requirements
Applied understanding of bridge types
Tested and recorded results
Calculated efficiency ratio
Connected bridge concept to faith

📎 Home Connection¶

"We were bridge engineers! Ask your child: 'What type of bridge did you build?' 'What forces did you have to consider?' 'What makes bridges strong?' Talk about how Jesus is the bridge between us and God, and how we can be bridge-builders in our relationships — connecting people and resolving conflicts."

Lesson Version: 1.0 | **

🙏 Week 11: Coding Gratitude¶

Lesson Overview¶


Grade Level	Grades 3-4
Duration	40 minutes
STREAM Focus	T (Technology), R (Religion), A (Art)

Week 11: Coding Gratitude¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Create a Scratch project with multiple sprites 2. Use broadcast messages between sprites 3. Incorporate sounds and visual effects 4. Plan and execute a multi-element project

Faith Integration Objectives¶

Students will be able to: 1. Express gratitude through digital creation 2. Connect thankfulness to prayer 3. Identify blessings in their lives

Week 11: Coding Gratitude¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Gratitude as Prayer — St. Ignatius taught that gratitude is the foundation of our relationship with God. When we notice and name our blessings, we open our hearts to recognize God's presence in every part of life.

Scripture Connection¶

"Give thanks in all circumstances; for this is God's will for you in Christ Jesus." — 1 Thessalonians 5:18

Saint Connection¶

St. Ignatius of Loyola — Founder of the Jesuits, he developed the Daily Examen — a prayer practice that includes reviewing the day for moments of gratitude. He believed finding God in all things starts with thankfulness.

📚 Materials Needed¶

Computers/tablets with Scratch access
Gratitude planning worksheet
Scratch tutorial cards (optional)
Speaker for sharing projects

📝 Lesson Procedure (40 minutes)¶

Opening Prayer & Introduction (5 min)¶

Gratitude Prayer: "Generous God, You give us so many gifts! Help us notice Your blessings today. As we create, may our thankful hearts shine through. Thank You for life, for love, for this moment. Amen."

Gratitude reflection:

"What are you thankful for today?"
Quick sharing: Each student names one blessing

St. Ignatius connection:

"St. Ignatius taught that gratitude opens our eyes to see God everywhere"
"Today, we'll express our gratitude through code!"

Project Introduction (5 min)¶

Today's project: Create a "Gratitude Animation" in Scratch

Project requirements:

At least 3 things you're thankful for
Multiple sprites (characters or objects)
At least one broadcast message (sprites communicate)
Sound or music
Creative presentation

Show example: Teacher demonstrates a simple gratitude animation.

Planning Phase (5 min)¶

Students plan on paper: 1. List 3+ things you're thankful for 2. What sprites will represent each? 3. How will they appear/animate? 4. What will the message say? 5. What sounds will you include?

Scratch Creation (20 min)¶

Building time!

Scratch skills focus:

Broadcasts: "When I receive" and "broadcast" blocks allow sprites to communicate
Timing: "Wait" blocks sequence events
Effects: "Change effect" blocks add visual interest
Sound: "Play sound" and "play note" blocks

Teacher supports:

Help students troubleshoot
Encourage creativity
Keep students on task

Checkpoints:

5 min: "Have you created your sprites?"
10 min: "Are your sprites communicating?"
15 min: "How's your timing and effects?"

Quick share: 2-3 students share projects with class.

Reflection questions:

"How did coding help you express gratitude?"
"What was challenging?"
"What blessing is most meaningful to you?"

Faith Connection: "When we express gratitude — through prayer, words, OR code — we train our hearts to see God's goodness. St. Ignatius said gratitude is the foundation of joy. Keep noticing your blessings!"

Closing Prayer: "Thank You, God, for the blessings we named today. Thank You for [students call out blessings]. Help us be thankful every day, in all circumstances. Amen."

✅ Assessment¶

Created Scratch project with gratitude theme
Used multiple sprites and broadcasts
Included sound elements
Expressed genuine gratitude for specific blessings

📎 Home Connection¶

"We coded gratitude animations! Ask your child to share their Scratch project (at scratch.mit.edu). Discuss what they're thankful for. Try St. Ignatius's Daily Examen as a family: At dinner, share one thing you're grateful for from the day and one place you saw God's presence."

Lesson Version: 1.0 | **

🎁 Week 12: Giving Through Making¶

Lesson Overview¶


Grade Level	Grades 3-4
Duration	40 minutes
STREAM Focus	E (Engineering), A (Art), R (Religion)

Week 12: Giving Through Making¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Design with a specific user in mind 2. Create a functional gift item 3. Apply craftsmanship and attention to detail 4. Write clear instructions or cards for their gift

Faith Integration Objectives¶

Students will be able to: 1. Connect gift-giving to God's generosity 2. Understand the Magi's gifts and their meaning 3. Practice self-giving through handmade creation

Week 12: Giving Through Making¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Gift of Self — Handmade gifts represent the gift of our time, creativity, and love. The best gifts come from the heart. God gave us the ultimate gift — Jesus — and we are called to be generous givers too.

Scripture Connection¶

"For God so loved the world that he gave his one and only Son." — John 3:16

Saint Connection¶

The Magi — They brought gifts that had meaning: gold for a king, frankincense for God, myrrh for one who would die. Their gifts showed thought and intention. Our gifts can carry meaning too.

📚 Materials Needed¶

Craft supplies (paper, cardboard, fabric scraps)
Tools (scissors, tape, glue, rulers)
Gift project templates/options
Decoration supplies
Gift card materials
"Gift Planning" worksheets

📝 Lesson Procedure (40 minutes)¶

Opening Prayer & Introduction (5 min)¶

Advent Prayer: "Generous God, You gave us the greatest gift — Your Son, Jesus. Help us be generous givers too. As we make gifts today, may our love shine through. Amen."

Discuss:

"Why do we give gifts?"
"What makes a gift meaningful?"
"Why might a handmade gift be special?"

Magi connection:

"The Wise Men brought meaningful gifts"
"Their gifts showed they thought about who Jesus was"
"Our gifts can show we've thought about the person receiving them"

Gift Options Introduction (5 min)¶

Gift project options:

Option A: Perpetual Calendar

Wooden or paper calendar with movable pieces
Practical gift for desk or kitchen

Option B: Bookmark with Message

Laminated or decorated bookmark
Include meaningful quote or prayer

Option C: Desk Organizer

Made from cardboard or recycled materials
Customize for recipient's needs

Option D: Photo Frame

Decorated frame for special photo
Personalized with designs or messages

Option E: Student Design

Create your own gift idea
Must be functional and thoughtful

Planning Phase (5 min)¶

Gift Planning worksheet: 1. Who is this gift for? 2. What do they like/need? 3. Which project will you make? 4. How will you personalize it? 5. What will your card say?

Design emphasis:

"Think about the PERSON, not just the project"
"How can this gift be special for THEM?"

Creation Time (20 min)¶

Students create their gifts.

Teacher circulates:

"Tell me about who this is for"
"How does this show you were thinking about them?"
"What will make this special?"

Quality encouragement:

Take your time
Measure twice, cut once
Details show care
It doesn't have to be perfect to be meaningful

Card creation: Students also create gift card explaining their gift and expressing their love.

Quick share: Students show gifts and explain who they're for.

Reflection:

"How did thinking about the person change how you made the gift?"
"How does it feel to create something for someone else?"

Faith Connection: "God thought about US when He sent Jesus. He knew exactly what we needed. When you made your gift, you thought about someone else's needs and wants. That's living out God's generous love!"

Closing Prayer: "Thank You, God, for the joy of giving. Bless these gifts and the hands that made them. May they bring joy to those who receive them. Help us be generous givers all year long. Amen."

✅ Assessment¶

Designed gift with specific recipient in mind
Created functional, well-crafted gift
Wrote thoughtful gift card
Demonstrated understanding of meaningful giving

📎 Home Connection¶

"We made meaningful gifts today! Your child created something special for someone. Ask them: 'Who is your gift for?' 'Why did you choose this?' 'What does your card say?' Talk about how the best gifts show thoughtfulness. Consider making gifts together as a family this holiday season!"

Lesson Version: 1.0 | **

🎉 Week 13: Fall STREAM Celebration¶

Lesson Overview¶


Grade Level	Grades 3-4
Duration	40 minutes
STREAM Focus	All STREAM Areas

Week 13: Fall STREAM Celebration¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Reflect on and articulate semester learning 2. Demonstrate skills at celebration stations 3. Evaluate their own growth and learning 4. Celebrate achievements and effort

Faith Integration Objectives¶

Students will be able to: 1. Express gratitude for learning opportunities 2. Celebrate as community 3. Recognize God's gifts of curiosity and creativity

Week 13: Fall STREAM Celebration¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Celebration and Thanksgiving — Throughout the Bible, God's people celebrated after significant work was completed. We celebrate not to boast, but to give thanks to God for His gifts and to recognize our growth.

Scripture Connection¶

"Shout for joy to the LORD, all the earth. Worship the LORD with gladness; come before him with joyful songs." — Psalm 100:1-2

Saint Connection¶

All Saints — We celebrate the saints because they used their gifts to serve God. Today we celebrate how we've used our STREAM gifts this semester!

📚 Materials Needed¶

Station materials (see station descriptions)
Student portfolios
Celebration certificates
Reflection worksheets
Display of semester projects/photos
Treats (optional)

📝 Lesson Procedure (40 minutes)¶

Opening Prayer & Introduction (4 min)¶

Prayer: "Joyful God, thank You for a semester of STREAM learning! Thank You for curious minds, creative hands, and our wonderful community. We celebrate Your gifts today! Amen."

Introduction: "Today we celebrate everything we've learned and created this semester!"

Reflection Activity (6 min)¶

Self-Assessment Reflection: Students complete quick reflection: 1. My favorite STREAM project this semester was... 2. Something I learned that surprised me... 3. A skill I improved at... 4. A challenge I overcame... 5. How I grew in faith through STREAM...

Share: Turn to a partner and share one reflection.

Celebration Stations (24 min)¶

Rotate through 4 stations (6 min each):

Station 1: Sphero Challenge

Complete a coding challenge
Show off your skills
Try something new

Station 2: Engineering Build

Quick KEVA or building challenge
Personal best attempt
Creative construction

Station 3: Memory Lane

Look through semester projects/photos
Share favorite memory with others
Sign classmates' memory pages

Station 4: Scratch Showcase

Share projects created this semester
Explore classmates' projects
Appreciate each other's creativity

Recognition & Certificates (4 min)¶

Celebrate growth:

Distribute semester certificates
Recognize effort, growth, and achievement
Celebrate the whole community

Closing Celebration (2 min)¶

Share one word: Students share one word describing their C-STREAM semester.

Faith Connection: "Everything we've learned reveals more of God's amazing creation. Every skill we've developed is a gift from God. As we head into the holiday season, let's carry our gratitude and curiosity with us!"

Closing Prayer: "Thank You, God, for an amazing semester of STREAM! Thank You for:

Curious minds that asked questions
Creative hands that built and coded
Caring hearts that helped each other
Our wonderful class community

Bless our holiday break and bring us back ready to learn more! Amen."

✅ Assessment¶

Completed reflection worksheet
Participated in celebration stations
Expressed gratitude and growth

📎 Home Connection¶

"We celebrated our C-STREAM semester! Ask your child: 'What was your favorite project?' 'What skill did you improve?' 'What are you proud of?' Thank you for your partnership. Have a blessed holiday season!"

Lesson Version: 1.0 | **

💡 Weeks 14-15: Light Science & Advent¶

Unit Overview¶


Grade Level	Grades 3-4
Duration	2 sessions (40 min each)
STREAM Focus	S (Science), R (Religion)

Weeks 14-15: Light Science & Advent¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Explain how light travels in straight lines 2. Demonstrate reflection and refraction 3. Understand the visible light spectrum 4. Conduct experiments with light behavior

Faith Integration Objectives¶

Students will be able to: 1. Connect Jesus as "Light of the World" to light science 2. Understand Advent as preparing for the Light 3. Explore how light is used in Catholic worship

Weeks 14-15: Light Science & Advent¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Christ, the Light of the World — Light is one of the most powerful symbols in Catholic faith. Jesus called Himself the Light of the World. During Advent, we prepare for the coming of this Light. Understanding the science of light deepens our appreciation of this metaphor.

Scripture Connection¶

"I am the light of the world. Whoever follows me will never walk in darkness, but will have the light of life." — John 8:12

Saint Connection¶

St. Lucy — Her name means "light." Her feast day (December 13) falls during Advent, reminding us that light comes into darkness. She's often depicted with candles, representing Christ's light.

📚 Materials Needed¶

Flashlights (1 per group)
Small mirrors
Prisms
Clear water cups
White paper
Pencils (for refraction demo)
Advent candles or imagery
Dark space for experiments

Session 1: Light Behavior¶

📝 Lesson Procedure (40 minutes)¶

Opening Prayer & Introduction (5 min)¶

Advent Prayer: "Lord Jesus, You are the Light of the World. As we learn about light today, help us see You more clearly. In this Advent season, prepare our hearts for Your coming. Come, Lord Jesus! Amen."

Hook: Dim lights. Turn on flashlight.

"What happens when there's no light?"
"How does light change everything?"

Advent connection:

"Advent is about waiting for the Light"
"The world was in spiritual darkness before Jesus came"

Light Properties (10 min)¶

Key concepts:

1. Light travels in straight lines

Demonstrate with flashlight and dust particles
"That's why shadows have sharp edges"

2. Light can be reflected

Demonstrate with mirror
Angle of incidence = angle of reflection
"That's how we see things — light bounces off objects to our eyes"

3. Light can be refracted (bent)

Put pencil in glass of water
"Light bends when passing through different materials"

4. Light is made of colors

Show prism splitting white light
"White light contains all colors — ROYGBIV"

Experiment Stations (18 min)¶

Rotate through 3 stations (6 min each):

Station 1: Reflection Investigation

Use mirrors to redirect light
Challenge: Hit target with reflected beam
Record angle observations

Station 2: Refraction Exploration

Observe pencil in water
Try different water levels
Draw what you see

Station 3: Rainbow Creation

Use prism to split light
Identify colors in spectrum
Draw the rainbow pattern

Advent Connection (5 min)¶

Discussion:

"Light chases away darkness"
"Jesus chases away spiritual darkness"
"In Advent, we light candles to remind us light is coming"

Reflection question: "Where do you need Jesus's light in your life?"

Closing (2 min)¶

Faith Connection: "The properties of light — reflecting, revealing colors, cutting through darkness — help us understand Jesus. He reflects God's glory, reveals truth, and brings light into our darkness."

Closing Prayer: "Jesus, Light of the World, shine in our hearts this Advent. Help us reflect Your light to others. Amen."

Session 2: Light in Faith¶

📝 Lesson Procedure (40 minutes)¶

Opening Prayer & Review (5 min)¶

Prayer: "Lord, You said 'Let there be light' at creation. You sent Your Son as Light for the world. Help us be children of light. Amen."

Review: "What did we learn about how light behaves?"

Light in Catholic Worship (10 min)¶

Explore how light is used in faith:

1. Candles

Paschal candle: Christ's resurrection
Baptismal candle: New Christian carries Christ's light
Advent candles: Growing light as Christmas approaches
Sanctuary lamp: Christ present in tabernacle

2. Church Architecture

Stained glass: Light transformed into beauty
Windows facing east: Light of risen Christ
Dark → light: Journey from sin to salvation

3. Liturgical Language

"Light of Christ" — Easter Vigil
"Christ our Light" — Baptism
"Enlighten the darkness" — Prayers

Discussion: "Why do you think light is so important in Catholic worship?"

Being Light Investigation (10 min)¶

Jesus said we should be light:

"You are the light of the world. A town built on a hill cannot be hidden." — Matthew 5:14

Brainstorm: How can we be light?

Kindness in darkness of meanness
Truth in darkness of lies
Hope in darkness of despair
Help in darkness of need

Reflection activity: Students write/draw one way they will "be light" this Advent.

Light Art/Craft (12 min)¶

Create an Advent Light project:

Option A: Stained Glass Art

Black paper frame
Tissue paper "glass"
Hold to light to see effect

Option B: Reflection Art

Use mirror and light to create patterns
Capture with drawing

Option C: Spectrum Art

Use prism colors as inspiration
Create rainbow-themed Advent art

Closing Celebration (3 min)¶

Share: Students show art and share how they'll be light.

Faith Connection: "Every time you see a candle, remember: Jesus is the Light of the World, and YOU are called to carry that light. This Advent, let your kindness, truth, and love be a light for others!"

Closing Prayer: "Lord Jesus, come and be our Light. Help us shine for others. In this Advent season, prepare us to receive You. May our light grow brighter each day until Christmas and beyond. Amen."

✅ Assessment¶

Session 1¶

Explained light properties (straight lines, reflection, refraction)
Conducted experiments correctly
Connected light science to Advent themes

Session 2¶

Identified ways light is used in Catholic worship
Named ways to "be light" to others
Created light-themed art

📎 Home Connection¶

"We studied light science and Advent connections! Ask your child: 'How does light behave?' 'How is light used in church?' 'How can you be light to others?' Notice candles and light symbols in church this Advent. As you light your Advent wreath, talk about how Jesus brings light into darkness."

Unit Version: 1.0 | Last Updated: 2025-12-05

⭐ Week 16: Astronomy & the Star¶

Lesson Overview¶


Grade Level	Grades 3-4
Duration	40 minutes
STREAM Focus	S (Science), R (Religion), M (Math)

Week 16: Astronomy & the Star¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Explain basic astronomy concepts (stars, planets, constellations) 2. Understand how ancient people used stars for navigation 3. Explore scientific theories about the Star of Bethlehem 4. Calculate relative distances in space

Faith Integration Objectives¶

Students will be able to: 1. Understand the role of the Magi as star-studying scientists 2. Connect God's guidance through creation 3. Recognize that seeking Jesus is life's greatest journey

Week 16: Astronomy & the Star¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

God Speaks Through Creation — God used a star to announce Jesus's birth and guide the Magi. Throughout history, God has revealed Himself through the natural world. The heavens literally "declare the glory of God."

Scripture Connection¶

"Where is the one who has been born king of the Jews? We saw his star when it rose and have come to worship him." — Matthew 2:2

Saint Connection¶

St. Nicholas Copernicus — A Catholic canon (church official) who revolutionized astronomy by proposing that Earth orbits the Sun. He saw no conflict between faith and studying the heavens.

📚 Materials Needed¶

Star charts and constellation images
Solar system scale model materials
Star of Bethlehem research printouts
Flashlights for demonstrations
Black paper for star projects
Calculator for distance activities

📝 Lesson Procedure (40 minutes)¶

Opening Prayer & Introduction (5 min)¶

Prayer: "Creator of the universe, Your heavens declare Your glory! Help us learn about the stars You made and wonder at the star that announced Your Son. Guide us like You guided the Magi. Amen."

Read Matthew 2:1-2: The Magi following the star.

Wonder questions:

"What did the Magi know about stars?"
"How did they know this star was special?"
"How long did their journey take?"

Astronomy Basics (10 min)¶

Key concepts:

Stars:

Stars are distant suns
Our sun is an average star
Stars appear to move across the sky (actually, Earth rotates)
Ancient people used star patterns for navigation and calendars

Constellations:

Patterns people saw in stars
Different cultures named different patterns
Used to navigate and track seasons

Planets vs. Stars:

Planets orbit our sun
Planets appear to "wander" among the stars
"Planet" comes from Greek word for "wanderer"

Catholic connection: St. Nicholas Copernicus, a Catholic churchman, discovered Earth orbits the Sun!

The Star of Bethlehem Investigation (10 min)¶

What was the Christmas star? Scientists have theories:

Theory 1: Planetary Conjunction

Jupiter and Saturn appeared very close together
Jupiter = "king planet"
Saturn = associated with Jewish people
This happened in 7-6 BC

Theory 2: Comet

Bright, visible, dramatic
Comets were considered signs
Chinese records show a comet in 5 BC

Theory 3: Nova or Supernova

Exploding star appears suddenly
Very bright, then fades
Chinese records show a nova in 5 BC

Theory 4: Miraculous Light

A special light created by God
Not a natural phenomenon
Supernatural guidance

Discussion:

"Does it matter what the star was scientifically?"
"What's important is that God used it to guide people to Jesus!"

Space Math Activity (10 min)¶

Understanding cosmic distances:

Distance demonstration: If the sun is a basketball...

Earth is a pea, 78 feet away
Jupiter is a golf ball, 400 feet away
The nearest star is another basketball, 4,000 MILES away!

Quick calculation:

Light travels 186,000 miles per second
How far does light travel in one year? (Light year)
The nearest star is 4.2 light years away!

Wonder moment: "The Magi traveled maybe 1,000 miles to find Jesus. Compared to space distances, that's almost nothing. But it meant EVERYTHING because they found the King of the Universe!"

Closing Reflection (5 min)¶

Discussion:

"The Magi were scientists who found God"
"Their star-studying led them to worship Jesus"
"What can science lead us to discover about God?"

Application: "The Magi took a long journey to find Jesus. What journey can WE take to find Him?" (Prayer, Mass, kindness, learning)

Faith Connection: "The Magi prove that science and faith work together. They studied the stars, and those stars led them to kneel before the Son of God. May our learning always lead us closer to Jesus!"

Closing Prayer: "Lord, like the Magi, help us follow Your signs to find Jesus. Thank You for the wonder of the stars. Guide our journey toward You, now and always. Amen."

✅ Assessment¶

Explained basic astronomy concepts
Described theories about the Star of Bethlehem
Connected astronomy to the Magi's faith journey
Participated in scale/distance activity

📎 Home Connection¶

"We explored astronomy and the Star of Bethlehem! Ask your child: 'What might the Christmas star have been?' 'What did the Magi teach us about faith and science?' On a clear night, look at stars together. Talk about how the same God who made those stars was born in a manger. What journey will your family take to find Jesus this Christmas?"

Lesson Version: 1.0 | **

🎯 Week 18: New Year SMART Goals¶

Lesson Overview¶


Grade Level	Grades 3-4
Duration	40 minutes
STREAM Focus	M (Math), R (Religion)

Week 18: New Year SMART Goals¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Apply the SMART goal framework 2. Set measurable, time-bound goals 3. Create an action plan with steps 4. Design a tracking system

Faith Integration Objectives¶

Students will be able to: 1. Connect goal-setting to growing in virtue 2. Understand spiritual growth as a goal 3. Trust God's help in achieving goals

Week 18: New Year SMART Goals¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Growth in Virtue — The Christian life is a journey of growth. We're called to become more like Jesus — more loving, kind, patient, and holy. Setting goals helps us grow intentionally in virtue and use our God-given potential.

Scripture Connection¶

"Commit to the LORD whatever you do, and he will establish your plans." — Proverbs 16:3

Saint Connection¶

St. Ignatius of Loyola — He developed the spiritual exercises and was famous for setting clear goals for spiritual growth. He taught that we should reflect, plan, and act with God's help.

📚 Materials Needed¶

SMART Goals poster/handout
Goal planning worksheets
Goal tracking templates
Calendars
Sticky notes
Markers/colored pencils

📝 Lesson Procedure (40 minutes)¶

Opening Prayer & Introduction (5 min)¶

New Year Prayer: "Lord, thank You for a fresh start! As we set goals, help us grow closer to You. Guide our plans and give us strength to follow through. We trust You with our year! Amen."

Discuss:

"A new year is a fresh start!"
"Why do people set goals?"
"What happens to most New Year's resolutions?" (They fail!)
"Today, we'll learn to set goals that WORK."

SMART Goals Framework (10 min)¶

Introduce SMART goals:

S — Specific

"What exactly will you do?"
Vague: "Read more" → Specific: "Read one book per month"

M — Measurable

"How will you track progress?"
"How will you know when you've achieved it?"

A — Achievable

"Can you actually do this?"
Stretch yourself, but be realistic

R — Relevant

"Does this matter to you?"
"Does it fit your values and priorities?"

T — Time-bound

"When will you accomplish this?"
"What's your deadline?"

Examples:

Vague: "Get better at math"
SMART: "Improve my multiplication speed by completing 100 flash cards with 90% accuracy by March 1^st"
Vague: "Be nicer"
SMART: "Give one sincere compliment every day for the next month"

Goal Brainstorming (5 min)¶

Three categories of goals:

1. Learning Goal (STREAM)

What skill do you want to develop?
What do you want to know?

2. Character Goal (Virtue)

What virtue do you want to grow in?
How do you want to treat others?

3. Faith Goal (Spiritual)

How do you want to grow closer to God?
What spiritual practice do you want to develop?

Quick brainstorm: Students list 2-3 ideas for each category.

SMART Goal Development (15 min)¶

Students develop one goal fully:

Worksheet process: 1. Choose one goal to make SMART 2. Write the specific goal 3. Define how you'll measure it 4. Check that it's achievable 5. Explain why it's relevant to you 6. Set a deadline 7. List 3-5 action steps

Create tracking system:

Calendar marks
Checklist
Visual tracker (color in progress)

Faith integration:

Add "prayer support" — when will you pray about this goal?
Who will you ask to encourage you?

Partner share:

Share your SMART goal
Get feedback: "Is it truly SMART?"
Commit to checking in with each other

Faith Connection: "St. Ignatius taught that we should make plans AND give them to God. Write your goals, work hard, AND pray for God's help. He wants us to grow!"

Closing Prayer: "Lord, we commit our goals to You. Help us grow in knowledge, virtue, and faith this year. When we struggle, give us strength. When we succeed, let us give You glory. Guide our steps every day. Amen."

✅ Assessment¶

Applied SMART framework to goal
Created measurable tracking system
Included action steps
Connected goals to faith/virtue

📎 Home Connection¶

"We learned to set SMART goals! Ask your child to share their goals for learning, character, and faith. Help them track progress. Consider setting family SMART goals together! Remember Proverbs 16:3 — 'Commit to the LORD whatever you do, and he will establish your plans.'"

Lesson Version: 1.0 | **

🔬 Weeks 19-22: STREAM Choice Labs¶

Unit Overview¶


Grade Level	Grades 3-4
Duration	4 sessions (40 min each)
STREAM Focus	All STREAM Areas (Student Choice)

Weeks 19-22: STREAM Choice Labs¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Work independently on self-directed projects 2. Apply skills across STREAM disciplines 3. Practice time management and self-regulation 4. Complete a passion project with documentation

Faith Integration Objectives¶

Students will be able to: 1. Recognize and develop God-given talents 2. Practice stewardship of materials and time 3. Serve others through project design

Weeks 19-22: STREAM Choice Labs¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Developing Talents — The Parable of the Talents (Matthew 25) teaches us to develop and use our God-given gifts. Choice Labs allow students to explore and strengthen their unique talents while serving others.

Scripture Connection¶

"Each of you should use whatever gift you have received to serve others, as faithful stewards of God's grace in its various forms." — 1 Peter 4:10

Saint Connection¶

Multiple Saints — Different stations feature different saints who excelled in various areas (see station descriptions).

📚 Materials Needed¶

Station-specific materials (see stations)
Choice Lab passports/logs
Project planning worksheets
Timer (visual)
Display materials for final presentations

Unit Structure¶

Session Format (All 4 Sessions)¶

Opening Prayer & Goals: 4 min
Lab Time (2 stations): 30 min (15 min each)
Reflection & Documentation: 6 min

Station Options¶

🤖 Station A: Advanced Robotics Lab¶

Focus: Technology Saint: Blessed Carlo Acutis (technology)

Activities:

Sphero BOLT advanced programming (sensors, matrix)
Create autonomous navigation programs
Program light shows and animations
Collaborative robot challenges

Materials: Sphero BOLT robots, iPads, challenge cards

💻 Station B: Scratch Studio¶

Focus: Technology, Art Saint: Fra Angelico (artist)

Activities:

Create original Scratch games or stories
Learn advanced concepts (variables, clones)
Design interactive art
Make educational projects

Materials: Computers with Scratch, tutorial cards

🏗️ Station C: Engineering Workshop¶

Focus: Engineering, Math Saint: St. Barbara (builders)

Activities:

KEVA advanced challenges (suspension, cantilever)
Paper engineering (pop-up books, mechanisms)
Cardboard construction
Bridge and tower optimization

Materials: KEVA planks, cardboard, paper, tape, rulers

🔬 Station D: Science Investigation¶

Focus: Science Saint: St. Albert the Great (science)

Activities:

Independent experiments with scientific method
Chemistry explorations (safe reactions)
Physics investigations (motion, magnets, electricity)
Biology observations (plants, microscope)

Materials: Lab supplies, experiment cards, safety goggles

🎨 Station E: STREAM Art Studio¶

Focus: Art, Math Saint: Michelangelo (artist)

Activities:

Mathematical art (tessellations, fractals)
Design challenges
3D paper sculptures
Symmetry and geometry art

Materials: Art supplies, rulers, compasses, templates

⚡ Station F: Circuits & Electronics¶

Focus: Technology, Engineering Saint: St. Joseph the Worker

Activities:

Little Bits circuit building
Simple circuits with batteries and lights
Design electronic devices
Troubleshoot and solve circuit problems

Materials: Little Bits, batteries, LEDs, wires, switches

Session-by-Session Guide¶

Session 1: Introduction & Exploration¶

Opening Prayer & Introduction (6 min)¶

Prayer: "Lord, You've given each of us unique gifts. Help us discover and develop our talents these weeks. Guide our choices and bless our learning. Amen."

Parable of Talents discussion:

Review Matthew 25:14-30
"What talents (gifts) do you have?"
"How can you develop them in Choice Labs?"

Lab introduction:

Review all station options
Explain passport/tracking system
Set expectations for independence

Lab Time (28 min)¶

Students visit 2 stations of their choice (14 min each).

Teacher role: Facilitate, troubleshoot, encourage

Reflection (6 min)¶

Document in passport:

Which stations did you visit?
What did you learn/create?
What do you want to explore more?

Session 2: Deep Dive¶

Opening Prayer & Planning (4 min)¶

Prayer: "Creator God, deepen our understanding today. Help us grow in the gifts You've given us. Amen."

Planning: "Which stations will you focus on today?"

Lab Time (30 min)¶

Students choose stations based on interests/goals.

Encourage depth:

Build on last session's work
Take on harder challenges
Start a multi-session project

Reflection (6 min)¶

Document progress
Note challenges and successes
Plan for next session

Session 3: Project Development¶

Opening Prayer & Goal Setting (4 min)¶

Prayer: "Lord, help us use our gifts to serve others. Guide our projects toward meaning and purpose. Amen."

Focus: "How can your project serve others or share learning?"

Lab Time (30 min)¶

Students work on extended projects or explore new stations.

Project possibilities:

Scratch game to teach younger students
Engineering solution to real problem
Science experiment to share findings
Art project with mathematical principles

Reflection (6 min)¶

Document project progress
Prepare for final session
Think about presentation/sharing

Opening Prayer (3 min)¶

Prayer: "Thank You, God, for the gifts we've developed these weeks. Help us share our learning and celebrate our growth. Amen."

Final Lab Time (20 min)¶

Complete projects
Prepare to share
Practice demonstrations

Options:

Gallery walk: Display projects, rotate to see others
Short presentations: 1-2 min per student
Station showcases: Groups demonstrate at stations

Reflection questions:

"What did you learn about your talents?"
"How might you use this skill to help others?"

Closing Celebration (2 min)¶

Faith Connection: "In the Parable of Talents, the master said, 'Well done, good and faithful servant.' You've been faithful stewards of your time and talents. Keep developing your gifts for God's glory!"

Closing Prayer: "Thank You, God, for these weeks of exploration. Thank You for unique gifts and time to develop them. Help us use everything we've learned to serve You and others. Amen."

✅ Assessment¶

Completed Choice Lab passport with reflections
Engaged productively at stations
Showed growth in chosen areas
Connected work to talents and service

📎 Home Connection¶

"We completed STREAM Choice Labs! Ask your child: 'Which stations did you like best?' 'What talents did you discover or develop?' 'How might you use these skills?' Encourage continued exploration at home. Talk about the Parable of Talents and how we're all called to develop and use our unique gifts."

Unit Version: 1.0 | Last Updated: 2025-12-05

✝️ Week 23: Catholic Schools Week STREAM¶

Lesson Overview¶


Grade Level	Grades 3-4
Duration	40 minutes
STREAM Focus	R (Religion) + All STREAM Areas

Week 23: Catholic Schools Week STREAM¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Research and present on Catholic scientists 2. Connect STREAM to Catholic education's mission 3. Create a project celebrating Catholic identity 4. Explain the relationship between faith and reason

Faith Integration Objectives¶

Students will be able to: 1. Articulate how Catholic education integrates faith and learning 2. Identify Catholic contributions to science and technology 3. Express gratitude for Catholic education

Week 23: Catholic Schools Week STREAM¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Faith and Reason — Pope St. John Paul II wrote "Fides et Ratio" (Faith and Reason), teaching that faith and reason are "like two wings on which the human spirit rises to the contemplation of truth." Catholic education integrates both.

Scripture Connection¶

"The fear of the LORD is the beginning of wisdom; all who follow his precepts have good understanding." — Psalm 111:10

Saint Connection¶

Catholic Scientists:

Gregor Mendel (Genetics)
Fr. Georges Lemaître (Big Bang Theory)
St. Albert the Great (Universal Science)
Nicolaus Copernicus (Heliocentrism)
Louis Pasteur (Microbiology)
Sr. Mary Kenneth Keller (Computer Science)

📚 Materials Needed¶

Catholic scientists research cards
Poster/presentation materials
Computers for research (optional)
Catholic Schools Week banner materials
Project supplies

📝 Lesson Procedure (40 minutes)¶

Opening Prayer & Introduction (5 min)¶

Catholic Schools Week Prayer: "Thank You, Lord, for Catholic schools where we learn to know You, love You, and serve You. Thank You for teachers who show us how faith and learning go together. Bless all Catholic schools! Amen."

Discuss:

"What makes Catholic school different?"
"Why do we have the 'R' in STREAM?"
"Can you be a scientist AND a person of faith?"

Catholic Scientists Research (15 min)¶

Research activity:

Students research a Catholic scientist (individually or pairs):

Options: 1. Gregor Mendel — Augustinian monk, father of genetics 2. Fr. Georges Lemaître — Priest who proposed the Big Bang 3. St. Albert the Great — Medieval scientist and saint 4. Nicolaus Copernicus — Catholic canon who proved heliocentrism 5. Louis Pasteur — Devout Catholic, developed germ theory 6. Sr. Mary Kenneth Keller — First American woman with CS PhD

Research questions:

What did they discover/contribute?
How did faith influence their work?
What can we learn from them?

Create mini-presentation: Drawing, poster, or digital slide.

Gallery Walk & Presentations (10 min)¶

Share research:

Post presentations around room
Gallery walk to see all scientists
Quick verbal shares: "My scientist is... They discovered... They teach us..."

Discussion:

"What did these scientists have in common?"
"How did they show faith and reason work together?"

Catholic STREAM Commitment (7 min)¶

Create Catholic STREAM commitment:

Students write/design a commitment showing how they will:

Use STREAM to learn about God's creation
Apply faith to their learning
Use their talents to serve others

Example: "As a Catholic STREAM student, I will ask questions to learn about God's amazing creation, use my engineering skills to help others, and remember that all truth leads to God."

Closing Celebration (3 min)¶

Share commitments.

Faith Connection: "You are inheriting an incredible tradition! For centuries, Catholics have led the way in science, technology, and discovery. They didn't choose between faith and learning — they used BOTH. That's what YOU are doing as C-STREAM students!"

Closing Prayer: "Thank You, God, for Catholic schools. Thank You for scientists who showed us faith and reason work together. Help us be faithful learners who use our gifts for Your glory. Bless our school, our teachers, and all Catholic schools. Amen."

✅ Assessment¶

Researched and presented on a Catholic scientist
Explained connection between faith and science
Created Catholic STREAM commitment
Expressed gratitude for Catholic education

📎 Home Connection¶

"We celebrated Catholic Schools Week in STREAM! Ask your child: 'Which Catholic scientist did you learn about?' 'How do faith and science work together?' 'What is your Catholic STREAM commitment?' Thank you for choosing Catholic education. Together, we help your child grow in faith, knowledge, and service!"

Lesson Version: 1.0 | **

💻 Weeks 24-25: Scratch Programming¶

Unit Overview¶


Grade Level	Grades 3-4
Duration	2 sessions (40 min each)
STREAM Focus	T (Technology)

Weeks 24-25: Scratch Programming¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Use variables to store and track information 2. Apply conditional statements (if/then) 3. Create a simple game with score-keeping 4. Debug programs using logical thinking

Faith Integration Objectives¶

Students will be able to: 1. Connect coding logic to moral decision-making 2. Understand that choices have consequences 3. Recognize creativity as reflecting God's image

Weeks 24-25: Scratch Programming¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Logic and Moral Reasoning — Conditional statements in coding (if/then) mirror moral reasoning. Just as programs follow logical rules, our moral lives have principles. "If we love God, then we will love others."

Scripture Connection¶

"If you love me, keep my commands." — John 14:15

Saint Connection¶

Blessed Carlo Acutis — A young computer programmer who used his skills to serve God. He created websites about Eucharistic miracles and is an example of using technology for faith.

📚 Materials Needed¶

Computers with Scratch access
Scratch accounts (or guest access)
Variable tutorial handouts
Game planning worksheets
Debugging checklist

Session 1: Variables & Conditions¶

📝 Lesson Procedure (40 minutes)¶

Opening Prayer & Introduction (5 min)¶

Prayer: "Creative God, You made us in Your image with the ability to create. Help us learn to program today. May our creations reflect Your creativity and logic. Amen."

Review: "What do you remember about Scratch from earlier this year?"

Introduce today's focus: "Today we'll learn about VARIABLES and CONDITIONS — these are like the brain of a program!"

Variables Introduction (10 min)¶

What is a variable?

A container that stores information
Can hold numbers, words, or true/false
Can change as the program runs

Examples:

Score in a game (starts at 0, increases)
Lives remaining (starts at 3, decreases)
Player name

Demonstration:

Create a variable called "Score"
Show how to change the variable
Display it on screen

Faith connection: "Variables keep track of things. In life, our choices accumulate too — acts of kindness build character, acts of love strengthen relationships."

Conditionals Introduction (8 min)¶

What is a conditional?

An "if/then" statement
The program makes a decision
Different conditions lead to different outcomes

Examples:

IF touching color, THEN lose a life
IF score = 10, THEN you win
IF key pressed, THEN move right

Demonstration:

Add "if touching [red]" block
Add consequence: "change lives by -1"
Show how condition triggers action

Faith connection: "Jesus said, 'IF you love me, keep my commands.' Conditions work in faith too. Our choices lead to outcomes."

Guided Practice: Simple Game Start (12 min)¶

Build together: 1. Create a simple "catch" game - One sprite the player controls - One sprite that falls from top 2. Add variable: "Score" 3. Add condition: IF touching falling sprite, THEN increase score

Students follow along step-by-step.

Exploration & Closing (5 min)¶

Short exploration: Try modifying the game.

Preview: "Next session, we'll make our own complete games!"

Closing Prayer: "Thank you, God, for logic and creativity. Help us use these gifts well. Amen."

Session 2: Game Creation¶

📝 Lesson Procedure (40 minutes)¶

Opening Prayer & Review (4 min)¶

Prayer: "Lord, help us create games that bring joy. Guide our logic and fuel our creativity. Amen."

Quick review:

What are variables? Conditionals?
How did we use them last time?

Game Planning (6 min)¶

Plan your game:

Game types:

Catching game — Catch falling objects
Maze game — Navigate without touching walls
Clicking game — Click sprites for points
Your own idea!

Planning worksheet: 1. What's your game concept? 2. What variables do you need? (Score? Lives? Timer?) 3. What conditions will you use? 4. How do you win or lose?

Game Creation Time (22 min)¶

Students build their games.

Must include:

At least one variable (displayed on screen)
At least one conditional statement
Clear way to play
Beginning and end state

Teacher circulates:

"What variable are you using?"
"What's your condition?"
"How do I win?"

Debugging support:

"What should happen?"
"What's actually happening?"
"Where might the problem be?"

Pair testing:

Play your partner's game
Give feedback: "I liked... One idea is..."

Quick shares: 2-3 students demo their games.

Reflection & Closing (2 min)¶

Reflect:

"What was hardest about using variables/conditionals?"
"What would you add with more time?"

Faith Connection: "Blessed Carlo Acutis showed us that coding can be used for God's glory. He didn't just play games — he created things to help people know Jesus. How might YOU use your programming skills to help others?"

Closing Prayer: "Thank you, God, for the gift of logic and creativity. Help us use our skills — in coding and in life — to serve You and others. Amen."

✅ Assessment¶

Session 1¶

Created and used a variable
Applied a conditional statement
Built basic game structure

Session 2¶

Completed a game with variables and conditionals
Game has clear rules and end state
Successfully debugged issues

📎 Home Connection¶

"We learned intermediate Scratch programming! Ask your child to show you their game at scratch.mit.edu. Ask: 'What variables did you use?' 'How do the conditions work?' Encourage them to explore Scratch at home — it's free! Talk about how Blessed Carlo Acutis used technology for good."

Unit Version: 1.0 | Last Updated: 2025-12-05

⚡ Weeks 26-27: Little Bits Circuits¶

Unit Overview¶


Grade Level	Grades 3-4
Duration	2 sessions (40 min each)
STREAM Focus	T (Technology), E (Engineering)

Weeks 26-27: Little Bits Circuits¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Understand basic circuit concepts (power, input, output) 2. Build functional circuits with Little Bits 3. Design circuits to solve specific challenges 4. Troubleshoot circuit problems

Faith Integration Objectives¶

Students will be able to: 1. Connect circuits to interconnection in the Body of Christ 2. Understand that each part has an important role 3. Recognize electricity as part of God's creation

Weeks 26-27: Little Bits Circuits¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Body of Christ — St. Paul taught that the Church is like a body where every part matters. Circuits work the same way — every component has a role. If one part fails, the whole circuit fails. We need each other!

Scripture Connection¶

"For just as each of us has one body with many members, and these members do not all have the same function, so in Christ we, though many, form one body." — Romans 12:4-5

Saint Connection¶

St. Joseph the Worker — Patron saint of workers, including those who work with electricity and technology. He reminds us that all honest work honors God.

📚 Materials Needed¶

Little Bits kits (1 per group of 2-3)
Little Bits project cards
Circuit diagram worksheets
Testing materials
Design challenge cards

Session 1: Circuit Basics¶

📝 Lesson Procedure (40 minutes)¶

Opening Prayer & Introduction (5 min)¶

Prayer: "Creator God, You built energy and electricity into Your creation. Help us understand how circuits work and how each part matters — just like each of us matters in Your family. Amen."

Hook: Turn on a light. "What makes this work?"

Discuss electricity:

Electricity is the flow of energy
Circuits provide a path for electricity
Every device you use has circuits!

Circuit Concepts (8 min)¶

Three types of Little Bits:

1. POWER (blue)

Provides energy to the circuit
Like the battery or outlet
Every circuit STARTS with power

2. INPUT (pink)

Controls the circuit
Buttons, switches, sensors
"Tells" the circuit what to do

3. OUTPUT (green)

Does something!
Lights, motors, buzzers, speakers
The "result" of the circuit

Circuit rule: Power → (Input) → Output

Faith connection: "In the Body of Christ, we all have different roles too. Some people are good at leading, some at helping, some at teaching. Each role is needed!"

Guided Exploration (12 min)¶

Build together:

Circuit 1: Simple Light

Power → Light
See it work!

Circuit 2: Button Light

Power → Button → Light
Now YOU control it!

Circuit 3: Dimmer Light

Power → Dimmer → Light
Control HOW MUCH

Discussion:

"What happens if you remove the power?"
"What happens if you change the order?"

Free Exploration (12 min)¶

Explore available bits:

What inputs do we have?
What outputs are available?
What combinations can you make?

Challenge cards:

Make a buzzer you can control with a button
Make a motor that spins at different speeds
Make lights that respond to sound

Closing & Preview (3 min)¶

Share discoveries: "What cool circuit did you make?"

Faith Connection: "Notice how every bit is needed? Take away the power — nothing works. Take away the output — nothing happens. That's like the Body of Christ. We need each other!"

Preview: "Next time, we'll use circuits to solve real problems!"

Session 2: Circuit Design Challenge¶

📝 Lesson Procedure (40 minutes)¶

Opening Prayer & Review (4 min)¶

Prayer: "Lord, You are the power source of our lives. Help us build circuits today and build Your kingdom with our lives. Amen."

Quick review: "What are the three types of bits? Why do we need each?"

Design Challenge Introduction (6 min)¶

Present challenges (teams choose one):

Challenge A: Night Light

Create a light that turns on automatically in the dark
Use: Power → Light Sensor → LED

Challenge B: Motion Alarm

Create an alarm triggered by motion
Use: Power → Motion Trigger → Buzzer

Challenge C: Fan Controller

Create a fan with multiple speed settings
Use: Power → Dimmer → Fan

Challenge D: Sound-Activated Light

Create lights that respond to clapping or sound
Use: Power → Sound Trigger → LED

Design criteria:

Must work reliably
Must solve the stated problem
Document your circuit diagram

Design & Build (20 min)¶

Teams work on circuits:

Process: 1. Plan: Draw your circuit diagram (5 min) 2. Build: Construct and test (10 min) 3. Iterate: Fix problems and improve (5 min)

Teacher circulates:

"Walk me through your circuit"
"What does each bit do?"
"What's not working? Let's troubleshoot"

Troubleshooting questions:

"Is power connected and on?"
"Are the bits in the right order?"
"Is everything snapped tight?"

Testing & Demonstration (7 min)¶

Teams demonstrate circuits:

Show your circuit
Explain what each bit does
Demonstrate that it solves the problem

Class feedback:

"What works well?"
"What would you add?"

Reflection & Closing (3 min)¶

Discussion:

"What did you learn about circuits?"
"What would you create with more bits?"

Faith Connection: "Remember — circuits only work when every part does its job and connects properly. That's exactly how the Body of Christ works. We each have gifts. When we connect and work together, amazing things happen!"

Closing Prayer: "Thank You, God, for electricity and circuits that power our world. Thank You even more for our church family where each person matters. Help us stay connected to You and each other. Amen."

✅ Assessment¶

Session 1¶

Identified three types of Little Bits
Built functional circuits
Explored different combinations

Session 2¶

Designed circuit to solve specific challenge
Created circuit diagram
Demonstrated working circuit

📎 Home Connection¶

"We learned about circuits with Little Bits! Ask your child: 'What are the three types of bits?' 'What circuit did you design?' 'How is the Body of Christ like a circuit?' Look at devices at home and talk about the circuits inside. Every electronic device has circuits that work like what we learned!"

Unit Version: 1.0 | Last Updated: 2025-12-05

🥧 Week 28: Pi Day - Circles & Circumference¶

Lesson Overview¶


Grade Level	Grades 3-4
Duration	40 minutes
STREAM Focus	M (Math), T (Technology)

Week 28: Pi Day - Circles & Circumference¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Understand the relationship between circumference and diameter 2. Discover pi through measurement 3. Apply pi to calculate circumference 4. Use Sphero to draw circles with specific dimensions

Faith Integration Objectives¶

Students will be able to: 1. Connect the infinite nature of pi to God's infinity 2. Recognize mathematical patterns as evidence of design 3. Wonder at the order God built into creation

Week 28: Pi Day - Circles & Circumference¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

God's Mathematical Order — Pi appears everywhere in creation — in circles, spheres, waves, and spirals. This mathematical constant reveals the order God built into the universe. Pi's infinite, non-repeating decimal points to God's infinite nature.

Scripture Connection¶

"He has made everything beautiful in its time. He has also set eternity in the human heart." — Ecclesiastes 3:11

Saint Connection¶

Fr. Georges Lemaître — The priest who used mathematics to propose the Big Bang theory. He showed that mathematical patterns in the universe reveal God's design.

📚 Materials Needed¶

Circular objects of various sizes
String or flexible measuring tape
Rulers
Calculators
Recording sheets
Sphero robots and iPads
Pi Day treats (optional)

📝 Lesson Procedure (40 minutes)¶

Opening Prayer & Introduction (5 min)¶

Prayer: "Creator God, You built amazing patterns into the universe. Help us discover the wonder of pi today and see Your infinite nature in mathematics. Amen."

Pi Day excitement:

"March 14 is Pi Day! 3.14!"
"Pi is one of the most amazing numbers in mathematics"
"Today we'll DISCOVER pi ourselves!"

Pi Discovery Activity (15 min)¶

Hands-on discovery:

Materials: 5-6 circular objects of different sizes (can lids, plates, etc.)

Procedure: 1. Measure diameter (distance across through center) 2. Measure circumference (distance around — use string) 3. Divide: Circumference ÷ Diameter 4. Record on data sheet

Prediction: "What do you think you'll find?"

Students work in pairs to measure and calculate.

Class data collection: | Object | Circumference | Diameter | C ÷ D | |--------|--------------|----------|-------| | Lid | 25.1 cm | 8 cm | 3.14 | | Plate | 69.1 cm | 22 cm | 3.14 | | ... | ... | ... | ... |

Discovery moment:

"What do you notice about your answers?"
"They're all around 3.14!"
"This is PI! No matter the circle size, C ÷ D always equals pi!"

Pi Facts & Wonder (5 min)¶

Amazing pi facts:

Pi = 3.14159265358979323846...
It goes on FOREVER without repeating
We've calculated trillions of digits — still no pattern!
Pi appears in circles, spheres, waves, and more

Faith connection:

"Pi is infinite — it never ends and never repeats"
"Only God is truly infinite"
"When mathematicians study pi, they touch something that points to God's infinity"
"The fact that pi works for EVERY circle shows amazing design!"

Sphero Circle Challenge (12 min)¶

Apply pi with Sphero:

Challenge 1: Program Sphero to draw a circle

Use the "draw circle" or rotate commands
Observe the result

Challenge 2: Calculate circumference

If Sphero draws a circle with diameter of 1 foot
What's the circumference? (About 3.14 feet)

Challenge 3: Create specific circles

Draw a circle with circumference of approximately 6.28 feet (diameter 2 feet)
Draw a circle with circumference of approximately 9.42 feet (diameter 3 feet)

Math in action: "You're using pi to control robots!"

Closing Celebration (3 min)¶

Pi memorization challenge: Who knows the most digits? 3.14159265358979323846...

Faith Connection: "Pi shows us that mathematics isn't just something humans invented — it's something we DISCOVERED in God's creation. The same pi that controls your Sphero's circles is in every planet's orbit, every wheel that rolls, every bubble that forms. God built amazing order into creation!"

Closing Prayer: "Thank You, God, for the wonder of pi and the order of Your creation. You are infinite — without beginning or end. Help us see Your fingerprints in mathematics and everywhere we look. Amen."

Optional: Pi Day treats!

✅ Assessment¶

Measured circles and calculated C ÷ D
Discovered that the ratio is always pi
Applied pi knowledge to Sphero challenge
Connected pi's infinity to God's infinity

📎 Home Connection¶

"We celebrated Pi Day! Ask your child: 'What is pi?' 'How did you discover it?' 'Why is pi amazing?' Find circles at home and estimate their circumference using pi. Challenge: How many digits of pi can your family memorize? Talk about how pi's infinite nature reminds us of God's infinity!"

Lesson Version: 1.0 | **

🌍 Weeks 29-31: Environmental STREAM¶

Unit Overview¶


Grade Level	Grades 3-4
Duration	3 sessions (40 min each)
STREAM Focus	S (Science), R (Religion), E (Engineering)

Weeks 29-31: Environmental STREAM¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Investigate environmental issues through scientific inquiry 2. Analyze data about environmental impact 3. Design engineering solutions to environmental problems 4. Apply the engineering design process to creation care

Faith Integration Objectives¶

Students will be able to: 1. Connect environmental care to Catholic teaching on stewardship 2. Understand Laudato Si' principles 3. Take action as stewards of creation

Weeks 29-31: Environmental STREAM¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Laudato Si': On Care for Our Common Home — Pope Francis calls us to care for creation as God's gift. The earth is our "common home," and caring for it is a matter of faith. Environmental action is a spiritual responsibility.

Scripture Connection¶

"The LORD God took the man and put him in the Garden of Eden to work it and take care of it." — Genesis 2:15

Saint Connection¶

St. Francis of Assisi — Patron saint of ecology. His Canticle of the Creatures celebrates "Brother Sun" and "Sister Moon" as part of God's family. Pope Francis named Laudato Si' after St. Francis's praise of creation.

📚 Materials Needed¶

Environmental data resources
Design materials (recycled materials preferred)
Testing supplies
Journals/recording sheets
Laudato Si' excerpts (age-appropriate)
Outdoor observation materials

Session 1: Understanding Our Impact¶

📝 Lesson Procedure (40 minutes)¶

Opening Prayer & Introduction (5 min)¶

Canticle of Creation (adapted): "Praised be You, my Lord, for Sister Water, so useful and humble and precious and pure. Praised be You, my Lord, for Brother Fire, by whom You light up the night. Praised be You, my Lord, for Sister Mother Earth, who sustains and governs us. Help us care for Your creation. Amen."

Introduction:

"God gave us a beautiful world — our common home"
"Pope Francis wrote Laudato Si' — 'Praised Be You' — about caring for creation"
"Today we'll explore how humans affect the environment"

Environmental Investigation (15 min)¶

School Environment Audit:

Teams investigate different areas:

Team 1: Waste

Check classroom trash
What's thrown away that could be recycled?
What's thrown away that could be reduced?

Team 2: Energy

Count lights on in empty rooms
Check for devices left on
Identify energy waste

Team 3: Water

Check for dripping faucets
Observe water use habits
Identify water waste

Team 4: Nature

Survey plants and wildlife
Observe outdoor spaces
Identify areas needing care

Record observations on investigation sheets.

Data Analysis (10 min)¶

Teams share findings:

What did you discover?
What surprised you?
What could we change?

Create class chart of environmental issues found.

Laudato Si' connection:

"We have forgotten that we ourselves are dust of the earth; our very bodies are made up of her elements."

Discussion: "We're part of creation, not separate from it. When we hurt the earth, we hurt ourselves."

Reflection & Closing (10 min)¶

Personal reflection:

"How do MY daily actions affect creation?"
"What's one thing I could change?"

Write in journal:

One thing I learned
One thing I want to change
How this connects to my faith

Faith Connection: "Caring for creation isn't just 'nice' — it's what God asks of us as stewards. When we care for the earth, we honor the Creator."

Preview: "Next session, we'll design solutions to the problems we found!"

Session 2: Design for Creation Care¶

📝 Lesson Procedure (40 minutes)¶

Opening Prayer & Review (4 min)¶

Prayer: "Creator God, forgive us when we've failed to care for Your creation. Give us wisdom to design solutions and courage to act. Help us be good stewards. Amen."

Review: "What environmental issues did we discover?"

Engineering Challenge Introduction (6 min)¶

Design challenges (teams choose one):

Challenge A: Waste Reduction

Design a classroom recycling system
Create a way to reduce lunch waste
Build a composting solution

Challenge B: Energy Saving

Design an "energy reminder" system
Create a device to reduce energy use
Build a model solar-powered device

Challenge C: Water Conservation

Design a way to reduce water use
Create a rainwater collection model
Build a "water-wise" reminder system

Challenge D: Creation Care Awareness

Design an educational game about environment
Create a "care for creation" display
Build a nature-enhancing feature for schoolyard

Design Phase (8 min)¶

Engineering design process: 1. Define the problem (What are we solving?) 2. Research (What solutions exist?) 3. Brainstorm (What could we create?) 4. Select (Which idea is best?) 5. Plan (Draw design, list materials)

Teams work through design process with planning sheets.

Build Phase (18 min)¶

Construction time!

Using primarily recycled/repurposed materials — model the change we want to see!

Teacher circulates:

"How does this solve the problem?"
"What impact will this have?"
"How could you improve it?"

Closing Preview (4 min)¶

Quick sharing: Show design progress.

Faith Connection: "You're not just building projects — you're answering God's call to care for His creation!"

Preview: "Next session, we finish, test, and present our solutions!"

Session 3: Present & Commit¶

📝 Lesson Procedure (40 minutes)¶

Opening Prayer (3 min)¶

Prayer: "Lord, bless the work of our hands. May our projects truly serve Your creation. Give us the courage to follow through on our commitments to care for our common home. Amen."

Final Build Time (10 min)¶

Complete projects:

Finish construction
Test functionality
Prepare presentation

Presentations (15 min)¶

Teams present (3-4 min each): 1. The problem we're solving 2. Our solution and how it works 3. Expected impact 4. How we'll implement it

Audience response:

What's strong about this solution?
How could it be improved?

Creation Care Commitment (8 min)¶

Personal and class commitments:

Personal: Each student writes 2-3 specific actions they will take:

"I will turn off lights when leaving rooms"
"I will use a reusable water bottle"
"I will recycle paper properly"

Class commitment: Create a class pledge: "As Catholic STREAM students, we commit to caring for God's creation by..."

Sign the pledge as a class.

Closing Celebration (4 min)¶

Celebrate growth and commitment.

Final Faith Connection: "St. Francis called the sun his brother and the moon his sister. He saw all creation as family. When we care for creation, we care for our family. Pope Francis reminds us this is our 'common home' — and we're called to be good stewards. Your projects and commitments are beautiful responses to God's call!"

Closing Prayer: "St. Francis, pray for us. Help us see all creation as our brothers and sisters. Help us be faithful stewards of God's gifts. Lord, renew in us a sense of wonder at Your creation and commitment to protect it. May everything we do give praise to You. Amen."

✅ Assessment¶

Conducted environmental investigation
Designed solution to environmental problem
Created functional prototype/plan
Made personal and class commitments
Connected creation care to Catholic teaching

📎 Home Connection¶

"We studied environmental stewardship! Ask your child: 'What environmental problems did you find?' 'What solution did you design?' 'What commitments did you make?' Discuss Pope Francis's Laudato Si' and how your family can care for creation. Consider making family creation care commitments together!"

Unit Version: 1.0 | Last Updated: 2025-12-05

🦋 Week 33: Resurrection & New Life Science¶

Lesson Overview¶


Grade Level	Grades 3-4
Duration	40 minutes
STREAM Focus	S (Science), R (Religion)

Week 33: Resurrection & New Life Science¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Explain various life cycles in nature 2. Identify patterns of death and new life in creation 3. Conduct observations of living things 4. Connect scientific life cycles to broader patterns

Faith Integration Objectives¶

Students will be able to: 1. Connect new life in nature to Jesus's Resurrection 2. Understand death and resurrection as a pattern God built into creation 3. Recognize Easter hope in everyday science

Week 33: Resurrection & New Life Science¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Resurrection and New Life — Easter celebrates the greatest new life: Jesus rising from the dead. Creation is full of "mini-resurrections" — seeds dying to become plants, caterpillars transforming into butterflies, winter giving way to spring. God built hope into creation itself!

Scripture Connection¶

"Very truly I tell you, unless a kernel of wheat falls to the ground and dies, it remains only a single seed. But if it dies, it produces many seeds." — John 12:24

Saint Connection¶

St. Mary Magdalene — First witness of the Resurrection. She went from the despair of death to the joy of new life in one morning. Her story mirrors nature's pattern of darkness giving way to light.

📚 Materials Needed¶

Life cycle diagrams (butterfly, frog, plant)
Seeds and/or bean sprout samples
Magnifying glasses
Spring nature items (optional)
Art supplies for life cycle projects
Scripture cards

📝 Lesson Procedure (40 minutes)¶

Opening Prayer & Introduction (5 min)¶

Easter Prayer: "Risen Jesus, You conquered death and brought new life! As we learn about life cycles today, help us see Your resurrection reflected in all creation. Alleluia! Amen."

Easter wonder:

"What happened on Easter Sunday?"
"How is Easter like spring?"
"What 'new life' do you see around you?"

Life Cycles in Nature (12 min)¶

Explore three life cycles:

1. Butterfly Metamorphosis

Egg → Caterpillar → Chrysalis → Butterfly
The caterpillar's "death" in the chrysalis → beautiful new life
Complete transformation!

2. Frog Life Cycle

Egg → Tadpole → Froglet → Frog
Living in water → living on land
Dramatic change in body and abilities

3. Plant Life Cycle

Seed → Sprout → Plant → Flower → Fruit → Seed
The seed "dies" to become something greater
Jesus's teaching: "Unless a grain of wheat falls and dies..."

Pattern recognition:

What do all these life cycles have in common?
Something "dies" or transforms → new life emerges
The new life is often greater than what came before!

Faith Connection Deep Dive (8 min)¶

Jesus's teaching about seeds:

Read John 12:24: "Unless a kernel of wheat falls to the ground and dies, it remains only a single seed. But if it dies, it produces many seeds."

Discussion:

"What was Jesus teaching about Himself?"
"How is Jesus like a seed?"
"What 'new life' came from His death?"

Pattern in creation:

God built this pattern of death→life into creation
Every spring "preaches" the Resurrection
Every butterfly is a sermon on new life
Creation points to the Creator's plan!

Personal application:

"Have you ever had something hard end and something better begin?"
"How might 'dying to self' bring new life?"

Life Cycle Project (12 min)¶

Choose one activity:

Option A: Life Cycle Diagram

Create detailed life cycle poster
Include stages and transformations
Add faith connection (Scripture or reflection)

Option B: New Life Writing

Write a poem or reflection about new life
Connect nature's patterns to Easter
Include scientific and faith elements

Option C: Seed Planting

Plant seeds to observe life cycle
Journal predictions
Connect to Jesus's teaching on seeds

Closing Celebration (3 min)¶

Share work and discoveries.

Wonder moment:

"What's the most amazing transformation in nature?"
"What does creation teach us about God?"

Faith Connection: "Every butterfly that emerges, every seed that sprouts, every tadpole that becomes a frog is a reminder: God brings new life from death. If He can do that in nature, imagine what He can do in our lives! Easter isn't just history — it's the pattern of the universe!"

Closing Prayer: "Risen Lord, thank You for the gift of new life — in nature and in our souls. Help us trust You when things feel like endings, knowing You bring beautiful new beginnings. We believe in the resurrection of the body and life everlasting! Alleluia! Amen."

✅ Assessment¶

Explained multiple life cycles
Identified pattern of death → new life in nature
Connected life cycles to Easter/Resurrection
Created life cycle project

📎 Home Connection¶

"We explored life cycles and Easter connections! Ask your child: 'How is a butterfly like Easter?' 'What did Jesus teach about seeds?' 'What patterns did you notice?' Look for signs of new life together this spring. Every sprout, every butterfly, every flower is a reminder of resurrection hope!"

Lesson Version: 1.0 | **

🎉 Week 34: Year-End STREAM Expo¶

Lesson Overview¶


Grade Level	Grades 3-4
Duration	40 minutes (or extended for expo)
STREAM Focus	All STREAM Areas

Week 34: Year-End STREAM Expo¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Present their learning and growth from the year 2. Demonstrate skills across STREAM disciplines 3. Reflect on and articulate their learning journey 4. Celebrate achievements and community

Faith Integration Objectives¶

Students will be able to: 1. Express gratitude for the gift of learning 2. Recognize how faith integrated throughout the year 3. Celebrate growth as individuals and community

Week 34: Year-End STREAM Expo¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Gratitude and Celebration — The Christian life includes celebration! Throughout Scripture, God's people celebrated milestones and gave thanks for completed work. Our STREAM Expo is an act of worship — giving thanks for all God has helped us learn and create.

Scripture Connection¶

"The LORD has done great things for us, and we are filled with joy." — Psalm 126:3

Saint Connection¶

All Our Saints — Throughout the year, we've learned about Catholic scientists, engineers, artists, and more. They all used their gifts for God's glory — just like we're learning to do!

📚 Materials Needed¶

Student portfolios/projects
Display materials
Expo station supplies
Certificates
Photo slideshow (optional)
Celebration treats

📝 Lesson Procedure (40 minutes)¶

Opening Prayer & Introduction (5 min)¶

Year-End Prayer: "Gracious God, thank You for an amazing year of STREAM learning! Thank You for curious minds, creative hands, faithful hearts, and our wonderful community. We gather to celebrate all You've helped us do. Every discovery gives glory to You! Amen."

Introduction:

"What a year we've had!"
"Today we celebrate everything we've learned and created"
"This is a time to be grateful and joyful!"

Year in Review (8 min)¶

Journey through the year:

Photo slideshow or discussion of highlights:

Sphero coding
Scientific method investigations
Engineering challenges
Community helper designs
Circuits and electronics
Environmental projects
And more!

Class sharing:

"What was your favorite project?"
"What's the most important thing you learned?"
"How did you grow this year?"

STREAM Expo Stations (20 min)¶

Format options:

Option A: Gallery Walk Display student work around the room. Students rotate to view and appreciate each other's work.

Option B: Expo Stations Set up interactive stations with demonstrations:

Station 1: Coding showcase (Sphero/Scratch demos)
Station 2: Engineering builds (construction challenges)
Station 3: Science investigations (favorite experiments)
Station 4: Portfolio sharing (year's work)

Option C: Presentations Students give brief presentations (2 min each) on their proudest work or learning.

Peer appreciation: Students write "appreciation notes" for classmates' work.

Recognition & Reflection (5 min)¶

Certificate presentation: Distribute year-end STREAM certificates recognizing growth, effort, and achievement.

Personal reflection moment: Students write briefly:

What I'm most proud of this year...
How I grew in faith through STREAM...
One goal for next year...

Closing Celebration (2 min)¶

Final gratitude circle: Each student shares one word describing their C-STREAM year.

Faith Connection: "This year, you've proven that faith and learning work together. You've explored God's creation through science, created like your Creator through engineering and art, and grown in both knowledge and faith. That's what Catholic education is all about!"

Closing Prayer: "Thank You, God, for this incredible year of C-STREAM!

Thank You for:

Science that helped us discover Your creation
Technology that taught us to create and solve
Religion that guided everything we learned
Engineering that let us build and help others
Art that helped us express beauty
Math that revealed Your patterns and order

Thank You for our teachers, our classmates, and our school family.

Bless our summer adventures and bring us back ready to learn more.

We give You all the glory for everything we've done.

In Jesus' name, Amen!"

✅ Assessment¶

Participated in Expo activities
Shared learning and growth
Expressed gratitude and reflection
Celebrated community

📎 Home Connection¶

"We celebrated our C-STREAM year at the Expo! Ask your child: 'What was your favorite part of C-STREAM?' 'What are you most proud of?' 'How did you grow?'

Thank you for your partnership this year! Continue STREAM at home this summer:

Build and create together
Explore nature and ask questions
Code with free resources online
Notice God's design in everything

Your child has grown in knowledge, skills, and faith. Well done!

Have a blessed summer! 🌟"

🏆 Year-End Certificate¶

C-STREAM Achievement Certificate

This certifies that

[Student Name]

has successfully completed a year of C-STREAM in Grades 3-4

demonstrating growth in:

✝️ Faith-Reason Integration
🔬 Scientific Inquiry
💻 Technology & Coding
🏗️ Engineering Design
🎨 Creative Expression
➕ Mathematical Thinking

"Faith and reason are like two wings on which the human spirit rises to the contemplation of truth." — Pope St. John Paul II

Congratulations on an outstanding year!

Lesson Version: 1.0 | **

Grades 3-4 Year B

Grades 3-4 Year B Lessons (Ages 8-10)¶

Year Overview¶

This is the Year B curriculum for Grades 3-4, designed to be used in alternating years with Year A. Year B covers the same STREAM skills and standards but through different contexts, projects, and saints. This ensures students in combined 3-4 classrooms don't repeat the same content in consecutive years.

Year B Themes¶

Aviation & Flight (vs Year A's rocketry)
Architecture & Design (vs Year A's bridge engineering)
Marine Science (vs Year A's environmental science)
Game Design (vs Year A's animation)
Sustainable Cities (vs Year A's machine engineering)

Class Details¶

Duration: 40 minutes per session
Sessions: 34 weeks (follows school calendar)
Technology: Scratch coding, KEVA planks, basic robotics

📅 Year B Curriculum Map¶

First Semester¶

Week	Lesson	Focus	Saint/Theme
1	Welcome Back Scientists	Intro & Expectations	Scientific Method
2-3	Flight Fundamentals	Aerodynamics basics	Bl. Bartolomeu de Gusmão
4-6	Paper Airplane Challenge	Engineering design	Four Forces of Flight
7-9	Architectural Marvels	Structure & design	Cathedral builders
10	Fall Festival Engineering	Applied engineering	Harvest celebration
11	Thanksgiving Gratitude	Data & reflection	Gratitude practices
12	Gifts for Others	Service projects	St. Elizabeth Ann Seton
13	Advent Preparation	Light & hope	Jesse Tree symbols

Second Semester¶

Week	Lesson	Focus	Saint/Theme
14-17	Marine Science Lab	Ocean ecosystems	St. Brendan the Navigator
18	New Year Goals	Goal setting	Resolution projects
19-22	Game Design Studio	Scratch game creation	St. John Bosco
23	Catholic Schools Week	Faith & learning	Community celebration
24-27	Sustainable City	Environmental design	St. Kateri Tekakwitha
28	Pi Day Activities	Mathematical thinking	Sacred geometry
29-31	Weather Station	Meteorology	God's creation
33	Easter Engineering	Resurrection projects	Easter celebration
34	Year B Showcase	Celebration	Year-end exhibition

🎯 Year B Skills & Standards¶

Same Skills as Year A, Different Context¶

Skill	Year A Context	Year B Context
Engineering Design	Rockets & Bridges	Planes & Buildings
Coding	Animation	Game Design
Environmental Science	Land/Water Systems	Ocean/Climate
Data Analysis	Science Research	Weather/Mapping
Faith Integration	Various Saints	Different Saints

📂 File Index¶

Week01_Welcome_Scientists.md
Week02-03_Flight_Fundamentals.md
Week04-06_Paper_Airplane.md
Week07-09_Architectural_Marvels.md
Week10_Fall_Festival.md
Week11_Thanksgiving_Gratitude.md
Week12_Gifts_Others.md
Week13_Advent_Preparation.md
Week14-17_Marine_Science.md
Week18_New_Year_Goals.md
Week19-22_Game_Design.md
Week23_Catholic_Schools.md
Week24-27_Sustainable_City.md
Week28_Pi_Day.md
Week29-31_Weather_Station.md
Week33_Easter_Engineering.md
Week34_Showcase.md

🔄 Year A/B Rotation¶

Year A → Year B → Year A → Year B...

Students in combined 3-4 classrooms experience:

Year 1: Year A curriculum
Year 2: Year B curriculum
Complete different projects each year
Learn same skills through varied contexts

📖 Resources¶

Main Lessons Index
Year A Curriculum
Lesson Plan Template
Faith Integration Guide

Curriculum Version: 1.0 — Year B | **

🔬 Week 1: Welcome Back Scientists¶

Lesson Overview¶


Grade Level	Grades 3-4
Duration	40 minutes
Curriculum	Year B
STREAM Focus	All Areas (Introduction)

Week 1: Welcome Back Scientists¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Review the scientific method 2. Explore Year B curriculum themes 3. Establish lab expectations and procedures 4. Practice observation and questioning

Faith Integration Objectives¶

Students will be able to: 1. Understand faith and science as complementary 2. Appreciate God's gift of curiosity 3. Commit to learning with integrity

Week 1: Welcome Back Scientists¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Faith and Reason — As Catholics, we believe faith and science work together. Science helps us understand HOW God's creation works, while faith helps us understand WHY God created it. Great Catholic scientists throughout history have made incredible discoveries!

Scripture Connection¶

"Great are the works of the LORD, studied by all who delight in them." — Psalm 111:2

Saint Connection¶

St. Albert the Great — Teacher of St. Thomas Aquinas, Albert was a scientist who studied nature, chemistry, biology, and geography. He believed studying creation brought us closer to the Creator. He's the patron saint of scientists!

📚 Materials Needed¶

Science journals/notebooks
Year B curriculum preview images
Mystery objects for observation
Lab safety posters
Exit ticket templates

📝 Lesson Procedure (40 minutes)¶

Opening Prayer (2 min)¶

"St. Albert the Great, patron of scientists, pray for us! Lord, give us curious minds that seek to understand Your creation. Help us learn with honesty and wonder. Bless our Year B STREAM adventures! Amen."

Year B Preview (8 min)¶

What's coming this year:

Show preview images for each unit:

✈️ Flight & Aviation — "We'll learn how planes fly!"
🏛️ Architecture — "We'll design buildings like cathedral architects!"
🌊 Marine Science — "We'll explore ocean ecosystems!"
🎮 Game Design — "We'll create our own games in Scratch!"
🌆 Sustainable Cities — "We'll design cities that care for creation!"
🌤️ Weather Science — "We'll become meteorologists!"

Discussion:

What are you most excited about?
What questions do you already have?
What do you wonder about these topics?

Scientific Method Review (10 min)¶

The process scientists use:

Observe — Use your senses carefully
Question — Ask "Why?" and "How?"
Hypothesize — Make an educated guess
Experiment — Test your hypothesis
Analyze — Look at your results
Conclude — What did you learn?
Share — Tell others!

Quick practice:

Present mystery object
Students observe silently (1 min)
Share observations (descriptive, not guesses!)
Form questions
"How is observation different from guessing?"

St. Albert connection:

"St. Albert carefully observed nature"
"He wrote detailed notes about plants, animals, minerals"
"He asked questions and tested ideas"
"His faith inspired his curiosity!"

Lab Expectations (8 min)¶

Year B Lab Norms:

Safety:

Follow all instructions carefully
Never taste materials unless told
Report accidents immediately
Treat materials with respect

Collaboration:

Listen to all ideas
Share materials fairly
Help teammates succeed
Disagree respectfully

Integrity:

Record honest data
Accept unexpected results
Learn from failures
Give credit to others

Faith:

See God in all discoveries
Thank God for curious minds
Use science to serve others
Respect all of creation

Create class agreement:

Students suggest key rules
Record on poster
Everyone signs commitment

Science Journal Setup (10 min)¶

Create Year B journal:

Page 1: Title Page

Name
Grade
"Year B Science Journal"
Decorate with STREAM themes

Page 2: Table of Contents

Leave blank, fill in as year progresses

Page 3: My Scientific Self

What am I curious about?
What's my favorite science topic?
One science goal for Year B
Draw yourself as a scientist

Page 4: Faith & Science

"I believe faith and science..."
Draw or write what that means

Closing (2 min)¶

Preview: "Next week we begin our first unit: FLIGHT! We'll learn how things fly through the air!"

Exit ticket:

One thing I'm excited about
One question I have about Year B

Closing Prayer: "Thank You, God, for this new year of learning! Thank You for the gift of curiosity. Help us be like St. Albert — careful observers who see Your hand in all creation. Bless our Year B journey! Amen."

📎 Home Connection¶

"We started Year B today! Ask your child about: 'What units are you excited about?' 'What is the scientific method?' 'Who is St. Albert the Great?' Review their science journal and talk about how faith and science work together."

✅ Assessment¶

Participated in curriculum preview discussion
Demonstrated understanding of scientific method
Set up science journal correctly
Made faith-science connection

Lesson Version: 1.0 — Year B | **

✈️ Weeks 2-3: Flight Fundamentals¶

Unit Overview¶


Grade Level	Grades 3-4
Duration	2 sessions (40 min each)
Curriculum	Year B
STREAM Focus	S (Science), T (Tech), E (Engineering)

Weeks 2-3: Flight Fundamentals¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Name and explain the four forces of flight 2. Understand basic aerodynamic principles 3. Test wing shapes and designs 4. Collect and analyze flight data

Faith Integration Objectives¶

Students will be able to: 1. Appreciate human creativity reflecting God's image 2. Learn about early flight innovators 3. Connect perseverance to faith

Weeks 2-3: Flight Fundamentals¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Human Creativity — God gave humans the ability to dream, design, and create. When we study flight and build aircraft, we're using the creative gifts God gave us, made in His image.

Scripture Connection¶

"If I rise on the wings of the dawn, if I settle on the far side of the sea, even there your hand will guide me." — Psalm 139:9-10

Saint Connection¶

Bl. Bartolomeu Lourenço de Gusmão — A Portuguese priest and scientist who invented an early hot air balloon in 1709, over 70 years before the Montgolfier brothers! He's called the "Father of Aeronautics" and showed that faith and scientific innovation go together.

📚 Materials Needed¶

Week 2¶

Images/videos of early flight
Paper for demonstrations
Fans or hair dryers (Bernoulli demo)
Four Forces diagram
Science journals

Week 3¶

Various paper types
Straws, tape, scissors
Stopwatches/timers
Measuring tape
Data recording sheets
Test area (hall or outdoor)

📝 Week 2 Procedure (40 minutes)¶

Opening Prayer (2 min)¶

"God of the skies, You created birds that soar on the wind! Thank You for giving us curious minds that dreamed of flight. Bless our learning today. Help us be creative like Bl. Bartolomeu. Amen."

Flight History (8 min)¶

The dream of flight:

Early ideas:

Leonardo da Vinci's drawings
Myths and legends (Icarus)
Hot air balloons
Gliders

Bl. Bartolomeu's story:

Portuguese priest in early 1700s
Designed "Passarola" (flying machine)
Demonstrated hot air balloon to King John V
Suffered persecution for his ideas
Persevered with faith

Discussion:

"Why did humans want to fly?"
"How did Bl. Bartolomeu show faith AND science?"
"What does perseverance mean for inventors?"

The Four Forces of Flight (12 min)¶

Every aircraft experiences these forces:

1. LIFT ⬆️

Pushes up
Created by wings
Needs air moving over wings
Bernoulli's Principle

2. GRAVITY/WEIGHT ⬇️

Pulls down
Earth's pull on the aircraft
Must overcome to fly

3. THRUST ➡️

Pushes forward
From engines, propellers, or your arm (paper planes!)
Creates movement through air

4. DRAG ⬅️

Pushes backward
Air resistance
Slows things down

Demonstration:

Paper drop: gravity vs air resistance
Blow across paper: Bernoulli's principle
Walk with paper flat vs edge: drag
Fan across wing shape: lift

Balance:

"For level flight: Lift = Weight, Thrust = Drag"
"To climb: Lift > Weight"
"To speed up: Thrust > Drag"

Wing Shape Exploration (15 min)¶

Investigate wing shapes:

Part 1: Airfoil shape

Curved top, flatter bottom
Air moves faster over top
Lower pressure above → LIFT!

Make a simple airfoil:

Strip of paper
Fold and tape to create curve
Blow across — watch it lift!

Part 2: Different shapes

Wide vs narrow wings
Pointed vs rounded tips
Flat vs curved surfaces

Record observations:

Draw wings in journal
Note which shapes seemed better
Questions for next week

Closing (3 min)¶

Preview: "Next week we'll test paper airplane designs and apply what we learned about the four forces!"

Journal entry:

Draw the four forces on a plane
Write one thing you learned
One question you still have

Closing Prayer: "Thank You, God, for the science of flight! Thank You for creative people throughout history who dreamed and experimented. Help us use our gifts to create things that serve others. Amen."

📝 Week 3 Procedure (40 minutes)¶

Opening Prayer (2 min)¶

"God of wind and sky, bless our experiments today! Help us learn from both success and failure. Give us perseverance like Bl. Bartolomeu. Amen."

Quick Review (3 min)¶

Four Forces Quiz:

"What pushes up?" (Lift)
"What pulls down?" (Gravity/Weight)
"What pushes forward?" (Thrust)
"What slows things down?" (Drag)

"Today we'll see how these forces affect paper airplanes!"

Wing Testing Station (20 min)¶

Experiment setup:

Test different designs:

Design A: Classic dart (narrow, pointed)
Design B: Glider (wide, flat wings)
Design C: Student modification

Variables to test:

Distance traveled
Time in air
Stability (straight flight?)

Procedure: 1. Build each design (5 min) 2. Test each 3 times 3. Record data 4. Calculate averages

Data table: | Design | Trial 1 | Trial 2 | Trial 3 | Average | |--------|---------|---------|---------|---------| | Dart | | | | | | Glider | | | | | | Custom | | | | |

Fair testing rules:

Same throw force
Same height
Same starting spot
Measure consistently

Data Analysis (10 min)¶

Discuss results:

Which flew farthest? Why?
Which stayed up longest? Why?
Connect to four forces:
"How does wing shape affect lift?"
"Which had least drag?"
"Which caught more air?"

Class data comparison:

Share results
Look for patterns
Best designs

Engineering reflection:

"What would you change?"
"How is this like real aircraft design?"
"Why do engineers test over and over?"

Closing (5 min)¶

Connect to faith:

"Bl. Bartolomeu tried many designs before success"
"Failure teaches us — it's part of God's plan for learning"
"Perseverance is a virtue!"

Journal entry:

Tape best design in journal
Write what you learned from testing
How did the four forces affect your plane?

Preview: "Next week begins the Paper Airplane Challenge — design the BEST plane for a specific purpose!"

Closing Prayer: "Thank You, God, for teaching us through experiments! Thank You that failure helps us learn. Help us have perseverance like the inventors who dreamed of flight. Bless Bl. Bartolomeu and all who used their faith to fuel their creativity. Amen."

📎 Home Connection¶

"We learned about the four forces of flight: Lift, Weight, Thrust, and Drag! We also learned about Bl. Bartolomeu de Gusmão, a priest who invented early aircraft. Ask your child to explain the four forces using their hands, and test some paper airplane designs together!"

✅ Assessment¶

Can name and explain four forces of flight
Understands how wing shape affects lift
Collected accurate data from experiments
Made connections between data and forces

Lesson Version: 1.0 — Year B | **

✈️ Weeks 4-6: Paper Airplane Challenge¶

Unit Overview¶


Grade Level	Grades 3-4
Duration	3 sessions (40 min each)
Curriculum	Year B
STREAM Focus	E (Engineering), S (Science), M (Math)

Weeks 4-6: Paper Airplane Challenge¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Apply engineering design process 2. Design for specific performance criteria 3. Iterate based on test results 4. Present designs with data evidence

Faith Integration Objectives¶

Students will be able to: 1. Practice perseverance through failure 2. Collaborate using Catholic virtues 3. Connect creativity to being made in God's image

Weeks 4-6: Paper Airplane Challenge¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Made in God's Image — When we design and create, we reflect God the Creator. Our creativity is a gift! The engineering design process — designing, testing, improving — mirrors how we grow in virtue.

Scripture Connection¶

"Whatever you do, work at it with all your heart, as working for the Lord." — Colossians 3:23

Saint Connection¶

Wright Brothers — Though not saints, Orville and Wilbur Wright were raised by their minister father with strong faith. Their persistence through thousands of failures before achieving powered flight at Kitty Hawk shows how faith-inspired perseverance leads to success.

📚 Materials Needed¶

Various paper types (printer, cardstock, origami)
Scissors, rulers, tape
Paper clips for weight
Measuring tapes
Stopwatches
Engineering Design worksheets
Flight testing area
Data recording sheets

🎯 Challenge Categories¶

Teams choose ONE category to design for:

Category	Success Criteria
Distance	Travels the farthest
Hang Time	Stays aloft the longest
Accuracy	Lands closest to target
Acrobatics	Does the best tricks

📝 Week 4 Procedure (40 minutes)¶

Opening Prayer (2 min)¶

"Creator God, You designed the universe with wisdom and love! Help us be creative designers too. Give us patience when things don't work and joy when they do. Amen."

Challenge Introduction (5 min)¶

Announce the Paper Airplane Challenge:

Categories: 1. Distance Champion — Who can design a plane that flies the farthest? 2. Hang Time Hero — Who can keep their plane in the air longest? 3. Accuracy Ace — Who can hit the target most precisely? 4. Stunt Star — Who can design the coolest tricks?

Rules:

Paper only (no other materials except allowed tape)
Must be throwable by student
Maximum of 3 sheets of paper
Must be safe (no sharp points)

Teams choose category:

Groups of 2-3
Select focus category
All teams will compete in all categories at finals

Engineering Design Process Review (5 min)¶

Steps to follow:

ASK — What's the problem? What are constraints?
IMAGINE — Brainstorm solutions
PLAN — Choose best idea, make blueprint
CREATE — Build prototype
TEST — Does it work?
IMPROVE — Make it better based on tests
SHARE — Present your solution

"Engineers don't get it right the first time. They iterate — try, learn, improve!"

Research Phase (12 min)¶

Learn from existing designs:

Provide resources:

Paper airplane design books/printouts
Videos of championship planes
Basic fold patterns

Teams research:

What designs work for their category?
What makes planes fly far? Stay up? Go straight?
Take notes in journals

Key discoveries to guide toward:

Distance: Narrow, dart-like, heavy nose
Hang Time: Wide wings, light, glider-style
Accuracy: Balanced, straight creases, fins
Acrobatics: Special folds, adjustable surfaces

Initial Design (14 min)¶

Design worksheet:

Category chosen
Sketch of design (3 views)
Materials list
Hypothesis: "We think this will work because..."

Build first prototype:

Follow your plan
Make careful folds
Label your plane

Closing (2 min)¶

Checkpoint:

"What did your team design?"
"Why do you think it will work?"

Preview: "Next week: Testing and improving! Your first design probably won't be perfect — that's GOOD! We learn from failure!"

Closing Prayer: "Thank You, God, for the gift of creativity. Help us learn from our mistakes and keep improving. Bless our teamwork. Amen."

📝 Week 5 Procedure (40 minutes)¶

Opening Prayer (2 min)¶

"Lord, the Wright Brothers failed thousands of times before success. Help us have that same perseverance! Amen."

Testing Round 1 (12 min)¶

Test your design:

All categories measured:

Distance (measuring tape)
Hang time (stopwatch)
Accuracy (distance from target)
Stability (straight flight?)

Each team:

3 test flights
Record all data
Calculate average

Data table in journals: | Test | Distance | Hang Time | Accuracy | Notes | |------|----------|-----------|----------|-------| | 1 | | | | | | 2 | | | | | | 3 | | | | | | Avg | | | | |

Analysis & Redesign (10 min)¶

Study your results:

What worked well?
What didn't work?
What could you change?

Connect to four forces:

Not enough lift? → Wider wings
Too much drag? → Sleeker design
Not stable? → Add fins or adjust balance
Not enough thrust? → Optimize for throwing

Improvement plan:

List 2-3 changes to try
Explain WHY each change might help
Sketch modified design

Build Version 2.0 (10 min)¶

Create improved prototype:

Apply your changes
Keep careful folds
Label as "Version 2"

Test immediately:

Same 3 trials
Record data
Compare to Version 1

Analysis Discussion (4 min)¶

Share findings:

"Who improved their results?"
"What changes made the biggest difference?"
"Anyone surprised by their results?"

Faith connection:

"How is this like growing in virtue?"
"We try, fail, learn, try again"
"Perseverance is a spiritual gift!"

Closing (2 min)¶

Status check:

Version 2 results
Plans for final version

Preview: "Next week: Final designs and competition!"

Closing Prayer: "Thank You, God, for teaching us through testing and trying. Help us be patient learners who never give up. Amen."

📝 Week 6 Procedure (40 minutes)¶

Opening Prayer (2 min)¶

"Lord, today we celebrate what we've learned! Help us compete with joy and good sportsmanship. Help us cheer for others' success. Amen."

Final Preparation (8 min)¶

Last improvements:

Make final version
Last-minute adjustments
Prepare presentation

Presentation requirements:

Show your plane
Explain design choices
Share your data journey (Version 1 → Version 2 → Final)
What did you learn from failures?

Competition Rounds (20 min)¶

Each category competition:

Distance Round:

Each team: 2 throws, best counts
Measure from launch line
Record results

Hang Time Round:

Each team: 2 throws, best counts
Time from release to landing
Record results

Accuracy Round:

Target at set distance
Each team: 3 throws, closest counts
Measure from target center

Stunt Round (if teams entered):

Demonstrate planned tricks
Judges award points for creativity, execution

Team Presentations (8 min)¶

Brief shares:

Each team: 1-minute presentation
What was your strategy?
What did you learn from failure?
What would you do differently?

Celebrate all teams:

Recognition for each category
"Biggest Improvement" award
"Best Perseverance" award
"Best Teamwork" award

Closing Celebration (2 min)¶

Reflect:

"What was the most important thing you learned?"
"How did failure help you succeed?"
"How is engineering like faith?"

Connection:

"The Wright Brothers' first flight was 12 seconds"
"They kept going — now we fly around the world!"
"Never give up on what God calls you to do"

Closing Prayer: "Thank You, God, for this challenge! Thank You for teaching us that failure leads to learning. Thank You for teammates who helped us improve. Bless the creativity You've given us, and help us always use it to serve others. Amen."

📎 Home Connection¶

"We completed the Paper Airplane Challenge! Ask your child: 'What category did you design for?' 'What did you learn from your failures?' 'How did you improve your design?' Challenge them to teach you their best design and have a family paper airplane competition!"

✅ Assessment¶

Applied engineering design process
Iterated based on test data
Demonstrated perseverance through failure
Presented design with evidence

Lesson Version: 1.0 — Year B | **

🏛️ Weeks 7-9: Architectural Marvels¶

Unit Overview¶


Grade Level	Grades 3-4
Duration	3 sessions (40 min each)
Curriculum	Year B
STREAM Focus	E (Engineering), A (Arts), R (Religion)

Weeks 7-9: Architectural Marvels¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Identify basic architectural elements 2. Understand structural principles (load, support, stability) 3. Design and build architectural models 4. Analyze famous structures for engineering principles

Faith Integration Objectives¶

Students will be able to: 1. Appreciate cathedral architecture as prayer 2. Learn about medieval builders' faith 3. Connect architecture to worship

Weeks 7-9: Architectural Marvels¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Sacred Architecture — Catholic cathedrals were designed to lift hearts and minds to God. Every element had meaning: height pointing to heaven, light representing God's presence, and intricate details showing the glory of creation.

Scripture Connection¶

"Unless the LORD builds the house, the builders labor in vain." — Psalm 127:1

Saint Connection¶

The Cathedral Builders — Medieval cathedral builders often worked their entire lives on a single building they'd never see completed. They built for God's glory, not their own, showing incredible faith and craftsmanship.

📚 Materials Needed¶

Week 7¶

Images of famous architecture
Cathedral photos and diagrams
Architectural vocabulary cards
Drawing supplies
Building blocks for demos

Week 8 & 9¶

KEVA planks or similar blocks
Cardboard, cardstock
Tape, glue
Rulers, scissors
Challenge specification sheets
Assessment rubrics

📝 Week 7 Procedure (40 minutes)¶

Opening Prayer (2 min)¶

"Lord, You are the master architect of the universe! Help us learn from the builders who created beautiful spaces for Your worship. Inspire our creativity. Amen."

Architectural Tour (10 min)¶

Virtual tour of famous structures:

Show and discuss: 1. Notre-Dame Cathedral — Gothic arches, flying buttresses, rose windows 2. St. Peter's Basilica — Dome, columns, grandeur 3. Sagrada Familia — Nature-inspired, still being built! 4. Local cathedral or church — What elements do you recognize?

Key questions:

"How do these buildings make you feel?"
"Why did builders make them so beautiful?"
"What draws your eye upward?"

Cathedral builders' story:

Worked for generations
Most never saw completion
Built for God, not fame
Faith fueled their work

Architectural Elements (12 min)¶

Vocabulary and principles:

Structural elements:

Arch — Curved structure that transfers weight
Column — Vertical support
Beam — Horizontal support
Buttress — External support for walls
Dome — Rounded roof structure
Foundation — Base that holds everything up

Why these work:

Demonstrate arch strength (paper arch vs flat paper)
Show how columns support weight
Explain how flying buttresses push outward forces down

Symmetry and balance:

Most sacred architecture is symmetrical
Balance creates beauty and stability
"Why might symmetry feel 'right'?"

Design Analysis (10 min)¶

Analyze a cathedral:

In journals, sketch and label:

Draw a simple cathedral front
Label: arches, columns, windows, door, spire
Identify: What holds it up? What's decorative?

Discuss:

"What structural elements do you see?"
"What elements are for beauty?"
"How do structure and beauty work together?"

Preview Challenge (4 min)¶

Announce the Architectural Challenge:

Your task:

Design and build a structure inspired by sacred architecture
Must include at least 3 architectural elements
Must be at least 12 inches tall
Must be stable (withstand gentle breeze)

Categories:

Most beautiful
Best use of architectural elements
Most innovative design
Most stable structure

Closing (2 min)¶

Reflection: "The cathedral builders worked for something bigger than themselves. What can we build that points others to God?"

Closing Prayer: "Thank You, God, for the builders who created beautiful churches. Help us use our talents to create beauty that glorifies You. Amen."

📝 Week 8 Procedure (40 minutes)¶

Opening Prayer (2 min)¶

"Lord, bless our hands as we build. Help us work together like the cathedral builders. Amen."

Design Phase (12 min)¶

Planning your structure:

Design worksheet:

Sketch front view
Sketch side view
Sketch top view (floor plan)
List architectural elements you'll include
Label materials needed

Requirements review:

At least 12 inches tall
At least 3 architectural elements
Must be stable
Must be beautiful!

Faith element:

Include one element that points to God
Could be: height, light, cross, symmetry

Teacher approval:

Review designs before building
Check for structural feasibility
Suggest improvements

Building Phase (24 min)¶

Construction time:

Teams work on structures:

Follow your design
Adjust as needed
Problem-solve together

Teacher circulation:

"What architectural element is this?"
"How is this providing support?"
"What challenges are you facing?"

Building tips:

Start with strong foundation
Build symmetrically for balance
Test stability as you go
Height needs wide base

Faith connection during work:

"Cathedral builders prayed while they worked"
"Each stone was placed with intention"
"Work can be a form of prayer"

Progress Check (2 min)¶

Status update:

Where are you in building?
What's working well?
What challenges remain?

Closing Prayer: "Thank You, God, for progress today! Help us continue building with care and creativity. Amen."

📝 Week 9 Procedure (40 minutes)¶

Opening Prayer (2 min)¶

"Lord, help us complete our structures with excellence. May our buildings reflect Your beauty! Amen."

Final Building (15 min)¶

Complete structures:

Finish construction
Add final details
Test stability
Prepare for presentation

Quality check:

Is it at least 12 inches tall?
Can you identify 3+ architectural elements?
Is it stable?
Is it beautiful?

Presentations (18 min)¶

Each team presents:

Presentation format (2 min each): 1. Show structure 2. Identify architectural elements used 3. Explain what points to God 4. Share biggest challenge and how you solved it

Audience task:

Identify elements in each structure
Notice what makes each unique
Think of compliments and questions

Assessment during presentations:

Architectural element identification
Structural understanding
Faith integration
Presentation clarity

Gallery Walk & Voting (3 min)¶

View all structures:

Walk around and appreciate
Notice details
Silent reflection

Vote (if desired):

Most beautiful
Best use of elements
Most innovative
Most stable

Closing Reflection (2 min)¶

Discussion:

"What did you learn about architecture?"
"How did the cathedral builders show faith?"
"How can we build things that point to God?"

Connection:

"We are called to build the Kingdom of God"
"Not just buildings — communities, kindness, love"
"Everything we create can glorify God"

Closing Prayer: "Thank You, God, for teaching us through architecture. Thank You for the faithful builders throughout history. Help us build lives and communities that point others to You. May everything we create bring You glory. Amen."

📎 Home Connection¶

"We studied architecture and built structures inspired by cathedrals! Ask your child: 'What architectural elements did you learn?' 'What did you include in your design?' 'How did medieval cathedral builders show their faith?' Visit a local church together and identify architectural elements!"

✅ Assessment¶

Identified architectural elements correctly
Built structure meeting requirements
Demonstrated understanding of structural principles
Integrated faith element into design

Lesson Version: 1.0 — Year B | **

🎃 Week 10: Fall Festival Engineering¶

Lesson Overview¶


Grade Level	Grades 3-4
Duration	40 minutes
Curriculum	Year B
STREAM Focus	E (Engineering), S (Science), R (Religion)

Week 10: Fall Festival Engineering¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Apply engineering skills to festival challenges 2. Design solutions with constraints 3. Work collaboratively under time pressure 4. Connect harvest to agricultural science

Faith Integration Objectives¶

Students will be able to: 1. Give thanks for God's provision 2. Understand harvest as blessing 3. Connect stewardship to creation care

Week 10: Fall Festival Engineering¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Harvest Thanksgiving — Throughout history, people have celebrated harvest as a time to thank God for His provision. The Church's blessing of crops and harvest festivals remind us that all good things come from God.

Scripture Connection¶

"You crown the year with your bounty, and your carts overflow with abundance." — Psalm 65:11

Saint Connection¶

St. Isidore the Farmer — Patron saint of farmers and agriculture. He showed that humble work on the land is holy work. While he plowed, angels reportedly helped him, showing God's blessing on faithful labor.

📚 Materials Needed¶

Pumpkins (mini or small)
Fall items (leaves, acorns, corn)
Building materials (cardboard, tape, straws)
Challenge stations supplies
Timers
Award certificates

📝 Lesson Procedure (40 minutes)¶

Opening Prayer (2 min)¶

"St. Isidore, patron of farmers, pray for us! Thank You, God, for the harvest that feeds us. Thank You for farmers who work the land. Help us be grateful for Your bounty! Amen."

Harvest & Gratitude (5 min)¶

Fall blessings:

Discussion:

What are you grateful for this fall?
Where does our food come from?
How is farming both science AND faith?

St. Isidore's story:

Poor farmer in Spain
Prayed while he worked
Fed the hungry from his own food
Showed that work is worship

Agricultural science:

Seeds → Plants → Harvest
Requires: soil, water, sun, care
God's design in nature!

Engineering Challenges (30 min)¶

Fall Festival Engineering Stations:

Divide class into groups, rotate through stations (8-10 min each):

Station 1: Pumpkin Protector Challenge: Design packaging to protect a mini pumpkin from a 3-foot drop.

Materials: Cardboard, paper, tape, cotton balls, straws

Rules:

Pumpkin must be retrievable
Package must fit in a shoebox-sized space
8 minutes to design and build

Test: Drop and check for damage

Engineering principles: Cushioning, shock absorption, protection

Station 2: Leaf Glider Challenge: Create a glider that carries a leaf the farthest distance.

Materials: Paper, straws, tape, actual leaves

Rules:

Leaf must stay attached
Must launch from standing position
3 flight attempts

Test: Measure distance traveled

Engineering principles: Lift, drag, balance (connects to earlier flight unit!)

Station 3: Harvest Hauler Challenge: Build a device to transport "crops" (small items) across a distance.

Materials: Cardboard, straws, tape, string, wheels (optional)

Rules:

Must move at least 3 items
Must travel at least 2 feet
Human power only (pushing, pulling, rolling)

Test: Successfully transport harvest

Engineering principles: Wheels, friction, load distribution

Station 4: Corn Maze Mapper Challenge: Create a simple maze and program a partner to navigate it.

Materials: Paper for maze design, obstacle items

Rules:

Draw a maze on paper
Write "code" (directions) to navigate
Partner follows code exactly

Test: Does the code work?

Engineering principles: Algorithms, precise instructions, debugging

Celebration & Awards (3 min)¶

Recognize achievements:

Best Pumpkin Protector
Farthest Leaf Glider
Most Efficient Hauler
Best Maze Code
Best Team Collaboration

Share gratitude:

One thing thankful for from today
One thing learned

Closing Prayer: "Thank You, God, for fall harvest and fun challenges! Thank You for the engineers and farmers who help feed the world. Help us be grateful stewards of all You provide. St. Isidore, pray for us! Amen."

📎 Home Connection¶

"We celebrated fall with engineering challenges! Ask your child about the challenges they completed and what they learned. Discuss: 'How do farmers use science?' 'What are you thankful for this harvest season?' 'Who was St. Isidore?' Consider visiting a farm or pumpkin patch together!"

✅ Assessment¶

Participated actively in challenges
Applied engineering problem-solving
Demonstrated teamwork
Expressed harvest gratitude

Lesson Version: 1.0 — Year B | **

🦃 Week 11: Thanksgiving Gratitude¶

Lesson Overview¶


Grade Level	Grades 3-4
Duration	40 minutes
Curriculum	Year B
STREAM Focus	M (Math - Data), R (Religion), A (Arts)

Week 11: Thanksgiving Gratitude¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Collect and organize gratitude data 2. Create data visualizations (graphs/charts) 3. Analyze and interpret data 4. Present findings clearly

Faith Integration Objectives¶

Students will be able to: 1. Practice gratitude as spiritual discipline 2. Recognize God's blessings 3. Share thanksgiving with others

Week 11: Thanksgiving Gratitude¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Gratitude as Prayer — Thanksgiving is more than a holiday — it's a way of life! The Catechism teaches that every blessing calls for gratitude. When we count our blessings, we recognize God's goodness.

Scripture Connection¶

"Give thanks in all circumstances; for this is God's will for you in Christ Jesus." — 1 Thessalonians 5:18

Saint Connection¶

St. Mary Faustina Kowalska — Known for Divine Mercy, St. Faustina also practiced deep gratitude. She wrote in her diary about thanking God for everything — even difficulties. Gratitude transforms our hearts!

📚 Materials Needed¶

Gratitude survey sheets
Graph paper or graphing templates
Colored pencils/markers
Poster paper for class data
Calculator (optional)
Chart examples

📝 Lesson Procedure (40 minutes)¶

Opening Prayer (2 min)¶

"Thank You, Lord, for everything! Help us see all the blessings in our lives, big and small. Open our eyes to Your goodness. St. Mary Faustina, pray for grateful hearts! Amen."

The Science of Gratitude (5 min)¶

Did you know?

Research shows gratitude:

Makes us happier
Improves health
Strengthens relationships
Helps us sleep better
Reduces stress

"Scientists study gratitude! They collect DATA about thankfulness!"

St. Faustina connection:

Wrote a gratitude diary
Thanked God daily
Found joy even in hard times
"First gratitude, then asking"

Gratitude Data Collection (10 min)¶

Personal survey:

Count your blessings — literally!

Categories: 1. People — How many people are you thankful for? 2. Places — How many places are you grateful for? 3. Things — How many things are you thankful for? 4. Experiences — How many experiences are you grateful for? 5. Faith — How many faith-related blessings?

Instructions:

List items in each category (3 min per category)
Count totals
Be specific! Not just "family" but individual names

Data recording: | Category | Items Listed | Total Count | |----------|-------------|-------------| | People | | | | Places | | | | Things | | | | Experiences | | | | Faith | | |

Class Data Compilation (5 min)¶

Combine everyone's data:

Share totals:

Go around room, share category totals
Record on class chart
Calculate class totals

Create class statistics:

Total blessings counted by whole class
Average per student
Which category had most?
Which had least?

Data Visualization (12 min)¶

Create gratitude graphs:

Option A: Personal Bar Graph

X-axis: Categories
Y-axis: Number of items
Color each bar differently

Option B: Class Pie Chart

Show percentage in each category
Use colors to distinguish
Label clearly

Option C: Pictograph

Use symbols (hearts, stars)
Each symbol = certain number
Include key

While creating:

Accurate scale
Clear labels
Title your graph
Make it neat!

Analyze your data:

What category had the most?
What category surprised you?
What did you forget to include?
How did counting change your feelings?

Share discoveries:

"What did you learn about yourself?"
"Did counting blessings change anything?"

Faith connection:

"When we count blessings, we see God's generosity"
"Gratitude is a habit we can practice"
"The more we look, the more we find!"

Closing (2 min)¶

Challenge: "This week, keep a gratitude list. Add 3 things each day!"

Journal entry:

Tape or draw your graph
Write: "I am most thankful for..."
Write: "Counting blessings made me feel..."

Closing Prayer: "Thank You, God, for [class total] blessings in our room today! Thank You for showing us how rich we are in Your love. Help us be grateful people every day, not just at Thanksgiving. We praise You for Your endless goodness! Amen."

📎 Home Connection¶

"We explored the science of gratitude today! Ask your child to share their gratitude graph and tell you what they discovered. Start a family gratitude practice — maybe a thankful jar or nightly sharing of three blessings. Research shows gratitude makes families happier!"

✅ Assessment¶

Collected accurate gratitude data
Created clear data visualization
Participated in class data compilation
Reflected on gratitude practice

Lesson Version: 1.0 — Year B | **

🎁 Week 12: Gifts for Others¶

Lesson Overview¶


Grade Level	Grades 3-4
Duration	40 minutes
Curriculum	Year B
STREAM Focus	E (Engineering), A (Arts), R (Religion)

Week 12: Gifts for Others¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Design solutions to help others 2. Apply engineering design for service 3. Create functional, thoughtful gifts 4. Consider user needs in design

Faith Integration Objectives¶

Students will be able to: 1. Connect gift-giving to Christ's gift of Himself 2. Practice service-oriented thinking 3. Experience joy in giving

Week 12: Gifts for Others¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

The Gift of Self — Jesus gave us the ultimate gift — Himself! When we create gifts for others, we share our time, talent, and love. The best gifts come from the heart and serve others' needs.

Scripture Connection¶

"Each of you should use whatever gift you have received to serve others, as faithful stewards of God's grace." — 1 Peter 4:10

Saint Connection¶

St. Elizabeth Ann Seton — First American-born saint! She founded schools and served the poor. She used her gifts of teaching and organizing to help thousands. She showed that our talents are meant to be shared.

📚 Materials Needed¶

Cardboard, paper, fabric scraps
Scissors, glue, tape
Markers, crayons
Gift recipients information (see prep)
Design worksheets
Packaging materials

📝 Pre-Lesson Preparation¶

Identify gift recipients:

Nursing home residents
Younger students
Hospital patients
Family members
Community helpers (firefighters, etc.)

Gather needs information:

What would help them?
What might brighten their day?
Any specific requests or restrictions?

📝 Lesson Procedure (40 minutes)¶

Opening Prayer (2 min)¶

"Jesus, You gave us the greatest gift of all — Yourself! Help us give from our hearts today. St. Elizabeth Ann Seton, pray that we use our talents to serve others. Amen."

The Gift of Service (5 min)¶

Why give gifts?

Discussion:

What makes a gift meaningful?
Is it the cost or the thought?
How do you feel when you make something for someone?

St. Elizabeth Ann Seton's story:

Wealthy woman who lost everything
Used her talents to teach and serve
Founded first Catholic schools in America
"The best gift is giving of ourselves"

Our challenge: "Today we design and create gifts that SERVE others — gifts that meet a real need or bring real joy."

Design for Service (10 min)¶

User-Centered Design:

Step 1: Know your recipient

Who will receive this?
What do they need?
What would bring them joy?
What limitations should we consider?

Example recipients and needs: | Recipient | Possible Need | Gift Idea | |-----------|--------------|-----------| | Nursing home resident | Companionship | Card with photos, bookmarks | | Kindergartener | Learning tools | Counting games, puzzles | | Hospital patient | Comfort | Decorated pillowcase, cards | | Firefighter | Appreciation | Thank you collection, snacks |

Step 2: Design worksheet

Who is this for?
What is their need?
My gift idea:
How will this help them?
Materials needed:
Sketch of design:

Teacher approval before building

Gift Creation (18 min)¶

Build your service gift:

Project ideas:

For elderly/lonely:

Photo cards with drawings
Bookmarks with encouraging messages
Activity books (word searches, coloring)

For younger children:

Educational games
Counting manipulatives
Story cards

For patients:

Encouragement cards
Decorated bags
Comfort items

For community helpers:

Thank you cards/posters
Appreciation certificates
Decorated containers for supplies

Building guidelines:

Quality matters — make it with care
Include personal touch
Think about the user
Add encouraging message

Teacher circulation:

"How does this meet their need?"
"What makes this special?"
"How is this gift 'giving yourself'?"

Share creations:

Brief show-and-tell
Explain who it's for and why

Prepare for delivery:

Package gifts carefully
Add gift tags
Write recipient's name

Blessing of gifts: "Lord, bless these gifts made with love. May they bring joy to those who receive them. Help the recipients know they are loved by You and by us. Amen."

Closing Prayer: "Thank You, Jesus, for teaching us to give. Thank You, St. Elizabeth, for showing us that our talents are meant to serve. Help us always look for ways to use our gifts to help others. May our hands be Your hands, bringing Your love to the world. Amen."

📝 Post-Lesson¶

Delivery options:

Class trip to deliver
Mail gifts
Send with parent volunteers
School-wide collection

Follow-up:

Share any thank-you responses received
Reflect on the experience of giving

📎 Home Connection¶

"We designed and created gifts to serve others today! Ask your child: 'Who is your gift for?' 'What need does it meet?' 'How did it feel to make something for someone else?' Consider a family service project during Advent — perhaps making care packages together."

✅ Assessment¶

Identified user needs in design
Created thoughtful, quality gift
Demonstrated understanding of service
Participated in blessing and sharing

Lesson Version: 1.0 — Year B | **

🕯️ Week 13: Advent Preparation¶

Lesson Overview¶


Grade Level	Grades 3-4
Duration	40 minutes
Curriculum	Year B
STREAM Focus	S (Science - Light), E (Engineering), A (Arts)

Week 13: Advent Preparation¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Understand properties of light 2. Explore light transmission and reflection 3. Design and create an Advent light display 4. Connect light science to symbolism

Faith Integration Objectives¶

Students will be able to: 1. Understand Advent as preparation for Christ 2. Explore Jesus as "Light of the World" 3. Learn Jesse Tree symbolism

Week 13: Advent Preparation¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Christ the Light — Advent prepares us for Christmas when Jesus, the Light of the World, came to shine in our darkness. Just as we study how physical light works, we remember that Jesus is the TRUE light that illuminates our lives.

Scripture Connection¶

"The people walking in darkness have seen a great light; on those living in the land of deep darkness a light has dawned." — Isaiah 9:2

Saint Connection¶

Jesse Tree Symbols — The Jesse Tree shows Jesus' family history through symbols. Each symbol represents someone who prepared the way for Christ — from Jesse (King David's father) all the way to Mary. It's a visual way to see God's plan!

📚 Materials Needed¶

Flashlights, mirrors, prisms (light exploration)
LED tea lights (safe!)
Tissue paper, colored cellophane
Cardboard tubes, jars
Jesse Tree symbol templates
Craft supplies

📝 Lesson Procedure (40 minutes)¶

Opening Prayer (2 min)¶

"Lord Jesus, You are the Light of the World! As we prepare for Christmas, help us see Your light shining in the darkness. May we become lights for others. Amen."

Light Science Exploration (10 min)¶

How does light work?

Key concepts:

Light travels in straight lines
Light can be reflected (bounced)
Light can be transmitted (passed through)
Light can be absorbed (stopped)
Light can be refracted (bent)

Quick demonstrations: 1. Straight lines: Flashlight through holes in cards — only works if aligned 2. Reflection: Mirror bouncing light 3. Transmission: Light through clear vs. colored cellophane 4. Absorption: Light on dark vs. light surfaces

Discussion:

"Why do we use candles in Advent?"
"What does light represent?"
"How does light 'break' darkness?"

Advent & Jesse Tree (8 min)¶

Advent preparation:

What is Advent?

4 weeks of preparation
Waiting and hoping
Getting ready for Jesus
Lighting candles (1-2-3-4)

Jesse Tree explained:

Shows Jesus' family history
Each symbol = someone who pointed to Jesus
Based on Isaiah 11:1 — "A shoot will come up from the stump of Jesse"

Key symbols:

🌍 Creation — God made everything
🌈 Rainbow — Noah, God's promise
⭐ Star — Abraham, countless descendants
🪜 Ladder — Jacob, stairway to heaven
🌿 Burning Bush — Moses, God calls
👑 Crown — David, the king
🕊️ Dove — Holy Spirit
🌸 Flower — Mary, blessed mother

"Each person was a 'light' pointing to the TRUE light — Jesus!"

Light Display Design (18 min)¶

Create an Advent light display:

Project options:

Option A: Jesse Tree Light Ornament

Choose a symbol
Create design on tissue paper
Mount in cardboard frame
LED light behind shows through

Option B: Advent Luminary

Decorate jar or tube
Cut out designs or use tissue paper
Place LED tea light inside
Light shines through design

Option C: Light Catcher

Create Jesse Tree symbol
Use colored cellophane
Hang in window
Sunlight passes through

Design process: 1. Choose project type 2. Select symbol and meaning 3. Sketch design 4. Build with materials 5. Test with light

While creating, discuss:

"What symbol did you choose?"
"What does it mean?"
"How does it point to Jesus?"

Brief sharing:

Show creations
Explain symbol choice

Light blessing: "Lord, bless these lights we created. May they remind us that Jesus is coming! May our homes be bright with hope this Advent. Come, Lord Jesus! Amen."

Closing Prayer: "Jesus, Light of the World, shine in our hearts! Help us prepare a place for You this Advent. Help us be lights for others, sharing Your love and hope. Come, Lord Jesus, come! Amen."

📎 Home Connection¶

"We explored the science of light and created Advent decorations! Ask your child about: 'How does light travel?' 'What Jesse Tree symbol did you choose?' 'What does it mean?' Display their creation at home and consider creating a family Jesse Tree or lighting Advent candles together."

✅ Assessment¶

Demonstrated understanding of light properties
Created functional light display
Explained Jesse Tree symbol meaning
Connected science to faith symbolism

Lesson Version: 1.0 — Year B | **

🌊 Weeks 14-17: Marine Science Lab¶

Unit Overview¶


Grade Level	Grades 3-4
Duration	4 sessions (40 min each)
Curriculum	Year B
STREAM Focus	S (Science), E (Engineering), R (Religion)

Weeks 14-17: Marine Science Lab¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Identify ocean zones and ecosystems 2. Understand marine food chains 3. Explore ocean conservation challenges 4. Design solutions for ocean health

Faith Integration Objectives¶

Students will be able to: 1. Appreciate oceans as God's creation 2. Understand stewardship of water resources 3. Connect exploration to wonder

Weeks 14-17: Marine Science Lab¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Stewardship of Waters — Genesis tells us God created the seas and filled them with life. Pope Francis' encyclical Laudato Si' calls us to care for our oceans as part of caring for our common home.

Scripture Connection¶

"The sea is his, for he made it, and his hands formed the dry land." — Psalm 95:5

Saint Connection¶

St. Brendan the Navigator — Irish monk who made legendary sea voyages in the 6^th century. Some believe he reached North America 900 years before Columbus! He saw God's glory in the vastness of the ocean.

📚 Materials Needed¶

Week 14 (Ocean Zones)¶

Ocean zone diagrams
Blue bins/containers for demos
Various density liquids
Marine life images
Science journals

Week 15 (Marine Life)¶

Food chain materials
Marine organism cards
Research materials
Art supplies

Week 16 (Ocean Challenges)¶

Pollution samples (safe)
News articles about ocean issues
Problem-solving worksheets
Video clips

Week 17 (Solutions)¶

Engineering challenge materials
Oil spill cleanup supplies
Presentation materials
Project rubrics

📝 Week 14 Procedure: Ocean Zones (40 minutes)¶

Opening Prayer (2 min)¶

"God of the seas, You created the vast oceans full of wonder! Help us learn about Your underwater world. St. Brendan, pray for us as we explore! Amen."

Ocean Introduction (8 min)¶

The vast ocean:

Covers 71% of Earth!
Average depth: 12,100 feet
Contains 97% of Earth's water
Home to millions of species

St. Brendan's story:

Irish monk who sailed the Atlantic
Saw whales, icebergs, islands
Wrote about marvels he saw
"God's glory revealed in the deep"

Wonder questions:

What lives in the deepest parts?
How do creatures survive without sunlight?
What haven't we discovered yet?

Ocean Zones (15 min)¶

Five major zones:

1. Sunlight Zone (0-200m)

Light reaches here
Most ocean life lives here
Photosynthesis happens
Fish, dolphins, coral, seaweed

2. Twilight Zone (200-1000m)

Dim light only
Animals migrate up and down
Bioluminescence (glowing!)
Jellyfish, squid

3. Midnight Zone (1000-4000m)

No sunlight at all!
Cold and dark
Bizarre creatures
Anglerfish, vampire squid

4. Abyssal Zone (4000-6000m)

Near freezing
Extreme pressure
Sparse life
Sea spiders, tube worms

5. Hadal Zone (6000m+)

Deep ocean trenches
Crushing pressure
Discovered only recently
New species still found!

Demonstration:

Create density column showing zones
Show pressure differences (bottle squeezer)

Zone Creatures (12 min)¶

Match creatures to zones:

Activity:

Provide creature cards
Students sort by zone
Explain adaptation that helps them survive there

Discussion:

"Why don't shallow fish go deep?"
"What adaptations help creatures survive?"
"How is each zone like a different world?"

Closing (3 min)¶

Journal entry:

Draw the ocean zones
Label each with depth and name
Add one creature to each

Closing Prayer: "Thank You, God, for the mysteries of the deep! Help us learn more about Your ocean world. Amen."

📝 Week 15 Procedure: Marine Life (40 minutes)¶

Opening Prayer (2 min)¶

"Creator God, You filled the seas with every kind of creature! Help us understand how ocean life works together. Amen."

Food Chains Review (8 min)¶

How energy flows:

Basic concepts:

Producers — Make own food (plankton, algae)
Consumers — Eat other organisms
Decomposers — Break down dead material

Ocean food chain example: Sun → Phytoplankton → Zooplankton → Small fish → Big fish → Shark

Energy transfer:

Only 10% passes to next level
This limits chain length
Top predators need LOTS of prey

Marine Ecosystem Research (18 min)¶

Group research project:

Assign ecosystems:

Group A: Coral Reef
Group B: Kelp Forest
Group C: Open Ocean
Group D: Deep Sea Vents

Research questions: 1. What producers live there? 2. What are the main consumers? 3. What are top predators? 4. What makes this ecosystem special? 5. What threatens this ecosystem?

Create food web poster:

Draw organisms
Connect with arrows (who eats whom)
Label producers, consumers, decomposers
Add one faith connection

Presentations (10 min)¶

Quick shares (2-3 min each):

Show food web
Explain ecosystem
Share one amazing fact
Mention threat to ecosystem

Closing (2 min)¶

Reflection:

"How do all these creatures depend on each other?"
"What happens if one part is removed?"
"How is an ecosystem like a community?"

Closing Prayer: "Thank You, God, for the amazing web of ocean life! Help us see how all Your creatures are connected and important. Amen."

📝 Week 16 Procedure: Ocean Challenges (40 minutes)¶

Opening Prayer (2 min)¶

"Lord, Your oceans face many challenges from human actions. Help us understand these problems and care for Your creation. Amen."

Ocean Problems (15 min)¶

Major challenges:

1. Plastic Pollution

8 million tons enter ocean yearly
Animals eat or get tangled
Microplastics everywhere
Takes hundreds of years to break down

2. Overfishing

More fish taken than can reproduce
Food chains disrupted
Populations collapsing
Some species near extinction

3. Climate Change

Ocean absorbs heat
Coral bleaching
Sea level rise
Acidification

4. Oil Spills

Ships and drilling accidents
Coats animals and beaches
Kills marine life
Hard to clean up

Show images and short videos

Discussion:

"How do these problems affect what we learned about food chains?"
"Why should Catholics care about ocean health?"

Laudato Si' Connection (8 min)¶

Pope Francis on oceans:

Read excerpts:

"The oceans... form most of our planet" (40)
"Marine life... is very seriously threatened" (40)
"Particularly threatened are marine organisms which we tend to overlook" (40)

Discuss:

Why does the Pope write about oceans?
How is caring for oceans a faith issue?
What is our responsibility as Catholics?

Key concept: "When we harm the ocean, we harm God's creation AND hurt people who depend on the ocean for food and livelihood."

Problem Analysis (12 min)¶

Deep dive into one problem:

Groups choose:

Plastic pollution
Overfishing
Climate effects
Oil spills

Analyze: 1. What causes this problem? 2. Who is affected? 3. What solutions exist? 4. What can we do?

Begin solution brainstorming:

Individual ideas
Group ideas
Engineering possibilities

Closing (3 min)¶

Preview: "Next week we'll design and test solutions to one of these problems!"

Closing Prayer: "Forgive us, Lord, for the harm we've caused Your oceans. Give us wisdom to find solutions and courage to make changes. Help us be good stewards of the waters You created. Amen."

📝 Week 17 Procedure: Solutions & Engineering (40 minutes)¶

Opening Prayer (2 min)¶

"God of solutions, help us use our creativity to help Your oceans! May our work today make a difference. Amen."

Engineering Challenge Introduction (5 min)¶

Choose one challenge:

Option A: Oil Spill Cleanup

Simulate oil spill in water
Design cleanup methods
Compare effectiveness

Option B: Ocean Debris Collector

Design a device to collect floating plastic
Test with simulated debris
Improve design

Option C: Coral Reef Restoration

Research restoration methods
Design artificial reef structure
Plan placement strategy

Design Phase (10 min)¶

Engineering design worksheet: 1. Problem we're solving: 2. Constraints (time, materials): 3. Sketch of solution: 4. Materials needed: 5. How we'll test it: 6. Success criteria:

Team planning:

Discuss ideas
Choose best approach
Assign roles

Build & Test (15 min)¶

Construction and testing:

Oil Spill Cleanup:

Set up trays with water
Add "oil" (vegetable oil with cocoa powder)
Test: cotton balls, dish soap, skimmers, booms
Measure: How much removed? How clean?

Debris Collector:

Build from available materials
Test in water with floating items
Measure: How much collected?

Teacher guidance:

"Why did you choose this design?"
"What's working? What isn't?"
"How can you improve it?"

Results & Reflection (6 min)¶

Share findings:

What worked best?
What surprised you?
What would you change?

Real-world connection:

Real cleanup crews face these challenges
Scale makes it much harder
Prevention is always better than cleanup

Faith reflection:

"How is this work caring for creation?"
"What can you do to prevent ocean problems?"
"How will you share what you learned?"

Closing (2 min)¶

Action commitment: Each student writes one thing they'll do to help oceans:

Reduce plastic use
Educate others
Support conservation
Pray for creation

Closing Prayer: "Thank You, God, for teaching us about Your oceans. Thank You for showing us we can be part of the solution. Help us be faithful stewards of Your waters. May our small actions join with others to make big changes. St. Brendan, pray for us and for the seas! Amen."

📎 Home Connection¶

"We completed a 4-week Marine Science Lab! Ask your child about: 'What are the ocean zones?' 'What ocean problem concerns you most?' 'What solution did you engineer?' 'What will you do to help oceans?' Consider reducing single-use plastics at home as a family commitment."

✅ Assessment¶

Identified ocean zones correctly
Created accurate food web
Analyzed ocean problems
Designed and tested engineering solution

Lesson Version: 1.0 — Year B | **

🎯 Week 18: New Year Goals¶

Lesson Overview¶


Grade Level	Grades 3-4
Duration	40 minutes
Curriculum	Year B
STREAM Focus	M (Math - Planning), T (Technology), R (Religion)

Week 18: New Year Goals¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Reflect on first semester learning 2. Set SMART goals for second semester 3. Create goal-tracking systems 4. Plan steps to achieve goals

Faith Integration Objectives¶

Students will be able to: 1. Seek God's guidance in goal-setting 2. Connect goals to virtue growth 3. Commit to purposeful learning

Week 18: New Year Goals¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Purposeful Living — God calls us to live with intention and purpose. Setting goals isn't just about achievement — it's about becoming who God created us to be. We discern His will and work toward it!

Scripture Connection¶

"For I know the plans I have for you," declares the LORD, "plans to prosper you and not to harm you, plans to give you hope and a future." — Jeremiah 29:11

Saint Connection¶

St. Ignatius of Loyola — Founder of the Jesuits who created the Examen — a daily reflection practice. He taught that reviewing our day helps us see God's presence and make better choices. Reflection leads to growth!

📚 Materials Needed¶

Semester 1 work samples/portfolios
Goal-setting worksheets
SMART goals template
Progress tracker templates
Journals
Calendar/planning tools

📝 Lesson Procedure (40 minutes)¶

Opening Prayer (2 min)¶

"Lord, You have plans for each of us! As we start a new semester, help us set goals that honor You. St. Ignatius, teach us to reflect and grow. Guide us toward becoming who God created us to be. Amen."

Semester 1 Review (8 min)¶

Look back to move forward:

Review activities:

Look through science journals
Remember major projects
Review skills learned

Year B First Semester highlights:

Flight and aerodynamics
Architecture and design
Marine science

Reflection questions:

What did you learn that surprised you?
What are you most proud of?
What was most challenging?
What would you do differently?

St. Ignatius' Examen adapted:

Where did I see God this semester?
When was I my best self?
When did I struggle?
What am I grateful for?

SMART Goals Introduction (8 min)¶

What makes a good goal?

S.M.A.R.T. framework:

S = Specific (clearly defined)
M = Measurable (can track progress)
A = Achievable (realistic)
R = Relevant (matters to you)
T = Time-bound (has deadline)

Examples:

Vague goal: "Get better at coding" SMART goal: "Complete 5 Scratch projects independently by Week 22"

Vague goal: "Be a better scientist" SMART goal: "Use all 7 steps of scientific method correctly in next experiment"

Practice together:

Take a vague goal
Make it SMART
Identify what makes it better

Personal Goal Setting (15 min)¶

Create your goals:

Categories: 1. Academic Goal — Learning or skills 2. Character Goal — Virtue or behavior 3. Faith Goal — Spiritual growth 4. Service Goal — Helping others

Worksheet for each goal:

My goal: (SMART version)
Why this matters to me:
Steps to achieve it:
How I'll track progress:
Who can help me:
Target date:

Example goals:

Academic: "Master one new Scratch coding block each week"
Character: "Practice patience by counting to 10 before reacting"
Faith: "Pray for one classmate each day"
Service: "Help one younger student each week"

Teacher guidance:

Help make goals specific
Ensure they're achievable
Connect to upcoming units

Goal Tracker Design (5 min)¶

Create tracking system:

Options:

Calendar chart
Progress bar graphic
Checklist format
Journal pages

Key elements:

Visual progress indicator
Space for notes
Weekly check-in spots
Celebration markers

Closing (2 min)¶

Commitment:

Share one goal with partner
Partner commits to checking in
Write goals in journal

Preview: "We'll check on these goals regularly! Next week we start GAME DESIGN!"

Closing Prayer: "Lord, You know the plans You have for us. Help us follow them faithfully. Give us perseverance when goals feel hard. Help us celebrate progress, not just perfection. St. Ignatius, teach us daily reflection. Bless our second semester! Amen."

📎 Home Connection¶

"We set SMART goals for second semester today! Ask your child: 'What are your goals?' 'Why did you choose them?' 'How can I help you achieve them?' Post their goals somewhere visible at home and check in regularly. Celebrate progress together!"

✅ Assessment¶

Reflected meaningfully on first semester
Set SMART goals in multiple categories
Created goal tracking system
Connected goals to faith growth

Lesson Version: 1.0 — Year B | **

🎮 Weeks 19-22: Game Design Studio¶

Unit Overview¶


Grade Level	Grades 3-4
Duration	4 sessions (40 min each)
Curriculum	Year B
STREAM Focus	T (Technology), M (Math), A (Arts)

Weeks 19-22: Game Design Studio¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Use Scratch to create interactive games 2. Implement game mechanics (scoring, levels, win/lose) 3. Apply math concepts in game design 4. Debug and improve code

Faith Integration Objectives¶

Students will be able to: 1. Create games with positive values 2. Use creativity as gift from God 3. Design for others' enjoyment

Weeks 19-22: Game Design Studio¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Creativity & Joy — God created us to experience joy! Designing games that bring fun to others is a way of sharing God's joy. Our creativity reflects God the Creator.

Scripture Connection¶

"A cheerful heart is good medicine." — Proverbs 17:22

Saint Connection¶

St. John Bosco — Patron of young people, Don Bosco believed in "faith, learning, and play." He used games and recreation as ways to connect with and educate youth. He showed that play has spiritual value!

📚 Materials Needed¶

Computers with Scratch (scratch.mit.edu)
Game design worksheets
Storyboard templates
Project rubrics
Example games
Testing feedback forms

📝 Week 19 Procedure: Game Design Basics (40 minutes)¶

Opening Prayer (2 min)¶

"Creator God, You gave us imagination and creativity! Help us design games that bring joy to others. St. John Bosco, inspire us to see play as valuable. Amen."

What Makes a Good Game? (8 min)¶

Analyze games:

Discussion:

What games do you like to play?
What makes them fun?
What makes them frustrating?

Key game elements:

Goal — What are you trying to do?
Rules — What can/can't you do?
Challenge — What makes it hard?
Feedback — How do you know you're doing well?
Reward — What do you get for succeeding?

St. John Bosco connection:

Used games to teach values
Made learning fun
Believed joy is from God
"Run, jump, make noise — just don't sin!"

Game Types in Scratch (10 min)¶

Explore possibilities:

Common game types: 1. Maze games — Navigate through obstacles 2. Catch games — Collect falling objects 3. Chase games — Avoid or chase something 4. Clicker games — Click on targets 5. Quiz games — Answer questions

Show simple examples of each

Math in games:

Scoring (addition)
Lives (subtraction)
Levels (variables)
Positioning (coordinates)
Timing (seconds, counting)

Scratch Review (10 min)¶

Quick skills check:

Essential blocks:

Motion (movement)
Looks (appearance)
Sound (audio)
Events (triggers)
Control (loops, conditionals)
Sensing (detection)
Variables (score, lives)

Key concepts for games:

"When green flag clicked" → game start
"Forever" loops → continuous checking
"If touching" → collision detection
Variables for score/lives
"Change score by 1" → scoring

Game Planning (8 min)¶

Design document:

Game Concept Worksheet: 1. Game name: 2. Game type: 3. Goal — what does player try to do? 4. Controls — how does player control it? 5. Challenge — what makes it hard? 6. Scoring — how do you earn points? 7. Win/Lose — how does game end?

Faith element:

What positive value does your game promote?
Options: helpfulness, care for creation, joy, courage, kindness

Closing (2 min)¶

Homework:

Finalize game concept
Sketch main character/sprites

Closing Prayer: "Thank You, God, for creativity and fun! Help us create games that bring joy. St. John Bosco, pray for us! Amen."

📝 Week 20 Procedure: Building Core Mechanics (40 minutes)¶

Opening Prayer (2 min)¶

"Lord, help us be patient programmers today! When things don't work, help us persevere. Amen."

Quick shares:

Game name and type
Main goal
Faith element included

Core Mechanics Tutorial (10 min)¶

Essential game code:

Player movement (4 directions):

When green flag clicked
Forever
  If key "up arrow" pressed then
    Change y by 10
  If key "down arrow" pressed then
    Change y by 10
  If key "left arrow" pressed then
    Change x by -10
  If key "right arrow" pressed then
    Change x by 10

Collision detection:

If touching "color" or "sprite" then
  [action]

Scoring:

When green flag clicked
Set score to 0

[Later, when player succeeds]
Change score by 1

Game over:

If [losing condition] then
  Stop all

Build Time (20 min)¶

Create your game:

Minimum requirements:

Player-controlled sprite
At least one other sprite/obstacle
Scoring system
Win or lose condition

Teacher circulation:

Help debug
Suggest improvements
Ensure positive content
Connect to math concepts

Checkpoints:

Does your player move?
Does something happen when sprites touch?
Does score change?

Progress Check (3 min)¶

Status update:

What's working?
What's challenging?
What help do you need?

Closing Prayer: "Thank You for progress, Lord! Help us keep improving. Amen."

📝 Week 21 Procedure: Adding Features (40 minutes)¶

Opening Prayer (2 min)¶

"Creative Spirit, inspire us to make our games even better! Help us use our gifts well. Amen."

Debugging Review (5 min)¶

Common problems:

Sprite not moving → check if/forever blocks
Score not changing → check variable blocks
Game not ending → check conditions

Debugging strategy: 1. Test small sections 2. Read code out loud 3. Check for typos 4. Ask for another pair of eyes

Advanced Features (10 min)¶

Level up your game:

Option A: Multiple Levels

When score > 10
  Broadcast "Level 2"

When I receive "Level 2"
  Change speed by 2
  Show new background

Option B: Lives System

When green flag clicked
Set lives to 3

When touching bad thing
Change lives by -1
If lives = 0 then
  Stop all

Option C: Timer

When green flag clicked
Set time to 60
Forever
  Wait 1 second
  Change time by -1
  If time = 0 then
    Stop all

Option D: Sound Effects

When [event]
Play sound "pop"

Development Time (20 min)¶

Improve your game:

Goals today:

Fix any bugs from last week
Add at least one new feature
Test multiple times
Refine gameplay

Quality checklist:

Game starts when flag clicked
Player controls work smoothly
Scoring works correctly
Game ends appropriately
At least one advanced feature
Positive content/values

Partner Testing (3 min)¶

Swap and play:

Play partner's game
Note: What works well? What's confusing?
Give kind, helpful feedback

Closing Prayer: "Thank You for partners who help us improve, Lord! Amen."

📝 Week 22 Procedure: Game Showcase (40 minutes)¶

Opening Prayer (2 min)¶

"Lord of joy, thank You for these weeks of creativity! Help us celebrate together and appreciate each other's work. St. John Bosco, pray for us! Amen."

Final Polish (10 min)¶

Last touches:

Fix any remaining bugs
Add instructions (how to play)
Add credits (your name)
Test one more time

Instructions template:

"How to Play:
Use arrow keys to move.
Collect [items] for points.
Avoid [obstacles].
Try to score [goal]!"

Game Arcade (20 min)¶

Play everyone's games:

Setup:

All games open and ready
Students rotate through stations
2-3 minutes per game

Feedback form for each game:

Game name:
What I liked:
Favorite feature:
Score I got:

Teacher observation:

Note creativity
Identify strong coders
Recognize perseverance
Appreciate faith integration

Showcase & Awards (6 min)¶

Celebrate achievements:

Categories:

Most Creative Concept
Best Gameplay
Most Challenging
Best Use of Faith Values
Most Improved Coder
Best Bug Fixer

Whole class:

Everyone completed a game!
We learned coding, math, and design
We created joy for others!

Reflection & Closing (2 min)¶

Discussion:

"What was hardest about game design?"
"What did you learn about yourself as a coder?"
"How did your game share positive values?"

St. John Bosco wisdom: "Through play, we learn and grow. Fun is a gift from God!"

Closing Prayer: "Thank You, Lord, for creativity and joy! Thank You for the gift of play and the ability to create. Help us always use our talents to bring happiness to others. St. John Bosco, continue to inspire us to see fun as something holy. Bless our games and those who play them! Amen."

📎 Home Connection¶

"We completed a Game Design Studio unit! Your child created an original Scratch game. Ask them: 'Can I play your game?' 'What was hardest to program?' 'What positive value does your game include?' Visit scratch.mit.edu together to explore or continue creating!"

✅ Assessment¶

Created functional Scratch game
Implemented scoring and win/lose conditions
Used at least one advanced feature
Included positive values in design

Lesson Version: 1.0 — Year B | **

🏫 Week 23: Catholic Schools Week¶

Lesson Overview¶


Grade Level	Grades 3-4
Duration	40 minutes
Curriculum	Year B
STREAM Focus	All Areas (Celebration)

Week 23: Catholic Schools Week¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Create data visualizations about Catholic education 2. Design interactive displays 3. Present information clearly 4. Apply STREAM skills to celebration

Faith Integration Objectives¶

Students will be able to: 1. Appreciate Catholic education's gift 2. Celebrate faith and learning together 3. Share faith with community

Week 23: Catholic Schools Week¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Catholic Education — Catholic schools exist to form the whole person — mind, body, and spirit. We learn not just facts, but wisdom. We grow not just smarter, but holier. Faith and reason dance together!

Scripture Connection¶

"Train up a child in the way he should go; even when he is old he will not depart from it." — Proverbs 22:6

Theme Connection¶

2025 CSW Theme: "Catholic Schools: United in Faith and Community" (Adjust based on actual year's theme)

📚 Materials Needed¶

Survey materials
Graphing supplies
Poster materials
Computer access (optional)
Display materials
School history information

📝 Lesson Procedure (40 minutes)¶

Opening Prayer (2 min)¶

"Thank You, Lord, for our Catholic school! Thank You for teachers who share faith and knowledge. Thank You for classmates who learn and pray with us. Bless Catholic schools everywhere! Amen."

Catholic Schools Week Introduction (5 min)¶

Why we celebrate:

History:

Catholic Schools Week began in 1974
Celebrates Catholic education in America
Honors students, teachers, families, communities

This year's theme:

Explain the theme
How does our school show this?
What makes Catholic schools special?

Faith + Learning:

We start with prayer
We learn about God in every subject
We serve others
We're part of a faith community

Data Collection Activity (12 min)¶

Survey: Why We Love Our School

Create class data:

Favorite subject (including Religion!)
Favorite school tradition
Best thing about Catholic school
Years at this school
Service projects participated in

Conduct mini-survey:

Each student answers
Compile class totals
Calculate percentages

Math connections:

Fractions of class
Percentages
Graphing

Data Visualization (12 min)¶

Create Catholic Schools Week displays:

Option A: Class Infographic

Combine all data into one poster
Include school statistics
Add fun facts
Make visually appealing

Option B: Individual Graph

Choose one data set
Create bar graph or pie chart
Include title, labels, key
Add school spirit decoration

Option C: Digital Presentation

Use computer to create slide
Include images and data
Share with school community

Faith integration:

How do numbers tell our story?
What do the data show about our community?
How is faith visible in our answers?

Present findings:

Share key statistics
What surprised you?
What are you proud of?

Appreciation moment:

Thank teachers
Thank families
Thank each other
Thank God!

Class commitment: "This week I will show appreciation by..."

Closing (2 min)¶

CSW Challenge: Ideas for the week:

Write thank you notes
Pray for teachers
Be extra helpful
Share why you love your school

Closing Prayer: "Lord, bless all Catholic schools! Bless our teachers who share their faith with us. Bless our families who sacrifice for our education. Bless our classmates who journey with us. Help us be grateful every day, not just this week. May Catholic schools continue to form saints and scholars for Your glory! Amen."

📎 Home Connection¶

"We celebrated Catholic Schools Week today with data and gratitude! Ask your child: 'What did the class data show?' 'Why do you love your school?' 'How will you show appreciation this week?' Thank YOU for choosing Catholic education for your child!"

✅ Assessment¶

Participated in data collection
Created accurate data visualization
Expressed appreciation for Catholic education
Identified what makes Catholic school special

Lesson Version: 1.0 — Year B | **

🌆 Weeks 24-27: Sustainable City¶

Unit Overview¶


Grade Level	Grades 3-4
Duration	4 sessions (40 min each)
Curriculum	Year B
STREAM Focus	E (Engineering), S (Science), R (Religion), A (Arts)

Weeks 24-27: Sustainable City¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Understand sustainability principles 2. Design eco-friendly city features 3. Calculate energy and resource usage 4. Build model sustainable city

Faith Integration Objectives¶

Students will be able to: 1. Connect creation care to Catholic teaching 2. Apply Laudato Si' principles 3. See stewardship as faith response

Weeks 24-27: Sustainable City¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Laudato Si' — Pope Francis calls us to care for our "common home." Sustainable cities represent our response to this call — designing human communities that live in harmony with God's creation.

Scripture Connection¶

"The Lord God took the man and put him in the Garden of Eden to work it and take care of it." — Genesis 2:15

Saint Connection¶

St. Kateri Tekakwitha — "Lily of the Mohawks," first Native American saint. She lived in harmony with nature and saw God in all creation. She reminds us of the sacred relationship between humans and Earth.

📚 Materials Needed¶

Week 24¶

Sustainability concept images
City planning maps
Problem scenario cards
Planning worksheets

Weeks 25-27¶

Building materials (cardboard, boxes, recycled items)
Craft supplies
Solar panels (toy/model)
Green roof materials (moss, plants)
Labels and signs
Assessment rubrics

📝 Week 24 Procedure: Sustainability Basics (40 minutes)¶

Opening Prayer (2 min)¶

"Creator God, You made the Earth and called it GOOD! Help us learn to care for Your creation. St. Kateri, teach us to see God in nature. Amen."

What is Sustainability? (10 min)¶

Definition: "Meeting our needs TODAY without hurting the ability of FUTURE generations to meet their needs."

Key questions:

If we use all the water now, what about our grandchildren?
If we pollute the air, who breathes it later?
If we destroy forests, what's left for the future?

Three pillars:

🌍 Environmental — Care for nature
👥 Social — Care for people
💰 Economic — Can we afford it long-term?

St. Kateri connection:

Lived simply in harmony with nature
Saw God's presence in creation
Her people cared for the land
"We don't inherit the Earth — we borrow it"

Laudato Si' Introduction (8 min)¶

Pope Francis' message:

Key points:

"The Earth is our common home"
"Everything is connected"
"We are called to care for creation"
"The poor suffer most from environmental damage"

Read excerpt:

"Each creature reflects something of God and has a message to convey to us." (LS 239)

Discussion:

Why does the Pope write about environment?
How is caring for Earth a faith issue?
What can WE do?

City Problems to Solve (12 min)¶

Current city challenges:

Problem cards activity:

Energy waste
Water pollution
Air pollution
Too much trash
Not enough green space
Traffic congestion
Flooding

For each problem:

What causes it?
Who is affected?
What solutions exist?

Sustainable city features:

Renewable energy (solar, wind)
Public transportation
Green spaces (parks, trees)
Water recycling
Waste reduction
Walkable neighborhoods

City Planning Introduction (6 min)¶

Your sustainable city:

Teams assigned (groups of 3-4)

City features to include:

Energy system
Transportation
Water management
Waste management
Green spaces
Housing
Community spaces

Design document:

City name
Key sustainability features
Map sketch
Roles for team members

Closing (2 min)¶

Homework:

Research one sustainable city feature
Bring one recyclable building material

Closing Prayer: "Thank You, God, for calling us to care for Your creation. Help us design cities that honor You and protect the Earth. St. Kateri, pray for us! Amen."

📝 Week 25 Procedure: Detailed Planning (40 minutes)¶

Opening Prayer (2 min)¶

"Lord, bless our planning today! Help us think carefully about how to care for creation. Amen."

Quick shares:

What sustainable feature did you research?
How does it help the environment?
Can we include it in our city?

Detailed City Planning (25 min)¶

Design each system:

Team planning worksheet:

1. Energy System (5 min)

Power source (solar, wind, etc.)
How much energy needed?
Where will panels/turbines go?
Backup system?

2. Transportation (5 min)

How do people get around?
Public transit options
Bike lanes, walking paths
Reduced car use?

3. Water System (5 min)

Where does water come from?
How is it cleaned?
How do you reduce waste?
Rain collection?

4. Waste Management (5 min)

Recycling system
Composting
Reducing trash
No landfill goal?

5. Green Spaces (5 min)

Parks and gardens
Trees and plants
Wildlife habitats
Community gardens

Teacher guidance:

Help with realistic planning
Connect to real examples
Ensure faith integration

Materials Planning (6 min)¶

What do you need to build?

Materials list:

Check what's available
Plan recyclable materials to bring
Assign who brings what

Building schedule:

Week 26: Build main structures
Week 27: Add details, present

Closing (2 min)¶

Checklist:

All systems planned
Materials identified
Roles assigned
Ready to build!

Closing Prayer: "Thank You for time to plan, Lord! Help us be good stewards as we build. Amen."

📝 Week 26 Procedure: Construction (40 minutes)¶

Opening Prayer (2 min)¶

"Creator God, guide our hands as we build! Help us work together in peace. Amen."

Build Time (35 min)¶

Construct your sustainable city:

Building phases:

Phase 1: Base and Layout (10 min)

Set up base (cardboard, board)
Mark areas for different features
Begin major structures

Phase 2: Main Features (15 min)

Energy systems (solar panels, wind turbines)
Buildings (homes, schools, stores)
Transportation (roads, bus stops, bike lanes)
Water features (treatment, rain gardens)

Phase 3: Green Spaces (10 min)

Parks and gardens
Trees and plants
Wildlife areas
Community spaces

Building tips:

Use recycled materials
Make features identifiable
Include labels
Think about scale
Work as team

Teacher circulation:

Check on progress
Ensure all systems included
Ask about design choices
Support collaboration

Progress Check (3 min)¶

Assessment:

What's done?
What needs finishing?
What help is needed?

Photo documentation

Closing Prayer: "Thank You for progress, Lord! Bless our continued work. Amen."

📝 Week 27 Procedure: Completion & Presentation (40 minutes)¶

Opening Prayer (2 min)¶

"Lord, help us finish well and share our learning with others! Amen."

Final Construction (10 min)¶

Complete your city:

Finish any structures
Add labels and signs
Clean up presentation
Prepare for sharing

Presentation Preparation (5 min)¶

Team presentation plan:

Who introduces the city?
Who explains energy?
Who explains transportation?
Who explains water/waste?
Who explains green spaces?
Who explains faith connection?

Key points to cover:

City name and vision
How each system is sustainable
How it reflects Laudato Si'
What you're proudest of

City Presentations (18 min)¶

Each team presents (4-5 min):

Show city model
Explain sustainable features
Answer questions
Receive feedback

Audience task:

Listen respectfully
Notice sustainability features
Prepare one compliment
Prepare one question

Gallery Walk & Voting (3 min)¶

View all cities:

Walk around quietly
Appreciate details
Silent reflection

Recognition categories:

Most Sustainable
Most Creative Design
Best Use of Recycled Materials
Most Beautiful Green Space
Best Faith Integration

Closing Reflection (2 min)¶

Discussion:

"What did you learn about sustainability?"
"How can we apply this to real life?"
"How is caring for creation a faith response?"

Action commitment: Each student: "I will help the Earth by..."

Closing Prayer: "Thank You, God, for teaching us to care for Your creation! Thank You for teammates and creativity. Help us take what we learned and live it every day. May we be good stewards of our common home. St. Kateri, pray for us and for our Earth! Amen."

📎 Home Connection¶

"We completed Sustainable City projects! Ask your child: 'What is your city called?' 'What makes it sustainable?' 'What did you learn about Laudato Si'?' 'What will you do to help the Earth?' Consider family eco-practices: recycling, reducing energy, planting trees!"

✅ Assessment¶

Demonstrated understanding of sustainability
Included all required city systems
Applied Laudato Si' principles
Collaborated effectively
Presented clearly

Lesson Version: 1.0 — Year B | **

🥧 Week 28: Pi Day Activities¶

Lesson Overview¶


Grade Level	Grades 3-4
Duration	40 minutes
Curriculum	Year B
STREAM Focus	M (Math), S (Science), A (Arts)

Week 28: Pi Day Activities¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Understand what Pi (π) is 2. Measure circles and discover Pi 3. Create circular art using math 4. Appreciate patterns in mathematics

Faith Integration Objectives¶

Students will be able to: 1. See mathematical order as God's design 2. Appreciate sacred geometry 3. Marvel at the infinite nature of Pi

Week 28: Pi Day Activities¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Sacred Geometry — The mathematical patterns in creation point to an intelligent Creator. Pi appears everywhere in nature — in orbits, waves, spirals. This constant ratio reveals God's orderly design of the universe.

Scripture Connection¶

"You have arranged all things by measure and number and weight." — Wisdom 11:20

Saint Connection¶

Nicholas of Cusa — 15^th century Catholic cardinal and mathematician who explored the relationship between the finite and infinite. He saw mathematics as a pathway to understanding God's infinite nature.

📚 Materials Needed¶

Circular objects (various sizes)
String or measuring tape
Calculators
Rulers
Circular art supplies
Pi digit printouts
Compass tools

📝 Lesson Procedure (40 minutes)¶

Opening Prayer (2 min)¶

"God of order and beauty, You created a universe of patterns and numbers! Help us see Your wisdom in mathematics today. As we explore Pi, may we marvel at Your infinite creativity. Amen."

What is Pi? (8 min)¶

Introduction to π:

The mystery:

"There's a special number hidden in EVERY circle!"
"No matter how big or small the circle..."
"The relationship between distance around and distance across is ALWAYS the same!"

Definition:

Circumference = Distance around the circle
Diameter = Distance across through center
Pi (π) = Circumference ÷ Diameter
π ≈ 3.14159...

The amazing thing:

Pi NEVER ends!
Pi NEVER repeats!
Pi is IRRATIONAL (can't be written as simple fraction)
We've calculated TRILLIONS of digits!

Why March 14?

3/14 (American date format)
3.14 = first digits of Pi!
Pi Day celebrated since 1988

Circle Measurement Lab (12 min)¶

Discover Pi yourself!

Materials per group:

3-4 circular objects
String
Ruler
Calculator
Data sheet

Procedure: 1. Measure circumference (wrap string, then measure string) 2. Measure diameter (straight across through center) 3. Divide: Circumference ÷ Diameter 4. Record answer 5. Repeat with different circles

Data table: | Object | Circumference | Diameter | C ÷ D | |--------|--------------|----------|-------| | Cup | | | | | Plate | | | | | Lid | | | |

Discovery questions:

"What do you notice about your answers?"
"Are they all close to the same number?"
"What number is it close to?"

WOW moment: "You just discovered what mathematicians have known for 4,000 years! Every circle has the same ratio!"

Pi Art (12 min)¶

Create mathematical art:

Option A: Pi Skyline

Use Pi digits (3.1415926535...)
Each digit = building height
3 squares, 1 square, 4 squares, etc.
Create a city skyline from Pi!

Option B: Pi Beads/Chain

Assign colors to digits 0-9
String beads in Pi digit order
Create bracelet or chain

Option C: Pi-ku Poetry

Like haiku, but syllables match Pi
Line 1: 3 syllables
Line 2: 1 syllable
Line 3: 4 syllables
Line 4: 1 syllable
Line 5: 5 syllables

Option D: Circular Mandala

Use compass to draw circles
Create geometric patterns
Color with mathematical precision

Faith Connection (4 min)¶

God's infinite design:

Discussion:

"Pi is infinite — it never ends, never repeats"
"Where else is infinity in math?"
"How might God's infinity be like mathematical infinity?"

Nicholas of Cusa's insight:

He saw math as a way to understand God
Finite things (circles) reveal infinite truth (Pi)
Math points to something BEYOND math!

Sacred geometry:

Rose windows in cathedrals use mathematical patterns
Ancient builders used Pi and Phi (golden ratio)
Beauty and mathematics connect!

Wonder: "Isn't it amazing that a number discovered by humans appears EVERYWHERE in nature that God created? Galaxies spiral with Pi. Sound waves involve Pi. The cycle of seasons follows circular patterns!"

Closing (2 min)¶

Pi facts to take home:

π ≈ 3.14159265358979...
Pi appears in circles, spheres, waves, DNA spirals
Pi Day is also Einstein's birthday!

Challenge:

Memorize first 10 digits of Pi
Look for circles in nature this week

Closing Prayer: "Infinite God, Your creation is full of mathematical wonder! Thank You for Pi — a number that reveals Your endless creativity. Help us see Your design in numbers, patterns, and circles all around us. You are infinite, and Your love for us never ends — just like Pi! Amen."

📎 Home Connection¶

"We celebrated Pi Day today! Ask your child: 'What is Pi?' 'How did you discover it?' 'What Pi art did you create?' Challenge: Measure circles at home together. Bonus: Make a circular pie and discuss the math of its shape!"

✅ Assessment¶

Demonstrated understanding of Pi concept
Accurately measured circles
Created Pi-themed art
Made connection to God's design

Lesson Version: 1.0 — Year B | **

🌤️ Weeks 29-31: Weather Station¶

Unit Overview¶


Grade Level	Grades 3-4
Duration	3 sessions (40 min each)
Curriculum	Year B
STREAM Focus	S (Science), T (Tech), E (Engineering), M (Math)

Weeks 29-31: Weather Station¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Understand weather vs. climate 2. Use weather instruments to collect data 3. Build simple weather tools 4. Analyze weather patterns

Faith Integration Objectives¶

Students will be able to: 1. Appreciate weather as part of God's creation 2. See patterns in nature as God's design 3. Care for those affected by severe weather

Weeks 29-31: Weather Station¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

God's Providence in Nature — Weather patterns show God's continuous care for creation. Rain waters crops, sun provides warmth, winds distribute seeds. Even challenging weather reminds us of our dependence on God.

Scripture Connection¶

"He sends his command to the earth; his word runs swiftly. He spreads the snow like wool and scatters the frost like ashes." — Psalm 147:15-16

Saint Connection¶

St. Medard of Noyon — Patron saint of weather, farmers, and vintners. According to legend, he was protected from rain by an eagle as a child. He reminds us that weather has always fascinated people of faith!

📚 Materials Needed¶

Week 29¶

Weather concept images
Weather instruments (real or pictures)
Data recording sheets
Science journals

Week 30¶

Thermometer (or homemade)
Rain gauge materials (bottles, rulers)
Wind vane materials (straws, paper, pins)
Barometer materials (jars, balloons)

Week 31¶

Weather data from previous weeks
Graphing materials
Presentation supplies
Weather prediction worksheets

📝 Week 29 Procedure: Weather Basics (40 minutes)¶

Opening Prayer (2 min)¶

"Lord of all creation, You control the wind and waves! Help us understand the weather You send. Thank You for rain that waters the earth and sun that warms us. St. Medard, pray for us! Amen."

Weather vs. Climate (8 min)¶

Understanding the difference:

Weather:

What's happening RIGHT NOW
Can change quickly
Temperature, precipitation, wind TODAY
"It's raining today"

Climate:

Average weather over LONG TIME
Changes slowly
Patterns over years/decades
"This region is usually rainy"

Local focus:

What's our weather like today?
What's our climate like overall?
What seasons do we experience?

Weather Elements (12 min)¶

What makes up weather?

1. Temperature 🌡️

How hot or cold
Measured in Fahrenheit or Celsius
Instrument: Thermometer

2. Precipitation 🌧️

Water falling from sky
Rain, snow, sleet, hail
Instrument: Rain gauge

3. Wind 💨

Moving air
Direction (from where it blows)
Speed (how fast)
Instruments: Wind vane, anemometer

4. Air Pressure 📊

Weight of air above us
High pressure = often clear
Low pressure = often stormy
Instrument: Barometer

5. Humidity 💧

Water vapor in air
Muggy vs. dry feeling
Affects how hot it feels
Instrument: Hygrometer

6. Cloud Cover ☁️

How much sky covered
Type of clouds
Predicts weather changes
Observation!

Weather Observation (13 min)¶

Go outside or look out window:

Record current weather:

Temperature (estimate or thermometer)
Sky condition (sunny, cloudy, etc.)
Wind (calm, breezy, windy)
Precipitation (none, light, heavy)
How does it FEEL?

Cloud identification:

Cumulus — Puffy, cotton-like
Stratus — Flat, layered
Cirrus — Wispy, high up
Cumulonimbus — Storm clouds!

Sketch in journal:

Draw today's sky
Label cloud types
Record observations

Faith Connection (3 min)¶

God's design in weather:

St. Medard story:

Protected by eagle as child
Became bishop who cared for farmers
Understood weather's importance

Discussion:

"How does weather show God's care?"
"Why might we pray about weather?"
"Who needs our prayers when weather is severe?"

Closing (2 min)¶

Weather journal assignment:

Record weather daily this week
Note: temperature, sky, wind, precipitation
Look for patterns

Closing Prayer: "Thank You, God, for all kinds of weather! Help us understand Your creation better. Be with all people facing storms today. Amen."

📝 Week 30 Procedure: Building Weather Tools (40 minutes)¶

Opening Prayer (2 min)¶

"Creator God, help us build tools to understand Your world better! Bless our work today. Amen."

Weather Data Review (3 min)¶

Check journals:

What weather did you observe this week?
Any patterns?
Any surprises?

Build Weather Instruments (32 min)¶

Rotate through stations or build sequentially:

Station 1: Rain Gauge (8 min)

Materials:

Clear plastic bottle (cut top off)
Ruler
Permanent marker
Tape

Build: 1. Cut top third off bottle 2. Invert top into bottom (funnel) 3. Tape ruler to outside 4. Mark measurements in inches

Use:

Place outside in open area
Check and record daily
Empty after recording

Station 2: Wind Vane (8 min)

Materials:

Straw
Paper (for arrow)
Pin
Pencil with eraser
Small cup/base

Build: 1. Cut arrow point and tail from paper 2. Attach to straw ends 3. Find balance point, push pin through 4. Pin into eraser of pencil in base

Use:

Arrow points INTO wind
Cardinal directions labeled

Station 3: Anemometer (8 min)

Materials:

4 small cups
2 straws
Pin
Pencil with eraser

Build: 1. Cross straws, pin together through center 2. Attach cups to straw ends (all facing same rotational direction) 3. Mark one cup with color 4. Pin through eraser

Use:

Count rotations per minute
More rotations = faster wind

Station 4: Barometer (8 min)

Materials:

Glass jar
Balloon
Rubber band
Straw
Index card

Build: 1. Stretch balloon over jar opening 2. Secure with rubber band 3. Tape straw horizontally on balloon top 4. Position index card as scale

Use:

Straw moves up = high pressure
Straw moves down = low pressure

Testing Instruments (3 min)¶

Quick tests:

Blow on wind vane
Spin anemometer
Check barometer position

Placement plan:

Where will you put rain gauge?
Where will wind instruments go?
Where will barometer stay?

Closing Prayer: "Thank You for hands that build, Lord! Help us learn from what we've made. Amen."

📝 Week 31 Procedure: Data & Predictions (40 minutes)¶

Opening Prayer (2 min)¶

"God who knows all things, help us learn to read the signs of weather You've placed in nature! Amen."

Collect Data (10 min)¶

Check instruments:

If instruments were placed outside:

Read rain gauge (record, empty)
Note wind vane direction
Count anemometer rotations
Check barometer position

Compare with official data:

Local weather station reports
How close were we?

Compile class data:

Create class chart for the week
Note patterns

Data Analysis (10 min)¶

Graph your weather:

Create weather graphs:

Temperature over time (line graph)
Precipitation totals (bar graph)
Wind direction frequency (pie chart)

Look for patterns:

Warmest/coldest days?
Connection between clouds and precipitation?
Wind direction and weather changes?

Math connections:

Calculate average temperature
Total precipitation
Most common wind direction

Weather Prediction (10 min)¶

How meteorologists predict:

Clues they use:

Air pressure (falling = storm coming)
Wind direction (changes signal fronts)
Cloud types (certain clouds mean rain)
Temperature trends
Humidity levels

Make your prediction: Using your data and current observations:

Tomorrow's forecast
This week's forecast
Explain your reasoning

Weather rhymes:

"Red sky at night, sailor's delight; red sky in morning, sailor's warning"
"When clouds look like rocks and towers, the earth will be washed by showers"
"Ring around the moon, rain or snow soon"

Faith & Weather (6 min)¶

Discussion:

"Why do we pray about weather?"
"How should we respond to severe weather?"
"Who needs help when disasters strike?"

Catholic response to disasters:

Catholic Charities
Parish help for neighbors
Prayer for affected communities
Sharing resources

Gratitude: "Every day with good weather is a gift. Even difficult weather reminds us we're not in control — God is!"

Closing (2 min)¶

Continue weather journaling:

Keep recording through spring
Look for seasonal changes
Notice how weather affects life

Closing Prayer: "Thank You, God, for weather in all its forms! Thank You for sunny days and rainy days, wind and calm. Help us trust You in all weather. Bless those facing storms — send help and hope. Make us helpers when others need us. St. Medard, pray for us! Amen."

📎 Home Connection¶

"We've been building weather instruments and collecting data! Ask your child to show you their tools and explain how they work. Continue weather observations at home. Discuss: 'How does weather affect our daily lives?' 'Who might need prayers or help during severe weather?' Check local forecast together using what we learned!"

✅ Assessment¶

Built functional weather instruments
Collected accurate weather data
Created weather graphs
Made reasonable weather predictions

Lesson Version: 1.0 — Year B | **

🌷 Week 33: Easter Engineering¶

Lesson Overview¶


Grade Level	Grades 3-4
Duration	40 minutes
Curriculum	Year B
STREAM Focus	E (Engineering), S (Science), R (Religion), A (Arts)

Week 33: Easter Engineering¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Apply engineering to Easter-themed challenges 2. Explore spring science concepts 3. Design with celebration in mind 4. Connect new life in nature to engineering

Faith Integration Objectives¶

Students will be able to: 1. Celebrate the Resurrection of Jesus 2. Connect spring new life to Easter hope 3. Express faith through creation

Week 33: Easter Engineering¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

The Resurrection — Easter is the most important celebration of the Christian year! Jesus rose from the dead, conquering death and bringing us hope of eternal life. All of nature echoes this theme in spring.

Scripture Connection¶

"I am the resurrection and the life. The one who believes in me will live, even though they die." — John 11:25

Saint Connection¶

Mary Magdalene — First witness to the Resurrection! She went to the tomb expecting death and found LIFE. She was the first to announce "He is risen!" — the greatest news ever.

📚 Materials Needed¶

Engineering challenge materials (varies by challenge)
Spring nature items
Art supplies
Egg-related materials
Building supplies
Celebration items

📝 Lesson Procedure (40 minutes)¶

Opening Prayer (2 min)¶

"Risen Lord Jesus, You conquered death and brought us life! Fill us with Easter joy today. Help us see new life everywhere. Mary Magdalene, help us share the Good News! Alleluia! Amen."

Easter & New Life (8 min)¶

The greatest event:

What happened:

Jesus died on Good Friday
He was buried in a tomb
On the third day — Easter Sunday — He ROSE!
Death could not hold Him!

Mary Magdalene's story:

She went to the tomb while it was still dark
Found the stone rolled away
Thought someone took Jesus' body
Jesus appeared to her — ALIVE!
"Go tell the others!"

New life everywhere:

Spring bursting forth
Flowers blooming from dead-looking bulbs
Trees leafing from bare branches
Baby animals being born
"All of nature proclaims resurrection!"

Discussion:

"How is spring like Easter?"
"Where do you see new life?"
"How does Easter give us hope?"

Easter Engineering Challenges (27 min)¶

Choose or rotate through challenges:

Challenge 1: Egg Drop Protection (10 min) Design a container that protects an egg from a fall.

Materials: Cardboard, cotton, tape, straws, fabric scraps

Constraints:

Must fit in a paper bag
No larger than 6 inches in any dimension
Egg must be retrievable

Connection: "The tomb couldn't contain Jesus! But our container protects new life."

Test: Drop from increasing heights.

Challenge 2: Resurrection Garden (10 min) Build a model Easter garden scene.

Materials: Clay, small stones, sticks, moss, small plants

Elements to include:

Empty tomb (cave with rolled stone)
Garden setting
Cross on hill (optional)
Path to tomb

Connection: "Create the scene Mary Magdalene saw that first Easter morning!"

Challenge 3: Spring Launcher (10 min) Build a device that launches a pompom "chick" into a nest.

Materials: Popsicle sticks, rubber bands, spoon, tape, cup "nest"

Design:

Create catapult or launcher
Target: nest 3 feet away
Points for accuracy

Connection: "New life springs forth! Baby birds launch into the world!"

Challenge 4: Butterfly Life Cycle Model (10 min) Create a 3D model showing metamorphosis stages.

Materials: Clay, paper, pipe cleaners, small containers

Stages to show: 1. Egg 2. Caterpillar 3. Chrysalis 4. Butterfly

Connection: "The caterpillar 'dies' and becomes something COMPLETELY NEW — like resurrection!"

Quick showcase:

Show what you built
Explain the Easter connection
Celebrate creativity!

Closing Prayer: "Alleluia! Christ is risen! Thank You, Lord, for the hope of Easter. Thank You for new life in spring and new life in You. Help us be like Mary Magdalene — running to share the Good News with everyone. May our projects remind us that NOTHING is impossible with God — not even rising from the dead! Christ is risen! He is risen indeed! Alleluia! Amen."

📎 Home Connection¶

"We celebrated Easter with engineering today! Ask your child about their Easter project and its faith connection. Discuss: 'What is the Resurrection?' 'How is spring like Easter?' 'Who was Mary Magdalene?' Take a family spring walk to look for signs of new life. HE IS RISEN!"

✅ Assessment¶

Completed engineering challenge
Connected project to Easter themes
Demonstrated understanding of Resurrection
Expressed joy in creation

Lesson Version: 1.0 — Year B | **

🎉 Week 34: Year B Showcase¶

Lesson Overview¶


Grade Level	Grades 3-4
Duration	40 minutes
Curriculum	Year B
STREAM Focus	All Areas (Celebration)

Week 34: Year B Showcase¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Reflect on Year B learning 2. Present portfolio highlights 3. Demonstrate skill growth 4. Celebrate achievements

Faith Integration Objectives¶

Students will be able to: 1. Give thanks for learning opportunities 2. Recognize God's presence throughout the year 3. Celebrate as faith community

Week 34: Year B Showcase¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Gratitude and Growth — As we end Year B, we give thanks to God for the gift of curious minds and the opportunity to explore His creation. We celebrate growth in knowledge, skill, and faith!

Scripture Connection¶

"I thank my God every time I remember you." — Philippians 1:3

Saint Connection¶

All our Year B Saints! — St. Albert the Great, Bl. Bartolomeu, St. Brendan, St. John Bosco, St. Kateri, and more — all showed us how faith and learning work together.

📚 Materials Needed¶

Student portfolios/work samples
Display materials
Certificates
Celebration supplies
Camera for documentation
Reflection sheets

📝 Lesson Procedure (40 minutes)¶

Opening Prayer (2 min)¶

"Thank You, God, for Year B! Thank You for airplanes and architecture, oceans and games, cities and weather. Thank You for the saints who inspired us and the classmates who learned with us. We are so grateful! Amen."

Year B Journey Review (10 min)¶

Walk through the year:

First semester highlights:

✈️ Flight & Aviation — "What did you learn about the four forces?"
🏛️ Architecture — "What structures did you build?"
🌊 Marine Science — "What ocean zone fascinated you?"

Second semester highlights:

🎮 Game Design — "What game did you create?"
🌆 Sustainable Cities — "How did your city care for creation?"
🌤️ Weather Station — "What weather patterns did you discover?"

Saints remembered:

Bl. Bartolomeu de Gusmão (flight)
St. Brendan (ocean)
St. John Bosco (play and joy)
St. Kateri (creation care)
And many more!

Discussion:

"What was your FAVORITE unit?"
"What was most challenging?"
"What are you most proud of?"

Portfolio Highlights (10 min)¶

Showcase your best work:

Select and present:

Choose 2-3 best items from Year B
Could be: project, journal page, data, creation
Prepare to explain why you chose it

Partner sharing:

Share with a partner
Explain what it shows about your learning
Listen to your partner's choices

Goal Check-In (5 min)¶

Remember Week 18 goals?

Review:

What goals did you set?
Which did you achieve?
What progress did you make?
What would you set for next year?

Celebrate growth:

Not just about meeting goals
About growing and trying
About persevering through challenges

Awards & Recognition (8 min)¶

Celebrate everyone!

Category awards:

🔬 Science Explorer Award
✈️ Engineering Excellence Award
💻 Coding Champion Award
🎨 Creative Design Award
🙏 Faith Integration Award
💪 Perseverance Prize
🤝 Collaboration Star

Every student recognized!

Class achievements:

Total games created
Total structures built
Total data points collected
Combined learning!

Looking Forward (3 min)¶

What comes next:

"Next year: Year A — NEW topics, same skills!"
"Rockets, bridges, animation, and more!"
"Keep being curious this summer!"

Summer challenge:

One STREAM activity to try
Keep observing the world
Keep asking questions
Keep seeing God in creation

Closing Celebration (2 min)¶

Final cheer: "We are Year B STREAM scientists! We explored God's world with faith and curiosity!"

Closing Prayer: "Thank You, God, for this amazing Year B! Thank You for every paper airplane, every game, every sustainable city, every weather observation. Thank You for teaching us that faith and science work together. Thank You for saints who inspire us and teachers who guide us. Thank You for classmates who learned alongside us. Bless our summer adventures. Bring us back ready to learn more. We love You and Your creation! Amen."

Year B Accomplishments Summary¶

Your child explored:

✈️ Aviation: Aerodynamics, flight principles
🏛️ Architecture: Structural design, sacred buildings
🌊 Marine Science: Ocean ecosystems, conservation
🎮 Game Design: Scratch programming, logic
🌆 Sustainability: Environmental stewardship
🌤️ Meteorology: Weather patterns, data collection

STREAM skills developed:

Engineering design process
Data collection and analysis
Programming and computational thinking
Environmental awareness
Faith-reason integration
Collaboration and presentation

Congratulations on completing Year B!

📎 Home Connection¶

"We celebrated Year B today! What a year of learning! Ask your child: 'What was your favorite Year B unit?' 'What are you most proud of?' 'Which saint do you remember?' Thank you for supporting your child's C-STREAM journey. Keep exploring together this summer!"

✅ Assessment¶

Reflected meaningfully on Year B
Selected and explained portfolio highlights
Participated in celebration
Expressed gratitude

Lesson Version: 1.0 — Year B | **

Grades 5-6 Year A

🚀 Grades 5-6 STREAM Lessons¶

Grade Band Overview¶


Grade Level	5^th and 6^th Grade
Session Length	45 minutes
Sessions per Year	32-34 sessions
Technology Focus	Sphero (mastery), Scratch (advanced), micro:bit, robotics

📋 Year at a Glance¶

Quarter 1: Advanced Foundations¶

Week	Lesson	Focus
1	Welcome to C-STREAM	Community & Advanced Goals
2-3	Sphero Mastery	T, M
4	Experimental Design	S, M
5-6	Structural Engineering	E, M, S
7-9	Design Thinking: Social Innovation	E, R
10	Advanced Bridge Engineering	E, M, S
11	Gratitude Coding	T, M, R
12	Giving & Making	E, A
13	Fall STREAM Showcase	All

Quarter 2: Digital Creation & Wonder¶

Week	Lesson	Focus
14-15	Optics & Light	S, R
16	Astronomy	S, M, R
17	Winter Break	—
18	Goal Engineering	M, R
19-22	Passion Projects	All
23	Catholic Schools Week: Faith & Science	R + All

Quarter 3: Physical Computing & Systems¶

Week	Lesson	Focus
24-25	Advanced Scratch	T
26-27	Little Bits	T, E
28	Pi Day	M, T
29-31	Environmental Science	S, E, R

Quarter 4: Synthesis & Leadership¶

Week	Lesson	Focus
32	Easter/Spring Break	—
33	Easter Engineering	S, R
34	STREAM Expo	All

🎯 Grade 5-6 Learning Goals¶

By the end of the year, students will:

Science (S)¶

Design and conduct controlled experiments
Analyze and interpret data
Understand systems thinking
Apply scientific principles to real-world problems

Technology (T)¶

Master Scratch programming (functions, clones, advanced logic)
Program micro:bit for physical computing
Use technology for data collection and analysis
Understand computational thinking

Religion (R)¶

Articulate the harmony of faith and reason
Apply Catholic Social Teaching to design challenges
Lead faith integration in project work
Mentor younger students in Catholic STREAM identity

Engineering (E)¶

Lead complex design challenges
Apply constraints and optimization
Present and defend design decisions
Iterate based on feedback and testing

Art (A)¶

Integrate aesthetics into all projects
Use digital tools for creative expression
Design effective presentations
Create meaningful maker projects

Math (M)¶

Apply algebra and geometry concepts
Use statistics and data analysis
Calculate efficiency and optimization
Model real-world problems mathematically

📁 Lesson Files¶

Week 1: Welcome to C-STREAM
Weeks 2-3: Sphero Mastery
Week 4: Experimental Design
Weeks 5-6: Structural Engineering
Weeks 7-9: Design Thinking: Social Innovation
Week 10: Advanced Bridge Engineering
Week 11: Gratitude Coding
Week 12: Giving & Making
Week 13: Fall STREAM Showcase
Weeks 14-15: Optics & Light
Week 16: Astronomy
Week 18: Goal Engineering
Weeks 19-22: Passion Projects
Week 23: Catholic Schools Week: Faith & Science
Weeks 24-25: Advanced Scratch
Weeks 26-27: Little Bits
Week 28: Pi Day
Weeks 29-31: Environmental Science
Week 33: Easter Engineering
Week 34: STREAM Expo

🛠️ Technology & Materials¶

Primary Technology¶

Sphero BOLT — Mastery-level programming
Scratch 3.0 — Advanced game and simulation design
micro:bit — Physical computing and wearables
Chromebooks/computers — Coding, research, presentation

Advanced Materials¶

KEVA planks and advanced construction materials
Electronics components
Science lab equipment
Maker space materials (3D printer access optional)

📊 Assessment Overview¶

Formative Assessment¶

Coding challenges and checkpoints
Design reviews and critiques
Peer feedback
Reflection journals

Summative Assessment¶

Independent projects with rubrics
Capstone presentations
Portfolio assessment
Student-led conferences

Leadership Development¶

Peer mentoring opportunities
Cross-grade STREAM buddies
Student presentation skills
Faith leadership in STREAM

Grade Band Version: 1.0 | **

🚀 Week 1: Welcome to C-STREAM¶

Lesson Overview¶


Grade Level	Grades 5-6
Duration	45 minutes
STREAM Focus	Introduction to all STREAM areas with leadership emphasis

Week 1: Welcome to C-STREAM¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Explain the C-STREAM philosophy and approach 2. Set advanced learning goals for the year 3. Understand the expectations for upper-grade STREAM students 4. Begin developing leadership mindset

Faith Integration Objectives¶

Students will be able to: 1. Articulate the Catholic understanding of faith and reason 2. Commit to being faith-leaders in STREAM 3. Recognize their role as role models for younger students

Week 1: Welcome to C-STREAM¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Faith and Reason as Wings — Pope St. John Paul II wrote in "Fides et Ratio" that faith and reason are "like two wings on which the human spirit rises to the contemplation of truth." As upper-grade students, you become witnesses to this harmony.

Scripture Connection¶

"Do not conform to the pattern of this world, but be transformed by the renewing of your mind." — Romans 12:2

Saint Connection¶

St. Thomas Aquinas — The great Catholic philosopher and theologian who integrated faith and reason in his work. He proved that rigorous thinking leads to, not away from, God.

📚 Materials Needed¶

C-STREAM vision poster
Goal-setting worksheets
Leadership reflection journals
Fides et Ratio excerpt (simplified)
Student interest surveys

📝 Lesson Procedure (45 minutes)¶

Opening Prayer & Introduction (6 min)¶

Prayer: "Lord, You gave us minds to seek truth and hearts to seek You. As we begin this year of C-STREAM, unite our learning and our faith. Make us leaders who show others that knowing You and knowing Your creation go together. Transform our minds. Amen."

Upper-Grade Welcome:

"You're the senior STREAM students in our school"
"This year, you'll lead, create, and mentor"
"Let's make this year extraordinary!"

Faith and Reason Deep Dive (12 min)¶

Explore the relationship:

Key teaching: Faith and reason are NOT enemies!

Some people think you have to choose — that's FALSE
The Catholic Church has ALWAYS supported science
Many great scientists were (and are) people of faith

Pope St. John Paul II's insight:

"Faith and reason are like two wings on which the human spirit rises to the contemplation of truth."

Discussion:

"What does this mean?"
"How can faith HELP science?"
"How can science DEEPEN faith?"

Examples:

Science asks HOW — Faith asks WHY
Science reveals CREATION — Faith reveals CREATOR
Truth cannot contradict truth!

St. Thomas Aquinas:

Combined the best of ancient philosophy with Christian faith
Showed that reason leads to God
His work is still studied 800 years later!

Challenge: "This year, YOU will live this harmony. You'll show younger students that faith and learning belong together."

Advanced Goal Setting (15 min)¶

Goal areas:

1. STREAM Skills

What technical skill do you want to master?
What project do you want to create?
What area do you want to explore deeply?

2. Leadership

How will you help younger students?
What example will you set?
How will you contribute to our community?

3. Faith Integration

How will you grow spiritually through STREAM?
How will you help others see faith in learning?
What Catholic scientist or saint inspires you?

SMART goal development: Students write one detailed goal for each area using SMART framework.

Partner share: Discuss goals and commit to accountability.

Community Expectations (8 min)¶

Upper-grade expectations:

Excellence:

Highest quality work
Going beyond minimum requirements
Pursuing mastery, not just completion

Leadership:

Modeling positive behavior
Helping classmates and younger students
Taking initiative

Faith Integration:

Leading prayer with understanding
Making explicit faith connections
Being witnesses to faith-reason harmony

Collaboration:

Working effectively in teams
Giving and receiving constructive feedback
Building others up

Create class covenant: Students contribute to commitments.

Closing & Vision Casting (4 min)¶

Preview exciting year:

Advanced coding and robotics
micro:bit physical computing
Independent projects
Leadership opportunities
Capstone showcase

Faith Connection: "St. Thomas Aquinas said, 'All that is true, by whomsoever it has been said, is from the Holy Spirit.' When you discover truth — in science, math, or any learning — you're discovering something from God. Let's have a year of discovering God together!"

Closing Prayer: "Lord, we commit this year to You. Transform our minds through learning. Strengthen our faith through discovery. Make us leaders who show the world that faith and reason are wings that lift us to You. Amen."

✅ Assessment¶

Articulated faith-reason relationship
Set SMART goals for skills, leadership, and faith
Contributed to community expectations
Demonstrated leadership mindset

📎 Home Connection¶

"Your child is beginning their year as a senior C-STREAM student! We discussed how faith and reason work together. Ask your child: 'What did you learn about faith and reason?' 'What are your goals this year?' 'How will you be a leader?' As upper-grade students, they'll model excellence and faith integration. Thank you for your partnership!"

Lesson Version: 1.0 | **

🤖 Weeks 2-3: Sphero Mastery¶

Unit Overview¶


Grade Level	Grades 5-6
Duration	2 sessions (45 min each)
STREAM Focus	T (Technology), M (Math)

Weeks 2-3: Sphero Mastery¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Use advanced Sphero features (functions, compass, matrix) 2. Create autonomous navigation programs 3. Apply mathematical concepts (coordinates, trigonometry basics) 4. Debug complex programs systematically

Faith Integration Objectives¶

Students will be able to: 1. Connect autonomous systems to free will and divine providence 2. Recognize the complexity of God's creation 3. Practice patience and perseverance in debugging

Weeks 2-3: Sphero Mastery¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Divine Providence and Free Will — Robots follow programming exactly. But God gave humans something more: free will. We can CHOOSE. Understanding deterministic systems (robots) helps us appreciate the gift of freedom God gave us.

Scripture Connection¶

"I have set before you life and death, blessing and curses. Now choose life, so that you and your children may live." — Deuteronomy 30:19

Saint Connection¶

Blessed Carlo Acutis — This young tech enthusiast who is on the path to sainthood loved programming and technology. He used his skills to create databases of Eucharistic miracles and other faith resources. Technology, used well, serves God.

📚 Materials Needed¶

Sphero BOLT robots (1 per 2-3 students)
iPads with Sphero Edu app
Masking tape for courses
Protractors and rulers
Challenge cards
Compass/navigation materials

Session 1: Advanced Programming¶

📝 Lesson Procedure (45 minutes)¶

Opening Prayer & Introduction (5 min)¶

Prayer: "Creative God, You made us with the ability to create. As we program today, help us appreciate both the precision of code and the freedom You gave us. May our learning honor You. Amen."

Mastery mindset:

"You've learned Sphero basics — now let's go DEEP"
"Today: functions, matrix, and compass heading"
"By the end: autonomous navigation!"

Advanced Features Deep Dive (15 min)¶

Functions:

Create reusable blocks of code
"Write once, use many times"
Parameters allow customization

Demo: Create function "drawSquare" with size parameter

Function: drawSquare(size)
  repeat 4 times:
    roll forward at 50 speed for (size) seconds
    turn 90 degrees

Matrix Display (BOLT):

8x8 LED matrix on top of Sphero
Display patterns, animations, text
Great for feedback and status

Demo: Display happy face when task complete, sad when error

Compass Heading:

0-359 degrees
Absolute navigation instead of relative turns
More precise movement

Demo: Program to always head North, regardless of starting orientation

Guided Practice (15 min)¶

Challenge 1: Function Creation

Create a function for a triangle
Create a function for a pentagon
Create a function with a size parameter

Challenge 2: Matrix Feedback

Display countdown before movement
Show direction arrows during movement
Display pattern when task complete

Challenge 3: Compass Navigation

Face North, then move forward
Face East (90°), move forward
Navigate a course using compass headings

Exploration & Closing (10 min)¶

Free exploration time: Combine features creatively.

Share discoveries: "What cool thing did you figure out?"

Faith Connection: "Sphero does EXACTLY what we program — no more, no less. But God gave us something different: choice. We can choose kindness or cruelty, truth or lies, faith or doubt. That's an incredible gift!"

Preview: "Next session: autonomous navigation challenge!"

📝 Lesson Procedure (45 minutes)¶

Opening Prayer & Review (4 min)¶

Prayer: "Lord, guide us as we work on navigation today. Just as Sphero uses coordinates to find its way, help us use Your Word to navigate life. Amen."

Quick review: Functions, matrix, compass heading.

Autonomous Challenge Introduction (6 min)¶

Challenge: Program Sphero to navigate a course WITHOUT remote control.

Course Setup:

Start zone
Multiple waypoints (marked with tape)
End zone
Obstacles to avoid

Requirements:

Must start and run automatically
Must visit all waypoints in order
Must end in the finish zone
Use compass headings for accuracy
Display status on matrix

Planning Phase (8 min)¶

Teams plan navigation: 1. Map the course (measure distances, angles) 2. Calculate compass headings between waypoints 3. Plan functions for repeated movements 4. Design matrix feedback system

Math connection:

Measure distances in centimeters
Calculate angles between points
Convert to speed and time values

Programming Phase (18 min)¶

Teams program and test:

Build program incrementally: 1. First waypoint only → test 2. Add second waypoint → test 3. Continue adding → test each addition 4. Add matrix feedback → test

Debugging strategies:

"What should happen vs. what IS happening?"
Test small pieces
Check values and measurements
Adjust and retry

Teacher support:

Help with mathematical calculations
Assist with debugging process
Encourage systematic problem-solving

Final Runs & Reflection (7 min)¶

Each team demonstrates their autonomous navigation.

Assessment:

Visited all waypoints?
Ended in finish zone?
Matrix feedback worked?
Code organization?

Reflection discussion:

"What was hardest?"
"How did you debug?"
"What would you improve?"

Closing (2 min)¶

Faith Connection: "Autonomous robots follow predetermined paths. But think about your own life: God has a plan for you, but you have CHOICE in following it. Unlike Sphero, you can choose your path. What path will you choose?"

Closing Prayer: "Thank you, God, for the gift of free will. Help us choose the paths of life, truth, and love. Guide our steps like a compass guides north. Amen."

✅ Assessment¶

Session 1¶

Created and used functions
Implemented matrix display
Used compass heading for navigation

Session 2¶

Completed autonomous navigation challenge
Applied mathematical calculations
Used systematic debugging
Collaborated effectively

📎 Home Connection¶

"We explored advanced Sphero programming! Ask your child: 'What are functions in programming?' 'How did you navigate autonomously?' 'What did you learn about debugging?' We also discussed how robots follow programming exactly, but humans have free will to choose our paths. Talk about the gift of choice and how we can choose to follow God."

Unit Version: 1.0 | Last Updated: 2025-12-05

🔬 Week 4: Experimental Design¶

Lesson Overview¶


Grade Level	Grades 5-6
Duration	45 minutes
STREAM Focus	S (Science), M (Math)

Week 4: Experimental Design¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Design a controlled experiment with clear variables 2. Distinguish between independent, dependent, and control variables 3. Collect and analyze quantitative data 4. Draw evidence-based conclusions

Faith Integration Objectives¶

Students will be able to: 1. Understand scientific inquiry as seeking truth 2. Connect intellectual honesty to faith virtue 3. Recognize that scientific truth reflects divine truth

Week 4: Experimental Design¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Seeking Truth — The scientific method is a disciplined search for truth. The Church teaches that all truth is God's truth. When scientists honestly seek to understand creation, they're doing holy work. Intellectual integrity is a virtue.

Scripture Connection¶

"You will know the truth, and the truth will set you free." — John 8:32

Saint Connection¶

St. Albert the Great — Patron saint of scientists, he emphasized careful observation and logical reasoning. He taught that studying nature is a form of worship because we learn about the Creator through creation.

📚 Materials Needed¶

Experiment materials (based on chosen experiment)
Lab notebooks or recording sheets
Rulers, timers, measuring tools
Calculators
Graph paper or graphing software
Safety equipment as needed

📝 Lesson Procedure (45 minutes)¶

Opening Prayer & Introduction (5 min)¶

Prayer: "God of truth, You invite us to seek and discover. Help us be honest scientists who follow evidence wherever it leads. May our search for truth always lead us closer to You, the source of all truth. Amen."

Introduction:

"The scientific method is humanity's best tool for finding truth about nature"
"Good experiments require careful design"
"Today you'll design and conduct your own controlled experiment"

Experimental Design Principles (12 min)¶

Key vocabulary:

Independent Variable (IV)

What YOU change
The "cause" you're testing
Only ONE independent variable per experiment!

Dependent Variable (DV)

What you MEASURE
The "effect" or result
Changes in response to independent variable

Control Variables

Everything you keep the SAME
Critical for fair test
The more controls, the better!

Control Group (if applicable)

Baseline for comparison
Shows what happens without the IV

Example walkthrough: "Does temperature affect how fast sugar dissolves?"

IV: Temperature (what we change)
DV: Dissolving time (what we measure)
Controls: Amount of water, amount of sugar, stirring, type of container, type of sugar

Faith connection: "Honest scientists don't cherry-pick data or ignore results they don't like. Intellectual honesty is a virtue. St. Albert the Great said we must observe carefully and report truthfully."

Experiment Design Phase (10 min)¶

Choose experiment (class vote or teacher assigns):

Option A: Ramp & Roll

Question: How does ramp angle affect distance a ball rolls?
Materials: Ramp, ball, measuring tape, protractor

Option B: Paper Airplane Flight

Question: How does wing size affect flight distance?
Materials: Paper, rulers, measuring tape

Option C: Dissolving Rates

Question: How does water temperature affect dissolving time?
Materials: Sugar, water, thermometer, timer, cups

Design process: 1. State hypothesis (prediction with reasoning) 2. Identify IV, DV, and control variables 3. Plan procedure (step-by-step) 4. Create data table 5. Determine number of trials (minimum 3)

Experiment Execution (13 min)¶

Conduct experiment:

Follow procedure exactly
Record all data accurately
Note any observations
Minimum 3 trials per condition

Teacher circulates:

Check experimental design
Ensure controls are maintained
Encourage accurate recording

Analysis & Conclusion (5 min)¶

Quick analysis:

Calculate averages
Create simple graph (if time)
Identify patterns

Conclusion discussion:

"Was your hypothesis supported?"
"What does the data show?"
"What would you do differently?"
"What new questions do you have?"

Being wrong is okay:

"In science, a 'wrong' hypothesis is still valuable!"
"We learn from unexpected results"
"Honesty about results is essential"

✅ Assessment¶

Designed experiment with clear IV, DV, and controls
Collected quantitative data with multiple trials
Analyzed data and drew evidence-based conclusion
Demonstrated scientific integrity

📎 Home Connection¶

"We learned advanced experimental design! Ask your child: 'What's the difference between independent and dependent variables?' 'What did you experiment with?' 'What did you discover?' Try designing a simple experiment at home. Remember: all truth is God's truth — when we discover how creation works, we learn about the Creator!"

Lesson Version: 1.0 | **

🏗️ Weeks 5-6: Structural Engineering¶

Unit Overview¶


Grade Level	Grades 5-6
Duration	2 sessions (45 min each)
STREAM Focus	E (Engineering), M (Math), S (Science)

Weeks 5-6: Structural Engineering¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Analyze forces in structures (tension, compression, shear) 2. Identify structural elements (beams, columns, trusses, arches) 3. Calculate efficiency ratios 4. Design, build, and test optimized structures

Faith Integration Objectives¶

Students will be able to: 1. Connect structural engineering to building God's kingdom 2. Understand the Church as a structure with each member supporting others 3. Appreciate the engineering of great cathedrals as acts of worship

Weeks 5-6: Structural Engineering¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

The Church as Living Stones — St. Peter describes Christians as "living stones" being built into a spiritual house. Just as physical structures need every piece in the right place, the Church needs every member contributing their gifts.

Scripture Connection¶

"You also, like living stones, are being built into a spiritual house to be a holy priesthood." — 1 Peter 2:5

Saint Connection¶

Medieval Cathedral Builders — The great Gothic cathedrals were engineering marvels built as acts of worship. Engineers and craftsmen worked for generations to create structures that lifted hearts to God.

📚 Materials Needed¶

KEVA planks (300+)
Straws and connectors
Testing weights (standardized)
Scale for weighing structures
Rulers and measuring tape
Calculators
Structural element cards/images

Session 1: Forces & Structural Elements¶

📝 Lesson Procedure (45 minutes)¶

Opening Prayer & Introduction (5 min)¶

Prayer: "Lord, You are the foundation and cornerstone of our lives. Help us understand how structures stand strong and how we, as living stones, can build Your kingdom. Amen."

Wonder moment: Show images of impressive structures:

Notre Dame Cathedral
Golden Gate Bridge
Burj Khalifa

Question: "How do these structures stand? What keeps them from falling?"

Forces in Structures (12 min)¶

Three main forces:

1. Compression 💀

Squeezing force
Pushes inward
Think: standing on a pillar
Example: Columns, arches

2. Tension ↔️

Stretching force
Pulls outward
Think: pulling a rope
Example: Cables, ties

3. Shear ↕️↕️

Sliding force
Forces moving past each other
Think: scissors cutting
Example: Bolts, connections

Demonstration:

Show compression by pressing on eraser
Show tension by stretching rubber band
Show shear by sliding books past each other

Structural Elements (10 min)¶

Key structural elements:

Beams — Horizontal members spanning between supports

Resist bending (compression on top, tension on bottom)

Columns — Vertical members carrying weight down

Resist compression

Trusses — Triangular arrangements

Triangles are STRONG (can't deform like squares)
Distribute forces efficiently

Arches — Curved elements pushing outward

Convert vertical load to horizontal thrust
Very efficient for compression

Gothic cathedral engineering:

Flying buttresses handle outward thrust
Pointed arches distribute weight
Ribbed vaults span large spaces

Faith connection: "Cathedral builders solved incredible engineering challenges so they could create spaces that lifted hearts to God. Their science was an act of worship!"

Guided Exploration (15 min)¶

Mini-challenges:

Challenge 1: Triangle vs. Square

Build a triangle from straws
Build a square from straws
Press down — which deforms? Which holds?

Challenge 2: Beam Study

Span a beam (ruler or plank) between two supports
Add weight to middle
What happens? Why?

Challenge 3: Truss Power

Add diagonal support to the square
Test again — what changed?

Closing & Preview (3 min)¶

Faith Connection: "St. Peter calls us 'living stones.' Each stone in a cathedral has a purpose. Each of us has a purpose in God's kingdom. What's YOUR structural role?"

Preview: "Next session: design and build for maximum efficiency!"

Session 2: Optimization Challenge¶

📝 Lesson Procedure (45 minutes)¶

Opening Prayer & Review (4 min)¶

Prayer: "Lord, help us build wisely today — both physical structures and our lives. May everything we create honor You. Amen."

Quick review: "What are the three forces? Why are triangles strong?"

Efficiency Challenge Introduction (6 min)¶

Challenge: Build the most EFFICIENT structure.

Efficiency = Weight Held ÷ Structure Weight

Example:

Structure A: Weighs 50g, holds 500g → Efficiency = 10
Structure B: Weighs 100g, holds 800g → Efficiency = 8
Structure A is MORE EFFICIENT!

Constraints:

Must span a 12" gap
Must hold weight at center
KEVA planks only (counted and weighed)
10 minutes build time

Strategy discussion:

"Use FEWER materials wisely, not MORE materials wastefully"
"Where do you need strength? Where can you save?"
"Triangles, trusses, strategic placement"

Design Phase (5 min)¶

Quick planning:

Sketch your design
Mark where forces will flow
Identify structural elements used
Estimate materials needed

Build Phase (15 min)¶

Construction time!

Teacher circulates:

"Where are the compression members?"
"Where are the tension members?"
"How are you using triangles?"
"Where could you remove unnecessary material?"

Encourage strategic thinking:

Every piece should have a purpose
Test as you build
Be willing to redesign

Testing & Analysis (12 min)¶

Test each structure: 1. Weigh structure (record) 2. Place across gap 3. Add weight gradually until failure (record max) 4. Calculate efficiency ratio

Class data collection:

Team	Structure Weight	Weight Held	Efficiency
A	45g	600g	13.3
B	60g	720g	12.0
...	...	...	...

Analysis discussion:

"Which was most efficient? Why?"
"What design choices led to efficiency?"
"What would you do differently?"

Reflection & Closing (3 min)¶

Engineering principles learned:

Triangles distribute force
Efficiency matters
Design with purpose

Faith Connection: "In God's kingdom, every person matters. Like an efficient structure where every piece has purpose, the Church needs every member. You're not extra or unnecessary — you're a 'living stone' with an irreplaceable role!"

Closing Prayer: "Thank You, God, for the gift of engineering. Help us build structures that serve others and build Your kingdom with our lives. May we each fulfill our purpose as living stones. Amen."

✅ Assessment¶

Session 1¶

Identified three main forces in structures
Named key structural elements
Demonstrated understanding through exploration

Session 2¶

Designed structure with clear strategy
Built within constraints
Calculated and compared efficiency
Connected engineering to faith

📎 Home Connection¶

"We studied structural engineering! Ask your child: 'What are the three forces in structures?' 'Why are triangles strong?' 'What's efficiency in engineering?' Notice structures around you — bridges, buildings, furniture. Discuss how we're called to be 'living stones' in God's kingdom, each with a purpose."

Unit Version: 1.0 | Last Updated: 2025-12-05

Unit Overview¶


Grade Level	Grades 5-6
Duration	3 sessions (45 min each)
STREAM Focus	E (Engineering), R (Religion)

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Apply human-centered design thinking process 2. Identify real community needs through empathy research 3. Ideate, prototype, test, and iterate solutions 4. Present and defend design decisions

Faith Integration Objectives¶

Students will be able to: 1. Apply Catholic Social Teaching to design challenges 2. Understand the dignity of every person as central to design 3. Practice "preferential option for the poor" in design thinking

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Catholic Social Teaching — The Church's social teaching provides a framework for addressing human needs. Key principles include human dignity, preferential option for the poor, solidarity, and subsidiarity. Design thinking for social innovation puts these principles into action.

Scripture Connection¶

"Religion that God our Father accepts as pure and faultless is this: to look after orphans and widows in their distress." — James 1:27

Saint Connection¶

St. Oscar Romero — Archbishop who advocated for the poor and marginalized. He said, "We cannot do everything, but we can do something." Our design projects, even small ones, can make a real difference.

📚 Materials Needed¶

Design thinking process posters
Empathy research tools (interview guides)
Prototyping materials (cardboard, craft supplies, electronics)
Testing supplies
Presentation materials
Catholic Social Teaching summary cards

Session 1: Empathize & Define¶

📝 Lesson Procedure (45 minutes)¶

Opening Prayer & Introduction (6 min)¶

Prayer: "Lord Jesus, You saw the needs of people around You and responded with compassion and action. Open our eyes to see the needs in our community. Give us creativity to design solutions and courage to act. Amen."

Catholic Social Teaching Introduction:

Key Principles: 1. Human Dignity — Every person is precious, made in God's image 2. Preferential Option for the Poor — Special attention to those who struggle most 3. Solidarity — We're all one human family 4. Common Good — Working together for everyone's benefit

Challenge: "Design something that addresses a real human need, guided by these principles."

Community Challenge Introduction (8 min)¶

Real challenges to address (teams choose):

Challenge A: Food Insecurity

Problem: Some families don't have enough food
Design: Something that helps food access, reduces food waste, or supports feeding programs

Challenge B: Elderly Isolation

Problem: Older adults often feel lonely and disconnected
Design: Something that connects generations, reduces isolation, or supports elderly independence

Challenge C: Environmental Justice

Problem: Poor communities often face more pollution and environmental harm
Design: Something that addresses environmental challenges in underserved areas

Challenge D: Learning Barriers

Problem: Some students lack resources for learning
Design: Something that makes education more accessible

Challenge E: Student Proposal

Identify your own community need
Must connect to Catholic Social Teaching

Empathy Research (18 min)¶

Empathy process:

Step 1: What do we know? (5 min)

Brainstorm current knowledge about the challenge
Identify assumptions
Note questions

Step 2: Research (8 min)

Use provided research materials
Interview simulation (cards with "user stories")
Internet research if available

Step 3: Empathy Map (5 min)

Who are we designing for?
What do they SAY?
What do they DO?
What do they THINK?
What do they FEEL?

Problem Definition (10 min)¶

Point of View Statement: "[User] needs [need] because [insight]."

Example: "Elderly community members need ways to share their skills because isolation makes them feel purposeless, but they have valuable knowledge to offer."

Refine problem statement:

Is it specific enough?
Does it focus on human need, not solution?
Is it connected to Catholic Social Teaching?

Closing & Preparation (3 min)¶

Faith Connection: "When we truly UNDERSTAND others' needs, we can design better solutions. Jesus always saw people — really saw them. He knew their needs. That's what empathy is about."

Homework: Continue thinking about your challenge. What additional questions do you have?

Session 2: Ideate & Prototype¶

📝 Lesson Procedure (45 minutes)¶

Opening Prayer & Review (4 min)¶

Prayer: "Creative God, spark our imagination today. Help us dream big and think creatively about how to help others. Guide our designs to truly serve human dignity. Amen."

Review: "What is your team's Point of View statement?"

Ideation Phase (12 min)¶

Brainstorming Rules: 1. Quantity over quality (at first!) 2. No criticism during brainstorming 3. Build on others' ideas 4. Wild ideas welcome 5. Stay focused on the problem

Individual Brainstorm (4 min):

Each person generates 5-10 ideas (sketch or write)
Don't evaluate — just generate

Team Sharing (4 min):

Share all ideas
Group similar ideas
Build on each other

Selection (4 min):

Which idea best addresses the need?
Is it feasible to prototype?
Does it align with Catholic Social Teaching?

Prototype Planning (6 min)¶

Plan your prototype:

What will it look like?
What materials do you need?
What will you test?
What questions will the prototype answer?

Remember: "A prototype doesn't need to be perfect. It needs to help us LEARN."

Prototype Building (18 min)¶

Build time!

Prototype options:

Physical model (cardboard, craft materials)
Storyboard (drawings showing how it works)
Role-play script (act out the solution)
Digital mockup (if tools available)

Teacher circulates:

"How does this address the user's need?"
"What's the most important thing to test?"
"How does this reflect Catholic Social Teaching?"

Testing Preview (5 min)¶

Plan for testing:

What feedback will you seek?
What questions will you ask?
How will you measure success?

Faith Connection: "Jesus didn't just feel sorry for people — He acted. He healed, fed, taught, and served. Your prototypes are beginning of action. Small solutions can make real differences!"

Preview: "Next session: testing, iteration, and presentation!"

Session 3: Test, Iterate & Present¶

📝 Lesson Procedure (45 minutes)¶

Opening Prayer (3 min)¶

Prayer: "Lord, help us receive feedback with humility and improve our designs with wisdom. May our final solutions truly serve others and honor You. Amen."

Testing Phase (10 min)¶

Peer testing:

Present prototype to another team
Get feedback using provided questions
Record specific feedback

Test questions:

Does this address the user's need?
What works well?
What could be improved?
What questions do you have?

User perspective:

Would the user understand this?
Would they use it?
Does it respect their dignity?

Iteration Phase (10 min)¶

Improve based on feedback:

What one improvement will have the most impact?
What feedback will you incorporate?
What will you change?

Make improvements to prototype.

Document changes:

Original → New
Why the change?

Presentation Preparation (5 min)¶

Prepare 3-minute presentation: 1. The Challenge (What need are you addressing?) 2. The User (Who are you designing for?) 3. Catholic Social Teaching Connection (Which principles guide you?) 4. Your Solution (What did you design?) 5. Evidence (Why do you believe it will work?) 6. Next Steps (What would you do with more time/resources?)

Presentations (15 min)¶

Teams present (3 min each):

Clear, organized presentation
Demonstrate or show prototype
Answer questions

Audience response:

One strength of this design
One question

Closing Celebration (2 min)¶

Celebrate the work!

Final Faith Connection: "St. Oscar Romero said, 'We cannot do everything, but we can do something.' Your designs may be small prototypes now, but they represent big thinking about human needs. Keep using your God-given creativity to serve others!"

Closing Prayer: "Thank you, God, for the creativity to design solutions. Thank You for Catholic Social Teaching that guides us. Help us always see the dignity in every person and use our talents to serve the common good. Amen."

✅ Assessment¶

Completed empathy research and defined problem
Generated multiple creative ideas
Built prototype that addresses need
Iterated based on feedback
Connected design to Catholic Social Teaching
Presented clearly and persuasively

📎 Home Connection¶

"We completed a social innovation design project! Ask your child: 'What challenge did your team address?' 'Who were you designing for?' 'How did Catholic Social Teaching guide you?' 'What solution did you create?' Discuss how your family can apply design thinking to help others in your community."

Unit Version: 1.0 | Last Updated: 2025-12-05

🌉 Week 10: Advanced Bridge Engineering¶

Lesson Overview¶


Grade Level	Grades 5-6
Duration	45 minutes
STREAM Focus	E (Engineering), M (Math), S (Science)

Week 10: Advanced Bridge Engineering¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Apply structural analysis to bridge design 2. Optimize designs for maximum strength-to-weight ratio 3. Conduct load testing and failure analysis 4. Use mathematical modeling for predictions

Faith Integration Objectives¶

Students will be able to: 1. Connect bridge metaphors to reconciliation and unity 2. Understand Jesus as the bridge between humanity and God 3. Recognize our call to be bridge-builders in relationships

Week 10: Advanced Bridge Engineering¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Christ the Bridge — Jesus bridges the gap between sinful humanity and holy God. The Sacrament of Reconciliation bridges our broken relationship with God. We're called to build bridges of peace and understanding in our communities.

Scripture Connection¶

"For he himself is our peace, who has made the two groups one and has destroyed the barrier, the dividing wall of hostility." — Ephesians 2:14

Saint Connection¶

Pope St. John XXIII — Known as the "Good Pope," he was a bridge-builder who brought unity and opened windows. His calling of Vatican II brought the Church into conversation with the modern world.

📚 Materials Needed¶

Building materials (straws, craft sticks, string, tape)
Testing apparatus (gap to span, weights)
Scale for weighing structures
Calculators
Recording sheets
Bridge type reference cards

📝 Lesson Procedure (45 minutes)¶

Opening Prayer & Introduction (5 min)¶

Prayer: "Lord Jesus, You are our bridge to the Father. Help us build bridges of peace, understanding, and love. As we engineer physical bridges today, teach us about the bridges we need in our lives. Amen."

Bridge engineering challenge:

"Today: build the strongest, most efficient bridge"
"Constraints make us creative!"
"Real engineers work with budgets and limitations"

Advanced Bridge Analysis (10 min)¶

Bridge types review:

Beam Bridge:

Simple, flat
Good for short spans
Limited efficiency

Truss Bridge:

Triangular elements
Very efficient for weight
Distributes forces well

Arch Bridge:

Compression-based
Can span longer distances
Needs strong abutments

Suspension Bridge:

Tension cables
Longest spans possible
Complex to build

Force analysis:

Where does load apply?
How do forces travel to supports?
Where are tension/compression members?

Math connection:

Force = Weight / Load points
Efficiency = Load carried / Bridge weight
Predict before testing!

Design Challenge (5 min)¶

Specifications:

Span: 18 inches (more than previous challenges!)
Material budget: Limited (specified based on available materials)
Goal: Maximize efficiency (weight held ÷ bridge weight)

Quick design:

Sketch design (2 min)
Calculate material use (1 min)
Predict efficiency (2 min)

Build Phase (15 min)¶

Construction time!

Strategy emphasis:

Every piece should have purpose
Triangles for strength
Tension/compression optimization
Test connections

Teacher circulates:

"Walk me through your force paths"
"Why did you choose this configuration?"
"Where do you predict failure?"

Testing & Analysis (8 min)¶

Load testing procedure: 1. Weigh bridge 2. Place across span 3. Add weight gradually until failure 4. Record max weight 5. Note failure point and type

Calculate efficiency: Efficiency = Weight Held ÷ Bridge Weight

Class data comparison:

Team	Bridge Weight	Max Load	Efficiency	Bridge Type
A	25g	750g	30.0	Truss
B	40g	900g	22.5	Truss/Arch

Failure analysis:

Where did it fail?
What type of failure? (Tension, compression, connection)
What would prevent this failure?

Reflection & Closing (2 min)¶

Engineering reflection:

"What worked? What didn't?"
"How would you redesign?"

Faith Connection: "Bridges connect what's separated. Jesus bridges us to God. What bridges do YOU need to build? Maybe with someone you've argued with? Maybe between groups that don't understand each other? Engineers build physical bridges — we're called to build relational ones."

Closing Prayer: "Lord, make us bridge-builders. Help us bring together what's divided, heal what's broken, and connect people to You and each other. Amen."

✅ Assessment¶

Applied structural analysis principles
Designed within constraints
Built and tested bridge
Calculated and compared efficiency
Conducted failure analysis

📎 Home Connection¶

"We did advanced bridge engineering! Ask your child: 'How do you analyze bridge forces?' 'What was your efficiency ratio?' 'What caused failures?' We also discussed being bridge-builders in our relationships. Talk about what bridges your family could build with others."

Lesson Version: 1.0 | **

🙏 Week 11: Gratitude & Coding¶

Lesson Overview¶


Grade Level	Grades 5-6
Duration	45 minutes
STREAM Focus	T (Technology), R (Religion), A (Arts)

Week 11: Gratitude & Coding¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Use Scratch lists and data structures 2. Create interactive programs that store and display information 3. Implement user input and dynamic content 4. Design engaging user interfaces

Faith Integration Objectives¶

Students will be able to: 1. Practice the spiritual discipline of gratitude 2. Understand thanksgiving as central to Catholic prayer life 3. Create technology that helps others grow spiritually

Week 11: Gratitude & Coding¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Eucharist and Thanksgiving — The word "Eucharist" comes from the Greek word for "thanksgiving." The Mass itself is our great act of thanksgiving. Gratitude transforms our hearts and helps us recognize God's gifts in our lives.

Scripture Connection¶

"Give thanks in all circumstances; for this is God's will for you in Christ Jesus." — 1 Thessalonians 5:18

Saint Connection¶

St. Ignatius of Loyola — Founder of the Jesuits, he developed the Examen prayer, a daily practice of reviewing the day to find God's presence and express gratitude. He believed finding God in all things leads to grateful hearts.

📚 Materials Needed¶

Computers with Scratch
Gratitude journal examples
Examen prayer guide
Project planning sheets

📝 Lesson Procedure (45 minutes)¶

Opening Prayer & Introduction (6 min)¶

Prayer: Use the Daily Examen (simplified):

"Become still. God is with you."
"Look back on today. What are you grateful for?"
"Where did you see God working?"
"What do you want to say to God?"
"Look ahead with hope."

Gratitude science:

"Research shows gratitude improves health, happiness, relationships"
"It's not just religious — it's scientifically proven!"
"But we knew this — the Mass is literally THANKSGIVING!"

Today's challenge: "Create an interactive Gratitude Journal in Scratch that helps people practice daily thanksgiving."

Advanced Scratch Concepts (10 min)¶

New concepts for today:

Lists in Scratch:

Create a list: "Gratitude_List"
Add to list: add [item] to [Gratitude_List]
Display list on screen
Retrieve items: item [1] of [Gratitude_List]

User Input:

ask [What are you grateful for?] and wait
Store answer: answer
Add answer to list

Random selection:

item (pick random 1 to (length of [Gratitude_List])) of [Gratitude_List]

Demonstration code:

When green flag clicked
Say "Welcome to the Gratitude Journal!" for 2 seconds
Ask "What's something you're grateful for today?" and wait
Add (answer) to [Gratitude_List]
Say (join "Thank you for sharing: " (answer)) for 2 seconds

Project Development (22 min)¶

Required features: 1. Welcome message 2. Prompt for gratitude entry 3. Store entries in a list 4. Ability to view past entries 5. At least one creative addition

Stretch features:

Categorize gratitude (people, nature, experiences, gifts)
Include inspiring quotes or Scripture
"Random gratitude" reminder from past entries
Animation or music
Date/time stamps (advanced)

Sample flow:

START → Welcome → Menu: Add Entry / View Entries / Random Gratitude
|
+-- Add Entry → Prompt → Store → Confirmation → Menu
+-- View Entries → Display List → Menu
+-- Random Gratitude → Pull Random Entry → Display → Menu

Teacher circulates:

"How are you storing the entries?"
"How does the user navigate?"
"What makes this spiritually meaningful?"

Peer testing:

Try a neighbor's gratitude journal
Add at least one entry
Give feedback: What works? What could improve?

Closing Reflection (2 min)¶

Share creative additions:

What unique features did you add?
How does your project help people practice gratitude?

Faith Connection: "St. Ignatius taught that finding God in ALL things leads to gratitude. Even in hard times, we can find something to thank God for. Your programs can help people build this habit!"

Closing Prayer: "Thank You, God, for EVERYTHING — for this class, for each other, for our creativity, for technology that we can use for good. Help us be people of gratitude who see Your gifts everywhere. Amen."

✅ Assessment¶

Used lists to store data
Implemented user input
Created functional gratitude journal
Included creative/spiritual features
Tested and iterated

📎 Home Connection¶

"We created digital Gratitude Journals in Scratch! Ask your child to show you their project. Add a gratitude entry! We learned about St. Ignatius's Examen prayer. Try this as a family: At dinner, share one thing from today you're grateful for. Make thanksgiving a daily habit!"

Lesson Version: 1.0 | **

🎁 Week 12: Giving Season Making¶

Lesson Overview¶


Grade Level	Grades 5-6
Duration	45 minutes
STREAM Focus	E (Engineering), A (Arts), R (Religion)

Week 12: Giving Season Making¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Apply user-centered design principles 2. Use maker skills for purposeful creation 3. Consider accessibility and adaptability in design 4. Create functional items that serve real needs

Faith Integration Objectives¶

Students will be able to: 1. Practice the virtue of generosity 2. Design with the recipient's dignity in mind 3. Connect making to Corporal Works of Mercy

Week 12: Giving Season Making¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Corporal Works of Mercy — The Church calls us to feed the hungry, give drink to the thirsty, clothe the naked, shelter the homeless, visit the sick and imprisoned, and bury the dead. Our making can directly support these works of mercy.

Scripture Connection¶

"Each of you should use whatever gift you have received to serve others, as faithful stewards of God's grace in its various forms." — 1 Peter 4:10

Saint Connection¶

St. Martin de Porres — Known for his care for the poor and sick. He used practical skills to serve others, including medicine and gardening. He found God in serving others through action, not just prayer.

📚 Materials Needed¶

Cardboard and cardstock
Sewing supplies (optional)
Recycled materials
Little Bits or simple electronics (optional)
Craft supplies
Design planning sheets

📝 Lesson Procedure (45 minutes)¶

Opening Prayer & Introduction (5 min)¶

Prayer: "Lord, You gave us the greatest gift in Your Son. Help us use our gifts to give to others. May what we make today bring joy and meet real needs. Amen."

Giving Season context:

"Advent is a season of preparation and giving"
"We can MAKE gifts that show we truly know someone"
"Making for others is a spiritual practice"

Corporal Works of Mercy:

Which works can our making address?
Feed hungry → Food organizers, recipe holders
Clothe naked → Wearable items, fabric crafts
Shelter homeless → Comfort items for shelters
Visit sick → Cards, sensory items, games
"How can our skills serve others?"

Design Challenge Introduction (8 min)¶

Choose a project type:

Option A: Comfort Item for Hospitals/Nursing Homes

Busy boards for elderly with dementia
Sensory items for children's hospitals
Large-button devices for those with limited mobility

Option B: Practical Item for Families in Need

Coupon organizers
Simple toy for children
Helpful household item

Option C: Accessibility Item

Large-print book holders
Easy-grip tools
Adaptive items for specific needs

Option D: Custom Gift for Someone You Know

Based on THEIR needs
Shows you truly know them
Solves a problem they have

User-centered design principles: 1. Who is this for? (Specific person or group) 2. What do they need? 3. What limitations might they have? 4. How can I design for dignity?

Design Phase (7 min)¶

Planning requirements: 1. User profile — Who is this for? What are their needs? 2. Sketch — What will it look like? 3. Materials list — What will you need? 4. Accessibility check — Can your user actually use this? 5. Dignity check — Does this treat the user with respect?

Share plans with partner:

Get feedback on usability
Consider what you might be missing
Improve before building

Making Phase (20 min)¶

Construction time!

Stations available:

Cardboard construction
Fabric/sewing (if available)
Electronics (Little Bits)
Art materials
Recycled materials

Teacher circulates:

"How does this meet your user's need?"
"Have you considered accessibility?"
"What would make this more useful?"

Encourage iteration:

Test as you go
Willing to change approach
Quality over speed

Share creations:

Who is this for?
What need does it address?
How does it show you thought about THEM?

Faith Connection: "St. Martin de Porres served God by serving people with his practical skills. When we make something for someone else — really thinking about their needs, their dignity, their situation — we're doing the same thing. Our hands become God's hands."

Closing Prayer: "Lord, bless these items we've made. May they bring comfort, joy, and help to those who receive them. Help us always use our gifts to serve others as You served us. Amen."

✅ Assessment¶

Identified specific user and need
Applied user-centered design principles
Created functional, thoughtful item
Considered accessibility and dignity
Connected making to faith

📎 Home Connection¶

"We made gifts for others using design thinking! Ask your child: 'Who did you design for?' 'What need does your gift address?' 'How did you think about their dignity?' We connected making to the Corporal Works of Mercy. As a family, consider how you can use your skills to serve others this giving season."

Lesson Version: 1.0 | **

🎉 Week 13: Fall Showcase¶

Lesson Overview¶


Grade Level	Grades 5-6
Duration	45 minutes
STREAM Focus	All Areas

Week 13: Fall Showcase¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Present technical work to an audience 2. Demonstrate learning through portfolio review 3. Explain engineering decisions and problem-solving processes 4. Mentor younger students or teach peers

Faith Integration Objectives¶

Students will be able to: 1. Reflect on growth in faith-reason integration 2. Share how Catholic teaching connected to STREAM learning 3. Celebrate community and collaboration

Week 13: Fall Showcase¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Celebration in Community — The Church celebrates together. Our liturgies, feasts, and seasons remind us that joy is meant to be shared. Academic and creative achievements are gifts from God worthy of celebration.

Scripture Connection¶

"Let us consider how we may spur one another on toward love and good deeds, not giving up meeting together." — Hebrews 10:24-25

Saint Connection¶

St. John Bosco — Known for his joyful approach to education. He believed in celebrating young people's achievements and using celebration as a tool for formation.

📚 Materials Needed¶

Student portfolios
Project displays
Presentation materials
Certificates
Reflection journals
Celebration supplies

📝 Lesson Procedure (45 minutes)¶

Opening Celebration (5 min)¶

Prayer of Thanksgiving: "Thank You, Lord, for the gift of learning. Thank You for creativity, curiosity, and community. Thank You for each student and the growth we've seen this semester. As we celebrate today, may we recognize that all our abilities come from You. Bless our sharing and help us encourage one another. Amen."

Celebration context:

"Today we celebrate YOUR learning!"
"You've grown as engineers, scientists, programmers, and people of faith"
"Let's share and encourage each other"

Portfolio Review (10 min)¶

Self-assessment:

Students review their work from the semester: 1. Favorite project — Which work are you most proud of? 2. Biggest growth — Where did you improve most? 3. Challenge overcome — What was hard that you conquered? 4. Faith connection — How did faith and STREAM connect for you? 5. Leadership — How did you help others?

Written reflection: Complete portfolio reflection sheet.

Station Rotation / Demonstrations (20 min)¶

Station options (based on semester work):

Station 1: Design Thinking Showcase

Display social innovation projects
Explain user research and prototypes
Share Catholic Social Teaching connections

Station 2: Coding Corner

Demonstrate Scratch projects
Show Sphero programs
Explain programming concepts

Station 3: Engineering Gallery

Display bridge/structure projects
Share efficiency data
Explain structural principles

Station 4: Faith-STREAM Integration

Present connections made between faith and learning
Share favorite saint or Scripture connections
Discuss how faith changes approach to science/technology

Rotation format:

Students can present at their strong station
Also visit other stations to appreciate peers
Ask questions, give encouragement

Leadership Activity (5 min)¶

Option A: Mentoring Reflection If presenting to younger grades:

"What would you tell a younger student about STREAM?"
"What do you wish someone told YOU at the start?"
"How can you encourage them?"

Option B: Peer Teaching If staying within grade:

Quick teach: Explain ONE concept to a partner in 60 seconds
Switch roles
What makes a good explanation?

Awards & Recognition (3 min)¶

Celebrate achievements:

Growth awards
Collaboration awards
Innovation awards
Faith integration awards
Perseverance awards

"Everyone has grown. Everyone has contributed. Everyone is celebrated!"

Closing (2 min)¶

Looking ahead:

"Second semester: even more challenges!"
"You're ready — you've proven you can learn hard things"
"Keep connecting faith and reason"

Closing Prayer: "Lord, thank You for this semester. Thank You for each person here — for their unique gifts, their hard work, their faith. As we rest over the break, help us stay curious and grateful. Bring us back ready to learn and grow. We're grateful for this community and for You. Amen."

✅ Assessment¶

Completed portfolio reflection
Participated in demonstrations
Supported and encouraged peers
Reflected on faith-STREAM integration
Celebrated learning with gratitude

📎 Home Connection¶

"We celebrated our fall semester STREAM learning! Ask your child: 'What project are you most proud of?' 'What was your biggest growth?' 'How did faith connect to your STREAM work?' Celebrate their hard work and encourage them to keep exploring over the break!"

Lesson Version: 1.0 | **

💡 Weeks 14-15: Optics & Light Science¶

Unit Overview¶


Grade Level	Grades 5-6
Duration	2 sessions (45 min each)
STREAM Focus	S (Science), T (Technology), R (Religion)

Weeks 14-15: Optics & Light Science¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Explain reflection and refraction with scientific accuracy 2. Diagram light ray paths through different media 3. Build and explain optical devices 4. Apply understanding to real-world technologies

Faith Integration Objectives¶

Students will be able to: 1. Connect Jesus as "Light of the World" to scientific light properties 2. Understand how light metaphors in Scripture relate to physical light 3. Appreciate optical science in understanding creation

Weeks 14-15: Optics & Light Science¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Light as Theological Symbol — Light appears throughout Scripture and Catholic tradition as a symbol of God, truth, and salvation. Understanding the physics of light deepens our appreciation of these theological truths.

Scripture Connection¶

"I am the light of the world. Whoever follows me will never walk in darkness, but will have the light of life." — John 8:12

Saint Connection¶

St. Robert Grosseteste — 13^th-century bishop and scientist who studied optics and light. He believed understanding light was key to understanding the physical world and, through it, understanding God.

📚 Materials Needed¶

Flashlights and laser pointers
Mirrors (plane, concave, convex)
Lenses (convex, concave)
Prisms
Water containers for refraction
Ray tracing worksheets
Materials for optical device construction

Session 1: Reflection & Refraction¶

📝 Lesson Procedure (45 minutes)¶

Opening Prayer & Introduction (5 min)¶

Prayer: "God of Light, You created light on the first day of creation. You sent Jesus as the Light of the World. Help us understand the physics of light and see Your truth illuminated through it. Amen."

Wonder moment: "Light is the fastest thing in the universe — 186,000 miles per SECOND. Yet we can study it, predict it, and use it. Let's explore how light behaves."

Reflection Deep Dive (12 min)¶

Law of Reflection:

Angle of incidence = Angle of reflection

Key terms:

Incident ray — Light approaching the mirror
Reflected ray — Light bouncing off
Normal line — Perpendicular to surface
Angle of incidence — Angle between incident ray and normal
Angle of reflection — Angle between reflected ray and normal

Demonstration: 1. Shine light at mirror 2. Measure angles 3. Verify: always equal!

Types of mirrors:

Plane mirror: Flat, virtual image, same size
Concave mirror: Curves inward, can magnify, real or virtual image
Convex mirror: Curves outward, always smaller virtual image, wider view

Real applications:

Car mirrors (convex for wide view)
Makeup mirrors (concave for magnification)
Telescope mirrors (concave to gather light)

Activity: Ray tracing with plane mirrors — predict and verify reflection angles.

Refraction Exploration (13 min)¶

What is refraction?

Light bends when changing medium
Different media = different speeds
Speed change causes direction change

Snell's Law (conceptual):

Light bends TOWARD normal when slowing down (air → water)
Light bends AWAY from normal when speeding up (water → air)

Demonstration: 1. Pencil in water appears bent 2. Light through prism separates colors 3. Light through different lenses

Lenses:

Convex (converging): Thicker in middle, brings light together
Concave (diverging): Thinner in middle, spreads light apart

Real applications:

Eyeglasses
Cameras
Microscopes
Telescopes

Activity: Refraction observations — document light behavior through water and lenses.

Faith-Science Connection (5 min)¶

Light symbolism in Scripture:

"Let there be light" — First act of creation
"Light of the World" — Jesus's identity
"Arise, shine, for your light has come" — Isaiah's prophecy

Connection: "Light REVEALS. Physical light lets us see. Jesus, as Light of the World, reveals truth, exposes sin, guides our path. The physics of light helps us understand these metaphors more deeply!"

St. Robert Grosseteste: "He believed light was the first form of matter, the basis of all physical reality. His studies of optics were acts of worship, seeking to understand God's creation."

Preview (2 min)¶

"Next session: We'll build optical devices and apply what we've learned!"

Session 2: Optical Engineering¶

📝 Lesson Procedure (45 minutes)¶

Opening Prayer & Review (4 min)¶

Prayer: "Lord, help us apply our understanding of light to create useful things. May our engineering be an act of worship and service. Amen."

Quick review:

What's the law of reflection?
What causes refraction?
Convex vs. concave lenses?

Optical Device Engineering (8 min)¶

Challenge introduction:

Option A: Periscope

Uses mirrors to see over/around obstacles
Two plane mirrors at 45° angles
Application: Submarines, parades, trenches

Option B: Simple Telescope

Uses two convex lenses
Objective lens gathers light
Eyepiece lens magnifies
Application: Astronomy, nature observation

Option C: Camera Obscura

Pinhole projects inverted image
Basis of all photography
Application: Understanding how cameras work

Option D: Kaleidoscope

Multiple mirrors create patterns
Reflection creates symmetry
Application: Art, understanding reflection angles

Design requirements: 1. Understand the optics involved 2. Diagram the light path 3. Build functional device 4. Explain how it works scientifically

Design & Diagram (8 min)¶

Planning:

Choose your device
Research/review how it works
Draw ray diagram showing light path
Plan construction

Ray diagram requirements:

Show incident and reflected/refracted rays
Label mirrors and/or lenses
Indicate angles where relevant
Show image formation

Construction (18 min)¶

Build time!

Station materials available:

Mirrors and mirror holders
Lenses
Cardboard tubes
Tape and glue
Cardboard for construction

Teacher circulates:

"Explain the ray path in your device"
"What happens if you change this angle?"
"Where is the image formed?"

Troubleshooting guidance:

Not working? Check alignment
Image blurry? Adjust lens position
Dim? Check for light leaks

Testing & Demonstration (5 min)¶

Test your device:

Does it work as expected?
Can you explain the optics?
What would improve it?

Peer demonstrations:

Show your device
Explain the science
Let others try it

Closing Reflection (2 min)¶

Optical engineering applications:

Medical imaging
Communications (fiber optics)
Photography and film
Astronomy
Microscopy

Faith Connection: "St. Robert Grosseteste saw studying light as a spiritual practice. When we understand how light works, we understand more of God's creation. And when we think about Jesus as Light of the World — light that REVEALS, light that GUIDES, light that gives LIFE — the physics gives the metaphor more power!"

Closing Prayer: "God of Light, thank You for the beauty and order in how light works. Thank You for scientists who helped us understand it and engineers who apply it. Help us be light to others, reflecting Your love and truth. Amen."

✅ Assessment¶

Session 1¶

Explained reflection with law of reflection
Described refraction and lens behavior
Completed ray tracing activities
Connected light physics to faith symbolism

Session 2¶

Designed optical device with ray diagram
Built functional device
Explained optics scientifically
Connected learning to applications

📎 Home Connection¶

"We explored advanced light science and built optical devices! Ask your child: 'What's the law of reflection?' 'Why does light bend in water?' 'How does your optical device work?' We connected physical light to Jesus as Light of the World. Look for optics in daily life — glasses, mirrors, cameras. How does understanding light help us appreciate Scripture's light imagery?"

Unit Version: 1.0 | Last Updated: 2025-12-05

🌌 Week 16: Astronomy & Space Science¶

Lesson Overview¶


Grade Level	Grades 5-6
Duration	45 minutes
STREAM Focus	S (Science), M (Math), R (Religion)

Week 16: Astronomy & Space Science¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Describe scale of the solar system and universe 2. Explain basic astronomical concepts 3. Use mathematical reasoning for cosmic calculations 4. Understand current space exploration

Faith Integration Objectives¶

Students will be able to: 1. Connect cosmic scale to God's infinite nature 2. Appreciate Catholic astronomers' contributions 3. Understand the Vatican Observatory's mission

Week 16: Astronomy & Space Science¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

The Vatican Observatory — The Church operates one of the oldest astronomical research institutions in the world. This demonstrates that faith and scientific exploration of the cosmos go hand in hand. Understanding the universe helps us appreciate its Creator.

Scripture Connection¶

"The heavens declare the glory of God; the skies proclaim the work of his hands." — Psalm 19:1

Saint Connection¶

Fr. Georges Lemaître — Belgian priest and physicist who proposed the Big Bang theory. He saw no conflict between his faith and his groundbreaking cosmological research. "There is no conflict between science and religion."

📚 Materials Needed¶

Scale model materials
Calculators
Planet data cards
Images of cosmic objects
Computer for visualizations (optional)

📝 Lesson Procedure (45 minutes)¶

Opening Prayer & Introduction (5 min)¶

Prayer: "Lord of the universe, Your creation extends beyond our imagination. As we explore the cosmos today, fill us with wonder and humility. Help us see Your glory in the heavens. Amen."

Wonder statistics:

Speed of light: 186,000 miles per second
Distance to nearest star: 4.24 light years
Stars in Milky Way: 200-400 billion
Observable universe: 93 billion light years diameter
Estimated galaxies: 200 billion+

Question: "How do we even BEGIN to understand such enormous scales?"

Scale of the Solar System (12 min)¶

Scale model activity:

If the Sun were a beach ball (30 cm):

Mercury: Pinhead, 12 meters away
Venus: Pea, 22 meters away
Earth: Pea, 30 meters away
Mars: Pinhead, 46 meters away
Jupiter: Golf ball, 156 meters away
Saturn: Marble, 286 meters away
Uranus: Pea, 575 meters away
Neptune: Pea, 900 meters away

Key insight: "Space is mostly EMPTY. The planets are tiny compared to the distances."

Speed of light demonstration:

Light from Sun reaches Earth in 8 minutes
Light from Neptune: 4 hours
Light from nearest star: 4.24 YEARS

Calculate:

If you could drive to the Sun at 60 mph, how long? (177 years!)
To nearest star? (48 million years!)

Beyond the Solar System (10 min)¶

Scale keeps expanding:

Milky Way Galaxy:

Our solar system is ONE of 200-400 billion star systems
Takes 230 million years for Sun to orbit galaxy center
100,000 light years across

Local Group:

Milky Way is one of 80+ galaxies in our "neighborhood"
Andromeda Galaxy: 2.5 million light years away (and approaching!)

Observable Universe:

Estimated 200 billion galaxies
Each with billions of stars
93 billion light years diameter

The humbling math:

Stars in observable universe: ~10²⁴ (1 septillion) That's more stars than grains of sand on all Earth's beaches

Catholic Astronomy (8 min)¶

Vatican Observatory:

Founded 1891 (but roots back to 1582)
Telescopes in Italy and Arizona
Jesuit astronomers conduct serious research
Why? "The Church has a long-standing commitment to understanding God's creation"

Fr. Georges Lemaître:

Catholic priest AND physicist
Proposed expanding universe theory (1927)
Called it the "hypothesis of the primeval atom"
Later called "Big Bang" by others
Showed initial singularity → expansion
Einstein initially disagreed, later called Lemaître's work "the most beautiful and satisfying explanation of creation I have ever heard"

No conflict!

"Big Bang describes HOW, faith addresses WHY"
"Science tells us the mechanism, faith tells us the meaning"
"The more we understand the universe, the more we can appreciate its Creator"

Faith reflection: "Psalm 19 says 'the heavens declare the glory of God.' When we look at the scale, the complexity, the beauty of the cosmos — how can we NOT be in awe of the Creator?"

Personal Response Activity (8 min)¶

Creative response (choose one):

Option A: Scale poem Write a poem that expresses the scale of the universe and your response to it.

Option B: Calculation challenge Calculate: If you sent a message to Proxima Centauri (nearest star) and got a reply, how long would the round trip take? (8.48 years)

Option C: Cosmic reflection Write a response to this prompt: "What does the scale of the universe tell you about God? About yourself?"

Share responses briefly.

Closing (2 min)¶

Summary:

The universe is unimaginably vast
Catholic scientists have been at the forefront of understanding it
Scale humbles us but also shows the majesty of the Creator
Faith and astronomy work together

Closing Prayer: "God of the universe, we are tiny before Your creation, yet You know us and love us. Thank You for giving us minds that can explore Your cosmos. Thank You for scientists who help us understand. May we always see Your glory in the heavens. Amen."

✅ Assessment¶

Demonstrated understanding of solar system scale
Performed cosmic calculations
Engaged with Catholic astronomy contributions
Reflected on faith-science connection

📎 Home Connection¶

"We explored astronomy and the scale of the universe! Ask your child about the scale model of the solar system. Ask: 'Who was Fr. Georges Lemaître?' 'What is the Vatican Observatory?' 'How do you feel when you think about how big the universe is?' Look at the stars together tonight. Psalm 19 says they 'declare the glory of God.'"

Lesson Version: 1.0 | **

🎯 Week 18: New Year Goal Engineering¶

Lesson Overview¶


Grade Level	Grades 5-6
Duration	45 minutes
STREAM Focus	M (Math), R (Religion)

Week 18: New Year Goal Engineering¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Apply SMART goal framework systematically 2. Break complex goals into measurable milestones 3. Create project timeline with dependencies 4. Use data tracking for progress monitoring

Faith Integration Objectives¶

Students will be able to: 1. Connect goal-setting to discernment and vocation 2. Include faith goals alongside personal/academic goals 3. Understand perseverance as a virtue

Week 18: New Year Goal Engineering¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Discernment and Direction — The Church encourages prayerful discernment about our path in life. While God has a plan, we cooperate through intentional choices. Goal-setting is a way to steward our time and talents responsibly.

Scripture Connection¶

"For I know the plans I have for you, declares the Lord, plans to prosper you and not to harm you, plans to give you hope and a future." — Jeremiah 29:11

Saint Connection¶

St. Ignatius of Loyola — Developed the Spiritual Exercises, a systematic approach to discernment and spiritual growth. He modeled intentional, goal-oriented spiritual development.

📚 Materials Needed¶

SMART goal worksheets
Planning templates
Calendars (monthly, semester)
Tracking templates
Progress journal pages

📝 Lesson Procedure (45 minutes)¶

Opening Prayer & Reflection (5 min)¶

Prayer: "Lord, You have a plan for each of us. Help us set goals that align with Your will. Give us wisdom to plan well and perseverance to follow through. May this new year bring growth in every area of our lives. Amen."

New Year reflection:

"What are you proud of from last year?"
"What do you want to be different this year?"
"Where do you sense God calling you to grow?"

SMART Goals Deep Dive (10 min)¶

SMART Framework:

Letter	Meaning	Question
S	Specific	What exactly do I want to accomplish?
M	Measurable	How will I track progress? What numbers?
A	Achievable	Is this realistic given my resources?
R	Relevant	Does this matter to me? Does it align with my values?
T	Time-bound	When will I complete this? What are deadlines?

Example transformation:

❌ Vague: "I want to be better at math." ✅ SMART: "I will improve my math grade from B- to B+ by May by completing all homework, attending tutoring twice weekly, and practicing 20 minutes daily."

❌ Vague: "I want to pray more." ✅ SMART: "I will pray for 10 minutes every morning before school for the next semester, using the Examen prayer method."

Practice together: Transform: "I want to be healthier" → SMART version

Goal Categories & Setting (15 min)¶

Four goal categories:

1. Academic/Learning Goal

School achievement
New skill development
Reading/study habits

2. Physical/Health Goal

Exercise, sleep, nutrition
Sports improvement
Screen time management

3. Relationship/Service Goal

Family relationships
Friendship goals
Service to others

4. Faith/Spiritual Goal

Prayer habits
Mass participation
Scripture reading
Virtue development

Individual goal development:

Write ONE goal in each category
Apply SMART framework to each
Include measurement method

Peer review:

Share with partner
Check: Is it truly SMART?
Suggestions for improvement

Project Planning (10 min)¶

Breaking down goals:

For your most important goal:

1. Identify milestones:

What are the major checkpoints?
Example: "Improve math grade" → (1) Complete all homework this month (2) Attend tutoring for 4 weeks (3) First quiz improvement (4) Mid-term grade check (5) Final grade

2. Create timeline:

Map milestones on calendar
Identify key dates
Build in buffer time

3. Identify dependencies:

What needs to happen first?
What resources do you need?
Who can help?

4. Tracking system:

How will you monitor progress?
Weekly check-ins?
Data to collect?

Create simple Gantt-style chart for one goal.

Accountability & Closing (5 min)¶

Accountability structures:

Who will hold you accountable?
When will you check progress?
What happens if you fall behind?

Faith Connection: "St. Ignatius developed a systematic approach to spiritual growth — the Spiritual Exercises aren't random; they're carefully planned. God gives us the ability to plan, to set goals, to pursue growth intentionally. That's not unspiritual — it's good stewardship of our time and talents!"

Commitment:

Choose your #1 goal
Identify your accountability partner
Set your first milestone date

Closing Prayer: "Lord, bless these goals we've set. Help us pursue them with perseverance, adjust them with wisdom, and remember that all our plans are under Your greater plan. May this year be one of growth — academically, physically, relationally, and spiritually. Amen."

✅ Assessment¶

Created SMART goals in all four categories
Developed milestone plan for one goal
Created timeline with checkpoints
Identified accountability structure

📎 Home Connection¶

"We learned advanced goal-setting today! Ask your child to share their SMART goals in four areas: academic, physical, relational, and spiritual. Help them identify accountability strategies. Consider setting family goals together. How can you support each other's growth this year?"

Lesson Version: 1.0 | **

🚀 Weeks 19-22: Passion Project Labs¶

Unit Overview¶


Grade Level	Grades 5-6
Duration	4 sessions (45 min each)
STREAM Focus	Student-directed

Weeks 19-22: Passion Project Labs¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Design and manage an independent project 2. Conduct research and apply findings 3. Create meaningful output (product, program, presentation) 4. Present and defend their work

Faith Integration Objectives¶

Students will be able to: 1. Connect personal interests to serving others 2. Identify faith connections within their topic 3. Practice stewardship of God-given talents and interests

Weeks 19-22: Passion Project Labs¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Stewardship of Talents — God gives each person unique gifts, interests, and abilities. We're called to develop these fully and use them for good. Passion projects allow students to pursue God-given interests deeply.

Scripture Connection¶

"Whatever you do, work at it with all your heart, as working for the Lord, not for human masters." — Colossians 3:23

Saint Connection¶

Bl. Pier Giorgio Frassati — Young man who pursued his passions (mountain climbing, engineering studies) while serving the poor and living his faith joyfully. He showed that pursuing interests and serving God go together.

📚 Materials Needed¶

Project proposal templates
Research resources
Building/making materials (varied based on projects)
Computers for research and creation
Presentation materials

Session 1: Proposal Development¶

📝 Lesson Procedure (45 minutes)¶

Opening Prayer & Introduction (5 min)¶

Prayer: "Lord, You have given each of us unique interests and gifts. Help us discover what YOU want us to explore. Guide our choices and bless our learning. Amen."

Passion project introduction:

"For the next four weeks, YOU choose what to learn"
"Deep dive into something that fascinates you"
"Must include STREAM elements"
"Must connect to faith"
"Must produce something shareable"

Project Categories & Examples (10 min)¶

Categories:

Engineering/Building:

Design and build a robot
Create a kinetic sculpture
Engineer a solution to a problem

Programming/Technology:

Code a game or app
Build an interactive website
Create animations or digital art

Science Research:

Investigate a scientific question
Conduct experiments
Research and present findings

Making/Art:

Design and fabricate an invention
Create artistic work with technical elements
Build musical instruments

Service Design:

Design something that helps others
Create resources for a cause
Build accessibility tools

Faith connection requirement:

How does your topic connect to faith?
Historical Catholic connection?
Service/ethical dimension?
Theological reflection?

Proposal Development (25 min)¶

Proposal requirements:

1. Project Description (What?)

What will you create or investigate?
Why does this interest you?
What will your final product be?

2. STREAM Connection (How?)

Which STREAM areas does this involve?
What skills will you develop?
What will you learn?

3. Faith Connection (Why does it matter?)

How does this connect to Catholic faith?
How might this serve others?
What values does this project express?

4. Plan & Timeline

Week 2 goal:
Week 3 goal:
Week 4 goal (presentation):

5. Resources Needed

Materials needed
Help needed
Research sources

Teacher conferences during work time:

Review proposals
Provide guidance
Approve projects

Closing (5 min)¶

Proposal share:

Brief share of project ideas
Generate excitement
Identify potential collaborators

Homework: Finalize proposal, gather initial resources.

Session 2: Research & Development¶

📝 Lesson Procedure (45 minutes)¶

Opening Prayer & Status Check (5 min)¶

Prayer: "Lord, bless our work today. Help us focus, persevere, and create something meaningful. Amen."

Quick status:

Where are you in your plan?
What do you need today?
Any obstacles?

Research Phase (15 min)¶

Quality research:

Multiple sources
Credible sources (how to evaluate)
Take organized notes
Record citations

Teacher available for:

Research guidance
Source evaluation
Direction when stuck

Development/Creation Phase (20 min)¶

Active work time:

Building
Programming
Creating
Experimenting

Teacher circulates:

Check progress
Troubleshoot
Encourage
Document work

Progress Documentation (5 min)¶

Update project log:

What did you accomplish today?
What challenges did you face?
What's your plan for next session?

📝 Lesson Procedure (45 minutes)¶

Opening Prayer & Status (3 min)¶

Prayer: "Lord, help us refine our work today. Give us attention to detail and commitment to excellence. Amen."

Extended Work Time (35 min)¶

Focused creation time:

Continue building/creating
Refine and improve
Test and iterate
Prepare presentation elements

Mid-session check (brief):

How are you progressing?
What will you present?
What help do you need?

Presentation Preparation (7 min)¶

Presentation requirements:

4-5 minutes presentation
Show your work/product
Explain your process
Discuss faith connection
What you learned
What you'd do differently

Plan your presentation structure.

Session 4: Presentations & Celebration¶

📝 Lesson Procedure (45 minutes)¶

Opening Prayer (2 min)¶

Prayer: "Lord, thank You for these weeks of learning. Help us present well and learn from each other. May we celebrate the gifts You've given each person. Amen."

Presentations (35 min)¶

Format: 4-5 minutes per student + 1 minute Q&A

Presentation elements: 1. What did you create/investigate? 2. Show/demonstrate your work 3. What did you learn? 4. How does this connect to faith? 5. What would you do next?

Audience:

Active listening
One positive comment
One thoughtful question

Celebration & Reflection (8 min)¶

Celebrate:

Recognize achievements
Appreciate diversity of interests
Acknowledge growth and effort

Reflection questions:

What surprised you about this process?
What did you learn about yourself?
How might you continue this interest?

Faith Connection: "Bl. Pier Giorgio Frassati loved mountain climbing, loved his engineering studies, loved his friends, AND loved serving the poor and his faith. He showed that pursuing your passions and loving God go together. Your interests are gifts from God — develop them and use them for good!"

Closing Prayer: "Thank You, God, for the unique gifts and interests You've given each of us. Thank You for these weeks to explore them. Help us continue developing our talents and using them for Your glory and others' good. Amen."

✅ Assessment¶

Project Assessment¶

Clear proposal with STREAM and faith connections
Consistent work across sessions
Quality final product/presentation
Reflection on learning

Presentation Assessment¶

Clear explanation of project
Demonstrated learning
Articulated faith connection
Responded to questions

📎 Home Connection¶

"We completed passion projects! Each student chose a topic and created something meaningful over four weeks. Ask your child: 'What was your project?' 'Show me what you created!' 'What did you learn?' 'How did it connect to faith?' Encourage them to continue pursuing their interests — they're gifts from God!"

Unit Version: 1.0 | Last Updated: 2025-12-05

🏫 Week 23: Catholic Schools Week Engineering¶

Lesson Overview¶


Grade Level	Grades 5-6
Duration	45 minutes
STREAM Focus	All Areas (Leadership Focus)

Week 23: Catholic Schools Week Engineering¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Design and lead STREAM activities for younger students 2. Explain concepts at appropriate levels 3. Manage group activities effectively 4. Demonstrate STREAM leadership

Faith Integration Objectives¶

Students will be able to: 1. Model servant leadership 2. Share what makes Catholic STREAM education distinctive 3. Demonstrate the integration of faith and reason

Week 23: Catholic Schools Week Engineering¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Servant Leadership — Jesus modeled servant leadership: "Whoever wants to be great must be servant of all." Leading younger students in STREAM activities is an act of service that develops leadership while helping others.

Scripture Connection¶

"Let no one despise you for your youth, but set the believers an example in speech, in conduct, in love, in faith, in purity." — 1 Timothy 4:12

Saint Connection¶

St. John Bosco — Patron of youth who pioneered engaging educational methods. He met young people where they were and used play, activity, and hands-on learning to teach both academics and faith.

📚 Materials Needed¶

Materials for teaching stations (varies)
Simple activity supplies
Teaching instruction cards
Assessment rubrics
Reflection journals

📝 Lesson Procedure (45 minutes)¶

Opening Prayer & Mission (5 min)¶

Prayer: "Lord Jesus, You showed us servant leadership. Help us lead younger students today with patience, kindness, and joy. May we share the gift of STREAM learning and our Catholic faith. Amen."

Catholic Schools Week context:

"This week we celebrate what makes Catholic schools special"
"Today YOU are the teachers"
"This is servant leadership in action"

Mission:

Design and lead a 10-15 minute STREAM activity for younger students
Activity must include faith connection
Must be hands-on and engaging
You'll present to K-2 or 3-4 classes (or parents/guests)

Activity Design (15 min)¶

Choose or assign station topics:

Station A: Building Challenge

Simple structure challenge
Clear instructions
Faith connection: building together

Station B: Robot Demo

Demonstrate Sphero or Dash
Let visitors try simple commands
Faith connection: humans as creative like God

Station C: Code Introduction

Simple coding concept
Unplugged or device-based
Faith connection: order and logic in creation

Station D: Science Investigation

Simple experiment
Clear scientific question
Faith connection: discovering God's creation

Station E: Engineering Design

Simple design challenge
Engineering process
Faith connection: problem-solving to help others

Design requirements: 1. Opening (1 min): Welcome, faith connection, instructions 2. Activity (8-12 min): Hands-on engagement 3. Closing (2 min): What they learned, closing thought

Develop:

Script/outline for your station
Materials list
Practice explanation
Backup plan if something doesn't work

Practice & Feedback (15 min)¶

Peer practice:

Run through your station with classmates
Time it
Get feedback

Feedback focus:

Is the explanation clear?
Is the activity engaging?
Is the faith connection natural?
What could be improved?

Refine based on feedback.

Teaching Preparation (8 min)¶

Teaching tips:

Get down to their level (physically)
Speak slowly and clearly
Check for understanding: "Show me..."
Encourage, encourage, encourage
If something goes wrong, stay calm
Remember: relationship first

Servant leadership reminder:

"This isn't about showing off — it's about SERVING"
"Success = THEY learn and have fun"
"Your patience and kindness matter more than perfection"

Logistics:

Rotation schedule
Station locations
Materials placement
Transition signals

Closing & Sending (2 min)¶

Commissioning:

"You represent STREAM and Catholic education"
"Be patient, kind, and joyful"
"You can do this!"

Closing Prayer: "Lord, bless our teaching today. Help us be patient and kind. May the younger students learn and have fun. May they see Your love through us. Give us confidence and joy. Amen."

After Teaching: Reflection (follow-up)¶

Reflection questions: 1. What went well? 2. What was challenging? 3. How did you see growth in the students you taught? 4. What did YOU learn about teaching? 5. How did you integrate faith?

Leadership reflection:

What does it mean to be a servant leader?
How did teaching younger students change your understanding of the material?
How might God be calling you to use leadership skills?

✅ Assessment¶

Designed appropriate activity
Led station effectively
Demonstrated patience and encouragement
Integrated faith naturally
Reflected on experience

📎 Home Connection¶

"During Catholic Schools Week, your 5^th/6^th grader led STREAM activities for younger students! Ask them: 'What did you teach?' 'How did it go?' 'What was challenging?' 'What did you learn about teaching?' We discussed servant leadership — leading by serving others. How does your child show leadership at home?"

Lesson Version: 1.0 | **

💻 Weeks 24-25: Advanced Scratch Programming¶

Unit Overview¶


Grade Level	Grades 5-6
Duration	2 sessions (45 min each)
STREAM Focus	T (Technology), M (Math)

Weeks 24-25: Advanced Scratch Programming¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Create and use custom blocks (functions) 2. Implement cloning and object management 3. Use advanced list operations 4. Design multi-sprite interactive programs

Faith Integration Objectives¶

Students will be able to: 1. Connect programming organization to order in creation 2. Understand abstraction as reflecting God's hierarchical creation 3. Create programs that serve or teach others

Weeks 24-25: Advanced Scratch Programming¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Order in Creation — God created an ordered universe with hierarchies and systems. Good programming mirrors this: organized code, clear structures, and elegant solutions. Excellence in coding reflects the Creator's excellence.

Scripture Connection¶

"For God is not a God of disorder but of peace." — 1 Corinthians 14:33

Saint Connection¶

St. Thomas Aquinas — Master of organized thinking who created the Summa Theologica with beautiful logical structure. His clear organization of complex ideas mirrors good code structure.

📚 Materials Needed¶

Computers with Scratch
Advanced concepts reference sheet
Project planning templates
Code organization guides

Session 1: Custom Blocks & Cloning¶

📝 Lesson Procedure (45 minutes)¶

Opening Prayer & Introduction (4 min)¶

Prayer: "Lord, You created an ordered universe with beautiful systems. Help us write code that is organized, clear, and excellent. May our programming skills honor You. Amen."

Today's focus: "Level up your coding with custom blocks and cloning!"

Custom Blocks (Functions) (12 min)¶

What are custom blocks?

Reusable code chunks
Like making your own Scratch block
Called "functions" in most languages

Why use them?

Avoid repeating code
Make code more readable
Easier to debug
Change once, works everywhere

Creating a custom block: 1. Go to "My Blocks" 2. Click "Make a Block" 3. Name it (descriptive!) 4. Add input parameters if needed 5. Define what it does

Example:

Define [draw square (size)]
    Repeat 4
        Move (size) steps
        Turn right 90 degrees

Now you can use draw square (50) or draw square (100) anywhere!

Practice: Create a custom block for something you do repeatedly in your programs.

Parameters:

Make blocks flexible with inputs
draw polygon (sides) (size) — now it can draw ANY shape!

Cloning (12 min)¶

What is cloning?

Creating copies of a sprite during runtime
Each clone acts independently
Great for: enemies, particles, projectiles, repetitive elements

How to clone:

create clone of [myself] — makes a copy
when I start as a clone — what the clone does
delete this clone — removes the clone

Example: Falling snow

When green flag clicked
Forever
    Create clone of myself
    Wait 0.1 seconds

When I start as a clone
    Go to x: (pick random -240 to 240) y: 180
    Repeat until y position < -180
        Change y by -5
    Delete this clone

Clone properties:

Each clone has its own position, variables, appearance
Clones can interact with each other
Be careful: too many clones can slow things down!

Practice: Create a simple project using clones.

Faith Connection (5 min)¶

Organized code as worship:

St. Thomas Aquinas organized complex theological ideas beautifully
His Summa has clear structure: questions, articles, objections, replies
Good code has similar organization
"Excellence in our work honors God"

Discussion: "When we write messy, disorganized code that 'just works,' we're settling for less than our best. When we write clean, organized code, we're exercising our God-given ability to create order."

Work Time & Preview (12 min)¶

Begin project:

Start a project that uses custom blocks OR cloning
Must include faith connection in final product

Preview: "Next session: advanced lists and multi-sprite coordination!"

Session 2: Advanced Lists & Project Development¶

📝 Lesson Procedure (45 minutes)¶

Opening Prayer & Review (4 min)¶

Prayer: "Lord, continue to guide our learning. Help us create programs that are both technically excellent and meaningful. Amen."

Review: "What are custom blocks? What is cloning?"

Advanced List Operations (10 min)¶

Beyond basic lists:

List operations:

length of [list] — how many items
item (1) of [list] — get specific item
item (last) of [list] — get last item
item (random) of [list] — random selection
[list] contains [thing] — check if item exists

List manipulation:

replace item (1) of [list] with [value] — update item
insert [value] at (1) of [list] — add at position
delete (1) of [list] — remove item

Practical uses:

High score tracking
Inventory systems
Quiz question banks
Conversation trees
Save/load game states

Example: Quiz from list

Set [score] to 0
Set [question_num] to 1
Repeat (length of [questions])
    Ask (item (question_num) of [questions])
    If answer = item (question_num) of [answers] then
        Change score by 1
        Say "Correct!"
    Else
        Say (join "The answer was " (item (question_num) of [answers]))
    Change question_num by 1

Multi-Sprite Coordination (8 min)¶

Sprites working together:

Broadcast messaging:

broadcast [message] — send to all sprites
when I receive [message] — respond to broadcast
Coordinates action across sprites

Example: Game states

// In main controller sprite:
When green flag clicked
Broadcast "game start"

When [space] key pressed
Broadcast "game over"

// In player sprite:
When I receive "game start"
Show
Go to starting position

When I receive "game over"
Hide

Variable sharing:

Global variables: all sprites can see
Sprite-only variables: private to one sprite
Choose appropriately!

Project Development (20 min)¶

Project options:

Option A: Educational Game

Quiz or learning game
Uses lists for content
Clones for game elements
Custom blocks for organization

Option B: Interactive Story

Multiple characters (sprites)
Broadcast messaging for coordination
User choices affect outcome
Lists for dialogue/options

Option C: Simulation

Model a system (ecosystem, physics, social)
Clones for multiple agents
Variables track state
Custom blocks for behaviors

Requirements:

Use at least TWO advanced concepts (custom blocks, cloning, advanced lists, broadcasting)
Clear organization
Faith connection (content or purpose)
Comments in code explaining sections

Work time with teacher support.

Closing (3 min)¶

Share progress:

What are you creating?
Which advanced concepts are you using?
What's your faith connection?

Faith Connection: "Programming is a form of creation. When we write organized, elegant code, we reflect God's ordered creation. When we use our programming skills to teach, help, or serve others, we use technology for good."

Closing Prayer: "Thank You, God, for the gift of logic and creativity. Help us continue growing as programmers who create excellent, purposeful programs. May our skills serve You and others. Amen."

✅ Assessment¶

Demonstrated custom block usage
Implemented cloning appropriately
Used advanced list operations
Created organized, commented code
Included faith connection

📎 Home Connection¶

"We learned advanced Scratch programming! Ask your child to explain: 'What are custom blocks (functions)?' 'What is cloning in programming?' 'Show me your project!' We discussed how organized code reflects God's ordered creation. Encourage your child to continue developing their programming skills — they're building abilities that can serve others!"

Unit Version: 1.0 | Last Updated: 2025-12-05

⚡ Weeks 26-27: Little Bits & Electronics¶

Unit Overview¶


Grade Level	Grades 5-6
Duration	2 sessions (45 min each)
STREAM Focus	T (Technology), E (Engineering), S (Science)

Weeks 26-27: Little Bits & Electronics¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Understand and apply circuit design principles 2. Identify electronic components and their functions 3. Design circuits for specific purposes 4. Create functional electronic prototypes

Faith Integration Objectives¶

Students will be able to: 1. Connect circuits to interdependence in the Body of Christ 2. Understand technology as tool for serving others 3. Design electronics that help people

Weeks 26-27: Little Bits & Electronics¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

The Body of Christ — St. Paul describes the Church as a body with many parts, each necessary. Electronic circuits work similarly: every component matters, and they only work when connected properly. We need each other.

Scripture Connection¶

"Just as a body, though one, has many parts, but all its many parts form one body, so it is with Christ." — 1 Corinthians 12:12

Saint Connection¶

Bl. Carlo Acutis — Young man who used technology for evangelization. He built websites documenting Eucharistic miracles. He showed that technology can be a tool for faith, not a distraction from it.

📚 Materials Needed¶

Little Bits kits (power, input, output, wire modules)
Circuit diagrams
Project planning sheets
Testing equipment
Materials for housing/mounting projects

Session 1: Circuit Fundamentals & Exploration¶

📝 Lesson Procedure (45 minutes)¶

Opening Prayer & Introduction (5 min)¶

Prayer: "Lord, You created the physical laws that make electronics possible. Help us understand circuits and use technology to serve others. May we be like Bl. Carlo Acutis, using tech for good. Amen."

Electronics context:

"Every device you use has circuits inside"
"Understanding circuits = understanding the modern world"
"And you can CREATE with this knowledge!"

Circuit Fundamentals (12 min)¶

What is a circuit?

A complete path for electricity to flow
Needs: power source, path, load (something that uses power)
"Circuit" = "circle" — electricity must complete the loop

Key concepts:

Voltage (V):

"Push" of electricity
Like water pressure
Measured in volts

Current (I):

"Flow" of electricity
Like water amount
Measured in amps

Resistance (R):

Opposition to flow
Like a narrow pipe
Measured in ohms

Ohm's Law: V = I × R (Voltage = Current × Resistance)

Little Bits color system:

Blue = Power (battery, USB)
Pink = Input (buttons, sensors)
Green = Output (lights, motors, sound)
Orange = Wire (extensions, connections)

Guided Exploration (15 min)¶

Circuit building sequence:

Circuit 1: Basic Power → Light

Simplest circuit
What happens when you disconnect? (Circuit broken!)

Circuit 2: Add Input Power → Button → Light

Input controls flow
What happens when you press? Release?

Circuit 3: Multiple Outputs Power → Button → Light + Buzzer (split)

One input, multiple outputs
Parallel connection

Circuit 4: Sequential Power → Dimmer → Light

Continuous input control
How does adjusting affect output?

Circuit 5: Sensor Input Power → Light Sensor → Light

Automatic input
What happens in dark? Light?

Discussion:

"What do you notice about how these work?"
"What happens if you change the order?"
"What would happen if...?"

Design Challenge Introduction (10 min)¶

Challenge: Design a circuit that solves a problem or helps someone.

Examples:

Nightlight: Light sensor → LED (automatic when dark)
Doorbell: Button → Buzzer (alerts when pressed)
Motion alarm: Motion sensor → Buzzer (security)
Mood lamp: Dimmer → RGB LED (adjustable lighting)
Helper for elderly/disabled: Something that assists with a task

Requirements:

At least one input
At least one output
Clear purpose that serves someone
Faith connection

Begin planning:

Who does this help?
What's the circuit design?
How will it be housed/presented?

Closing (3 min)¶

Faith Connection: "St. Paul says we're like a body — each part matters. In your circuits, every component matters. If you remove the power, nothing works. If you remove the button, you can't control it. We NEED each other. That's how God designed the Church!"

Preview: "Next session: complete your project!"

Session 2: Project Development & Presentation¶

📝 Lesson Procedure (45 minutes)¶

Opening Prayer & Review (3 min)¶

Prayer: "Lord, help us create meaningful projects today. May our electronics serve others and bring You glory. Amen."

Quick review: "What's your project? Who does it help?"

Circuit Building (25 min)¶

Project development:

Build your circuit
Test functionality
Troubleshoot issues
Create housing/presentation

Teacher circulates:

Help with troubleshooting
Ask about design decisions
Connect to faith elements

Troubleshooting guide:

Not working? Check all connections
Check power source
Verify correct order (pink between blue and green)
Test each component individually

Housing options:

Cardboard enclosures
3D printed cases (if available)
Repurposed containers
Creative solutions

Documentation (5 min)¶

Project documentation: 1. Circuit diagram (draw your setup) 2. Purpose statement (who does this help?) 3. How it works (explain each component's role) 4. Faith connection (how does this relate to faith?)

Presentations (10 min)¶

Share projects:

Demonstrate your circuit
Explain who it helps
Describe how it works
Share faith connection

Peer feedback:

What works well?
Creative applications?
Suggestions for improvement?

Closing Reflection (2 min)¶

Bl. Carlo Acutis reflection:

"He used technology for evangelization"
"Built websites about Eucharistic miracles"
"Died at 15, but made a huge impact with tech"
"Technology is a TOOL — use it for good!"

Final faith connection: "Your circuits show how parts work together. The Church works the same way. Each of us has a role. Connected to each other and to Christ (our power source!), we can do amazing things."

Closing Prayer: "Thank You, God, for the gift of technology. Help us use it wisely to serve others. May we be like Bl. Carlo Acutis, using our tech skills for Your kingdom. Amen."

✅ Assessment¶

Built functional circuits
Explained circuit components and functions
Created purposeful project
Connected to faith themes
Presented clearly

📎 Home Connection¶

"We learned electronics with Little Bits! Ask your child: 'What does voltage, current, and resistance mean?' 'What did you build?' 'Who does your project help?' We learned about Bl. Carlo Acutis, who used technology to spread faith. Discuss as a family: How can we use technology for good?"

Unit Version: 1.0 | Last Updated: 2025-12-05

π Week 28: Pi Day Mathematics¶

Lesson Overview¶


Grade Level	Grades 5-6
Duration	45 minutes
STREAM Focus	M (Math), T (Technology), R (Religion)

Week 28: Pi Day Mathematics¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Understand π as a ratio and its significance 2. Calculate pi through measurement and simulation 3. Code a Monte Carlo simulation to estimate π 4. Apply pi in engineering calculations

Faith Integration Objectives¶

Students will be able to: 1. Appreciate mathematical constants as part of God's ordered creation 2. Connect infinity of π's digits to God's infinite nature 3. Recognize mathematics as discovering (not inventing) truth

Week 28: Pi Day Mathematics¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Mathematical Truth — Catholics believe mathematical truths are discovered, not invented. Pi exists whether or not humans know about it. This reflects God's ordered creation — truth exists objectively, and we discover it.

Scripture Connection¶

"He has measured the waters in the hollow of his hand, and with the span of his hand marked off the heavens." — Isaiah 40:12

Saint Connection¶

Fr. Marin Mersenne — 17^th-century priest who made significant contributions to mathematics and music theory. He corresponded with Descartes, Pascal, and other great mathematicians, seeing no conflict between faith and mathematical inquiry.

📚 Materials Needed¶

Circular objects and string
Rulers
Computers with Scratch (or calculators)
Pi digit sheets
Graphing materials

📝 Lesson Procedure (45 minutes)¶

Opening Prayer & Introduction (5 min)¶

Prayer: "God of infinite wisdom, Your creation contains beautiful mathematical truths. Help us explore the mystery of pi today and see Your order in mathematics. Amen."

Pi Day context (March 14 = 3/14):

"Pi appears EVERYWHERE in creation"
"Not just circles — physics, probability, nature"
"It's irrational — infinite non-repeating digits"
"Yet it's constant — always exactly the same"

Wonder: "How can something be infinite yet constant? How can we know it precisely yet never write it completely?"

Measuring Pi (10 min)¶

Original discovery method:

Pi = Circumference ÷ Diameter
EVERY circle, EVERY size, SAME ratio!

Activity: 1. Measure circumference of circular object (string method) 2. Measure diameter 3. Calculate ratio 4. Compare to actual pi (3.14159...)

Class data collection:

Object	Circumference	Diameter	C/D Ratio
Can	25.1 cm	8.0 cm	3.14
Lid	18.9 cm	6.0 cm	3.15

Discussion:

Why don't we get exactly 3.14159?
How could we be more precise?
What does "irrational" mean?

Monte Carlo Estimation (15 min)¶

Visual approach to pi:

Imagine a square with a circle inside it (circle touches all sides).

Drop random points in the square
Count how many land inside the circle
The ratio relates to pi!

The math:

Square area = (2r)² = 4r²
Circle area = πr²
Ratio: Circle/Square = πr²/4r² = π/4
So: π = 4 × (points in circle / total points)

Scratch implementation:

Set [in_circle] to 0
Set [total] to 0
Repeat 1000
    Set [x] to (pick random -100 to 100)
    Set [y] to (pick random -100 to 100)
    Set [distance] to (sqrt of ((x * x) + (y * y)))
    If distance < 100 then
        Change [in_circle] by 1
    Change [total] by 1
Set [pi_estimate] to (4 * (in_circle / total))
Say (join "Pi ≈ " (pi_estimate))

Students code and run simulation:

Try with 100 points
Try with 1000 points
Try with 10000 points
What happens as you increase points?

Key insight: "More samples = closer to true pi! This is called Monte Carlo simulation."

Pi in the Real World (8 min)¶

Where pi appears:

Circles and spheres (obvious):

Wheels, balls, planets
Area = πr², Circumference = 2πr

Waves and oscillation:

Sound waves, light waves
Pendulum motion
Electronics signals

Probability and statistics:

Normal distribution (bell curve)
Random walks

Physics:

Einstein's field equations
Heisenberg uncertainty principle
Period of pendulum

Nature:

River meandering ratio ≈ π
Spiral patterns
Eye structure

Engineering application:

Calculate gear circumference for robot
Determine wheel rotation for Sphero distance

Faith Connection (5 min)¶

Mathematical constants and God:

Pi is discovered, not invented:

"Pi existed before humans calculated it"
"We DISCOVER mathematical truth, we don't CREATE it"
"This is how Catholics understand all truth — it exists objectively"

Infinity of pi's digits:

"Pi has infinite decimal places, never repeating"
"We can calculate more digits, but never ALL digits"
"God is infinite — we can always know Him more, but never comprehend Him fully"
"Pi reminds us of infinity!"

Fr. Mersenne reflection: "Catholic priests and scientists have contributed to mathematics for centuries. They saw discovering mathematical truth as discovering God's creation."

Closing (2 min)¶

Pi celebration:

Share estimation results
How close did simulations get?
Appreciate the beauty of mathematics

Closing Prayer: "Thank You, God, for mathematical beauty. Thank You that pi is constant throughout the universe — from atoms to galaxies. Help us see Your fingerprints in mathematics and pursue truth in all areas. Amen."

✅ Assessment¶

Calculated pi through measurement
Coded Monte Carlo simulation
Compared estimates to actual pi
Connected mathematical constants to faith

📎 Home Connection¶

"We celebrated Pi Day (3/14)! Ask your child: 'What IS pi?' 'How did you estimate it?' 'Where does pi appear in the real world?' We discussed how mathematical truths are DISCOVERED, not invented — they exist whether or not humans know them. This reflects Catholic understanding that truth is objective, created by God."

Lesson Version: 1.0 | **

🌍 Weeks 29-31: Environmental Science & Stewardship¶

Unit Overview¶


Grade Level	Grades 5-6
Duration	3 sessions (45 min each)
STREAM Focus	S (Science), M (Math), T (Technology), R (Religion)

Weeks 29-31: Environmental Science & Stewardship¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Collect and analyze environmental data 2. Use data visualization to communicate findings 3. Design evidence-based solutions 4. Apply scientific methodology to environmental questions

Faith Integration Objectives¶

Students will be able to: 1. Apply Laudato Si' principles to environmental analysis 2. Connect environmental justice to Catholic Social Teaching 3. Recognize stewardship as faith responsibility

Weeks 29-31: Environmental Science & Stewardship¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Laudato Si' — Pope Francis's encyclical on care for our common home emphasizes that environmental protection is a moral obligation. The poor suffer most from environmental degradation, connecting care for creation to social justice.

Scripture Connection¶

"The Lord God took the man and put him in the Garden of Eden to work it and take care of it." — Genesis 2:15

Saint Connection¶

St. Francis of Assisi — Patron saint of ecology who saw all creation as family. His "Canticle of the Creatures" praised Brother Sun, Sister Moon, and all creation as reflections of God's goodness.

📚 Materials Needed¶

Data collection tools (thermometers, pH strips, etc.)
Tablets/computers for data entry
Spreadsheet software
Graphing tools
Laudato Si' excerpts
Action planning templates

Session 1: Environmental Data Collection¶

📝 Lesson Procedure (45 minutes)¶

Opening Prayer & Introduction (5 min)¶

Prayer (from Laudato Si'): "All-powerful God, you are present in the whole universe and in the smallest of your creatures. Embrace with your tenderness all that exists. Pour out upon us the power of your love, that we may protect life and beauty. Amen."

Laudato Si' context:

"Pope Francis calls us to care for our 'common home'"
"Environmental problems disproportionately hurt the poor"
"Care for creation IS Catholic Social Teaching"
"Good science helps us understand what's happening"

Scientific Methodology Review (8 min)¶

The scientific method for environmental study: 1. Observe — What do we notice about our environment? 2. Question — What do we want to understand? 3. Hypothesize — What do we think is happening? 4. Experiment/Collect Data — Gather evidence 5. Analyze — What does the data tell us? 6. Conclude — What did we learn? 7. Communicate — Share findings 8. Act — What should we do?

Environmental questions we might investigate:

How does air quality vary in different areas?
Where is there more/less green space?
How does water quality compare?
What's the temperature variation (urban heat island)?
Where is litter/pollution concentrated?

Data Collection Planning (10 min)¶

Choose investigation focus:

Option A: Temperature Study

Measure temperature in different locations
Compare: parking lot vs. grass, sun vs. shade, etc.
Question: Urban heat island effect?

Option B: Water Quality

Test pH of different water sources
Compare: tap water, rainwater, puddles
Question: What affects water quality?

Option C: Green Space Analysis

Map green space around school/neighborhood
Calculate percentage of area
Question: Who has access to nature?

Option D: Waste Audit

Categorize school waste
Calculate percentages by type
Question: How could we reduce waste?

Plan your investigation:

What exactly will you measure?
How will you ensure accuracy?
What variables must you control?
How will you record data?

Data Collection (18 min)¶

Collect environmental data:

Use appropriate tools
Record precisely
Note observations
Multiple measurements for accuracy

Data recording standards:

Time and location
Exact measurements
Conditions/context
Observer name

Closing (4 min)¶

Initial observations:

What are you noticing?
Any surprises?
What questions are emerging?

Preview: "Next session: analyze data and create visualizations!"

Session 2: Data Analysis & Visualization¶

📝 Lesson Procedure (45 minutes)¶

Opening Prayer & Review (4 min)¶

Prayer: "Lord, help us see clearly what the data reveals. Give us wisdom to understand and courage to act. Amen."

Data review: "What did you collect? What do you notice initially?"

Data Organization (8 min)¶

Enter data into spreadsheet:

Create clear columns
Label precisely
Check for errors
Calculate basic statistics (mean, range)

Example organization: | Location | Temperature (°F) | Surface Type | Time | Notes | |----------|------------------|--------------|------|-------| | Parking lot | 95 | Asphalt | 2pm | Full sun | | Grass field | 82 | Grass | 2pm | Full sun | | Under tree | 78 | Grass/shade | 2pm | Shaded |

Data Visualization (15 min)¶

Create meaningful visualizations:

Chart types and when to use:

Bar chart: Comparing categories
Line graph: Changes over time
Pie chart: Parts of a whole
Scatter plot: Relationship between variables
Map visualization: Geographic patterns

Visualization requirements:

Clear title
Labeled axes
Key/legend if needed
Source data noted

Create at least TWO visualizations of your data.

Analysis & Interpretation (12 min)¶

Analyze your findings:

Questions to answer: 1. What patterns do you see? 2. Does the data support your hypothesis? 3. What surprised you? 4. What additional data would help? 5. What's the environmental significance?

Justice analysis:

Who is most affected by this environmental factor?
Are impacts distributed fairly?
How does this connect to Catholic Social Teaching?

Laudato Si' connection:

"We are not faced with two separate crises, one environmental and the other social, but rather one complex crisis which is both social and environmental." (LS 139)

Closing (6 min)¶

Share preliminary findings:

What does your data show?
What visualizations help communicate this?
What's the social justice connection?

Preview: "Next session: develop action plans!"

Session 3: Action Planning & Presentation¶

📝 Lesson Procedure (45 minutes)¶

Opening Prayer (3 min)¶

Prayer: "Lord, help us move from understanding to action. Give us creativity to imagine solutions and courage to pursue them. Amen."

Solution Brainstorming (10 min)¶

Based on your findings, what should be done?

Categories of action:

Awareness/Education:

Inform others about the issue
Create educational materials
Present findings to decision-makers

Behavior Change:

Personal changes we can make
Encouraging others to change
Creating reminders/systems

Physical/Environmental:

Direct intervention
Habitat improvement
Infrastructure changes

Policy/Systemic:

Advocating for policy changes
Working with school/community leaders
Long-term systemic solutions

Brainstorm across categories:

What can we do RIGHT NOW?
What needs adult help?
What would make the biggest impact?

Action Plan Development (12 min)¶

Create specific action plan:

Template: 1. Issue: What problem did you identify? 2. Evidence: What does your data show? 3. Goal: What change do you want to see? 4. Actions: Specific steps (who, what, when) 5. Metrics: How will you measure success? 6. Faith Connection: How is this Catholic response?

Example:

Issue: Significant temperature difference between paved and green areas
Evidence: 15°F difference between parking lot and grass
Goal: Increase shade and green space near outdoor eating area
Actions: Present data to principal, research plants that provide shade, organize student petition
Metrics: Temperature re-measurement, green space percentage
Faith Connection: Care for creation (Laudato Si'), preferential option for poor (those without AC suffer most in heat)

Presentations (15 min)¶

Share findings and action plans:

Present data and visualizations
Explain analysis
Propose action plan
Make Catholic connection

Audience feedback:

What's compelling about this?
What questions do you have?
How can we support this action?

Commitment & Closing (5 min)¶

Class commitment:

What action(s) will we actually pursue?
Who will lead what?
When will we check progress?

Final faith connection: "Pope Francis reminds us that care for creation is not optional — it's part of our faith. Today you've used science to understand, and now you're called to act. That's faith and reason working together!"

Closing Prayer (from Laudato Si'): "Teach us to discover the worth of each thing, to be filled with awe and contemplation, to recognize that we are profoundly united with every creature as we journey towards your infinite light. Amen."

✅ Assessment¶

Session 1¶

Designed valid investigation
Collected accurate data
Used proper methodology

Session 2¶

Organized data appropriately
Created clear visualizations
Analyzed findings with justice lens

Session 3¶

Developed specific action plan
Connected to Catholic teaching
Presented findings clearly

📎 Home Connection¶

"We completed an environmental science project! Ask your child: 'What environmental issue did you study?' 'What did your data show?' 'What action are you planning?' We connected this to Pope Francis's Laudato Si'. As a family, read part of this encyclical (available online) and discuss: What can your family do to care for our common home?"

Unit Version: 1.2 | Last Updated: 2025-12-05

✝️ Week 33: Easter Engineering¶

Lesson Overview¶


Grade Level	Grades 5-6
Duration	45 minutes
STREAM Focus	E (Engineering), S (Science), R (Religion)

Week 33: Easter Engineering¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Explore transformation in science (chemical, physical, biological) 2. Engineer devices that demonstrate transformation 3. Apply scientific principles to create meaningful projects 4. Connect scientific transformation to theological concepts

Faith Integration Objectives¶

Students will be able to: 1. Understand Resurrection as the ultimate transformation 2. Connect scientific transformation to spiritual transformation 3. Reflect on how Christ transforms our lives

Week 33: Easter Engineering¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Resurrection and New Creation — The Resurrection is the central event of Christianity. Jesus transformed death into life, despair into hope, sin into redemption. We too are called to transformation — becoming new creations in Christ.

Scripture Connection¶

"Therefore, if anyone is in Christ, the new creation has come: The old has gone, the new is here!" — 2 Corinthians 5:17

Saint Connection¶

St. Paul — The ultimate transformation story. From Saul the persecutor to Paul the apostle. Encountered Christ on the road to Damascus and was completely transformed. His letters share this message of transformation.

📚 Materials Needed¶

Materials for transformation demonstrations
Engineering supplies for projects
Chemical reaction materials (safe)
Electronics for programming light sequences (optional)
Art supplies

📝 Lesson Procedure (45 minutes)¶

Opening Prayer & Introduction (5 min)¶

Prayer: "Risen Lord, You transformed death into life. Transform us today — our minds through learning, our hearts through faith. Help us see resurrection and new life in Your creation. Amen."

Easter context:

"Easter celebrates TRANSFORMATION — the greatest transformation ever"
"Death → Life, Despair → Hope, Sin → Redemption"
"Today we explore transformation in science and connect it to our faith"

Transformation in Science (10 min)¶

Types of transformation:

Physical Transformation:

State changes: solid ↔ liquid ↔ gas
Same substance, different form
Example: Ice → Water → Steam

Chemical Transformation:

New substances created
Atoms rearrange
Example: Rust, burning, digestion

Biological Transformation:

Growth and development
Metamorphosis
Example: Caterpillar → Butterfly

Energy Transformation:

Energy changes form
Always conserved
Example: Chemical → kinetic → heat

Demonstration examples:

Baking soda + vinegar (chemical reaction)
Ice melting (state change)
Butterfly lifecycle images (metamorphosis)

Resurrection connection: "The caterpillar doesn't know what it will become. From inside the chrysalis, the transformation seems like death. But it emerges as something MORE beautiful, MORE capable. Resurrection!"

Engineering Challenge (25 min)¶

Choose a transformation project:

Option A: Light Sequence Programming Create a Scratch or Sphero program that demonstrates transformation:

Darkness → Dawn → Full Light
Winter → Spring imagery
"Death" colors → "Life" colors
Requires: Variables, timing, gradual change

Option B: Transformation Mechanism Build a mechanical device that transforms:

Input → different output
Could be: darkness/light, closed/open, down/up
Requires: Engineering design, moving parts

Option C: Chemical Transformation Display Create a demonstration of transformation:

Safe chemical reactions
Multiple stages of change
Clear visual transformation
Requires: Safety awareness, precise measurements

Option D: Artistic/Musical Transformation Create art or music that shows transformation:

Digital art showing progression
Musical piece from minor to major
Visual narrative of transformation
Requires: Artistic skill, technical medium

All projects must: 1. Demonstrate clear transformation 2. Include written reflection on Easter connection 3. Be prepared to present and explain

Work time with teacher support.

Presentation & Reflection (5 min)¶

Share projects:

What transformation did you create?
How does it connect to Easter?
What did you learn?

Final reflection questions:

"Where have YOU experienced transformation in your life?"
"Where do you want Christ to transform you?"
"How does transformation give you hope?"

Closing Prayer: "Lord Jesus, You are the God of transformation. You transform death to life, darkness to light, sin to redemption. Transform US. Make us new creations. Help us see Your resurrection power at work in our lives and in Your creation. He is risen! Amen."

✅ Assessment¶

Identified types of transformation in science
Created project demonstrating transformation
Connected scientific transformation to Easter themes
Reflected on personal transformation

📎 Home Connection¶

"We explored transformation in science connected to Easter! Ask your child: 'What types of transformation did you learn about?' 'What did you create?' 'How does your project connect to resurrection?' Discuss as a family: Where have you seen transformation in your lives? How does Christ transform us? He is risen indeed!"

Lesson Version: 1.0 | **

🎓 Week 34: STREAM Expo & Graduation¶

Lesson Overview¶


Grade Level	Grades 5-6
Duration	45 minutes (plus Expo time)
STREAM Focus	All Areas (Celebration)

Week 34: STREAM Expo & Graduation¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Present STREAM learning to authentic audience 2. Demonstrate technical and presentation skills 3. Reflect on year-long growth 4. Articulate future learning goals

Faith Integration Objectives¶

Students will be able to: 1. Express gratitude for STREAM journey 2. Recognize growth as gift from God 3. Commit to continued faith-reason integration 4. Celebrate as community

Week 34: STREAM Expo & Graduation¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Graduation and Sending Forth — The Mass ends with "Go forth" — a sending into the world. Our STREAM graduation sends students forth equipped with skills, knowledge, and the integration of faith and reason to make a difference.

Scripture Connection¶

"I am confident of this, that the one who began a good work in you will continue to complete it until the day of Christ Jesus." — Philippians 1:6

Saint Connection¶

St. John Paul II — Called young people to be "not afraid" and to go into the world with faith and reason together. He championed both science and faith, showing they work in harmony.

📚 Materials Needed¶

Expo display materials
Portfolio collections
Certificates
Photo documentation
Reflection journals
Celebration supplies

📝 Lesson Procedure (45 minutes + Expo)¶

Part 1: Preparation & Reflection (45-minute class)¶

Opening Prayer (3 min)¶

Prayer of St. Ignatius (adapted): "Lord, take and receive all my liberty, my memory, my understanding, and my entire will. You have given me all these gifts. To You, Lord, I return them. Everything is Yours. Use me for Your glory. Give me only Your love and Your grace — that is enough for me. Amen."

Celebration spirit:

"This is a day of JOY!"
"You've learned SO much this year"
"Today we celebrate and look forward"

Portfolio Completion (10 min)¶

Final portfolio reflection:

Write reflection on your STREAM year: 1. Most proud accomplishment: What work are you most proud of? 2. Biggest growth area: Where did you improve most? 3. Favorite project/lesson: What did you enjoy most? 4. Faith-reason integration: How did faith and science connect for you? 5. Challenge overcome: What was hard that you conquered? 6. Future goals: How will you continue STREAM learning?

Select portfolio highlights:

3-5 best works from the year
Variety across STREAM areas
Include reflection notes

Expo Preparation (15 min)¶

Prepare presentation/display:

Display options:

Portfolio highlights
Key project demonstrations
Interactive elements
Before/after documentation

Presentation elements:

What did you learn this year?
What's your best work?
How did faith and reason connect?
What advice for future students?

Practice:

2-3 minute presentation
Answer anticipated questions
Speak clearly and confidently

Graduation Reflection (12 min)¶

5^th-6^th grade reflection:

For 6^th graders (or those leaving):

"What will you take with you?"
"How will you continue integrating faith and reason?"
"What's your mission going forward?"

For 5^th graders (returning):

"How will you be leaders next year?"
"What do you want to accomplish?"
"How can you help younger students?"

Letter to future self: Write a letter to yourself 5 years from now:

What you learned in STREAM
Your hopes and goals
How faith and reason work together
What you commit to

Commissioning & Closing (5 min)¶

Commissioning for 6^th graders:

"You are being sent forth"
"You have skills and knowledge"
"You have faith and reason together"
"Go make a difference!"

Charge to all:

"Keep asking questions"
"Keep making things"
"Keep connecting faith and learning"
"Keep serving others with your gifts"

Closing Prayer: "Lord, thank You for this year of learning. Thank You for each student and their unique gifts. As they go forth, equip them to use STREAM for good. Help them never stop wondering, never stop creating, never stop believing. We send them forth in Your name. Amen."

Part 2: STREAM Expo (separate event time)¶

Expo Format¶

Stations/displays by students:

Each student has space for portfolio/project display
Interactive demonstrations welcome
Students present to visitors

Visitors:

Parents/families
Other classes
School leadership
Community guests

Expo Flow¶

Welcome & Prayer (5 min)
Brief program overview (5 min)
Open viewing/presentations (30-45 min)
Recognition ceremony (10 min)
Closing celebration (10 min)

Recognition¶

Award categories:

Growth awards
Innovation awards
Faith integration awards
Collaboration awards
Perseverance awards
Service awards

Every student recognized for something meaningful.

Closing Celebration¶

Photos
Refreshments
Informal fellowship
Gratitude expressions

✅ Assessment¶

Completed portfolio reflection
Prepared quality expo presentation
Demonstrated learning to visitors
Reflected on growth and future goals

📎 Home Connection¶

"We celebrated our STREAM year with an Expo and graduation! Thank you for supporting your child's STREAM learning this year. Ask your child to share their portfolio and reflections. Discuss: 'What was your favorite part of STREAM?' 'How did faith and science connect?' 'How will you continue exploring?' Keep encouraging curiosity, creativity, and the integration of faith and reason. The journey continues!"

End-of-Year Message to Students¶

Dear STREAM Engineers, Scientists, and Innovators:

You did it! You spent this year wondering, building, coding, testing, failing, trying again, and succeeding. You've learned that:

Faith and reason go together — Science and faith aren't enemies; they're partners in understanding truth.
Failure is part of learning — Every engineer fails. The good ones learn from failure.
Your gifts are for serving others — The best STREAM work helps people.
You are creative like God — You're made in the image of the Creator, and you can CREATE!

As you go forward:

Keep asking "Why?" and "How?" and "What if?"
Keep making things with your hands and mind
Keep connecting your learning to your faith
Keep using your gifts to serve others

You're ready. Go make a difference!

"The one who began a good work in you will continue to complete it." — Philippians 1:6

Congratulations, STREAM Graduate!

Lesson Version: 1.0 | **

Grades 5-6 Year B

Grades 5-6 Year B Lessons (Ages 10-12)¶

Year Overview¶

This is the Year B curriculum for Grades 5-6, designed to be used in alternating years with Year A. Year B covers the same STREAM skills and standards but through different contexts, projects, and saints. This ensures students in combined 5-6 classrooms don't repeat the same content in consecutive years.

Year B Themes¶

Biotechnology & Life Science (vs Year A's rocketry/physics)
Renewable Energy Engineering (vs Year A's bridge engineering)
App Development (vs Year A's animation/web design)
Biomimicry Design (vs Year A's robotics)
Social Entrepreneurship (vs Year A's general entrepreneurship)

Class Details¶

Duration: 45 minutes per session
Sessions: 34 weeks (follows school calendar)
Technology: Scratch, MIT App Inventor, Google Sites, 3D Design

📅 Year B Curriculum Map¶

First Semester¶

Week	Lesson	Focus	Saint/Theme
1	Welcome Innovators	Intro & Innovation Mindset	Catholic inventors
2-4	Biotechnology Basics	DNA, cells, biotech applications	St. Hildegard of Bingen
5-7	Renewable Energy Lab	Solar, wind, water power	Laudato Si'
8-10	Biomimicry Design	Nature-inspired engineering	St. Francis of Assisi
11	Thanksgiving Data	Statistics & gratitude	Data storytelling
12	Gifts of Service	Service engineering	St. Vincent de Paul
13	Advent Technology	Digital reflection	Preparation themes

Second Semester¶

Week	Lesson	Focus	Saint/Theme
14-18	App Development	MIT App Inventor	St. Isidore of Seville
19	New Year Vision	Goal setting & planning	Growth mindset
20-23	Social Entrepreneurship	Business for good	Catholic Social Teaching
24	Catholic Schools Week	Faith & learning celebration	Community
25-28	Health Technology	Medical innovations	St. Gianna Molla
29-31	Environmental Monitoring	Data & stewardship	Creation care
33	Easter Hope	Resurrection projects	New life in Christ
34	Year B Exhibition	Final showcase	Celebration

🎯 Year B Skills & Standards¶

Same Skills as Year A, Different Context¶

Skill	Year A Context	Year B Context
Engineering Design	Rockets & Bridges	Renewable Energy & Biomimicry
Coding/Programming	Animation & Web	App Development
Data Analysis	Physics Data	Life Science & Environmental Data
Entrepreneurship	General Innovation	Social Enterprise
Faith Integration	Various Saints	Different Saints

📂 File Index¶

Week01_Welcome_Innovators.md
Week02-04_Biotechnology.md
Week05-07_Renewable_Energy.md
Week08-10_Biomimicry.md
Week11_Thanksgiving_Data.md
Week12_Gifts_Service.md
Week13_Advent_Technology.md
Week14-18_App_Development.md
Week19_New_Year_Vision.md
Week20-23_Social_Entrepreneurship.md
Week24_Catholic_Schools.md
Week25-28_Health_Technology.md
Week29-31_Environmental_Monitoring.md
Week33_Easter_Hope.md
Week34_Exhibition.md

🔄 Year A/B Rotation¶

Year A → Year B → Year A → Year B...

Students in combined 5-6 classrooms experience:

Year 1: Year A curriculum
Year 2: Year B curriculum
Complete different projects each year
Learn same skills through varied contexts

📖 Resources¶

Main Lessons Index
Year A Curriculum
Lesson Plan Template
Faith Integration Guide

Curriculum Version: 1.0 — Year B | **

💡 Week 1: Welcome Innovators¶

Lesson Overview¶


Grade Level	Grades 5-6
Duration	45 minutes
Curriculum	Year B
STREAM Focus	All Areas (Introduction)

Week 1: Welcome Innovators¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Understand innovation mindset 2. Preview Year B curriculum themes 3. Establish collaborative norms 4. Connect innovation to problem-solving

Faith Integration Objectives¶

Students will be able to: 1. See innovation as using God-given creativity 2. Understand Catholic contributions to science 3. Commit to ethical innovation

Week 1: Welcome Innovators¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Innovation for Human Flourishing — God calls us to use our gifts to serve others. Catholic innovators throughout history have created solutions that improve lives while respecting human dignity. Our creativity is meant to serve the common good.

Scripture Connection¶

"For we are God's handiwork, created in Christ Jesus to do good works, which God prepared in advance for us to do." — Ephesians 2:10

Saint Connection¶

Catholic Innovators — The Church has a rich history of innovation:

Gregor Mendel — Father of genetics
Georges Lemaître — Proposed Big Bang theory
Sister Mary Kenneth Keller — First American woman PhD in computer science
St. Hildegard of Bingen — Medieval scientist, herbalist, musician

📚 Materials Needed¶

Innovation timeline/images
Year B curriculum preview
Design thinking posters
Innovation journals
Collaborative agreement materials

📝 Lesson Procedure (45 minutes)¶

Opening Prayer (2 min)¶

"Creator God, You gave us minds to think and hands to build! Thank You for the gift of creativity. Help us use our innovation skills to serve others and honor You. Bless all who use science and technology for good. Inspire us this year! Amen."

What is Innovation? (8 min)¶

Defining innovation:

Discussion:

What does "innovation" mean?
How is it different from "invention"?
Who are innovators you admire?

Key concepts:

Invention = Creating something new
Innovation = Improving how we do things
Both = Solving problems creatively

Innovation mindset:

See problems as opportunities
Learn from failure
Collaborate with others
Think about end users
Consider ethics and impact

Catholic Innovators (10 min)¶

Faith and innovation together:

Gregor Mendel (1822-1884)

Augustinian friar
"Father of Genetics"
Discovered heredity through pea plants
His monastery supported his research
Faith community enabled science!

Sr. Mary Kenneth Keller (1913-1985)

Sisters of Charity nun
First American woman with CS PhD
Helped develop BASIC programming
Founded computer science department
"The computer should be liberating"

Georges Lemaître (1894-1966)

Catholic priest and physicist
Proposed Big Bang theory
Showed faith and science unite
"There is no conflict between religion and science"

St. Hildegard of Bingen (1098-1179)

Benedictine abbess
Wrote about medicine, nature, music
Created her own scientific encyclopedia
Doctor of the Church

Discussion:

"Why did their faith support their science?"
"How can we follow their example?"

Year B Preview (10 min)¶

What's coming this year:

Major units:

🧬 Biotechnology — DNA, cells, life science applications
⚡ Renewable Energy — Solar, wind, sustainable power
🦎 Biomimicry — Learning design from nature
📱 App Development — Creating mobile applications
💼 Social Entrepreneurship — Business that serves others
🏥 Health Technology — Innovations that help people

Skills you'll develop:

Advanced coding (App Inventor)
Engineering design
Data analysis
Entrepreneurial thinking
Faith integration
Presentation skills

Questions:

What excites you most?
What do you want to learn?
How might you use these skills?

Innovation Norms (10 min)¶

Establishing our culture:

Design thinking principles: 1. Empathize — Understand others' needs 2. Define — Clarify the problem 3. Ideate — Brainstorm solutions 4. Prototype — Build quick versions 5. Test — Get feedback, improve

Lab agreements:

Risk-taking — It's okay to try and fail
Respect — All ideas deserve consideration
Responsibility — Use tools ethically
Collaboration — We're better together
Faith lens — Consider: Does this serve others?

Create class agreement:

Students contribute key principles
Post in classroom
All sign commitment

Innovation Journal Setup (3 min)¶

Create Year B journal:

First pages:

Title: "Year B Innovation Journal"
Name and date
"My innovation goals for this year..."
"I want to learn..."
"I hope to create..."

Closing (2 min)¶

Challenge: "This week, notice a problem in your daily life. Come back ready to share — it could become an innovation project!"

Closing Prayer: "Lord, thank You for the gift of innovation! Help us be like the Catholic scientists and inventors who used their gifts for good. Give us courage to try new things, wisdom to serve others, and humility to learn from failure. Bless our Year B journey! Amen."

📎 Home Connection¶

"We started Year B today, exploring innovation and Catholic scientists! Ask your child: 'What does innovation mean?' 'Which Catholic innovator was most interesting?' 'What do you want to create this year?' Discuss innovators your family admires and how they've helped others."

✅ Assessment¶

Articulated understanding of innovation
Engaged with Catholic innovator stories
Contributed to class agreements
Set up innovation journal

Lesson Version: 1.0 — Year B | **

🧬 Weeks 2-4: Biotechnology Basics¶

Unit Overview¶


Grade Level	Grades 5-6
Duration	3 sessions (45 min each)
Curriculum	Year B
STREAM Focus	S (Science), T (Technology), R (Religion)

Weeks 2-4: Biotechnology Basics¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Understand basic cell structure and function 2. Explain what DNA is and what it does 3. Explore biotechnology applications 4. Conduct simple life science experiments

Faith Integration Objectives¶

Students will be able to: 1. Marvel at the complexity of God's design in cells 2. Consider ethical implications of biotechnology 3. See biology as revealing God's wisdom

Weeks 2-4: Biotechnology Basics¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

The Sanctity of Life — As Catholics, we believe all life is sacred because it's created by God. Biotechnology can do great good (curing diseases, growing food) but must always respect the dignity of human life. Ethics matter!

Scripture Connection¶

"For you created my inmost being; you knit me together in my mother's womb. I praise you because I am fearfully and wonderfully made." — Psalm 139:13-14

Saint Connection¶

St. Hildegard of Bingen — This 12^th-century Benedictine abbess wrote extensively about natural science, medicine, and the human body. She saw understanding the body as understanding God's creation. She's now a Doctor of the Church!

📚 Materials Needed¶

Week 2 (Cells)¶

Cell diagrams
Microscopes (if available)
Cell model materials (Jello, candy, etc.)
Prepared slides or images

Week 3 (DNA)¶

DNA extraction materials (strawberries, soap, salt, alcohol)
DNA model materials (candy, toothpicks)
DNA images and videos

Week 4 (Biotechnology)¶

Case study materials
Debate preparation sheets
Ethics framework handout
Research materials

📝 Week 2 Procedure: Cells — Building Blocks of Life (45 minutes)¶

Opening Prayer (2 min)¶

"Creator God, You designed every cell in our bodies with incredible wisdom! Help us learn about these tiny building blocks of life. St. Hildegard, who studied Your creation, pray for us! Amen."

Introduction to Cells (10 min)¶

The fundamental unit of life:

Key concepts:

All living things are made of cells
Cells are microscopic — millions in a drop of blood!
Cells do everything: eat, grow, reproduce, die
Different cells have different jobs

Cell types:

Plant cells — Have cell wall, chloroplasts
Animal cells — No wall, can move
Bacteria — Simple, no nucleus

St. Hildegard connection:

Studied the body 900 years ago
Didn't have microscopes!
Still understood body's complexity
"The human body is a universe in itself"

Cell Structure (10 min)¶

Parts of a cell:

Organelles:

Cell membrane — Outer boundary (security guard)
Nucleus — Control center (brain)
Cytoplasm — Gel inside (filling)
Mitochondria — Power plants (batteries)
Ribosomes — Protein factories
Endoplasmic reticulum — Transport system
Golgi apparatus — Packaging center

Analogy: Cell as a city

Nucleus = City Hall
Mitochondria = Power plants
Membrane = City walls
Ribosomes = Factories

Cell Model Creation (20 min)¶

Build edible or craft cell model:

Option A: Jello Cell

Jello = cytoplasm
Large candy = nucleus
Small candies = other organelles
Gummy worms = ER
Sprinkles = ribosomes

Option B: Clay/Craft Model

Use modeling clay
Different colors for organelles
Label each part

Requirements:

Include all major organelles
Label each part
Explain function of each

While building:

"What's the most important organelle? Why?"
"What happens if mitochondria stop working?"
"How is a cell like a small factory?"

Faith Reflection (3 min)¶

Wonder and praise:

Discussion:

"Trillions of cells work together in your body RIGHT NOW"
"Each cell has its own 'job'"
"This complexity happened by chance? Or by design?"

Psalm 139: "I praise you because I am fearfully and wonderfully made."

Closing Prayer: "Thank You, God, for the incredible design of cells! Thank You for giving us minds to study Your creation. Help us appreciate how wonderfully made we are. Amen."

📝 Week 3 Procedure: DNA — The Code of Life (45 minutes)¶

Opening Prayer (2 min)¶

"Lord of all creation, You wrote the code of life in DNA! Help us understand this amazing molecule. May our learning lead us to praise You. Amen."

What is DNA? (10 min)¶

The instruction manual of life:

Key concepts:

DNA = Deoxyribonucleic Acid
Found in nucleus of every cell
Contains instructions for building you!
Shaped like a twisted ladder (double helix)

DNA facts:

If you unraveled DNA from one cell, it would be 6 feet long!
Your DNA is 99.9% identical to every other human
That 0.1% makes you unique!
DNA is a language with only 4 "letters": A, T, C, G

Father of genetics:

Gregor Mendel discovered heredity
Augustinian friar with faith and curiosity
Paved the way for DNA discovery

DNA Structure (8 min)¶

Understanding the double helix:

Components:

Sugar-phosphate backbone — The rails of the ladder
Bases — The rungs of the ladder
Adenine (A) pairs with Thymine (T)
Cytosine (C) pairs with Guanine (G)
Genes — Sections of DNA that code for traits

How it works:

DNA → RNA → Protein
Like recipe → instructions → dish
Different genes = different traits

DNA Extraction Lab (20 min)¶

Extract DNA from strawberries!

Materials:

Strawberry (frozen works well)
Dish soap
Salt
Cold isopropyl alcohol
Ziplock bag
Coffee filter
Clear cup

Procedure: 1. Mush strawberry in bag (break cells) 2. Add extraction mixture (soap breaks membranes, salt clumps DNA) 3. Filter through coffee filter 4. Add cold alcohol slowly 5. Watch DNA precipitate!

Observe:

DNA looks like white, stringy substance
That's ACTUAL DNA!
Same basic structure as human DNA

Discussion during lab:

"Why does soap help?"
"What makes DNA float in alcohol?"
"Is strawberry DNA the same as yours?"

Faith Connection (5 min)¶

The language of life:

Reflection:

"DNA is a CODE — codes come from intelligence"
"3 billion base pairs in human DNA"
"More information than encyclopedias"

Catholic teaching:

Science discovers HOW life works
Faith tells us WHO designed it
"In the beginning was the Word" — language, code, information

Closing Prayer: "Thank You, God, for writing the code of life! Thank You for the gift of our unique DNA. Help us use what we learn to serve others and honor You. Amen."

📝 Week 4 Procedure: Biotechnology Applications & Ethics (45 minutes)¶

Opening Prayer (2 min)¶

"Wise God, give us wisdom as we explore biotechnology! Help us use science responsibly and ethically. May we always respect the sanctity of life. Amen."

Biotechnology Overview (10 min)¶

Using living things for technology:

What is biotechnology?

Using cells, DNA, organisms for human benefit
Ancient: Bread, cheese, beer (yeast!)
Modern: Genetic engineering, medicine, agriculture

Applications:

Medicine — Insulin production, vaccines, gene therapy
Agriculture — Drought-resistant crops, pest resistance
Environment — Bacteria that clean oil spills
Industry — Enzymes in detergent

Catholic perspective:

Biotechnology can do great good
BUT must always respect human dignity
NOT everything possible is ethical
We ask: "Should we?" not just "Can we?"

Case Studies (15 min)¶

Examine real biotechnology applications:

Case 1: Golden Rice

Rice engineered with Vitamin A
Could prevent blindness in poor countries
Debate: GMO concerns vs. saving lives

Case 2: Gene Therapy

Fixing genetic diseases
Great potential for healing
Questions about "designer babies"

Case 3: CRISPR

Tool to edit DNA precisely
Could cure genetic diseases
Concerns about editing human embryos

For each case:

What's the technology?
What good could it do?
What concerns exist?
What would the Church say?

Catholic Ethics Framework (10 min)¶

Evaluating biotechnology:

Key principles: 1. Human dignity — Every person has inherent worth 2. Sanctity of life — Life is sacred from conception to death 3. Common good — Technology should serve everyone 4. Stewardship — We're caretakers, not owners 5. Justice — Benefits should be shared fairly

Questions to ask:

Does this respect human dignity?
Does this protect life?
Who benefits? Who might be harmed?
Are we playing God inappropriately?
What would Jesus do?

Church teaching:

Science is good and from God
But science needs ethics
Not everything possible is permissible
Human life is not a commodity

Position Statements (6 min)¶

Write your view:

Choose one biotechnology:

Golden Rice
Gene therapy
Cloning (animals, not humans)
Stem cell research

Write:

2-3 sentences explaining the technology
Your position on it
How Catholic ethics inform your view

Share with partner:

Can you see both sides?
What makes this complex?

Closing (2 min)¶

Synthesis:

Biotechnology is powerful
Power requires responsibility
Faith gives us an ethical framework
We can appreciate science AND have values

Closing Prayer: "God of wisdom, thank You for the power of biotechnology! Help us always use it wisely. Give us courage to stand for life and dignity even when it's hard. May we be scientists AND people of faith. St. Hildegard, pray for us! Amen."

📎 Home Connection¶

"We explored biotechnology — cells, DNA, and applications! Ask your child: 'What is DNA?' 'What biotechnologies did you discuss?' 'What ethical questions exist?' 'How does faith inform science ethics?' This is a great opportunity to discuss family values about science and life!"

✅ Assessment¶

Identified cell structures and functions
Conducted DNA extraction successfully
Analyzed biotechnology case studies
Applied Catholic ethics framework

Lesson Version: 1.0 — Year B | **

⚡ Weeks 5-7: Renewable Energy Lab¶

Unit Overview¶


Grade Level	Grades 5-6
Duration	3 sessions (45 min each)
Curriculum	Year B
STREAM Focus	S (Science), T (Tech), E (Engineering), R (Religion)

Weeks 5-7: Renewable Energy Lab¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Compare renewable and nonrenewable energy 2. Understand solar, wind, and hydro power 3. Build working energy devices 4. Analyze energy efficiency data

Faith Integration Objectives¶

Students will be able to: 1. Apply Laudato Si' principles 2. See energy stewardship as moral issue 3. Connect creation care to faith

Weeks 5-7: Renewable Energy Lab¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Laudato Si' — Pope Francis' encyclical calls us to care for our "common home." Moving to renewable energy is part of our moral responsibility to protect creation and ensure future generations can thrive.

Scripture Connection¶

"The earth is the Lord's, and everything in it, the world, and all who live in it." — Psalm 24:1

Faith Theme¶

Stewardship — We are not owners of the Earth but caretakers. How we use energy affects our neighbors (near and far) and future generations. Renewable energy is part of living justly.

📚 Materials Needed¶

Week 5 (Energy Basics)¶

Energy source images/videos
Renewable vs nonrenewable charts
Energy audit worksheets
Laudato Si' excerpts

Week 6 (Solar & Wind)¶

Small solar panels
Solar car kits or materials
Wind turbine materials (fans, cardboard, dowels)
Voltmeters/multimeters
Heat lamps

Week 7 (Design Challenge)¶

Various building materials
Motors, LEDs
Testing equipment
Presentation materials

📝 Week 5 Procedure: Energy Basics & Laudato Si' (45 minutes)¶

Opening Prayer (2 min)¶

"Lord, You filled the Earth with energy — in the sun, wind, and water! Help us learn to use Your gifts wisely. May we be good stewards of Your creation. Amen."

Energy Introduction (10 min)¶

What is energy?

Definition:

Energy = Ability to do work
Can't be created or destroyed, only transformed
Measured in joules, watts, kilowatt-hours

Energy sources:

Nonrenewable:

Coal, oil, natural gas
Nuclear (uranium)
Took millions of years to form
Will run out eventually
Often pollute

Renewable:

Solar — from the sun
Wind — from moving air
Hydro — from moving water
Geothermal — from Earth's heat
Biomass — from plants/organic matter
Replenish naturally
Generally cleaner

Laudato Si' Deep Dive (15 min)¶

Pope Francis on Energy:

Read excerpts:

"Climate change is a global problem with grave implications: environmental, social, economic, political and for the distribution of goods." (LS 25)

"There is an urgent need to develop policies so that... CO2 emissions can be drastically reduced... substituting renewable energy sources for fossil fuels." (LS 26)

"We must integrate questions of justice in debates on the environment, so as to hear both the cry of the earth and the cry of the poor." (LS 49)

Discussion:

Why does the Pope write about energy?
How is energy a MORAL issue?
Who suffers most from pollution?
How can renewable energy help the poor?

Key concepts:

Integral ecology — Everything is connected
Common good — Energy decisions affect everyone
Intergenerational justice — What about our grandchildren?
Preferential option for the poor — Who bears the burden?

Energy Audit (15 min)¶

Assess your energy use:

Think about your day:

Lights you used
Devices you charged
Transportation
Heating/cooling
Hot water

Calculate (estimates): | Activity | Energy Source | Renewable? | |----------|---------------|-----------| | Lights | | | | Computer | | | | Car/bus | | | | Heat | | |

Reflection questions:

Where does your electricity come from?
What percentage is renewable?
What could you change?

Closing (3 min)¶

Challenge: "Research your local energy mix. What percentage comes from renewable sources?"

Closing Prayer: "Lord, forgive us for times we've wasted Your gifts. Help us be better stewards. Give us wisdom to find sustainable solutions. May we care for creation AND for the poor who suffer from pollution. Amen."

📝 Week 6 Procedure: Solar & Wind Power (45 minutes)¶

Opening Prayer (2 min)¶

"God of sun and wind, You provide energy all around us! Help us learn to capture it wisely. Amen."

Solar Power (12 min)¶

Harnessing the sun:

How solar panels work:

Photovoltaic cells
Light hits silicon
Electrons move → electricity!
No moving parts, quiet, clean

Factors affecting output:

Angle to sun
Direct vs. indirect light
Temperature (cooler is better!)
Shade

Demonstration:

Show solar panel
Measure voltage in different conditions
Connect to small motor or LED

Data collection: | Condition | Voltage (V) | |-----------|-------------| | Direct sun | | | Shade | | | Angled | |

Wind Power (12 min)¶

Capturing moving air:

How wind turbines work:

Wind pushes blades
Blades spin
Generator converts motion to electricity
Bigger = more power

Factors affecting output:

Wind speed
Blade size and shape
Height of turbine

Build mini wind turbine:

Paper/cardboard blades
Attach to motor
Test with fan
Measure output

Data collection: | Blade Design | Output | |--------------|--------| | 3 blades | | | 4 blades | | | Wide blades | | | Narrow blades| |

Hydro Power Introduction (5 min)¶

Moving water:

Concept:

Water flows downhill
Turns turbines
Clean, reliable
But requires rivers/dams

Simple demo:

Water wheel concept
Show water turning wheel

Comparison Analysis (10 min)¶

Compare renewable sources:

Chart completion: | Source | Pros | Cons | Best For | |--------|------|------|----------| | Solar | | | | | Wind | | | | | Hydro | | | |

Discussion:

"Which is best for our region? Why?"
"Why might we need multiple sources?"
"What's stopping wider adoption?"

Closing (4 min)¶

Preview challenge: "Next week you'll design and build a renewable energy device!"

Journal reflection:

What surprised you about renewable energy?
What challenges exist?
How can faith motivate us to pursue clean energy?

Closing Prayer: "Thank You, God, for sun, wind, and water! Help us use Your renewable gifts wisely. Make us good stewards of the energy You provide. Amen."

📝 Week 7 Procedure: Energy Design Challenge (45 minutes)¶

Opening Prayer (2 min)¶

"Creative God, inspire our designs today! Help us build things that honor You and care for creation. Amen."

Challenge Introduction (5 min)¶

Design Challenge:

Create a working renewable energy device that could solve a real problem.

Options: 1. Solar-powered device (charger, light, fan) 2. Wind turbine for specific purpose 3. Hybrid system combining sources

Requirements:

Must use renewable energy source
Must solve an actual problem
Must include efficiency data
Must connect to Laudato Si'

Design Phase (10 min)¶

Engineering design worksheet:

Problem identification:

What problem are you solving?
Who faces this problem?
How does your device help?

Design specifications:

Energy source
Materials needed
Expected output
How you'll test efficiency

Sketch:

Labeled diagram
Parts list
Construction steps

Faith connection:

How does this honor creation?
Who benefits?
What Laudato Si' principle does this address?

Build Phase (20 min)¶

Construct your device:

Available materials:

Solar panels (small)
Motors, fans
LEDs, wires
Cardboard, wood, plastic
Tape, glue, connectors

Build process:

Follow your design
Test as you build
Adjust as needed
Record data

Teacher support:

Help with circuits
Troubleshoot connections
Encourage iteration

Testing & Data (5 min)¶

Test your device:

Measure:

Does it work?
How much power produced?
Efficiency compared to prediction?

Record:

Test conditions
Results
Improvements needed

Quick showcase:

Show your device
Explain the problem it solves
Share one thing you learned

Reflection:

"How did this experience connect to faith?"
"What would you improve?"
"How can we promote renewable energy?"

Closing Prayer: "Thank You, God, for the gift of creativity! Thank You for renewable energy that protects Your creation. Help us share what we've learned and make choices that care for our common home. May we be faithful stewards of the Earth You entrusted to us. Amen."

📎 Home Connection¶

"We explored renewable energy and built working devices! Ask your child: 'What renewable energy source did you use?' 'What problem does your device solve?' 'What does Laudato Si' say about energy?' Consider ways your family can reduce energy use or support renewable energy!"

✅ Assessment¶

Compared renewable and nonrenewable sources
Connected energy to Laudato Si' principles
Built working renewable energy device
Collected and analyzed efficiency data

Lesson Version: 1.0 — Year B | **

🦎 Weeks 8-10: Biomimicry Design¶

Unit Overview¶


Grade Level	Grades 5-6
Duration	3 sessions (45 min each)
Curriculum	Year B
STREAM Focus	S (Science), E (Engineering), R (Religion), A (Arts)

Weeks 8-10: Biomimicry Design¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Define biomimicry and identify examples 2. Analyze biological adaptations 3. Apply nature's designs to solve problems 4. Create biomimicry-inspired inventions

Faith Integration Objectives¶

Students will be able to: 1. See nature as God's design portfolio 2. Appreciate how studying creation reveals wisdom 3. Connect to St. Francis' love of nature

Weeks 8-10: Biomimicry Design¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Learning from Creation — When we study nature's designs, we're studying God's engineering. Every adaptation, every solution already exists in creation. Biomimicry is humbly learning from the Master Designer!

Scripture Connection¶

"But ask the animals, and they will teach you, or the birds in the sky, and they will tell you." — Job 12:7

Saint Connection¶

St. Francis of Assisi — Patron of ecology who called all creatures his brothers and sisters. He saw God's presence in all nature. His Canticle of Creation praises Brother Sun and Sister Moon. Francis teaches us to learn from and respect all life.

📚 Materials Needed¶

Week 8 (Introduction)¶

Biomimicry examples (images/videos)
Nature specimens or images
Research materials
Observation worksheets

Week 9 (Research)¶

Animal adaptation cards
Research stations
Design thinking materials
Journals

Week 10 (Design)¶

Prototyping materials (various)
Presentation supplies
Rubrics
Display materials

📝 Week 8 Procedure: Introduction to Biomimicry (45 minutes)¶

Opening Prayer (2 min)¶

"St. Francis, pray for us! Help us learn from our brothers and sisters in nature. Creator God, open our eyes to see Your wisdom in every creature. May we design with humility, learning from Your creation. Amen."

What is Biomimicry? (10 min)¶

Nature as teacher:

Definition:

Bio = life
Mimicry = imitation
Biomimicry = Learning from nature to solve human problems

Key concept: "Nature has 3.8 billion years of R&D. Why reinvent the wheel when creation already has solutions?"

St. Francis connection:

Saw all nature as family
Respected creatures' wisdom
Learned spiritual lessons from nature
"If you have men who will exclude any of God's creatures from the shelter of compassion and pity, you will have men who will deal likewise with their fellow men."

Amazing Biomimicry Examples (15 min)¶

Real-world applications:

1. Velcro (Burrs)

Inventor walked dog through field
Burrs stuck to dog's fur
Examined hooks under microscope
Created hook-and-loop fastener!

2. Bullet Train (Kingfisher)

Japanese train was loud entering tunnels
Engineer was birdwatcher
Kingfisher enters water silently
Copied beak shape → quieter, faster train!

3. Gecko Tape (Gecko feet)

Geckos walk on walls and ceilings
Tiny hairs create adhesion
Scientists copied → reusable adhesive!

4. Swimsuits (Shark skin)

Shark skin has tiny ridges
Reduces drag in water
Olympic swimsuits copied design

5. Self-cleaning surfaces (Lotus leaf)

Lotus leaves stay clean in muddy water
Microscopic bumps repel water and dirt
Copied for building materials, paints

Discussion:

"What's surprising about these examples?"
"Why didn't humans think of these first?"
"What does this tell us about nature's design?"

Nature Observation (15 min)¶

Looking for design inspiration:

Observation activity: Go outside OR use images/specimens

Observe and record:

Choose one plant or animal
Draw it carefully
List its special features
What problems does it solve?
What challenges does it overcome?

Guiding questions:

How does it protect itself?
How does it get food/water?
How does it move?
How does it survive extreme conditions?
What's unique about its structure?

Share observations:

What did you notice?
What adaptation impressed you?
What human problem might this inspire?

Closing (3 min)¶

Preview: "Next week we'll research specific adaptations and start designing our own biomimicry inventions!"

Journal prompt:

"What creature did you observe?"
"What problem does its adaptation solve?"
"What human problem might it address?"

Closing Prayer: "Thank You, Creator, for 3.8 billion years of design wisdom! Thank You for creatures that teach us. Help us be humble learners from Your creation. St. Francis, pray that we respect and learn from all our brothers and sisters in nature. Amen."

📝 Week 9 Procedure: Research & Design (45 minutes)¶

Opening Prayer (2 min)¶

"Lord of all creation, guide our research today! Help us discover Your wisdom in the designs of nature. May we create solutions that serve others. Amen."

Adaptation Research (20 min)¶

Deep dive into nature's solutions:

Research stations (groups rotate):

Station 1: Movement & Locomotion

How do dolphins swim efficiently?
How do birds fly with minimum energy?
How do snakes move without legs?
How do insects walk on water?

Station 2: Materials & Structures

How do spider webs combine strength and flexibility?
How do bones combine lightness and strength?
How do shells protect?
How do honeycombs maximize space?

Station 3: Thermal Regulation

How do polar bears stay warm?
How do elephants stay cool?
How do termite mounds regulate temperature?
How do desert animals manage heat?

Station 4: Water Management

How do cacti store water?
How do beetles collect water from fog?
How do mangroves filter salt?
How do lotus leaves repel water?

At each station:

Read information cards
Study images/videos
Record key adaptations
Brainstorm human applications

Problem Selection (10 min)¶

Choose your focus:

Human problems that could use nature's help:

Clean water access
Building efficiency
Transportation
Medical needs
Packaging/materials
Energy

Teams choose:

What problem interests you?
What natural adaptation might help?
What creature inspires your solution?

Design brief:

Problem we're solving:
Creature inspiration:
Adaptation we're copying:
Our solution concept:

Initial Design (10 min)¶

Sketch your biomimicry invention:

Design requirements:

Clearly identify biological inspiration
Explain the adaptation being mimicked
Show how it solves the human problem
Consider materials and construction

Design worksheet:

Sketch (3 views if helpful)
Label key features
Explain connection to nature
List materials needed

Closing (3 min)¶

Share concepts:

Quick pitch: Problem, creature, solution

Feedback:

What's strong?
What questions do you have?

Closing Prayer: "Thank You for inspiring ideas today! Help us develop them into real solutions. May our designs honor both creation and the people they serve. Amen."

📝 Week 10 Procedure: Build & Present (45 minutes)¶

Opening Prayer (2 min)¶

"Creative Spirit, guide our hands today! Help us build things that reflect Your wisdom in nature. May our presentations honor You. Amen."

Build Time (20 min)¶

Create your prototype:

Prototype requirements:

Visual representation of solution
Can be model, drawing, or digital
Must show connection to nature
Include explanation of how it works

Building options:

Physical model (cardboard, clay, found materials)
3D digital design (if tools available)
Detailed poster with diagrams
Working prototype (if simple enough)

While building:

Test if possible
Refine design
Prepare presentation notes
Practice explaining the nature connection

Presentation Preparation (5 min)¶

Structure your presentation:

Format (2-3 minutes each): 1. State the human problem 2. Introduce your creature inspiration 3. Explain the adaptation 4. Show your solution 5. Explain how it works 6. Connect to faith/creation care

Visual aids:

Show your prototype
Include creature images
Demonstrate if possible

Biomimicry Showcase (15 min)¶

Present to class:

Each team presents:

Follows format
Shows prototype
Answers questions

Audience:

Listen respectfully
Note creativity
Ask one question per presentation
Look for connections

Reflection & Awards (3 min)¶

Celebrate learning:

Recognition:

Most creative biomimicry
Best nature connection
Most practical solution
Best presentation
Best teamwork

Discussion:

"What did this unit teach you about nature?"
"How does biomimicry show God's design?"
"How might you use biomimicry thinking in the future?"

Final reflection: "Nature is God's design portfolio. Billions of years of perfected solutions surround us. As St. Francis knew, we have much to learn from our brothers and sisters in creation."

Closing Prayer: "Thank You, God, for the genius of Your creation! Thank You for creatures that teach us. Help us always approach nature with humility and respect. May we be good stewards who learn from and protect Your world. St. Francis, pray for us and for all creation! Amen."

📎 Home Connection¶

"We completed Biomimicry Design! Ask your child: 'What creature inspired your invention?' 'What problem does it solve?' 'What did you learn about nature's designs?' Take a nature walk together and look for design inspiration. What adaptations do you notice? How might they solve human problems?"

✅ Assessment¶

Identified biomimicry concept and examples
Researched specific biological adaptations
Designed nature-inspired solution
Presented with clear nature connection

Lesson Version: 1.0 — Year B | **

📊 Week 11: Thanksgiving Data¶

Lesson Overview¶


Grade Level	Grades 5-6
Duration	45 minutes
Curriculum	Year B
STREAM Focus	M (Math - Data Science), T (Technology), R (Religion)

Week 11: Thanksgiving Data¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Collect and analyze survey data 2. Create data visualizations 3. Tell stories with statistics 4. Use technology for data presentation

Faith Integration Objectives¶

Students will be able to: 1. Practice gratitude as spiritual discipline 2. See blessings through data lens 3. Share thanksgiving with others

Week 11: Thanksgiving Data¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Counting Blessings — When we quantify our blessings, we see God's generosity more clearly. Data science becomes a tool for gratitude, helping us recognize patterns of grace in our lives.

Scripture Connection¶

"Rejoice always, pray continually, give thanks in all circumstances." — 1 Thessalonians 5:16-18

Saint Connection¶

St. Ignatius of Loyola — Created the Daily Examen, a practice of reviewing each day to find God's presence. This systematic reflection is like spiritual data collection — noticing patterns of grace!

📚 Materials Needed¶

Survey tools (paper or Google Forms)
Computers/tablets for visualization
Graphing software or templates
Data analysis worksheets
Presentation materials

📝 Lesson Procedure (45 minutes)¶

Opening Prayer (2 min)¶

"Thank You, Lord, for more blessings than we can count! Help us use data to see Your generosity more clearly. St. Ignatius, teach us to notice God's presence in our daily lives. Amen."

The Examen & Data (8 min)¶

Spiritual data collection:

St. Ignatius' Daily Examen: 1. Become aware of God's presence 2. Review the day with gratitude 3. Pay attention to emotions 4. Choose one feature to pray about 5. Look forward to tomorrow

Discussion:

"How is this like data collection?"
"What patterns might you notice?"
"Why does Ignatius start with gratitude?"

Data thinking applied:

Systematic observation
Looking for patterns
Recording findings
Making meaning from data
Informing future decisions

Gratitude Data Collection (12 min)¶

Design and conduct survey:

Survey topics: 1. What are you most thankful for? (categories) 2. Who are you most thankful for? 3. What moment this week brought joy? 4. What blessing do you often take for granted? 5. Rate your overall gratitude today (1-10)

Survey process:

Create quick survey (paper or digital)
Everyone completes it
Collect responses
Compile class data

Data categories to track:

People (family, friends, teachers)
Things (home, food, possessions)
Experiences (events, memories)
Opportunities (school, activities)
Faith (God, church, sacraments)

Data Analysis (10 min)¶

Find patterns in gratitude:

Calculate:

Most common category of thanks
Average gratitude rating
Most mentioned specific blessing
Interesting outliers

Create visualizations:

Pie chart of gratitude categories
Bar graph of top blessings
Word cloud of responses (if tech available)

Analysis questions:

What does our class data reveal?
What patterns surprise you?
What do we take for granted?
How might data inform our prayer?

Data Storytelling (10 min)¶

Tell the story of gratitude:

Create infographic or presentation:

Class gratitude by the numbers
Visual representation of blessings
Key insights and patterns
Connection to faith

Include:

At least 2 visualizations
Key statistics
One faith insight
Call to action

Sharing:

Brief presentation to class
What does our data teach us?

Closing (3 min)¶

Personal application:

St. Ignatius challenge: "This week, try the Daily Examen. Before sleep, ask: 1. What am I grateful for today? 2. Where did I see God? 3. What challenged me? 4. What do I hope for tomorrow?"

Journal prompt:

Create your own gratitude data tracker
Commit to tracking for one week

Closing Prayer: "Thank You, God, for more blessings than we can count! Help us notice Your gifts every day. St. Ignatius, teach us the practice of daily gratitude. May we see patterns of grace in our lives and respond with joy. Bless our families this Thanksgiving season! Amen."

📎 Home Connection¶

"We used data science to explore gratitude today! Ask your child to share the class data visualizations. Try a family gratitude survey or the Daily Examen together. Research shows gratitude improves happiness — the saints knew this long before science!"

✅ Assessment¶

Designed and conducted survey
Analyzed data accurately
Created meaningful visualizations
Connected data to faith insights

Lesson Version: 1.0 — Year B | **

🎁 Week 12: Gifts of Service¶

Lesson Overview¶


Grade Level	Grades 5-6
Duration	45 minutes
Curriculum	Year B
STREAM Focus	E (Engineering), T (Tech), R (Religion), A (Arts)

Week 12: Gifts of Service¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Apply design thinking to service 2. Create solutions for real needs 3. Use technology to help others 4. Prototype service-oriented gifts

Faith Integration Objectives¶

Students will be able to: 1. Understand service as Christian calling 2. Connect giving to receiving Christ 3. Design with dignity in mind

Week 12: Gifts of Service¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Preferential Option for the Poor — Catholic Social Teaching calls us to prioritize those in need. When we design gifts that serve others, we use our talents as Jesus commanded — loving our neighbors.

Scripture Connection¶

"Truly I tell you, whatever you did for one of the least of these brothers and sisters of mine, you did for me." — Matthew 25:40

Saint Connection¶

St. Vincent de Paul — Patron of charitable organizations who dedicated his life to serving the poor. He organized systematic charity, not just individual acts. He saw Christ in every person he served.

📚 Materials Needed¶

Service partner information (who will receive gifts)
Design materials (various)
Technology tools as available
User needs documentation
Project planning sheets

📝 Lesson Procedure (45 minutes)¶

Opening Prayer (2 min)¶

"St. Vincent de Paul, pray for us! Lord, help us see Your face in those we serve. Guide our hands to create gifts that meet real needs. May our work honor both the givers and receivers. Amen."

Service & Design Thinking (8 min)¶

Using skills to serve:

St. Vincent de Paul's approach:

Saw needs systematically
Organized responses
Treated poor with dignity
"The poor are our masters"

Design thinking for service: 1. Empathize — Understand who we're serving 2. Define — Identify specific needs 3. Ideate — Brainstorm solutions 4. Prototype — Create quickly 5. Test — Get feedback

Key principle: "Design WITH people, not FOR people. Dignity means involvement."

Identify Service Recipients (5 min)¶

Who needs our help?

Possible partners:

Nursing home residents
Homeless shelter
Hospital patients
Refugee families
Younger students
Homebound elderly

Learn about recipients:

What challenges do they face?
What would make their day better?
What needs aren't being met?
How can we help with dignity?

Need Analysis (10 min)¶

Deep dive into needs:

For chosen recipient group:

Physical needs:

Comfort items
Practical tools
Accessibility aids

Emotional needs:

Connection items
Entertainment
Beauty and joy

Spiritual needs:

Prayer items
Encouraging messages
Reminders of God's love

Technology possibilities:

Could an app help?
Could a device assist?
Could we create something digital?

Choose focus:

What need resonates with your team?
What do you have skills to address?
What would make real difference?

Gift Design & Creation (15 min)¶

Design your service gift:

Options:

Tech-Enhanced:

Simple app for specific need
QR code linking to resources
Digital photo album
Recorded messages/music

Engineered Solutions:

Adaptive tools
Comfort items
Organization aids
Safety devices

Creative:

Activity kits
Personalized items
Care packages with purpose

Design process: 1. Sketch solution 2. List materials 3. Begin prototype 4. Plan completion

Quality standards:

Respects dignity
Meets real need
Made with care
Could be replicated

Present concepts:

What are you making?
Who is it for?
What need does it meet?
How does it show dignity?

Completion plan:

What do you need to finish?
When will gifts be delivered?
How will we know it helped?

Closing Prayer: "Lord, You taught us that whatever we do for the least, we do for You. Bless our gifts and those who receive them. Help us see Your face in everyone we serve. St. Vincent de Paul, inspire us to serve with both skill and love. May our work bring joy to others and glory to God. Amen."

📎 Home Connection¶

"We're creating service gifts using our STREAM skills! Ask your child: 'Who are you serving?' 'What need are you addressing?' 'How are you using your skills to help?' Consider family service opportunities during the giving season — St. Vincent de Paul reminds us to see Christ in those we serve!"

✅ Assessment¶

Applied design thinking to service
Identified real needs with dignity
Created thoughtful gift prototype
Connected service to faith

Lesson Version: 1.0 — Year B | **

🕯️ Week 13: Advent Technology¶

Lesson Overview¶


Grade Level	Grades 5-6
Duration	45 minutes
Curriculum	Year B
STREAM Focus	T (Technology), A (Arts), R (Religion)

Week 13: Advent Technology¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Use technology for spiritual purposes 2. Create digital Advent resources 3. Apply design skills to faith content 4. Reflect on technology use during sacred seasons

Faith Integration Objectives¶

Students will be able to: 1. Understand Advent as preparation 2. Use technology to deepen faith 3. Share faith digitally with others

Week 13: Advent Technology¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Technology for Good — Technology is a tool that can draw us closer to God or distract us from Him. During Advent, we're challenged to use technology intentionally — for reflection, connection, and preparation rather than mindless consumption.

Scripture Connection¶

"Prepare the way of the Lord, make straight his paths." — Mark 1:3

Theme Connection¶

Advent Themes: Hope, Peace, Joy, Love — one for each week of waiting. Technology can help us reflect on these themes and share them with others.

📚 Materials Needed¶

Computers/tablets
Digital design tools
Advent content resources
Project templates
Sharing platforms

📝 Lesson Procedure (45 minutes)¶

Opening Prayer (2 min)¶

"Come, Lord Jesus! Help us prepare our hearts for Your coming. May our technology use this Advent bring us closer to You, not further away. Light our path in this season of waiting. Amen."

Advent & Technology Reflection (8 min)¶

Sacred time and screens:

What is Advent?

4 weeks of preparation
Waiting and hoping
Spiritual inventory
Making room for Christ

Technology challenge:

Average person: 7+ hours screen time daily
How much is intentional vs. mindless?
Does our tech use prepare us for Christ?
Could we use tech FOR spiritual growth?

Discussion:

"How could technology help Advent preparation?"
"How might it distract from it?"
"What would intentional Advent tech use look like?"

Possibilities:

Daily reflection apps
Digital Advent calendars
Prayer reminders
Faith sharing posts
Online giving/service
Virtual connection with distant family

Digital Advent Project (30 min)¶

Create technology that serves Advent:

Project options:

Option A: Digital Advent Calendar

Create interactive calendar
Each day: Scripture, reflection, challenge
Could use slides, website, or app tools
Include four Advent themes

Option B: Advent Reflection App Concept

Design app mockup
Daily notifications with Scripture
Prayer journal feature
Gratitude tracker
Service challenge suggestions

Option C: Advent Video/Media

Short video about Advent meaning
Music and visuals for reflection
Could be shared with school or parish
Focus on hope, peace, joy, love

Option D: Technology Fast Plan + Alternative

Design a technology fast (screen time limits)
Create offline alternatives
Plan for intentional use only
Include reflection questions

Project requirements:

Clear Advent connection
Four weeks/themes addressed
Could be shared with others
High quality design

Work time:

Plan your project (5 min)
Create/build (20 min)
Refine and prepare to share (5 min)

Present projects:

Quick showcase of creations
How could these help Advent preparation?

Personal commitment: "This Advent, I will use technology intentionally by..."

One thing to reduce/eliminate
One way to use tech for faith
One way to connect with others

Closing Prayer: "Lord, as we wait for You this Advent, help us use our time and technology wisely. May every moment prepare us to welcome You. Help us find You in the quiet and share Your hope with others. Light the candle of hope in our hearts! Come, Lord Jesus! Amen."

📎 Home Connection¶

"We created digital Advent resources today! Ask your child to share what they made. Discuss family tech habits during Advent — could you do a tech-free evening each week? Use technology intentionally for faith? The four Advent themes are Hope, Peace, Joy, Love. How can your family embrace each one?"

✅ Assessment¶

Created quality digital Advent resource
Connected technology to spiritual purpose
Demonstrated understanding of Advent
Made personal commitment for season

Lesson Version: 1.0 — Year B | **

📱 Weeks 14-18: App Development¶

Unit Overview¶


Grade Level	Grades 5-6
Duration	5 sessions (45 min each)
Curriculum	Year B
STREAM Focus	T (Technology), M (Math - Logic), E (Engineering)

Weeks 14-18: App Development¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Use MIT App Inventor to create mobile apps 2. Apply programming logic and design 3. Develop user interface skills 4. Create an app that solves a real problem

Faith Integration Objectives¶

Students will be able to: 1. Create technology that serves others 2. Consider ethical app design 3. Use gifts for the common good

Weeks 14-18: App Development¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Technology for Human Flourishing — Apps can improve lives or waste time. As Catholic creators, we're called to develop technology that serves human dignity and the common good, not just entertainment or profit.

Scripture Connection¶

"Whatever you do, work at it with all your heart, as working for the Lord." — Colossians 3:23

Saint Connection¶

St. Isidore of Seville — Patron saint of the Internet! This 7^th-century bishop wrote encyclopedias to organize and share knowledge. He believed information should serve education and faith. He's the perfect patron for ethical app developers!

📚 Materials Needed¶

Computers with MIT App Inventor access
Android devices or emulator
App design worksheets
UI/UX templates
Project rubrics

📝 Week 14 Procedure: App Inventor Introduction (45 minutes)¶

Opening Prayer (2 min)¶

"St. Isidore of Seville, patron of the Internet, pray for us! Lord, help us learn to create technology that serves others. May our apps bring good into the world. Amen."

Why Build Apps? (8 min)¶

Apps that matter:

Discussion:

What apps do you use daily?
Which genuinely help you?
Which waste your time?
What app do you wish existed?

St. Isidore connection:

Organized knowledge for learning
Wanted information to serve people
Saw education as sacred
"The Internet's patron saint"

App developer calling:

Create solutions, not just distractions
Design for user wellbeing
Consider: Who benefits? Who might be harmed?
Build what you'd want your family to use

MIT App Inventor Introduction (15 min)¶

Platform overview:

What is App Inventor?

Free from MIT
Visual block-based coding
Creates real Android apps
Drag-and-drop interface

Two main areas: 1. Designer — Visual layout (how it looks) 2. Blocks — Programming logic (how it works)

Basic tutorial:

Create new project
Add components (buttons, labels, images)
Arrange on screen
Switch to blocks view
Connect events and actions

First app: "Hello World"

Add button
Add label
When button clicked → change label text
Test with emulator

Exploring Components (15 min)¶

What can apps do?

Component categories:

User Interface — Buttons, labels, text boxes
Media — Sound, camera, video
Sensors — GPS, accelerometer
Storage — Files, databases
Connectivity — Web, texting

Hands-on exploration:

Add different components
Test functionality
See possibilities

Brainstorm:

What kind of app could you make?
What problem could it solve?
Who would use it?

Closing (5 min)¶

Homework:

Think of 3 app ideas that could help someone
Consider: family, school, community, parish

Journal:

What did you learn today?
What excites you about app development?
What app would honor St. Isidore's vision?

Closing Prayer: "Thank You for the gift of creation, Lord! Help us use technology to serve, not distract. St. Isidore, guide us as we learn to build apps for good. Amen."

📝 Week 15 Procedure: App Design & Planning (45 minutes)¶

Opening Prayer (2 min)¶

"Lord, give us wisdom to design apps that truly help people. Guide our planning today. Amen."

Share homework ideas:

What ideas did you generate?
Who would each app help?
Is it possible to build?

Good app criteria:

Solves real problem
Has clear user
Is buildable in our time
Serves the common good

User-Centered Design (10 min)¶

Designing for people:

Key questions: 1. Who is your user? 2. What problem do they have? 3. How will your app help? 4. What features are essential? 5. What would delight them?

User persona: Create description of your target user:

Name, age, situation
Their challenge/need
How they'd use your app
What success looks like

Catholic lens:

Does this respect human dignity?
Does it serve or exploit?
Would Jesus approve of this app?

App Planning Document (20 min)¶

Complete design document:

1. App Overview

App name
Purpose (one sentence)
Target user
Problem being solved

2. Features List

Essential features (MVP)
Nice-to-have features
Future possibilities

3. Screen Designs

Sketch each screen
Show navigation between screens
Label all components

4. Technical Plan

What components needed?
What data to store?
What logic required?

5. Faith Connection

How does this serve others?
What values does it reflect?
How does it honor human dignity?

Closing (5 min)¶

Plan approval:

Teacher reviews plans
Feedback and refinement
Ready to build next week!

Closing Prayer: "Thank You for planning time, Lord! Help us build something meaningful. Amen."

📝 Week 16 Procedure: Building Core Features (45 minutes)¶

Opening Prayer (2 min)¶

"Creative Spirit, guide our coding today! Help us turn our plans into working apps. Amen."

Building Phase 1 (40 min)¶

Start building your app:

Today's goals:

Create all screens
Add basic components
Begin programming logic
Test frequently

Building tips:

Start simple, add complexity
Test each feature as you build
Save often!
Ask for help when stuck

Common patterns to use:

Navigation between screens:

When Button.Click
  open another screen screenName = "Screen2"

Storing data:

When Button.Click
  set TinyDB1.Tag to "UserName"
  call TinyDB1.StoreValue value = TextBox1.Text

Conditional logic:

If TextBox1.Text = ""
  then set Label1.Text to "Please enter something"
  else [proceed with action]

Teacher circulation:

Help debug
Suggest solutions
Keep projects on track
Encourage persistence

Progress Check (3 min)¶

Status update:

What's working?
What's challenging?
What do you need?

Closing Prayer: "Thank You for progress, Lord! Help us persevere through challenges. Amen."

📝 Week 17 Procedure: Advanced Features & Testing (45 minutes)¶

Opening Prayer (2 min)¶

"Lord, help us add features that make our apps truly useful. Guide our testing. Amen."

Continue Building (25 min)¶

Add advanced features:

Possible additions:

Multiple screens
Data storage
Sensors (if relevant)
Sound/media
Better UI design

Polish the interface:

Consistent colors
Clear labels
Intuitive navigation
Error handling

User Testing (15 min)¶

Test with classmates:

Process:

Partner up with someone NOT working on your app
Let them use it WITHOUT instruction
Watch what confuses them
Note what they struggle with
Get their honest feedback

Feedback form:

What worked well?
What was confusing?
What features would you add?
Would you use this app?

Iterate:

Based on feedback, what will you change?
Prioritize fixes
Make improvements

Closing (3 min)¶

Final push planning:

What must be done before showcase?
What would be nice to add?
Focus on essentials

Closing Prayer: "Thank You for testers who help us improve! Help us finish strong. Amen."

📝 Week 18 Procedure: App Showcase (45 minutes)¶

Opening Prayer (2 min)¶

"Lord, bless our presentations today! Help us share what we've created with joy and humility. St. Isidore, celebrate with us! Amen."

Final Preparations (10 min)¶

Last polish:

Fix any remaining bugs
Add finishing touches
Prepare presentation
Test one more time

Presentation outline: 1. App name and purpose 2. Who it helps and how 3. Demo the app 4. Technical highlights 5. Faith connection 6. What you learned

App Showcase (28 min)¶

Present apps:

Each team (4-5 min):

Present using outline
Live demo
Answer questions

Audience:

Try apps if possible
Ask questions
Give encouragement
Note what impresses you

Celebration & Reflection (5 min)¶

Awards:

Most Useful App
Best Design
Most Creative
Best Faith Integration
Perseverance Award

Reflection:

"What did you learn about app development?"
"How did you serve others through your app?"
"What would you do differently?"

Next steps:

Could your app be published?
Could it be improved over summer?
Who else might benefit?

Closing Prayer: "Thank You, God, for the gift of creation! Thank You for the ability to build apps that serve others. St. Isidore, thank you for inspiring us to use technology for good. Help us continue creating things that honor You and help our neighbors. May our apps bring good into the world! Amen."

📎 Home Connection¶

"We completed a 5-week app development project! Ask your child: 'What app did you create?' 'Who does it help?' 'What was hardest about building it?' 'What did you learn?' If they have an Android device, they might be able to show you their working app!"

✅ Assessment¶

Created functional app in App Inventor
Demonstrated user-centered design
Included meaningful features
Connected app purpose to faith values

Lesson Version: 1.0 — Year B | **

🎯 Week 19: New Year Vision¶

Lesson Overview¶


Grade Level	Grades 5-6
Duration	45 minutes
Curriculum	Year B
STREAM Focus	All Areas (Reflection & Planning)

Week 19: New Year Vision¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Analyze first semester learning 2. Set strategic goals for second semester 3. Create measurable action plans 4. Apply project management thinking

Faith Integration Objectives¶

Students will be able to: 1. Discern God's call in setting goals 2. Connect goals to purpose 3. Commit to growth with faith

Week 19: New Year Vision¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Vocation & Purpose — God has a plan for each of us. Setting goals isn't just about achievement — it's about discerning and pursuing God's call in our lives. We use our gifts to serve His purposes.

Scripture Connection¶

"For I know the plans I have for you," declares the Lord, "plans to prosper you and not to harm you, plans to give you hope and a future." — Jeremiah 29:11

Saint Connection¶

St. Ignatius of Loyola — Master of discernment, Ignatius created spiritual exercises to help people understand God's will. His approach combined prayer, reflection, and practical planning — faith and reason together!

📚 Materials Needed¶

First semester portfolios
Goal setting worksheets
Vision board materials (optional)
Planning templates
Journals

📝 Lesson Procedure (45 minutes)¶

Opening Prayer (2 min)¶

"Lord, You know the plans You have for us! Help us set goals that align with Your will. St. Ignatius, teach us to discern wisely. May our second semester bring growth that honors You. Amen."

First Semester Review (10 min)¶

Reflect on Year B so far:

Major units completed:

🧬 Biotechnology — cells, DNA, ethics
⚡ Renewable Energy — sustainability, Laudato Si'
🦎 Biomimicry — nature-inspired design
📱 App Development — creating for others

Personal reflection:

What am I proudest of?
Where did I struggle?
What surprised me?
How did I grow?

Skills inventory: Rate yourself 1-5:

Coding/programming
Engineering design
Data analysis
Presentation
Collaboration
Faith integration

Strategic Goal Setting (15 min)¶

Set SMART goals for second semester:

Ignatian discernment questions:

What brings me energy and joy?
Where do I sense God calling me?
What would serve others?
What would help me grow?

Goal categories:

1. Academic/Skills Goal

What STREAM skill do I want to develop?
How will I measure progress?
What steps will I take?

2. Character/Virtue Goal

What virtue do I want to strengthen?
How does this connect to my learning?
What practices will help?

3. Service/Impact Goal

How will I use my skills for others?
Who can I help?
What difference can I make?

For each goal:

Specific: What exactly?
Measurable: How will I know?
Achievable: Is this realistic?
Relevant: Why does it matter?
Time-bound: By when?

Vision Board/Plan (12 min)¶

Visualize your semester:

Option A: Vision Board

Images representing goals
Words/phrases of motivation
Scripture or saint inspiration
Visual reminder of purpose

Option B: Action Plan

Break each goal into steps
Set milestones
Identify resources needed
Plan for obstacles

Include:

First semester achievements (foundation)
Second semester goals (target)
Steps to get there (path)
Faith anchors (why it matters)

Accountability Partnership (4 min)¶

Share and commit:

Partner up:

Share one goal
Explain why it matters
Ask for accountability
Commit to check-ins

Partner role:

Encourage
Ask about progress
Celebrate wins
Support through struggles

Closing (2 min)¶

Second semester preview:

Social Entrepreneurship
Health Technology
Environmental Monitoring
Final Exhibition

Commitment: "I will pursue my goals with God's help and my community's support."

Closing Prayer: "Lord, thank You for plans and purposes! Help us pursue goals that align with Your will. Give us perseverance when it's hard and humility when we succeed. St. Ignatius, help us discern wisely and act boldly. Bless our second semester! Amen."

📎 Home Connection¶

"We set goals for second semester today! Ask your child: 'What goals did you set?' 'Why do those matter to you?' 'How can I support you?' Consider setting family goals together. St. Ignatius taught that good planning and prayer go together!"

✅ Assessment¶

Reflected meaningfully on first semester
Set SMART goals in multiple areas
Created visual/action plan
Connected goals to faith purpose

Lesson Version: 1.0 — Year B | **

Unit Overview¶


Grade Level	Grades 5-6
Duration	4 sessions (45 min each)
Curriculum	Year B
STREAM Focus	E (Engineering), T (Tech), M (Math), R (Religion)

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Identify social problems suitable for business solutions 2. Develop a social enterprise concept 3. Create business plans with social impact 4. Present and pitch social ventures

Faith Integration Objectives¶

Students will be able to: 1. Apply Catholic Social Teaching to business 2. See entrepreneurship as service 3. Balance profit and purpose

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Catholic Social Teaching — Business should serve the common good, not just profit. Key principles include human dignity, solidarity, subsidiarity, and the preferential option for the poor. Social entrepreneurs use business to advance these values.

Scripture Connection¶

"What good is it, my brothers and sisters, if someone claims to have faith but has no deeds?" — James 2:14

Saint Connection¶

Bl. Pier Giorgio Frassati — Young Italian who used his family's wealth to serve the poor. He gave away his possessions and organized charity work. He showed that resources are meant to be shared. "Charity is not enough; we need social reform."

📚 Materials Needed¶

Social problem cards
Business model canvas templates
Financial planning worksheets
Pitch presentation templates
Catholic Social Teaching summaries
Research materials

Opening Prayer (2 min)¶

"Lord, help us see the world's problems as opportunities to serve. Give us creative minds and compassionate hearts. Bl. Pier Giorgio, inspire us to use our gifts for others. Amen."

Business for good:

Definition: Social entrepreneurship = Using business strategies to solve social problems

Traditional business: Maximize profit Social enterprise: Maximize impact (sustainable profit enables mission)

Examples:

TOMS Shoes — Buy one, give one model
Warby Parker — Affordable glasses, vision care for poor
Grameen Bank — Microloans for the poor
Newman's Own — 100% profits to charity

Bl. Pier Giorgio connection:

Gave away bus fare, walked home
Organized groups to serve poor
Believed in structural change, not just charity
"Everything I own belongs to God"

Principles for business:

1. Human Dignity

Every person has inherent worth
Business should respect ALL stakeholders
Not just customers — workers, communities, environment

2. Common Good

Actions should benefit everyone
Not just shareholders
Consider society broadly

3. Solidarity

We are one human family
Rich and poor connected
Business bridges divides

4. Subsidiarity

Decisions made at lowest appropriate level
Empower local solutions
Support communities to solve own problems

5. Preferential Option for the Poor

Prioritize the vulnerable
Who is left out? Include them
Judge success by impact on poorest

Discussion:

"How do traditional businesses sometimes violate these?"
"How could business BE the solution?"

Finding problems worth solving:

Problem areas:

Poverty and hunger
Education access
Health disparities
Environmental degradation
Social isolation
Housing insecurity

Problem analysis worksheet:

What is the problem?
Who is affected?
What causes it?
What solutions exist?
What's missing?
Could business help?

Groups research:

Choose problem area
Understand scope
Identify affected population
Brainstorm business approaches

Closing (3 min)¶

Homework:

Research your problem more deeply
Find examples of social enterprises addressing it
Come with ideas for solutions

Closing Prayer: "Lord, open our eyes to see those in need. Give us wisdom to find solutions and courage to act. Bl. Pier Giorgio, pray for generous hearts! Amen."

📝 Week 21 Procedure: Business Model Development (45 minutes)¶

Opening Prayer (2 min)¶

"Lord, help us design businesses that serve Your people. Guide our creativity today. Amen."

Quick updates:

What did you learn about your problem?
What social enterprises address it?
What approaches seem promising?

Business Model Canvas (25 min)¶

Designing your social enterprise:

Business Model Canvas adapted for social enterprise:

1. Value Proposition

What problem do you solve?
What value do you create?
Social impact AND customer benefit

2. Customer Segments

Who pays for your product/service?
Who benefits from your impact?
(Sometimes different!)

3. Channels

How do you reach customers?
How do you deliver impact?

4. Customer Relationships

How do you connect with customers?
How do you build community?

5. Revenue Streams

How do you make money?
Sustainable model for continued impact

6. Key Resources

What do you need to operate?
Skills, materials, partners

7. Key Activities

What must you do well?
Core operations

8. Key Partners

Who helps you succeed?
Suppliers, nonprofits, government

9. Cost Structure

What does it cost to operate?
Keep costs low for more impact

10. Social Impact

What change do you create?
How do you measure it?

Teams complete canvas:

Fill in each section
Be specific
Consider feasibility

Financial Basics (8 min)¶

Simple economics:

Key concepts:

Revenue — Money coming in
Costs — Money going out
Profit — Revenue minus costs
Break-even — Costs equal revenue
Reinvestment — Profit used for mission

Simple projections:

How much can you charge?
How many customers?
What are costs?
What's left for impact?

Closing (2 min)¶

Next steps:

Refine business model
Research costs and pricing
Prepare to build prototype/presentation

Closing Prayer: "Thank You for creative ideas, Lord! Help us develop them into real solutions. Amen."

📝 Week 22 Procedure: Prototype & Impact Plan (45 minutes)¶

Opening Prayer (2 min)¶

"Lord, help us make our ideas real. Guide our hands and hearts. Amen."

Prototype Development (25 min)¶

Make it tangible:

Options:

Product sample/mockup
Website/app mockup
Marketing materials
Service demonstration
Video pitch concept

Requirements:

Show what customer receives
Demonstrate how impact happens
Be professional quality
Reflect your values

Create:

Build your prototype
Test with partners
Refine based on feedback

Impact Measurement (10 min)¶

How do you know you're making a difference?

Theory of change:

If we do X → then Y happens → leading to Z impact

Metrics to track:

Output — What you produce (meals served, items sold)
Outcome — Changes caused (hunger reduced, jobs created)
Impact — Long-term difference (community thriving)

Create impact plan:

What will you measure?
How will you collect data?
What's your goal for Year 1?
How will you report to stakeholders?

Pitch Preparation (6 min)¶

Getting ready to present:

Pitch structure: 1. Problem (30 sec) — What's broken? 2. Solution (30 sec) — Your approach 3. Business model (1 min) — How it works 4. Impact (30 sec) — Difference you make 5. Ask (30 sec) — What you need

Practice elements:

Clear, passionate delivery
Visual aids
Know your numbers
Answer questions

Closing (2 min)¶

Homework:

Perfect your pitch
Practice presenting
Prepare for questions

Closing Prayer: "Thank You for progress! Help us share our vision effectively. Amen."

📝 Week 23 Procedure: Pitch Day (45 minutes)¶

Opening Prayer (2 min)¶

"Lord, bless our presentations! Help us communicate our vision clearly. May our ideas inspire others to serve. Amen."

Final Preparation (5 min)¶

Last minute polish:

Review pitch
Check materials
Calm nerves
Support each other

Pitch Presentations (30 min)¶

Each team presents (5-6 min):

Pitch format: 1. Hook/Problem (30 sec) 2. Solution overview (30 sec) 3. How it works (1 min) 4. Business model (1 min) 5. Impact/CST connection (1 min) 6. Ask/Next steps (30 sec) 7. Q&A (1 min)

Audience role:

Listen actively
Note strengths
Ask thoughtful questions
Consider: Would you support this?

Evaluation criteria:

Problem clarity
Solution viability
Business sustainability
Social impact
Faith integration
Presentation quality

Feedback & Awards (6 min)¶

Recognition:

Most Innovative Solution
Greatest Social Impact
Best Business Model
Best Presentation
Most Aligned with CST
People's Choice

Constructive feedback:

Each team receives written feedback
Strengths to build on
Areas for improvement

Reflection (2 min)¶

Discussion:

"What did you learn about social entrepreneurship?"
"How does CST inform business?"
"Could your venture become real?"

Next steps:

Some ventures could enter competitions
Some could launch at school
All are learning experiences

Closing Prayer: "Thank You, Lord, for the gift of creativity for service! Thank You for teaching us that business can be ministry. Bl. Pier Giorgio, inspire us to always use our resources for others. Help us become entrepreneurs who build Your Kingdom. May our work bring justice, dignity, and hope! Amen."

📎 Home Connection¶

"We completed a Social Entrepreneurship unit! Ask your child: 'What social enterprise did you create?' 'What problem does it solve?' 'How does it make money AND make impact?' 'What Catholic Social Teaching does it reflect?' Discuss businesses your family supports — do they align with your values?"

✅ Assessment¶

Identified genuine social problem
Developed viable business model
Created prototype/presentation materials
Connected venture to Catholic Social Teaching

Lesson Version: 1.0 — Year B | **

🏫 Week 24: Catholic Schools Week¶

Lesson Overview¶


Grade Level	Grades 5-6
Duration	45 minutes
Curriculum	Year B
STREAM Focus	All Areas (Celebration & Service)

Week 24: Catholic Schools Week¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Apply STREAM skills to celebrate community 2. Create data-driven presentations 3. Lead activities for younger students 4. Document and share school achievements

Faith Integration Objectives¶

Students will be able to: 1. Articulate value of Catholic education 2. Serve as role models 3. Celebrate faith and learning together

Week 24: Catholic Schools Week¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Catholic Education — Catholic schools form the whole person — mind, body, and spirit. We don't just learn facts; we learn wisdom. We don't just gain skills; we grow in virtue. Faith and reason dance together!

Scripture Connection¶

"Train up a child in the way he should go; even when he is old he will not depart from it." — Proverbs 22:6

Theme Connection¶

CSW Theme: "Catholic Schools: United in Faith and Community" (Adjust based on current year's theme)

📚 Materials Needed¶

Service activity supplies
Presentation materials
Data collection tools
Celebration items
Mentoring activity supplies

📝 Lesson Procedure (45 minutes)¶

Opening Prayer (2 min)¶

"Thank You, Lord, for Catholic education! Thank You for schools where faith and learning unite. Bless our community this week. Help us be grateful and generous. Amen."

Catholic Schools Week Introduction (5 min)¶

Celebrating our school:

Why Catholic Schools Week?

Celebrate Catholic education nationwide
Recognize students, teachers, families
Share our mission with community
Give thanks for this gift

This year's theme:

Discuss meaning
How does our school show this?
How can we celebrate?

5^th-6^th grade role:

Leaders in our school
Examples for younger students
STREAM ambassadors
Community builders

Data Project: Our School Story (15 min)¶

Tell our school's story with data:

Collect and compile:

Years school has been open
Students served over time
Alumni achievements
Service hours per year
Faith activities

Create presentation:

Infographic about school
Key statistics
Powerful stories
Future vision

Skills application:

Data visualization (from Week 11)
Presentation design (from App unit)
Storytelling (throughout Year B)

Service to Younger Students (18 min)¶

Lead a STREAM activity for lower grades:

Options:

Option A: Science Demo

Prepare exciting demonstration
Explain in kid-friendly language
Connect to God's creation

Option B: Coding Buddies

Help younger students with ScratchJr
Patient teaching
Celebrate their creations

Option C: Engineering Challenge

Lead building challenge
Provide guidance
Encourage problem-solving

Option D: Faith-Science Connection

Share a story of Catholic scientist
Simple activity related to their work
Show faith and science unite

Preparation:

Plan activity
Gather materials
Practice explaining
Prepare for questions

If time permits, execute activity with buddy class

Reflection & Appreciation (5 min)¶

Express gratitude:

Write appreciation notes:

To a teacher who's helped you
To a staff member (custodian, secretary, etc.)
To a younger student you've mentored
To your family for choosing Catholic education

Share gratitude:

What are you thankful for about our school?
How has Catholic education shaped you?
What will you remember?

Closing Prayer: "Thank You, God, for the gift of Catholic education! Thank You for teachers who form our minds and hearts. Thank You for friends who journey with us. Thank You for faith that gives us purpose. Bless all Catholic schools! Help us be lights in our communities. May we always learn and love in Your name. Amen."

📎 Home Connection¶

"We celebrated Catholic Schools Week today! Ask your child: 'What data story did you help create about our school?' 'How did you serve younger students?' 'What are you thankful for about Catholic education?' Thank YOU for choosing Catholic education for your family!"

✅ Assessment¶

Created data presentation about school
Led or prepared service activity
Demonstrated leadership and gratitude
Articulated value of Catholic education

Lesson Version: 1.0 — Year B | **

🏥 Weeks 25-28: Health Technology¶

Unit Overview¶


Grade Level	Grades 5-6
Duration	4 sessions (45 min each)
Curriculum	Year B
STREAM Focus	S (Science), T (Technology), E (Engineering), R (Religion)

Weeks 25-28: Health Technology¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Understand how technology improves healthcare 2. Identify health challenges suitable for innovation 3. Design assistive or health technology 4. Consider accessibility in design

Faith Integration Objectives¶

Students will be able to: 1. See healthcare as service to human dignity 2. Apply Catholic ethics to medical technology 3. Design with compassion

Weeks 25-28: Health Technology¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Human Dignity in Healthcare — Every person deserves care and healing. Medical technology should serve human dignity, especially for the vulnerable. Catholic healthcare is the largest private health system in the US!

Scripture Connection¶

"He heals the brokenhearted and binds up their wounds." — Psalm 147:3

Saint Connection¶

St. Gianna Beretta Molla — Modern saint (1922-1962) who was a pediatrician. She combined medical science with deep faith, treating the whole person. She sacrificed her life for her unborn child, showing the sanctity of all life.

📚 Materials Needed¶

Week 25¶

Health technology examples
Medical innovation videos
Research materials
Ethics case studies

Week 26-27¶

Design materials
Prototyping supplies
3D design software (optional)
Sensors and electronics (optional)

Week 28¶

Presentation materials
Testing supplies
Feedback forms
Display materials

📝 Week 25 Procedure: Health Technology Overview (45 minutes)¶

Opening Prayer (2 min)¶

"Healing Lord, You cared for the sick and suffering! Help us learn to use technology for healing. St. Gianna, doctor and saint, pray for us as we explore medicine and technology. Amen."

Health Technology Revolution (12 min)¶

How technology transforms healthcare:

Categories of health tech:

Diagnostics — Finding problems (imaging, tests)
Treatment — Fixing problems (surgery robots, medicines)
Monitoring — Tracking health (wearables, sensors)
Assistive — Helping function (prosthetics, wheelchairs)
Communication — Connecting people (telemedicine)

Amazing examples:

3D printed organs and prosthetics
AI that diagnoses diseases
Apps that track mental health
Exoskeletons that help people walk
Cochlear implants that restore hearing

St. Gianna's approach:

Treated whole person, not just symptoms
Combined science with compassion
Saw Christ in every patient
"Medicine is a mission, not just a profession"

Health Challenges (10 min)¶

Problems worth solving:

Brainstorm health challenges:

Diabetes management
Medication reminders
Physical rehabilitation
Mental health support
Accessibility barriers
Chronic pain management
Elder care
Vision/hearing impairment

For each challenge:

Who is affected?
What makes it hard?
What technology exists?
What's still needed?

Catholic Healthcare Ethics (12 min)¶

Principles for health technology:

Key principles:

Dignity of every person — All life sacred
Care for the whole person — Body, mind, spirit
Preferential option for vulnerable — Serve those most in need
Do no harm — Technology shouldn't hurt
Informed consent — People choose their care
Access for all — Not just wealthy

Case study discussion:

Case: AI Diagnosis

AI can diagnose some diseases better than doctors
Should AI replace doctors?
What's gained? What's lost?
Catholic perspective?

Case: Expensive Technology

New treatments often cost millions
Who gets access?
How should limited resources be shared?
What does Catholic teaching say?

Challenge Introduction (8 min)¶

Design Challenge:

Create health technology that:

Addresses a real health challenge
Improves quality of life
Respects human dignity
Is accessible to those who need it

Process over next 3 weeks:

Week 26: Research and design
Week 27: Build prototype
Week 28: Present and demonstrate

Homework:

Identify health challenge to address
Research existing solutions
Interview someone affected (if possible)

Closing (1 min)¶

Closing Prayer: "Healing Jesus, help us use technology to bring Your healing to others. St. Gianna, inspire us to see medicine as mission. Amen."

📝 Week 26 Procedure: Research & Design (45 minutes)¶

Opening Prayer (2 min)¶

"Lord, guide our research and design. Help us create technology that truly helps. Amen."

Share findings:

What challenge did you choose?
Who is affected?
What solutions exist?
What gaps remain?

User-Centered Research (12 min)¶

Deep understanding of needs:

User empathy map:

What do they SAY about their challenge?
What do they THINK (worries, concerns)?
What do they FEEL (emotions)?
What do they DO (current behaviors)?
What do they NEED?

If possible, interview or survey:

Someone with the health challenge
Healthcare worker
Family member/caregiver

Key insight: "Design WITH people, not FOR people. The user is the expert on their own life."

Design Phase (18 min)¶

Create your health technology design:

Design document:

1. Problem Statement

Clear description of challenge
Who faces it
Current solutions and gaps

2. Our Solution

What we're creating
How it helps
Why it's better/different

3. User Interaction

How people use it
Step-by-step process
Accessibility considerations

4. Technical Design

How it works
Materials/components
Technology involved

5. Catholic Ethics Check

Respects dignity? ✓
Accessible? ✓
Does no harm? ✓
Serves vulnerable? ✓

Sketch multiple views:

Overall appearance
User interaction points
Key components

Closing (5 min)¶

Design review:

Partner feedback on designs
Refinements

Materials planning:

What do you need to build?
What's available?
Bring any special items

Closing Prayer: "Thank You for good ideas, Lord! Help us turn them into reality. Amen."

📝 Week 27 Procedure: Prototype Building (45 minutes)¶

Opening Prayer (2 min)¶

"Creative God, guide our hands as we build. Help us create something truly helpful. Amen."

Build Phase (35 min)¶

Create your prototype:

Prototype options:

Physical model (cardboard, 3D print, found materials)
Digital mockup (app screens, website)
Working prototype (with electronics if available)
Video demonstration concept

Building tips:

Start with basic function
Add details as time allows
Test as you build
Get feedback early

Quality standards:

Clearly shows how it works
Could be understood by users
Demonstrates key features
Reflects dignity and care

Teacher circulation:

Help with technical challenges
Ask design questions
Connect back to user needs
Encourage iteration

Testing & Feedback (6 min)¶

Peer testing:

Have partner use your prototype
Don't explain — watch them figure it out
Note confusion points
Get honest feedback

Feedback to collect:

What's clear?
What's confusing?
What would help the user?
What would you improve?

Closing (2 min)¶

Final preparations:

What needs finishing?
Prepare presentation
Practice demonstration

Closing Prayer: "Thank You for progress! Help us finish well and present clearly. Amen."

📝 Week 28 Procedure: Health Tech Showcase (45 minutes)¶

Opening Prayer (2 min)¶

"Lord, bless our presentations. May our work honor You and serve those in need. St. Gianna, celebrate with us! Amen."

Final Polish (5 min)¶

Last preparations:

Finish any details
Set up presentation
Prepare demonstration
Practice pitch

Health Technology Showcase (30 min)¶

Present your innovations:

Presentation format (5-6 min each): 1. Health challenge addressed 2. User needs and empathy 3. Your solution 4. Demo/show prototype 5. Catholic ethics connection 6. Impact and next steps 7. Q&A

Audience:

Ask questions
Consider: Would this help?
Note innovation and compassion
Provide constructive feedback

Evaluation & Awards (5 min)¶

Recognition:

Most Innovative Solution
Best User Research
Greatest Accessibility
Strongest Ethics Integration
Most Feasible
Best Presentation

Discussion:

"What did this unit teach you about healthcare?"
"How can technology serve human dignity?"
"What surprised you about health challenges?"

Reflection (3 min)¶

Looking forward:

Could your design become real?
What further development needed?
How might you pursue this interest?

Connection to future:

Healthcare careers
Biomedical engineering
Medical mission work
Health policy

Closing Prayer: "Thank You, God, for the gift of medicine and technology! Thank You for teaching us to care for the sick and suffering. St. Gianna, inspire us to see healthcare as sacred service. Help us always use technology to serve human dignity. May our work bring healing and hope to those who need it most. Bless all who work in healthcare! Amen."

📎 Home Connection¶

"We completed a Health Technology unit! Ask your child: 'What health challenge did you address?' 'What did you create?' 'How does Catholic ethics apply to healthcare?' Discuss healthcare in your family — what technologies have helped? How do faith and medicine connect?"

✅ Assessment¶

Researched health challenge thoroughly
Applied user-centered design
Created functional prototype
Demonstrated Catholic ethics integration

Lesson Version: 1.0 — Year B | **

🌍 Weeks 29-31: Environmental Monitoring¶

Unit Overview¶


Grade Level	Grades 5-6
Duration	3 sessions (45 min each)
Curriculum	Year B
STREAM Focus	S (Science), T (Technology), M (Math - Data), R (Religion)

Weeks 29-31: Environmental Monitoring¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Collect environmental data systematically 2. Use technology for environmental monitoring 3. Analyze data to identify patterns 4. Propose evidence-based solutions

Faith Integration Objectives¶

Students will be able to: 1. Apply Laudato Si' to environmental action 2. See data as tool for stewardship 3. Combine science and faith for creation care

Weeks 29-31: Environmental Monitoring¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Laudato Si' in Action — Pope Francis calls us to care for our common home. Environmental monitoring is how we understand the problems. Data becomes a tool for justice and stewardship.

Scripture Connection¶

"The Lord God took the man and put him in the Garden of Eden to work it and take care of it." — Genesis 2:15

Faith Theme¶

Stewardship through Science — Good stewards need good information. Environmental monitoring gives us the data to make wise decisions. Science serves creation care!

📚 Materials Needed¶

Week 29¶

Environmental sensors (if available)
Data collection templates
Mapping tools
Research materials
Laudato Si' excerpts

Week 30¶

Computers for data analysis
Graphing software
Statistical tools
Research databases

Week 31¶

Presentation materials
Action plan templates
Community connection resources

📝 Week 29 Procedure: Environmental Data Collection (45 minutes)¶

Opening Prayer (2 min)¶

"Creator God, help us care for Your creation! Give us wisdom to understand our environment and courage to protect it. May our data serve Your world. Amen."

Environmental Monitoring Introduction (10 min)¶

Why monitor the environment?

Key concept: "You can't manage what you don't measure."

What scientists monitor:

Air quality
Water quality
Temperature/climate
Biodiversity
Noise levels
Light pollution
Soil health

Why it matters:

Identify problems
Track changes over time
Measure impact of solutions
Provide evidence for action

Laudato Si' connection:

"Each year sees the disappearance of thousands of plant and animal species... The great majority become extinct for reasons related to human activity." (LS 33)

"We can't protect what we don't understand. Data is essential for stewardship!"

Choose Monitoring Focus (8 min)¶

Select environmental aspect:

Options:

School energy use
Local air quality
Water usage/quality
Waste generation
Biodiversity (species present)
Noise/light pollution
Green space

For each option:

What data can we collect?
What tools do we have?
How long should we monitor?
What might we discover?

Teams form around interests

Data Collection Planning (15 min)¶

Design monitoring protocol:

Protocol elements: 1. What are we measuring? 2. Where are we measuring? 3. When (frequency)? 4. How (methods/tools)? 5. Who collects data? 6. How do we record it?

Example protocols:

Energy Monitoring:

Read electrical meter daily
Record at same time
Note weather and events
Calculate usage patterns

Biodiversity Survey:

Define observation area
Set regular observation times
Use identification guides
Record species and counts

Water Quality:

Collect samples consistently
Test for pH, temperature, clarity
Note precipitation and runoff
Track over weeks

Waste Audit:

Weigh/sort trash daily
Categorize (recycle, compost, landfill)
Calculate averages
Identify reduction opportunities

Create data collection sheet:

Clear categories
Easy to complete
Includes date/time/collector
Space for notes

Begin Data Collection (8 min)¶

Start your monitoring:

Collect first data point
Test your protocol
Note any issues
Adjust as needed

Assign ongoing collection:

Who collects when?
Where is data stored?
How do we ensure consistency?

Closing (2 min)¶

Homework:

Collect data according to protocol
Continue through next week
Note observations and questions

Closing Prayer: "Thank You for the gift of Your creation, Lord! Help us be faithful stewards who understand and protect our environment. May our data lead to action. Amen."

📝 Week 30 Procedure: Data Analysis (45 minutes)¶

Opening Prayer (2 min)¶

"Lord, give us wisdom to understand our data. Help us see patterns that guide our stewardship. Amen."

Data Compilation (10 min)¶

Gather your data:

Compile:

Collect all recorded data
Enter into spreadsheet
Check for errors
Organize chronologically

Data cleaning:

Remove obvious errors
Note any gaps
Standardize format
Calculate any needed conversions

Data Analysis (20 min)¶

Find patterns and insights:

Analysis techniques:

Descriptive statistics:

Mean (average)
Range (high to low)
Trends over time

Visualizations:

Line graphs (change over time)
Bar graphs (comparisons)
Pie charts (proportions)
Maps (spatial patterns)

Questions to answer:

What patterns do you see?
Any surprising findings?
How does this compare to standards?
What might be causing patterns?

Create at least 2 visualizations:

Choose most meaningful data
Clear labels and titles
Accurate representation
Visual appeal

Research Context (8 min)¶

Compare to broader data:

Research:

How does our data compare to regional/national?
What are environmental standards?
What do experts say about our findings?
What solutions are recommended?

Connect to Laudato Si':

How does our data relate to Pope Francis' concerns?
What does Catholic teaching say about our findings?
What responsibility do we have?

Closing (5 min)¶

Prepare for action:

What does data suggest we should do?
Who needs to see this?
What solutions could we propose?

Next week:

Present findings
Propose action plans
Connect to community

Closing Prayer: "Thank You for insights from our data, Lord! Help us act on what we've learned. Amen."

📝 Week 31 Procedure: Action & Presentation (45 minutes)¶

Opening Prayer (2 min)¶

"Lord, help us move from knowledge to action! May our presentations inspire others to care for creation. Amen."

Action Plan Development (15 min)¶

Turn data into action:

Action plan components:

1. Summary of Findings

Key data points
Main patterns
Comparison to standards

2. Root Cause Analysis

Why is this happening?
What factors contribute?
What's within our control?

3. Recommended Actions

Short-term (this month)
Medium-term (this year)
Long-term (ongoing)

4. Implementation Plan

Who does what?
What resources needed?
How do we track progress?

5. Faith Connection

How does this honor creation?
What does Laudato Si' say?
How is this our responsibility?

Presentation Preparation (10 min)¶

Create presentation:

Include:

Problem overview
Data visualizations
Key findings
Catholic teaching connection
Action recommendations
Call to action for audience

Prepare for:

Questions
Challenges
Next steps

Presentations (15 min)¶

Share findings and proposals:

Each team presents (4-5 min):

Data summary
Key visualizations
Analysis and findings
Action recommendations
Faith connection

Audience:

Ask questions
Offer support
Commit to actions

Commitment & Closing (3 min)¶

Class commitment: "Based on our findings, we commit to..."

Individual commitments: Each student: "I will..."

Next steps:

Share with school administration?
Present to parish?
Implement recommendations?
Continue monitoring?

Closing Prayer: "Creator God, thank You for helping us understand Your creation better! Thank You for the gift of data that guides our stewardship. Help us act on what we've learned. May we be faithful caretakers of our common home. Give us courage to speak for creation and wisdom to make changes that matter. St. Francis, lover of creation, pray for us! Amen."

📎 Home Connection¶

"We completed Environmental Monitoring! Ask your child: 'What environmental data did you collect?' 'What did you discover?' 'What actions did you recommend?' 'How does this connect to Laudato Si'?' Consider family environmental actions — what can you measure and improve at home?"

✅ Assessment¶

Collected environmental data systematically
Analyzed data accurately
Created meaningful visualizations
Proposed evidence-based action plan

Lesson Version: 1.0 — Year B | **

🌷 Week 33: Easter Hope¶

Lesson Overview¶


Grade Level	Grades 5-6
Duration	45 minutes
Curriculum	Year B
STREAM Focus	All Areas (Faith Integration)

Week 33: Easter Hope¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Apply STREAM skills to Easter themes 2. Create projects representing transformation 3. Connect science to resurrection themes 4. Use technology to share hope

Faith Integration Objectives¶

Students will be able to: 1. Understand resurrection as transformation 2. See Easter hope in creation 3. Share faith through creativity

Week 33: Easter Hope¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

The Resurrection — Easter is the heart of our faith! Jesus conquered death, and all of creation echoes this triumph. Science reveals transformation everywhere — caterpillars to butterflies, seeds to plants, energy changing forms. All point to the ultimate transformation: resurrection!

Scripture Connection¶

"I am the resurrection and the life. The one who believes in me will live, even though they die." — John 11:25

Saint Connection¶

Mary Magdalene — First witness to the Resurrection. She came expecting death and found LIFE. She was commissioned to share the greatest news in history. We too are called to be Easter people who share hope!

📚 Materials Needed¶

Transformation project materials
Technology tools
Art supplies
Science demonstration materials
Presentation supplies

📝 Lesson Procedure (45 minutes)¶

Opening Prayer (3 min)¶

"Risen Lord Jesus, You conquered death and brought us life! Fill us with Easter hope today. Help us see transformation everywhere in Your creation. Mary Magdalene, help us share the Good News with joy! Alleluia! Christ is risen! He is risen indeed! Amen."

Transformation in Science & Faith (12 min)¶

Where science meets resurrection:

Scientific transformations:

🦋 Metamorphosis — Caterpillar completely dissolves and reforms as butterfly
🌱 Germination — Seed "dies" to become plant
💧 Phase changes — Same substance, different forms
⚡ Energy conversion — One form becomes another
🧬 Cellular renewal — Your body constantly renews itself

Connection to Easter:

"All these transformations echo the greatest transformation"
"Jesus didn't just resuscitate — He was TRANSFORMED"
"Resurrection body: same Jesus, glorified form"
"We too will be transformed!"

Mary Magdalene's transformation:

Grieving → Rejoicing
Hopeless → Commissioned
Confused → Enlightened
"She didn't recognize Him at first — transformation!"

Discussion:

"How does scientific transformation point to resurrection?"
"What transformations have you experienced?"
"How is Easter hope different from other hope?"

Transformation Project (25 min)¶

Create something that represents resurrection/transformation:

Option A: Science Demonstration Create a demonstration showing transformation:

Butterfly life cycle model with tech component
Chemical reaction showing change
Energy transformation display
Plant growth time-lapse concept

Option B: Digital Hope Project Use technology to share Easter hope:

Short video about resurrection
Digital art showing transformation
App concept for daily Easter reflection
Podcast episode on hope

Option C: Engineering Transformation Design something that transforms:

Kinetic sculpture that changes form
Before/after display
Mechanical butterfly or flower
Light-activated transformation

Option D: Data-Driven Hope Research and visualize:

Data on what brings people hope
Stories of transformation in community
Environmental renewal examples
Personal growth metrics

Project requirements:

Clear transformation theme
Connection to Easter/resurrection
Quality creation
Shareable with others

Work time:

Plan project (5 min)
Create (15 min)
Prepare to share (5 min)

Share creations:

Quick showcase of projects
Explain transformation connection
How does this represent Easter hope?

Easter commissioning: Like Mary Magdalene, we are sent to share hope!

"Who needs Easter hope in your life?"
"How will you share it?"

Closing Prayer: "Alleluia! Christ is risen! He is risen indeed! Lord Jesus, Your resurrection changes everything! Thank You for transforming death into life, sorrow into joy, despair into hope. Help us see transformation all around us — in nature, in science, in our own lives. Make us Easter people who radiate hope to a world that needs it. Commission us, like Mary Magdalene, to run and tell others the Good News: You are alive! Death is defeated! Love wins! Alleluia! Amen."

📎 Home Connection¶

"We explored Easter themes through STREAM! Ask your child: 'What transformation project did you create?' 'How does science point to resurrection?' 'What Easter hope will you share?' Celebrate Easter as a family, looking for signs of transformation and new life all around you. Christ is risen — Alleluia!"

✅ Assessment¶

Created transformation-themed project
Connected science to resurrection
Demonstrated Easter hope understanding
Prepared to share faith with others

Lesson Version: 1.0 — Year B | **

🎉 Week 34: Year B Exhibition¶

Lesson Overview¶


Grade Level	Grades 5-6
Duration	45 minutes
Curriculum	Year B
STREAM Focus	All Areas (Celebration)

Week 34: Year B Exhibition¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. Curate portfolio of Year B work 2. Present achievements professionally 3. Reflect on growth and learning 4. Demonstrate skills developed

Faith Integration Objectives¶

Students will be able to: 1. Give thanks for learning opportunities 2. Recognize God's presence throughout year 3. Celebrate as faith community

Week 34: Year B Exhibition¶

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

Celebration & Gratitude — We conclude Year B giving thanks to God for curious minds, dedicated teachers, and opportunities to explore His creation. We celebrate growth in both knowledge and faith!

Scripture Connection¶

"I thank my God every time I remember you... being confident of this, that he who began a good work in you will carry it on to completion." — Philippians 1:3, 6

Saint Connection¶

All Year B Saints! — St. Hildegard, St. Francis, St. Isidore of Seville, St. Gianna, St. Vincent de Paul, and many more showed us how faith and learning unite. We stand on the shoulders of giants!

📚 Materials Needed¶

Student portfolios
Display materials
Certificates/awards
Celebration supplies
Reflection sheets
Photography equipment

📝 Lesson Procedure (45 minutes)¶

Opening Prayer (2 min)¶

"Thank You, God, for Year B! Thank You for biotechnology, renewable energy, biomimicry, apps, social enterprises, health technology, and environmental monitoring. Thank You for the saints who inspired us and the skills we developed. We are grateful! Amen."

Year B Journey (10 min)¶

Review our year:

First Semester:

🧬 Biotechnology — "What did you learn about cells and DNA?"
⚡ Renewable Energy — "How did Laudato Si' inspire you?"
🦎 Biomimicry — "What nature design impressed you most?"
📱 App Development — "What app did you create?"

Second Semester:

💼 Social Entrepreneurship — "What business did you design?"
🏥 Health Technology — "What health challenge did you address?"
🌍 Environmental Monitoring — "What data did you collect?"

Faith connections:

Which saint inspired you most?
How did faith shape your projects?
How did STREAM deepen your faith?

Growth reflection:

"What could you do now that you couldn't do in September?"
"How have you changed?"
"What are you most proud of?"

Portfolio Curation (12 min)¶

Select your best work:

Choose 3-5 pieces representing:

Your best project
Your greatest growth
Your favorite memory
Your faith integration
Something that challenged you

For each piece:

Why did you choose it?
What does it show about your learning?
What would you do differently now?

Create exhibition display:

Arrange work attractively
Add brief explanations
Include your reflection

Exhibition Showcase (15 min)¶

Gallery walk and presentations:

Part 1: Gallery Walk (8 min)

Set up displays
Walk around viewing others' work
Leave sticky note compliments/comments
Notice growth and creativity

Part 2: Spotlight Presentations (7 min)

Select students share highlights
Brief presentations of key projects
Celebrate standout achievements

Awards & Recognition (4 min)¶

Celebrate everyone:

Category awards:

Innovation Excellence
Outstanding Faith Integration
Service & Impact Award
Perseverance Champion
Collaboration Star
Leadership Award
Creative Problem-Solver
Best Portfolio

Class achievements:

Total apps created
Total social enterprises designed
Environmental data collected
Service hours contributed
Skills developed

Looking Forward (2 min)¶

What comes next:

For rising 7^th graders:

Take these skills to middle school
Continue exploring interests
Remember faith-reason integration
Stay curious!

For returning 6^th graders:

Year A awaits with new challenges!
Different projects, same growth
Build on what you've learned

Summer challenge:

Keep creating
Keep serving
Keep questioning
Keep praying

Closing Prayer: "Thank You, God, for this amazing Year B! Thank You for every cell, every solar panel, every app, every business plan, every health innovation, and every data point. Thank You for teaching us that faith and science work together. Thank You for saints who inspire us and teachers who guide us. Thank You for classmates who learned alongside us.

As we end this year, we're grateful for growth in knowledge and in faith. Help us use everything we've learned to serve You and serve others. Wherever we go next, may we always be people who wonder, create, and believe.

St. Hildegard, St. Francis, St. Isidore, St. Gianna — all you holy men and women who showed us faith and reason unite — pray for us!

We are STREAM students! We explore God's world with curious minds and faithful hearts!

Amen!"

Year B Accomplishments Summary¶

Your child explored:

🧬 Biotechnology: Cells, DNA, biotech ethics
⚡ Renewable Energy: Solar, wind, Laudato Si'
🦎 Biomimicry: Nature-inspired design
📱 App Development: MIT App Inventor
💼 Social Entrepreneurship: Business for good
🏥 Health Technology: Medical innovation
🌍 Environmental Monitoring: Data for stewardship

STREAM skills mastered:

Advanced coding and app creation
Engineering design process
Data collection and analysis
Business model development
User-centered design
Ethical reasoning
Faith integration throughout

Congratulations on completing Year B!

📎 Home Connection¶

"We celebrated Year B today! What an incredible year of learning and growth! Ask your child to share their portfolio and tell you about their favorite projects. Thank you for supporting Catholic STREAM education. Keep exploring, keep creating, keep believing!"

✅ Assessment¶

Curated quality portfolio
Reflected meaningfully on growth
Participated in celebration
Expressed gratitude

Lesson Version: 1.0 — Year B | **

Bi-Weekly Lessons

📅 Bi-Weekly C-STREAM Curriculum¶

17 Sessions for Every-Other-Week Scheduling

This folder contains condensed C-STREAM curricula for schools that have STREAM class every other week instead of weekly. Each bi-weekly curriculum covers the same essential skills, concepts, and faith integration as the weekly version, but condensed into 17 sessions.

📂 Bi-Weekly Grade Folders¶

Kindergarten (25-minute sessions)¶

Curriculum	Sessions	Folder
Standard	17	Kindergarten

Grades 1-2 (30-minute sessions)¶

Year	Sessions	Folder
Year A	17	Grades_1-2_YearA
Year B	17	Grades_1-2_YearB

Grades 3-4 (40-minute sessions)¶

Year	Sessions	Folder
Year A	17	Grades_3-4_YearA
Year B	17	Grades_3-4_YearB

Grades 5-6 (45-minute sessions)¶

Year	Sessions	Folder
Year A	17	Grades_5-6_YearA
Year B	17	Grades_5-6_YearB

🔄 Session Numbering System¶

Bi-weekly lessons use Session numbers instead of week numbers:

Session	Approximate Calendar Timing
Session 01	Early September
Session 02	Late September
Session 03	Early October
Session 04	Mid October
Session 05	Late October
Session 06	Early November
Session 07	Mid November
Session 08	Early December
Session 09	Mid January
Session 10	Late January
Session 11	Mid February
Session 12	Early March
Session 13	Late March
Session 14	Early April
Session 15	Late April
Session 16	Early May
Session 17	Late May

📋 How Content is Condensed¶

Multi-Week Projects¶

In the weekly curriculum, multi-week projects span 2-4 weeks. In the bi-weekly version:

2-week projects → Single extended session
3-4 week projects → Two sessions with clear continuation

Long-Arc Projects¶

Major engineering challenges that span 5-8 weeks in weekly curriculum:

Condensed to 2-3 sessions with streamlined scope
Focus on essential design-build-test-reflect cycles
Some optional extensions available for enrichment

Faith Integration¶

All Catholic identity elements preserved:

Saint connections
Scripture readings
Prayer moments
Service applications
Wonder and gratitude reflection

🗓️ Bi-Weekly Year Overview¶

Fall Sessions (Sessions 1-6)¶

Sessions 1-2: Welcome & Wonder, establishing routines
Sessions 3-5: Building & Engineering focus
Sessions 6: Thanksgiving gratitude and giving

Winter Sessions (Sessions 7-10)¶

Session 7: Advent light and wonder
Session 8: Catholic Schools Week (late January)
Sessions 9-10: New Year exploration and winter engineering

Spring Sessions (Sessions 11-17)¶

Sessions 11-12: Lenten life and growth
Sessions 13-14: Easter resurrection and renewal
Sessions 15-16: Application and service projects
Session 17: Year-end celebration and exhibition

💡 Tips for Bi-Weekly Implementation¶

Maintaining Momentum¶

Send home Wonder Journals for continued exploration between sessions
Use Family Connection activities to extend learning
Post "What We're Discovering" updates in classroom

Maximizing Session Time¶

Prepare materials in advance (everything ready at stations)
Use consistent opening/closing rituals
Train student helpers for distribution/cleanup

Documentation¶

Take photos each session for continuity
Keep class portfolio visible between sessions
Reference previous discoveries when starting new sessions

Resource	Description
📅 Year Planner	Full-year planning guide
📬 Parent Sheets	Bi-weekly family communications
🆘 Sub Plans	Emergency backup activities
📦 CSCOE Library	Material checkout guide

Bi-Weekly C-STREAM — Same great content, flexible scheduling

Kindergarten

🌟 Kindergarten Bi-Weekly C-STREAM¶

17 Sessions | 25 Minutes Each | Every Other Week

This folder contains the condensed Kindergarten C-STREAM curriculum for schools with bi-weekly STREAM classes. Each session combines the best elements from the weekly curriculum while maintaining faith integration and hands-on exploration.

📋 Session Overview¶

Session	Title	Theme	Key Activity
Session 01	Welcome to Wonder	Introduction	Wonder Walk & Five Senses
Session 02	God's Amazing World	Creation	Nature exploration
Session 03	Building Basics	Engineering	Block towers
Session 04	Colors & Light	Science	Light exploration
Session 05	Simple Machines	Engineering	Ramps & rolling
Session 06	Thanksgiving Wonder	Gratitude	Thankful collage
Session 07	Advent Light	Wonder	Star & light activities
Session 08	Winter Science	Seasons	Ice & snow exploration
Session 09	Our Catholic School	Community	School celebration
Session 10	Weather Wonder	Science	Weather observation
Session 11	Growing Things	Life Science	Planting seeds
Session 12	Animal Homes	Engineering	Habitat building
Session 13	Easter New Life	Renewal	Butterfly life cycle
Session 14	Sound & Music	Arts	Making instruments
Session 15	Helping Others	Service	Kindness project
Session 16	Water Wonder	Science	Sink/float exploration
Session 17	Year Celebration	Exhibition	Portfolio sharing

🎯 Learning Goals¶

By the end of the year, Kindergarten students will:

✅ Approach the world with wonder and curiosity
✅ Use their five senses to explore God's creation
✅ Build simple structures and test designs
✅ Understand that faith and discovery go together
✅ Show kindness and care for others and creation
✅ Share what they've learned with others

🛠️ Materials Used Throughout Year¶

From CSCOE Library¶

KEVA Planks
Pattern Blocks
Simple Machines Kit
Magnifying glasses
Color mixing supplies

Classroom Supplies¶

Construction paper
Craft sticks
Playdough
Crayons/markers
Nature items (leaves, rocks, etc.)

👨‍👩‍👧 Family Connection¶

Each session includes a "Wonder at Home" activity families can do together. Consider:

Sending home a bi-weekly Wonder Journal page
Creating a classroom photo book families can check out
Hosting a Family Wonder Night in spring

Kindergarten Bi-Weekly C-STREAM — Where wonder meets discovery!

Session 01: Welcome to Wonder¶

Overview¶

Grade: Kindergarten | Duration: 25 minutes | Session: 1 of 17

Welcome to C-STREAM! This opening session introduces students to the wonder of exploring God's amazing world through their senses.

Session 01: Welcome to Wonder¶

Learning Objectives¶

By the end of this session, students will:

Understand that C-STREAM is about discovering God's world
Use their five senses to notice things around them
Practice the "I wonder..." phrase
Feel excited about being explorers

Materials Needed¶

📦 Magnifying glasses (1 per pair)
🎨 Wonder Journal (paper folded in half)
🖍️ Crayons
🌿 Nature items: pinecone, leaf, rock, flower (or pictures)
⭐ "I Wonder" poster

Catholic Integration¶

Saint Connection¶

St. Francis of Assisi — He loved all of God's creation and saw wonder in every creature!

Scripture¶

"God saw all that he had made, and it was very good." — Genesis 1:31

Opening Prayer¶

Dear God, thank you for giving us eyes to see, ears to hear, hands to touch, a nose to smell, and a tongue to taste. Help us notice the wonderful world you made. Amen.

Lesson Procedure¶

Opening Circle (5 minutes)¶

Welcome Song — Sing to tune of "Twinkle Twinkle":
"Wonder, wonder, what do I see?
God's amazing world for me!
I can look and touch and hear,
So many wonders everywhere!"
Introduce C-STREAM
"This is our special time to discover and explore!"
"We are going to be WONDER DETECTIVES"
Show the "I Wonder..." poster

Main Activity: Five Senses Wonder Walk (12 minutes)¶

Introduce the Senses (2 minutes)
Point to eyes: "What do we see?"
Point to ears: "What do we hear?"
Touch hands: "What do we feel?"
Point to nose: "What do we smell?"
Wonder Stations (10 minutes)
Divide into pairs with magnifying glasses
Visit 3-4 nature items around the room
At each station: "I wonder..." (color, texture, smell)
Teacher models: "I wonder why this leaf has lines?"

Wonder Journal (5 minutes)¶

Give each child their folded paper "Wonder Journal"
Draw ONE thing they noticed today
Teacher writes their "I wonder..." sentence

Closing Circle (3 minutes)¶

Share — 2-3 students share their wonder
Preview — "Next time we'll explore more of God's amazing world!"
Closing Prayer — "Thank you, God, for helping us wonder today. Amen."

Assessment¶

Observation Checklist:

Used "I wonder..." phrase
Engaged with senses exploration
Drew in Wonder Journal
Participated in group activities

Differentiation¶

For Students Who Need Support¶

Pair with a buddy
Provide sentence frame: "I wonder about the ___"
Use pictures instead of writing

For Advanced Students¶

Write their own "I wonder" words
Find additional items to observe
Help others with their journals

Wonder at Home 🏠¶

Family Activity: Take a "Wonder Walk" around your neighborhood. Use your five senses and find 5 things that make you say "Wow, God made that!"

Teacher Notes¶

Create the "I Wonder" poster to use all year
Start a class "Wonder Wall" where students can add questions
Take photos of students exploring for documentation

Next Session: Session 02 — God's Amazing World

Session 02: God's Amazing World¶

Overview¶

Grade: Kindergarten | Duration: 25 minutes | Session: 2 of 17

Students explore the beauty and variety of God's creation through sorting, classifying, and celebrating nature.

Session 02: God's Amazing World¶

Learning Objectives¶

By the end of this session, students will:

Recognize that God created many different things
Sort natural items by characteristics
Express gratitude for creation
Continue developing observation skills

Materials Needed¶

📦 Collection of natural items (rocks, leaves, feathers, shells, pinecones)
🎨 Sorting trays or paper plates
📚 Picture book about creation (optional)
🖍️ Wonder Journals and crayons
📷 Pictures of diverse landscapes (mountains, oceans, forests)

Catholic Integration¶

Saint Connection¶

St. Hildegard of Bingen — She studied plants and nature, believing they showed God's love!

Scripture¶

"The heavens declare the glory of God; the skies proclaim the work of his hands." — Psalm 19:1

Opening Prayer¶

Dear God, you made the mountains and the seas, the tiny ants and the tall trees. Help us see your love in everything you made. Amen.

Lesson Procedure¶

Opening Circle (4 minutes)¶

Wonder Song (from Session 1)
Review — "What did we discover last time?"
Today's Wonder — Show landscape pictures
"God made SO many different things!"

Main Activity: Creation Sorting (14 minutes)¶

Part 1: Explore the Collection (4 minutes)

Spread natural items on a central mat
"Let's look at all these things from God's world!"
Students handle items gently, observe with magnifying glasses

Part 2: Sorting Challenge (7 minutes)

"Can we put things together that are alike?"
Sorting ideas:
Smooth vs. bumpy
Big vs. small
Brown vs. other colors
From trees vs. not from trees
Students work in small groups to sort

Part 3: Share Discoveries (3 minutes)

Groups share how they sorted
"There's no wrong way! God made everything special!"

Wonder Journal (4 minutes)¶

Draw your favorite item from today
Teacher helps write: "God made ___"

Closing Circle (3 minutes)¶

Gratitude Moment — Each child says: "Thank you, God, for ___"
Creation Care — "How can we take care of what God made?"
Closing Prayer — "Thank you, God, for your beautiful world. Help us take care of it. Amen."

Assessment¶

Observation Checklist:

Participated in sorting activity
Made observations about natural items
Expressed gratitude for creation
Handled nature items with care

Differentiation¶

For Students Who Need Support¶

Pre-sort items into two clear categories
Work one-on-one during sorting
Use larger items that are easier to handle

For Advanced Students¶

Create their own sorting categories
Sort items multiple ways
Draw and label several items

Wonder at Home 🏠¶

Family Activity: Go on a "Creation Collection" walk. Gather 5 items from nature (leaves, rocks, sticks). Talk about what makes each one special. What did God create that your family loves most?

Teacher Notes¶

Save the nature collection for future use
Create a "Creation Corner" display
Consider starting a class nature collection box

Previous: Session 01 — Welcome to Wonder
Next: Session 03 — Building Basics

Session 03: Building Basics¶

Overview¶

Grade: Kindergarten | Duration: 25 minutes | Session: 3 of 17

Students explore basic building concepts, learning that engineers design and build things that help people.

Session 03: Building Basics¶

Learning Objectives¶

By the end of this session, students will:

Understand that engineers build things to help people
Stack blocks to build a tall tower
Learn from "failures" (things that fall down)
Practice persistence when building

Materials Needed¶

📦 KEVA Planks (from CSCOE library) OR wooden blocks
📏 "Measure stick" (craft stick for height comparison)
📷 Pictures of tall buildings
🖍️ Wonder Journals and crayons
📋 Tower Challenge chart (1^st try, 2^nd try, 3^rd try)

Catholic Integration¶

Saint Connection¶

St. Joseph the Worker — Jesus's foster father was a carpenter who built things with his hands!

Scripture¶

"Unless the Lord builds the house, the builders labor in vain." — Psalm 127:1

Opening Prayer¶

Dear God, thank you for people who build things that help us. Help us learn to build with patience and kindness. Bless our hands as we work today. Amen.

Lesson Procedure¶

Opening Circle (4 minutes)¶

Wonder Song
Show Pictures — Tall buildings, bridges, houses
"Who builds these things?" (Engineers, builders, architects)
"Why do people build things?" (To help others!)
Today's Challenge — "We're going to be builders!"

Main Activity: Tower Challenge (15 minutes)¶

Part 1: Free Exploration (3 minutes)

Give each pair a pile of KEVA Planks or blocks
"See what you can build!"
Let students explore freely

Part 2: Tower Challenge (10 minutes)

"Now let's see how TALL we can build!"
Challenge: Build a tower that stands by itself
When towers fall:
"What happened? What can we try differently?"
"Engineers try again and again!"
Celebrate learning from "failures"
Use measure stick to compare heights

Part 3: Celebrate & Clean (2 minutes)

Count: "How many blocks in your tallest tower?"
Careful cleanup together

Wonder Journal (3 minutes)¶

Draw your tower
Circle: 😊 (easy) or 😤 (tricky) or 🎉 (proud)

Closing Circle (3 minutes)¶

Share — What made building tricky? What helped?
Connection — "St. Joseph built things to help his family!"
Closing Prayer — "Thank you, God, for hands that can build and minds that can solve problems. Amen."

Assessment¶

Observation Checklist:

Attempted to stack blocks
Tried again after blocks fell
Cooperated with partner
Participated in reflection

Differentiation¶

For Students Who Need Support¶

Use larger blocks
Build together with teacher support
Focus on 3-block tower success

For Advanced Students¶

Challenge: Build something specific (house, bridge)
Use only one hand
Count blocks and compare quantities

Wonder at Home 🏠¶

Family Activity: Build towers at home using household items (boxes, plastic cups, blocks). How tall can you build before it falls? Talk about why some things stack better than others.

Teacher Notes¶

"Failure" is reframed as LEARNING in engineering
Use encouraging language: "Your tower is teaching you something!"
Reserve KEVA Planks from CSCOE Library 2 weeks in advance

Previous: Session 02 — God's Amazing World
Next: Session 04 — Colors & Light

Session 04: Colors & Light¶

Overview¶

Grade: Kindergarten | Duration: 25 minutes | Session: 4 of 17

Students explore how light creates colors and shadows, discovering God's gift of light that helps us see the beautiful world.

Session 04: Colors & Light¶

Learning Objectives¶

By the end of this session, students will:

Understand that light helps us see
Explore how light makes shadows
Discover that white light contains colors
Express wonder at God's gift of light

Materials Needed¶

📦 Flashlights (1 per pair)
🌈 Prisms or CD discs
🎨 Colored cellophane/tissue paper squares
⬛ White paper for shadows
📦 Small toys/objects for shadow making
🖍️ Wonder Journals and crayons

Catholic Integration¶

Saint Connection¶

St. Lucy — Her name means "light," and she reminds us that Jesus is the Light of the World!

Scripture¶

"God said, 'Let there be light,' and there was light. God saw that the light was good." — Genesis 1:3-4

Opening Prayer¶

Dear God, thank you for the gift of light. Light helps us see your beautiful creation. Help us be lights of kindness to others. Amen.

Lesson Procedure¶

Opening Circle (4 minutes)¶

Wonder Question — "What would the world be like without light?"
Discussion — We need light to see!
Scripture — Share Genesis 1:3-4
Introduce Stations — "Today we explore God's gift of light!"

Main Activity: Light Exploration Stations (15 minutes)¶

Rotate through 3 stations, ~5 minutes each

Station 1: Shadow Play

Use flashlights to make shadows on white paper
Move objects closer/farther — what happens?
Make hand shadow puppets

Station 2: Rainbow Discovery

Shine flashlight through prism or angle CD
Find rainbows on the wall/ceiling
"White light has ALL the colors hiding inside!"

Station 3: Color Mixing

Look through colored cellophane
Stack colors: red + yellow = ?
"What color is the world now?"

Wonder Journal (3 minutes)¶

Draw something you discovered about light
Add rainbow colors!

Closing Circle (3 minutes)¶

Wonder Share — "What surprised you about light?"
Faith Connection — "Jesus said 'I am the light of the world.' How can WE be lights?" (Being kind, helping others)
Closing Prayer — "Thank you, God, for light that helps us see. Help us shine your light by being kind. Amen."

Assessment¶

Observation Checklist:

Explored at each station
Made observations about light/shadows
Connected light to seeing
Participated in reflection

Differentiation¶

For Students Who Need Support¶

Pair with buddy at stations
Focus on one concept (shadows OR colors)
Extended time at preferred station

For Advanced Students¶

Challenge: Make a specific shadow shape
Count colors in the rainbow
Explain discoveries to a friend

Wonder at Home 🏠¶

Family Activity: On a sunny day, go outside and explore shadows! When are shadows long? When are they short? Find shadows of different shapes. Try making shadow puppets on a wall.

Teacher Notes¶

Prisms available from CSCOE library science kit
CDs work well to make rainbows if no prisms available
Consider darkening the room for better shadow/rainbow visibility

Previous: Session 03 — Building Basics
Next: Session 05 — Simple Machines

Session 05: Simple Machines¶

Overview¶

Grade: Kindergarten | Duration: 25 minutes | Session: 5 of 17

Students discover how ramps (inclined planes) make work easier, exploring how things roll and slide.

Session 05: Simple Machines¶

Learning Objectives¶

By the end of this session, students will:

Understand that ramps help move things
Predict and test which objects roll
Compare steep vs. gentle ramps
See how simple machines help people

Materials Needed¶

📦 Ramp boards (cardboard, books, or boards)
🎾 Rolling objects (balls, toy cars, cylinders)
📦 Non-rolling objects (blocks, crayons, toy animals)
📏 Masking tape (for starting lines)
🖍️ Wonder Journals and crayons

Catholic Integration¶

Saint Connection¶

St. Isidore the Farmer — He used simple tools and machines to help grow food for others!

Scripture¶

"Whatever you do, work at it with all your heart, as working for the Lord." — Colossians 3:23

Opening Prayer¶

Dear God, thank you for giving people ideas to make work easier. Help us use our minds to solve problems and help others. Amen.

Lesson Procedure¶

Opening Circle (4 minutes)¶

Wonder Question — "How do we get heavy things to move?"
Show Ramp — "This is called a RAMP or an inclined plane"
Real-World Examples — Wheelchair ramps, slides, driveways
Prediction — Hold up a ball: "What will happen if I put this on the ramp?"

Main Activity: Ramp Exploration (15 minutes)¶

Part 1: Roll or Not? (5 minutes)

Set up ramps around the room
Students predict: Will it roll? 🎾 or stay? 📦
Test various objects
Sort into "Rollers" and "Stayers"

Part 2: Steep vs. Gentle (7 minutes)

Make ramps at different heights
Challenge Questions:
Which ramp makes things go faster?
Which ramp makes things go farther?
Which ramp would be easier to push a heavy box up?
Students test and observe

Part 3: Race Time! (3 minutes)

Partner races: Which object rolls fastest?
Celebrate discoveries!

Wonder Journal (3 minutes)¶

Draw a ramp with something rolling
Draw what happened!

Closing Circle (3 minutes)¶

Discovery Share — "What did you learn about ramps?"
Helping Others — "How do ramps help people?" (wheelchairs, strollers, carts)
Closing Prayer — "Thank you, God, for simple machines that help us. Help us always think of ways to help others. Amen."

Assessment¶

Observation Checklist:

Made predictions before testing
Identified which objects roll
Noticed differences between steep/gentle ramps
Connected ramps to helping people

Differentiation¶

For Students Who Need Support¶

Focus on two clear comparisons (ball vs. block)
Work one-on-one during exploration
Use hand-over-hand to place objects

For Advanced Students¶

Measure how far objects travel
Create a ramp from classroom materials
Predict and test multiple variables

Wonder at Home 🏠¶

Family Activity: Find ramps in your neighborhood! Look for wheelchair ramps, slides, driveways, parking garage ramps. Make a ramp at home with a book and test what rolls. What goes fastest?

Teacher Notes¶

Simple machines kit available from CSCOE library
Heavy books make good ramp supports
This connects to future physics concepts (gravity, friction)

Previous: Session 04 — Colors & Light
Next: Session 06 — Thanksgiving Wonder

Session 06: Thanksgiving Wonder¶

Overview¶

Grade: Kindergarten | Duration: 25 minutes | Session: 6 of 17

Students celebrate gratitude by creating a class thankfulness project, connecting scientific observation to appreciation for God's gifts.

Session 06: Thanksgiving Wonder¶

Learning Objectives¶

By the end of this session, students will:

Express gratitude for specific gifts from God
Create art representing thankfulness
Recognize that scientists study God's gifts
Share appreciation with others

Materials Needed¶

📦 Large paper for class mural OR individual papers
🎨 Crayons, markers, colored pencils
📸 Nature photos from previous sessions (optional)
✂️ Scissors (teacher use)
🌿 Fall items: leaves, acorns, small pumpkins (optional)

Catholic Integration¶

Saint Connection¶

St. Thérèse of Lisieux — She found God in small, everyday things and was grateful for simple gifts!

Scripture¶

"Give thanks to the Lord, for he is good; his love endures forever." — Psalm 107:1

Opening Prayer¶

Dear God, we have so much to thank you for! Thank you for families, friends, food, and all the wonders we've discovered. Help us remember to say "thank you" every day. Amen.

Lesson Procedure¶

Opening Circle (4 minutes)¶

Gratitude Moment — Go around: "One thing I'm thankful for is..."
Review Our Year — "What have we discovered in C-STREAM?"
God's world (nature)
Building
Light and colors
Ramps and rolling
Today's Project — "We're making a Thankfulness Mural!"

Main Activity: Thankfulness Mural (15 minutes)¶

Part 1: Brainstorm (3 minutes)

Categories of thankfulness:
🌿 Nature (animals, plants, weather)
👨‍👩‍👧 People (family, friends, teachers)
🎁 Things (home, food, toys, school)
💝 Feelings (love, happiness, safety)
Each student picks one thing to draw

Part 2: Create (10 minutes)

Students draw their thankful item
Add details and colors
Teacher helps write labels
Arrange on class mural paper

Part 3: Gallery Walk (2 minutes)

Admire the finished mural together
Point out each person's contribution

Wonder Journal (3 minutes)¶

Draw something you're thankful for
Add: "Thank you, God, for ___"

Closing Circle (3 minutes)¶

Read the Mural — Teacher reads thankfulness labels
Prayer of Thanks — Each child says: "Thank you, God, for..."
Closing Prayer — "Dear God, our hearts are full of thanksgiving. Help us share our gratitude with others and take care of all your gifts. Amen."

Assessment¶

Observation Checklist:

Expressed specific gratitude
Contributed to class project
Participated in sharing
Showed appreciation for others' work

Differentiation¶

For Students Who Need Support¶

Pre-draw outline for them to color
Offer choice of 3 things to draw
Work alongside a buddy

For Advanced Students¶

Write their own thankfulness sentence
Draw multiple thankful items
Help others with their drawings

Wonder at Home 🏠¶

Family Activity: Create a "Thankfulness Jar" at home. Each day, family members write or draw something they're grateful for. Read them together at Thanksgiving dinner!

Teacher Notes¶

Display the mural for parent viewing
Consider photographing for family newsletter
Save Wonder Journals to show growth over time
This is a good time for a "semester checkpoint"

Previous: Session 05 — Simple Machines
Next: Session 07 — Advent Light

Session 07: Advent Light¶

Overview¶

Grade: Kindergarten | Duration: 25 minutes | Session: 7 of 17

Students explore light and stars as symbols of Advent, combining science exploration with the anticipation of Jesus, the Light of the World.

Session 07: Advent Light¶

Learning Objectives¶

By the end of this session, students will:

Connect light to the Advent season
Create a star artwork using shapes
Understand that Jesus is called "Light of the World"
Experience wonder at the night sky

Materials Needed¶

⭐ Star shapes (various sizes, yellow/gold paper)
🎨 Dark blue/black construction paper
✨ Glitter, sequins, or metallic crayons (optional)
📦 Flashlights (from Session 04)
📸 Pictures of night sky, stars, Bethlehem star
🕯️ LED tea light candles (safe option)

Catholic Integration¶

Saint Connection¶

Mary, Star of the Sea — Mary is called a star who guides us to Jesus, the Light!

Scripture¶

"A star will come out of Jacob." — Numbers 24:17 "I am the light of the world." — John 8:12

Opening Prayer¶

Dear Jesus, in Advent we wait for you, the Light of the World. Help us shine your light to others by being kind and loving. Amen.

Lesson Procedure¶

Opening Circle (5 minutes)¶

Create Atmosphere — Dim lights, use LED candles
Wonder Question — "Have you ever looked at stars at night?"
Advent Connection:
"We're in a special time called ADVENT"
"We wait for Jesus, who is called the LIGHT of the world"
"A special star led people to Baby Jesus!"
Show Pictures — Night sky, stars, nativity star

Main Activity: Star Light Creation (14 minutes)¶

Part 1: Star Exploration (4 minutes)

Use flashlights to make "stars" on ceiling
Count points on different star shapes
Notice: Stars give light in darkness!

Part 2: Advent Star Art (8 minutes)

Give each child dark paper (night sky)
Students glue star shapes
Add one BIG star (Star of Bethlehem)
Decorate with glitter/sequins/crayons

Part 3: Light in Darkness (2 minutes)

Dim lights again
Hold up finished artworks
"Your stars are bringing light to the darkness!"

Wonder Journal (3 minutes)¶

Draw a star
Add: "Jesus is my light"

Closing Circle (3 minutes)¶

Share — Hold up star artwork, share one way to "shine"
Being Light — "How can we be light for others?"
Smile at someone sad
Help without being asked
Share with others
Closing Prayer — "Jesus, Light of the World, shine through us. Help us bring your light to everyone we meet. Amen."

Assessment¶

Observation Checklist:

Connected stars/light to Advent
Created star artwork
Identified Jesus as "Light of the World"
Suggested ways to "shine" for others

Differentiation¶

For Students Who Need Support¶

Pre-cut star shapes ready to glue
Simplified project (one large star)
Sit near teacher for guidance

For Advanced Students¶

Create multiple scenes
Add the nativity below the star
Write "Jesus" or "Light" on artwork

Wonder at Home 🏠¶

Family Activity: Go outside on a clear night and look at the stars together. Talk about the Star of Bethlehem that led the Wise Men to Jesus. Count how many stars you can see!

Teacher Notes¶

Great opportunity to discuss Advent wreaths and candles
Display star art in hallway or church gathering space
Connect to music class if singing Advent songs

Previous: Session 06 — Thanksgiving Wonder
Next: Session 08 — Winter Science

Session 08: Winter Science¶

Overview¶

Grade: Kindergarten | Duration: 25 minutes | Session: 8 of 17

Students explore winter wonders including ice, snow, and cold, discovering how God designed the seasons.

Session 08: Winter Science¶

Learning Objectives¶

By the end of this session, students will:

Observe properties of ice and cold
Understand that water changes in winter
Explore how animals prepare for winter
Appreciate God's design of seasons

Materials Needed¶

📦 Ice cubes in trays
🧊 Frozen items (frozen toys in ice blocks)
🧂 Salt, sugar (for melting experiments)
🌡️ Pictures of winter animals
🧤 Warm/cold items (mittens, ice pack)
🖍️ Wonder Journals and crayons
🧻 Paper towels for cleanup

Catholic Integration¶

Saint Connection¶

St. Bernard of Menthon — He helped travelers in snowy mountains and trained rescue dogs!

Scripture¶

"He gives snow like wool; he scatters frost like ashes." — Psalm 147:16

Opening Prayer¶

Dear God, you made the seasons change. Thank you for winter's beauty—the snow, the ice, the cozy times inside. Help us care for animals and people who need extra help in winter. Amen.

Lesson Procedure¶

Opening Circle (4 minutes)¶

Winter Wonder — "What do you notice in winter?"
Seasonal Change — "God made our world so it changes through the year!"
Today's Exploration — "We're going to be winter scientists!"
Safety Note — "Ice is very cold—we can touch briefly but not too long!"

Main Activity: Winter Exploration Stations (15 minutes)¶

Rotate through stations or choose focus activities

Station 1: Ice Observation (5 minutes)

Feel ice cubes (briefly!)
Watch ice melt in your hand
"What's happening? Where does the water come from?"
Try: What makes ice melt faster? (salt, warm hands)

Station 2: Frozen Discovery (5 minutes)

Small toys frozen in ice cubes/blocks
How can we get the toy out?
Try salt, warm water, waiting
"Ice is water that got very, very cold!"

Station 3: Winter Animals (5 minutes)

Pictures/toys of winter animals
How do animals stay warm?
Bears hibernate (sleep)
Birds fly south
Squirrels gather food
Dogs grow thicker fur
"God gave animals ways to survive winter!"

Wonder Journal (3 minutes)¶

Draw something you learned about winter
Add snowflakes around your drawing!

Closing Circle (3 minutes)¶

Discovery Share — "What surprised you about ice?"
Caring in Winter — "How can we help animals and people in winter?"
Feed birds
Give warm clothes to those in need
Help shovel for neighbors
Closing Prayer — "Thank you, God, for winter's wonders. Help us be warm-hearted even when it's cold outside. Amen."

Assessment¶

Observation Checklist:

Made observations about ice
Participated in exploration
Connected winter to God's seasons
Suggested ways to help others in winter

Differentiation¶

For Students Who Need Support¶

Focus on one station with teacher
Use mittens for ice handling
Simpler comparison (cold vs. warm)

For Advanced Students¶

Time how long ice takes to melt
Draw before/after pictures
List multiple animals and their winter strategies

Wonder at Home 🏠¶

Family Activity: Freeze small toys in ice and let your child figure out how to free them! Talk about what makes ice melt. Look for icicles and animal tracks in the snow.

Teacher Notes¶

Prepare ice blocks day before (freeze toys in containers)
Have towels ready for water
Consider bringing in real snow if available
Great time to collect winter clothes for donation

Previous: Session 07 — Advent Light
Next: Session 09 — Our Catholic School

Session 09: Our Catholic School¶

Overview¶

Grade: Kindergarten | Duration: 25 minutes | Session: 9 of 17

Students celebrate Catholic Schools Week by exploring what makes their school special and creating a project showing gratitude for their school community.

Session 09: Our Catholic School¶

Learning Objectives¶

By the end of this session, students will:

Identify special things about their Catholic school
Show gratitude for teachers, helpers, and classmates
Create a community artwork
Understand that learning and faith go together

Materials Needed¶

📸 Photos of school areas and people (optional)
🎨 Large paper for class project
🖍️ Crayons, markers
❤️ Heart cutouts
📦 School building blocks or LEGOs
📋 "I Love My School Because..." sentence strips

Catholic Integration¶

Saint Connection¶

St. Elizabeth Ann Seton — She started Catholic schools in America so children could learn about God!

Scripture¶

"Train up a child in the way he should go." — Proverbs 22:6

Opening Prayer¶

Dear God, thank you for our Catholic school where we learn about you and about your world. Bless our teachers, our friends, and everyone who helps us. Help us be grateful students. Amen.

Lesson Procedure¶

Opening Circle (5 minutes)¶

Celebrate! — "It's Catholic Schools Week!"
What's Special? — "What do you love about our school?"
We pray together
We learn about Jesus
We have kind teachers
We help each other
St. Elizabeth Ann Seton — "She started schools like ours!"
Today's Project — "We're showing why we love our school!"

Main Activity: School Celebration Project (14 minutes)¶

Part 1: School Building (4 minutes)

Small groups use blocks to build "Our School"
What rooms do we need? (Classroom, chapel, gym, office)
"Our school is a place for learning AND for God!"

Part 2: Community Hearts (7 minutes)

Each student gets a heart cutout
Draw yourself OR someone you're thankful for at school
Teacher helps write: "I'm thankful for..."
Arrange hearts around a school drawing on mural paper

Part 3: Thank You Messages (3 minutes)

Practice saying "Thank you, [name], for..."
Who should we thank at our school?

Wonder Journal (3 minutes)¶

Draw your school
Add: "I love my school because..."

Closing Circle (3 minutes)¶

Gallery View — Admire the community mural
Thank You Prayer — Name teachers, helpers, friends
Closing Prayer — "Thank you, God, for our wonderful school. Help us be kind, work hard, and love like Jesus. Amen."

Assessment¶

Observation Checklist:

Named special things about school
Contributed to community project
Expressed gratitude for school community
Participated in celebration

Differentiation¶

For Students Who Need Support¶

Pre-draw heart with their photo
Provide specific prompt: "Draw your teacher"
Pair with buddy for block building

For Advanced Students¶

Write thank you note to a staff member
Label parts of school drawing
List multiple things they're grateful for

Wonder at Home 🏠¶

Family Activity: Talk about why your family chose a Catholic school. Draw a picture of your school together. Write a thank you note to your child's teacher!

Teacher Notes¶

Coordinate with school-wide Catholic Schools Week events
Display community mural in hallway
Consider inviting principal or priest to see student work
Great week for classroom helper visitors (parents, grandparents)

Previous: Session 08 — Winter Science
Next: Session 10 — Weather Wonder

Session 10: Weather Wonder¶

Overview¶

Grade: Kindergarten | Duration: 25 minutes | Session: 10 of 17

Students observe and document weather, learning that God designed weather patterns that support life on Earth.

Session 10: Weather Wonder¶

Learning Objectives¶

By the end of this session, students will:

Identify different types of weather
Observe today's weather conditions
Create a weather chart
Understand that weather is part of God's design

Materials Needed¶

📋 Large weather chart (sunny, cloudy, rainy, snowy, windy)
🎨 Weather symbol cutouts
🌡️ Thermometer (real or picture)
📸 Photos of different weather types
🖍️ Wonder Journals and crayons
🎶 Weather songs/videos (optional)

Catholic Integration¶

Saint Connection¶

St. Scholastica — Legend says she prayed and a big storm came so she could keep talking with her brother about God!

Scripture¶

"He sends his command to the earth; his word runs swiftly. He spreads the snow like wool and scatters the frost like ashes." — Psalm 147:15-16

Opening Prayer¶

Dear God, you made the sunshine and the rain, the snow and the wind. Thank you for weather that helps plants grow and gives us water. Keep us safe in all kinds of weather. Amen.

Lesson Procedure¶

Opening Circle (5 minutes)¶

Look Outside — "What's the weather like TODAY?"
Weather Types — Show pictures
☀️ Sunny
☁️ Cloudy
🌧️ Rainy
❄️ Snowy
💨 Windy
Wonder Question — "Why do we have different weather?"
God's Design — "Weather helps plants grow, gives us water, and makes our world work!"

Main Activity: Weather Scientists (14 minutes)¶

Part 1: Weather Observation (4 minutes)

Go to window or briefly step outside
Use senses: What do we see? Feel? Hear?
Is it warm or cold? Windy or calm?
Any clouds? What do they look like?

Part 2: Weather Chart (6 minutes)

Create class weather chart together
Choose symbol for today's weather
Add to chart
"Real scientists keep weather records too!"

Part 3: Weather Movement (4 minutes)

Act out weather with bodies:
Sunshine: Stand tall, arms up like rays
Rain: Fingers wiggling down
Wind: Sway and whoosh
Snow: Spin slowly, float down
Storm: Big movements, thunder claps

Wonder Journal (3 minutes)¶

Draw today's weather
Draw your favorite weather

Closing Circle (3 minutes)¶

Prediction — "What weather do you think we'll have next time?"
Gratitude — "Thank you, God, for [today's weather] because..."
Closing Prayer — "God, thank you for all kinds of weather. Help us enjoy sunny days and rainy days, knowing you made them all. Amen."

Assessment¶

Observation Checklist:

Identified different weather types
Made weather observations
Contributed to weather chart
Connected weather to God's creation

Differentiation¶

For Students Who Need Support¶

Focus on 3 weather types (sunny, cloudy, rainy)
Provide weather symbols to point to
Pair with buddy for observations

For Advanced Students¶

Add more detail to weather chart (temperature, wind)
Compare weather to previous weeks
Predict tomorrow's weather

Wonder at Home 🏠¶

Family Activity: Start a family weather journal! Each day, draw the weather. Look out the window each morning and talk about what you see. Compare weather throughout the week.

Teacher Notes¶

Start a classroom weather calendar if not already in use
Connect to daily calendar time
Great opportunity for weather-related books
Consider a class "weather reporter" job

Previous: Session 09 — Our Catholic School
Next: Session 11 — Growing Things

Session 11: Growing Things¶

Overview¶

Grade: Kindergarten | Duration: 25 minutes | Session: 11 of 17

Students explore plant life, planting seeds and learning about what plants need to grow—celebrating God's gift of growth and new life.

Session 11: Growing Things¶

Learning Objectives¶

By the end of this session, students will:

Identify what plants need to grow (sun, water, soil)
Plant a seed and predict growth
Connect growth to spring and new life
Care for God's creation through gardening

Materials Needed¶

📦 Seeds (fast-growing: grass, beans, or radishes)
🥤 Small cups or pots
🪴 Potting soil
💧 Water spray bottles or small cups
📸 Pictures of plant life cycle
🖍️ Wonder Journals and crayons
📰 Newspaper for tables

Catholic Integration¶

Saint Connection¶

St. Fiacre — Patron saint of gardeners who grew beautiful gardens and helped the poor with his harvest!

Scripture¶

"I planted the seed, Apollos watered it, but God made it grow." — 1 Corinthians 3:6

Opening Prayer¶

Dear God, you make things grow! Thank you for seeds that become plants, plants that give us food and flowers. Help us be good caretakers of your growing world. Amen.

Lesson Procedure¶

Opening Circle (4 minutes)¶

Season Connection — "It's spring! What's happening outside?"
Plant Needs — "What do plants need to grow?"
☀️ Sunshine (light)
💧 Water
🪴 Soil (food)
Show Seed — "Can you believe a big plant comes from this tiny seed?"
Today's Activity — "We're going to plant seeds!"

Main Activity: Planting Seeds (15 minutes)¶

Part 1: Observation (3 minutes)

Examine seeds closely (magnifying glasses if available)
"What do you notice?"
"What's hiding inside?" (A tiny plant!)

Part 2: Planting (8 minutes)

Each student gets a cup
Steps:
Put soil in cup (fill most of the way)
Make a small hole with finger
Drop seed in hole
Cover gently with soil
Add a little water
Decorate cup or add name label

Part 3: Prediction (4 minutes)

"What do you think will happen?"
Show plant life cycle pictures
"We'll watch and see!"
Discuss where to put plants (sunny spot)

Wonder Journal (3 minutes)¶

Draw your planted seed
Draw what you think it will look like when it grows

Closing Circle (3 minutes)¶

Care Plan — "How will we take care of our plants?"
Growth Connection — "God helps things grow—even you!"
Closing Prayer — "Thank you, God, for seeds and growth. Help us be patient as we wait and watch. Bless our plants and help them grow. Amen."

Assessment¶

Observation Checklist:

Named what plants need (sun, water, soil)
Followed planting steps
Made growth prediction
Showed care for plant

Differentiation¶

For Students Who Need Support¶

Hand-over-hand planting help
Pair with buddy
Focus on one step at a time

For Advanced Students¶

Plant multiple seed types
Record daily observations
Measure growth with rulers

Wonder at Home 🏠¶

Family Activity: Plant seeds at home! Good options: grass seed, bean seeds, or flower seeds. Watch them grow together and talk about what plants need. Visit a garden center or nursery.

Teacher Notes¶

Plants will need consistent watering—assign plant helpers
Consider sending plants home at end of year
Track growth over remaining sessions
Fast-growing options: grass seed (3-5 days), beans (7-10 days)

Previous: Session 10 — Weather Wonder
Next: Session 12 — Animal Homes

Session 12: Animal Homes¶

Overview¶

Grade: Kindergarten | Duration: 25 minutes | Session: 12 of 17

Students explore different animal habitats, designing and building homes for animals while learning about God's provision for all creatures.

Session 12: Animal Homes¶

Learning Objectives¶

By the end of this session, students will:

Recognize that different animals need different homes
Identify features of animal habitats
Build a simple animal home
Appreciate God's design for animal habitats

Materials Needed¶

📦 Building materials (boxes, cardboard, paper, craft sticks)
🐻 Toy animals (bird, fish, bear, rabbit, etc.)
📸 Pictures of animal homes (nest, burrow, cave, pond)
🌿 Natural materials (twigs, leaves, grass)
🖍️ Wonder Journals and crayons
📋 Habitat matching cards

Catholic Integration¶

Saint Connection¶

St. Francis of Assisi — He loved all animals and saw them as brothers and sisters in God's creation!

Scripture¶

"Look at the birds of the air; they do not sow or reap or store away in barns, and yet your heavenly Father feeds them." — Matthew 6:26

Opening Prayer¶

Dear God, you take care of all animals. You gave birds nests to live in, fish water to swim in, and rabbits burrows to hide in. Help us care for animals too. Amen.

Lesson Procedure¶

Opening Circle (4 minutes)¶

Question — "Where do animals live?"
Habitat Introduction:
🐦 Birds live in NESTS (in trees)
🐟 Fish live in WATER (ponds, rivers, oceans)
🐻 Bears live in CAVES or DENS
🐰 Rabbits live in BURROWS (underground)
God's Provision — "God designed the perfect home for each animal!"
Today's Challenge — "We're going to BUILD animal homes!"

Main Activity: Build an Animal Home (15 minutes)¶

Part 1: Match Animals to Homes (3 minutes)

Show pictures of habitats
"Which animal goes where?"
Match toy animals to habitat pictures

Part 2: Design & Build (10 minutes)

Small groups choose an animal
Challenge: Build a home for that animal!
Materials available:
Boxes (caves, dens)
Paper/cardboard (nests, walls)
Craft sticks (nest structure)
Blue paper (water/pond)
Natural materials (grass, twigs)
Teacher circulates and asks: "What does your animal need?"

Part 3: Show & Tell (2 minutes)

Groups share their animal homes
"What makes this a good home for [animal]?"

Wonder Journal (3 minutes)¶

Draw an animal in its home
Label: "A [animal] lives in a [habitat]"

Closing Circle (3 minutes)¶

Discovery Share — "What did you learn about animal homes?"
Caring for Animals — "How can we help animals?"
Put out bird feeders
Don't disturb nests
Keep water clean
Be gentle with creatures
Closing Prayer — "Thank you, God, for taking care of all the animals. Help us be kind to every creature you made. Amen."

Assessment¶

Observation Checklist:

Matched animals to appropriate habitats
Participated in building activity
Explained habitat features
Showed care for animal needs

Differentiation¶

For Students Who Need Support¶

Focus on one animal/habitat
Pre-made habitat base to add to
Pair with buddy

For Advanced Students¶

Build habitat for animal of their choice
Add details (food, water, soft bedding)
Create multiple habitats

Wonder at Home 🏠¶

Family Activity: Go on an "animal home hunt" in your yard or a park. Look for bird nests, ant hills, spider webs, squirrel nests. Don't disturb them—just observe! Build a bird feeder together.

Teacher Notes¶

Collect cardboard boxes ahead of time
Natural materials can be gathered on a class walk
Display animal homes in classroom
Connect to pet care discussions

Previous: Session 11 — Growing Things
Next: Session 13 — Easter New Life

Session 13: Easter New Life¶

Overview¶

Grade: Kindergarten | Duration: 25 minutes | Session: 13 of 17

Students explore the miracle of transformation—caterpillars to butterflies—as a sign of Easter's message of new life and resurrection.

Session 13: Easter New Life¶

Learning Objectives¶

By the end of this session, students will:

Understand the butterfly life cycle as transformation
Connect metamorphosis to Easter's message
Create a butterfly life cycle craft
Celebrate new life in spring and in Jesus

Materials Needed¶

📦 Butterfly life cycle pictures or models
🐛 Pasta shapes (for life cycle craft): orzo=egg, rotini=caterpillar, shell=chrysalis, bow tie=butterfly
🎨 Paper plates or cardstock
🖍️ Crayons and markers
📖 Book about butterflies or life cycle

Catholic Integration¶

Saint Connection¶

The Risen Jesus — Just as a caterpillar becomes a beautiful butterfly, Jesus rose to new life at Easter!

Scripture¶

"I am the resurrection and the life." — John 11:25

Opening Prayer¶

Dear Jesus, thank you for Easter! Thank you for showing us that there is always new life after endings. Help us see your new life all around us in spring. Alleluia! Amen.

Lesson Procedure¶

Opening Circle (5 minutes)¶

Easter Joy — "What are we celebrating? EASTER!"
New Life Signs — "What's new in spring?"
Flowers blooming
Baby animals
Trees with leaves
Butterflies!
Transformation Wonder — "Did you know a caterpillar becomes a butterfly?"
Easter Connection — "Just like Jesus died and rose to NEW life!"

Main Activity: Butterfly Life Cycle (14 minutes)¶

Part 1: Learn the Cycle (4 minutes)

Show pictures/models of butterfly life cycle:
🥚 Egg — tiny beginning
🐛 Caterpillar — eating, growing
🛖 Chrysalis — transformation, waiting
🦋 Butterfly — new, beautiful life!
"The caterpillar doesn't stay a caterpillar forever!"

Part 2: Life Cycle Craft (8 minutes)

Give each student a paper plate divided into 4 sections
Glue pasta to show each stage:
Orzo = tiny egg
Rotini = caterpillar
Shell = chrysalis
Bow tie = butterfly
Color and decorate each section
Draw arrows showing the cycle

Part 3: Easter Connection (2 minutes)

"Jesus was like the butterfly!"
Good Friday = like the chrysalis (sad, dark, waiting)
Easter = like the butterfly (new life, joy, beauty!)

Wonder Journal (3 minutes)¶

Draw a butterfly
Add: "New life! Alleluia!"

Closing Circle (3 minutes)¶

Share Crafts — Show life cycle plates
Alleluia — Sing or say together: "Alleluia! Jesus is risen!"
Closing Prayer — "Jesus, thank you for new life! Help us share your Easter joy with everyone. Alleluia! Amen."

Assessment¶

Observation Checklist:

Identified stages of butterfly life cycle
Connected transformation to Easter
Completed life cycle craft
Expressed Easter joy

Differentiation¶

For Students Who Need Support¶

Pre-glued sections with one pasta type ready
Focus on caterpillar → butterfly transformation
Simplified craft with drawing instead of pasta

For Advanced Students¶

Add details and labels to each stage
Retell the life cycle to a friend
Draw what they would look like as a butterfly

Wonder at Home 🏠¶

Family Activity: Look for signs of new life in spring! Watch butterflies in your garden. Talk about how Easter is about new life. Read a book about butterflies together.

Teacher Notes¶

Perfect lesson for Easter week
Consider raising real caterpillars (butterfly kit)
Display life cycle crafts on "New Life" bulletin board
Coordinate with religion class Easter lessons

Previous: Session 12 — Animal Homes
Next: Session 14 — Sound & Music

Session 14: Sound & Music¶

Overview¶

Grade: Kindergarten | Duration: 25 minutes | Session: 14 of 17

Students explore how sound is made, creating simple instruments and using music to praise God.

Session 14: Sound & Music¶

Learning Objectives¶

By the end of this session, students will:

Understand that sound is made by vibrations
Create a simple musical instrument
Compare loud/soft and high/low sounds
Use music to praise God

Materials Needed¶

📦 Instrument-making supplies:
Rubber bands + small boxes (guitars)
Rice/beans + plastic containers (shakers)
Paper towel tubes + wax paper + rubber bands (kazoos)
🎵 Simple instruments (if available): tambourine, triangle, bells
🖍️ Wonder Journals and crayons

Catholic Integration¶

Saint Connection¶

St. Cecilia — Patron saint of music! She sang to God in her heart and is remembered as a beautiful musician.

Scripture¶

"Make a joyful noise to the Lord, all the earth." — Psalm 100:1

Opening Prayer¶

Dear God, thank you for the gift of sound and music. Help us use our voices and instruments to praise you. Like St. Cecilia, may we always sing to you in our hearts. Amen.

Lesson Procedure¶

Opening Circle (4 minutes)¶

Sound Game — Close eyes, identify sounds teacher makes
What is Sound? — "Sound happens when things VIBRATE (shake very fast)"
Demonstration — Pluck rubber band, see/feel vibration
St. Cecilia — "She used music to praise God!"
Today's Project — "We're making instruments!"

Main Activity: Making Music (15 minutes)¶

Part 1: Sound Exploration (3 minutes)

Touch throat while humming — feel vibration!
Pluck rubber bands stretched over box
Shake rice in a container
"What do you notice?"

Part 2: Make an Instrument (9 minutes)

Option A: Shaker
Put rice/beans in container
Seal tightly
Decorate outside
Option B: Rubber Band Guitar
Stretch rubber bands around box
Pluck to make sounds
Try different sized bands
Option C: Kazoo (with help)
Cover one end of tube with wax paper
Secure with rubber band
Hum into open end

Part 3: Joyful Band (3 minutes)

All students play instruments together
Sing a simple song (Jesus Loves Me, praise song)
Practice loud/soft, fast/slow

Wonder Journal (3 minutes)¶

Draw your instrument
Add music notes! 🎵

Closing Circle (3 minutes)¶

Sound Discovery — "What did you learn about sound?"
Praising God — "How can we use music for God?"
Closing Song — Sing together while playing instruments
Closing Prayer — "Thank you, God, for music and sound. May our songs always praise you! Amen."

Assessment¶

Observation Checklist:

Understood that sound comes from vibrations
Created a working instrument
Participated in group music making
Connected music to praising God

Differentiation¶

For Students Who Need Support¶

Pre-made shaker ready to decorate
Focus on one instrument type
Pair with buddy for construction

For Advanced Students¶

Make multiple instruments
Experiment with high/low sounds
Create a pattern or rhythm

Wonder at Home 🏠¶

Family Activity: Make instruments at home! Fill containers with different materials—what sounds different? Pots and wooden spoons make great drums. Have a family praise concert!

Teacher Notes¶

Great connection to music class
Prepare some instruments in advance for backup
Consider keeping instruments for future sessions
Connect to "Digital Arts" by showing simple music apps

Previous: Session 13 — Easter New Life
Next: Session 15 — Helping Others

Session 15: Helping Others¶

Overview¶

Grade: Kindergarten | Duration: 25 minutes | Session: 15 of 17

Students apply their learning to serve others, creating something helpful for people in their community—embodying Catholic social teaching.

Session 15: Helping Others¶

Learning Objectives¶

By the end of this session, students will:

Understand that we use our skills to help others
Identify needs in their community
Create something helpful for others
Experience joy in serving

Materials Needed¶

📦 Card-making supplies (paper, crayons, stickers)
🎨 Decoration supplies
📸 Photos of community helpers (optional)
❤️ Heart shapes
🖍️ Wonder Journals and crayons

Catholic Integration¶

Saint Connection¶

St. Vincent de Paul — He dedicated his life to helping the poor. He said, "We should help the poor in every way!"

Scripture¶

"Whatever you did for one of the least of these brothers and sisters of mine, you did for me." — Matthew 25:40

Opening Prayer¶

Dear Jesus, you taught us to love one another. Help us find ways to help people who need kindness. Bless the work of our hands today. Amen.

Lesson Procedure¶

Opening Circle (5 minutes)¶

Review Our Year — "What have we learned in C-STREAM?"
Building
Exploring
Creating
Problem-solving
Purpose Question — "Why do we learn these things?"
To Help Others! — "God wants us to use what we learn to help people!"
Today's Mission — "We're making something to help others!"

Main Activity: Service Project (14 minutes)¶

Choose One Project:

Option A: Cards for Nursing Home (Recommended)

Create cheerful cards for elderly residents
Draw pictures, add stickers
Write: "God loves you!" (teacher helps)
Decorate with hearts and flowers

Option B: Kindness Coupons

Create coupons for home:
"One free hug"
"I will help clean up"
"I will share a toy"
Decorate and bundle together

Option C: Bookmarks for Library

Create decorated bookmarks
Add: "Reading is fun!"
Donate to school library for younger readers

Project Process: 1. Explain the recipient (who will get this?) 2. Students create with care 3. Teacher writes messages 4. Talk about how recipients will feel

Wonder Journal (3 minutes)¶

Draw yourself helping someone
Add: "I can help by..."

Closing Circle (3 minutes)¶

Show Creations — Display finished projects
Joy of Giving — "How does it feel to help others?"
St. Vincent de Paul — "He said the poor are our teachers!"
Closing Prayer — "Jesus, thank you for letting us help others. Bless these cards/gifts and the people who receive them. Help us always look for ways to serve. Amen."

Assessment¶

Observation Checklist:

Participated in service project
Showed care in creating for others
Expressed why helping matters
Connected service to faith

Differentiation¶

For Students Who Need Support¶

Pre-folded card ready to decorate
Stickers and stamps for those who struggle drawing
Work alongside teacher

For Advanced Students¶

Write their own messages
Create multiple cards
Help others with their projects

Wonder at Home 🏠¶

Family Activity: Do a family service project! Ideas: Make cards for neighbors, collect items for food shelf, help an elderly neighbor with yard work, donate toys to charity.

Teacher Notes¶

Contact local nursing home in advance to arrange delivery
Take photos of students with their projects
Consider a follow-up sharing results
This embodies the "Service-Oriented STEM" success factor

Previous: Session 14 — Sound & Music
Next: Session 16 — Water Wonder

Session 16: Water Wonder¶

Overview¶

Grade: Kindergarten | Duration: 25 minutes | Session: 16 of 17

Students explore water properties through sink/float experiments, learning about this essential gift from God.

Session 16: Water Wonder¶

Learning Objectives¶

By the end of this session, students will:

Predict and test whether objects sink or float
Observe properties of water
Understand water is essential for life
Appreciate water as God's gift

Materials Needed¶

📦 Large tub or bin with water
🧪 Test objects: cork, penny, leaf, rock, plastic cap, crayon, sponge, foil ball
📋 Sink/Float chart
🧻 Towels for cleanup
🖍️ Wonder Journals and crayons

Catholic Integration¶

Saint Connection¶

St. John the Baptist — He baptized Jesus in the water of the Jordan River! Water reminds us of our baptism.

Scripture¶

"Whoever believes in me, rivers of living water will flow from within them." — John 7:38

Opening Prayer¶

Dear God, thank you for the gift of water. Water gives us life—we drink it, plants need it, animals need it. Thank you for the water of our baptism. Help us take care of water and share it with others. Amen.

Lesson Procedure¶

Opening Circle (4 minutes)¶

Water Importance — "Why do we need water?"
Drinking
Washing
Plants growing
Animals living
BAPTISM!
Wonder Question — "When you drop things in water, what happens?"
Prediction — Show objects: "Do you think this will sink or float?"
Today's Experiment — "Let's find out!"

Main Activity: Sink or Float Investigation (15 minutes)¶

Part 1: Predictions (3 minutes)

Show each object
Students predict: sink (thumbs down) or float (thumbs up)
Record on class chart

Part 2: Testing (9 minutes)

One at a time, test objects in water
Students observe: "What happened?"
Record results on chart
Discuss: "Why do you think that happened?"
Key objects to test:
Cork (floats) — light!
Penny (sinks) — heavy!
Leaf (floats) — light and flat!
Rock (sinks) — heavy!
Plastic cap (floats)
Sponge (floats then... absorbs water!)

Part 3: Discoveries (3 minutes)

"What did we learn about sink and float?"
"Were any predictions wrong? That's okay—scientists learn from surprises!"
Try making a foil boat — can it float AND hold a penny?

Wonder Journal (3 minutes)¶

Draw one thing that sinks and one that floats
Add water (blue waves)

Closing Circle (3 minutes)¶

Wonder Share — "What surprised you?"
Water Care — "How can we take care of water?"
Don't waste it
Keep it clean
Be thankful for it
Closing Prayer — "Thank you, God, for wonderful water. Help us use it wisely and share it with those who need it. Amen."

Assessment¶

Observation Checklist:

Made predictions before testing
Observed and described results
Compared predictions to results
Connected water to God's gifts

Differentiation¶

For Students Who Need Support¶

Focus on 3-4 clear examples
Hand-over-hand object dropping
Simpler prediction (yes/no rather than reasoning)

For Advanced Students¶

Predict AND explain reasoning
Test additional objects
Try to make sinking objects float (foil boat)

Wonder at Home 🏠¶

Family Activity: Do sink/float experiments in the bathtub or kitchen sink! Gather objects and test them. Try making a foil boat that can hold pennies. How many pennies before it sinks?

Teacher Notes¶

Prepare towels and have smocks available
Do experiment on easy-to-clean surface
This is a high-engagement lesson—expect excitement!
Connect to water conservation discussions

Previous: Session 15 — Helping Others
Next: Session 17 — Year Celebration

Session 17: Year Celebration¶

Overview¶

Grade: Kindergarten | Duration: 25 minutes | Session: 17 of 17

Students celebrate their year of discovery, sharing their favorite learning moments and looking forward to more exploration as they grow.

Session 17: Year Celebration¶

Learning Objectives¶

By the end of this session, students will:

Reflect on their year of C-STREAM learning
Share favorite discoveries with others
Celebrate growth and accomplishments
Express excitement for future learning

Materials Needed¶

📓 Wonder Journals (from throughout the year)
📸 Photos from C-STREAM sessions
🎨 Celebration decorations
🏆 Certificates (optional)
🍪 Special snack (optional)
📋 "My Favorite Discovery" cards

Catholic Integration¶

Saint Connection¶

All the Saints We Met — St. Francis, St. Hildegard, St. Joseph, St. Elizabeth Ann Seton, and more! These friends of God helped us learn.

Scripture¶

"I thank my God every time I remember you." — Philippians 1:3

Opening Prayer¶

Dear God, thank you for this wonderful year of discovery! Thank you for all we've learned about your amazing world. Thank you for our teachers, our classmates, and all the fun we've had. Help us keep wondering and exploring as we grow. Amen.

Lesson Procedure¶

Opening Circle (5 minutes)¶

Celebration Atmosphere — Decorations, maybe special music
Year Reflection — "What a year we've had!"
Memory Lane — Show photos from throughout the year
Count Our Sessions — "We did 17 sessions of C-STREAM!"
Today's Celebration — "We're celebrating all we've learned!"

Main Activity: Learning Celebration (14 minutes)¶

Part 1: Wonder Journal Gallery (4 minutes)

Students look through their Wonder Journals
"Look how much you've done!"
Share with a partner: "My favorite page is..."

Part 2: What We Learned (5 minutes)

Group remembering of topics:
🌟 Wonder and senses
🌍 God's creation
🏗️ Building and engineering
🌈 Light and colors
🎢 Ramps and rolling
❄️ Weather and seasons
🌱 Growing things
🦋 New life
🎵 Sound and music
❤️ Helping others
💧 Water exploration
Each child shares: "I learned about..."

Part 3: Looking Forward (5 minutes)

"What do you want to learn next year?"
"What questions do you still have?"
"You're ready for FIRST GRADE C-STREAM!"
Optional: Award certificates

Closing Circle (6 minutes)¶

Gratitude Round — Each child: "I'm thankful for..."
Blessing — Teacher blesses the students
Wonder Challenge — "Keep wondering all summer!"
Final Prayer:

Dear God, Thank you for eyes that see your wonders, Ears that hear your world, Hands that build and create, And hearts that love to learn. Bless these children as they grow. Keep their wonder alive forever. In Jesus' name, Amen.

Celebration! — Special snack, music, play

Assessment¶

End-of-Year Reflection:

Can identify favorite learning experience
Shows growth in observation skills
Demonstrates wonder and curiosity
Connects learning to faith

Differentiation¶

For Students Who Need Support¶

Pre-select their favorite journal page
Partner sharing with buddy
Focus on one or two key memories

For Advanced Students¶

Present a "teaching" to the class
Create a "What I Learned" book
Write about summer wonder plans

Wonder at Home 🏠¶

Summer Challenge: Keep wondering all summer! Here are ideas:

Visit a nature center, zoo, or museum
Collect rocks, leaves, and shells
Watch clouds and name shapes
Build with boxes and recyclables
Look for bugs and birds
Ask "I wonder..." questions every day!

Teacher Notes¶

Prepare certificates in advance (optional)
Coordinate with parents for celebration items
Take lots of photos!
Consider sending Wonder Journals home as keepsakes
This closes the bi-weekly kindergarten curriculum

🎊 Congratulations, Wonder Explorers! 🎊¶

You've completed Kindergarten C-STREAM! You've discovered so much about God's amazing world and learned that:

God made everything wonderful
We can build and create
Science and faith go together
Helping others is important
WONDER never ends!

Keep wondering. Keep exploring. Keep praising God!

Previous: Session 16 — Water Wonder

End of Kindergarten Bi-Weekly C-STREAM Curriculum

Grades 1-2 Year A

🔬 Grades 1-2 Year A Bi-Weekly C-STREAM¶

17 Sessions | 30 Minutes Each | Every Other Week

This folder contains the condensed Grades 1-2 Year A C-STREAM curriculum for schools with bi-weekly STREAM classes. Year A focuses on foundational engineering, coding with ScratchJr/Dash Robots, and exploring God's patterns in nature.

📋 Session Overview¶

Session	Title	Theme	Key Activity
Session 01	Wonder Engineers	Introduction	Design thinking introduction
Session 02	God's Patterns	Math/Nature	Pattern exploration
Session 03	Bridge Building	Engineering	Bridge design challenge
Session 04	Robot Friends	Technology	Introduction to Dash Robots
Session 05	Nature Exploration	Science	Outdoor investigation
Session 06	Thanksgiving Service	Service	Giving project
Session 07	Light in Darkness	Advent	Light experiments
Session 08	Coding Basics	Technology	ScratchJr introduction
Session 09	Catholic Inventors	Faith-Science	Celebrating Catholic scientists
Session 10	Weather Watchers	Science	Weather station
Session 11	Lenten Engineers	Engineering	Building for others
Session 12	Life Cycles	Science	Plant/animal cycles
Session 13	Easter Innovation	Renewal	New beginnings project
Session 14	Sound Engineering	Engineering	Instrument design
Session 15	Robot Challenge	Technology	Dash Robot missions
Session 16	Community Helpers	Service	Design for service
Session 17	Year Exhibition	Celebration	Portfolio showcase

🎯 Year A Learning Goals¶

By the end of the year, Grades 1-2 students will:

✅ Follow the design process: Ask → Imagine → Plan → Create → Improve
✅ Program basic robot movements using Dash
✅ Create simple coding projects with ScratchJr
✅ Identify patterns in God's creation
✅ Connect Catholic faith to scientific discovery
✅ Work collaboratively on engineering challenges

🛠️ Materials Used Throughout Year¶

From CSCOE Library¶

Dash Robots & Tablets
KEVA Planks
Simple Machines Kit
Pattern Blocks
Magnifying glasses

Technology¶

ScratchJr on tablets
Dash Robot app

Classroom Supplies¶

Craft sticks, cardboard, tape
Construction paper
Recording journals

🔄 Year A / Year B Rotation¶

Year A focuses on:

🌉 Bridge and structure building
🤖 Dash Robot programming
🌿 Life cycles and patterns
🎵 Sound and instruments

Year B (alternate year) focuses on:

🏰 Tower and habitat building
🤖 Sphero programming
🦋 Animals and ecosystems
🎨 Digital art creation

Grades 1-2 Year A Bi-Weekly — Building foundations in faith and STEM!

Session 01: Wonder Engineers 🔧¶

Overview¶

Grades: 1-2 | Duration: 30 minutes | Session: 1 of 17

Welcome to C-STREAM! Students discover what engineers do and begin thinking like designers who solve problems to help others.

Session 01: Wonder Engineers¶

Learning Objectives¶

By the end of this session, students will:

Understand that engineers design things to help people
Practice the "I wonder..." mindset
Begin learning the design process
Connect engineering to caring for God's world

Session 01: Wonder Engineers¶

Materials Needed¶

📦 KEVA Planks or building blocks
📋 "Design Process" poster (Ask, Imagine, Plan, Create, Improve)
📓 Engineering journals (composition notebooks)
🖍️ Crayons/pencils
📸 Pictures of things engineers build

Catholic Integration¶

Saint Connection¶

St. Joseph the Worker — Jesus's foster father was a builder who used his skills to care for his family and community.

Scripture¶

"For we are God's handiwork, created in Christ Jesus to do good works." — Ephesians 2:10

Opening Prayer¶

Dear God, thank you for giving us minds that can solve problems and hands that can build things. Help us be engineers who make the world better for others. Bless our work this year. Amen.

Lesson Procedure¶

Opening Circle (6 minutes)¶

Welcome to C-STREAM — "This year we're going to be ENGINEERS!"
What is Engineering?
"Engineers design and build things to help people"
Show pictures: bridges, buildings, toys, wheelchairs, phones
Wonder Question — "What problem would YOU like to solve?"
Introduce Design Process:
Ask — What's the problem?
Imagine — What are ideas?
Plan — How will we do it?
Create — Build it!
Improve — Make it better!

Main Activity: First Engineering Challenge (18 minutes)¶

Challenge: Build a tower as tall as a pencil!

Part 1: Ask & Imagine (3 minutes)

"Can you build a tower that's this tall?" (show pencil height)
"What might we use? What could work?"
Partner brainstorming

Part 2: Create (10 minutes)

Partners receive KEVA Planks or blocks
Build towers
When towers fall: "What did we learn? Let's try again!"
Test against pencil height

Part 3: Improve (5 minutes)

"How can we make it even taller or stronger?"
Try improvements
Celebrate successes AND learning from failures

Engineering Journal (4 minutes)¶

Draw your tower design
Circle: Did it work? 😊 or Still working? 🔧
Write/draw one thing you learned

Closing Circle (2 minutes)¶

Share — One discovery from building
Preview — "Next time we'll explore God's amazing patterns!"
Closing Prayer — "Thank you, God, for letting us be builders and problem-solvers. Help us always use our skills to help others. Amen."

Assessment¶

Observation Checklist:

Participated in building challenge
Tried again after failures
Worked cooperatively with partner
Recorded in engineering journal

Differentiation¶

For Students Who Need Support¶

Lower height goal (3 blocks)
Teacher modeling nearby
Pre-built base to add to

For Advanced Students¶

Challenge: Build as tall as a book standing up
Add a "bridge" connecting two towers
Write about their strategy

Wonder at Home 🏠¶

Family Activity: Build towers at home using anything available—blocks, boxes, cans, books. Who can build the tallest tower that stands on its own for 10 seconds?

Teacher Notes¶

Reserve KEVA Planks from CSCOE library 2 weeks ahead
Create "Design Process" poster to display all year
Engineering journals will be used each session
Establish building/cleanup routines

Next Session: Session 02 — God's Patterns

Session 02: God's Patterns 🔢¶

Overview¶

Grades: 1-2 | Duration: 30 minutes | Session: 2 of 17

Students discover that God built patterns into creation—in math, nature, art, and music—exploring the beautiful order of the universe.

Session 02: God's Patterns¶

Learning Objectives¶

By the end of this session, students will:

Identify patterns in nature and everyday life
Create and extend patterns using different materials
Understand that patterns show God's order in creation
Connect mathematical thinking to beauty

Session 02: God's Patterns¶

Materials Needed¶

📦 Pattern blocks
🌿 Nature items with patterns (pinecones, leaves, flowers)
📸 Pictures of patterns in nature (honeycomb, zebra, snowflakes)
🎨 Pattern worksheets or paper strips
🖍️ Crayons/markers
📓 Engineering journals

Catholic Integration¶

Saint Connection¶

Blessed Nicolas Steno — A Catholic scientist who discovered patterns in crystals and rock layers, showing God's order in geology!

Scripture¶

"He has made everything beautiful in its time." — Ecclesiastes 3:11

Opening Prayer¶

Dear God, you made a world full of beautiful patterns—in flowers, snowflakes, and math. Open our eyes to see your wonderful order all around us. Amen.

Lesson Procedure¶

Opening Circle (6 minutes)¶

Pattern Hunt — "What patterns do you notice in our classroom?"
Definition — "A pattern is something that repeats in a predictable way"
Nature Patterns — Show pictures:
Honeycomb (hexagons)
Zebra stripes
Flower petals
Snowflakes (6 points)
Pinecone spirals
Wonder — "Why do you think God made so many patterns?"

Main Activity: Pattern Exploration (18 minutes)¶

Station Rotation or Whole Group:

Part 1: Nature Patterns (5 minutes)

Examine real nature items with magnifying glasses
Pinecone spirals, leaf veins, flower petals
"What patterns do you see?"
Count: petals, spirals, sections

Part 2: Create Patterns (8 minutes)

Pattern blocks: Create your own repeating pattern
Share with partner: "What comes next in my pattern?"
Challenge patterns:
AB pattern (red, blue, red, blue)
ABC pattern (red, blue, yellow, red, blue, yellow)
ABB pattern (red, blue, blue, red, blue, blue)

Part 3: Pattern Art (5 minutes)

Create a pattern border on paper
Draw a nature pattern you observed
Add color!

Engineering Journal (4 minutes)¶

Draw a pattern you discovered today
Create your own pattern design
Write: "God's patterns are..."

Closing Circle (2 minutes)¶

Share — Show one pattern you made or found
Connection — "Patterns help us predict what comes next—scientists use patterns too!"
Closing Prayer — "Thank you, God, for the patterns in your beautiful world. Help us notice your order everywhere. Amen."

Assessment¶

Observation Checklist:

Identified patterns in nature
Created original patterns
Extended patterns correctly
Connected patterns to God's creation

Differentiation¶

For Students Who Need Support¶

Focus on simple AB patterns
Pre-made pattern starters to complete
Pair with pattern buddy

For Advanced Students¶

Create complex patterns (AABB, ABCD)
Growing patterns (1, 2, 3... or square numbers)
Write about why patterns matter

Wonder at Home 🏠¶

Family Activity: Go on a "Pattern Hunt" at home and outside! How many patterns can you find? Look at tiles, fabrics, plants, and animals. Draw your favorite patterns.

Teacher Notes¶

Fibonacci sequence appears in pinecones, sunflowers—point this out if students are ready
Connect to math class pattern work
Save pattern artwork for display

Previous: Session 01 — Wonder Engineers
Next: Session 03 — Bridge Building

Session 03: Bridge Building 🌉¶

Overview¶

Grades: 1-2 | Duration: 30 minutes | Session: 3 of 17

Students design and build bridges, learning about structural engineering while exploring how bridges connect communities.

Session 03: Bridge Building¶

Learning Objectives¶

By the end of this session, students will:

Understand the purpose of bridges (connecting, crossing)
Identify basic bridge types (beam, arch)
Design and build a bridge that spans a gap
Test their bridge design with weight

Session 03: Bridge Building¶

Materials Needed¶

📦 KEVA Planks
📦 Craft sticks and tape
📦 Paper (for folding experiments)
📏 Two books or blocks (to create gap)
🪙 Pennies or small weights for testing
📓 Engineering journals
📸 Pictures of different bridges

Catholic Integration¶

Saint Connection¶

St. John Nepomucene — Patron saint of bridges! He stood for truth and is often shown on bridges throughout Europe.

Scripture¶

"Let us build bridges, not walls." — Pope Francis (quoting Jesus's call to reconciliation)

Opening Prayer¶

Dear God, you want us to connect with others and build bridges of friendship. Help us design strong bridges today and be bridges of kindness to everyone we meet. Amen.

Lesson Procedure¶

Opening Circle (5 minutes)¶

Why Bridges? — "What do bridges do?"
Help us cross water, valleys, roads
Connect communities
Help people get to school, work, church
Bridge Types — Show pictures:
Beam bridge (flat across)
Arch bridge (curved support)
Suspension bridge (hanging cables)
Today's Challenge — "Build a bridge that crosses this gap!"

Main Activity: Bridge Engineering (19 minutes)¶

Part 1: Paper Experiment (4 minutes)

Can a flat piece of paper hold a penny? (No, it flops)
Fold paper into an accordion—now try (Yes!)
"Shapes give paper strength!"

Part 2: Design & Plan (3 minutes)

Set up gap (two books, ~8 inches apart)
Partners discuss: "How will we build across?"
Quick sketch in journal

Part 3: Build & Test (10 minutes)

Materials: KEVA Planks or craft sticks and tape
Build bridge across the gap
Must span the entire gap without support in middle
Test with pennies: How many can it hold?
When it breaks: "What can we change?"
Rebuild and improve!

Part 4: Celebrate (2 minutes)

Share strongest bridges
Discuss: "What made these bridges strong?"

Engineering Journal (4 minutes)¶

Draw your bridge design
Record: How many pennies did it hold?
Draw an improvement you would make

Closing Circle (2 minutes)¶

Engineering Discovery — "What makes bridges strong?"
Faith Connection — "How can WE be bridges to others?"
Closing Prayer — "Thank you, God, for bridges that connect us. Help us build bridges of love and friendship. Amen."

Assessment¶

Observation Checklist:

Participated in design process
Built a bridge that spanned the gap
Tested and tried to improve
Recorded observations in journal

Differentiation¶

For Students Who Need Support¶

Narrower gap to span
Pre-built base to work from
Teacher nearby for guidance

For Advanced Students¶

Wider gap to span
Weight challenge (most pennies wins)
Design two different bridge types

Wonder at Home 🏠¶

Family Activity: Look for bridges in your community—over roads, rivers, or walking paths. What type are they? Build bridges at home using craft sticks, blocks, or even spaghetti and marshmallows!

Teacher Notes¶

Save successful bridge designs for display
KEVA Planks work great for beam bridges
Craft sticks + tape allow more creativity
Consider video of famous bridges

Previous: Session 02 — God's Patterns
Next: Session 04 — Robot Friends

Session 04: Robot Friends 🤖¶

Overview¶

Grades: 1-2 | Duration: 30 minutes | Session: 4 of 17

Students meet Dash Robots and learn basic programming concepts—discovering that they can give instructions to technology.

Session 04: Robot Friends¶

Learning Objectives¶

By the end of this session, students will:

Understand that robots follow instructions (code)
Learn basic Dash Robot controls
Program Dash to move in simple paths
Connect human creativity to technology

Session 04: Robot Friends¶

Materials Needed¶

📦 Dash Robots (from CSCOE library)
📱 Tablets with Go/Wonder app
📋 Simple maze or path taped on floor
📓 Engineering journals
📸 Pictures of different robots

Catholic Integration¶

Saint Connection¶

Blessed Carlo Acutis — A young person who used technology to serve God, creating websites to share faith. Technology can be used for good!

Scripture¶

"Whatever you do, work at it with all your heart, as working for the Lord." — Colossians 3:23

Opening Prayer¶

Dear God, thank you for creative minds that invent amazing things like robots. Help us use technology wisely and always for good. Bless our learning today. Amen.

Lesson Procedure¶

Opening Circle (5 minutes)¶

Robot Wonder — "What is a robot?"
A machine that follows instructions
Robots don't think—they do what we TELL them!
Meet Dash — Introduce the robot
Dash has wheels, lights, sounds
WE will be the bosses—telling Dash what to do
Instructions Matter — "Robots only do exactly what we say!"
Today's Goal — "We're going to program Dash to move!"

Main Activity: Dash Introduction (19 minutes)¶

Part 1: Unplugged Practice (4 minutes)

"Robot" game: One student is the robot, one gives commands
Commands: "Step forward," "Turn right," "Stop"
Robots only do EXACTLY what you say!
Lesson: Clear instructions matter!

Part 2: Meet Dash (5 minutes)

Small groups receive Dash Robots and tablets
Explore: What can Dash do?
Move forward/backward
Turn
Make sounds
Light up
Free exploration time

Part 3: Drive Challenge (8 minutes)

Use "Drive" mode to control Dash
Challenge 1: Drive in a straight line
Challenge 2: Drive around an object
Challenge 3: Drive through a simple path
Partners take turns driving

Part 4: Celebrate Success (2 minutes)

Show off one cool thing Dash did
"You just programmed a robot!"

Engineering Journal (4 minutes)¶

Draw Dash the robot
Write one instruction you gave Dash
Draw the path Dash traveled

Closing Circle (2 minutes)¶

What We Learned — "Who is in charge—us or the robot?"
Good Technology Use — "How can robots help people?"
Closing Prayer — "Thank you, God, for minds that create and learn. Help us always use technology to help others. Amen."

Assessment¶

Observation Checklist:

Understood that robots follow instructions
Successfully controlled Dash
Worked cooperatively with group
Recorded learning in journal

Differentiation¶

For Students Who Need Support¶

Simplified controls (forward/stop only)
Extra teacher guidance with tablet
Partner with experienced peer

For Advanced Students¶

Create own obstacle course
Program specific sounds with movements
Try "Wonder" app for more complex coding

Wonder at Home 🏠¶

Family Activity: Play "Robot" at home! Give family members robot instructions to follow (be very specific!). Talk about how robots are used in the world—cars, vacuums, factories, medicine.

Teacher Notes¶

Reserve Dash Robots from CSCOE 2 weeks ahead
Charge robots overnight before use
Go app is simpler; Wonder app is more advanced
Set clear expectations for robot handling

Previous: Session 03 — Bridge Building
Next: Session 05 — Nature Exploration

Session 05: Nature Exploration 🌳¶

Overview¶

Grades: 1-2 | Duration: 30 minutes | Session: 5 of 17

Students explore God's creation outdoors (or with nature items), practicing scientific observation and recording discoveries.

Session 05: Nature Exploration¶

Learning Objectives¶

By the end of this session, students will:

Practice scientific observation skills
Record observations in their journals
Identify living vs. non-living things
Appreciate the diversity of God's creation

Session 05: Nature Exploration¶

Materials Needed¶

📦 Magnifying glasses
📓 Engineering/Nature journals
🖍️ Pencils, colored pencils
📋 Observation checklist
🌿 Collection bags (paper bags)
📸 Camera (optional for documentation)

Catholic Integration¶

Saint Connection¶

St. Kateri Tekakwitha — The first Native American saint, she loved nature and saw God's beauty in all creation.

Scripture¶

"Ask the animals, and they will teach you, or the birds in the sky, and they will tell you." — Job 12:7

Opening Prayer¶

Dear God, thank you for the beautiful world outside our door. Open our eyes to see the amazing things you've made. Help us be good scientists who notice and wonder. Amen.

Lesson Procedure¶

Opening Circle (4 minutes)¶

Scientist Observation — "Scientists look carefully and ask questions"
Living vs. Non-Living:
Living: grows, needs food/water, can reproduce (plants, animals)
Non-living: doesn't grow, doesn't need food (rocks, water, air)
Today's Mission — "We're going to be nature scientists!"
Rules Review — Stay together, observe don't disturb, be gentle

Main Activity: Nature Investigation (20 minutes)¶

Option A: Outdoor Exploration (weather permitting)

Part 1: Observation Walk (8 minutes)

Walk slowly around school grounds
Notice: What do you see? Hear? Smell?
Look for:
Living things (plants, insects, birds)
Non-living things (rocks, water, man-made)
Signs of animals (tracks, nests, holes)
Use magnifying glasses for close-ups

Part 2: Recording (7 minutes)

Stop at a spot to draw and write
Journal pages:
Draw 2 living things you found
Draw 2 non-living things you found
Write one "I wonder..." question

Part 3: Collection (5 minutes)

Collect ONE nature item (already fallen—don't pick living plants)
Bring back to share

Option B: Indoor Investigation (inclement weather)

Nature items brought inside
Nature videos/photos
Window observations

Engineering Journal (4 minutes)¶

Complete observation drawings
Label: Living (L) or Non-living (NL)
Write biggest discovery

Closing Circle (2 minutes)¶

Share Collections — What did you find?
Questions — Share "I wonder..." questions
Closing Prayer — "Thank you, God, for every leaf, bug, and rock in your creation. Help us take care of this beautiful world. Amen."

Assessment¶

Observation Checklist:

Participated in outdoor exploration
Correctly identified living/non-living
Recorded observations in journal
Asked questions about nature

Differentiation¶

For Students Who Need Support¶

Observation partner
Checklist of things to find (with pictures)
Focus on drawing rather than writing

For Advanced Students¶

Record multiple "I wonder" questions
Classify items in more detail
Start a nature collection

Wonder at Home 🏠¶

Family Activity: Take a nature walk in your neighborhood or at a park. Bring a journal and draw what you see. Collect items (that are already on the ground) for a nature display at home.

Teacher Notes¶

Scout location before lesson
Have backup indoor plan ready
Remind students about insect safety, plant allergies
Great connection to science curriculum

Previous: Session 04 — Robot Friends
Next: Session 06 — Thanksgiving Service

Session 06: Thanksgiving Service 🦃¶

Overview¶

Grades: 1-2 | Duration: 30 minutes | Session: 6 of 17

Students combine gratitude with service, designing and creating something to help or bless others in their community.

Session 06: Thanksgiving Service¶

Learning Objectives¶

By the end of this session, students will:

Express gratitude for God's blessings
Design something to help others
Create a service project item
Connect engineering skills to Catholic social teaching

Session 06: Thanksgiving Service¶

Materials Needed¶

📦 Card-making supplies (paper, markers, stickers)
🎨 Craft supplies
📓 Engineering journals
📋 "People Who Help Us" list
❤️ Heart shapes

Catholic Integration¶

Saint Connection¶

St. Martin de Porres — He served the poor and sick with great love, giving food and care to everyone in need.

Scripture¶

"Give thanks in all circumstances." — 1 Thessalonians 5:18

Opening Prayer¶

Dear God, we have so much to be thankful for! Help us share our blessings with others. Like St. Martin de Porres, may we serve with love. Amen.

Lesson Procedure¶

Opening Circle (5 minutes)¶

Gratitude Round — Each person: "I'm thankful for..."
Giving Back — "When we have blessings, we share them!"
St. Martin de Porres — Served the poor in Peru
Today's Project — "We're making something to bless others!"
Design Thinking — "WHO could we help? WHAT would help them?"

Main Activity: Service Design Project (19 minutes)¶

Part 1: Design Planning (4 minutes)

Brainstorm who needs blessing:
Elderly in nursing homes
Children in hospital
Community helpers (firefighters, police)
School staff
Choose a group to serve
Discuss: "What would help them feel loved?"

Part 2: Create (13 minutes)

Option A: Thankful Cards
Cards for nursing home residents
Include drawings, messages, stickers
"You are loved!"
Option B: Bookmark Gifts
Decorated bookmarks for library/school
"Thank you for helping us learn!"
Option C: Thank You Posters
For school helpers (custodians, lunch staff)
Class collaboration
Focus on quality and kindness in creation

Part 3: Reflection (2 minutes)

"How do you think people will feel when they get these?"
"Why is it important to think about others?"

Engineering Journal (4 minutes)¶

Draw what you created
Write: "I made this for... because..."
Draw a heart

Closing Circle (2 minutes)¶

Share Creations — Show what you made
Delivery Plan — When/how will we give these?
Closing Prayer — "Thank you, God, for the chance to bless others. Help us always look for ways to share your love. Amen."

Assessment¶

Observation Checklist:

Expressed personal gratitude
Participated in design process
Created item with care
Connected service to faith

Differentiation¶

For Students Who Need Support¶

Pre-folded card ready to decorate
Focus on drawing over writing
Work alongside teacher

For Advanced Students¶

Write longer personal messages
Create multiple items
Help others with spelling/ideas

Wonder at Home 🏠¶

Family Activity: As a family, do a service project! Ideas: rake leaves for a neighbor, deliver cookies, write cards to relatives, donate toys or food. Talk about how it feels to help others.

Teacher Notes¶

Arrange delivery to nursing home or recipients
Take photos of students with creations
Follow up with recipient responses if possible
This embodies Catholic Social Teaching: care for others

Previous: Session 05 — Nature Exploration
Next: Session 07 — Light in Darkness

Session 07: Light in Darkness ⭐¶

Overview¶

Grades: 1-2 | Duration: 30 minutes | Session: 7 of 17

Students explore the science of light during Advent, connecting Jesus as the "Light of the World" to scientific understanding of light and darkness.

Session 07: Light in Darkness¶

Learning Objectives¶

By the end of this session, students will:

Understand that light travels and can be blocked (shadows)
Explore how light helps us see
Connect Advent waiting to Jesus as Light
Create a light-themed project

Session 07: Light in Darkness¶

Materials Needed¶

📦 Flashlights
📦 Prisms or CDs
🎨 Star shapes, yellow/gold paper
📓 Engineering journals
🕯️ LED tea light candles (safe)
📦 Various objects for shadow-making

Catholic Integration¶

Saint Connection¶

Mary, Star of the Sea — Mary guides us to Jesus, the true Light, just as stars guide sailors home.

Scripture¶

"I am the light of the world. Whoever follows me will never walk in darkness." — John 8:12

Opening Prayer¶

Dear Jesus, in this Advent season, we wait for you—the Light of the World. Help us shine your light to everyone we meet. Come, Lord Jesus! Amen.

Lesson Procedure¶

Opening Circle (5 minutes)¶

Create Atmosphere — Dim lights, use LED candles
Advent Connection — "We're waiting for Christmas! For Jesus to come!"
Jesus = Light — "Jesus called himself the Light of the World"
Science + Faith — "Today we'll learn about light AND think about Jesus!"
Wonder Question — "Why do we need light?"

Main Activity: Light Exploration (19 minutes)¶

Part 1: Light Investigation (7 minutes)

Flashlight experiments:
Shine through paper (dim)
Shine through glass/plastic (bright)
Blocked by solid objects (shadow!)
"Light travels in straight lines until something stops it"
Make shadow puppets on wall

Part 2: Rainbow Discovery (5 minutes)

Use prism or CD to split light
Find rainbows on walls
"White light has ALL colors hiding inside!"
"God made light full of beautiful colors"

Part 3: Advent Star Creation (7 minutes)

Create an Advent star
Star of Bethlehem guided the Wise Men to Jesus
Decorate with gold, glitter, or sequins
Add: "Jesus is our Light"

Engineering Journal (4 minutes)¶

Draw one light experiment
Draw your Advent star
Write: "Jesus is the light because..."

Closing Circle (2 minutes)¶

Light Connection — "How can WE be lights?" (Being kind, helping others)
Star Display — Show stars, announce where they'll be displayed
Closing Prayer — "Jesus, Light of the World, shine through us. Help us spread your light this Advent season. Come, Lord Jesus! Amen."

Assessment¶

Observation Checklist:

Participated in light experiments
Understood light and shadow concepts
Connected Jesus to light imagery
Created Advent star

Differentiation¶

For Students Who Need Support¶

Pre-cut star shape to decorate
Focus on one light concept
Work with light partner

For Advanced Students¶

Explain why some things cast shadows
Create complex star design
Write about light and faith connection

Wonder at Home 🏠¶

Family Activity: Look for lights during Advent! Christmas lights, candles, stars. Talk about how Jesus is the Light of the World. Make shadow puppets together using a flashlight.

Teacher Notes¶

Coordinate with Advent wreath lighting in school
Display stars in hallway or church
Great connection to religion class Advent lessons
Consider using glow sticks as alternative

Previous: Session 06 — Thanksgiving Service
Next: Session 08 — Coding Basics

Session 08: Coding Basics 💻¶

Overview¶

Grades: 1-2 | Duration: 30 minutes | Session: 8 of 17

Students learn foundational coding concepts using ScratchJr, creating simple animated stories and programs.

Session 08: Coding Basics¶

Learning Objectives¶

By the end of this session, students will:

Understand that coding is giving instructions to computers
Navigate the ScratchJr interface
Create a simple program with motion blocks
Debug (fix) programs when they don't work

Session 08: Coding Basics¶

Materials Needed¶

📱 Tablets with ScratchJr app installed
📋 ScratchJr quick reference cards
📓 Engineering journals
📺 Display for demonstration (optional)

Catholic Integration¶

Saint Connection¶

Blessed Carlo Acutis — A young Catholic who used coding and computers to share faith. He created websites about Eucharistic miracles!

Scripture¶

"In the beginning was the Word, and the Word was with God." — John 1:1 (Just as God speaks creation into being, we speak instructions to computers!)

Opening Prayer¶

Dear God, thank you for creative minds that made computers and coding. Help us use technology to do good things. May we be like Blessed Carlo Acutis, using our skills for you. Amen.

Lesson Procedure¶

Opening Circle (5 minutes)¶

What is Coding? — "Giving step-by-step instructions to a computer"
Connection to Robots — "Remember Dash? Same idea!"
ScratchJr — "This app lets us code stories and games"
Blessed Carlo Acutis — Teen who coded for God
Today's Goal — "Make a character move!"

Main Activity: ScratchJr Exploration (19 minutes)¶

Part 1: App Tour (4 minutes)

Open ScratchJr
Explore interface:
Character (Cat)
Stage (background)
Blocks (instructions)
Green flag (start)
"The blocks are like puzzle pieces that tell the character what to do"

Part 2: First Program (8 minutes)

Guided tutorial:
Add "Start on Green Flag" block
Add "Move Right" block
Tap green flag—watch cat move!
Add more move blocks
Try: Up, down, left
Challenge: Make cat walk across the screen

Part 3: Personalize (5 minutes)

Change background
Try different character
Add sounds or speech bubbles
Free creation time

Part 4: Share (2 minutes)

Show neighbor what you made
"You just wrote a computer program!"

Engineering Journal (4 minutes)¶

Draw the ScratchJr character you used
Write or draw the instructions you gave
Circle: Easy 😊 or Tricky 🔧

Closing Circle (2 minutes)¶

Celebration — "You are now CODERS!"
Next Time — "We'll learn more coding tricks!"
Closing Prayer — "Thank you, God, for the gift of learning. Help us use coding and technology for good things. Amen."

Assessment¶

Observation Checklist:

Opened ScratchJr and explored
Created program with motion
Used green flag to run program
Showed willingness to try

Differentiation¶

For Students Who Need Support¶

Pre-made starter project to modify
Partner with experienced peer
Focus on one block type (motion)

For Advanced Students¶

Add loops (repeat blocks)
Create multi-scene story
Help classmates who are stuck

Wonder at Home 🏠¶

Family Activity: If you have a tablet, try ScratchJr at home! (Free app) Create a story together. No tablet? Play "programmer"—give family members step-by-step instructions to do something!

Teacher Notes¶

ScratchJr is free for iPad and Android
Pre-install and test app before session
Consider projecting tablet for demonstrations
Common issue: Blocks not snapping together—show how to connect

Previous: Session 07 — Light in Darkness
Next: Session 09 — Catholic Inventors

Session 09: Catholic Inventors ⛪¶

Overview¶

Grades: 1-2 | Duration: 30 minutes | Session: 9 of 17

Students celebrate Catholic Schools Week by learning about Catholic scientists and inventors who changed the world while serving God.

Session 09: Catholic Inventors¶

Learning Objectives¶

By the end of this session, students will:

Learn about Catholic scientists and inventors
Understand that faith and science work together
Celebrate being in a Catholic school
Create a project honoring Catholic scientists

Session 09: Catholic Inventors¶

Materials Needed¶

📸 Pictures of Catholic scientists
📄 Short biographies (age-appropriate)
🎨 Art supplies for poster/project
📓 Engineering journals
📋 "My Catholic School" activity sheet

Catholic Integration¶

Saint Connection¶

Multiple Catholic Scientists:

Gregor Mendel — Monk who discovered genetics
Louis Pasteur — Catholic who invented pasteurization
Fr. Georges Lemaître — Priest who proposed the Big Bang theory

Scripture¶

"The heavens declare the glory of God; the skies proclaim the work of his hands." — Psalm 19:1

Opening Prayer¶

Dear God, thank you for our Catholic school where we learn about you AND about your world. Thank you for Catholic scientists who loved you and loved learning. Help us follow their example. Amen.

Lesson Procedure¶

Opening Circle (6 minutes)¶

Catholic Schools Week! — "We're celebrating our school!"
Faith + Science — "At Catholic schools, we learn that God made science!"
Catholic Scientists — Introduce heroes:
Gregor Mendel: Monk who grew pea plants and discovered how traits pass from parents to children (genetics)
Louis Pasteur: Made milk safe to drink (pasteurization)
Fr. Georges Lemaître: Priest who figured out the universe is expanding (Big Bang)
Key Message — "Loving God and loving science go together!"

Main Activity: Catholic Scientist Celebration (18 minutes)¶

Part 1: Meet a Scientist (6 minutes)

Focus on ONE scientist in depth (Gregor Mendel recommended for 1-2)
"Brother Mendel was a monk—he prayed every day"
"He was curious about God's creation"
"He grew thousands of pea plants!"
"He discovered that children look like their parents because of tiny instructions (genes)"
Discussion: "What made him a good scientist AND a good Catholic?"

Part 2: Create a Tribute (10 minutes)

Option A: Scientist Poster
Draw the scientist
Write one fact
Add: "Catholic Scientist!"
Option B: Pea Plant Activity (Mendel connection)
Sort items by traits (like Mendel did)
Big/small, green/yellow
Connect to Mendel's work
Option C: Thank You to Teachers
Create cards for school teachers
"Thank you for teaching us about God and science!"

Part 3: Share (2 minutes)

Show creations
Say one thing learned about Catholic scientists

Engineering Journal (4 minutes)¶

Draw your favorite Catholic scientist
Write: "I learned that..."
Write: "I'm thankful for my Catholic school because..."

Closing Circle (2 minutes)¶

School Pride — "What's special about our Catholic school?"
Future Scientists — "You can be a Catholic scientist too!"
Closing Prayer — "Thank you, God, for faith and science together. Thank you for our Catholic school. Help us love learning and love you. Amen."

Assessment¶

Observation Checklist:

Learned about at least one Catholic scientist
Understood faith-science connection
Participated in celebration activity
Expressed gratitude for Catholic school

Differentiation¶

For Students Who Need Support¶

Focus on one scientist's story
Simple drawing activity
Work alongside teacher or buddy

For Advanced Students¶

Research additional scientists
Write a short report
Present to the class

Wonder at Home 🏠¶

Family Activity: Look up one Catholic scientist together! (Gregor Mendel, Louis Pasteur, or Blessed Carlo Acutis) Talk about how they served God through science. Why is it special to go to a Catholic school?

Teacher Notes¶

Coordinate with school-wide Catholic Schools Week activities
Consider inviting a scientist from the parish
Display student work in hallway
See Resources/Catholic_Scientists_Heritage.md for more scientists

Previous: Session 08 — Coding Basics
Next: Session 10 — Weather Watchers

Session 10: Weather Watchers 🌦️¶

Overview¶

Grades: 1-2 | Duration: 30 minutes | Session: 10 of 17

Students become meteorologists, observing and recording weather data and building simple weather instruments.

Session 10: Weather Watchers¶

Learning Objectives¶

By the end of this session, students will:

Identify different types of weather
Record weather observations systematically
Build a simple weather tool
Understand that scientists study God's patterns in weather

Session 10: Weather Watchers¶

Materials Needed¶

📋 Weather chart/calendar
🌡️ Outdoor thermometer
🎐 Windsock materials (paper, string, streamers)
📓 Engineering journals
📸 Pictures of weather types
☁️ Cloud chart

Catholic Integration¶

Saint Connection¶

St. Scholastica — According to legend, she prayed and God sent a storm so she could keep talking with her brother (St. Benedict) about faith!

Scripture¶

"He makes clouds rise from the ends of the earth; he sends lightning with the rain and brings out the wind from his storehouses." — Psalm 135:7

Opening Prayer¶

Dear God, you control the weather—the sun, rain, snow, and wind. Thank you for the patterns you built into nature. Help us learn about your amazing world. Keep us safe in all weather. Amen.

Lesson Procedure¶

Opening Circle (5 minutes)¶

Today's Weather — Look outside. "What's the weather today?"
Weather Types:
☀️ Sunny
☁️ Cloudy
🌧️ Rainy
❄️ Snowy
💨 Windy
Meteorologists — Scientists who study weather
God's Patterns — Weather follows patterns God designed
Today's Goal — "We're going to be weather scientists!"

Main Activity: Weather Station (19 minutes)¶

Part 1: Weather Observation (5 minutes)

Go outside or observe from window
Record on chart:
Temperature (read thermometer together)
Cloud cover (sunny, partly cloudy, cloudy)
Wind (calm, breezy, windy)
Precipitation (none, rain, snow)
"Scientists record what they observe!"

Part 2: Cloud Study (4 minutes)

Look at clouds
Cloud types (simplified):
Fluffy clouds = fair weather
Flat gray clouds = might rain
Wispy high clouds = weather changing
Draw the clouds you see

Part 3: Build a Windsock (8 minutes)

Materials: Paper tube/cup, streamers, string
Steps:
Attach streamers to one end of tube
Add string for hanging
Decorate!
"This tool shows us wind direction!"
Test by window or briefly outside

Part 4: Weather Prediction (2 minutes)

Based on observations: "What do you think weather will be like tomorrow?"
"Scientists make predictions based on patterns!"

Engineering Journal (4 minutes)¶

Draw today's weather
Record temperature
Draw your windsock
Predict tomorrow's weather

Closing Circle (2 minutes)¶

Weather Wonder — "What amazes you about weather?"
God's Care — "God sends rain for plants and sunshine for warmth"
Closing Prayer — "Thank you, God, for weather that waters the earth and gives us seasons. Help us appreciate every kind of day you give us. Amen."

Assessment¶

Observation Checklist:

Identified weather conditions
Recorded observations
Built windsock
Made weather prediction

Differentiation¶

For Students Who Need Support¶

Focus on three weather types
Pre-made windsock base
Partner observation

For Advanced Students¶

Record multiple data points
Compare to weather forecast
Research cloud types

Wonder at Home 🏠¶

Family Activity: Start a family weather journal! Record the weather each day for a week. Hang your windsock outside and watch it. Compare your observations to the weather forecast—how accurate were you?

Teacher Notes¶

Start ongoing classroom weather tracking if possible
Windsocks can be hung in classroom or sent home
Connect to daily calendar weather activities
Great springboard for water cycle discussions

Previous: Session 09 — Catholic Inventors
Next: Session 11 — Lenten Engineers

Session 11: Lenten Engineers 💜¶

Overview¶

Grades: 1-2 | Duration: 30 minutes | Session: 11 of 17

Students design and create something to help others during Lent, connecting engineering skills to the Lenten practices of prayer, fasting, and almsgiving.

Session 11: Lenten Engineers¶

Learning Objectives¶

By the end of this session, students will:

Understand Lenten practices (prayer, fasting, almsgiving)
Design something to serve others
Create a service-focused project
Connect engineering to Catholic social teaching

Session 11: Lenten Engineers¶

Materials Needed¶

📦 Craft supplies (paper, markers, cardboard)
📦 Recycled materials
💜 Purple paper/decorations (Lent color)
📓 Engineering journals
📋 Service planning sheet

Catholic Integration¶

Saint Connection¶

St. Katherine Drexel — She gave away her fortune to serve others, especially building schools for children who didn't have them.

Scripture¶

"Whatever you did for one of the least of these brothers and sisters of mine, you did for me." — Matthew 25:40

Opening Prayer¶

Dear Jesus, during Lent we remember your sacrifice for us. Help us give up something to help others. Show us how to use our hands and minds to serve. Amen.

Lesson Procedure¶

Opening Circle (5 minutes)¶

Lent Season — "What is Lent?"
40 days preparing for Easter
Time to grow closer to Jesus
Three Practices:
🙏 Prayer — Talking to God more
🍞 Fasting — Giving up something
💝 Almsgiving — Giving to others
Engineers for Others — "How can our building skills help people?"
Today's Mission — "Design something that helps others!"

Main Activity: Service Design Project (19 minutes)¶

Part 1: Identify Needs (3 minutes)

"Who could use our help?"
Elderly neighbors
Children without toys
Hungry families
Lonely people
"What could we MAKE to help?"

Part 2: Design & Create (14 minutes)

Option A: Kindness Coupons Holder

Build a small box or folder
Fill with kindness coupons:
"One free hug"
"I'll clean up"
"I'll share with you"
Give to family members

Option B: Caring Cards

Design cards for nursing home residents
Include cheerful drawings
Message: "God loves you!"

Option C: Collection Box

Build a box for collecting items
Rice Bowl / food shelf donations
Coins for charity
Decorate with Lenten symbols

Part 3: Reflection (2 minutes)

"How will this help others?"
"How does giving make YOU feel?"

Engineering Journal (4 minutes)¶

Draw what you designed/made
Write: "This will help... by..."
Draw a cross or Lenten symbol

Closing Circle (2 minutes)¶

Sharing — Show your service project
Lenten Commitment — "What will you give this Lent?"
Closing Prayer — "Jesus, help us give like St. Katherine Drexel. May our work bring joy to others and glory to you. Amen."

Assessment¶

Observation Checklist:

Understood Lenten practices
Participated in service design
Created project with intention
Connected work to serving others

Differentiation¶

For Students Who Need Support¶

Pre-made project template
Focus on decorating
Work with partner

For Advanced Students¶

Plan larger service project
Write detailed messages
Design multiple items

Wonder at Home 🏠¶

Family Activity: As a family, choose a Lenten service project! Ideas: donate to food shelf, visit someone lonely, do extra chores, save money to give away. Make a family Lent calendar.

Teacher Notes¶

Coordinate with school-wide Lenten initiatives (Rice Bowl, food drives)
Consider delivering cards to nursing home
Connect to religion class Lenten lessons
Purple is the liturgical color of Lent

Previous: Session 10 — Weather Watchers
Next: Session 12 — Life Cycles

Session 12: Life Cycles 🌱¶

Overview¶

Grades: 1-2 | Duration: 30 minutes | Session: 12 of 17

Students explore plant and animal life cycles, discovering God's pattern of growth, change, and renewal in living things.

Session 12: Life Cycles¶

Learning Objectives¶

By the end of this session, students will:

Understand that living things have life cycles
Sequence stages of plant and/or butterfly life cycles
Create a life cycle model
Connect life cycles to God's pattern of renewal

Session 12: Life Cycles¶

Materials Needed¶

📦 Seeds and small pots (optional)
📸 Life cycle pictures (plant, butterfly, frog)
🎨 Paper plates for cycle craft
📦 Pasta shapes (life cycle materials)
📓 Engineering journals
🦋 Butterfly kit (if available)

Catholic Integration¶

Saint Connection¶

St. Thérèse of Lisieux (The Little Flower) — She compared spiritual growth to a flower blooming. Growth takes time and trust in God.

Scripture¶

"Unless a kernel of wheat falls to the ground and dies, it remains only a single seed. But if it dies, it produces many seeds." — John 12:24

Opening Prayer¶

Dear God, you made everything with cycles of growth and change. Thank you for seeds that become plants and caterpillars that become butterflies. Help us grow closer to you every day. Amen.

Lesson Procedure¶

Opening Circle (5 minutes)¶

Growth Question — "Have YOU changed since you were a baby?"
Life Cycles — "Living things go through stages called a life cycle"
Examples:
Plants: seed → sprout → plant → flower → seed again
Butterfly: egg → caterpillar → chrysalis → butterfly
You: baby → child → teenager → adult
God's Pattern — "God built change and growth into creation!"

Main Activity: Life Cycle Exploration (19 minutes)¶

Part 1: Learn the Cycles (5 minutes)

Show plant life cycle:
🌰 Seed (planted in soil)
🌱 Sprout (pushes through)
🌿 Plant (grows leaves)
🌸 Flower (blooms)
🌰 Seeds (makes new seeds!)
Show butterfly life cycle:
🥚 Egg (on a leaf)
🐛 Caterpillar (eats and grows)
🛖 Chrysalis (transforms inside)
🦋 Butterfly (emerges!)

Part 2: Life Cycle Craft (12 minutes)

Paper plate divided into 4 sections
Choose plant OR butterfly cycle
Create each stage:
Draw pictures
OR use pasta: orzo=egg/seed, rotini=caterpillar/sprout, shell=chrysalis/bud, bow tie=butterfly/flower
Add arrows showing cycle direction
Label stages

Part 3: Connection (2 minutes)

"How is Easter like a life cycle?"
Death → resurrection → new life!
"God makes all things new!"

Engineering Journal (4 minutes)¶

Draw the life cycle you learned
Label the stages
Write: "God makes things grow by..."

Closing Circle (2 minutes)¶

Share — Show life cycle crafts
Easter Preview — "Easter celebrates the greatest new life—Jesus rising!"
Closing Prayer — "Thank you, God, for life cycles. Thank you that you can make all things new—even us! Amen."

Assessment¶

Observation Checklist:

Identified stages of life cycle
Sequenced stages correctly
Created life cycle model
Connected to faith themes

Differentiation¶

For Students Who Need Support¶

Focus on one life cycle
Pre-drawn stages to color
Fewer stages (3 instead of 4-5)

For Advanced Students¶

Create both plant AND butterfly cycles
Add frog or human life cycle
Write about each stage

Wonder at Home 🏠¶

Family Activity: Plant a seed and watch it grow! Bean seeds grow quickly. Take photos at each stage. Look for caterpillars, butterflies, or tadpoles in nature. Talk about how things change and grow.

Teacher Notes¶

Consider raising butterflies (kits available)
Great spring activity as plants and insects emerge
Strong connection to Easter resurrection themes
John 12:24 is particularly relevant

Previous: Session 11 — Lenten Engineers
Next: Session 13 — Easter Innovation

Session 13: Easter Innovation 🌷¶

Overview¶

Grades: 1-2 | Duration: 30 minutes | Session: 13 of 17

Students celebrate Easter's message of new life and new beginnings through a creative innovation project.

Session 13: Easter Innovation¶

Learning Objectives¶

By the end of this session, students will:

Connect Easter to themes of new life and hope
Design something representing new beginnings
Create an Easter-themed innovation
Express Easter joy through creativity

Session 13: Easter Innovation¶

Materials Needed¶

🎨 Art supplies (paper, markers, crayons)
📦 Craft materials (pipe cleaners, tissue paper, cups)
🌷 Flower/butterfly supplies
📓 Engineering journals
📸 Pictures of spring new life

Catholic Integration¶

Saint Connection¶

The Risen Jesus — Easter celebrates the greatest new beginning: Jesus rising from the dead!

Scripture¶

"I am making everything new!" — Revelation 21:5

Opening Prayer¶

Alleluia! Jesus is risen! Dear God, thank you for Easter and the gift of new life. Help us celebrate your love today and every day. Alleluia! Amen.

Lesson Procedure¶

Opening Circle (5 minutes)¶

Easter Joy! — "Alleluia! What are we celebrating?"
New Life Everywhere:
Jesus rose from the dead
Spring flowers blooming
Baby animals being born
New beginnings all around!
Innovation Connection — "Today we'll CREATE something new!"
Design Challenge — "Make something that shows NEW LIFE!"

Main Activity: New Life Creation (19 minutes)¶

Part 1: Inspiration (3 minutes)

Show pictures:
Empty tomb → resurrection!
Butterfly emerging → transformation!
Flower blooming → new life!
Sunrise → new day!
"Pick one idea that inspires you"

Part 2: Design & Create (14 minutes)

Option A: Paper Flowers

Tissue paper flowers that "bloom"
Represent resurrection and spring
Add stem and leaves

Option B: Butterfly Mobile

Coffee filter butterflies
Hanging display
Symbol of transformation

Option C: Easter Garden Scene

Cup or small box garden
Include tomb, stone rolled away
Add flowers, grass
"He is risen!"

Option D: Free Innovation

Student chooses what to create
Must represent "new life"
Any available materials

Part 3: Celebration (2 minutes)

"Gallery walk" to see all creations
Say "Alleluia!" together!

Engineering Journal (4 minutes)¶

Draw what you created
Write: "New life means..."
Draw the empty tomb or a butterfly
Write: "Alleluia!"

Closing Circle (2 minutes)¶

Share — One thing your creation represents
Easter Message — "Jesus makes ALL things new—including us!"
Closing Prayer — "Alleluia, Jesus is alive! Thank you for the gift of new life. Help us live as Easter people, full of joy and hope. Alleluia! Amen."

Assessment¶

Observation Checklist:

Connected Easter to new life themes
Designed creative project
Expressed Easter meaning
Participated in celebration

Differentiation¶

For Students Who Need Support¶

Pre-cut flower/butterfly pieces
Choose from two options
Work with partner

For Advanced Students¶

Create multiple items
Write Easter poem or story
Explain symbolism in detail

Wonder at Home 🏠¶

Family Activity: Go on an "Easter new life hunt"! Look for signs of new life: flowers, baby animals, birds, buds on trees. Attend Easter Mass together and celebrate the resurrection!

Teacher Notes¶

Perfect timing for Easter week celebration
Display creations prominently
Coordinate with Easter celebrations in religion class
Consider creating class "Alleluia" banner

Previous: Session 12 — Life Cycles
Next: Session 14 — Sound Engineering

Session 14: Sound Engineering 🎵¶

Overview¶

Grades: 1-2 | Duration: 30 minutes | Session: 14 of 17

Students explore the science of sound and engineer their own musical instruments to praise God.

Session 14: Sound Engineering¶

Learning Objectives¶

By the end of this session, students will:

Understand that sound is made by vibrations
Experiment with pitch (high/low) and volume (loud/soft)
Design and build a simple instrument
Connect music to praising God

Session 14: Sound Engineering¶

Materials Needed¶

📦 Rubber bands (various sizes)
📦 Boxes, containers, cardboard tubes
📦 Rice, beans (for shakers)
📦 Paper, plastic cups
🎵 Simple instruments for demonstration
📓 Engineering journals

Catholic Integration¶

Saint Connection¶

St. Cecilia — Patron saint of music! She sang to God even in difficult times.

Scripture¶

"Praise him with the sounding of the trumpet, praise him with the harp and lyre... praise him with strings and pipe." — Psalm 150:3-4

Opening Prayer¶

Dear God, thank you for the gift of sound and music. Help us use music to praise you! Like St. Cecilia, may our songs bring joy to heaven. Amen.

Lesson Procedure¶

Opening Circle (5 minutes)¶

Sound Investigation — "What IS sound?"
Vibration Demo:
Pluck rubber band — see it shake!
Touch throat while humming — feel vibration!
"Sound happens when things VIBRATE"
High/Low: — Different vibration speeds = different pitches
Loud/Soft: — Big vibrations = loud; small = soft
Today's Goal — "Build an instrument to praise God!"

Main Activity: Instrument Engineering (19 minutes)¶

Part 1: Sound Exploration (4 minutes)

Try different sound makers:
Pluck rubber bands of different sizes
Shake containers with different contents
Blow across bottle tops
"What do you notice?"
Compare pitches and volumes

Part 2: Design & Build (12 minutes)

Option A: Rubber Band Guitar

Stretch rubber bands around a box
Try different band sizes
Pluck to make music

Option B: Shaker

Put rice/beans in container
Seal securely
Decorate!

Option C: Drum

Stretch balloon over cup/can
Tap with pencil/straw
Try different sizes

Option D: Kazoo

Paper tube + wax paper
Secure wax paper on end with rubber band
Hum into open end
All students: Test and improve your instrument

Part 3: Praise Band (3 minutes)

All play instruments together
Follow teacher's conducting (loud, soft, fast, slow)
Sing a simple praise song while playing

Engineering Journal (4 minutes)¶

Draw your instrument
Label the parts
Write: "Sound is made by..."
Write: "I praise God by..."

Closing Circle (2 minutes)¶

Sound Science — "What makes sound?"
Praise Connection — "God loves when we make joyful noise!"
Closing Prayer + Music — Play instruments while praying: "Thank you, God, for sound and music! Alleluia! Amen!"

Assessment¶

Observation Checklist:

Understood vibration creates sound
Built a working instrument
Experimented with pitch/volume
Connected music to praising God

Differentiation¶

For Students Who Need Support¶

Pre-made instrument to decorate
Focus on one instrument type
Partner building

For Advanced Students¶

Build multiple instruments
Explain the science behind their design
Create a band with different sounds

Wonder at Home 🏠¶

Family Activity: Make instruments at home using household items! Experiment with pots and pans, rubber bands and boxes, containers with different fillings. Have a family praise concert!

Teacher Notes¶

Consider keeping instruments for future use
Great connection to music class
Psalm 150 lists many instruments—explore together
Digital music connection: simple music apps (GarageBand, Chrome Music Lab)

Previous: Session 13 — Easter Innovation
Next: Session 15 — Robot Challenge

Session 15: Robot Challenge 🤖¶

Overview¶

Grades: 1-2 | Duration: 30 minutes | Session: 15 of 17

Students use their Dash Robot skills from earlier to complete mission challenges, demonstrating growth in programming concepts.

Session 15: Robot Challenge¶

Learning Objectives¶

By the end of this session, students will:

Apply programming skills to solve challenges
Program a sequence of movements
Problem-solve when code doesn't work (debugging)
Collaborate on robot missions

Session 15: Robot Challenge¶

Materials Needed¶

📦 Dash Robots (from CSCOE library)
📱 Tablets with Go/Wonder app
📋 Mission challenge cards
🚧 Obstacle materials (cups, blocks, tape)
📓 Engineering journals
🏁 Tape for start/finish lines

Catholic Integration¶

Saint Connection¶

St. Thomas Aquinas — He believed in using reason and problem-solving to understand God's world. "Logic is God's gift!"

Scripture¶

"For I can do everything through Christ, who gives me strength." — Philippians 4:13

Opening Prayer¶

Dear God, thank you for giving us problem-solving minds. When things don't work, help us try again. Give us patience and creativity as we work with our robot friends today. Amen.

Lesson Procedure¶

Opening Circle (4 minutes)¶

Robot Review — "Remember Dash? We're experts now!"
Challenge Day — "Today you'll complete MISSIONS!"
Programming Review:
Robots follow our instructions exactly
We can drive OR we can program sequences
Growth Mindset — "If it doesn't work, that's a learning chance!"

Main Activity: Robot Mission Challenges (20 minutes)¶

Mission Setup: Create course with tape lines and obstacles

Part 1: Review & Practice (3 minutes)

Quick refresh of Dash controls
Practice driving forward and turning
Try "Path" mode for programming sequences

Part 2: Mission Challenges (15 minutes)

Mission 1: Straight Shot (3 min)

Program Dash to drive from START to FINISH line
No driving—must use programming!
Goal: Accurate straight line

Mission 2: Turn Around (4 min)

Program Dash to go forward, turn around, come back
Requires forward, turn 180°, forward

Mission 3: Obstacle Course (5 min)

Navigate around cups or blocks
Requires turns and distance planning
Teams collaborate to solve

Mission 4: Creative Challenge (3 min)

"Program Dash to do something cool!"
Add sounds, lights
Share with class

Part 3: Celebration (2 minutes)

Teams share favorite accomplishments
Discuss: "What was tricky? How did you solve it?"

Engineering Journal (4 minutes)¶

Draw one mission you completed
Write: "The hardest part was..."
Write: "I solved it by..."
Rate your programming: Beginner → Expert!

Closing Circle (2 minutes)¶

Growth Celebration — "Look how much you've learned!"
Problem-Solving — "What did you do when it didn't work?"
Closing Prayer — "Thank you, God, for letting us solve problems and learn new things. Help us use technology wisely. Amen."

Assessment¶

Observation Checklist:

Completed at least two missions
Used programming (not just driving)
Problem-solved when stuck
Collaborated with team

Differentiation¶

For Students Who Need Support¶

Simplified missions (shorter distances)
Partner with experienced programmer
Focus on driving with some programming

For Advanced Students¶

Create own mission course
Use Wonder app for complex programs
Mentor other students

Wonder at Home 🏠¶

Family Activity: Talk about robots at home! Where do we see robots? (Vacuums, car factories, space exploration) If you have a tablet, try ScratchJr to practice programming. Give family members "robot" commands to follow!

Teacher Notes¶

Reserve Dash Robots 2 weeks ahead
Charge all robots night before
Have backup activities if tech fails
This session shows growth from Session 4

Previous: Session 14 — Sound Engineering
Next: Session 16 — Community Helpers

Session 16: Community Helpers ❤️¶

Overview¶

Grades: 1-2 | Duration: 30 minutes | Session: 16 of 17

Students design solutions to help their community, applying engineering skills to serve others.

Session 16: Community Helpers¶

Learning Objectives¶

By the end of this session, students will:

Identify needs in their community
Design a solution to help someone
Build or plan a service project
Connect engineering to Catholic social teaching

Session 16: Community Helpers¶

Materials Needed¶

📦 Building materials (cardboard, craft sticks, tape)
🎨 Art supplies
📋 "Community Needs" brainstorm sheet
📓 Engineering journals
📸 Pictures of community helpers

Catholic Integration¶

Saint Connection¶

St. Vincent de Paul — He organized help for the poor, creating systems to serve those in need.

Scripture¶

"Serve one another humbly in love." — Galatians 5:13

Opening Prayer¶

Dear God, you call us to love our neighbors. Help us see what our community needs. Give us creative ideas to help others. Bless the work of our hands. Amen.

Lesson Procedure¶

Opening Circle (5 minutes)¶

Community Helpers — "Who helps in our community?"
Police, firefighters, nurses, teachers
Mail carriers, trash collectors, store workers
Parents, volunteers, neighbors
Everyone Can Help — "YOU can be a community helper too!"
Engineering for Good — "We can use our design skills to help people!"
Today's Mission — "Design something that helps our community!"

Main Activity: Service Design Project (19 minutes)¶

Part 1: Identify Needs (4 minutes)

Brainstorm community needs:
Elderly neighbors need help with tasks
Homeless need warm clothes
Animals need shelter
Environment needs care (litter cleanup)
Lonely people need friendship
Pick one need to address

Part 2: Design & Build (13 minutes)

Option A: Bird Feeder for Creation Care

Simple design from recyclables
Helps birds, beautifies community
Build and take home

Option B: Kindness Kit Design

Design a "kit" for someone in need
What would go inside?
Draw and label items
Plan to assemble real ones

Option C: Thank You Signs

Create signs for community helpers
"Thank you, mail carrier!"
Display in windows or deliver

Option D: Free Design

Student identifies need and solution
Build prototype or detailed plan
Present to class

Part 3: Share Plans (2 minutes)

Groups share what they designed
"How will this help?"

Engineering Journal (4 minutes)¶

Draw your design
Write: "This helps... by..."
Write: "One thing I can do this week to help someone is..."

Closing Circle (2 minutes)¶

Service Summary — "How can engineers help communities?"
Challenge — "This week, be a community helper!"
Closing Prayer — "God, help us be your hands and feet. Show us how to serve others every day. Amen."

Assessment¶

Observation Checklist:

Identified community need
Designed thoughtful solution
Connected design to service
Committed to action

Differentiation¶

For Students Who Need Support¶

Join group with clear role
Focus on one simple project
Teacher-guided brainstorming

For Advanced Students¶

Create detailed implementation plan
Design multiple solutions
Lead group discussion

Wonder at Home 🏠¶

Family Activity: Do a family service project! Ideas: Make bird feeders, pick up litter, bake treats for neighbors, donate toys, write thank you notes to community helpers. Talk about how it feels to help.

Teacher Notes¶

Follow through on any service projects planned
Connect to school/parish service initiatives
Consider class "Day of Service"
Embodies Catholic Social Teaching: dignity of workers, care for community

Previous: Session 15 — Robot Challenge
Next: Session 17 — Year Exhibition

Session 17: Year Exhibition 🎉¶

Overview¶

Grades: 1-2 | Duration: 30 minutes | Session: 17 of 17

Students celebrate their year of C-STREAM learning, sharing portfolios and demonstrating growth in engineering, coding, and faith integration.

Session 17: Year Exhibition¶

Learning Objectives¶

By the end of this session, students will:

Reflect on their year of learning
Share accomplishments with others
Demonstrate growth in C-STREAM skills
Celebrate faith and reason together

Session 17: Year Exhibition¶

Materials Needed¶

📓 Engineering journals (from all year)
📸 Photos from C-STREAM sessions
🏆 Certificates (optional)
🎨 Display materials
📋 "I Learned..." reflection sheet

Catholic Integration¶

Saint Connection¶

All the Saints We Met This Year — St. Joseph, St. Francis, St. Cecilia, Blessed Carlo Acutis, and more! They showed us that faith and learning go together.

Scripture¶

"I thank my God every time I remember you." — Philippians 1:3

Opening Prayer¶

Dear God, thank you for an amazing year of discovery! Thank you for letting us learn about your wonderful world. Thank you for our teachers and friends. Bless us as we continue to grow. Amen.

Lesson Procedure¶

Opening Circle (5 minutes)¶

Celebration! — "We've completed a whole year of C-STREAM!"
Memory Lane — Show photos from throughout the year
Count Our Learning:
17 sessions of exploring!
Bridges, robots, coding, instruments, and more!
Saints Remembered — Quick mention of saints we met
Today's Celebration — "Share what you've learned!"

Main Activity: Exhibition (19 minutes)¶

Part 1: Portfolio Review (5 minutes)

Students look through their engineering journals
Mark favorite pages with sticky notes
Identify: "My best work" and "My biggest growth"

Part 2: Partner Sharing (6 minutes)

Share with a partner:
One project you're proud of
Something that was hard but you figured out
Your favorite saint we learned about
Partners encourage each other

Part 3: Class Gallery (5 minutes)

Display journals and projects
Gallery walk to see everyone's work
Positive comments only!

Part 4: Awards & Recognition (3 minutes)

Optional certificates:
"Wonder Champion"
"Master Builder"
"Code Creator"
"Service Star"
"Faith & Reason Explorer"
Recognize every student's growth

Reflection & Journal (4 minutes)¶

In journal, write/draw:
My favorite C-STREAM memory
Something I learned about God's world
What I want to learn next year

Closing Circle (2 minutes)¶

Gratitude Round — Each student: "I'm thankful for..."
Future Engineers — "You're ready for more adventures!"
Final Blessing & Prayer:

Dear God, Thank you for this year of wonder. Thank you for curious minds and creative hands. Thank you for showing us that faith and science are friends. Bless these young engineers as they grow. Help them always use their gifts for good. In Jesus' name, Amen.

Assessment¶

End-of-Year Reflection:

Can identify learning growth
Expresses pride in accomplishments
Connects C-STREAM to faith
Shows enthusiasm for future learning

Differentiation¶

For Students Who Need Support¶

Pre-select journal highlights
Partner with supportive peer
Focus on verbal sharing

For Advanced Students¶

Present to the class
Create "tips" for next year's students
Write reflection letter

Wonder at Home 🏠¶

Summer Challenge: Keep being a C-STREAM explorer all summer!

Build with whatever you find
Ask "I wonder..." questions
Look for God's patterns in nature
Use technology for good
Help others with your skills
Never stop wondering!

Teacher Notes¶

Prepare certificates in advance
Invite parents/families if possible
Take lots of photos
Send journals home as keepsakes
Celebrate each child's unique growth

🎊 Congratulations, C-STREAM Engineers! 🎊¶

You've completed Grades 1-2 Year A C-STREAM!

This year you:

✅ Built bridges and towers
✅ Programmed Dash Robots
✅ Created code with ScratchJr
✅ Explored God's patterns
✅ Engineered instruments
✅ Served your community
✅ Connected faith and reason

You are engineers, scientists, and children of God!

Keep building. Keep wondering. Keep praising God.

Previous: Session 16 — Community Helpers

End of Grades 1-2 Year A Bi-Weekly C-STREAM Curriculum

Grades 1-2 Year B

🌟 Grades 1-2 Year B Bi-Weekly C-STREAM¶

17 Sessions | 30 Minutes Each | Every Other Week

This folder contains the condensed Grades 1-2 Year B C-STREAM curriculum for schools with bi-weekly STREAM classes. Year B features different projects, saints, and contexts than Year A while building the same foundational skills.

📋 Session Overview¶

Session	Title	Theme	Key Activity
Session 01	Design Detectives	Introduction	Everyday design
Session 02	Tower Power	Engineering	Tower challenges
Session 03	Meet Sphero	Technology	Sphero basics
Session 04	Animal Adaptations	Science	Animal design
Session 05	Garden Engineers	Life Science	Garden design
Session 06	Gratitude Gifts	Thanksgiving	Gift creation
Session 07	Star Makers	Advent	Star engineering
Session 08	Digital Art	Technology	Digital creation
Session 09	Faith Scientists	Catholic Schools	Women in STEM
Session 10	Magnets & Motion	Science	Magnetism
Session 11	Lenten Love	Service	Service project
Session 12	Butterfly Wonder	Life Cycles	Metamorphosis
Session 13	Easter Joy	Resurrection	New life celebration
Session 14	Sphero Challenge	Technology	Robot missions
Session 15	Simple Machines	Engineering	Levers and pulleys
Session 16	Earth Care	Environment	Creation care
Session 17	Year Celebration	Exhibition	Portfolio showcase

🎯 Year B Learning Goals¶

By the end of the year, Grades 1-2 students will:

✅ Apply design thinking to new challenges
✅ Program Sphero robots for various tasks
✅ Create digital art using tablets
✅ Explore animal adaptations and life cycles
✅ Connect faith to environmental stewardship
✅ Serve others through engineering projects

🛠️ Materials Used Throughout Year¶

From CSCOE Library¶

Sphero Robots & Tablets
KEVA Planks
Simple Machines Kit
Magnet exploration kit
Butterfly/Life cycle materials

Technology¶

Sphero Edu app
Drawing/art apps on tablets

Classroom Supplies¶

Craft materials for building
Garden supplies
Construction paper

🔄 Year A / Year B Rotation¶

Year B focuses on:

🏰 Tower building and habitats
🤖 Sphero robot programming
🦋 Butterflies and animal adaptations
🎨 Digital art creation
🌍 Environmental stewardship

Year A (alternate year) focuses on:

🌉 Bridge building
🤖 Dash Robot programming
🌱 Plant life cycles
🎵 Sound and instruments
👥 Community helpers

Grades 1-2 Year B Bi-Weekly — New challenges, same wonder!

Session 01: Design Detectives 🔍¶

Overview¶

Grades: 1-2 | Duration: 30 minutes | Session: 1 of 17

Students become Design Detectives, discovering that everything around us was designed by someone to solve a problem or meet a need.

Session 01: Design Detectives¶

Learning Objectives¶

By the end of this session, students will:

Recognize that objects are designed with purpose
Identify problems that designs solve
Begin thinking like designers
Connect human creativity to God-given gifts

Session 01: Design Detectives¶

Materials Needed¶

📦 Collection of everyday objects (scissors, cup, shoe, pencil, backpack)
📓 Design Detective journals
🔍 Magnifying glasses
🖍️ Crayons/pencils
📋 "Design Detective" badges (paper)

Catholic Integration¶

Saint Connection¶

Blessed Fra Angelico — A Dominican friar who used his artistic talents to design beautiful paintings for God's glory.

Scripture¶

"Every good and perfect gift is from above." — James 1:17

Opening Prayer¶

Dear God, thank you for giving people creative minds to design things that help us. Help us be good designers who think about others. Bless our discovering today. Amen.

Lesson Procedure¶

Opening Circle (6 minutes)¶

Detective Mission — "Today we become DESIGN DETECTIVES!"
Everything is Designed — "Look around—someone DESIGNED everything you see!"
Design Questions:
WHO designed this?
WHY did they make it?
What PROBLEM does it solve?
God's Gift — "God gave people creativity to design helpful things"
Badge Distribution — Hand out Design Detective badges!

Main Activity: Design Investigation (18 minutes)¶

Part 1: Object Investigation (8 minutes)

Small groups receive everyday objects
Detective questions for each:
What is it?
What is it made of?
What problem does it solve?
How could it be better?
Record observations

Part 2: Class Share (4 minutes)

Each group presents one object
"This [object] was designed to..."
Class discusses: "What would life be without it?"

Part 3: Your Turn! (6 minutes)

Think of a problem you have
Draw a design that could solve it
Examples: Homework holder, snack carrier, toy organizer
Share with a partner

Design Detective Journal (4 minutes)¶

Draw one object you investigated
Write: "It was designed to..."
Draw YOUR design idea

Closing Circle (2 minutes)¶

Detective Discovery — "What surprised you about design?"
Year Ahead — "We'll design and build all year!"
Closing Prayer — "Thank you, God, for creative minds. Help us design things that help others. Amen."

Assessment¶

Observation Checklist:

Identified purpose of designed objects
Asked thoughtful questions
Created original design idea
Recorded in journal

Differentiation¶

For Students Who Need Support¶

Focus on 2-3 familiar objects
Partner investigation
Draw-only journal entry

For Advanced Students¶

Investigate more complex objects
Write about design features
Create detailed design plans

Wonder at Home 🏠¶

Family Activity: Be Design Detectives at home! Pick 5 objects and figure out what problems they solve. What objects could be designed better? Draw your improvement ideas!

Teacher Notes¶

Save Design Detective badges for year-long use
Start collecting interesting objects for future sessions
Journals will be used throughout the year
Connect to inventions and inventors

Next Session: Session 02 — Tower Power

Session 02: Tower Power 🏰¶

Overview¶

Grades: 1-2 | Duration: 30 minutes | Session: 2 of 17

Students explore what makes structures stable, designing and building towers that are tall AND strong.

Session 02: Tower Power¶

Learning Objectives¶

By the end of this session, students will:

Understand that wide bases provide stability
Build towers using various materials
Test structures for height and strength
Practice iteration (trying again to improve)

Session 02: Tower Power¶

Materials Needed¶

📦 KEVA Planks (from CSCOE library)
📦 Cups (paper or plastic)
📦 Index cards
📏 Measuring stick or tape measure
📓 Design Detective journals
📸 Pictures of famous towers

Catholic Integration¶

Saint Connection¶

St. Barbara — Patron saint of architects and builders. She's remembered for her faith that was strong like a tower!

Scripture¶

"The name of the Lord is a fortified tower; the righteous run to it and are safe." — Proverbs 18:10

Opening Prayer¶

Dear God, you are our strong tower! Help us build towers today that are strong and stable. When we face challenges, remind us that you are our strength. Amen.

Lesson Procedure¶

Opening Circle (5 minutes)¶

Famous Towers — Show pictures:
Eiffel Tower
Leaning Tower of Pisa
Church bell towers
What Makes Towers Strong?
Wide base
Balanced weight
Strong materials
Today's Challenge — "Build the TALLEST tower that can stand for 10 seconds!"

Main Activity: Tower Engineering (19 minutes)¶

Part 1: Quick Challenge - Cup Towers (6 minutes)

Partners receive 10 cups
Challenge: Build as tall as possible
Test: Does it stand for 10 seconds?
Observe: What patterns make towers stable?

Part 2: KEVA Plank Towers (10 minutes)

Switch to KEVA Planks
Challenge: Build taller than a ruler (12 inches)!
Design considerations:
Start with wide base
Build symmetrically
Test as you build
Measure final heights

Part 3: Improvement Round (3 minutes)

"What would make your tower stronger?"
One more try to improve!
Compare: Better? What changed?

Design Detective Journal (4 minutes)¶

Draw your tallest tower
Label: Base, middle, top
Write: "My tower was ___ inches tall"
Write: "Strong towers need..."

Closing Circle (2 minutes)¶

Tower Secrets — "What makes towers stable?"
Faith Connection — "God is our strong tower!"
Closing Prayer — "Thank you, God, for being our strong tower. Help us build strong structures and strong faith. Amen."

Assessment¶

Observation Checklist:

Built towers using multiple materials
Identified features of stable structures
Measured and compared heights
Improved designs through iteration

Differentiation¶

For Students Who Need Support¶

Focus on cup stacking only
Lower height goal (6 inches)
Build alongside teacher

For Advanced Students¶

Must support a book on top
Try multiple tower designs
Record data systematically

Wonder at Home 🏠¶

Family Activity: Build towers at home with blocks, cups, cards, or food cans. Have a family tower competition! What made the winning tower special? Visit or look up pictures of the Eiffel Tower.

Teacher Notes¶

Reserve KEVA Planks from CSCOE 2 weeks ahead
Save tower measurement data for comparison
Take photos of successful designs
Connect to architecture and construction careers

Previous: Session 01 — Design Detectives
Next: Session 03 — Meet Sphero

Session 03: Meet Sphero 🤖¶

Overview¶

Grades: 1-2 | Duration: 30 minutes | Session: 3 of 17

Students are introduced to Sphero robots, learning to control the rolling robot and understanding basic programming concepts.

Session 03: Meet Sphero¶

Learning Objectives¶

By the end of this session, students will:

Understand that Sphero follows programmed instructions
Learn basic Sphero controls (drive, speed, direction)
Navigate Sphero through simple paths
Connect technology to responsible use

Session 03: Meet Sphero¶

Materials Needed¶

📦 Sphero robots (from CSCOE library)
📱 Tablets with Sphero Edu app
🚧 Tape for paths on floor
📓 Design Detective journals
📋 Sphero control reference cards

Catholic Integration¶

Saint Connection¶

Blessed Carlo Acutis — A teenager who loved technology and used it to share faith. He created websites about miracles!

Scripture¶

"Whatever you do, work at it with all your heart, as working for the Lord." — Colossians 3:23

Opening Prayer¶

Dear God, thank you for technology and the creative people who make it. Help us use technology wisely, like Blessed Carlo Acutis did. Bless our learning today. Amen.

Lesson Procedure¶

Opening Circle (5 minutes)¶

Meet Sphero! — Show the robot
"This is Sphero—a robot ball!"
"WE tell it what to do!"
Robot Review:
Robots follow instructions
They don't think—they obey our commands
Blessed Carlo — Used computers to serve God
Today's Goal — "Learn to control Sphero!"

Main Activity: Sphero Introduction (19 minutes)¶

Part 1: First Connection (4 minutes)

Small groups receive Sphero and tablet
Open Sphero Edu app
Connect to Sphero (teacher helps)
Explore: Touch the screen—what happens?

Part 2: Basic Driving (7 minutes)

Use "Drive" mode
Practice:
Go forward
Go backward
Turn left/right
Change speed (slow is better for control!)
Challenge: Drive in a straight line

Part 3: Path Challenge (6 minutes)

Simple taped path on floor
Challenge: Drive Sphero along the path
Stay on the line!
Partners take turns

Part 4: Color Fun (2 minutes)

Change Sphero's colors
Make it flash!
"Robots can do fun things too!"

Design Detective Journal (4 minutes)¶

Draw Sphero
Write: "To control Sphero, I..."
Draw the path you drove
Rate: Easy 😊 Medium 😐 Hard 😰

Closing Circle (2 minutes)¶

What We Learned — "Who's in charge—us or Sphero?"
Responsible Tech — "How do we use technology well?"
Closing Prayer — "Thank you, God, for robots and technology. Help us use them to do good things. Amen."

Assessment¶

Observation Checklist:

Successfully connected to Sphero
Demonstrated basic driving control
Completed path challenge
Understood human control over robots

Differentiation¶

For Students Who Need Support¶

Extra time with controls
Simpler path (straight line)
Partner driving

For Advanced Students¶

Complex path with turns
Speed challenge (slow and accurate)
Explore additional app features

Wonder at Home 🏠¶

Family Activity: Talk about robots at home! Where do we see robots? (Vacuums, factories, space) Play "robot"—give family members exact instructions to follow. How important is being specific?

Teacher Notes¶

Reserve Sphero from CSCOE 2 weeks ahead
Charge robots fully before session
Sphero Edu app is free
Have backup activities if tech issues arise

Previous: Session 02 — Tower Power
Next: Session 04 — Animal Adaptations

Session 04: Animal Adaptations 🦎¶

Overview¶

Grades: 1-2 | Duration: 30 minutes | Session: 4 of 17

Students explore how God designed animals with special features (adaptations) that help them survive in their environments.

Session 04: Animal Adaptations¶

Learning Objectives¶

By the end of this session, students will:

Understand that adaptations help animals survive
Identify examples of animal adaptations
Design an animal for a specific environment
Connect animal design to God's wisdom

Session 04: Animal Adaptations¶

Materials Needed¶

📸 Pictures of animals with adaptations
🎨 Drawing supplies
📦 Craft materials for "design an animal" (optional)
📓 Design Detective journals
📋 Habitat cards (desert, arctic, ocean, forest)

Catholic Integration¶

Saint Connection¶

St. Francis of Assisi — He loved all animals and called them his "brothers and sisters," seeing God's care in every creature.

Scripture¶

"Ask the animals, and they will teach you." — Job 12:7

Opening Prayer¶

Dear God, you made every animal with special gifts to help it survive. Thank you for your wisdom in creation. Help us learn from the animals today. Amen.

Lesson Procedure¶

Opening Circle (6 minutes)¶

Animal Wonder — "Why do polar bears have white fur?"
Adaptations — "God designed animals with special features!"
Examples:
🦅 Eagle: Sharp eyes to see food
🐪 Camel: Humps to store water
🐻‍❄️ Polar bear: White fur to hide in snow
🐟 Fish: Gills to breathe underwater
St. Francis — "He knew animals teach us about God!"

Main Activity: Adaptation Exploration (18 minutes)¶

Part 1: Adaptation Gallery (5 minutes)

Show animal pictures with adaptations
For each animal:
What special feature do you see?
How does it help the animal?
Where does this animal live?
Students make observations

Part 2: Match the Adaptation (4 minutes)

Activity: Match animals to their habitats
Why does each animal fit its home?
Discuss: "What would happen if a polar bear lived in the desert?"

Part 3: Design Your Animal (9 minutes)

Choose a habitat (desert, arctic, ocean, forest)
Design an animal that could live there
What adaptations does it need?
Desert: Big ears (cooling), stores water
Arctic: Thick fur, white color
Ocean: Fins, gills, streamlined
Forest: Camouflage, claws for climbing
Draw and label your animal's features

Design Detective Journal (4 minutes)¶

Draw your designed animal
Label its special adaptations
Write: "My animal lives in ___ because..."

Closing Circle (2 minutes)¶

Share Designs — Quick show of created animals
God's Wisdom — "God knew exactly what each animal needed!"
Closing Prayer — "Thank you, God, for your amazing animal designs. Help us take care of all your creatures. Amen."

Assessment¶

Observation Checklist:

Identified animal adaptations
Connected adaptations to survival
Designed animal with appropriate features
Related design to habitat

Differentiation¶

For Students Who Need Support¶

Focus on 2-3 clear examples
Choose from adaptation options
Partner work for design

For Advanced Students¶

Design animal for unusual habitat
Multiple adaptations with explanations
Research real animals with unique features

Wonder at Home 🏠¶

Family Activity: Watch an animal documentary together! Look for adaptations. Visit a zoo and notice what makes each animal special. Design a creature together for a made-up habitat!

Teacher Notes¶

Great connection to science curriculum
Consider showing video clips of animals
This prepares for habitat building later
Connect to environmental stewardship

Previous: Session 03 — Meet Sphero
Next: Session 05 — Garden Engineers

Session 05: Garden Engineers 🌻¶

Overview¶

Grades: 1-2 | Duration: 30 minutes | Session: 5 of 17

Students design and begin a garden project, learning about plants and practicing creation care as environmental stewards.

Session 05: Garden Engineers¶

Learning Objectives¶

By the end of this session, students will:

Understand what plants need to grow
Design a garden layout
Plant seeds and care for them
Connect gardening to caring for God's creation

Session 05: Garden Engineers¶

Materials Needed¶

📦 Seeds (fast-growing: beans, sunflowers, or herbs)
🪴 Small pots or cups
🌱 Potting soil
💧 Spray bottles for watering
📓 Design Detective journals
📋 "What Plants Need" chart

Catholic Integration¶

Saint Connection¶

St. Fiacre — Patron saint of gardeners! He grew beautiful gardens and used his harvest to help the poor.

Scripture¶

"The Lord God took the man and put him in the Garden of Eden to work it and take care of it." — Genesis 2:15

Opening Prayer¶

Dear God, you created the first garden in Eden and asked us to take care of it. Help us be good gardeners who love and protect your creation. Bless these seeds we plant today. Amen.

Lesson Procedure¶

Opening Circle (5 minutes)¶

Garden Wonder — "Have you ever grown a plant?"
Plants Need:
☀️ Light (sun)
💧 Water
🪴 Soil (nutrients)
💨 Air
St. Fiacre — Grew gardens to help others!
Today's Project — "We're becoming garden engineers!"

Main Activity: Garden Design & Planting (19 minutes)¶

Part 1: Design Our Garden (5 minutes)

What will we grow?
Draw a garden plan:
Where will pots go?
What plants?
Who will care for them?
Discuss class garden location (sunny window)

Part 2: Plant Seeds (10 minutes)

Each student gets a pot/cup
Planting steps:
Fill with soil (almost full)
Make small hole with finger
Place seed in hole
Cover gently with soil
Water lightly
Label pot with name and date

Part 3: Care Plan (4 minutes)

How will we care for our plants?
Create watering schedule
What will we look for?
Predict: When will we see sprouts?

Design Detective Journal (4 minutes)¶

Draw your planted seed/pot
Write: "Plants need..."
Predict: "In ___ days, my plant will..."
Draw what you think it will look like grown

Closing Circle (2 minutes)¶

Garden Responsibility — "How will we care for our garden?"
Creation Care — "Taking care of plants is taking care of God's world!"
Closing Prayer — "God, bless these seeds and help them grow. Teach us to care for all of your creation. Amen."

Assessment¶

Observation Checklist:

Identified plant needs
Followed planting steps
Created care plan
Connected gardening to creation care

Differentiation¶

For Students Who Need Support¶

Partner planting
Pre-measured soil amounts
Visual step-by-step cards

For Advanced Students¶

Plant multiple seed types
Research plant needs in depth
Design detailed garden plan

Wonder at Home 🏠¶

Family Activity: Plant something at home! Beans grow quickly. Watch and record what happens each day. Talk about how taking care of plants is taking care of God's creation.

Teacher Notes¶

Plants will need daily watering—assign student helpers
Keep near sunny window
Fast-growing options: beans (7-10 days), grass seed (3-5 days)
Consider sending plants home at year end

Previous: Session 04 — Animal Adaptations
Next: Session 06 — Gratitude Gifts

Session 06: Gratitude Gifts 🦃¶

Overview¶

Grades: 1-2 | Duration: 30 minutes | Session: 6 of 17

Students express thankfulness by designing and creating handmade gifts for people they appreciate.

Session 06: Gratitude Gifts¶

Learning Objectives¶

By the end of this session, students will:

Express gratitude for people in their lives
Design a meaningful gift for someone
Create a handmade item with intention
Connect giving to Catholic social teaching

Session 06: Gratitude Gifts¶

Materials Needed¶

🎨 Craft supplies (paper, markers, ribbons)
📦 Card-making materials
🖼️ Small frames or photo holders (optional)
📓 Design Detective journals
❤️ Heart shapes

Catholic Integration¶

Saint Connection¶

St. Thérèse of Lisieux — She believed in doing small things with great love. Even little gifts can show big love!

Scripture¶

"Give thanks in all circumstances." — 1 Thessalonians 5:18

Opening Prayer¶

Dear God, we have so much to thank you for! Help us remember all the people who help us. May our gifts today show our love and gratitude. Amen.

Lesson Procedure¶

Opening Circle (5 minutes)¶

Gratitude Circle — Each person shares one thing they're thankful for
People Who Help Us:
Family
Teachers
Friends
Church community
Neighbors
St. Thérèse — "Little things done with love matter most!"
Today's Project — "Design a gift to show gratitude!"

Main Activity: Gift Design & Creation (19 minutes)¶

Part 1: Design Thinking (4 minutes)

Who will receive your gift?
What do they like?
What would make them smile?
Sketch your gift idea

Part 2: Create Your Gift (13 minutes)

Option A: Thank You Card

Decorated card with personal message
Include: Why you're thankful for them
Add drawings, stickers, hearts

Option B: Bookmark

Decorated bookmark
"Thank you for..." message
For teachers, librarians, readers

Option C: Picture Frame/Holder

Decorate a small frame
Add: "I'm thankful for you!"
Gift to family member

Option D: Custom Design

Student's own gift idea
Must express gratitude
Created with care

Part 3: Reflection (2 minutes)

How does it feel to make something for someone else?
How do you think they'll feel?

Design Detective Journal (4 minutes)¶

Draw the gift you created
Write: "I made this for ___ because..."
Write: "Giving makes me feel..."

Closing Circle (2 minutes)¶

Gift Preview — Show what you made (keep recipients secret!)
Giving Joy — "It's better to give than receive!"
Closing Prayer — "Thank you, God, for everyone who loves us. Help our gifts bring joy. Amen."

Assessment¶

Observation Checklist:

Identified someone to thank
Designed with recipient in mind
Created gift with care
Expressed gratitude through work

Differentiation¶

For Students Who Need Support¶

Choose from 2 options
Template for card design
Work alongside teacher

For Advanced Students¶

Make gifts for multiple people
Write longer messages
Create original gift design

Wonder at Home 🏠¶

Family Activity: Have a family gratitude night! Each person makes a gift for another family member. Share what you're thankful for about each person. Start a "Thankful Jar" for November.

Teacher Notes¶

Time gift completion for family events
Consider class gift for school staff
Display gratitude art on bulletin board
Connect to school Thanksgiving activities

Previous: Session 05 — Garden Engineers
Next: Session 07 — Star Makers

Session 07: Star Makers ⭐¶

Overview¶

Grades: 1-2 | Duration: 30 minutes | Session: 7 of 17

Students explore stars and light during Advent, engineering their own star creations that shine with the message of Jesus as Light.

Session 07: Star Makers¶

Learning Objectives¶

By the end of this session, students will:

Explore properties of stars and light
Engineer a 3D star structure
Connect the Star of Bethlehem to Advent
Understand Jesus as "Light of the World"

Session 07: Star Makers¶

Materials Needed¶

📦 Craft sticks (for star frames)
✨ Glitter, foil, metallic paper
🔦 Flashlights
📦 Pipe cleaners
📓 Design Detective journals
📸 Pictures of stars, night sky, Star of Bethlehem

Catholic Integration¶

Saint Connection¶

The Magi (Wise Men) — They followed a star to find Jesus! Stars can lead us to God.

Scripture¶

"We saw his star when it rose and have come to worship him." — Matthew 2:2

Opening Prayer¶

Dear Jesus, the Magi followed a star to find you. Help us follow your light this Advent season. You are the brightest star, the Light of the World! Amen.

Lesson Procedure¶

Opening Circle (5 minutes)¶

Advent Season — "We're waiting for Christmas, for Jesus!"
Star Story — The Magi followed a star
Star Facts:
Stars are giant balls of hot gas that make light
Our sun is a star!
Stars light up the dark sky
Jesus = Light — "Jesus is the light that lights up our lives!"
Today's Challenge — "Engineer your own star!"

Main Activity: Star Engineering (19 minutes)¶

Part 1: Light Exploration (4 minutes)

Flashlight experiments:
Shine through different materials
Make star shapes with fingers (shadows)
"Stars give light in darkness"
"The Star of Bethlehem led the Wise Men to Jesus!"

Part 2: Engineer a Star (12 minutes)

Option A: Craft Stick Star

Arrange craft sticks in star shape
Glue together
Decorate with glitter, foil
Add string for hanging

Option B: Pipe Cleaner Star

Twist pipe cleaners into star shape
Create 3D structure
Add sparkly decorations

Option C: Woven Star

More complex pattern
Yarn or ribbon woven through frame
Teacher assistance available

All Stars:

Make it SHINE! (reflective materials)
This represents Jesus, our Light!

Part 3: Light Test (3 minutes)

Shine flashlight on stars
Watch them sparkle!
"Our stars light up, just like Jesus lights up our lives!"

Design Detective Journal (4 minutes)¶

Draw your star design
Write: "Jesus is the light because..."
Draw the Wise Men following the star

Closing Circle (2 minutes)¶

Star Display — Show off star creations
Be a Star — "How can YOU shine Jesus's light?"
Closing Prayer — "Jesus, Light of the World, help us shine your love. Guide us like the star guided the Wise Men. Amen."

Assessment¶

Observation Checklist:

Built star structure
Connected star to Advent meaning
Understood Jesus as Light
Designed with intention

Differentiation¶

For Students Who Need Support¶

Pre-made star frame to decorate
Simpler star design
Work with partner

For Advanced Students¶

Create multiple star designs
Make 3D standing star
Write Advent reflection

Wonder at Home 🏠¶

Family Activity: Look at the night sky together! Find stars. Talk about the Star of Bethlehem. Make stars to decorate your home for Advent. Light Advent candles and talk about Jesus as Light.

Teacher Notes¶

Display stars in classroom or church
Connect to Advent wreath and candles
Consider "star of the day" recognitions
Coordinate with religion class Advent activities

Previous: Session 06 — Gratitude Gifts
Next: Session 08 — Digital Art

Session 08: Digital Art 🎨¶

Overview¶

Grades: 1-2 | Duration: 30 minutes | Session: 8 of 17

Students explore digital art creation using tablets, discovering how technology can be used for creative expression and praise.

Session 08: Digital Art¶

Learning Objectives¶

By the end of this session, students will:

Use a digital drawing app to create art
Explore digital tools (brush, colors, stamps)
Create a meaningful digital artwork
Connect digital creativity to praising God

Session 08: Digital Art¶

Materials Needed¶

📱 Tablets with drawing app (such as: Kids Doodle, Drawing Pad, Tayasui Sketches)
📓 Design Detective journals
🖼️ Examples of digital art
📋 App navigation guide

Catholic Integration¶

Saint Connection¶

Blessed Fra Angelico — A friar who created beautiful art for God's glory. If he lived today, he might use digital tools!

Scripture¶

"Sing to the Lord a new song." — Psalm 96:1 (We can also CREATE new things for the Lord!)

Opening Prayer¶

Dear God, you made us creative like you. Thank you for new ways to make art! Help us use technology to create beautiful things that honor you. Amen.

Lesson Procedure¶

Opening Circle (4 minutes)¶

Digital Art — "Today we make art on tablets!"
New Tools — "Artists today use computers and tablets"
Same Creativity — "Digital or paper—art comes from your creative mind!"
Blessed Fra Angelico — Made art to praise God
Today's Goal — "Create digital art that shows something beautiful!"

Main Activity: Digital Art Creation (20 minutes)¶

Part 1: App Exploration (5 minutes)

Open drawing app
Explore tools:
🖌️ Brushes (different sizes)
🎨 Colors (palette or picker)
⭕ Shapes
↩️ Undo button (fix mistakes!)
Free exploration time

Part 2: Guided Creation (7 minutes)

Follow-along activity:
Draw a background (choose a color)
Add a main subject (suggest: flower, animal, house, or scene from nature)
Add details (sun, clouds, ground)
Add your name signature!
Teacher demonstrates on display if available

Part 3: Free Creation (6 minutes)

Create your own artwork!
Theme suggestions:
Something you love about God's creation
Your family
A place that makes you happy
Something you're thankful for

Part 4: Gallery (2 minutes)

Show neighbors your artwork
Share one thing you like about your creation

Design Detective Journal (4 minutes)¶

Draw (on paper!) what you created digitally
Write: "I made... because..."
Circle: Creating digital art was: Fun! 😊 Hard 😰 Cool! 🎉

Closing Circle (2 minutes)¶

Art Celebration — "You're digital artists!"
Praising God — "Our creativity is a gift from God—use it to bring joy!"
Closing Prayer — "Thank you, God, for creativity and new tools. Help us make beautiful things that make the world better. Amen."

Assessment¶

Observation Checklist:

Successfully used digital drawing tools
Created original artwork
Explored multiple features
Connected art to meaningful themes

Differentiation¶

For Students Who Need Support¶

Focus on 2-3 tools
Pre-started template to add to
Partner exploration

For Advanced Students¶

Explore advanced features
Create multiple artworks
Use layers or effects

Wonder at Home 🏠¶

Family Activity: Try digital art at home if you have a tablet or computer! Many free drawing websites exist. Compare digital art to paper art—what's different? What's the same? Create art together!

Teacher Notes¶

Pre-install and test drawing apps
Free apps: Kids Doodle, Tayasui Sketches Jr, Drawing Pad
Have backup paper art activity ready
Consider saving/printing student work

Previous: Session 07 — Star Makers
Next: Session 09 — Faith Scientists

Session 09: Faith Scientists ⛪¶

Overview¶

Grades: 1-2 | Duration: 30 minutes | Session: 9 of 17

Students celebrate Catholic Schools Week by learning about Catholic women in STEM who showed that faith and science go together beautifully.

Session 09: Faith Scientists¶

Learning Objectives¶

By the end of this session, students will:

Learn about Catholic women scientists
Understand that women have always contributed to science
See faith and science as partners
Celebrate their Catholic school

Session 09: Faith Scientists¶

Materials Needed¶

📸 Pictures of Catholic women scientists
📄 Simple biographies (age-appropriate)
🎨 Art supplies for tribute project
📓 Design Detective journals
🎓 "Future Scientist" badge template

Catholic Integration¶

Saint Connection¶

Catholic Women in Science:

Hildegard of Bingen — Saint who studied plants and medicine
Maria Gaetana Agnesi — Catholic mathematician
Sister Miriam Michael Stimson — Nun who helped discover DNA structure!

Scripture¶

"She is clothed with strength and dignity; she can laugh at the days to come." — Proverbs 31:25

Opening Prayer¶

Dear God, thank you for all the women who have used their gifts to understand your world. Thank you for our Catholic school where we learn about faith AND science. Help us follow their example. Amen.

Lesson Procedure¶

Opening Circle (6 minutes)¶

Catholic Schools Week! — "We're celebrating!"
Women in Science — "Did you know women have always been scientists?"
Meet Our Heroes:
St. Hildegard of Bingen — Studied plants, wrote about medicine, music, and science 900 years ago!
Maria Gaetana Agnesi — Catholic mathematician who helped poor people
Sister Miriam Michael Stimson — A nun who helped scientists understand DNA (what makes you, YOU!)
Faith + Science — "They loved God AND loved learning!"

Main Activity: Honoring Women Scientists (18 minutes)¶

Part 1: Story Focus - St. Hildegard (5 minutes)

Tell simplified story:
Lived long ago in Germany
Was a nun (woman who dedicated her life to God)
Studied plants and their healing powers
Wrote books about nature, music, and medicine
Believed studying nature helped her understand God better!
Discussion: "How did she show faith AND science together?"

Part 2: Tribute Project (10 minutes)

Option A: Scientist Portrait

Draw one of the women scientists
Add facts around the portrait
Write: "She loved God and science!"

Option B: "I Can Be a Scientist" Poster

Draw yourself as a scientist
Add: "Girls can be scientists!"
Include something you want to study

Option C: Thank You Card for Teachers

Thank teachers at your Catholic school
"Thank you for teaching us about God and science!"

Part 3: Future Scientists (3 minutes)

"Future Scientist" badges for everyone
"You can be a scientist who loves God too!"

Design Detective Journal (4 minutes)¶

Draw one woman scientist you learned about
Write: "She showed me that..."
Write: "I'm thankful for my Catholic school because..."

Closing Circle (2 minutes)¶

Celebrate — "Women can do anything! You can be a scientist!"
Catholic School Pride — What do you love about our school?
Closing Prayer — "Thank you, God, for all the women who have shown us that faith and science go together. Bless our Catholic school. Amen."

Assessment¶

Observation Checklist:

Learned about at least one woman scientist
Connected faith and science
Created tribute project
Expressed school pride

Differentiation¶

For Students Who Need Support¶

Focus on one scientist story
Pre-drawn figure to decorate
Work with partner

For Advanced Students¶

Research additional women scientists
Write longer biography
Present to class

Wonder at Home 🏠¶

Family Activity: Look up one Catholic woman scientist together! Talk about how they used their gifts for God. Ask: "What do you want to learn about?" Girls: "You can be anything—including a scientist!"

Teacher Notes¶

Coordinate with school Catholic Schools Week events
Invite a woman scientist from parish to visit
Display student work prominently
Reinforce: STEM is for everyone!

Previous: Session 08 — Digital Art
Next: Session 10 — Magnets & Motion

Session 10: Magnets & Motion 🧲¶

Overview¶

Grades: 1-2 | Duration: 30 minutes | Session: 10 of 17

Students explore the invisible force of magnetism, discovering how magnets push, pull, and make things move.

Session 10: Magnets & Motion¶

Learning Objectives¶

By the end of this session, students will:

Understand that magnets attract some materials
Explore magnetic push and pull forces
Test objects for magnetic properties
Connect invisible forces to God's design

Session 10: Magnets & Motion¶

Materials Needed¶

📦 Magnets (bar and disc magnets)
📦 Test objects (paperclips, coins, plastic, wood, foil, fabric)
📋 Predict & Test chart
📓 Design Detective journals
🧭 Compass (optional demonstration)

Catholic Integration¶

Saint Connection¶

St. Hildegard of Bingen — She studied the natural world, including stones and their properties. She'd be fascinated by magnets!

Scripture¶

"He stretches out the north over the void and hangs the earth on nothing." — Job 26:7

Opening Prayer¶

Dear God, you made invisible forces like magnetism that hold our world together. Thank you for the amazing things we can't see but know are real. Help us discover more about your creation today. Amen.

Lesson Procedure¶

Opening Circle (5 minutes)¶

Magic or Science? — Show magnets sticking together (looks like magic!)
Invisible Forces — "Magnets have INVISIBLE pulling power!"
Attract & Repel:
Magnets ATTRACT (pull toward) some things
Magnets can also REPEL (push away) other magnets
God's Invisible Design — "Many things in God's world are invisible but real—like love, air, and magnetic force!"

Main Activity: Magnet Exploration (19 minutes)¶

Part 1: Attract or Not? (7 minutes)

Predict & Test activity
For each object:
PREDICT: Will the magnet attract it? (yes/no)
TEST: Try it!
RECORD: What happened?
Test: paperclips, coins, plastic, wood, foil, pencil, fabric
Discovery: "What kinds of things are magnets attracted to?" (Metal things, especially iron/steel)

Part 2: Push and Pull (6 minutes)

Use two magnets
Try to stick them together different ways
Sometimes they attract (pull together)
Sometimes they repel (push apart)
"Magnets have two poles—north and south!"
Demo: Make magnets "chase" each other

Part 3: Magnet Challenge (6 minutes)

Challenge: Use magnets to move paperclips WITHOUT touching them!
Try through paper, cardboard, or thin plastic
"Magnetic force goes through things!"
Creative exploration time

Design Detective Journal (4 minutes)¶

Draw objects that were magnetic vs. not magnetic
Write: "Magnets attract..."
Write: "Something invisible but real is..."

Closing Circle (2 minutes)¶

Magnet Discovery — "What did you learn about magnets?"
Invisible Things — "What else is invisible but real?" (God's love, air, gravity)
Closing Prayer — "Thank you, God, for invisible forces that make our world work. Thank you for your invisible love that's always with us. Amen."

Assessment¶

Observation Checklist:

Predicted and tested magnetic properties
Observed attract/repel behaviors
Made connection to invisible forces
Recorded discoveries

Differentiation¶

For Students Who Need Support¶

Fewer test items
Focus on attract only
Partner work

For Advanced Students¶

Explore magnetic field patterns (iron filings if available)
Test more materials
Research how magnets are used in everyday life

Wonder at Home 🏠¶

Family Activity: Go on a magnet hunt at home (use a refrigerator magnet)! What sticks? What doesn't? Test different metals—are they all magnetic? Where are magnets used in your home? (Refrigerator, cabinet doors, speakers)

Teacher Notes¶

Magnet kits available from CSCOE
Small magnets can be swallowed—supervise carefully
Iron filings are messy but show field lines beautifully
Connect to Earth's magnetic field and compasses

Previous: Session 09 — Faith Scientists
Next: Session 11 — Lenten Love

Session 11: Lenten Love 💜¶

Overview¶

Grades: 1-2 | Duration: 30 minutes | Session: 11 of 17

Students design and create something to help others during Lent, connecting engineering skills to the three pillars: prayer, fasting, and almsgiving.

Session 11: Lenten Love¶

Learning Objectives¶

By the end of this session, students will:

Understand Lenten practices
Design something to serve others
Create a meaningful service project
Connect engineering to loving others

Session 11: Lenten Love¶

Materials Needed¶

📦 Craft supplies
💜 Purple paper and decorations
📦 Recycled materials for building
📓 Design Detective journals
❤️ Heart shapes

Catholic Integration¶

Saint Connection¶

St. Teresa of Calcutta (Mother Teresa) — She dedicated her life to serving the poorest of the poor with great love.

Scripture¶

"Whatever you did for one of the least of these brothers and sisters of mine, you did for me." — Matthew 25:40

Opening Prayer¶

Dear Jesus, during Lent we prepare our hearts for Easter. Help us find ways to love others as you loved us. Bless our hands as they work for others today. Amen.

Lesson Procedure¶

Opening Circle (5 minutes)¶

Lent Season — "We're preparing for Easter!"
Three Lenten Practices:
🙏 Prayer — Talking with God more
🍞 Fasting — Giving something up
💝 Almsgiving — Giving to those in need
Mother Teresa — Served with love, said: "Do small things with great love"
Today's Mission — "Design something loving for others!"

Main Activity: Love in Action Project (19 minutes)¶

Part 1: Who Needs Love? (3 minutes)

Brainstorm people who could use kindness:
Elderly neighbors
Sick classmates
Lonely people
Hungry families
Tired parents
Choose who to serve

Part 2: Design & Create (14 minutes)

Option A: Comfort Cards

Cards for hospital or nursing home
Include cheerful drawings
Message: "You are loved!"
Add hearts and encouraging words

Option B: Prayer Chain

Paper chain for people to pray for
Each link = one person/intention
Class prayer chain to display

Option C: Kindness Jar

Decorate a jar
Fill with kindness ideas on paper strips:
"Give a hug"
"Help clean up"
"Share a toy"
Take home to use during Lent

Option D: Care Packages Design

Design what would go in a care package
Draw items that would help someone in need
Plan actual collection

Part 3: Dedication (2 minutes)

"Who will receive your act of love?"
"Why is this important?"

Design Detective Journal (4 minutes)¶

Draw your service project
Write: "I made this for... because..."
Write: "One way I can show love this Lent is..."

Closing Circle (2 minutes)¶

Share Projects — Show what you made
Lenten Commitment — What will YOU do for love?
Closing Prayer — "Jesus, help us be like Mother Teresa—doing small things with great love. Bless our Lenten journey. Amen."

Assessment¶

Observation Checklist:

Understood Lenten practices
Designed with others in mind
Created service project
Made Lenten commitment

Differentiation¶

For Students Who Need Support¶

Choose one project focus
Partner work
Pre-cut materials

For Advanced Students¶

Create multiple items
Plan a family service project
Write prayer intentions

Wonder at Home 🏠¶

Family Activity: Plan a family Lent service project! Ideas: Donate to food shelf, visit someone lonely, do extra chores, give up something and give the money away. Create a Lenten calendar together.

Teacher Notes¶

Coordinate with school Lenten service projects
Consider delivering cards to nursing home
Connect to Rice Bowl or other parish initiatives
Purple is the liturgical color of Lent

Previous: Session 10 — Magnets & Motion
Next: Session 12 — Butterfly Wonder

Session 12: Butterfly Wonder 🦋¶

Overview¶

Grades: 1-2 | Duration: 30 minutes | Session: 12 of 17

Students explore the butterfly life cycle and metamorphosis, discovering God's design for transformation and new life.

Session 12: Butterfly Wonder¶

Learning Objectives¶

By the end of this session, students will:

Identify the four stages of butterfly metamorphosis
Understand transformation as part of God's design
Create a butterfly life cycle model
Connect metamorphosis to spiritual transformation

Session 12: Butterfly Wonder¶

Materials Needed¶

📸 Pictures of butterfly life cycle stages
📦 Life cycle model materials (pasta shapes work well)
🎨 Paper plates, paper, crayons
📓 Design Detective journals
🦋 Butterfly specimens or photos

Catholic Integration¶

Saint Connection¶

St. Paul — He was completely transformed on the road to Damascus, like a caterpillar becoming a butterfly!

Scripture¶

"Therefore, if anyone is in Christ, the new creation has come: The old has gone, the new is here!" — 2 Corinthians 5:17

Opening Prayer¶

Dear God, you designed the amazing butterfly transformation. Thank you for making all things new! Help us be transformed by your love. Amen.

Lesson Procedure¶

Opening Circle (5 minutes)¶

Transformation Wonder — "Does a caterpillar LOOK like a butterfly?"
Complete Change — "The caterpillar becomes something TOTALLY different!"
Four Stages:
🥚 Egg
🐛 Caterpillar (larva)
🛖 Chrysalis (pupa)
🦋 Butterfly (adult)
St. Paul Connection — "He was changed completely too!"

Main Activity: Life Cycle Exploration (19 minutes)¶

Part 1: Learn the Stages (6 minutes)

Show pictures/video of each stage:
Egg — Tiny, laid on a leaf
Caterpillar — Hatches, eats LOTS, grows
Chrysalis — Hangs and transforms inside
Butterfly — Emerges with wings!
"The caterpillar doesn't just get wings—it completely changes!"
Time frame: 3-4 weeks for most butterflies

Part 2: Life Cycle Model (10 minutes)

Create paper plate life cycle:
Divide plate into 4 sections
Add each stage:
- Draw or glue small shape for egg
- Pasta spiral or drawing for caterpillar
- Pasta shell or folded paper for chrysalis
- Drawn or cut-out butterfly
Add arrows showing cycle direction
Label each stage

Part 3: Transformation Connection (3 minutes)

Discussion: "How can WE be transformed?"
Learning new things (growing smarter)
Becoming kinder
Growing closer to God
"God wants to transform us into something beautiful too!"

Design Detective Journal (4 minutes)¶

Draw the butterfly life cycle
Label: Egg, Caterpillar, Chrysalis, Butterfly
Write: "God transforms..."

Closing Circle (2 minutes)¶

Life Cycle Share — Show your models!
Easter Preview — "Easter is about the greatest transformation—Jesus rising to new life!"
Closing Prayer — "God, thank you for transformation. Change us to be more like Jesus. Amen."

Assessment¶

Observation Checklist:

Named four life cycle stages in order
Created life cycle model
Connected to transformation themes
Related to spiritual growth

Differentiation¶

For Students Who Need Support¶

Focus on caterpillar → butterfly change
Pre-made model to assemble
Partner work

For Advanced Students¶

Add details and facts to each stage
Compare to other animal life cycles
Write about transformation

Wonder at Home 🏠¶

Family Activity: Look for butterflies and caterpillars outside! Read a book about butterflies. If possible, get a butterfly kit and raise real butterflies at home. Talk about how God transforms us.

Teacher Notes¶

Consider raising butterflies in classroom (kits available)
Great timing before Easter (transformation theme)
Connect to resurrection discussion
See Kindergarten lesson for simpler version

Previous: Session 11 — Lenten Love
Next: Session 13 — Easter Joy

Session 13: Easter Joy 🌷¶

Overview¶

Grades: 1-2 | Duration: 30 minutes | Session: 13 of 17

Students celebrate Easter's message of resurrection and new life through a joyful creative project.

Session 13: Easter Joy¶

Learning Objectives¶

By the end of this session, students will:

Connect Easter to resurrection and new life
Create an Easter-themed project
Express Easter joy through art/engineering
Understand that Jesus makes all things new

Session 13: Easter Joy¶

Materials Needed¶

🎨 Art supplies (various colors, especially spring colors)
📦 Craft materials
🌷 Flower/spring materials
📓 Design Detective journals
📸 Pictures of Easter symbols

Catholic Integration¶

Saint Connection¶

The Risen Jesus — The greatest moment in history: Jesus rose from the dead on Easter Sunday!

Scripture¶

"He is not here; he has risen!" — Luke 24:6

Opening Prayer¶

Alleluia! Alleluia! Jesus is risen! Dear God, thank you for the gift of Easter and new life. Fill our hearts with joy today and always. Alleluia! Amen.

Lesson Procedure¶

Opening Circle (5 minutes)¶

ALLELUIA! — "We can say Alleluia again! JESUS IS RISEN!"
Easter Meaning:
Jesus died on Good Friday
He rose to NEW LIFE on Easter Sunday
He conquered death—we have hope forever!
Signs of New Life:
Empty tomb
Spring flowers
Baby animals
Butterflies (transformation!)
Today's Celebration — "Create something to celebrate Easter joy!"

Main Activity: Easter Celebration (19 minutes)¶

Part 1: Easter Symbols (3 minutes)

Review symbols and meanings:
🪨 Empty tomb — He is risen!
🌷 Flowers — New life
🦋 Butterfly — Transformation
🐣 Eggs — New beginnings
🐑 Lamb — Jesus, Lamb of God
☀️ Sunrise — Easter morning

Part 2: Create (14 minutes)

Option A: Easter Garden

Build a mini Easter garden scene
Include tomb (cup or small container)
Stone rolled away
Add flowers, grass, cross
"He is not here—He is risen!"

Option B: New Life Collage

Collage of spring/new life images
Include: flowers, butterflies, eggs, sun
Add: "Alleluia! He is Risen!"

Option C: Resurrection Cross

Create a cross
Decorate with flowers and color
Symbol of victory over death
Add bright, joyful decorations

Option D: Easter Card

Card to share Easter joy
Include Easter message
Send to someone who needs hope

Part 3: Joy Celebration (2 minutes)

Gallery walk to see creations
Say together: "ALLELUIA!"

Design Detective Journal (4 minutes)¶

Draw your Easter creation
Write: "Easter means..."
Write: "I have hope because..."
Draw: Empty tomb OR butterfly OR flower

Closing Circle (2 minutes)¶

Easter Message — "What does Easter mean to you?"
Living Hope — "Jesus makes all things new—including us!"
Closing Prayer — "Alleluia! Jesus is risen! Thank you for hope, for new life, for Easter joy! Help us share your love with everyone. Alleluia! Amen."

Assessment¶

Observation Checklist:

Connected Easter to resurrection
Created meaningful Easter project
Expressed joy and hope
Understood Easter symbols

Differentiation¶

For Students Who Need Support¶

Choose from 2 options
Pre-made materials to assemble
Focus on one symbol

For Advanced Students¶

Include multiple symbols
Write Easter story or poem
Create for someone specific

Wonder at Home 🏠¶

Family Activity: Attend Easter Mass together! Look for Easter symbols at church. Create an Easter garden at home. Take an Easter nature walk and find signs of new life. Share Easter hope with neighbors!

Teacher Notes¶

Display Easter creations prominently
Coordinate with school Easter celebrations
Consider Easter egg hunt connection
Send cards to nursing homes if created

Previous: Session 12 — Butterfly Wonder
Next: Session 14 — Sphero Challenge

Session 14: Sphero Challenge 🤖¶

Overview¶

Grades: 1-2 | Duration: 30 minutes | Session: 14 of 17

Students apply their Sphero skills to complete mission challenges, demonstrating growth in programming and problem-solving.

Session 14: Sphero Challenge¶

Learning Objectives¶

By the end of this session, students will:

Program Sphero to complete specific challenges
Problem-solve when programs don't work
Collaborate with teammates on missions
Demonstrate growth in coding skills

Session 14: Sphero Challenge¶

Materials Needed¶

📦 Sphero robots (from CSCOE library)
📱 Tablets with Sphero Edu app
🚧 Course materials (cups, tape, markers)
📋 Mission challenge cards
📓 Design Detective journals

Catholic Integration¶

Saint Connection¶

St. Thomas Aquinas — He loved using logic and reason to solve problems. He'd enjoy programming challenges!

Scripture¶

"I can do all this through him who gives me strength." — Philippians 4:13

Opening Prayer¶

Dear God, thank you for minds that can solve problems. When things get hard, help us keep trying. Give us patience, creativity, and teamwork today. Amen.

Lesson Procedure¶

Opening Circle (4 minutes)¶

Sphero Experts — "Remember when we first met Sphero? Now you're EXPERTS!"
Challenge Day — "Today you'll complete MISSIONS!"
Problem-Solving Reminder:
If it doesn't work, try again!
Ask: What can I change?
Work with your team!
Let's Go!

Main Activity: Mission Challenges (20 minutes)¶

Setup: Create course with tape lines and obstacles

Part 1: Quick Review (2 minutes)

Connect to Sphero
Review controls
Practice one movement

Part 2: Mission Challenges (16 minutes)

Mission 1: Target Practice (3 min)

Roll Sphero to stop inside a target circle
Points for accuracy!
Three tries each

Mission 2: Maze Navigator (4 min)

Navigate through simple tape maze
No wall touching!
Teamwork encouraged

Mission 3: Color Show (3 min)

Program color sequence:
Red, then blue, then green
Make it match the pattern!
Add movements between colors

Mission 4: Obstacle Course (4 min)

Navigate around cups without knocking them over
Speed matters, but so does accuracy!
Team record attempts

Mission 5: Creative Challenge (2 min)

Free programming time
Make Sphero do something COOL!
Share with class

Part 3: Celebration (2 minutes)

Celebrate achievements!
What did you figure out?

Design Detective Journal (4 minutes)¶

Draw your favorite mission
Write: "The hardest part was..."
Write: "I solved it by..."
Rate yourself: Beginner 🌱 Good 🌿 Expert 🌳

Closing Circle (2 minutes)¶

Growth Reflection — "How have you improved since first trying Sphero?"
Perseverance — "What did you do when it didn't work?"
Closing Prayer — "Thank you, God, for helping us grow and learn. Thank you for patience when things are hard. Amen."

Assessment¶

Observation Checklist:

Completed at least 2 missions
Demonstrated improved skills from Session 3
Problem-solved when stuck
Collaborated with teammates

Differentiation¶

For Students Who Need Support¶

Simplified mission versions
Extra teacher guidance
Partner with experienced peer

For Advanced Students¶

Advanced missions with multiple steps
Create missions for others
Use "Draw" or "Block" programming

Wonder at Home 🏠¶

Family Activity: Tell your family about the Sphero challenges! What was hard? What did you figure out? Talk about times when things didn't work and you had to try again. Perseverance pays off!

Teacher Notes¶

Reserve Sphero 2 weeks ahead
Charge fully before class
This session shows growth from Session 3
Have backup missions ready

Previous: Session 13 — Easter Joy
Next: Session 15 — Simple Machines

Session 15: Simple Machines ⚙️¶

Overview¶

Grades: 1-2 | Duration: 30 minutes | Session: 15 of 17

Students explore simple machines that make work easier, discovering how levers and ramps help us lift and move things.

Session 15: Simple Machines¶

Learning Objectives¶

By the end of this session, students will:

Identify simple machines (lever, ramp/inclined plane)
Understand that machines make work easier
Experiment with levers and ramps
Connect engineering to helping others

Session 15: Simple Machines¶

Materials Needed¶

📦 Lever materials (rulers, pencils as fulcrums, small weights)
📦 Ramp materials (books, boards, toy cars)
📓 Design Detective journals
📸 Pictures of simple machines in use
📦 Small objects to lift/move

Catholic Integration¶

Saint Connection¶

St. Joseph the Worker — As a carpenter, he used simple machines every day to build and create!

Scripture¶

"Whatever you do, work at it with all your heart." — Colossians 3:23

Opening Prayer¶

Dear God, thank you for simple machines that help us do hard work. Like St. Joseph, help us use tools wisely to serve others. Bless our learning today. Amen.

Lesson Procedure¶

Opening Circle (5 minutes)¶

Heavy Lifting — "Have you ever had to lift something heavy?"
Machines Help — "Simple machines make work EASIER!"
Today's Focus:
Lever — Like a seesaw! Helps lift things
Ramp/Inclined Plane — Like a slide! Helps move things up
St. Joseph — Used these tools as a carpenter
Let's Experiment!

Main Activity: Simple Machine Exploration (19 minutes)¶

Part 1: Lever Investigation (8 minutes)

Build a lever:
Ruler balanced on a pencil (fulcrum)
Put a small object on one end
Push down on the other end
Experiments:
Move the fulcrum—what changes?
Closer to object = easier to lift!
Where are the best spots?
Discussion: "Where do we see levers?" (seesaw, door handle, scissors)

Part 2: Ramp Investigation (8 minutes)

Build a ramp:
Board or books propped on a stack
Roll car or push object up
Experiments:
Steep ramp vs. gentle ramp—which is easier?
Test with different objects
Measure how far things roll
Discussion: "Where do we see ramps?" (wheelchair ramps, playground slides, loading docks)

Part 3: Design Challenge (3 minutes)

Quick challenge: Use a lever OR ramp to move a small toy
Show your solution!

Design Detective Journal (4 minutes)¶

Draw a lever you made
Draw a ramp you made
Write: "Simple machines make work easier by..."
Draw where you see simple machines in the world

Closing Circle (2 minutes)¶

Machine Discovery — "What did you learn about simple machines?"
Helping Others — "How do ramps help people?"
Closing Prayer — "Thank you, God, for simple machines that help us work. Help us always use our knowledge to serve others. Amen."

Assessment¶

Observation Checklist:

Built and tested lever
Built and tested ramp
Understood machines make work easier
Identified real-world examples

Differentiation¶

For Students Who Need Support¶

Pre-built lever and ramp to experiment with
Focus on one machine type
Partner exploration

For Advanced Students¶

Experiment with multiple fulcrum positions
Measure and record data
Research other simple machines (wheel, pulley)

Wonder at Home 🏠¶

Family Activity: Find simple machines at home! Doorknobs, scissors, wheelbarrows, ramps for strollers. Build ramps for toy cars—test steep vs. gentle. Try making a lever to lift a book!

Teacher Notes¶

Simple Machines Kit available from CSCOE
Great connection to playground equipment
Wheelchair ramps connect to accessibility/dignity discussion
Can extend to pulleys and wheels in future lessons

Previous: Session 14 — Sphero Challenge
Next: Session 16 — Earth Care

Session 16: Earth Care 🌍¶

Overview¶

Grades: 1-2 | Duration: 30 minutes | Session: 16 of 17

Students explore environmental stewardship, designing solutions to help take care of God's creation.

Session 16: Earth Care¶

Learning Objectives¶

By the end of this session, students will:

Understand our responsibility to care for creation
Identify ways to reduce, reuse, and recycle
Design an eco-friendly solution
Connect environmental care to Catholic teaching

Session 16: Earth Care¶

Materials Needed¶

📦 Recycled materials for building
📸 Pictures of environmental challenges and solutions
🌍 Globe or Earth picture
📓 Design Detective journals
🌱 Seed or plant materials (optional)

Catholic Integration¶

Saint Connection¶

St. Francis of Assisi — Patron saint of ecology! He called the earth our "Sister" and cared for all creation.

Scripture¶

"The Lord God took the man and put him in the Garden of Eden to work it and take care of it." — Genesis 2:15

Opening Prayer¶

Dear God, you created our beautiful Earth and asked us to take care of it. Help us be good stewards of your creation. Show us how to protect our planet. Amen.

Lesson Procedure¶

Opening Circle (5 minutes)¶

Our Home — Show globe: "This is our home—the only Earth we have!"
God's Gift — "God made Earth for us AND asked us to take care of it"
Three R's:
Reduce — Use less stuff
Reuse — Use things again
Recycle — Turn old things into new things
St. Francis — Loved all of creation!

Main Activity: Eco-Engineering (19 minutes)¶

Part 1: Earth Challenges (4 minutes)

Discussion: What problems does Earth face?
Too much trash
Plastic in oceans
Wasted water
Pollution
"What can we do to help?"

Part 2: Eco-Design Project (13 minutes)

Option A: Reuse Creation

Build something NEW from recycled materials
Examples: bird feeder, pencil holder, planter
"This used to be trash, now it's useful!"

Option B: Eco-Poster

Create poster about taking care of Earth
Include tips: Turn off lights, recycle, use less plastic
Add drawings and messages

Option C: "Save Water/Save Energy" Signs

Design signs for classroom/home
"Turn off the water!"
"Turn off the lights!"
Place around school

Option D: Garden Planning

Plan a pollinator garden
What plants help bees and butterflies?
Design the layout

Part 3: Commitment (2 minutes)

"What ONE thing will you do to help Earth?"
Share commitments

Design Detective Journal (4 minutes)¶

Draw your eco-project
Write: "I can help Earth by..."
Draw one thing you'll do differently

Closing Circle (2 minutes)¶

Earth Promise — "What's your promise to creation?"
Pope Francis — "He wrote about caring for 'our common home'!"
Closing Prayer — "God, help us take care of your beautiful creation. May we be good stewards of the Earth. Amen."

Assessment¶

Observation Checklist:

Identified environmental challenges
Created eco-friendly project
Made personal commitment
Connected care to faith

Differentiation¶

For Students Who Need Support¶

Focus on one R (Reuse project)
Partner work
Simplified poster template

For Advanced Students¶

Research and present environmental fact
Create multiple projects
Design implementation plan

Wonder at Home 🏠¶

Family Activity: Do an eco-audit at home! How can your family reduce, reuse, and recycle more? Start a compost bin, use reusable bags, turn off lights. Make a family Earth Care promise!

Teacher Notes¶

Connect to Laudato Si' (Pope Francis's encyclical on care for creation)
Consider school-wide eco initiatives
Display projects and posters
Coordinate with Earth Day activities

Previous: Session 15 — Simple Machines
Next: Session 17 — Year Celebration

Session 17: Year Celebration 🎉¶

Overview¶

Grades: 1-2 | Duration: 30 minutes | Session: 17 of 17

Students celebrate their year of C-STREAM discovery, sharing accomplishments and looking forward to future learning adventures.

Session 17: Year Celebration¶

Learning Objectives¶

By the end of this session, students will:

Reflect on their year of learning
Share favorite projects and discoveries
Celebrate growth in C-STREAM skills
Express excitement for continued learning

Session 17: Year Celebration¶

Materials Needed¶

📓 Design Detective journals (from all year)
📸 Photos from C-STREAM sessions
🏆 Certificates (optional)
🎨 Display materials for work
🎈 Celebration decorations

Catholic Integration¶

Saint Connection¶

All the Saints We Met This Year — St. Francis, Mother Teresa, Blessed Carlo Acutis, St. Joseph, and more showed us how faith and learning go together!

Scripture¶

"I thank my God every time I remember you." — Philippians 1:3

Opening Prayer¶

Dear God, thank you for an amazing year of discovery and learning! Thank you for our teachers, classmates, and all the wonderful things we've explored. Bless us as we continue to grow. Amen.

Lesson Procedure¶

Opening Circle (5 minutes)¶

Celebration Time! — "We did it! A whole year of C-STREAM!"
Memory Lane — Show photos from the year's sessions
Counting Learning:
17 sessions of exploring
Towers, robots, butterflies, magnets, and more!
Saints We Met — Quick list of saints from the year

Main Activity: Exhibition & Celebration (19 minutes)¶

Part 1: Journal Review (5 minutes)

Students look through their Design Detective journals
Mark favorite pages
Find: "My best work" and "My biggest challenge I overcame"

Part 2: Partner Share (5 minutes)

Share with a partner:
Favorite project from the year
Something difficult you figured out
What you want to learn next
Partners celebrate each other!

Part 3: Class Gallery (5 minutes)

Display journals and saved projects
Gallery walk to see everyone's work
Give compliments!

Part 4: Awards & Looking Forward (4 minutes)

Optional certificates:
"Design Detective Champion"
"Tech Wizard"
"Earth Care Hero"
"Creative Engineer"
"Faith & Science Explorer"
Next year preview: "Even more adventures await!"

Design Detective Journal (4 minutes)¶

Final journal entry:
My favorite C-STREAM memory
Something I learned about God's world
What I want to learn next year

Closing Circle (2 minutes)¶

Gratitude Circle — Each person: "I'm thankful for..."
Summer Challenge — "Keep being a Design Detective all summer!"
Final Blessing & Prayer:

Dear God, Thank you for this year of wonder. Thank you for creative minds and helping hands. Thank you for showing us that faith and science are friends. Bless these Design Detectives as they grow. Keep their curiosity alive forever. In Jesus' name, Amen.

🎉 CELEBRATION! 🎉

Assessment¶

End-of-Year Reflection:

Can identify favorite learning experiences
Shows growth in design thinking
Demonstrates curiosity and wonder
Connects learning to faith

Differentiation¶

For Students Who Need Support¶

Help identify journal highlights
Partner for sharing
Focus on verbal celebration

For Advanced Students¶

Present to class
Create "advice" for next year's students
Write reflection letter

Wonder at Home 🏠¶

Summer C-STREAM Challenge:

🔍 Be a Design Detective everywhere!
🏗️ Build with anything you find
🤖 Notice technology around you
🌿 Care for creation
🦋 Watch for nature's changes
❤️ Help others with your skills
🙏 Thank God for wonder!

Teacher Notes¶

Prepare certificates in advance
Invite families if possible
Take lots of photos!
Send journals home as keepsakes
Celebrate each child's unique growth

🎊 Congratulations, Design Detectives! 🎊¶

You've completed Grades 1-2 Year B C-STREAM!

This year you:

✅ Became Design Detectives
✅ Built towers and structures
✅ Programmed Sphero robots
✅ Explored animal adaptations
✅ Created digital art
✅ Experimented with magnets
✅ Learned about butterflies
✅ Cared for God's creation

You are engineers, scientists, artists, and children of God!

Keep designing. Keep discovering. Keep praising God.

Previous: Session 16 — Earth Care

End of Grades 1-2 Year B Bi-Weekly C-STREAM Curriculum

Grades 3-4 Year A

Grades 3-4 Year A: Bi-Weekly C-STREAM 🔬¶

Overview¶

Grade Band: 3-4 | Duration: 40 minutes per session | Sessions: 17 over the school year | Rotation Year: A

This bi-weekly schedule provides a condensed C-STREAM experience for schools with alternating week schedules. Each 40-minute session delivers high-impact learning with Catholic integration.

Session Overview¶

Session	Title	Focus	Catholic Connection
01	Engineering Design	Design thinking process	St. Juan Diego & wonder
02	Dash & Code	Dash robots introduction	Bl. Carlo Acutis
03	Bridge Engineering	Bridge building with KEVA	St. Patrick
04	Animal Habitats	Habitat design	St. Francis
05	Scratch Intro	Block-based coding	God as programmer
06	Gratitude Tech	Thanksgiving technology	Gratitude and thanks
07	Light & Circuits	Advent circuits project	Jesus as Light
08	Scratch Animation	Story animation	Catholic story
09	Catholic Scientists	Scientist research	Faith & reason
10	Weather Science	Weather instruments	God's provision
11	Lenten Engineering	Service design	Lenten practices
12	Plants & Growth	Plant science	Resurrection theme
13	Easter Tech	Easter celebration	New life
14	Dash Challenge	Advanced robotics	Perseverance
15	Simple Machines	Physics engineering	St. Joseph Worker
16	Little Bits	Electronic circuits	Innovation
17	Year Exhibition	Portfolio showcase	Celebrating gifts

Technology Used¶

🤖 Dash Robots (from CSCOE library)
📦 KEVA Planks (from CSCOE library)
💡 Little Bits (from CSCOE library)
💻 Scratch programming
🔬 Science equipment

Year A vs Year B¶

Year A focuses on:

Bridge engineering (Year B: Tower challenges)
Weather science (Year B: Geology/Rocks)
Dash robot programming

Students in combined 3-4 classrooms alternate between Year A and Year B content.

Quick Links¶

📚 Weekly Version
📅 Year B Bi-Weekly
📖 Bi-Weekly Overview

Session 1: Engineering Design 📐¶

Overview¶

Grades: 3-4 | Duration: 40 minutes | Session: 1 of 17

Students are introduced to the engineering design process through hands-on exploration and discovery of what engineers do and how they solve problems.

Session 1: Engineering Design¶

Learning Objectives¶

By the end of this session, students will:

Define what engineers do
Identify the steps of the engineering design process
Complete a quick design challenge
Connect engineering to serving others

Session 1: Engineering Design¶

Materials Needed¶

📋 Engineering Design Process poster
📦 Challenge materials (straws, tape, paper)
📓 Engineering journals
✏️ Pencils and design paper

Catholic Integration¶

Saint Connection¶

St. Juan Diego — He wondered at the miracle of Our Lady of Guadalupe. Engineers start with wonder and curiosity about the world!

Scripture¶

"For we are God's handiwork, created in Christ Jesus to do good works." — Ephesians 2:10

Opening Prayer¶

Dear God, you designed the entire universe with wisdom and love. Help us become engineers who use our minds to serve others. Give us curiosity, creativity, and compassion. Amen.

Lesson Procedure¶

Opening Circle (7 minutes)¶

What is Engineering?
"Engineers solve problems by designing and building solutions!"
Examples: buildings, bridges, apps, rockets, medical devices
The Design Process:
ASK — What's the problem? Who needs help?
IMAGINE — Brainstorm many ideas
PLAN — Choose the best idea, make a plan
CREATE — Build it!
IMPROVE — Test, learn, make it better
St. Juan Diego — Wonder leads to discovery!

Main Activity: Paper Tower Challenge (25 minutes)¶

Part 1: The Challenge (3 minutes)

Challenge: Build the tallest freestanding tower using only:
10 sheets of paper
12 inches of tape
No other materials!
Must stand on its own for 10 seconds

Part 2: Design Process in Action (20 minutes)

ASK (2 min):

What's our goal? (Tallest tower)
What are our constraints? (Limited materials)

IMAGINE (3 min):

Sketch at least 3 different tower designs
Think: rolls, folds, triangles, tubes

PLAN (2 min):

Choose your best idea
Label parts and estimate height

CREATE (10 min):

Build your tower!
Work with a partner
Remember: You can change your plan!

TEST & IMPROVE (3 min):

Measure towers
Stand back—does it stand for 10 seconds?
What would you change?

Part 3: Reflection (2 minutes)

Which step was hardest?
Did your final tower match your plan?
What did you learn?

Engineering Journal (5 minutes)¶

Draw the engineering design process (circle or flowchart)
Sketch your tower design
Write: "Engineers help people by..."
Write: "I learned that..."

Closing Circle (3 minutes)¶

Share Towers — Measure and celebrate!
Process Reflection — "The design process helped me..."
Closing Prayer — "God, thank you for the gift of creativity. Help us use our engineering skills to make the world better. Amen."

Assessment¶

Observation Checklist:

Can name design process steps
Participated in design challenge
Made improvements after testing
Connected engineering to helping others

Differentiation¶

For Students Who Need Support¶

Work in supportive pairs
Provide visual design process guide
Fewer constraints on materials

For Advanced Students¶

Add requirement (must hold weight)
Write about why their design worked
Research famous engineers

Wonder at Home 🏠¶

Family Activity: Find engineering in your home! Who designed your house, your phone, your bike? Try a family challenge: Build the tallest tower using 20 playing cards or 50 pennies.

Teacher Notes¶

Post design process permanently in classroom
Save tower photos for end-of-year comparison
This lesson introduces vocabulary used all year
Consider CSCOE KEVA planks for future building

Next: Session 2 — Dash & Code

Session 2: Dash & Code 🤖¶

Overview¶

Grades: 3-4 | Duration: 40 minutes | Session: 2 of 17

Students meet Dash robots and learn the basics of programming through block-based coding.

Session 2: Dash & Code¶

Learning Objectives¶

By the end of this session, students will:

Understand what robots are and how they follow instructions
Navigate the Wonder Workshop app interface
Program Dash to move and respond
Debug programs that don't work correctly

Session 2: Dash & Code¶

Materials Needed¶

🤖 Dash Robots (from CSCOE library)
📱 Tablets with Wonder app installed
📋 Programming command cards
📓 Engineering journals
🎯 Target markers for courses

Catholic Integration¶

Saint Connection¶

Blessed Carlo Acutis — A young tech enthusiast who used technology to spread faith. He'd have loved programming robots!

Scripture¶

"For everything there is a season, and a time for every matter under heaven." — Ecclesiastes 3:1 (Programs follow sequences in order!)

Opening Prayer¶

Dear God, you created us with minds that can create amazing things. Help us use technology wisely, like Blessed Carlo Acutis. Guide our programming today! Amen.

Lesson Procedure¶

Opening Circle (6 minutes)¶

Meet Dash! — "This is Dash, a programmable robot"
Robot Basics:
Robots follow instructions exactly
They can't think on their own
WE are the "brains"—we write the programs!
Blessed Carlo Acutis:
Teen who loved technology
Used it to create a website about Eucharistic miracles
"To always be close to Jesus, that's my life plan"
Today's Goal — "We'll teach Dash to move and make sounds!"

Main Activity: Programming Dash (26 minutes)¶

Part 1: App Introduction (6 minutes)

Open Wonder app
Connect to Dash
Tour the interface:
Command blocks (movement, sounds, lights)
Play button
Reset/stop
Demo: Simple "drive forward" command

Part 2: Guided Challenges (12 minutes)

Challenge 1: Square Dance (3 min)

Program Dash to drive in a square
Need: Forward, turn right, forward, turn right... (4 times)
Test and debug!

Challenge 2: Light Show (3 min)

Program Dash to change colors
Create a pattern: Red, blue, green, purple
Add timing between colors

Challenge 3: Sound & Move (3 min)

Combine movement with sounds
Make Dash "talk" while moving
Create a personality!

Challenge 4: Obstacle Approach (3 min)

Program Dash to stop when it senses something
Use sensors in program
Test with a barrier

Part 3: Free Exploration (6 minutes)

Students explore freely
Create your own program
Challenge: Make Dash do something surprising!

Part 4: Debugging Practice (2 minutes)

"If your program didn't work perfectly, that's GOOD!"
Debugging = finding and fixing problems
Engineers debug constantly!

Engineering Journal (5 minutes)¶

Draw Dash robot
Write the commands you used
Write: "Debugging taught me..."
Write: "I want to program Dash to..."

Closing Circle (3 minutes)¶

Program Share — Volunteers show their best program
Carlo's Example — "He used tech for good—so can we!"
Closing Prayer — "Thank you, God, for technology that helps us learn. Help us use it wisely. Amen."

Assessment¶

Observation Checklist:

Successfully connected to Dash
Created at least one working program
Debugged a non-working program
Used multiple command types

Differentiation¶

For Students Who Need Support¶

Partner with experienced peer
Use step-by-step challenge cards
Focus on 1-2 challenges only

For Advanced Students¶

Create longer programs
Use variables or loops
Design program for specific story

Wonder at Home 🏠¶

Family Activity: Talk about robots in everyday life: vacuums, car systems, factory machines. Try block coding at home with Scratch (scratch.mit.edu) - it's free! Watch videos about how robots are programmed.

Teacher Notes¶

Reserve Dash robots 2+ weeks in advance
Ensure tablets are charged
Have backup activities if tech fails
Students will use Dash again in Session 14
Consider grouping if not enough robots

Previous: Session 1 — Engineering Design
Next: Session 3 — Bridge Engineering

Session 3: Bridge Engineering 🌉¶

Overview¶

Grades: 3-4 | Duration: 40 minutes | Session: 3 of 17

Students explore bridge engineering principles and build bridges using KEVA planks, testing their structures for strength.

Session 3: Bridge Engineering¶

Learning Objectives¶

By the end of this session, students will:

Identify different bridge types and their features
Understand how triangles add strength
Build and test a bridge structure
Apply the engineering design process

Session 3: Bridge Engineering¶

Materials Needed¶

📦 KEVA Planks (from CSCOE library)
📸 Bridge type pictures
🪙 Weights for testing (coins, washers)
📏 Rulers for measuring span
📓 Engineering journals

Catholic Integration¶

Saint Connection¶

St. Patrick — Built "bridges" between people and faith in Ireland. He connected communities!

Scripture¶

"How beautiful are the feet of those who bring good news!" — Romans 10:15 (Bridges help spread good news!)

Opening Prayer¶

Dear God, you connect heaven and earth. Like St. Patrick who built bridges of faith, help us build structures that connect and serve others. Amen.

Lesson Procedure¶

Opening Circle (6 minutes)¶

Bridge Purpose — "Bridges connect people and places!"
Bridge Types:
Beam — Simple, flat across supports
Arch — Curved, pushes weight outward
Truss — Uses triangles for strength
Suspension — Hangs from cables
Triangles = Strength — Demonstrate with hands
St. Patrick — Connected communities through faith

Main Activity: Bridge Building Challenge (26 minutes)¶

Part 1: The Challenge (3 minutes)

Build a bridge that:
Spans at least 8 inches (between two books)
Can hold weight
Uses only KEVA planks
Success = Most weight held without collapse!

Part 2: Design & Build (18 minutes)

IMAGINE (3 min):

Sketch your bridge design
Label: supports, deck, special features
Which bridge type will you use?

PLAN (2 min):

Estimate planks needed
Decide where to start building

CREATE (11 min):

Build your bridge!
Remember: Triangles add strength
Test balance before adding weight

TEST (2 min):

Add weights one at a time
Count how many before collapse
Record your results

Part 3: Analysis (5 minutes)

Which bridges held the most weight?
What designs worked best? Why?
How could you improve?
Class discussion of findings

Engineering Journal (5 minutes)¶

Sketch your bridge design (before and after building)
Record: "My bridge held ___ weights"
Write: "Triangles help bridges by..."
Write: "Next time I would..."

Closing Circle (3 minutes)¶

Celebrate Successes — Recognize strong bridges
Real Bridges — Where do you see bridges in our community?
Closing Prayer — "God, help us be bridge builders—connecting people with love and service. Amen."

Assessment¶

Observation Checklist:

Identified bridge types
Created design before building
Built stable bridge structure
Tested and recorded results

Differentiation¶

For Students Who Need Support¶

Provide starter bridge base
Work with partner
Simplified span requirement

For Advanced Students¶

Longer span requirement
Design constraints (limited planks)
Research famous bridges

Wonder at Home 🏠¶

Family Activity: Find bridges in your community! What type are they? Why were they designed that way? Build a bridge at home using blocks, straws, or popsicle sticks. Test with toy cars!

Teacher Notes¶

Reserve KEVA planks from CSCOE library
Clear large floor/table space
Use books for stable supports
Take photos for portfolio
Connect to local bridge examples

Previous: Session 2 — Dash & Code
Next: Session 4 — Animal Habitats

Session 4: Animal Habitats 🦎¶

Overview¶

Grades: 3-4 | Duration: 40 minutes | Session: 4 of 17

Students explore how animals are designed for their habitats and create habitat models demonstrating this connection.

Session 4: Animal Habitats¶

Learning Objectives¶

By the end of this session, students will:

Define habitat and identify its components
Explain how animals are adapted to their habitats
Design and build a habitat model
Connect habitat design to God's providence

Session 4: Animal Habitats¶

Materials Needed¶

📸 Pictures of various habitats/animals
📦 Habitat model materials (boxes, craft supplies)
🌿 Natural materials (if available)
📓 Engineering journals
📋 Habitat component checklist

Catholic Integration¶

Saint Connection¶

St. Francis of Assisi — Patron saint of animals and ecology! He saw all creatures as brothers and sisters.

Scripture¶

"Look at the birds of the air; they do not sow or reap or store away in barns, and yet your heavenly Father feeds them." — Matthew 6:26

Opening Prayer¶

Dear God, you designed each creature perfectly for its home. Like St. Francis, help us appreciate and protect all living things. Thank you for the wonder of habitats! Amen.

Lesson Procedure¶

Opening Circle (6 minutes)¶

What is a Habitat?
"A habitat is an animal's HOME—where it finds everything it needs"
Habitat Components (Four Things Needed):
🍽️ Food — What does it eat?
💧 Water — How does it get water?
🏠 Shelter — Where does it hide/sleep?
🌡️ Space — Room to move and live
Perfect Design — "God designed each animal for its habitat!"
St. Francis — Loved all creatures

Main Activity: Habitat Design Challenge (26 minutes)¶

Part 1: Habitat Exploration (6 minutes)

Explore habitat types:
🌲 Forest — Trees, seasons, varied animals
🏜️ Desert — Hot, dry, special adaptations
🌊 Ocean — Saltwater, pressure, water-breathing
🧊 Arctic — Cold, ice, thick fur/blubber
🌿 Rainforest — Wet, layers, biodiversity
Pick ONE habitat to design

Part 2: Design & Build (16 minutes)

Choose Animal & Habitat (2 min):

Select habitat type
Choose animal for that habitat
Think: How is this animal designed for its home?

Design (3 min):

Sketch habitat model
Include all 4 components: food, water, shelter, space
Label adaptations

Build (11 min):

Create 3D habitat model in box or on paper plate
Show:
Where food comes from
Water source
Shelter/hiding spots
Space for movement
Add your animal (drawn or craft)

Part 3: Habitat Showcase (4 minutes)

Gallery walk to see habitats
Presenters explain: "My animal survives because..."

Engineering Journal (5 minutes)¶

Draw your habitat model
Label: Food, Water, Shelter, Space
Write: "My animal is designed for its habitat because..."
Write: "God shows care for animals by..."

Closing Circle (3 minutes)¶

Design Appreciation — "What amazed you about animal adaptations?"
Stewardship — "How can we protect habitats?"
Closing Prayer — "Thank you, God, for designing animals perfectly for their homes. Help us be good stewards of your creation. Amen."

Assessment¶

Observation Checklist:

Identified habitat components
Connected animal adaptations to habitat
Created habitat model with all 4 components
Explained animal's survival design

Differentiation¶

For Students Who Need Support¶

Habitat template with labeled sections
Partner work
Focus on familiar animals

For Advanced Students¶

Research specific adaptations
Compare two animals in same habitat
Include food chain in model

Wonder at Home 🏠¶

Family Activity: What's YOUR habitat? List the food, water, shelter, and space in your home! Watch nature documentaries about different habitats. Visit a zoo and observe how exhibits recreate natural habitats.

Teacher Notes¶

Connect to standards on habitats and adaptations
Consider outdoor observation of local habitat
Coordinate with science curriculum
Habitats can be displayed for parents

Previous: Session 3 — Bridge Engineering
Next: Session 5 — Scratch Intro

Session 5: Scratch Intro 💻¶

Overview¶

Grades: 3-4 | Duration: 40 minutes | Session: 5 of 17

Students are introduced to Scratch programming, learning how block-based coding works and creating their first animated project.

Session 5: Scratch Intro¶

Learning Objectives¶

By the end of this session, students will:

Navigate the Scratch interface
Understand how code blocks connect to create programs
Create a simple animated character
Use sequences and loops in programming

Session 5: Scratch Intro¶

Materials Needed¶

💻 Computers/Chromebooks with Scratch
📋 Scratch quick reference cards
📓 Engineering journals
🖥️ Projector for demonstration

Catholic Integration¶

Saint Connection¶

God as the Master Programmer — God created the universe with order and logic, just like programmers create with code!

Scripture¶

"In the beginning was the Word... Through him all things were made." — John 1:1,3

Opening Prayer¶

Dear God, you created the universe with perfect order and logic. As we learn to program, help us appreciate your incredible design. Guide our creativity today! Amen.

Lesson Procedure¶

Opening Circle (5 minutes)¶

What is Scratch?
"A programming language where you connect blocks like puzzle pieces!"
Created at MIT for learning to code
Used by millions of kids worldwide
Programming = Giving Instructions
Computers do EXACTLY what we tell them
We need to be precise and logical
God's Code — The universe runs on God's perfect design

Main Activity: Scratch Exploration (27 minutes)¶

Part 1: Interface Tour (5 minutes)

Stage — Where the action happens
Sprites — Characters and objects
Code Blocks — Instructions that snap together
Categories:
🎬 Motion — Move and turn
👀 Looks — Appearance and speech
🔊 Sound — Sounds and music
🎮 Events — Triggers (when clicked, etc.)
🔁 Control — Loops and waits

Part 2: Guided Activity: Make the Cat Dance! (12 minutes)

Step 1: Basic Motion (3 min)

Find "move 10 steps" block
Snap under "when green flag clicked"
Click green flag to test
Try different numbers!

Step 2: Add Turning (3 min)

Add "turn 15 degrees"
See what happens
Create a spinning cat!

Step 3: Loops & Waiting (3 min)

Find "forever" block (in Control)
Put motion blocks INSIDE the loop
Add "wait 0.5 seconds"
The cat dances forever!

Step 4: Add Speech (3 min)

Find "say Hello for 2 seconds"
What should your cat say?
Add sound blocks if time

Part 3: Free Creation (8 minutes)

Customize YOUR cat:
Change costume (Looks: next costume)
Add more movements
Make it say something meaningful
Add sounds
Explore other sprites if time

Part 4: Demo Showcase (2 minutes)

Volunteers show their dancing cats
Celebrate creativity!

Engineering Journal (5 minutes)¶

Draw the Scratch interface (Stage, Sprites, Blocks)
List 3 block types you used
Write: "Programming is like..."
Write: "I want to create a program that..."

Closing Circle (3 minutes)¶

Share Discoveries — "What cool thing did your cat do?"
Logic Appreciation — "God's creation follows logic too!"
Closing Prayer — "Thank you, God, for minds that can create and problem-solve. Bless our coding adventures! Amen."

Assessment¶

Observation Checklist:

Navigated Scratch interface
Connected code blocks successfully
Created working animation
Used at least one loop

Differentiation¶

For Students Who Need Support¶

Paired with experienced peer
Step-by-step visual guide
Focus on basic motion only

For Advanced Students¶

Add multiple sprites
Create sprite interaction
Explore variables

Wonder at Home 🏠¶

Family Activity: Scratch is FREE at scratch.mit.edu! Create an account and explore together. Try the tutorials. Show your family the dancing cat you made! Find Scratch project ideas online.

Teacher Notes¶

Create class Scratch account or use individual accounts
Pre-load Scratch on all devices
Bookmark Scratch website
Students will use Scratch again in Session 8
Consider Scratch offline if internet unreliable

Previous: Session 4 — Animal Habitats
Next: Session 6 — Gratitude Tech

Session 6: Gratitude Tech 🦃¶

Overview¶

Grades: 3-4 | Duration: 40 minutes | Session: 6 of 17

Students use technology to create digital gratitude projects, expressing thankfulness to God and others.

Session 6: Gratitude Tech¶

Learning Objectives¶

By the end of this session, students will:

Connect gratitude to faith
Use technology to express thankfulness
Create a digital or tech-enhanced gratitude project
Share appreciation with others

Session 6: Gratitude Tech¶

Materials Needed¶

💻 Computers with Scratch or presentation software
📱 Tablets (optional)
🎨 Digital creation tools
📓 Engineering journals
📝 Gratitude planning sheets

Catholic Integration¶

Saint Connection¶

St. Paul — Wrote letters of gratitude to churches. Many Bible books are his "thank you notes"!

Scripture¶

"Give thanks in all circumstances; for this is God's will for you in Christ Jesus." — 1 Thessalonians 5:18

Opening Prayer¶

Dear God, thank you for the abundance of blessings in our lives. Help us use our skills to express gratitude to you and to the people who help us. Amen.

Lesson Procedure¶

Opening Circle (6 minutes)¶

Gratitude & Thanksgiving:
"Thanksgiving is about saying THANK YOU"
Who do we thank? God, family, friends, teachers, community
St. Paul's Letters:
He couldn't be with people, so he WROTE to them
Technology helps us connect with gratitude too!
Today's Challenge — "Create a digital gratitude project!"

Main Activity: Digital Gratitude Creation (26 minutes)¶

Part 1: Gratitude Brainstorm (4 minutes)

List people you're thankful for
List things you're thankful for
Choose who/what to focus on

Part 2: Digital Creation (18 minutes)

Option A: Scratch Gratitude Animation

Create animated "thank you" in Scratch
Show what you're thankful for
Add speech, movement, backgrounds

Option B: Digital Slideshow

Create presentation of thankfulness
Include images, words, reasons
4-6 slides minimum

Option C: Gratitude Podcast/Recording

Record audio thank-you message
Include specific reasons
Could send to recipient!

Option D: Tech-Enhanced Card

Design digital card
Print to give to someone
Add QR code to special message (if able)

Part 3: Sharing (4 minutes)

Volunteers share projects
Discuss: How does sharing gratitude feel?

Engineering Journal (5 minutes)¶

Write: "I'm thankful for... because..."
Draw/describe your gratitude project
Write: "Technology helped me express gratitude by..."
Write: "I will share this with..."

Closing Circle (3 minutes)¶

Gratitude Circle — Each person shares one thanks
Reflection — "How did creating gratitude feel?"
Closing Prayer — "Thank you, God, for everything! Help us be people who always say thank you. Bless our families this Thanksgiving. Amen."

Assessment¶

Observation Checklist:

Expressed genuine gratitude
Used technology creatively
Completed digital project
Planned to share with others

Differentiation¶

For Students Who Need Support¶

Partner work
Template provided
Simple slideshow option

For Advanced Students¶

Multiple project formats
Add music/advanced features
Create for multiple recipients

Wonder at Home 🏠¶

Family Activity: Share your gratitude project with family! Create a family gratitude list. Write thank-you notes together. At Thanksgiving dinner, each person says what they're thankful for!

Teacher Notes¶

Time lesson before Thanksgiving break
Help deliver digital projects to recipients
Connect to school gratitude initiatives
Print cards if needed for those without tech

Previous: Session 5 — Scratch Intro
Next: Session 7 — Light & Circuits

Session 7: Light & Circuits 💡¶

Overview¶

Grades: 3-4 | Duration: 40 minutes | Session: 7 of 17

Students explore electrical circuits and create an Advent light project, connecting the science of light to Jesus as the Light of the World.

Session 7: Light & Circuits¶

Learning Objectives¶

By the end of this session, students will:

Understand how basic circuits work
Build a working circuit with LED lights
Connect light symbolism to Advent themes
Create a faith-themed light project

Session 7: Light & Circuits¶

Materials Needed¶

🔋 Coin cell batteries
💡 LED lights (various colors)
📏 Copper tape
📦 Paper/cardstock for cards
📓 Engineering journals

Catholic Integration¶

Saint Connection¶

St. Lucy — Her name means "light"! She brought light in dark times, celebrated during Advent.

Scripture¶

"I am the light of the world. Whoever follows me will never walk in darkness." — John 8:12

Opening Prayer¶

Dear Jesus, you are the Light of the World. As we prepare for Christmas during Advent, help us bring your light to others. Illuminate our minds as we learn about circuits today. Amen.

Lesson Procedure¶

Opening Circle (6 minutes)¶

Advent Season:
"We're preparing for Jesus' birth!"
Light grows as we get closer to Christmas
Advent wreath adds candles each week
Jesus = Light:
"Jesus brings light to our darkness"
St. Lucy brought light too!
Circuit Basics:
Electricity flows in a LOOP (circuit = circle)
Need: Power source, conductor, output (light)
Today — "Create a light that reminds us of Jesus!"

Main Activity: Circuit Creation (26 minutes)¶

Part 1: Circuit Science (6 minutes)

Demonstration:
Battery = power source
Copper tape = conductor (lets electricity flow)
LED = output (makes light)
Circuit must be COMPLETE (loop)
Try It:
Touch LED legs to battery sides
Long leg = positive (+)
Short leg = negative (-)
See it light up!

Part 2: Advent Light Card (16 minutes)

Design (3 min):

Plan your Advent light card
Ideas: Advent wreath, Christmas star, manger, candle, cross
Where will the light shine?

Build Circuit (10 min): 1. Fold cardstock 2. Mark LED placement (poke small holes) 3. Create copper tape path: - One strip from battery + to LED long leg - One strip from battery - to LED short leg 4. Insert LED, tape battery in place 5. Add switch (folded paper that connects when pressed) 6. Decorate front of card!

Test & Troubleshoot (3 min):

Does it light up?
If not: Check connections, battery position, LED direction
Debugging is engineering!

Part 3: Gallery & Celebration (4 minutes)

Light up all the cards!
"Look at the light we're bringing!"

Engineering Journal (5 minutes)¶

Draw your circuit (label parts)
Write: "A circuit works by..."
Write: "Light reminds me of Jesus because..."
Who will you give your card to?

Closing Circle (3 minutes)¶

Light Display — Everyone lights their card together
Advent Meaning — "We prepare for the Light of the World!"
Closing Prayer — "Jesus, help us be lights in the darkness. May our Advent be filled with preparation and hope. Amen."

Assessment¶

Observation Checklist:

Built working circuit
Understood circuit components
Connected light to faith theme
Troubleshot problems

Differentiation¶

For Students Who Need Support¶

Pre-made circuit templates
Partner assistance
Simpler design

For Advanced Students¶

Multiple LEDs
Blinking circuit (if materials allow)
Create switch mechanism

Wonder at Home 🏠¶

Family Activity: Give your light card to someone special! Notice lights in Advent: wreaths, Christmas lights, candles. Discuss how Jesus brings light. Find other examples of circuits at home!

Teacher Notes¶

Test all batteries before class
Have extra supplies for mistakes
Copper tape can be tricky—practice first
Cards make great gifts for parents/grandparents
Consider making class Advent wreath display

Previous: Session 6 — Gratitude Tech
Next: Session 8 — Scratch Animation

Session 8: Scratch Animation 🎬¶

Overview¶

Grades: 3-4 | Duration: 40 minutes | Session: 8 of 17

Students use their Scratch skills to create a story animation with Catholic themes, building on skills from Session 5.

Session 8: Scratch Animation¶

Learning Objectives¶

By the end of this session, students will:

Create a multi-sprite animation
Use backdrops and scene changes
Program dialogue and movement sequences
Tell a faith-based story through code

Session 8: Scratch Animation¶

Materials Needed¶

💻 Computers with Scratch
📋 Story planning sheets
📓 Engineering journals
🖥️ Projector for examples

Catholic Integration¶

Saint Connection¶

Your Choice! — Students can animate the story of their favorite saint or Bible story.

Scripture¶

"Go and make disciples of all nations... teaching them." — Matthew 28:19-20 (We share stories!)

Opening Prayer¶

Dear God, thank you for the stories of faith that teach us about you. Help us use our programming skills to share your Good News through creative animation. Amen.

Lesson Procedure¶

Opening Circle (5 minutes)¶

Story Power:
"Stories help us remember and share what's important"
Bible = stories of God's love
Saint stories inspire us
Animation = Moving Stories:
Combine art, writing, and coding
Share faith in a new way!
Building on Skills:
Remember Session 5? Now we go further!

Main Activity: Story Animation (27 minutes)¶

Part 1: Story Planning (5 minutes)

Choose a story:
A saint's story (Francis, Patrick, Kateri, etc.)
A Bible story (Good Samaritan, Creation, Nativity)
A parable (Prodigal Son, Lost Sheep)
Storyboard:
Beginning: Who? Where?
Middle: What happens?
End: What's the message?

Part 2: Build Your Animation (18 minutes)

Setup (3 min):

Choose backdrop(s)
Add sprites (characters)
Position for starting scene

Program Dialogue (5 min):

Use "say __ for __ seconds"
Create conversation between characters
Use "broadcast" to trigger responses

Program Action (5 min):

Add movement to tell story
Use "glide to" for smooth motion
Change costumes for action

Add Scenes (5 min if needed):

Use "switch backdrop to"
Broadcast to coordinate changes
Add transitions

Part 3: Premiere (4 minutes)

Share animations (volunteer or all screens visible)
Celebrate creativity!

Engineering Journal (5 minutes)¶

Describe your story (3-5 sentences)
List 3 new Scratch skills you used
Write: "My story teaches..."
Sketch one scene from your animation

Closing Circle (3 minutes)¶

Story Impact — "What story touched you?"
Share the Story — "How could you share your animation?"
Closing Prayer — "Thank you, God, for stories that teach us about you. Help us share your love in creative ways. Amen."

Assessment¶

Observation Checklist:

Created multi-sprite animation
Included beginning, middle, end
Used multiple Scratch features
Conveyed faith-based message

Differentiation¶

For Students Who Need Support¶

Provided story template
Simpler story (2 characters, 1 scene)
Partner work

For Advanced Students¶

Multiple scenes and backdrops
Add sound effects and music
Create interactive elements

Wonder at Home 🏠¶

Family Activity: Show your animation to family! Discuss the story and its message. Explore other Scratch projects for inspiration. Make an animation together about your family's favorite saint!

Teacher Notes¶

Allow students to finish projects later if needed
Consider class Scratch studio for sharing
Animations can be shown at school events
Save project links for portfolio

Previous: Session 7 — Light & Circuits
Next: Session 9 — Catholic Scientists

Session 9: Catholic Scientists 🔬¶

Overview¶

Grades: 3-4 | Duration: 40 minutes | Session: 9 of 17

Students research and present on Catholic scientists, discovering that faith and science have always worked together.

Session 9: Catholic Scientists¶

Learning Objectives¶

By the end of this session, students will:

Identify multiple Catholic scientists
Research a scientist's life and contributions
Present findings to classmates
Articulate how faith and reason complement each other

Session 9: Catholic Scientists¶

Materials Needed¶

📚 Research materials (books, approved websites)
📋 Scientist profile sheets
🖼️ Poster materials or digital presentation tools
📓 Engineering journals

Catholic Integration¶

Theme¶

Faith and Reason — The Church has always supported science as a way to understand God's creation better!

Scripture¶

"The heavens declare the glory of God; the skies proclaim the work of his hands." — Psalm 19:1

Opening Prayer¶

Dear God, you gave us minds to explore your creation. Thank you for the many faithful scientists who sought to understand your world. Inspire us to use reason and faith together. Amen.

Lesson Procedure¶

Opening Circle (5 minutes)¶

Catholic Schools Week:
"We celebrate our Catholic education!"
Faith AND learning go together
Science & Faith Partners:
The Church has ALWAYS supported science
Many scientists were Catholic priests, nuns, laypeople
"Studying creation helps us know the Creator!"
Famous Examples:
Fr. Georges Lemaître — Big Bang Theory
Gregor Mendel — Genetics
Galileo — Despite the conflict, he remained Catholic!

Main Activity: Scientist Research (27 minutes)¶

Part 1: Choose Your Scientist (2 minutes)

Select from list:
Fr. Georges Lemaître — Big Bang Theory
Gregor Mendel — Genetics & heredity
Louis Pasteur — Vaccines, germ theory
Bl. Nicolas Steno — Geology founder
Maria Gaetana Agnesi — Mathematics
Jérôme Lejeune — Down syndrome research
Sister Mary Kenneth Keller — Computer science pioneer
Br. Guy Consolmagno — Vatican astronomer (alive today!)

Part 2: Research (12 minutes) Use the scientist profile sheet:

Name and life dates
What did they study/discover?
How did their faith influence their work?
Interesting fact
Why does their work matter today?

Part 3: Create Presentation (10 minutes)

Create poster OR digital slide OR oral presentation
Include:
Scientist name and image
Key discovery
Faith connection
Impact today

Part 4: Gallery Walk/Presentations (3 minutes)

Quick share: "My scientist is... They discovered..."
Full presentations can continue next session or be displayed

Engineering Journal (5 minutes)¶

Write about your scientist
Write: "Faith and science go together because..."
Draw your scientist or their discovery
Write: "I was surprised that..."

Closing Circle (3 minutes)¶

Key Learning — "What surprised you about Catholic scientists?"
Inspiration — "Does this inspire you to be a scientist?"
Closing Prayer — "God, thank you for scientists who used their faith to explore your creation. Help us follow their example. Amen."

Assessment¶

Observation Checklist:

Researched assigned scientist
Identified key contributions
Connected faith to scientific work
Created presentation element

Differentiation¶

For Students Who Need Support¶

Pre-filled research sheets
Partner research
Focus on 2-3 key facts

For Advanced Students¶

Compare two scientists
Research deeper questions
Create timeline of Catholic scientists

Wonder at Home 🏠¶

Family Activity: Share what you learned about Catholic scientists! Look up more information together. Discuss: Why do some people think faith and science are enemies? How does our family use both?

Teacher Notes¶

See Resources/Catholic_Scientists_Heritage.md for detailed profiles
Display presentations for Catholic Schools Week
Consider inviting a scientist parishioner to speak
Connect to diocesan Catholic Schools Week themes

Previous: Session 8 — Scratch Animation
Next: Session 10 — Weather Science

Session 10: Weather Science 🌦️¶

Overview¶

Grades: 3-4 | Duration: 40 minutes | Session: 10 of 17

Students explore weather science, building simple weather instruments and understanding God's design in atmospheric systems.

Session 10: Weather Science¶

Learning Objectives¶

By the end of this session, students will:

Identify key weather measurements
Build a simple weather instrument
Understand the water cycle
Appreciate God's design in weather systems

Session 10: Weather Science¶

Materials Needed¶

📦 Weather instrument materials
🌡️ Thermometers (for reference)
📊 Weather tracking sheets
📓 Engineering journals
📸 Water cycle diagrams

Catholic Integration¶

Saint Connection¶

Elijah the Prophet — Prayed for rain and God answered. Weather reminds us of God's power and provision!

Scripture¶

"He covers the sky with clouds; he supplies the earth with rain." — Psalm 147:8

Opening Prayer¶

Dear God, you control the wind and rain. Thank you for the weather that waters the earth and sustains life. Help us understand your amazing design. Amen.

Lesson Procedure¶

Opening Circle (6 minutes)¶

Weather Wonder:
"Weather affects everything we do!"
Farmers, pilots, sailors, athletes—all watch weather
Weather Measurements:
🌡️ Temperature — How hot or cold
💧 Precipitation — Rain, snow, hail
💨 Wind — Speed and direction
☁️ Clouds — Types predict weather
Water Cycle:
Evaporation → Condensation → Precipitation → Collection
God designed a perfect recycling system!

Main Activity: Weather Station (26 minutes)¶

Part 1: Water Cycle Exploration (6 minutes)

Review water cycle diagram
"Where is water RIGHT NOW in the cycle?"
God's design: Water is never destroyed, just moved!

Part 2: Build Weather Instruments (16 minutes)

Choose ONE to build:

Option A: Rain Gauge

Clear container (cup or bottle)
Mark measurements on side
Collect and measure precipitation
Place outside to track rainfall

Option B: Wind Vane

Pencil with eraser, pin
Cardstock arrow shape
Pin through arrow into eraser
Arrow points where wind comes FROM

Option C: Anemometer (Wind Speed)

4 small cups on straws
Attached to pencil center
Count spins to estimate wind speed

Option D: Barometer (Simple)

Jar with balloon stretched over top
Straw attached pointing to scale
Rising/falling shows pressure changes

Part 3: Test & Record (4 minutes)

Test instruments outside if possible
Record initial observations
Predict tomorrow's weather!

Engineering Journal (5 minutes)¶

Draw your weather instrument (label parts)
Draw and label the water cycle
Today's weather observation
Write: "God designed weather to..."

Closing Circle (3 minutes)¶

Instrument Share — How does yours work?
Weather Appreciation — "Why is weather important?"
Closing Prayer — "Thank you, God, for rain that grows food and sun that warms us. Help us appreciate your provision in all kinds of weather. Amen."

Assessment¶

Observation Checklist:

Named weather measurements
Understood water cycle
Built functional instrument
Connected weather to God's design

Differentiation¶

For Students Who Need Support¶

Simpler instrument (rain gauge)
Pre-made parts to assemble
Partner work

For Advanced Students¶

Build multiple instruments
Create weather forecast
Research extreme weather

Wonder at Home 🏠¶

Family Activity: Track weather for a week using your instrument! Watch weather forecasts—what do meteorologists measure? Look at clouds and predict weather. Discuss how weather affects your family's activities.

Teacher Notes¶

Instruments work best with ongoing tracking
Connect to classroom weather calendar
Consider school weather station project
MN weather provides great variety!

Previous: Session 9 — Catholic Scientists
Next: Session 11 — Lenten Engineering

Session 11: Lenten Engineering 💜¶

Overview¶

Grades: 3-4 | Duration: 40 minutes | Session: 11 of 17

Students apply engineering skills to design service projects during Lent, using technology and design thinking to help others.

Session 11: Lenten Engineering¶

Learning Objectives¶

By the end of this session, students will:

Connect Lenten practices to action
Identify community needs
Design a service-oriented solution
Create prototype or plan for service

Session 11: Lenten Engineering¶

Materials Needed¶

📦 Prototyping materials
📋 Service design worksheets
📓 Engineering journals
💜 Lent theme decorations

Catholic Integration¶

Saint Connection¶

St. Vincent de Paul — Organized charity and service in creative, systematic ways. He was an "engineer of charity"!

Scripture¶

"Faith by itself, if it is not accompanied by action, is dead." — James 2:17

Opening Prayer¶

Dear Jesus, during Lent we prepare our hearts for Easter. Help us turn our faith into action by serving others. Guide our designs to help those in need. Amen.

Lesson Procedure¶

Opening Circle (6 minutes)¶

Lent Season:
Preparing for Easter
Prayer, Fasting, Almsgiving
40 days of growing closer to God
St. Vincent de Paul:
Didn't just feel sorry for poor—he ORGANIZED help
Created systems to serve more people
"Engineering" charity!
Our Challenge:
Use our skills to SERVE
Engineers solve problems—what problems can we solve?

Main Activity: Service Design Sprint (26 minutes)¶

Part 1: Identify Needs (5 minutes) Discussion: Who needs help in our community?

Elderly neighbors (lonely, need help)
Homeless (need food, warmth, dignity)
Sick classmates (need encouragement)
Environment (needs care)
Hungry families (need food)
School community (what needs improvement?)

Select ONE need to address.

Part 2: Design Sprint (17 minutes)

EMPATHIZE (3 min):

Who specifically needs help?
What's their experience like?
What would REALLY help them?

IDEATE (3 min):

Brainstorm many ideas
Wild ideas welcome!
Combine ideas

PROTOTYPE (8 min): Create a prototype or detailed plan:

Build model if physical solution
Write detailed plan if service action
Create presentation if digital solution

Example Projects:

Blessing bags assembly system (organize supplies)
Encouragement card delivery system
School recycling station design
Senior visit planning system
Food drive collection optimizer

SHARE (3 min):

Present to partner or group
Get feedback
Refine idea

Part 3: Action Planning (4 minutes)

What can we ACTUALLY do?
What's our first step?
Who can help us implement this?

Engineering Journal (5 minutes)¶

Describe the need you identified
Draw your solution design
Write: "My plan will help by..."
Write: "My first step is..."

Closing Circle (3 minutes)¶

Commitment — "What will you DO for Lent?"
Engineering for Good — "How can design thinking help others?"
Closing Prayer — "Jesus, help us be like St. Vincent de Paul—turning compassion into action. Bless our Lenten service. Amen."

Assessment¶

Observation Checklist:

Identified real community need
Applied design process
Created viable solution/plan
Made service commitment

Differentiation¶

For Students Who Need Support¶

Pre-selected service project
Partner or group work
Simplified design template

For Advanced Students¶

Full implementation plan
Research best practices
Lead class project

Wonder at Home 🏠¶

Family Activity: Plan family Lent service together! Rice Bowl, volunteering, visiting elderly, donating items. Use "design thinking" — what does your community really need? How can your family help?

Teacher Notes¶

Connect to school/parish Lenten initiatives
Follow up on service implementation
Consider class service project
Document for end-of-year portfolio

Previous: Session 10 — Weather Science
Next: Session 12 — Plants & Growth

Session 12: Plants & Growth 🌱¶

Overview¶

Grades: 3-4 | Duration: 40 minutes | Session: 12 of 17

Students explore plant science, observing growth requirements and connecting plant life cycles to resurrection themes.

Session 12: Plants & Growth¶

Learning Objectives¶

By the end of this session, students will:

Identify what plants need to grow
Understand plant life cycles
Design a plant growth experiment
Connect plant growth to resurrection themes

Session 12: Plants & Growth¶

Materials Needed¶

🌱 Seeds (fast-growing: beans, radish)
🪴 Small containers/cups
🌍 Soil
📓 Engineering journals
📋 Experiment tracking sheets

Catholic Integration¶

Saint Connection¶

Jesus' Teaching — Jesus often used plants and seeds in parables to teach about God's kingdom!

Scripture¶

"Very truly I tell you, unless a kernel of wheat falls to the ground and dies, it remains only a single seed. But if it dies, it produces many seeds." — John 12:24

Opening Prayer¶

Dear God, you designed plants with amazing ability to grow from tiny seeds. Like seeds that must be buried to grow, help us understand that new life comes from sacrifice. Amen.

Lesson Procedure¶

Opening Circle (6 minutes)¶

Seed Mystery:
Show small seed: "What's inside this tiny seed?"
Everything needed to become a PLANT!
Plant Needs:
💧 Water
☀️ Light
🌬️ Air
🌡️ Right temperature
🌍 Nutrients (soil)
Jesus' Seed Parable:
Seed must be "buried" to grow
Like Easter—death leads to new life!

Main Activity: Plant Science (26 minutes)¶

Part 1: Plant Exploration (6 minutes)

Examine different seeds
Discuss: How do these become plants?
Life cycle: Seed → Sprout → Plant → Flower → Fruit → Seed

Part 2: Design Experiment (8 minutes)

Scientific Question:

What happens if we change ONE thing?
Test: light, water, soil, temperature

Experiment Design:

Control plant: Normal conditions
Test plant: One thing different
Example: Same soil, same water, but one in dark/one in light

Hypothesis:

"I predict... because..."

Part 3: Plant Seeds (10 minutes)

Fill containers with soil
Plant seeds at proper depth
Label clearly:
Name
Date
Condition (control or test)
Water appropriately

Part 4: Observation Plan (2 minutes)

How often will you check?
What will you measure?
Create tracking chart

Engineering Journal (5 minutes)¶

Draw your experiment setup (label)
Write your hypothesis
Create observation chart
Write: "Seeds remind me of Easter because..."

Closing Circle (3 minutes)¶

Predictions — What do you expect to happen?
Resurrection Connection — "How is a seed like Easter?"
Closing Prayer — "God, thank you for seeds that show us your power to bring life from death. As we watch our plants grow, help us remember the Easter miracle. Amen."

Assessment¶

Observation Checklist:

Identified plant needs
Designed controlled experiment
Planted seeds correctly
Connected to resurrection theme

Differentiation¶

For Students Who Need Support¶

Pre-selected experiment
Partner work
Simplified tracking sheet

For Advanced Students¶

Multiple variables to test
Research question development
Detailed data collection

Wonder at Home 🏠¶

Family Activity: Start a family garden or container plants! Watch seeds grow and track changes. Discuss Jesus' parables about seeds and plants. Visit a nursery or botanical garden together.

Teacher Notes¶

Start early enough to see growth before end of year
Place plants where they can be observed
Take photos for documentation
Follow up observations in later sessions
Consider sending plants home

Previous: Session 11 — Lenten Engineering
Next: Session 13 — Easter Tech

Session 13: Easter Tech 🐣¶

Overview¶

Grades: 3-4 | Duration: 40 minutes | Session: 13 of 17

Students use technology to celebrate Easter, creating digital projects that share the resurrection message.

Session 13: Easter Tech¶

Learning Objectives¶

By the end of this session, students will:

Understand the Easter story and its meaning
Use technology to express faith
Create a digital Easter project
Share the Good News creatively

Session 13: Easter Tech¶

Materials Needed¶

💻 Computers with Scratch or presentation software
🎨 Digital creation tools
📓 Engineering journals
📸 Easter symbol reference images

Catholic Integration¶

Saint Connection¶

Mary Magdalene — First to see the risen Jesus and tell others! She was the first "evangelist" of Easter!

Scripture¶

"He is not here; he has risen, just as he said." — Matthew 28:6

Opening Prayer¶

Alleluia! Jesus is risen! Thank you, God, for the gift of Easter and eternal life. Help us share this Good News with everyone. Alleluia! Amen.

Lesson Procedure¶

Opening Circle (5 minutes)¶

ALLELUIA! — "We can say it again! Jesus is RISEN!"
Easter Story Review:
Jesus died on Good Friday
He was buried in a tomb
On Sunday morning—THE TOMB WAS EMPTY!
Jesus rose from the dead!
Mary Magdalene:
First to see Jesus risen
Ran to tell others: "I have seen the Lord!"
Our Mission — "Use technology to share the Easter message!"

Main Activity: Easter Digital Creation (27 minutes)¶

Part 1: Planning (5 minutes)

What Easter message will you share?
Who is your audience?
What format will you use?

Part 2: Create (18 minutes)

Option A: Scratch Easter Animation

Animate the Easter story
Empty tomb, angel, risen Jesus
Add narration and message

Option B: Easter Digital Slideshow

Create presentation of Easter story
Include images, Scripture, message
Design for sharing

Option C: Easter Video Script

Plan a video about Easter
Write script
Create storyboard
Record if time (or plan for later)

Option D: Digital Easter Art

Create digital artwork
Include symbols: tomb, cross, sunrise, butterfly
Add Easter Scripture

Part 3: Sharing Celebration (4 minutes)

Share creations
Celebrate together!
"ALLELUIA!"

Engineering Journal (5 minutes)¶

Describe your Easter project
Write: "Easter means to me..."
Write: "I shared the message by..."
Draw your favorite Easter symbol

Closing Circle (3 minutes)¶

Greatest News — "What makes Easter so special?"
Be Like Mary — "How can we tell others?"
Closing Prayer — "Alleluia! Jesus, you conquered death! Help us share your victory with everyone we meet. Alleluia! Amen."

Assessment¶

Observation Checklist:

Understood Easter story
Created meaningful digital project
Included Easter message
Shared with enthusiasm

Differentiation¶

For Students Who Need Support¶

Template provided
Partner work
Simpler project scope

For Advanced Students¶

Complex animation
Original music/narration
Multiple format project

Wonder at Home 🏠¶

Family Activity: Share your Easter project with family! Attend Easter Mass together. Look for Easter symbols at church. Talk about what Easter means to your family. Send Easter messages to loved ones!

Teacher Notes¶

Time near Easter break
Projects can be shared at school celebration
Consider projecting for school community
Save for portfolio

Previous: Session 12 — Plants & Growth
Next: Session 14 — Dash Challenge

Session 14: Dash Challenge 🤖¶

Overview¶

Grades: 3-4 | Duration: 40 minutes | Session: 14 of 17

Students apply their coding skills to complete advanced Dash robot challenges, demonstrating growth since Session 2.

Session 14: Dash Challenge¶

Learning Objectives¶

By the end of this session, students will:

Program complex sequences for Dash
Use loops and conditionals effectively
Solve multi-step challenges
Demonstrate growth in coding skills

Session 14: Dash Challenge¶

Materials Needed¶

🤖 Dash Robots (from CSCOE library)
📱 Tablets with Wonder app
🚧 Challenge course materials
📋 Challenge cards
📓 Engineering journals

Catholic Integration¶

Saint Connection¶

St. Thomas Aquinas — Used logical thinking to solve complex problems. Programming requires similar logical reasoning!

Scripture¶

"Perseverance must finish its work so that you may be mature and complete." — James 1:4

Opening Prayer¶

Dear God, you gave us minds that can solve complex problems. Help us persevere through challenges today. When things are hard, give us patience and creativity. Amen.

Lesson Procedure¶

Opening Circle (5 minutes)¶

Growth Celebration:
"Remember Session 2 when we met Dash?"
"Look how much you've learned!"
Today's Challenge:
More complex missions
Require planning and problem-solving
St. Thomas Aquinas:
Brilliant thinker
Didn't give up on hard questions
"Perseverance leads to success!"

Main Activity: Challenge Course (27 minutes)¶

Part 1: Quick Review & Connect (3 minutes)

Connect to Dash
Quick test movements
Review block programming

Part 2: Challenge Missions (20 minutes)

Mission 1: Precision Navigation (4 min)

Navigate exact path marked on floor
Must stay on the line!
Use precise measurements

Mission 2: Sensor Challenge (5 min)

Program Dash to react to obstacles
Stop before hitting
Back up and go around
Requires sensor blocks

Mission 3: Sound & Light Show (4 min)

Create programmed performance
Combine movement, lights, sounds
Time duration: 30 seconds exactly

Mission 4: Obstacle Course (5 min)

Complete course with multiple obstacles
Cups to go around
Lines to follow
Target to reach
Best time wins!

Mission 5: Creative Challenge (2 min)

Open-ended: Program something amazing!
Show off your best skills

Part 3: Showcase (4 minutes)

Volunteers demonstrate best solutions
Celebrate creativity and problem-solving

Engineering Journal (5 minutes)¶

Draw the hardest challenge you completed
Write: "My approach was..."
Compare: "In Session 2 I could... Now I can..."
Write: "When my code didn't work, I..."

Closing Circle (3 minutes)¶

Growth Reflection — "How have your coding skills improved?"
Perseverance — "What did you do when stuck?"
Closing Prayer — "Thank you, God, for helping us grow. Thank you for the gift of perseverance. Amen."

Assessment¶

Observation Checklist:

Completed multiple challenges
Used advanced programming features
Demonstrated problem-solving
Showed growth from Session 2

Differentiation¶

For Students Who Need Support¶

Simpler challenge versions
Partner with experienced peer
Extra guidance available

For Advanced Students¶

Create challenges for others
Use advanced Blockly features
Lead team missions

Wonder at Home 🏠¶

Family Activity: Tell your family about the challenges you conquered! What was hardest? How did you solve it? Talk about times your family persevered through difficulties. Try coding challenges on Scratch at home!

Teacher Notes¶

Reserve Dash robots 2 weeks in advance
Set up courses before class
Compare to Session 2 growth
Document for portfolio
Celebrate perseverance!

Previous: Session 13 — Easter Tech
Next: Session 15 — Simple Machines

Session 15: Simple Machines ⚙️¶

Overview¶

Grades: 3-4 | Duration: 40 minutes | Session: 15 of 17

Students explore all six simple machines, understanding how they make work easier and building working examples.

Session 15: Simple Machines¶

Learning Objectives¶

By the end of this session, students will:

Identify all six simple machines
Explain how each machine makes work easier
Build and test simple machine examples
Find simple machines in everyday life

Session 15: Simple Machines¶

Materials Needed¶

📦 Simple machine materials (pulleys, levers, ramps)
🛠️ Building supplies
📸 Simple machine examples
📓 Engineering journals
📋 Simple machine identification sheets

Catholic Integration¶

Saint Connection¶

St. Joseph the Worker — As a carpenter, he used simple machines every day to build and create. Feast day: May 1^st!

Scripture¶

"Whatever you do, work at it with all your heart, as working for the Lord." — Colossians 3:23

Opening Prayer¶

Dear God, like St. Joseph who worked with his hands, help us appreciate the tools that make work easier. Thank you for simple machines that multiply our effort. Amen.

Lesson Procedure¶

Opening Circle (6 minutes)¶

What is Work?
Physics: Work = Force × Distance
Moving something takes energy/effort
Simple Machines:
Tools that make work EASIER
They don't reduce work, they change HOW we do it
The Six Simple Machines:
🪜 Inclined Plane — Ramp
🪵 Wedge — Ax, knife
🔩 Screw — Spiral inclined plane
⚖️ Lever — Seesaw, crowbar
🛞 Wheel & Axle — Doorknob, car
🪢 Pulley — Flagpole, blinds

Main Activity: Simple Machine Stations (26 minutes)¶

Part 1: Station Rotation (18 minutes) Set up 3 stations, rotate every 6 minutes:

Station 1: Lever Experiments

Build levers with different fulcrum positions
Test: Where is it easiest to lift a weight?
Discover: Closer fulcrum = less effort needed
Identify lever classes (1^st, 2^nd, 3^rd)

Station 2: Inclined Plane & Wedge

Test ramps at different angles
Measure effort to push objects up
Discover: Longer ramp = less effort
See how wedge splits/cuts

Station 3: Wheel/Axle & Pulley

Test wheel and axle advantage
Use simple pulley to lift weight
Discover: Pulley changes direction of force
Compare lifting with and without machines

Part 2: Find Simple Machines (5 minutes)

Identify simple machines in classroom
Scissors = lever + wedge
Doorknob = wheel and axle
List as many as possible!

Part 3: Design Challenge (3 minutes)

Quick sketch: Design a machine using 2+ simple machines
Share ideas!

Engineering Journal (5 minutes)¶

Draw and label all 6 simple machines
Write: "Simple machines make work easier by..."
List 5 simple machines you found in the classroom
Sketch your machine design idea

Closing Circle (3 minutes)¶

Discovery Share — "Which simple machine surprised you most?"
St. Joseph Connection — "What machines would he have used?"
Closing Prayer — "God, thank you for tools that help us work. Like St. Joseph, may we work with joy and skill. Amen."

Assessment¶

Observation Checklist:

Named 6 simple machines
Explained how machines reduce effort
Experimented at stations
Identified real-world examples

Differentiation¶

For Students Who Need Support¶

Focus on 3 main machines
Hands-on station focus
Visual reference card

For Advanced Students¶

Calculate mechanical advantage
Research compound machines
Design Rube Goldberg machine concept

Wonder at Home 🏠¶

Family Activity: Simple machine scavenger hunt at home! How many can you find? Identify the simple machines in tools, toys, and household items. Try building a simple machine to solve a problem!

Teacher Notes¶

Simple Machine Kit available from CSCOE
Great connection to St. Joseph the Worker (May 1)
Connect to playground equipment
Consider KEVA or LEGO for building

Previous: Session 14 — Dash Challenge
Next: Session 16 — Little Bits

Session 16: Little Bits 💡¶

Overview¶

Grades: 3-4 | Duration: 40 minutes | Session: 16 of 17

Students explore electronic circuits using Little Bits, creating inventions that combine inputs and outputs.

Session 16: Little Bits¶

Learning Objectives¶

By the end of this session, students will:

Understand basic circuit concepts
Identify inputs, outputs, and power in circuits
Build working Little Bits creations
Design inventions that solve problems or create joy

Session 16: Little Bits¶

Materials Needed¶

🔌 Little Bits kits (from CSCOE library)
📋 Little Bits component reference cards
📦 Craft materials for mounting
📓 Engineering journals

Catholic Integration¶

Saint Connection¶

Blessed Carlo Acutis — Used technology creatively for good. He'd have loved inventing with Little Bits!

Scripture¶

"Each of you should use whatever gift you have received to serve others." — 1 Peter 4:10

Opening Prayer¶

Dear God, you sparked the gift of creativity in us. Help us use electronics and inventions to bring joy and help others. Guide our designs today. Amen.

Lesson Procedure¶

Opening Circle (5 minutes)¶

Meet Little Bits:
"Electronic building blocks that snap together!"
Color-coded for easy understanding
Circuit Parts:
🔵 Blue = Power (batteries)
🟢 Green = Outputs (lights, sounds, motors)
🩷 Pink = Inputs (buttons, sensors)
🟠 Orange = Wires (connect pieces)
Rule: Power → Inputs → Outputs
Blessed Carlo Acutis — Used tech for good!

Main Activity: Little Bits Exploration (27 minutes)¶

Part 1: Basic Circuits (7 minutes)

Build: Power + Output
Connect power to LED
See it light up!
Add: Power + Input + Output
Add button between power and LED
Now it's controlled!
Experiment with different outputs:
Buzzer
Motor
LED

Part 2: Sensor Exploration (8 minutes)

Try different inputs:
Light sensor
Sound sensor
Dimmer
Create "if-then" circuits:
IF dark, THEN light on
IF sound, THEN motor spins
How could these help people?

Part 3: Invention Challenge (10 minutes)

Challenge: Design something useful or joyful!

Ideas:

Night light (light sensor + LED)
Doorbell (button + buzzer)
Greeting card with sound
Spinning display
Alarm system

Steps: 1. Choose your purpose 2. Select components 3. Build and test 4. Improve! 5. Mount on craft material if desired

Part 4: Invention Fair (2 minutes)

Quick share: "My invention is... It does..."
Celebrate creativity!

Engineering Journal (5 minutes)¶

Draw your circuit (label Power, Input, Output)
Write: "My invention..."
Write: "It helps/creates joy by..."
Write: "I could improve it by..."

Closing Circle (3 minutes)¶

Invention Appreciation — "What creative ideas did you see?"
Technology for Good — "How can inventions serve others?"
Closing Prayer — "Thank you, God, for the gift of invention. Help us use technology to make the world better and bring joy to others. Amen."

Assessment¶

Observation Checklist:

Built working circuits
Understood input/output concept
Created purposeful invention
Explained how invention works

Differentiation¶

For Students Who Need Support¶

Start with simple circuits
Partner assistance
Step-by-step guidance

For Advanced Students¶

Complex multi-component circuits
Solve specific problem
Design for particular user

Wonder at Home 🏠¶

Family Activity: Tell your family about your invention! Look for electronics in your home—what are the inputs and outputs? Brainstorm inventions that would help your family. Research young inventors!

Teacher Notes¶

Reserve Little Bits 2+ weeks ahead
Review components before class
Ensure batteries are charged
Allow creativity in designs
Document inventions for portfolio

Previous: Session 15 — Simple Machines
Next: Session 17 — Year Exhibition

Session 17: Year Exhibition 🎓¶

Overview¶

Grades: 3-4 | Duration: 40 minutes | Session: 17 of 17

Students celebrate their year of C-STREAM learning through portfolio sharing, exhibitions, and reflection on growth.

Session 17: Year Exhibition¶

Learning Objectives¶

By the end of this session, students will:

Reflect on their year of learning
Present their best work
Celebrate growth and achievement
Set goals for future learning

Session 17: Year Exhibition¶

Materials Needed¶

📓 Engineering journals (entire year)
📸 Photos from C-STREAM sessions
🖼️ Display materials
🏆 Certificates (optional)
🎈 Celebration supplies

Catholic Integration¶

Saint Connection¶

All Our Saints — This year we met: St. Juan Diego, Blessed Carlo Acutis, St. Patrick, St. Francis, St. Vincent de Paul, St. Lucy, St. Joseph, St. Thomas Aquinas, and more!

Scripture¶

"Well done, good and faithful servant!" — Matthew 25:21

Opening Prayer¶

Dear God, thank you for an incredible year of discovery and learning. Thank you for the saints who inspired us and the skills you helped us develop. Bless these young engineers as they continue to grow. Amen.

Lesson Procedure¶

Opening Circle (6 minutes)¶

Celebration Time!
"We completed an entire year of C-STREAM!"
17 sessions of exploration and creation
Memory Highlights:
Show photos from the year
"Remember when we..."
Saints We Met:
Quick review of saint connections
"Their faith inspired our work!"

Main Activity: Exhibition (26 minutes)¶

Part 1: Portfolio Preparation (8 minutes)

Review engineering journals
Select:
Best project/design
Proudest moment
Biggest challenge overcome
Favorite learning
Prepare to share (verbal or display)

Part 2: Gallery Walk & Presentations (12 minutes)

Set up displays or presentation stations
Students circulate and share
Each student explains:
What they created
What they learned
How it connects to faith
Celebrate each presentation!

Part 3: Year in Review (4 minutes)

Class discussion:
What was most surprising?
What was most challenging?
What was most fun?
How did faith and STREAM connect?

Part 4: Awards & Recognition (2 minutes)

Optional certificates:
"Master Engineer"
"Code Creator"
"Science Explorer"
"Faithful Innovator"
"Perseverance Champion"
Recognize each student's unique strengths

Engineering Journal (5 minutes)¶

Final Entry: 1. Write: "This year I learned..." 2. Write: "My favorite project was... because..." 3. Write: "Faith and science connect because..." 4. Write: "Next year I want to learn..." 5. Draw yourself as an engineer!

Closing Circle (3 minutes)¶

Gratitude — Each person: "I'm thankful for..."
Summer Challenge — "Keep exploring and creating!"
Final Prayer:

Dear God, Thank you for this year of wonder and discovery. Thank you for bridges and robots, circuits and code. Thank you for showing us that faith and science are friends. Bless these engineers as they grow and learn. May they always use their gifts to serve you and others. We ask this through Christ our Lord. Amen.

🎉 CONGRATULATIONS! 🎉

Assessment¶

Year-End Reflection:

Can articulate learning growth
Demonstrates design thinking
Connects faith and STREAM
Shows enthusiasm for continued learning

Differentiation¶

For Students Who Need Support¶

Help identify portfolio highlights
Partner for sharing
Verbal presentation option

For Advanced Students¶

Formal presentation
Teaching role for younger students
Written reflection piece

Wonder at Home 🏠¶

Summer C-STREAM Challenge:

🔧 Keep building and designing
💻 Explore Scratch and coding
🔬 Do science experiments
🌿 Observe nature
🤖 Visit science museums
📚 Read about inventors and scientists
❤️ Use your skills to help others

Year A Accomplishments¶

This year you:

✅ Mastered the engineering design process
✅ Programmed Dash robots
✅ Built bridges and tested strength
✅ Created Scratch animations
✅ Explored weather science
✅ Built electrical circuits
✅ Learned about simple machines
✅ Connected faith to every project!

Saints You Met: St. Juan Diego • Bl. Carlo Acutis • St. Patrick • St. Francis • St. Lucy • St. Vincent de Paul • St. Joseph • St. Thomas Aquinas • Mary Magdalene

Skills You Developed: Engineering • Coding • Scientific Thinking • Design • Problem-Solving • Collaboration • Perseverance • Faith Integration

You are engineers, scientists, programmers, and children of God!

Keep creating. Keep questioning. Keep growing in faith and knowledge.

Previous: Session 16 — Little Bits

End of Grades 3-4 Year A Bi-Weekly C-STREAM Curriculum

Grades 3-4 Year B

Grades 3-4 Year B: Bi-Weekly C-STREAM 🔬¶

Overview¶

Grade Band: 3-4 | Duration: 40 minutes per session | Sessions: 17 over the school year | Rotation Year: B

This bi-weekly schedule provides alternating content from Year A for schools with combined grade classrooms. Year B covers the same skills with different projects and contexts.

Session Overview¶

Session	Title	Focus	Catholic Connection
01	Design Thinking	Engineering process	St. Isidore & innovation
02	Ozobot Coding	Line-following robots	Bl. Carlo Acutis
03	Tower Challenge	Tall structures	Tower of Babel reflection
04	Ecosystems	Food webs	St. Kateri Tekakwitha
05	Scratch Games	Game programming	Creativity as gift
06	Thanksgiving Design	Gratitude project	St. Paul's letters
07	Christmas Circuits	LED Nativity	Light of the World
08	Digital Storytelling	Story creation	Gospel stories
09	Faith & Science	Catholic Schools Week	Fr. Lemaître
10	Geology Rocks	Earth science	Rock as foundation
11	Lenten Service	Service project	Works of mercy
12	Life Cycles	Animal cycles	Resurrection theme
13	Easter Creation	Celebration project	New life
14	Ozobot Challenge	Advanced robotics	Perseverance
15	Compound Machines	Complex machines	St. Joseph Worker
16	Makey Makey	Interactive invention	Innovation
17	Year Celebration	Portfolio showcase	Celebrating gifts

Technology Used¶

🤖 Ozobot Robots (from CSCOE library)
📦 KEVA Planks (from CSCOE library)
🎹 Makey Makey (from CSCOE library)
💻 Scratch programming
🔬 Science equipment

Year B vs Year A¶

Year B focuses on:

Tower engineering (Year A: Bridge challenges)
Geology/rocks (Year A: Weather science)
Ozobot programming (Year A: Dash robots)

Students in combined 3-4 classrooms alternate between Year A and Year B content.

Quick Links¶

📚 Weekly Version
📅 Year A Bi-Weekly
📖 Bi-Weekly Overview

Session 1: Design Thinking 💭¶

Overview¶

Grades: 3-4 | Duration: 40 minutes | Session: 1 of 17

Students explore human-centered design thinking, learning to understand user needs before creating solutions.

Session 1: Design Thinking¶

Learning Objectives¶

By the end of this session, students will:

Understand the design thinking process
Practice empathy in problem-solving
Complete a user-focused design challenge
Connect design thinking to serving others

Session 1: Design Thinking¶

Materials Needed¶

📋 Design thinking process poster
📦 Challenge materials (paper, tape, misc supplies)
📓 Engineering journals
📝 User interview cards

Catholic Integration¶

Saint Connection¶

St. Isidore of Seville — Patron saint of the internet! He organized knowledge to help others learn.

Scripture¶

"So in everything, do to others what you would have them do to you." — Matthew 7:12

Opening Prayer¶

Dear God, help us see the world through others' eyes. Give us compassion to understand what people need and creativity to design solutions that truly help. Amen.

Lesson Procedure¶

Opening Circle (6 minutes)¶

Design Thinking:
"Starts with understanding PEOPLE, not just problems"
Used by top companies like Apple, Google, IDEO
The Five Steps:
💗 EMPATHIZE — Understand the user
🎯 DEFINE — State the problem clearly
💡 IDEATE — Brainstorm many solutions
🔧 PROTOTYPE — Build quick models
🧪 TEST — Get feedback, improve
St. Isidore — Organized information to help people learn
Golden Rule — Design for others as you'd want!

Main Activity: Design Challenge (26 minutes)¶

Part 1: Empathize & Define (8 minutes)

Challenge: Design something to help a classmate!

Interview Your Partner (4 min):

What's something difficult in your day?
What frustrates you at school?
What would make your life easier?
What do you wish you had?

Define the Problem (4 min):

Write a problem statement:
"[Name] needs a way to [do something] because [reason]"
Example: "Maria needs a way to keep her desk organized because she loses her pencils"

Part 2: Ideate (5 minutes)

Sketch 3+ different solution ideas
Wild ideas welcome!
Don't judge yet—just generate!
Share ideas with partner

Part 3: Prototype (10 minutes)

Choose your best idea
Build a quick model using available materials
Doesn't need to be perfect—just enough to show the idea
Label important features

Part 4: Test & Feedback (3 minutes)

Show prototype to your partner
Get feedback:
What works?
What could be better?
Does it solve their problem?

Engineering Journal (5 minutes)¶

Write your partner's problem statement
Sketch your solution idea
Write: "Design thinking starts with..."
Write: "The feedback I received was..."

Closing Circle (3 minutes)¶

Empathy Reflection — "What did you learn about your partner?"
Serving Others — "How does understanding people help us serve?"
Closing Prayer — "God, thank you for helping us see others' needs. May we always design with love. Amen."

Assessment¶

Observation Checklist:

Conducted empathetic interview
Created clear problem statement
Generated multiple ideas
Built testable prototype

Differentiation¶

For Students Who Need Support¶

Provided problem to solve
Partner support
Simplified prototype

For Advanced Students¶

More detailed prototype
Multiple iterations
User testing documentation

Wonder at Home 🏠¶

Family Activity: Use design thinking at home! Interview a family member about a problem. Brainstorm solutions together. Build a prototype from household materials. Test and improve!

Teacher Notes¶

Post design thinking process in classroom
This framework is used throughout the year
Encourage genuine empathy in interviews
Prototypes should be rough—that's the point!

Next: Session 2 — Ozobot Coding

Session 2: Ozobot Coding 🤖¶

Overview¶

Grades: 3-4 | Duration: 40 minutes | Session: 2 of 17

Students discover Ozobot robots and learn to program them using color codes and OzoBlockly.

Session 2: Ozobot Coding¶

Learning Objectives¶

By the end of this session, students will:

Understand how Ozobot follows lines and reads color codes
Program Ozobot using color code commands
Create simple OzoBlockly programs
Debug programs that don't work

Session 2: Ozobot Coding¶

Materials Needed¶

🤖 Ozobot robots (from CSCOE library)
🖊️ Thick markers (black, red, blue, green)
📄 White paper for tracks
💻 Devices for OzoBlockly (optional)
📓 Engineering journals

Catholic Integration¶

Saint Connection¶

Blessed Carlo Acutis — Young tech enthusiast who used his skills for God's glory!

Scripture¶

"Direct my footsteps according to your word." — Psalm 119:133

Opening Prayer¶

Dear God, you guide our paths. As we program robots to follow lines, help us remember to follow your way. Thank you for technology and creativity. Amen.

Lesson Procedure¶

Opening Circle (5 minutes)¶

Meet Ozobot:
"Tiny robot that follows lines and reads colors!"
Has sensors on bottom to detect colors
No remote needed—it thinks!
How It Works:
Follows black lines
Color codes give commands
Different color patterns = different actions
Blessed Carlo — Used tech to spread faith!

Main Activity: Ozobot Exploration (27 minutes)¶

Part 1: Line Following (7 minutes)

Draw black line on white paper
Place Ozobot on line—watch it go!
Try:
Straight lines
Curves
Intersections (what happens?)
Key: Lines must be thick enough!

Part 2: Color Codes (10 minutes)

Introduction to OzoCodes:

Specific color patterns give commands
Must be drawn in correct order
Reference card shows all codes

Essential Codes to Try:

🔴⬛🔴⬛ (Red-Black-Red-Black) = U-Turn
🔵🟢🔵 (Blue-Green-Blue) = Spin
🔴🔵🔴 (Red-Blue-Red) = Speed up (Turbo)
🟢⬛🟢 (Green-Black-Green) = Slow down
🔵🔴🔵 (Blue-Red-Blue) = Turn around

Practice:

Add codes to your track
Test each one
Create track with multiple commands

Part 3: Course Design (8 minutes)

Design a complete Ozobot course
Include:
Start point
At least 3 turns
At least 2 color codes
End point
Test and refine!

Part 4: Course Share (2 minutes)

Try a classmate's course
Share successes and challenges

Engineering Journal (5 minutes)¶

Draw an Ozobot on a line
Write/draw 3 color codes you learned
Draw your course design
Write: "Debugging means..."

Closing Circle (3 minutes)¶

Discovery Share — "What surprised you about Ozobot?"
Following Paths — "How do WE follow God's path?"
Closing Prayer — "Thank you, God, for guiding us. Help us follow your way. Amen."

Assessment¶

Observation Checklist:

Understood line-following concept
Successfully used color codes
Created working course
Debugged problems

Differentiation¶

For Students Who Need Support¶

Pre-drawn line templates
Focus on basic codes
Partner work

For Advanced Students¶

OzoBlockly programming
Complex course design
Create challenges for others

Wonder at Home 🏠¶

Family Activity: Ozobot has free resources at ozobot.com! Print color code sheets and practice at home if you have markers. Think about how robots "see" and "decide"—it's all programming!

Teacher Notes¶

Reserve Ozobots from CSCOE library
Ensure thick black markers (fine lines won't work)
Charge Ozobots fully before class
OzoBlockly adds block coding if devices available

Previous: Session 1 — Design Thinking
Next: Session 3 — Tower Challenge

Session 3: Tower Challenge 🏗️¶

Overview¶

Grades: 3-4 | Duration: 40 minutes | Session: 3 of 17

Students explore structural engineering by building tall towers using KEVA planks, testing height and stability.

Session 3: Tower Challenge¶

Learning Objectives¶

By the end of this session, students will:

Understand principles of tall structure stability
Apply engineering concepts: base, center of gravity
Build and test tower structures
Iterate and improve designs

Session 3: Tower Challenge¶

Materials Needed¶

📦 KEVA Planks (from CSCOE library)
📏 Measuring tape
📓 Engineering journals
📸 Camera for documentation

Catholic Integration¶

Saint Connection¶

Tower of Babel Reflection — The Bible story reminds us that our building should glorify God, not ourselves. We build to SERVE!

Scripture¶

"Unless the Lord builds the house, the builders labor in vain." — Psalm 127:1

Opening Prayer¶

Dear God, you are the master architect of creation. Help us build structures that serve others and give glory to you. Guide our engineering today. Amen.

Lesson Procedure¶

Opening Circle (6 minutes)¶

Tall Structures:
"Why do people build tall?"
Examples: Burj Khalifa, Empire State Building, church spires
Engineering Principles:
Wide Base — Distributes weight
Center of Gravity — Keep it balanced
Symmetry — Equal on all sides
Triangles — Add strength
Tower of Babel:
Built for pride, not service
Our towers serve people and honor God
Challenge — "Build the tallest stable tower!"

Main Activity: Tower Engineering (26 minutes)¶

Part 1: The Challenge (3 minutes)

Build the tallest FREESTANDING tower
Must stand for 10 seconds
Only KEVA planks—no tape, glue, etc.
Work in pairs

Part 2: Design & Build (18 minutes)

Design Phase (3 min):

Sketch tower design
Think: How will it be stable?
Plan base structure

Build Phase (12 min):

Start building!
Remember: Wide base, balanced design
Test stability as you go
If it falls—learn and rebuild!

Measurement (3 min):

Final measurement (must stand 10 seconds)
Record heights
Document what worked

Part 3: Analysis (5 minutes)

Compare towers:
What design features do the tallest share?
What caused towers to fall?
Class discussion: Design principles discovered

Engineering Journal (5 minutes)¶

Draw your tower design (before and after)
Record: "My tower reached ___ inches/cm"
Write: "The most important design principle is..."
Write: "If I did this again, I would..."

Closing Circle (3 minutes)¶

Height Records — Celebrate tallest and most creative!
Service Focus — "How do tall buildings serve people?"
Closing Prayer — "God, may everything we build serve others and give glory to you. Amen."

Assessment¶

Observation Checklist:

Applied stability principles
Built freestanding structure
Iterated after failures
Analyzed successful designs

Differentiation¶

For Students Who Need Support¶

Starter base structure
Partner with experienced builder
Lower height goal

For Advanced Students¶

Height + weight-bearing challenge
Limited plank count
Design constraints (specific base size)

Wonder at Home 🏠¶

Family Activity: Build towers at home with playing cards, blocks, or other materials! Research the tallest buildings in the world. What makes them stable? Visit a tall building or church steeple!

Teacher Notes¶

Reserve KEVA planks from CSCOE
Clear large floor/table space
Document with photos
Consider class tower record board
Great for collaboration skills

Previous: Session 2 — Ozobot Coding
Next: Session 4 — Ecosystems

Session 4: Ecosystems 🌿¶

Overview¶

Grades: 3-4 | Duration: 40 minutes | Session: 4 of 17

Students explore ecosystems and food webs, understanding how all living things are connected in God's design.

Session 4: Ecosystems¶

Learning Objectives¶

By the end of this session, students will:

Define ecosystem, food chain, and food web
Identify producers, consumers, and decomposers
Create a food web for a local ecosystem
Appreciate the interconnection of all creation

Session 4: Ecosystems¶

Materials Needed¶

📸 Ecosystem pictures
🧶 Yarn for food web activity
📋 Organism cards
📓 Engineering journals
🎨 Food web poster materials

Catholic Integration¶

Saint Connection¶

St. Kateri Tekakwitha — Lily of the Mohawks, lived in harmony with nature and saw God in all creation.

Scripture¶

"For in him all things hold together." — Colossians 1:17

Opening Prayer¶

Dear God, you created an amazing world where everything is connected. Help us see your wisdom in ecosystems and be good stewards of your creation. Amen.

Lesson Procedure¶

Opening Circle (6 minutes)¶

Ecosystem Definition:
"A community of living things interacting with their environment"
All living + non-living things work together
Key Vocabulary:
Producer — Makes own food (plants)
Consumer — Eats others for energy
Decomposer — Breaks down dead things
Food Chain vs Web:
Chain: Single path of energy (grass → rabbit → fox)
Web: Multiple connected chains (more realistic!)
St. Kateri — Saw God's design in nature

Main Activity: Food Web Exploration (26 minutes)¶

Part 1: Food Chain Building (6 minutes)

Start simple: sun → producer → consumer → decomposer
Minnesota examples:
Sun → grass → deer → wolf → bacteria
Sun → algae → minnow → bass → eagle
Energy flows from sun through all living things!

Part 2: Food Web Game (10 minutes)

Students receive organism cards (plants, animals, decomposers)
Stand in circle
Pass yarn to show connections:
"I am a plant, I'm eaten by..." → pass yarn
Continue building web
Everyone holds yarn—see the connections!
What happens if one organism is removed? (Pull yarn—see effects!)

Part 3: Create Food Web Poster (8 minutes)

Choose ecosystem: forest, prairie, wetland, pond
Draw food web showing:
At least 3 producers
At least 4 consumers
At least 2 decomposers
Arrows showing energy flow
Label: Producer, Consumer, Decomposer

Part 4: Share & Discuss (2 minutes)

Show webs
"What happens if _____ disappears?"
Everything is connected!

Engineering Journal (5 minutes)¶

Draw a simple food chain (4 organisms)
Label: Producer, Consumer, Decomposer
Write: "Everything is connected because..."
Write: "We should protect ecosystems because..."

Closing Circle (3 minutes)¶

Connection Appreciation — "What surprised you about food webs?"
Stewardship — "How can we protect ecosystems?"
Closing Prayer — "God, your creation is beautifully connected. Help us protect the web of life you designed. Amen."

Assessment¶

Observation Checklist:

Defined ecosystem vocabulary
Participated in food web game
Created accurate food web
Understood interconnection

Differentiation¶

For Students Who Need Support¶

Pre-made organism cards with labels
Simplified food web
Partner work

For Advanced Students¶

Research specific ecosystem
Include energy percentages
Create disruption scenario analysis

Wonder at Home 🏠¶

Family Activity: Create a food web for your backyard or local park! What plants grow there? What animals live there? Research what eats what. Watch nature documentaries about ecosystems!

Teacher Notes¶

Food web yarn activity is powerful visual
Pull yarn to show cascade effects
Connect to environmental stewardship
Consider outdoor observation if possible

Previous: Session 3 — Tower Challenge
Next: Session 5 — Scratch Games

Session 5: Scratch Games 🎮¶

Overview¶

Grades: 3-4 | Duration: 40 minutes | Session: 5 of 17

Students create interactive games in Scratch, learning about user input, variables, and game logic.

Session 5: Scratch Games¶

Learning Objectives¶

By the end of this session, students will:

Understand game mechanics (input, feedback, scoring)
Program keyboard/mouse controls
Use variables for scorekeeping
Create a playable mini-game

Session 5: Scratch Games¶

Materials Needed¶

💻 Computers with Scratch
📋 Game planning templates
📓 Engineering journals
🖥️ Projector for demo

Catholic Integration¶

Saint Connection¶

God the Creator — God gave us creativity! Games bring joy and connection, reflecting God's gift of play.

Scripture¶

"A cheerful heart is good medicine." — Proverbs 17:22

Opening Prayer¶

Dear God, thank you for the gift of play and creativity. Help us create games that bring joy and connect people. Guide our programming today! Amen.

Lesson Procedure¶

Opening Circle (5 minutes)¶

Why Games?
Games bring joy and connection
Exercise minds and teach skills
Combine art, logic, and creativity
Game Elements:
Input — How players control (keys, mouse)
Feedback — What players see/hear
Goals — What players try to achieve
Score — How progress is measured
Creativity as Gift — "God creates—so can we!"

Main Activity: Game Creation (27 minutes)¶

Part 1: Game Mechanics Demo (5 minutes)

Demo simple game:
Sprite moves with arrow keys
Catches/avoids other sprites
Score increases
Show key blocks:
"when [key] pressed"
"change x by 10"
"if touching [sprite]"
"change [score] by 1"

Part 2: Build Your Game (18 minutes)

Choose Game Type (2 min):

Maze navigator
Catching game
Avoid obstacles
Chase game

Build Step-by-Step (16 min):

Player Controls (4 min)
Add sprite for player
Program arrow key movement:
- Up: change y by 10
- Down: change y by -10
- Left: change x by -10
- Right: change x by 10
Game Elements (4 min)
Add sprite to catch/avoid
Make it move (glide randomly or bounce)
Or create walls/obstacles
Scoring (4 min)
Create variable called "Score"
When touching target: change Score by 1
Display score on stage
Polish (4 min)
Add sounds for events
Add instructions
Test and debug!

Part 3: Playtest (4 minutes)

Swap with a partner
Play each other's games
Give feedback: What's fun? What's confusing?

Engineering Journal (5 minutes)¶

Draw your game screen
List the controls in your game
Write: "The hardest part was..."
Write: "Games bring joy by..."

Closing Circle (3 minutes)¶

Play Showcase — Quick demos of games
Joy of Creating — "How did making this feel?"
Closing Prayer — "Thank you, God, for creativity and play. Help us use games to bring people together. Amen."

Assessment¶

Observation Checklist:

Created working player controls
Implemented game logic
Used variable for scoring
Tested and improved

Differentiation¶

For Students Who Need Support¶

Remix starter project
Simpler game (just movement)
Partner work

For Advanced Students¶

Multiple levels
Timer feature
Two-player mode

Wonder at Home 🏠¶

Family Activity: Share your game with family! Explore other Scratch games for inspiration. Discuss: What makes a game fun? Create games that the whole family can play together!

Teacher Notes¶

Scratch games are highly engaging
Allow time to play each other's games
Consider class Scratch studio for sharing
Games can be continued/improved later

Previous: Session 4 — Ecosystems
Next: Session 6 — Thanksgiving Design

Session 6: Thanksgiving Design 🦃¶

Overview¶

Grades: 3-4 | Duration: 40 minutes | Session: 6 of 17

Students design and create projects that express gratitude, combining engineering skills with thankfulness.

Session 6: Thanksgiving Design¶

Learning Objectives¶

By the end of this session, students will:

Reflect on gratitude and blessings
Apply design thinking to express thanks
Create a gratitude-focused project
Share appreciation with others

Session 6: Thanksgiving Design¶

Materials Needed¶

📦 Various making materials
📝 Gratitude planning sheets
📓 Engineering journals
🎨 Art supplies

Catholic Integration¶

Saint Connection¶

St. Paul — His letters overflow with thanksgiving! "I thank my God every time I remember you." (Philippians 1:3)

Scripture¶

"Give thanks to the Lord, for he is good; his love endures forever." — Psalm 107:1

Opening Prayer¶

Dear God, you have given us so many blessings! Help us have grateful hearts and creative minds to express our thanks to you and to others. Amen.

Lesson Procedure¶

Opening Circle (6 minutes)¶

Thanksgiving Season:
Time to pause and give thanks
Not just food—gratitude for everything!
St. Paul's Example:
Started letters with THANKS
Gratitude even in prison!
Design Challenge:
Use creativity to EXPRESS gratitude
Create something that shows thanks

Main Activity: Gratitude Design Sprint (26 minutes)¶

Part 1: Gratitude Reflection (5 minutes)

List 10 things you're grateful for
Circle the 3 most important
Who do you want to thank?
What would make them feel appreciated?

Part 2: Design & Create (17 minutes)

Choose a Project:

Option A: Gratitude Machine

Build a mechanical card
Pull tab reveals message
Moving parts express thanks

Option B: Thank You Engineering

Design something useful for recipient
Phone holder, pencil organizer, bookmark
Personalized for them!

Option C: Gratitude Display

Create 3D representation of blessings
Show what you're thankful for
Interactive elements

Option D: Appreciation Invention

Design something NEW to help someone
Show gratitude through service
Prototype your idea

Build Process: 1. Sketch design (3 min) 2. Gather materials (2 min) 3. Build/create (10 min) 4. Add personal touches (2 min)

Part 3: Sharing Circle (4 minutes)

Share creations
Explain: Who is this for? What does it express?
Receive appreciation!

Engineering Journal (5 minutes)¶

Draw your gratitude project
Write: "I made this for... because..."
List 5 things you're thankful for
Write: "Gratitude is important because..."

Closing Circle (3 minutes)¶

Delivery Plan — "How will you give your project?"
Gratitude as Practice — "How can we be grateful every day?"
Closing Prayer — "Thank you, God, for every blessing! Help us always have grateful hearts. Bless our families this Thanksgiving. Amen."

Assessment¶

Observation Checklist:

Reflected on blessings
Applied design process
Created meaningful project
Plans to share with recipient

Differentiation¶

For Students Who Need Support¶

Focused project options
Partner support
Template provided

For Advanced Students¶

Complex mechanisms
Multiple recipients
Written gratitude letter included

Wonder at Home 🏠¶

Family Activity: Share your project with the recipient! Create a family gratitude list. Write thank you notes together. Start a gratitude practice: each day, name something new you're thankful for!

Teacher Notes¶

Time before Thanksgiving break
Help ensure projects reach recipients
Gratitude journaling builds positive mindset
Connect to school Thanksgiving activities

Previous: Session 5 — Scratch Games
Next: Session 7 — Christmas Circuits

Session 7: Christmas Circuits 🎄¶

Overview¶

Grades: 3-4 | Duration: 40 minutes | Session: 7 of 17

Students build LED circuit Nativity scenes, combining electrical engineering with the Christmas story.

Session 7: Christmas Circuits¶

Learning Objectives¶

By the end of this session, students will:

Build working LED circuits
Understand series and parallel circuits
Create Christmas-themed light project
Connect the symbolism of light to Jesus' birth

Session 7: Christmas Circuits¶

Materials Needed¶

🔋 Coin cell batteries
💡 LEDs (yellow, warm colors)
📏 Copper tape
📦 Cardstock/cardboard for scenes
📓 Engineering journals

Catholic Integration¶

Saint Connection¶

The Holy Family — Jesus, Mary, and Joseph in the Nativity remind us that God became one of us!

Scripture¶

"The light shines in the darkness, and the darkness has not overcome it." — John 1:5

Opening Prayer¶

Dear Jesus, you came as light into our dark world. As we create lights to celebrate your birth, fill our hearts with Christmas joy. Come, Lord Jesus! Amen.

Lesson Procedure¶

Opening Circle (5 minutes)¶

Advent & Christmas:
Preparing for Jesus' birth
Light symbolism: Jesus is the Light!
Star led wise men to Jesus
Circuit Review:
Complete path for electricity
Power source → conductor → output → back to power
Today's Project:
Create lit Nativity or Christmas scene!

Main Activity: Christmas Circuit Creation (27 minutes)¶

Part 1: Circuit Basics (5 minutes)

Review from Session 7 Year A (or teach new):
LED has two legs:
Long leg = positive (+)
Short leg = negative (-)
Must connect correctly to light up!
Demo simple circuit with battery and LED

Part 2: Design Christmas Scene (5 minutes)

Choose design:
Nativity scene with star
Christmas tree with lights
Advent wreath
Angel with glowing halo
Sketch where lights will go
Plan circuit path

Part 3: Build Circuit Scene (15 minutes)

Step-by-Step: 1. Create scene base (cardstock/cardboard) 2. Mark LED positions (poke small holes) 3. Lay copper tape paths: - One path from battery + to LED long legs - One path from LED short legs to battery - 4. Insert LEDs through holes 5. Connect battery with tape 6. Add switch if desired (paper fold) 7. Decorate scene around lights!

Part 4: Light Up (2 minutes)

Test your circuit
Debug if needed
Celebrate the light!

Engineering Journal (5 minutes)¶

Draw your circuit diagram (label ±)
Sketch your Christmas scene
Write: "Light reminds us of Jesus because..."
Write: "My circuit worked/didn't work because..."

Closing Circle (3 minutes)¶

Christmas Light Show — All circuits light up together!
Jesus the Light — "How does Jesus bring light to the world?"
Closing Prayer — "Jesus, Light of the World, shine in our hearts this Christmas. May we share your light with everyone! Amen."

Assessment¶

Observation Checklist:

Built working circuit
Understood LED polarity
Created meaningful Christmas scene
Connected light to faith theme

Differentiation¶

For Students Who Need Support¶

Pre-made circuit template
Simple single-LED design
Partner assistance

For Advanced Students¶

Multiple LEDs (series or parallel)
Blinking effect (add resistor)
Complex scene design

Wonder at Home 🏠¶

Family Activity: Give your light scene as a Christmas gift! Look at Christmas lights—how do they work? Discuss Jesus as the Light of the World. Create more light projects as gifts!

Teacher Notes¶

Test all batteries before class
Have extra supplies for troubleshooting
Great gifts for families
Display at Christmas concert/event

Previous: Session 6 — Thanksgiving Design
Next: Session 8 — Digital Stories

Session 8: Digital Stories 📱¶

Overview¶

Grades: 3-4 | Duration: 40 minutes | Session: 8 of 17

Students create digital stories about Gospel values or saints, combining narrative skills with technology.

Session 8: Digital Stories¶

Learning Objectives¶

By the end of this session, students will:

Plan a structured story with beginning, middle, end
Use digital tools to create narrative
Include faith-based themes and messages
Present completed digital story

Session 8: Digital Stories¶

Materials Needed¶

💻 Computers/tablets with Scratch, slides, or video tools
📋 Story planning templates
📓 Engineering journals
🖥️ Projector for sharing

Catholic Integration¶

Saint Connection¶

The Gospel Writers — Matthew, Mark, Luke, and John told Jesus' story so others could believe!

Scripture¶

"Go into all the world and preach the gospel to all creation." — Mark 16:15

Opening Prayer¶

Dear God, you gave us the story of Jesus to share with the world. Help us tell stories that inspire faith and share your love. Guide our creativity today! Amen.

Lesson Procedure¶

Opening Circle (5 minutes)¶

Power of Stories:
Stories change hearts and minds
Jesus taught through parables (stories!)
Gospel writers preserved Jesus' story forever
Digital Storytelling:
Modern way to share stories
Reaches many people
Combines words, images, sound
Our Mission:
Create digital story that shares faith
Topics: Saint's life, parable, Gospel value

Main Activity: Digital Story Creation (27 minutes)¶

Part 1: Story Planning (7 minutes)

Choose Your Topic:

A saint's story (Francis, Kateri, Patrick, etc.)
A parable of Jesus (Good Samaritan, Prodigal Son)
A Gospel value (kindness, forgiveness, love)

Story Structure: 1. BEGINNING: - Who is the main character? - What's the situation? - Hook the viewer!

MIDDLE:
What happens?
What challenge or lesson?
Key events
END:
How does it resolve?
What's the message?
Call to action?

Part 2: Create Digital Story (16 minutes)

Option A: Scratch Animation

Animate scenes with sprites
Add narration and dialogue
Create movement and transitions

Option B: Digital Slideshow with Audio

Create slides with images
Add recorded narration
Include music/transitions

Option C: Digital Comic

Draw scenes digitally or on paper (photograph)
Add speech bubbles and captions
Sequence to tell story

Part 3: Preview & Polish (4 minutes)

Watch your story
Fix any issues
Add finishing touches

Engineering Journal (5 minutes)¶

Write your story outline (beginning, middle, end)
Sketch one scene
Write: "My story teaches..."
Write: "Digital storytelling helps share faith because..."

Closing Circle (3 minutes)¶

Story Premieres — Share stories (time permitting)
Gospel Mission — "How can we share Jesus' story?"
Closing Prayer — "Thank you, God, for stories that teach us about you. Help us share your Good News with everyone. Amen."

Assessment¶

Observation Checklist:

Created structured story
Used digital tools effectively
Included faith-based message
Completed shareable product

Differentiation¶

For Students Who Need Support¶

Story template provided
Simple slide format
Partner work

For Advanced Students¶

Multiple scenes/chapters
Original music/sound design
Complex animation

Wonder at Home 🏠¶

Family Activity: Share your digital story with family! Tell stories about your family's faith. Research how storytelling spreads the Gospel today. Create family faith stories together!

Teacher Notes¶

Allow flexibility in format
Stories can continue as homework
Consider sharing at school assembly
Save stories for portfolio

Previous: Session 7 — Christmas Circuits
Next: Session 9 — Faith & Science

Session 9: Faith & Science 🔬✝️¶

Overview¶

Grades: 3-4 | Duration: 40 minutes | Session: 9 of 17

Students explore the harmony between faith and science during Catholic Schools Week, discovering that both seek truth.

Session 9: Faith & Science¶

Learning Objectives¶

By the end of this session, students will:

Understand that faith and science complement each other
Learn about Fr. Georges Lemaître and the Big Bang
Explore how Catholic scientists made major discoveries
Express the relationship between faith and reason

Session 9: Faith & Science¶

Materials Needed¶

📸 Pictures of Catholic scientists
📊 Timeline materials
📓 Engineering journals
📋 Research guides

Catholic Integration¶

Saint Connection¶

Fr. Georges Lemaître — Catholic priest who proposed the Big Bang Theory! Faith led him to explore God's creation.

Scripture¶

"The heavens declare the glory of God." — Psalm 19:1

Opening Prayer¶

Dear God, you created the universe with wisdom beyond our understanding. Thank you for scientists who explore your creation. Help us see that faith and science both lead to you. Amen.

Lesson Procedure¶

Opening Circle (6 minutes)¶

Catholic Schools Week:
Celebrating Catholic education
Faith AND learning together
The Big Question:
"Are faith and science enemies?"
NO! They're partners seeking truth!
Fr. Georges Lemaître:
Catholic priest AND physicist
Proposed the Big Bang Theory
"The universe is expanding from a beginning!"
Einstein initially disagreed—then changed his mind!
Truth Leads to God:
Science asks "How?"
Faith asks "Why?"
Both lead to truth!

Main Activity: Faith & Science Discovery (26 minutes)¶

Part 1: Fr. Lemaître's Story (8 minutes)

Read/watch about Fr. Lemaître:
Belgian priest (1894-1966)
Studied math and physics
Also studied theology
First to propose universe had beginning
Called it "primeval atom" or "cosmic egg"
Einstein called his physics "beautiful"
Discussion:
Why would a priest study the universe?
How does the Big Bang connect to "In the beginning..."?

Part 2: Catholic Scientists Gallery (8 minutes)

Explore other Catholic scientists:
Gregor Mendel — Monk who discovered genetics
Louis Pasteur — Vaccines, germ theory
Maria Agnesi — Mathematician
Galileo — Yes, remained Catholic his whole life!
Br. Guy Consolmagno — Vatican astronomer TODAY!
Create gallery card for one scientist

Part 3: Create "Faith + Science" Poster (8 minutes)

Design poster or infographic showing:
Faith and science as partners
Quote from Catholic scientist
Image or diagram
Your own reflection on how they connect

Part 4: Share & Discuss (2 minutes)

Quick share of posters
"What surprised you?"

Engineering Journal (5 minutes)¶

Write about Fr. Lemaître or another Catholic scientist
Draw the Big Bang (universe expanding)
Write: "Faith and science work together because..."
Write: "I want to explore..."

Closing Circle (3 minutes)¶

New Understanding — "How has your thinking changed?"
Catholic Schools Week — "Why is Catholic education special?"
Closing Prayer — "God, thank you for truth found in faith AND science. Help us never stop learning about your amazing creation. Amen."

Assessment¶

Observation Checklist:

Understood faith-science harmony
Learned about Catholic scientists
Created poster/presentation
Articulated connection

Differentiation¶

For Students Who Need Support¶

Focus on one scientist's story
Partner work
Template provided

For Advanced Students¶

Research multiple scientists
Create presentation for younger students
Explore current Vatican science work

Wonder at Home 🏠¶

Family Activity: Research Fr. Lemaître together! Watch videos about the Big Bang. Discuss: How do faith and science work together in your family? Visit a science museum and find Catholic connections!

Teacher Notes¶

See Resources/Catholic_Scientists_Heritage.md
Great for Catholic Schools Week
Address misconceptions about faith vs. science
Vatican Observatory website has great resources

Previous: Session 8 — Digital Stories
Next: Session 10 — Geology Rocks

Session 10: Geology Rocks 🪨¶

Overview¶

Grades: 3-4 | Duration: 40 minutes | Session: 10 of 17

Students explore geology, identifying rock types and understanding how Earth's processes shaped our world.

Session 10: Geology Rocks¶

Learning Objectives¶

By the end of this session, students will:

Identify the three types of rocks
Understand how each rock type forms
Examine and classify rock samples
Connect geology to God's creative work

Session 10: Geology Rocks¶

Materials Needed¶

🪨 Rock samples (igneous, sedimentary, metamorphic)
🔍 Magnifying glasses
📋 Rock classification charts
📓 Engineering journals
📸 Rock cycle diagrams

Catholic Integration¶

Saint Connection¶

Jesus as the Rock — Jesus used the image of rock as a foundation: "On this rock I will build my church."

Scripture¶

"The Lord is my rock, my fortress and my deliverer." — Psalm 18:2

Opening Prayer¶

Dear God, you created the solid earth beneath our feet. Thank you for rocks that form the foundation of our world. Help us learn about your ancient creation today. Amen.

Lesson Procedure¶

Opening Circle (6 minutes)¶

Rocks Are Everywhere:
Mountains, beaches, soil—all rocks!
Buildings, roads, monuments—from rocks!
Three Rock Types:
🔥 Igneous — From cooled lava/magma (fire-born!)
🏔️ Sedimentary — Layers pressed together over time
💎 Metamorphic — Changed by heat and pressure
Rock Cycle:
Rocks constantly change from one type to another
Takes millions of years!
Jesus the Rock:
Foundation—strong, reliable
"On this rock I will build my church"

Main Activity: Rock Exploration (26 minutes)¶

Part 1: Rock Cycle Learning (6 minutes)

Trace the rock cycle:
Magma cools → Igneous rock
Weather breaks it down → Sediment
Layers press together → Sedimentary rock
Heat and pressure → Metamorphic rock
Melts → Back to magma
"This cycle has been going for billions of years!"

Part 2: Rock Identification Lab (12 minutes)

Examine Rock Samples: Use magnifying glasses to observe:

Igneous Rocks (granite, obsidian, pumice):

Look for crystals
Pumice floats (gas bubbles)!
Obsidian is glassy

Sedimentary Rocks (sandstone, limestone, shale):

Look for layers
May see fossils!
Often grainy texture

Metamorphic Rocks (marble, slate, quartzite):

Look for bands/stripes
Often very hard
Changed from other rocks

Classification Practice:

Sort unknown samples
Use classification chart
Record observations

Part 3: Rock Uses Discussion (6 minutes)

How do we use each type?
Granite: Countertops, monuments
Limestone: Buildings, cement
Marble: Statues, floors
Local rocks: What's in Minnesota?

Part 4: Wrap-Up (2 minutes)

Review three types
"Rocks tell Earth's story!"

Engineering Journal (5 minutes)¶

Draw and label the rock cycle
Draw one rock of each type
Write: "I can identify rocks by looking for..."
Write: "Jesus as 'the rock' means..."

Closing Circle (3 minutes)¶

Favorite Discovery — "What surprised you about rocks?"
Ancient Creation — "Rocks remind us of God's ancient work!"
Closing Prayer — "God, you are our rock and foundation. Thank you for creating Earth's solid foundation. Help us build our lives on you. Amen."

Assessment¶

Observation Checklist:

Named three rock types
Explained rock formation
Classified rock samples
Connected to faith theme

Differentiation¶

For Students Who Need Support¶

Focus on one rock type
Pre-labeled samples for matching
Partner work

For Advanced Students¶

Research specific rock types
Create rock collection guide
Study local geology

Wonder at Home 🏠¶

Family Activity: Go rock hunting in your yard or on a walk! Try to identify rock types. Research Minnesota geology. Visit a natural history museum. Start a rock collection!

Teacher Notes¶

Rock samples available from science supply or local collection
Consider rock exchange with students
Connect to Minnesota geology (Lake Superior agates!)
Great for outdoor education connections

Previous: Session 9 — Faith & Science
Next: Session 11 — Lenten Service

Session 11: Lenten Service 💜¶

Overview¶

Grades: 3-4 | Duration: 40 minutes | Session: 11 of 17

Students design and implement service projects during Lent, applying engineering skills to serve others.

Session 11: Lenten Service¶

Learning Objectives¶

By the end of this session, students will:

Connect Lenten practices to service
Identify needs in their community
Design a service project using design thinking
Create actionable implementation plan

Session 11: Lenten Service¶

Materials Needed¶

📋 Design thinking worksheets
📦 Prototyping materials
📓 Engineering journals
💜 Lent visual materials

Catholic Integration¶

Saint Connection¶

Corporal Works of Mercy — Feed the hungry, clothe the naked, shelter the homeless, visit the sick, visit prisoners, bury the dead, give alms to the poor.

Scripture¶

"Truly I tell you, whatever you did for one of the least of these brothers and sisters of mine, you did for me." — Matthew 25:40

Opening Prayer¶

Dear Jesus, during Lent we prepare for Easter by growing closer to you. Help us serve others as you served us. Guide our designs to truly help those in need. Amen.

Lesson Procedure¶

Opening Circle (6 minutes)¶

Lent Season:
40 days of preparation
Prayer, Fasting, Almsgiving
Growing closer to God
Works of Mercy:
How Jesus calls us to serve
Practical ways to help
"Whatever you did for the least..."
Design Thinking for Service:
Use our engineering skills
Identify real needs
Create real solutions

Main Activity: Service Design Sprint (26 minutes)¶

Part 1: Identify Needs (6 minutes)

Community Scan:

Who needs help around us?
🏠 Elderly neighbors
🏥 Sick or hospitalized
😔 Lonely or isolated
🍽️ Food insecure families
🌍 Environmental needs
🎒 Students in need

Select Focus:

Which need can our class address?
What resources do we have?
Who can we partner with?

Part 2: Empathize & Define (5 minutes)

Put yourself in their shoes:
What does it feel like to have this need?
What would REALLY help?
What do they actually want (not just what we assume)?
Write problem statement:
"[Group] needs [solution] because [reason]"

Part 3: Ideate Solutions (5 minutes)

Brainstorm many ideas
Don't judge—generate!
Wild ideas welcome
Build on others' ideas
Vote on best idea(s)

Part 4: Plan & Prototype (8 minutes)

For Chosen Project:

What exactly will we do?
When will we do it?
What materials/resources do we need?
Who needs to help?
Create timeline

Prototype:

Build/create sample if physical project
Write plan if service action
Prepare presentation for approval

Part 5: Commitment (2 minutes)

Class commitment to action
Individual roles
Schedule follow-up

Engineering Journal (5 minutes)¶

Describe the need you identified
Sketch/write your solution
Write: "My role in this project is..."
Write: "I will sacrifice _____ during Lent for others"

Closing Circle (3 minutes)¶

Service Commitment — What will we do?
Lenten Journey — "How does serving others bring us closer to God?"
Closing Prayer — "Jesus, you came to serve, not to be served. Help us follow your example this Lent. Bless our service projects. Amen."

Assessment¶

Observation Checklist:

Identified real community need
Applied design thinking process
Created actionable plan
Made personal commitment

Differentiation¶

For Students Who Need Support¶

Join existing school service project
Partner support
Specific role assignment

For Advanced Students¶

Lead project component
Create promotional materials
Coordinate with partners

Wonder at Home 🏠¶

Family Activity: Discuss family Lent service! Choose a Works of Mercy to practice as a family. Rice Bowl, volunteering, donation collection. Make Lent about ACTION, not just giving things up!

Teacher Notes¶

Connect to school/parish Lent initiatives
Follow through on project implementation
Document service for end-of-year portfolio
Works of Mercy fit all grade levels

Previous: Session 10 — Geology Rocks
Next: Session 12 — Life Cycles

Session 12: Life Cycles 🦋¶

Overview¶

Grades: 3-4 | Duration: 40 minutes | Session: 12 of 17

Students explore various animal life cycles, discovering patterns in God's design for growth and transformation.

Session 12: Life Cycles¶

Learning Objectives¶

By the end of this session, students will:

Compare different animal life cycles
Understand complete and incomplete metamorphosis
Create life cycle models
Connect transformation to resurrection themes

Session 12: Life Cycles¶

Materials Needed¶

📸 Life cycle diagrams (various animals)
🎨 Model creation materials
📓 Engineering journals
🦋 Butterfly specimens or images

Catholic Integration¶

Saint Connection¶

Easter Theme — Life cycles remind us of resurrection: death leads to new life, transformation brings glory!

Scripture¶

"Unless a kernel of wheat falls to the ground and dies, it remains only a single seed. But if it dies, it produces many seeds." — John 12:24

Opening Prayer¶

Dear God, you designed life to grow and transform. Thank you for the miracle of life cycles. Help us see your resurrection power in all of creation. Amen.

Lesson Procedure¶

Opening Circle (6 minutes)¶

What is a Life Cycle?
"The stages a living thing goes through from birth to death"
Pattern repeats generation after generation
Two Types of Metamorphosis:
Complete: Egg → Larva → Pupa → Adult (butterfly)
Incomplete: Egg → Nymph → Adult (grasshopper)
Transformation:
Caterpillar → Butterfly
"Completely different creature!"
Easter Connection:
Death → New life
Old passes away, new comes!

Main Activity: Life Cycle Exploration (26 minutes)¶

Part 1: Compare Life Cycles (8 minutes)

Complete Metamorphosis:

Butterfly: Egg → Caterpillar → Chrysalis → Butterfly
Frog: Egg → Tadpole → Froglet → Frog
Total transformation!

Incomplete Metamorphosis:

Grasshopper: Egg → Nymph (small adult) → Adult
Dragonfly: Egg → Nymph → Adult
Gradual change!

Other Cycles:

Mammal: Birth → Youth → Adult → Parent
Bird: Egg → Chick → Adult
Fish: Egg → Larva → Adult

Discussion:

What patterns do you notice?
What's similar? Different?
Why do you think God designed these patterns?

Part 2: Create Life Cycle Model (14 minutes)

Choose an Animal:

Butterfly (most dramatic)
Frog
Chicken
Or another approved animal

Create Your Model:

Options:
3D stages from clay or paper
Circular diagram with arrows
Flip book showing transformation
Digital slideshow

Include:

All stages clearly shown
Labels for each stage
Arrows showing progression
Time information if known

Part 3: Share & Compare (4 minutes)

Gallery walk or presentations
"What did you discover?"
Compare different animals

Engineering Journal (5 minutes)¶

Draw your animal's life cycle (label stages)
Write: "Metamorphosis means..."
Write: "Life cycles show God's design because..."
Write: "This reminds me of Easter because..."

Closing Circle (3 minutes)¶

Transformation Wonder — "What amazes you about metamorphosis?"
Easter Preview — "How is resurrection like metamorphosis?"
Closing Prayer — "God, thank you for transformation and new life. As Easter approaches, help us be transformed by your love. Amen."

Assessment¶

Observation Checklist:

Compared life cycle types
Created accurate life cycle model
Explained metamorphosis
Connected to resurrection theme

Differentiation¶

For Students Who Need Support¶

Focus on one animal (butterfly)
Template provided
Partner work

For Advanced Students¶

Compare multiple animals
Research unusual life cycles
Create comparison chart

Wonder at Home 🏠¶

Family Activity: Observe life cycles around you! Watch tadpoles or caterpillars if available. Research animal life cycles online. Discuss: How does transformation connect to our faith journey?

Teacher Notes¶

Consider raising butterflies or tadpoles
Great timing before Easter
Life cycle kits available online
Connect to resurrection celebration

Previous: Session 11 — Lenten Service
Next: Session 13 — Easter Creation

Session 13: Easter Creation 🌷¶

Overview¶

Grades: 3-4 | Duration: 40 minutes | Session: 13 of 17

Students celebrate Easter through creative making, expressing the resurrection message through their engineering and art skills.

Session 13: Easter Creation¶

Learning Objectives¶

By the end of this session, students will:

Express understanding of Easter's meaning
Create a meaningful Easter project
Combine engineering and faith expression
Share the resurrection message

Session 13: Easter Creation¶

Materials Needed¶

📦 Various making materials
💻 Digital tools (optional)
🎨 Art supplies
📓 Engineering journals
📸 Easter symbol references

Catholic Integration¶

Saint Connection¶

Mary Magdalene & the Women — First to discover the empty tomb and spread the Good News of resurrection!

Scripture¶

"He is not here; he has risen, just as he said!" — Matthew 28:6

Opening Prayer¶

Alleluia! Jesus is risen! Thank you, God, for the gift of Easter and the promise of eternal life. Help us celebrate and share this Good News with joy! Alleluia! Amen.

Lesson Procedure¶

Opening Circle (5 minutes)¶

ALLELUIA! — "The greatest celebration of our faith!"
Easter Story:
Jesus died for us on Good Friday
He was buried in a tomb
On Sunday—THE TOMB WAS EMPTY!
Jesus conquered death!
The First Evangelists:
Mary Magdalene and the women
Ran to tell: "He is risen!"
Our Mission:
Create something that shares Easter joy!

Main Activity: Easter Creation (27 minutes)¶

Part 1: Choose Your Creation (5 minutes)

Option A: Easter Engineering

Build something that shows Easter story
Empty tomb diorama
Rolling stone mechanism
Cross with flowers

Option B: Digital Easter

Scratch animation of Easter story
Digital card with message
Slideshow presentation

Option C: Easter Art Engineering

Create illuminated cross
Build butterfly mobile (transformation)
Design Easter garden

Option D: Easter Message Project

Design something to SHARE the message
Card for someone who needs hope
Display for school or church

Part 2: Create (18 minutes)

Design Phase (3 min):

Sketch your idea
What message will it share?
What materials do you need?

Build Phase (13 min):

Create your Easter project
Include Easter symbols:
Empty tomb
Cross
Sunrise
Butterfly
Flowers/new life
Alleluia!

Personal Touch (2 min):

Add Scripture or message
Sign your work
Prepare to share

Part 3: Celebration & Sharing (4 minutes)

Display all creations
Say together: "ALLELUIA! HE IS RISEN!"
Celebrate with joy!

Engineering Journal (5 minutes)¶

Draw your Easter creation
Write: "Easter means to me..."
Write: "I want to share this message because..."
Write: "Because Jesus rose, I have hope for..."

Closing Circle (3 minutes)¶

Easter Joy — "What makes Easter so important?"
Sharing Hope — "Who will you share the Good News with?"
Closing Prayer:

Alleluia! Alleluia! Jesus, you conquered death! You are risen, you are alive! Fill us with Easter joy! Help us share your victory with everyone! Alleluia! Amen!

Assessment¶

Observation Checklist:

Created meaningful Easter project
Included Easter symbolism
Connected to resurrection message
Showed enthusiasm for sharing

Differentiation¶

For Students Who Need Support¶

Simpler project option
Template provided
Partner work

For Advanced Students¶

Complex creation
Multiple formats
Plan for sharing with others

Wonder at Home 🏠¶

Family Activity: Share your Easter creation with family! Attend Easter Mass together. Look for Easter symbols everywhere. Share Easter hope with neighbors. Celebrate that Jesus is alive!

Teacher Notes¶

Time near Easter break
Display creations prominently
Consider Easter celebration assembly
Send projects home as gifts

Previous: Session 12 — Life Cycles
Next: Session 14 — Ozobot Challenge

Session 14: Ozobot Challenge 🤖¶

Overview¶

Grades: 3-4 | Duration: 40 minutes | Session: 14 of 17

Students apply advanced Ozobot skills to complete challenges, demonstrating growth since Session 2.

Session 14: Ozobot Challenge¶

Learning Objectives¶

By the end of this session, students will:

Apply Ozobot skills to complex challenges
Use OzoBlockly for programming (if available)
Problem-solve multi-step challenges
Demonstrate growth in coding abilities

Session 14: Ozobot Challenge¶

Materials Needed¶

🤖 Ozobot robots (from CSCOE library)
🖊️ Thick markers
📄 Challenge course materials
💻 Devices for OzoBlockly (optional)
📓 Engineering journals

Catholic Integration¶

Saint Connection¶

St. Thomas Aquinas — Used rigorous logic to explore complex questions. Programming requires similar logical thinking!

Scripture¶

"Let us not become weary in doing good, for at the proper time we will reap a harvest if we do not give up." — Galatians 6:9

Opening Prayer¶

Dear God, thank you for growth and learning. Help us persevere through challenges today. When things are difficult, give us patience and creativity. Amen.

Lesson Procedure¶

Opening Circle (5 minutes)¶

Growth Journey:
"Remember Session 2? You're so much better now!"
Show early vs. recent work
Today's Challenge:
Complex missions
Problem-solving required
Perseverance:
"Keep going when it's hard!"
Debugging is part of the process

Main Activity: Challenge Course (27 minutes)¶

Part 1: Quick Review (3 minutes)

Review key color codes
Connect Ozobots
Test basic movements

Part 2: Challenge Missions (20 minutes)

Mission 1: Maze Master (4 min)

Navigate complex maze
Multiple decision points
Use color codes for special moves
Time trial option

Mission 2: Multi-Code Sequence (4 min)

Create course with 4+ color codes
Each must work correctly
Test precision!

Mission 3: OzoBlockly Challenge (if devices available) (6 min)

Program Ozobot using blocks
Create dance or light show
Load program to robot
Share performance!

Mission 4: Design Your Own Challenge (4 min)

Create challenge for a classmate
Include at least 3 codes
Tricky but solvable!
Exchange and try!

Mission 5: Speed Challenge (2 min)

Race against others (or clock)
Accuracy + speed
Celebrate winners!

Part 3: Reflection & Share (4 minutes)

What was hardest?
What did you learn?
How have you grown?

Engineering Journal (5 minutes)¶

Draw your most challenging course
Write: "I've improved since Session 2 by..."
Write: "When my code didn't work, I..."
Rate your Ozobot skills: Beginner → Expert

Closing Circle (3 minutes)¶

Growth Celebration — Acknowledge improvement!
Perseverance Lesson — "What helps you keep going?"
Closing Prayer — "Thank you, God, for helping us grow. May we always persevere in learning and in faith. Amen."

Assessment¶

Observation Checklist:

Completed multiple challenges
Showed improvement from Session 2
Problem-solved effectively
Created challenge for others

Differentiation¶

For Students Who Need Support¶

Simplified challenges
Partner work
Extra time allowed

For Advanced Students¶

OzoBlockly advanced programming
Create tutorial for others
Lead teaching role

Wonder at Home 🏠¶

Family Activity: Share your Ozobot progress with family! Draw courses at home with markers. Talk about how practice leads to improvement. What else can you improve through practice?

Teacher Notes¶

Reserve Ozobots from CSCOE
Compare to Session 2 for growth evidence
Document progress for portfolios
Celebrate perseverance!

Previous: Session 13 — Easter Creation
Next: Session 15 — Compound Machines

Session 15: Compound Machines ⚙️¶

Overview¶

Grades: 3-4 | Duration: 40 minutes | Session: 15 of 17

Students explore compound machines, discovering how combining simple machines creates complex and powerful tools.

Session 15: Compound Machines¶

Learning Objectives¶

By the end of this session, students will:

Review the six simple machines
Understand how simple machines combine
Identify compound machines in everyday life
Design a compound machine concept

Session 15: Compound Machines¶

Materials Needed¶

📸 Pictures of compound machines
📦 Building materials
🔍 Real compound machines (scissors, can opener)
📓 Engineering journals
📋 Simple machine reference cards

Catholic Integration¶

Saint Connection¶

St. Joseph the Worker — Patron of workers! His carpentry required compound machines like planes and drills.

Scripture¶

"Whatever your hand finds to do, do it with all your might." — Ecclesiastes 9:10

Opening Prayer¶

Dear God, thank you for tools that help us work. Like St. Joseph who worked with skill and dedication, help us appreciate the engineering of compound machines. Amen.

Lesson Procedure¶

Opening Circle (6 minutes)¶

Simple Machine Review:
Lever, Inclined Plane, Wedge, Screw, Wheel & Axle, Pulley
Each makes work easier in one way
Compound Machines:
"What if we combine them?"
Two or more simple machines working together
More power, more possibilities!
Examples:
Scissors = 2 levers + 2 wedges
Bicycle = wheels, levers, pulleys
Wheelbarrow = lever + wheel
St. Joseph — Used compound tools in his workshop

Main Activity: Compound Machine Discovery (26 minutes)¶

Part 1: Machine Analysis (10 minutes)

Examine Real Compound Machines:

Scissors
Find the levers (handles)
Find the wedges (blades)
How do they work together?
Can Opener
Wheel & axle (turning knob)
Wedge (cutting wheel)
Lever (handles)
Pencil Sharpener
Wheel & axle (handle)
Wedge (blades)
Screw (holds blade)
Other examples to find:
Stapler
Hole punch
Bike (if available)
Door knob

Record:

Name of machine
Simple machines inside
How they work together

Part 2: Design Challenge (12 minutes)

Challenge: Design a NEW compound machine!

Requirements:

Combines at least 2 simple machines
Serves a useful purpose
Sketch with labels
Explain how it works

Ideas:

Helper for someone with a need
Tool for a specific job
Improvement on existing machine
Solve a classroom problem

Process: 1. Identify problem/need (2 min) 2. Brainstorm solutions (2 min) 3. Design compound machine (6 min) 4. Label simple machines used (2 min)

Part 3: Design Share (4 minutes)

Share designs with class
Explain: What simple machines? What does it do?

Engineering Journal (5 minutes)¶

List the 6 simple machines
Draw a compound machine you examined (label parts)
Draw your design (label simple machines)
Write: "Compound machines are powerful because..."

Closing Circle (3 minutes)¶

Machine Appreciation — "Look at compound machines around you now!"
St. Joseph Connection — "Workers need good tools!"
Closing Prayer — "God, thank you for the creativity to combine simple things into powerful tools. Help us work with skill and purpose. Amen."

Assessment¶

Observation Checklist:

Identified simple machines in compound machines
Analyzed real compound machines
Designed original compound machine
Explained how parts work together

Differentiation¶

For Students Who Need Support¶

Focus on scissors analysis
Partner design work
Design template provided

For Advanced Students¶

Build working prototype
Calculate mechanical advantage
Research complex machines

Wonder at Home 🏠¶

Family Activity: Compound machine hunt at home! Find 10 compound machines and identify the simple machines inside each. Kitchen tools, garage tools, toys—they're everywhere! Try designing one together!

Teacher Notes¶

Bring real tools for examination
Safety with sharp objects (scissors, can opener)
Great for St. Joseph the Worker feast day (May 1)
Consider Rube Goldberg machine extension

Previous: Session 14 — Ozobot Challenge
Next: Session 16 — Makey Makey

Session 16: Makey Makey 🎹¶

Overview¶

Grades: 3-4 | Duration: 40 minutes | Session: 16 of 17

Students create interactive inventions using Makey Makey, turning everyday objects into touchpads.

Session 16: Makey Makey¶

Learning Objectives¶

By the end of this session, students will:

Understand how Makey Makey turns objects into input devices
Create working interactive projects
Apply creativity to invention
Connect conductivity to circuit concepts

Session 16: Makey Makey¶

Materials Needed¶

🎹 Makey Makey kits (from CSCOE library)
💻 Computers with internet
📦 Conductive materials (fruit, foil, play-doh)
📓 Engineering journals
📸 Project inspiration images

Catholic Integration¶

Saint Connection¶

Blessed Carlo Acutis — Used technology creatively! Makey Makey represents creative tech use for good.

Scripture¶

"See, I am doing a new thing!" — Isaiah 43:19

Opening Prayer¶

Dear God, you are endlessly creative. Thank you for the gift of invention and imagination. Help us create things that bring joy and help others. Amen.

Lesson Procedure¶

Opening Circle (5 minutes)¶

What is Makey Makey?
"Turns ANYTHING into a keyboard or controller!"
If it conducts electricity even a little, it works
Fruit, foil, play-doh, water, people!
How It Works:
Conductivity = electricity can flow through
You complete the circuit by touching
Computer thinks you pressed a key!
Endless Possibilities:
Piano made from bananas
Video game controller from play-doh
Interactive poster
Creative Gift — "God made us creative like Him!"

Main Activity: Makey Makey Invention (27 minutes)¶

Part 1: Basic Setup (5 minutes)

Connect Makey Makey to computer
Open Scratch or online piano
Test with simple touch:
Clip to conductive object
Hold ground wire
Touch object—it works!
"YOU complete the circuit!"

Part 2: Guided Inventions (10 minutes)

Banana Piano:

Connect each clip to different banana
Hold ground
Each banana = different note!
Play a song!

Play-Doh Controller:

Make shapes from play-doh
Connect clips to different shapes
Use in Scratch game
Control character with play-doh!

Part 3: Creative Invention Challenge (10 minutes)

Challenge: Create YOUR OWN Makey Makey invention!

Ideas:

Interactive story (touch to advance)
Musical instrument from objects
Quiz game with physical answers
Art installation
Controller for Scratch game

Process: 1. Plan invention (2 min) 2. Set up materials and clips (4 min) 3. Connect to computer program (2 min) 4. Test and refine (2 min)

Part 4: Invention Showcase (2 minutes)

Share inventions
Try each other's creations!

Engineering Journal (5 minutes)¶

Draw your Makey Makey invention
Write: "Makey Makey works because..."
Write: "My invention does..."
Write: "I could use this to help others by..."

Closing Circle (3 minutes)¶

Creativity Celebration — "What amazing invention did you see?"
Infinite Possibilities — "What else could you create?"
Closing Prayer — "God, thank you for the joy of inventing! Help us use creativity to bring joy and serve others. Amen."

Assessment¶

Observation Checklist:

Understood conductivity concept
Successfully connected Makey Makey
Created original invention
Explained how it works

Differentiation¶

For Students Who Need Support¶

Banana piano success first
Partner work
Teacher assistance with clips

For Advanced Students¶

Complex multi-clip invention
Connect to original Scratch project
Create for specific purpose/audience

Wonder at Home 🏠¶

Family Activity: Research Makey Makey videos online—amazing inventions! Discuss: What everyday objects conduct electricity? What would YOU invent with Makey Makey? Think about how technology can serve others!

Teacher Notes¶

Reserve Makey Makey from CSCOE library
Test all kits before class
Have backup conductive materials
Scratch works great with Makey Makey
Document inventions for portfolio

Previous: Session 15 — Compound Machines
Next: Session 17 — Year Celebration

Session 17: Year Celebration 🎓¶

Overview¶

Grades: 3-4 | Duration: 40 minutes | Session: 17 of 17

Students celebrate their year of C-STREAM learning through reflection, sharing, and looking forward to future exploration.

Session 17: Year Celebration¶

Learning Objectives¶

By the end of this session, students will:

Reflect on growth throughout the year
Present favorite projects and learnings
Celebrate achievements with classmates
Set goals for continued learning

Session 17: Year Celebration¶

Materials Needed¶

📓 Engineering journals (entire year)
📸 Photos from C-STREAM sessions
🏆 Certificates (optional)
🖼️ Display materials
🎈 Celebration supplies

Catholic Integration¶

Saint Connection¶

All Our Year B Saints — St. Isidore, Blessed Carlo Acutis, St. Kateri, St. Joseph, St. Thomas Aquinas, and all who inspired us!

Scripture¶

"I am confident of this, that he who began a good work in you will carry it on to completion." — Philippians 1:6

Opening Prayer¶

Dear God, thank you for an amazing year of discovery! Thank you for the saints who inspired us and the skills you helped us develop. Continue the good work you started in us! Amen.

Lesson Procedure¶

Opening Circle (6 minutes)¶

Year in Review:
"17 sessions of amazing exploration!"
Show photos from throughout the year
Memory Highlights:
Design thinking
Ozobot coding
Tower building
Scratch games
Life cycles
Makey Makey inventions
Saints Journey:
Review saint connections
"Faith inspired our work!"

Main Activity: Exhibition & Celebration (26 minutes)¶

Part 1: Portfolio Review (8 minutes)

Look through engineering journals
Mark:
Best project
Biggest growth moment
Favorite learning
Most challenging success
Prepare to share

Part 2: Gallery & Presentations (12 minutes)

Set up display areas
Students circulate and share
Each person explains:
Favorite project
What they learned
How faith connected
Celebrate each presentation!

Part 3: Year Awards (4 minutes)

Certificates for all:
"Design Thinker"
"Code Creator"
"Science Explorer"
"Faithful Innovator"
"Perseverance Champion"
Custom recognitions
Each child recognized for unique strengths!

Part 4: Looking Forward (2 minutes)

"Next year, even more adventures!"
"Keep exploring and creating!"
Goal setting

Engineering Journal (5 minutes)¶

Final Entry: 1. "This year I learned..." 2. "My favorite project was..." 3. "Faith and science connect because..." 4. "Next year I want to learn..." 5. "I am an engineer who..."

Closing Circle (3 minutes)¶

Gratitude Round — Each person shares one thanks
Summer Challenge — "Keep designing, creating, and exploring!"
Final Blessing:

Dear God, Thank you for this year of discovery and growth. Thank you for towers and Ozobots, circuits and code. Thank you for showing us that faith and science walk together. Bless these engineers as they continue their journey. May they always use their gifts to serve you and others. We ask this through Christ our Lord. Amen.

🎉 CONGRATULATIONS! 🎉

Assessment¶

Year-End Reflection:

Can articulate year's growth
Demonstrates design thinking
Connects faith to STREAM
Shows enthusiasm for continued learning

Year B Accomplishments¶

This year you:

✅ Mastered design thinking process
✅ Programmed Ozobot robots
✅ Built towers to the sky
✅ Explored ecosystems
✅ Created Scratch games
✅ Learned about rocks and geology
✅ Discovered life cycles
✅ Invented with Makey Makey
✅ Connected faith to every project!

Saints You Met: St. Isidore • Bl. Carlo Acutis • St. Kateri Tekakwitha • St. Paul • Fr. Lemaître • St. Joseph • St. Thomas Aquinas • Mary Magdalene

Skills You Developed: Design Thinking • Coding • Scientific Exploration • Engineering • Problem-Solving • Collaboration • Perseverance • Faith Integration

Wonder at Home 🏠¶

Summer C-STREAM Challenge:

🔧 Keep building and inventing
💻 Practice coding on Scratch
🔬 Do science experiments
🌿 Observe ecosystems
🪨 Collect and identify rocks
📚 Research scientists and inventors
❤️ Use your skills to serve others

You are engineers, scientists, programmers, and children of God!

Keep creating. Keep questioning. Keep growing in faith and knowledge.

Previous: Session 16 — Makey Makey

End of Grades 3-4 Year B Bi-Weekly C-STREAM Curriculum

Grades 5-6 Year A

Grades 5-6 Year A: Bi-Weekly C-STREAM 🚀¶

Overview¶

Grade Band: 5-6 | Duration: 45 minutes per session | Sessions: 17 over the school year | Rotation Year: A

This bi-weekly schedule delivers advanced C-STREAM experiences for intermediate students with Catholic integration throughout.

Session Overview¶

Session	Title	Focus	Catholic Connection
01	Design Process Mastery	Advanced design thinking	St. Hildegard
02	Sphero Advanced	Block programming	Bl. Carlo Acutis
03	Structural Engineering	Load-bearing structures	Cathedral builders
04	Human Body Systems	Anatomy integration	Fearfully made
05	Scratch Advanced	Complex programming	Logic and reason
06	Thanksgiving Innovation	Service design	Gratitude
07	Christmas Electronics	Little Bits circuits	Light of the World
08	App Inventor Intro	Mobile app creation	Tech for good
09	Catholic Scientists	Research project	Faith & reason
10	Environmental Science	Sustainability design	Creation care
11	Lenten Engineering	Service project	Works of mercy
12	Life Science	Biology investigation	Resurrection
13	Easter Technology	Digital celebration	New life
14	Sphero Challenge	Competition missions	Excellence
15	Physics & Motion	Newton's laws	Order in creation
16	Advanced Invention	Original design	Innovation
17	Year Exhibition	Portfolio presentation	Gifts for service

Technology Used¶

🤖 Sphero BOLT (from CSCOE library)
💡 Little Bits (from CSCOE library)
💻 Scratch, MIT App Inventor
📱 Tablets for robotics
🔬 Science equipment

Year A vs Year B¶

Year A focuses on:

Human body systems (Year B: Ecosystems & Environment)
Sphero BOLT programming (Year B: Drone technology)
MIT App Inventor (Year B: Python introduction)

Students in combined 5-6 classrooms alternate between Year A and Year B content.

Quick Links¶

📚 Weekly Version
📅 Year B Bi-Weekly
📖 Bi-Weekly Overview

Session 1: Design Process Mastery 📐¶

Overview¶

Grades: 5-6 | Duration: 45 minutes | Session: 1 of 17

Students deepen their understanding of design thinking with advanced problem-solving and human-centered design approaches.

Session 1: Design Process Mastery¶

Learning Objectives¶

By the end of this session, students will:

Master the five stages of design thinking
Apply empathy in problem identification
Use iterative prototyping
Connect design thinking to Catholic service

Session 1: Design Process Mastery¶

Materials Needed¶

📋 Design thinking worksheets
📦 Prototyping materials
📓 Engineering journals
🖥️ Presentation technology

Catholic Integration¶

Saint Connection¶

St. Hildegard of Bingen — A true polymath: composer, writer, philosopher, scientist, and mystic. She integrated multiple disciplines in service of God!

Scripture¶

"Whatever you do, work at it with all your heart, as working for the Lord." — Colossians 3:23

Opening Prayer¶

Dear God, you designed the universe with infinite wisdom. Help us become thoughtful designers who use our skills to serve others. May our work honor you. Amen.

Lesson Procedure¶

Opening Circle (8 minutes)¶

Design Thinking Review:
"You've done design thinking before—now we go deeper!"
The five stages (Stanford d.school model):
- 💗 EMPATHIZE — Understand users deeply
- 🎯 DEFINE — Frame the right problem
- 💡 IDEATE — Generate many solutions
- 🔧 PROTOTYPE — Build to think
- 🧪 TEST — Learn and iterate
St. Hildegard:
Medieval genius who integrated faith and learning
Scientist, musician, writer, healer
"Faith doesn't limit learning—it expands it!"
Human-Centered Design:
Design FOR people, not just problems
Empathy is the foundation

Main Activity: Design Challenge Sprint (28 minutes)¶

Part 1: Empathy Deep Dive (8 minutes)

Challenge: Design something to help a specific person at school

Interview Process:

Partner with classmate or imagine a specific person
Ask deeper questions:
Walk me through your typical day
What frustrates you most?
When do you feel overwhelmed?
What do you wish existed?
Listen for emotions, not just facts
Note unspoken needs

Part 2: Define the Problem (5 minutes)

Write a "How Might We" statement:
"How might we help [user] with [problem] so that [outcome]?"
Example: "How might we help younger students feel welcome so that they enjoy coming to school?"
This reframes problems as opportunities!

Part 3: Rapid Ideation (5 minutes)

10 ideas in 5 minutes—GO!
Quantity over quality
Wild ideas welcome
Build on others' ideas
No judgment yet!

Part 4: Prototype (8 minutes)

Choose most promising idea
Build quick prototype:
Sketch, model, or storyboard
Just enough to show the concept
"Fake it" if needed—it's about testing ideas!
Prepare to explain and get feedback

Part 5: Test & Iterate (2 minutes)

Share prototype with partner
Get honest feedback
Note: What works? What needs refinement?

Engineering Journal (5 minutes)¶

Write your "How Might We" statement
Sketch your top 3 ideas
Draw your prototype
Write: "Feedback I received..."
Write: "Human-centered design matters because..."

Closing Circle (4 minutes)¶

Design Principle Share — "What's the most important design thinking insight?"
Service Connection — "How is design thinking Catholic?"
Closing Prayer — "God, help us see others' needs and design solutions with love. May our creativity serve your kingdom. Amen."

Assessment¶

Observation Checklist:

Differentiation¶

For Students Who Need Support¶

Structured interview questions
Partner work throughout
Template for "How Might We"

For Advanced Students¶

Design for more complex challenge
Multiple iteration cycles
Create design documentation

Wonder at Home 🏠¶

Family Activity: Use design thinking at home! Interview family members about a challenge. Create a "How Might We" statement. Brainstorm solutions together and test one!

Teacher Notes¶

This framework is used throughout the year
Post design thinking stages permanently
Encourage genuine empathy in interviews
Prototypes should be rough—focus on learning

Next: Session 2 — Sphero Advanced

Session 2: Sphero Advanced 🤖¶

Overview¶

Grades: 5-6 | Duration: 45 minutes | Session: 2 of 17

Students explore advanced Sphero BOLT programming using block-based coding with sensors, variables, and conditionals.

Session 2: Sphero Advanced¶

Learning Objectives¶

By the end of this session, students will:

Program Sphero BOLT using block programming
Use sensors (light, compass) in programs
Implement conditionals and loops
Create autonomous robot behaviors

Session 2: Sphero Advanced¶

Materials Needed¶

🤖 Sphero BOLT robots (from CSCOE library)
📱 Tablets with Sphero Edu app
📋 Programming challenge cards
📓 Engineering journals
🚧 Course materials

Catholic Integration¶

Saint Connection¶

Blessed Carlo Acutis — Used programming skills to create a database of Eucharistic miracles. Technology for God's glory!

Scripture¶

"For I know the plans I have for you... plans to prosper you and not to harm you." — Jeremiah 29:11 (Planning in coding!)

Opening Prayer¶

Dear God, you gave us minds that can create and program. Help us use technology wisely, like Blessed Carlo Acutis. Guide our coding today! Amen.

Lesson Procedure¶

Opening Circle (7 minutes)¶

Sphero BOLT Features:
LED matrix display
Light sensor
Compass/gyroscope
More precise movement
Block Programming:
Visual coding like Scratch
Blocks snap together
More complex than drive mode
Blessed Carlo Acutis:
Teen programmer and web developer
Used skills to share faith
"Be original, not a copy!"
Today's Goal: Create autonomous Sphero behaviors!

Main Activity: Block Programming (30 minutes)¶

Part 1: Block Programming Intro (8 minutes)

Open Sphero Edu app → Blocks mode
Key block types:
Motion: Roll, stop, spin
Lights: LED matrix, main LED
Sounds: Play sounds
Sensors: Read light, compass
Controls: If/then, loops, wait
Variables: Store values

Basic Program Demo:

When program starts:
  Set main LED to blue
  Roll at 45° speed 100 for 2 seconds
  Stop
  Set main LED to green

Part 2: Guided Challenges (12 minutes)

Challenge 1: Square with Lights (3 min)

Roll in a square
Change LED color at each corner
Use repeat loop

Challenge 2: Sensor Response (4 min)

Use light sensor
If dark: Turn on LED matrix (like flashlight!)
If bright: LED off
Use conditional (if/else)

Challenge 3: Compass Navigation (5 min)

Roll North for 2 seconds
Roll East for 2 seconds
Roll South for 2 seconds
Roll West for 2 seconds
Uses heading/compass!

Part 3: Creative Challenge (8 minutes)

Design an Autonomous Behavior:

Sphero must make "decisions"
Use at least one sensor
Include loops and conditionals
Ideas:
Light-seeking robot
Dance that responds to environment
Message display sequence

Part 4: Showcase (2 minutes)

Share programs
Celebrate creativity!

Engineering Journal (5 minutes)¶

Draw/write your most complex program
Explain what each part does
Write: "Conditionals help robots..."
Write: "I could use this to..."

Closing Circle (3 minutes)¶

Discovery Share — "What was most challenging?"
Carlo's Example — "How can we use tech for good?"
Closing Prayer — "Thank you, God, for the gift of programming. Help us use technology to make the world better. Amen."

Assessment¶

Observation Checklist:

Created block programs
Used loops and conditionals
Implemented sensor reading
Demonstrated logical thinking

Differentiation¶

For Students Who Need Support¶

Start with simpler programs
Pair with experienced peer
Use step-by-step guides

For Advanced Students¶

Multiple sensor programs
Create mini-games with Sphero
Teach concepts to others

Wonder at Home 🏠¶

Family Activity: Research Blessed Carlo Acutis! Discuss how technology can serve faith. Try free coding platforms at home: Scratch, Code.org. Think about programs you could create for good!

Teacher Notes¶

Reserve Sphero BOLT 2+ weeks ahead
Sphero BOLT has more features than Sphero Mini
Ensure full battery charge
Students will use Sphero again in Session 14

Previous: Session 1 — Design Process
Next: Session 3 — Structural Engineering

Session 3: Structural Engineering 🏗️¶

Overview¶

Grades: 5-6 | Duration: 45 minutes | Session: 3 of 17

Students explore structural engineering principles by designing and testing load-bearing structures.

Session 3: Structural Engineering¶

Learning Objectives¶

By the end of this session, students will:

Understand key structural engineering concepts
Identify forces: tension, compression, shear
Build and test load-bearing structures
Analyze structural failures

Session 3: Structural Engineering¶

Materials Needed¶

📦 KEVA Planks (from CSCOE library)
📦 Building materials (straws, toothpicks, marshmallows)
🪙 Weights for testing
📏 Measuring tools
📓 Engineering journals

Catholic Integration¶

Saint Connection¶

Medieval Cathedral Builders — Anonymous craftsmen who built soaring cathedrals to glorify God. Their engineering still stands 800+ years later!

Scripture¶

"Unless the Lord builds the house, the builders labor in vain." — Psalm 127:1

Opening Prayer¶

Dear God, like the cathedral builders of old, help us build structures that honor you and serve others. Give us wisdom to create with integrity. Amen.

Lesson Procedure¶

Opening Circle (8 minutes)¶

Structural Engineering:
"Making sure buildings don't fall down!"
Engineers calculate forces and design structures
Key Forces:
Tension — Pulling apart (rope in tug-of-war)
Compression — Pushing together (standing on box)
Shear — Sliding (deck of cards)
Structural Elements:
Triangles = Strong! (forces distributed)
Arch = Distributes compression
Column = Resists compression
Beam = Spans distances
Cathedral Builders:
Built structures that stood centuries
Flying buttresses, pointed arches
Glory to God through engineering

Main Activity: Structural Challenge (28 minutes)¶

Part 1: Force Demonstrations (5 minutes)

Tension: Stretch rubber band
Compression: Push sponge
Shear: Slide books
Feel the forces!
Where do these occur in buildings?

Part 2: The Challenge (20 minutes)

Challenge: Build a bridge or tower that holds maximum weight

Bridge Challenge Option:

Span 12 inches (between two desks)
Use provided materials
Hold weight in the middle
Goal: Maximum weight before failure

Tower Challenge Option:

Build at least 12 inches tall
Support weight on top
Use provided materials
Goal: Maximum weight before failure

Engineering Process: 1. Design (4 min): - Sketch with labels - Identify where forces will act - Plan triangulation

Build (12 min):
Construct structure
Test stability as you build
Make adjustments
Test (4 min):
Add weights gradually
Record weight held
Observe failure point

Part 3: Analysis (3 minutes)

What designs held most weight?
Where did failures occur?
What would you change?
Class discussion

Engineering Journal (5 minutes)¶

Sketch your structure (label forces)
Record: Weight held = ____
Write: "My structure failed because..."
Write: "Next time I would..."
Draw a famous structure and identify forces

Closing Circle (4 minutes)¶

Engineering Insights — "What surprised you?"
Cathedral Connection — "How did faith inspire those builders?"
Closing Prayer — "God, thank you for the gift of engineering. May our structures serve people and honor you. Amen."

Assessment¶

Observation Checklist:

Identified three types of forces
Applied structural principles
Built and tested structure
Analyzed failure modes

Differentiation¶

For Students Who Need Support¶

Partner work
Simpler materials
Lower weight goals

For Advanced Students¶

Efficiency ratio (weight held ÷ materials used)
Multiple design iterations
Research famous structural failures

Wonder at Home 🏠¶

Family Activity: Look for structural engineering in your community! Find bridges, buildings, arches. Where do you see triangles used for strength? Research famous structures like the Eiffel Tower or Golden Gate Bridge!

Teacher Notes¶

Reserve KEVA planks from CSCOE
Have sufficient weights (coins, washers)
Document with photos
Connect to local architecture/churches
Consider field trip to cathedral

Previous: Session 2 — Sphero Advanced
Next: Session 4 — Human Body Systems

Session 4: Human Body Systems 🫀¶

Overview¶

Grades: 5-6 | Duration: 45 minutes | Session: 4 of 17

Students explore the integration of human body systems, discovering how these complex systems work together.

Session 4: Human Body Systems¶

Learning Objectives¶

By the end of this session, students will:

Identify major body systems and their functions
Understand how systems interconnect
Model a body system
Appreciate the design of the human body

Session 4: Human Body Systems¶

Materials Needed¶

📸 Body system diagrams
📦 Model-building materials
📓 Engineering journals
💻 Digital resources (optional)

Catholic Integration¶

Saint Connection¶

Psalm 139 — "I am fearfully and wonderfully made!" God designed our bodies with incredible wisdom.

Scripture¶

"For you created my inmost being; you knit me together in my mother's womb. I praise you because I am fearfully and wonderfully made." — Psalm 139:13-14

Opening Prayer¶

Dear God, thank you for the incredible gift of our bodies. Help us appreciate your amazing design and care for these temples of the Holy Spirit. Amen.

Lesson Procedure¶

Opening Circle (8 minutes)¶

Amazing Design:
"Your body is more complex than any machine!"
37 trillion cells working together
Multiple systems coordinating constantly
Major Body Systems:
🫀 Circulatory — Heart, blood vessels, blood
🫁 Respiratory — Lungs, airways, breathing
🦴 Skeletal — Bones, joints, structure
💪 Muscular — Muscles, movement
🧠 Nervous — Brain, nerves, senses
🍽️ Digestive — Stomach, intestines, processing food
Systems Work Together:
You can't breathe without muscles
Heart needs nerves to beat
Everything is integrated!
Fearfully & Wonderfully Made:
God's design is incredible
Dignity of human life

Main Activity: Body System Exploration (28 minutes)¶

Part 1: System Investigation (10 minutes)

Choose ONE system to investigate in depth:

Circulatory System
Respiratory System
Nervous System
Digestive System

Research Questions:

What are the main parts?
What does this system do?
How does it connect to other systems?
What happens if it fails?

Part 2: Model Creation (14 minutes)

Create a model of your system:

Circulatory Model:

Show heart chambers
Show blood flow (red = oxygen, blue = CO2)
Show major vessels

Respiratory Model:

Show lungs and airways
Demonstrate air flow
Connect to circulatory

Nervous System Model:

Show brain and spinal cord
Show nerve pathways
Demonstrate signal transmission

Digestive Model:

Show digestive tract
Show processing stages
Demonstrate nutrient absorption

Part 3: System Connections (4 minutes)

Share models
Discuss: How does YOUR system connect to others?
"None can work alone!"

Engineering Journal (5 minutes)¶

Draw your body system model (label parts)
Write: "This system's job is..."
Write: "It connects to other systems by..."
Write: "Our bodies show God's design because..."

Closing Circle (4 minutes)¶

Wonder & Gratitude — "What amazes you about your body?"
Stewardship — "How should we care for this gift?"
Closing Prayer — "God, thank you for the miracle of our bodies. Help us care for these temples of your Holy Spirit. Amen."

Assessment¶

Observation Checklist:

Identified system components
Explained system function
Created accurate model
Connected to other systems

Differentiation¶

For Students Who Need Support¶

Focus on one simple system
Template for model
Partner work

For Advanced Students¶

Research diseases/disorders
Create multi-system connection diagram
Investigate medical engineering

Wonder at Home 🏠¶

Family Activity: Feel your pulse and count heartbeats! Time your breathing. Research one body system in depth. Discuss: How does knowing we're "fearfully made" affect how we treat our bodies?

Teacher Notes¶

Emphasize human dignity
Connect to health education
Consider visit from medical professional
Body models can be displayed

Previous: Session 3 — Structural Engineering
Next: Session 5 — Scratch Advanced

Session 5: Scratch Advanced 💻¶

Overview¶

Grades: 5-6 | Duration: 45 minutes | Session: 5 of 17

Students develop advanced programming skills in Scratch, working with variables, functions, and complex game logic.

Session 5: Scratch Advanced¶

Learning Objectives¶

By the end of this session, students will:

Use variables for tracking data
Create custom blocks (functions)
Implement complex game logic
Debug multi-component programs

Session 5: Scratch Advanced¶

Materials Needed¶

💻 Computers with Scratch
📋 Advanced programming guides
📓 Engineering journals
🖥️ Projector for demonstration

Catholic Integration¶

Saint Connection¶

St. Thomas Aquinas — Used rigorous logic to explore faith. Programming requires similar logical thinking!

Scripture¶

"Come now, let us reason together." — Isaiah 1:18

Opening Prayer¶

Dear God, you created a universe of order and logic. Help us think clearly and program wisely. May our creations reflect your gift of reason. Amen.

Lesson Procedure¶

Opening Circle (7 minutes)¶

Advanced Programming:
"You know the basics—now we level up!"
Professional programmers use these concepts daily
Key Concepts Today:
Variables — Store and change values
Custom Blocks — Create reusable code (functions)
Game Logic — Multiple conditions and responses
St. Thomas Aquinas:
"Faith and reason work together"
Logic helps us understand God's world
Programming = Applied logic

Main Activity: Advanced Programming (30 minutes)¶

Part 1: Variables Deep Dive (8 minutes)

Variable Types:

Score, lives, timer, health
Position tracking
Game state (playing, won, lost)

Demo: Score System

When green flag clicked:
  Set [score] to 0

When sprite clicked:
  Change [score] by 10
  Play sound [pop]

Practice: Create variable that:

Tracks clicks
Changes with events
Displays on screen

Part 2: Custom Blocks (Functions) (8 minutes)

Why Custom Blocks?

Reuse code (DRY: Don't Repeat Yourself)
Organize complex programs
Make code readable

Demo: Create "Move Square" Block

Define [Move Square]:
  Repeat 4:
    Move 50 steps
    Turn 90 degrees

When green flag clicked:
  Move Square
  Move Square

Practice: Create custom block for:

Character animation
Reset position
Special effect

Part 3: Complex Game Creation (12 minutes)

Build a Complete Game:

Requirements:

Player controlled sprite
Goal or target
Score tracking
Win/lose conditions
Reset functionality

Suggested: Catching Game 1. Player moves with mouse/keys 2. Objects fall from top 3. Catch = points, miss = lose life 4. Track score AND lives 5. Game over at 0 lives

Part 4: Playtesting (2 minutes)

Test your game
Have partner play
Note bugs to fix

Engineering Journal (5 minutes)¶

Write about your custom block
Explain your game logic (flowchart if possible)
Write: "Variables help games by..."
Write: "The hardest bug I fixed was..."

Closing Circle (3 minutes)¶

Logic Appreciation — "How did logical thinking help you?"
Debugging Wins — "What problem did you solve?"
Closing Prayer — "Thank you, God, for the gift of reason. Help us think clearly and create wisely. Amen."

Assessment¶

Observation Checklist:

Used variables appropriately
Created custom block
Implemented game logic
Debugged effectively

Differentiation¶

For Students Who Need Support¶

Simpler game concept
Step-by-step guide
Partner programming

For Advanced Students¶

Multiple levels
High score saving
Complex enemy AI

Wonder at Home 🏠¶

Family Activity: Share your game with family! Continue developing at home (scratch.mit.edu). Explore other Scratch projects for inspiration. Try the advanced tutorials!

Teacher Notes¶

Build on previous Scratch experience
Allow ongoing development
Consider class Scratch studio
Games can be showcased at exhibition

Previous: Session 4 — Body Systems
Next: Session 6 — Thanksgiving Innovation

Session 6: Thanksgiving Innovation 🦃¶

Overview¶

Grades: 5-6 | Duration: 45 minutes | Session: 6 of 17

Students apply design thinking to create innovations that serve others, expressing gratitude through action.

Session 6: Thanksgiving Innovation¶

Learning Objectives¶

By the end of this session, students will:

Connect gratitude to service
Apply design thinking to a real problem
Create a service-oriented innovation
Plan implementation of solution

Session 6: Thanksgiving Innovation¶

Materials Needed¶

📋 Design thinking worksheets
📦 Prototyping materials
📓 Engineering journals
💻 Research tools

Catholic Integration¶

Saint Connection¶

St. Katharine Drexel — Wealthy woman who gave everything to serve others. Gratitude led her to innovative service!

Scripture¶

"From everyone who has been given much, much will be demanded." — Luke 12:48

Opening Prayer¶

Dear God, thank you for all the blessings in our lives. Help us turn gratitude into action, serving others with the gifts you've given us. Amen.

Lesson Procedure¶

Opening Circle (7 minutes)¶

Gratitude & Responsibility:
"With blessing comes responsibility"
We have many gifts—how do we share them?
St. Katharine Drexel:
Inherited fortune
Instead of keeping it, started innovative schools
Founded missions, served Native Americans and African Americans
Gratitude → Action!
Today's Challenge:
Design an innovation that serves others
Use our skills for good!

Main Activity: Service Design Sprint (30 minutes)¶

Part 1: Identify Need (8 minutes)

Community Scan:

Who in our community needs help?
Categories:
Elderly/homebound
Hungry/homeless
Lonely/isolated
Environmental
Educational
Healthcare

Choose Focus:

Select one need area
Research: What's being done? What gaps exist?

Part 2: Design Innovation (12 minutes)

Apply Design Thinking:

EMPATHIZE (2 min):
Who specifically needs help?
What's their experience?
DEFINE (2 min):
"How might we..." statement
Clear problem frame
IDEATE (3 min):
5+ possible solutions
Technology-enhanced options
Simple and complex ideas
PROTOTYPE (5 min):
Choose best idea
Create prototype/plan:
- Sketch or model
- Implementation steps
- Resources needed

Part 3: Pitch Preparation (7 minutes)

Create a Pitch:

Problem you're solving
Your innovative solution
How it helps
What you need to implement
Call to action

Part 4: Pitch Presentations (3 minutes)

30-second pitches
Class votes on ideas to pursue!

Engineering Journal (5 minutes)¶

Write your "How Might We" statement
Sketch your innovation
Write implementation plan
Write: "Gratitude leads to action because..."

Closing Circle (3 minutes)¶

Action Commitment — "What will you DO?"
Gratitude Practice — "What are you thankful for today?"
Closing Prayer — "God, thank you for everything. Help us turn our blessings into service for others. Amen."

Assessment¶

Observation Checklist:

Identified real community need
Applied design thinking
Created viable innovation concept
Developed implementation plan

Differentiation¶

For Students Who Need Support¶

Join group project
Scaffolded design process
Focus on single aspect

For Advanced Students¶

Complete implementation plan
Research existing solutions
Lead project team

Wonder at Home 🏠¶

Family Activity: Discuss family blessings and how to share them! Choose a family service project. Research St. Katharine Drexel. Practice gratitude daily—and pair it with action!

Teacher Notes¶

Connect to school Thanksgiving service
Follow through on promising ideas
Consider partnering with parish outreach
St. Katharine Drexel feast: March 3

Previous: Session 5 — Scratch Advanced
Next: Session 7 — Christmas Electronics

Session 7: Christmas Electronics 🎄¶

Overview¶

Grades: 5-6 | Duration: 45 minutes | Session: 7 of 17

Students use Little Bits to create interactive Christmas/Advent electronic projects.

Session 7: Christmas Electronics¶

Learning Objectives¶

By the end of this session, students will:

Apply electronic circuit concepts
Design interactive electronic projects
Use inputs, outputs, and logic in circuits
Create meaningful Advent/Christmas creations

Session 7: Christmas Electronics¶

Materials Needed¶

💡 Little Bits kits (from CSCOE library)
📦 Craft materials for mounting
📓 Engineering journals
🎄 Christmas/Advent theme supplies

Catholic Integration¶

Saint Connection¶

St. Lucy — Her name means "light." She brought hope during dark times. Celebrated during Advent!

Scripture¶

"The people walking in darkness have seen a great light." — Isaiah 9:2

Opening Prayer¶

Dear Jesus, you are the Light of the World. As we prepare for Christmas, help us create projects that spread your light and love. Come, Lord Jesus! Amen.

Lesson Procedure¶

Opening Circle (7 minutes)¶

Advent & Light:
Shortest days, longest nights
Light grows as Christmas approaches
Jesus = Light breaking into darkness
St. Lucy:
Name means "light"
Brought food to hiding Christians wearing candle crown
Celebrated December 13
Little Bits Review:
Blue = Power
Pink = Inputs (buttons, sensors)
Green = Outputs (lights, sounds, motors)
Orange = Wires
Today: Create interactive Advent/Christmas electronics!

Main Activity: Christmas Electronics (30 minutes)¶

Part 1: Circuit Planning (5 minutes)

Choose a Project:

Option A: Interactive Nativity

Light sensor triggers star light
Sound activated Angel "Gloria!"
Motion-triggered stable lights

Option B: Advent Wreath

Buttons for each candle
Progressive lighting (week 1, 2, 3, 4)
Light sensor for "darkness to light"

Option C: Christmas Card/Gift

Touch-activated music
Light-up elements
Personalized message display

Option D: Light of the World Display

Darkness sensor activates light
"Light in darkness" demonstration
Interactive elements

Part 2: Build & Test (20 minutes)

Circuit Building: 1. Plan circuit on paper (2 min) 2. Gather Little Bits components (2 min) 3. Build circuit in stages: - Power first - Add input - Add output - Test each stage 4. Mount on project base (5 min) 5. Refine and debug (3 min)

Part 3: Demonstration & Gallery (5 minutes)

Share creations
Explain circuit and meaning
Celebrate the light!

Engineering Journal (5 minutes)¶

Draw your circuit (label components)
Explain what each part does
Write: "Light is important at Advent because..."
Write: "My creation represents..."

Closing Circle (3 minutes)¶

Light Celebration — All circuits light up!
Advent Hope — "What does Jesus' light mean to you?"
Closing Prayer — "Jesus, Light of the World, shine in our hearts. Help us bring your light to everyone we meet. Amen."

Assessment¶

Observation Checklist:

Built working circuit
Used inputs and outputs
Created meaningful project
Connected to faith theme

Differentiation¶

For Students Who Need Support¶

Simpler single-input circuit
Partner work
Template circuit design

For Advanced Students¶

Multiple inputs/outputs
Logic modules
Interactive sequence

Wonder at Home 🏠¶

Family Activity: Share your creation with family! Discuss light symbolism in Advent. Notice how light increases as Christmas approaches. Create more light-themed projects together!

Teacher Notes¶

Reserve Little Bits from CSCOE
Test all components before class
Projects make great gifts
Display at Christmas concert

Previous: Session 6 — Thanksgiving Innovation
Next: Session 8 — App Inventor

Session 8: App Inventor 📱¶

Overview¶

Grades: 5-6 | Duration: 45 minutes | Session: 8 of 17

Students are introduced to MIT App Inventor, learning to create real mobile apps with block-based programming.

Session 8: App Inventor¶

Learning Objectives¶

By the end of this session, students will:

Navigate MIT App Inventor interface
Understand app components (Designer and Blocks)
Create a simple working mobile app
Connect app development to serving others

Session 8: App Inventor¶

Materials Needed¶

💻 Computers with internet access
📱 Android devices or emulator
📋 App Inventor guides
📓 Engineering journals

Catholic Integration¶

Saint Connection¶

Blessed Carlo Acutis — Created websites and digital content to share faith. He'd have loved making apps!

Scripture¶

"Go therefore and make disciples of all nations." — Matthew 28:19 (Apps can share the Gospel!)

Opening Prayer¶

Dear God, thank you for technology that connects people. Help us create apps that serve others and share your love. Guide our programming today! Amen.

Lesson Procedure¶

Opening Circle (7 minutes)¶

Mobile Apps:
"You use apps every day—now you'll CREATE one!"
Apps solve problems and serve users
Billions of people use apps
MIT App Inventor:
Free, browser-based tool
Makes real Android apps!
Created at MIT for learning
Blessed Carlo Acutis:
Used digital skills for faith
"The internet is a gift from God"
Apps can spread love!

Main Activity: First App Creation (30 minutes)¶

Part 1: Interface Tour (8 minutes)

Two Main Screens: 1. Designer — How app looks - Components palette - Screen layout - Properties

Blocks — How app works
Event blocks (when button clicked)
Action blocks (what happens)
Logic blocks

Demo: Create new project, add button, test

Part 2: Build Your First App (18 minutes)

Guided Project: Personal Message App

In Designer (7 min): 1. Add Label (title) 2. Add TextBox (user input) 3. Add Button (submit) 4. Add Label (output display) 5. Customize colors and text

In Blocks (8 min): 1. When Button.Click: - Set OutputLabel.Text to TextBox.Text 2. Add more functionality: - Text to Speech (say the message!) - Clear button

Testing (3 min):

Use AI Companion app or emulator
Test your app!
Debug any issues

Part 3: Customization (4 minutes)

Make it your own:
Change colors
Add image
Additional features
Ideas: Prayer app, gratitude journal, quiz

Engineering Journal (5 minutes)¶

Sketch your app screens
List components used
Write: "My app does..."
Write: "I could create an app that helps others by..."

Closing Circle (3 minutes)¶

App Ideas — "What app would you create to help people?"
Tech for Good — "How can apps serve God's kingdom?"
Closing Prayer — "Thank you, God, for the ability to create. Help us use technology to serve you and others. Amen."

Assessment¶

Observation Checklist:

Navigated App Inventor
Used Designer and Blocks
Created working app
Connected to service opportunity

Differentiation¶

For Students Who Need Support¶

Step-by-step guides
Simpler app features
Partner work

For Advanced Students¶

Multiple screens
Database storage
Complex interactions

Wonder at Home 🏠¶

Family Activity: App Inventor is FREE at ai2.appinventor.mit.edu! Create an account and explore. Design an app your family would use. Discuss: What problems could an app solve?

Teacher Notes¶

Create class App Inventor account or individual
Test AI Companion before class
Works best with Android devices
Students can continue at home

Previous: Session 7 — Christmas Electronics
Next: Session 9 — Catholic Scientists

Session 9: Catholic Scientists 🔬¶

Overview¶

Grades: 5-6 | Duration: 45 minutes | Session: 9 of 17

Students research and present on significant Catholic scientists, exploring the harmony between faith and scientific discovery.

Session 9: Catholic Scientists¶

Learning Objectives¶

By the end of this session, students will:

Research a Catholic scientist in depth
Understand the historical relationship between Church and science
Create a presentation about their scientist
Articulate how faith and reason complement each other

Session 9: Catholic Scientists¶

Materials Needed¶

💻 Research computers
📋 Research guides
📓 Engineering journals
🖥️ Presentation tools

Catholic Integration¶

Theme¶

Faith and Reason — "Faith and reason are like two wings on which the human spirit rises to the contemplation of truth." — St. John Paul II

Scripture¶

"The heavens declare the glory of God; the skies proclaim the work of his hands." — Psalm 19:1

Opening Prayer¶

Dear God, you gave us minds to explore your creation. Thank you for the faithful scientists who used reason to discover your truths. Help us follow their example. Amen.

Lesson Procedure¶

Opening Circle (7 minutes)¶

Catholic Schools Week Connection:
Celebrating Catholic education
Faith and reason together
Church & Science History:
Catholic Church has supported science throughout history
Pontifical Academy of Sciences (Vatican scientists!)
Many discoveries made by priests, monks, nuns
Famous Catholic Scientists:
Fr. Georges Lemaître — Big Bang Theory
Gregor Mendel — Genetics
Nicolaus Copernicus — Heliocentric model
Louis Pasteur — Germ theory, vaccines
Sr. Mary Kenneth Keller — Computer science pioneer

Main Activity: Research & Present (30 minutes)¶

Part 1: Select & Research (15 minutes)

Choose a Catholic Scientist:

Fr. Georges Lemaître — Big Bang Theory
Gregor Mendel — Genetics/heredity
Louis Pasteur — Vaccines, germ theory
Bl. Nicolas Steno — Geology founder
Maria Gaetana Agnesi — Mathematics
Br. Guy Consolmagno — Vatican astronomer (living!)
Sr. Mary Kenneth Keller — First woman with CS PhD
Jérôme Lejeune — Down syndrome research
Galileo Galilei — Physics, astronomy (yes, remained Catholic!)
Roger Bacon — Scientific method pioneer (Franciscan friar)

Research Questions: 1. Who were they? (Background, dates) 2. What did they discover/contribute? 3. How did their faith influence their work? 4. What quotes show their faith-science integration? 5. Why does their work matter today?

Part 2: Create Presentation (10 minutes)

Choose format:
Poster
Digital slides
Video script
Infographic

Include:

Name, image, dates
Key contributions
Faith connection
Impact today
Notable quote

Part 3: Gallery/Presentations (5 minutes)

Share findings
Or prepare for extended presentations

Engineering Journal (5 minutes)¶

Write about your scientist
Key contribution: ___
Faith quote: ___
Write: "Faith and science work together because..."
Write: "I was surprised that..."

Closing Circle (3 minutes)¶

Key Learnings — "What surprised you most?"
Faith & Reason — "How do they complement each other?"
Closing Prayer — "God, thank you for scientists who saw your truth in creation. Help us use our minds to discover and serve. Amen."

Assessment¶

Observation Checklist:

Researched thoroughly
Identified key contributions
Connected faith to science
Created quality presentation

Differentiation¶

For Students Who Need Support¶

Pre-gathered resources
Partner research
Simplified presentation format

For Advanced Students¶

Compare multiple scientists
Research Vatican Observatory
Create timeline of Catholic science

Wonder at Home 🏠¶

Family Activity: Share your research! Look up more Catholic scientists. Visit Vatican Observatory website. Discuss: Why do some people think faith and science conflict? How does your family see them working together?

Teacher Notes¶

See Resources/Catholic_Scientists_Heritage.md
Extended presentations if time allows
Display during Catholic Schools Week
Consider scientist "wax museum"

Previous: Session 8 — App Inventor
Next: Session 10 — Environmental Science

Session 10: Environmental Science 🌍¶

Overview¶

Grades: 5-6 | Duration: 45 minutes | Session: 10 of 17

Students explore environmental science and sustainability, designing solutions for environmental challenges.

Session 10: Environmental Science¶

Learning Objectives¶

By the end of this session, students will:

Understand key environmental challenges
Connect creation care to Catholic teaching
Design a sustainability solution
Calculate environmental impact

Session 10: Environmental Science¶

Materials Needed¶

📊 Environmental data resources
📦 Design materials
📓 Engineering journals
💻 Research tools

Catholic Integration¶

Saint Connection¶

Pope Francis & Laudato Si' — "Care for our common home" calls us to protect God's creation!

Scripture¶

"The Lord God took the man and put him in the Garden of Eden to work it and take care of it." — Genesis 2:15

Opening Prayer¶

Dear God, you created our beautiful world and gave us responsibility to care for it. Help us be good stewards of creation. Guide our designs to protect your earth. Amen.

Lesson Procedure¶

Opening Circle (8 minutes)¶

Creation Care:
God gave us Earth to steward
"Laudato Si'" — Pope Francis's encyclical on environment
Catholics have responsibility to care for creation
Environmental Challenges:
Climate change
Pollution (air, water, plastic)
Resource depletion
Habitat destruction
Waste management
Engineering Solutions:
Technology can help solve these problems!
Sustainable design principles
"Leave it better than we found it"

Main Activity: Sustainability Design (28 minutes)¶

Part 1: Problem Investigation (8 minutes)

Choose an Environmental Focus:

Plastic waste reduction
Energy conservation
Water protection
Air quality improvement
Food waste reduction
Habitat protection

Research:

How big is this problem?
What's causing it?
What solutions exist?
What's still needed?

Part 2: Design a Solution (15 minutes)

Apply Design Thinking:

Define the Problem (3 min):
Specific, local focus
"How might we reduce _____ in our school/community?"
Ideate Solutions (4 min):
Many ideas quickly
Technology-enhanced options
Behavior change options
System redesign options
Design & Prototype (8 min):
Choose best idea
Create detailed design:
- How does it work?
- What's needed to implement?
- What impact will it have?
Calculate potential impact if possible

Part 3: Solution Share (5 minutes)

Present designs
Discuss feasibility
Identify school implementation opportunities

Engineering Journal (5 minutes)¶

Problem you addressed: ___
Your solution design (sketch and explain)
Potential impact: ___
Write: "Catholics should care for creation because..."

Closing Circle (4 minutes)¶

Action Items — "What can we actually DO?"
Laudato Si' Connection — "How does Pope Francis challenge us?"
Closing Prayer — "Creator God, thank you for our beautiful planet. Help us be faithful stewards who protect and restore your creation. Amen."

Assessment¶

Observation Checklist:

Understood environmental challenge
Connected to Catholic teaching
Designed viable solution
Considered implementation

Differentiation¶

For Students Who Need Support¶

Focus on one simple problem
Partner work
Template for design

For Advanced Students¶

Research existing innovations
Calculate detailed impact
Create implementation plan

Wonder at Home 🏠¶

Family Activity: Family environmental audit! Track energy, water, and waste for a week. Identify one change to make. Read excerpts from Laudato Si' together. Start a family sustainability project!

Teacher Notes¶

Connect to school green initiatives
Consider implementing student solutions
Partner with science curriculum
Laudato Si' has great discussion prompts

Previous: Session 9 — Catholic Scientists
Next: Session 11 — Lenten Engineering

Session 11: Lenten Engineering 💜¶

Overview¶

Grades: 5-6 | Duration: 45 minutes | Session: 11 of 17

Students design and implement meaningful service projects during Lent, applying engineering and design skills to serve others.

Session 11: Lenten Engineering¶

Learning Objectives¶

By the end of this session, students will:

Connect Lenten practices to service
Identify meaningful service opportunities
Design comprehensive service project
Create implementation and impact plans

Session 11: Lenten Engineering¶

Materials Needed¶

📋 Project planning templates
📦 Prototyping materials
📓 Engineering journals
💻 Research resources

Catholic Integration¶

Saint Connection¶

Corporal and Spiritual Works of Mercy — Traditional Catholic ways to serve: Feed the hungry, shelter the homeless, visit the sick, comfort the sorrowful, counsel the doubtful...

Scripture¶

"Truly I tell you, whatever you did for one of the least of these brothers and sisters of mine, you did for me." — Matthew 25:40

Opening Prayer¶

Dear Jesus, during Lent we prepare for Easter by growing closer to you through service. Help us use our skills to serve "the least of these." Guide our designs and our hearts. Amen.

Lesson Procedure¶

Opening Circle (7 minutes)¶

Lent Season:
40 days of preparation
Prayer, Fasting, Almsgiving
Growing through sacrifice and service
Works of Mercy:
Corporal: Feed, clothe, shelter, visit, care for
Spiritual: Counsel, instruct, comfort, forgive, pray
Engineering for Service:
Apply our skills to serve
Design thinking meets Catholic Social Teaching
Create lasting impact

Main Activity: Service Project Design (30 minutes)¶

Part 1: Need Assessment (8 minutes)

Identify Service Opportunity:

School community needs
Parish outreach needs
Local organization needs
Global mission needs

Research Questions:

Who specifically needs help?
What are the root causes?
What's already being done?
Where can we add value?

Select Project Focus:

Must be actionable
Must use our skills
Must have real impact

Part 2: Project Design (15 minutes)

Comprehensive Project Plan:

Problem Statement (2 min):
Clear, specific need
Who benefits and how
Solution Design (5 min):
What exactly will you create/do?
How does it address the need?
What makes it effective?
Implementation Plan (4 min):
Timeline
Resources needed
Team roles
Partnerships required
Impact Measurement (2 min):
How will you know it worked?
What will change?
How many people helped?
Sustainability (2 min):
Can this continue beyond this project?
How can others replicate it?

Part 3: Project Pitches (7 minutes)

Present project plans
Class selects project(s) to implement
Assign teams/roles

Engineering Journal (5 minutes)¶

Your project summary
Your role and responsibilities
Implementation timeline
Write: "Service is important during Lent because..."
Personal Lenten commitment: ___

Closing Circle (3 minutes)¶

Commitment — "What will you sacrifice and serve?"
Works of Mercy — "Which work are we practicing?"
Closing Prayer — "Jesus, you came to serve, not to be served. Help us follow your example this Lent. Bless our projects and those we serve. Amen."

Assessment¶

Observation Checklist:

Identified meaningful service opportunity
Created comprehensive project plan
Considered implementation details
Made personal commitment

Differentiation¶

For Students Who Need Support¶

Join established project
Specific role assignment
Scaffolded planning

For Advanced Students¶

Lead project component
Create promotional materials
Coordinate partnerships

Wonder at Home 🏠¶

Family Activity: Family Lenten service project! Discuss Works of Mercy. Choose one to practice as a family. Rice Bowl, volunteering, visiting elderly. Design thinking at home for service!

Teacher Notes¶

Connect to school/parish Lent initiatives
Schedule follow-up implementation sessions
Partner with outreach organizations
Document service for portfolio

Previous: Session 10 — Environmental Science
Next: Session 12 — Life Science

Session 12: Life Science 🧬¶

Overview¶

Grades: 5-6 | Duration: 45 minutes | Session: 12 of 17

Students investigate life science concepts, exploring cells, DNA, or ecology with connections to resurrection themes.

Session 12: Life Science¶

Learning Objectives¶

By the end of this session, students will:

Explore fundamental life science concepts
Conduct scientific investigation
Connect biology to faith themes
Appreciate the complexity of life

Session 12: Life Science¶

Materials Needed¶

🔬 Microscopes (if available)
📸 Cell/DNA diagrams
📦 Investigation materials
📓 Engineering journals
💻 Digital resources

Catholic Integration¶

Saint Connection¶

Easter Preparation — Just as cells divide and organisms transform, Easter celebrates the ultimate transformation: death to new life!

Scripture¶

"I am the resurrection and the life. The one who believes in me will live, even though they die." — John 11:25

Opening Prayer¶

Dear God, you created life with incredible complexity and beauty. As we study your living creation, help us see your wisdom and prepare our hearts for Easter's celebration of new life. Amen.

Lesson Procedure¶

Opening Circle (7 minutes)¶

Life's Complexity:
Every living thing is incredibly complex
Trillions of cells in your body
DNA instructions in every cell
Life Science Areas:
Cells — Building blocks of life
DNA — Instructions for life
Ecology — Connections between life
Resurrection Theme:
Life constantly renews
Death leads to new life (seeds, metamorphosis)
Easter: Ultimate new life!

Main Activity: Life Science Investigation (30 minutes)¶

Choose ONE Investigation Track:

Track A: Cell Exploration (if microscopes available)

Prepare Slides (8 min):
Onion skin cells
Cheek cells
Pond water organisms
Observe & Draw (12 min):
Find cells under microscope
Identify parts: membrane, nucleus
Sketch observations
Analysis (5 min):
Compare plant and animal cells
Discuss: Why are cells called "building blocks of life"?
Connection (5 min):
Cells constantly divide and renew
"New life" happening right now!

Track B: DNA Discovery (no microscope)

DNA Background (8 min):
DNA = Instructions for life
Double helix structure
Every cell has complete instructions
DNA Extraction (12 min):
Extract DNA from strawberry/banana
See real DNA!
Discuss: This contains instructions for making more fruit!
DNA Model (5 min):
Create simple DNA model
Show double helix, base pairs
Connection (5 min):
DNA passes from generation to generation
Life continues through inheritance

Track C: Ecosystem Investigation

Local Ecosystem (8 min):
Observe outdoor space or images
Identify producers, consumers, decomposers
Web of Life Activity (12 min):
Create detailed food web
Show energy flow
Identify keystone species
Analysis (5 min):
What happens if one species disappears?
How is life interconnected?
Connection (5 min):
Cycle of life: death feeds new life
Everything is connected

Engineering Journal (5 minutes)¶

Draw your investigation observations
Key discovery: ___
Write: "Life shows God's design because..."
Write: "This connects to Easter because..."

Closing Circle (3 minutes)¶

Wonder — "What amazed you about life today?"
Easter Preview — "How does studying life prepare us for Easter?"
Closing Prayer — "God of life, thank you for the miracle of living things. As Easter approaches, help us celebrate your gift of new and eternal life. Amen."

Assessment¶

Observation Checklist:

Engaged in investigation
Made accurate observations
Connected to faith themes
Demonstrated understanding

Differentiation¶

For Students Who Need Support¶

Guided observation sheets
Partner work
Focus on key concepts

For Advanced Students¶

Independent research extension
Complex analysis
Connection to bioengineering

Wonder at Home 🏠¶

Family Activity: Observe life around you! Look for signs of spring and new life. Research DNA or cells online. Discuss: How does understanding life increase our appreciation of the Creator?

Teacher Notes¶

Choose track based on available equipment
DNA extraction works with household items
Great timing before Easter
Connect to science curriculum

Previous: Session 11 — Lenten Engineering
Next: Session 13 — Easter Tech

Session 13: Easter Technology 🌅¶

Overview¶

Grades: 5-6 | Duration: 45 minutes | Session: 13 of 17

Students use technology to create meaningful Easter projects that celebrate and share the resurrection message.

Session 13: Easter Technology¶

Learning Objectives¶

By the end of this session, students will:

Apply technology skills to faith expression
Create a digital Easter project
Share the resurrection message creatively
Reflect on Easter's meaning

Session 13: Easter Technology¶

Materials Needed¶

💻 Computers with various software
📱 Digital creation tools
📓 Engineering journals
🎨 Additional supplies as needed

Catholic Integration¶

Saint Connection¶

The Apostles — After experiencing the risen Christ, they used every available means to share the Good News!

Scripture¶

"He is not here; he has risen! Remember how he told you..." — Luke 24:6

Opening Prayer¶

Alleluia! Christ is risen! Thank you, God, for the gift of Easter and the promise of eternal life. Help us use our skills to share this Good News with joy! Alleluia! Amen.

Lesson Procedure¶

Opening Circle (6 minutes)¶

ALLELUIA! — "The greatest celebration of our faith!"
Easter Truth:
Jesus really died
Jesus really rose
We really have hope of eternal life
Technology for Evangelization:
Early Christians used scrolls, art, architecture
We can use digital tools!
Share Good News in modern ways

Main Activity: Easter Project Creation (31 minutes)¶

Part 1: Project Selection (5 minutes)

Choose Your Technology Platform:

Option A: App Inventor Easter App

Interactive Easter story app
Prayer/devotional app
Easter quiz or game

Option B: Advanced Scratch Animation

Animated Easter story
Interactive resurrection narrative
Easter message game

Option C: Digital Video/Presentation

Easter documentary short
Animated presentation
Photo story with narration

Option D: Website/Digital Portfolio

Easter web page
Interactive Easter exploration
Digital Easter garden

Option E: Other Technology

Podcast episode
Interactive infographic
Digital art series

Part 2: Create (22 minutes)

Project Requirements:

Must communicate Easter message
Must use technology skills effectively
Must be shareable with others
Must include Scripture reference

Work Time:

Focus on quality content
Apply skills learned this year
Debug and refine
Prepare for presentation

Part 3: Presentation (4 minutes)

Quick showcase of work
(Extended presentations can continue)

Engineering Journal (5 minutes)¶

Project description
Technology skills used
Easter message communicated: ___
Write: "The resurrection means to me..."
Write: "I want to share this because..."

Closing Circle (3 minutes)¶

Easter Joy — "What does resurrection mean for your life?"
Sharing Good News — "How will you share the Easter message?"
Closing Prayer:

Alleluia! Alleluia! Christ has risen from the dead! Death has no power over him—or over us! Thank you, Jesus, for the gift of eternal life! Help us share this Good News with everyone! Alleluia! Amen!

Assessment¶

Observation Checklist:

Applied appropriate technology
Communicated Easter message effectively
Demonstrated skill application
Created shareable product

Differentiation¶

For Students Who Need Support¶

Simpler technology option
Template provided
Partner work

For Advanced Students¶

Complex multi-media project
Original creative approach
Plan for distribution

Wonder at Home 🏠¶

Family Activity: Share your Easter project with family! Attend Easter liturgies together. Discuss: What does resurrection mean for our family? How can we share Easter hope with others?

Teacher Notes¶

Time near Easter break
Projects can be shared at school celebration
Consider posting on school website
Continue work if needed after Easter

Previous: Session 12 — Life Science
Next: Session 14 — Sphero Challenge

Session 14: Sphero Challenge 🏆¶

Overview¶

Grades: 5-6 | Duration: 45 minutes | Session: 14 of 17

Students compete in advanced Sphero challenges, demonstrating mastery of programming concepts.

Session 14: Sphero Challenge¶

Learning Objectives¶

By the end of this session, students will:

Apply advanced Sphero programming skills
Complete multi-step challenges
Work under time pressure
Demonstrate growth since Session 2

Session 14: Sphero Challenge¶

Materials Needed¶

🤖 Sphero BOLT robots (from CSCOE library)
📱 Tablets with Sphero Edu
🏁 Challenge course materials
📓 Engineering journals
🏆 Awards/recognition items

Catholic Integration¶

Saint Connection¶

St. Paul — "I have fought the good fight, I have finished the race." Excellence in effort honors God!

Scripture¶

"Do you not know that in a race all the runners run, but only one gets the prize? Run in such a way as to get the prize." — 1 Corinthians 9:24

Opening Prayer¶

Dear God, help us give our best effort today. May our work honor you whether we win or struggle. Teach us to celebrate others' success and learn from our challenges. Amen.

Lesson Procedure¶

Opening Circle (5 minutes)¶

Challenge Day!
"Time to show what you've learned!"
Excellence honors God
Growth Reflection:
Remember Session 2?
Look how far you've come!
St. Paul's Athletic Metaphors:
Running the race
Training for excellence
The true prize: Growing in virtue

Main Activity: Challenge Competition (32 minutes)¶

Part 1: Quick Review & Setup (4 minutes)

Connect to Sphero
Quick test
Review challenge rules

Part 2: Challenge Missions (24 minutes)

Mission 1: Precision Navigation (5 min)

Navigate exact course without touching walls
Points for accuracy
Time bonus for speed
Requires: Precise movement programming

Mission 2: Sensor Integration (5 min)

Use light sensor to navigate
Avoid "dark zones"
Find the "light target"
Requires: Conditional programming

Mission 3: Autonomous Dance (5 min)

Create programmed dance routine
Must include: movement, lights, sounds
Judged on creativity and execution
Requires: Complex sequencing

Mission 4: Speed Challenge (4 min)

Complete course as fast as possible
Must hit all checkpoints
Accuracy + speed scoring
Requires: Optimized programming

Mission 5: Innovation Challenge (5 min)

Open-ended: Create something amazing!
Surprise the judges
Demonstrate mastery
Requires: Creativity + skill

Part 3: Finals & Awards (4 minutes)

Final demonstrations
Recognition of excellence:
Most Precise
Most Creative
Best Problem-Solver
Most Improved
Team Spirit

Engineering Journal (5 minutes)¶

Your best challenge: ___
Skills demonstrated: ___
Compare to Session 2: ___
Write: "Excellence means..."
Write: "I'm proud that I..."

Closing Circle (3 minutes)¶

Celebration — Recognize all participants!
Growth — "How have you grown?"
Closing Prayer — "Thank you, God, for growth and achievement. Help us continue to give our best in all we do. Amen."

Assessment¶

Observation Checklist:

Demonstrated programming mastery
Completed multiple challenges
Showed significant growth
Displayed good sportsmanship

Differentiation¶

For Students Who Need Support¶

Modified challenge difficulty
Extra time allowed
Partner option

For Advanced Students¶

Create challenges for others
Mentor struggling peers
Extra difficulty levels

Wonder at Home 🏠¶

Family Activity: Share your challenge results! Celebrate growth, not just winning. Discuss: How does giving your best honor God? What skills have you developed that you're proud of?

Teacher Notes¶

Reserve Sphero BOLTs ahead
Set up courses before class
Have backup activities ready
Emphasize growth over competition
Document for portfolios

Previous: Session 13 — Easter Tech
Next: Session 15 — Physics & Motion

Session 15: Physics & Motion ⚡¶

Overview¶

Grades: 5-6 | Duration: 45 minutes | Session: 15 of 17

Students explore Newton's Laws of Motion through hands-on experiments and engineering applications.

Session 15: Physics & Motion¶

Learning Objectives¶

By the end of this session, students will:

Understand Newton's three laws of motion
Conduct motion experiments
Apply physics to engineering design
See order and consistency in God's creation

Session 15: Physics & Motion¶

Materials Needed¶

🚗 Motion experiment materials (cars, balls, ramps)
📏 Measurement tools
📓 Engineering journals
📸 Newton's Laws visuals

Catholic Integration¶

Saint Connection¶

Natural Law — The consistent laws of physics reflect God's orderly creation. Newton himself saw his discoveries as revealing God's design!

Scripture¶

"The heavens declare the glory of God; the skies proclaim the work of his hands." — Psalm 19:1

Opening Prayer¶

Dear God, you created a universe of order and consistency. Help us discover the laws you built into creation. May our understanding deepen our awe of your wisdom. Amen.

Lesson Procedure¶

Opening Circle (8 minutes)¶

Physics = God's Order:
Universe follows consistent laws
We can discover and use them!
Isaac Newton: "This most beautiful system could only proceed from the dominion of an intelligent Being."
Newton's Three Laws:
1^st Law (Inertia): Objects stay at rest or in motion unless acted upon by a force
2^nd Law (F=ma): Force = Mass × Acceleration
3^rd Law (Action-Reaction): Every action has an equal and opposite reaction
Why It Matters:
Every machine, vehicle, building uses these laws!
Engineers apply physics constantly

Main Activity: Motion Experiments (28 minutes)¶

Part 1: First Law - Inertia (8 minutes)

Experiment: Tablecloth Pull

Objects want to stay where they are!
Demo: Pull cloth from under objects
Or: Coin/card on cup (flick card, coin drops)

Application:

Seatbelts (body wants to keep moving in crash)
Why you lean when car turns

Engineering Connection:

Safety systems must account for inertia

Part 2: Second Law - F=ma (8 minutes)

Experiment: Ramp Races

Same ball, different ramps (angles)
More force (gravity) = more acceleration
Different masses, same ramp

Observations:

Steeper = faster acceleration
Heavier objects need more force to accelerate same

Engineering Connection:

Car engines, rockets, sports equipment

Part 3: Third Law - Action-Reaction (8 minutes)

Experiment: Balloon Rocket

Inflate balloon on string track
Release: Air goes back, balloon goes forward!
Equal and opposite!

Other Examples:

Walking (push ground back, move forward)
Swimming (push water back, move forward)
Rockets (push exhaust down, rocket goes up)

Engineering Connection:

Jet engines, rockets, propellers

Part 4: Design Application (4 minutes)

Quick sketch: Design something that uses all 3 laws
Examples: Car, rocket, sports equipment
Label which law applies where

Engineering Journal (5 minutes)¶

Write each law in your own words
Draw one experiment and explain results
Your design sketch with laws labeled
Write: "Physics shows God's order because..."

Closing Circle (4 minutes)¶

Laws Appreciation — "Which law surprised you most?"
Order in Creation — "How does physics reveal God's design?"
Closing Prayer — "God, thank you for the consistent laws that govern your creation. Help us use this knowledge to engineer solutions that serve others. Amen."

Assessment¶

Observation Checklist:

Explained all three laws
Participated in experiments
Connected physics to engineering
Saw order in creation

Differentiation¶

For Students Who Need Support¶

Focus on demonstrations
Simple law explanations
Partner work

For Advanced Students¶

Calculate force/acceleration
Design complex application
Research advanced physics

Wonder at Home 🏠¶

Family Activity: Find Newton's laws at home! Watch videos of rockets, sports, car crashes (safety videos). Discuss: How do these laws affect everyday life? Research Newton's faith!

Teacher Notes¶

Simple materials work best
Safety with balloon rockets
Connect to playground physics
Great for outdoor experiments

Previous: Session 14 — Sphero Challenge
Next: Session 16 — Advanced Invention

Session 16: Advanced Invention 🔧¶

Overview¶

Grades: 5-6 | Duration: 45 minutes | Session: 16 of 17

Students create original inventions, applying all the skills learned throughout the year to solve real problems.

Session 16: Advanced Invention¶

Learning Objectives¶

By the end of this session, students will:

Apply integrated skills to original invention
Follow complete design process
Create working prototype
Present invention with rationale

Session 16: Advanced Invention¶

Materials Needed¶

📦 Various making materials
💻 Digital tools as needed
📓 Engineering journals
🏆 Invention showcase materials

Catholic Integration¶

Saint Connection¶

God the Creator — We are made in the image of the Creator! Our creativity reflects His nature.

Scripture¶

"For we are God's handiwork, created in Christ Jesus to do good works, which God prepared in advance for us to do." — Ephesians 2:10

Opening Prayer¶

Dear God, you created us in your image as creative beings. Help us use all we've learned to invent something that serves others. May our work honor you. Amen.

Lesson Procedure¶

Opening Circle (6 minutes)¶

Capstone Project:
"Apply EVERYTHING you've learned!"
Design thinking + technology + engineering + faith
Year Skills Review:
Design thinking process
Programming (Scratch, Sphero, App Inventor)
Electronics (Little Bits, circuits)
Engineering (structures, physics)
Research and presentation
Invention Requirements:
Solve a real problem
Use skills from this year
Be original and creative
Be prepared to present

Main Activity: Invention Lab (31 minutes)¶

Part 1: Problem Identification (5 minutes)

What problem will you solve?
Who will benefit?
Why does this matter?
Must be:
Real problem
Solvable with available skills/materials
Meaningful to someone

Part 2: Design & Prototype (22 minutes)

Full Design Thinking Cycle:

EMPATHIZE (2 min):
Who has this problem?
What's their experience?
DEFINE (2 min):
"How might we..." statement
Clear problem frame
IDEATE (3 min):
Multiple solution concepts
Choose best approach
PROTOTYPE (12 min):
Build working model
Options:
- Physical construction
- Programmed solution (Scratch/App)
- Electronic circuit
- Combination
Focus on demonstrating concept
TEST (3 min):
Does it work?
Get peer feedback
Note improvements needed

Part 3: Presentation Prep (4 minutes)

Prepare 1-minute pitch:
Problem you solved
Your solution
How it works
Why it matters

Engineering Journal (5 minutes)¶

Invention name: ___
Problem solved: ___
Solution description:
Sketch/diagram:
Write: "I'm proud of this invention because..."

Closing Circle (3 minutes)¶

Preview Showcase — Quick share or preview for next session
Creativity Celebration — "You are inventors!"
Closing Prayer — "Thank you, God, for the gift of creativity. Bless these inventions and the people they will help. Amen."

Assessment¶

Observation Checklist:

Identified real problem
Applied design process
Created working prototype
Prepared presentation

Differentiation¶

For Students Who Need Support¶

Simpler problem focus
Guided prototyping
Partner work

For Advanced Students¶

Complex multi-component invention
User testing included
Business model thinking

Wonder at Home 🏠¶

Family Activity: Practice your presentation for family! Get feedback to improve. Research young inventors. Discuss: What problems in our community could be solved with invention?

Teacher Notes¶

This is second-to-last session
Inventions should be ready for exhibition
Encourage originality
Document for portfolios

Previous: Session 15 — Physics & Motion
Next: Session 17 — Year Exhibition

Session 17: Year Exhibition 🎓¶

Overview¶

Grades: 5-6 | Duration: 45 minutes | Session: 17 of 17

Students present their portfolios and inventions, celebrating growth and achievement throughout the year.

Session 17: Year Exhibition¶

Learning Objectives¶

By the end of this session, students will:

Present portfolio of year's work
Demonstrate inventions and projects
Reflect on growth and learning
Celebrate achievements and set future goals

Session 17: Year Exhibition¶

Materials Needed¶

📓 Engineering journals (full year)
🖼️ Projects and inventions
📸 Photos from sessions
🏆 Certificates/awards
🎈 Celebration supplies

Catholic Integration¶

Saint Connection¶

All Year's Saints — St. Hildegard, Blessed Carlo Acutis, Cathedral Builders, Psalm 139, St. Thomas Aquinas, St. Katharine Drexel, St. Lucy, Pope Francis, St. Paul, and more!

Scripture¶

"Well done, good and faithful servant!" — Matthew 25:21

Opening Prayer¶

Dear God, thank you for an incredible year of learning and creating. Thank you for each student and their unique gifts. Bless these young engineers as they continue to grow. Amen.

Lesson Procedure¶

Opening Circle (6 minutes)¶

Celebration Time!
"17 sessions of amazing work!"
Review highlights with photos
Year Journey:
Design thinking mastery
Advanced programming
Engineering excellence
Faith integration throughout
Saints We Met:
Quick review of saint connections
"Their faith inspired our innovation!"

Main Activity: Exhibition (31 minutes)¶

Part 1: Portfolio Preparation (8 minutes)

Review engineering journals
Select highlights:
Best project
Greatest growth moment
Proudest achievement
Most challenging success
Faith-STREAM connection
Prepare exhibition display

Part 2: Exhibition Gallery (15 minutes)

Set up displays
Students circulate to view all work
Presenters explain:
What they created
Skills demonstrated
What they learned
Faith connections
Visitors ask questions and appreciate

Part 3: Invention Presentations (5 minutes)

Highlight Session 16 inventions
1-minute pitches
Celebrate creativity!

Part 4: Awards & Recognition (3 minutes)

Certificates for all:
"Master Engineer"
"Code Architect"
"Science Explorer"
"Faithful Innovator"
"Design Thinker"
"Perseverance Champion"
Custom recognitions
Each student recognized for unique strengths!

Engineering Journal (5 minutes)¶

Final Entry: 1. "This year I became..." 2. "My proudest achievement..." 3. "Faith and STREAM connect because..." 4. "Next year I want to..." 5. "I will use my gifts to..."

Closing Circle (3 minutes)¶

Gratitude — Each person shares thanks
Future Vision — "What will you create next?"
Final Blessing:

Dear God, Thank you for this year of discovery and growth. Thank you for brilliant minds and creative hearts. Thank you for showing us that faith and science work together. Bless these young engineers and scientists. May they use their gifts to serve you and others. May they never stop learning, questioning, and creating. We ask this through Christ our Lord. Amen.

🎓 CONGRATULATIONS, GRADUATES! 🎓

Assessment¶

Year-End Evaluation:

Presented portfolio effectively
Demonstrated significant growth
Articulated faith-STREAM connection
Shows enthusiasm for continued learning

Year A Accomplishments¶

Skills Mastered:

✅ Advanced design thinking
✅ Sphero BOLT programming
✅ Structural engineering
✅ Human body systems
✅ Advanced Scratch
✅ MIT App Inventor
✅ Little Bits electronics
✅ Environmental science
✅ Newton's Laws
✅ Original invention

Saints & Faith Connections: St. Hildegard • Bl. Carlo Acutis • Cathedral Builders • Psalm 139 • St. Thomas Aquinas • St. Katharine Drexel • St. Lucy • Pope Francis • St. Paul • Natural Law

Portfolio Includes:

Design thinking projects
Programming projects
Engineering builds
Science investigations
Service projects
Original invention
Faith reflections

Wonder at Home 🏠¶

Summer C-STREAM Challenge:

🔧 Continue inventing
💻 Advance coding skills
🔬 Pursue science interests
📚 Read about great inventors
🛠️ Take things apart to learn
❤️ Use skills to serve others
✝️ See God in science and innovation

You are engineers, scientists, programmers, innovators, and children of God!

The world needs what you will create.

Previous: Session 16 — Advanced Invention

End of Grades 5-6 Year A Bi-Weekly C-STREAM Curriculum

Grades 5-6 Year B

Grades 5-6 Bi-Weekly C-STREAM: Year B 🚀¶

Overview¶

Sessions: 17 (bi-weekly) | Duration: 45 minutes each | Year B Rotation

Advanced C-STREAM experiences for upper elementary students, alternating with Year A to provide two years of unique content in combined-grade classrooms.

Year B Focus¶

Year B covers the same core skills and concepts as Year A but with:

Different project contexts and themes
Alternate saint connections
New engineering challenges
Fresh programming projects
Distinct science investigations

Technology & Resources¶

From CSCOE Library¶

Sphero BOLT robots (advanced programming)
KEVA Planks (structural engineering)
Little Bits (electronics)

Software¶

Scratch (advanced projects)
MIT App Inventor (mobile apps)
Sphero Edu app

Session Sequence¶

Session	Title	Theme	Technology
1	Engineering Thinking	Design process mastery	Design journals
2	Sphero Sensors	Advanced sensor programming	Sphero BOLT
3	Architecture Engineering	Building design	KEVA Planks
4	Forensic Science	Scientific investigation	Lab materials
5	Scratch Games	Game design programming	Scratch
6	Gratitude Design	Thanksgiving service	Design materials
7	Advent Coding	Interactive Advent project	Scratch/Sphero
8	App Design	User-centered app design	App Inventor
9	Science & Faith	Research & presentation	Research tools
10	Space Science	Astronomy & exploration	Simulations
11	Mercy Engineering	Works of Mercy project	Various
12	Ecosystem Engineering	Environmental design	Investigation
13	New Life Technology	Easter celebration	Technology choice
14	Robot Olympics	Competition challenges	Sphero BOLT
15	Energy Science	Energy & simple machines	Experiments
16	Innovation Lab	Original invention	Choice
17	Celebration Exhibition	Year-end showcase	Portfolios

Year B vs Year A Comparison¶

Concept	Year A Focus	Year B Focus
Design Process	Engineering design	Design thinking
Robotics	Navigation & dance	Sensors & autonomy
Structures	Bridges & towers	Architecture & buildings
Science Investigation	Human body	Forensic science
Programming	Variables & conditions	Game design
Fall Project	Innovation service	Gratitude design
Christmas	Electronics circuits	Interactive coding
Apps	Basic app creation	User-centered design
Faith-Science	Catholic scientists	Science & faith harmony
Earth Science	Environmental	Space exploration
Lent	Service project	Works of Mercy
Biology	Life science	Ecosystems
Easter	Digital creation	New life technology
Competition	Multi-challenge	Olympic games
Physics	Motion & Newton	Energy & machines

Learning Progression¶

Skills Development¶

Design Thinking: Mastery of full process
Programming: Advanced game design, app development
Engineering: Complex structures, systems thinking
Science: Investigation, analysis, evidence
Communication: Professional presentations

Faith Integration¶

Design thinking as participation in God's creativity
Science as discovery of God's creation
Technology as service tool
Engineering for the common good
Innovation with purpose

Assessment Portfolio¶

Students maintain engineering journals and compile:

Design thinking documentation
Programming projects
Engineering solutions
Science investigations
Service project reflection
Original invention
Faith-STREAM connections

Sessions at a Glance¶

Fall Semester (Sessions 1-9)¶

Building advanced skills in design, programming, and engineering while connecting innovation to faith.

Spring Semester (Sessions 10-17)¶

Applying integrated skills to complex challenges, investigations, and capstone projects.

Year B completes the 5-6 bi-weekly rotation. Combined with Year A, students experience comprehensive C-STREAM curriculum across two years.

Session 1: Engineering Thinking 🧠¶

Overview¶

Grades: 5-6 | Duration: 45 minutes | Session: 1 of 17

Students explore design thinking methodology, learning to approach problems with creativity, empathy, and systematic innovation.

Session 1: Engineering Thinking¶

Learning Objectives¶

By the end of this session, students will:

Understand all five design thinking stages
Apply human-centered design principles
Practice rapid ideation techniques
Begin their Year B engineering journals

Session 1: Engineering Thinking¶

Materials Needed¶

📓 Engineering journals
📋 Design thinking guides
🖍️ Colored markers
📦 Prototype materials
⏱️ Timer

Catholic Integration¶

Saint Connection¶

St. Teresa of Calcutta — She saw needs others missed and designed solutions with love. "If you can't feed a hundred people, then feed just one."

Scripture¶

"Each of you should use whatever gift you have received to serve others, as faithful stewards of God's grace." — 1 Peter 4:10

Opening Prayer¶

Dear God, you gave us creative minds to solve problems and serve others. Help us see needs with compassionate eyes and design solutions with loving hearts. Guide our thinking this year. Amen.

Lesson Procedure¶

Opening Circle (7 minutes)¶

Welcome to Year B!
New year, new challenges, new growth!
Building on past learning
Design Thinking Introduction:
Used by world's best innovators
Human-centered approach
Not just problem-solving—problem FINDING first!
The Five Stages:
Empathize — Understand people's needs
Define — Frame the real problem
Ideate — Generate many ideas
Prototype — Build to learn
Test — Get feedback, improve

Main Activity: Design Thinking Deep Dive (30 minutes)¶

Part 1: Empathize Practice (7 minutes)

Pair interview activity:
"Tell me about a frustration in your school day"
"How does that make you feel?"
"What have you tried?"
"What would be ideal?"
LISTEN deeply, don't solve yet!
Take notes on partner's experience

Part 2: Define Practice (5 minutes)

Analyze interview findings
Write a "Point of View" statement:
"[Name] needs [need] because [insight]"
Turn into "How Might We" question:
"How might we help [name] to [need]?"

Part 3: Ideate Practice (7 minutes)

Rules for ideation:
Defer judgment
Go for quantity
Build on others' ideas
Encourage wild ideas!
Rapid brainstorm: Generate 20+ ideas in 5 minutes!
Star top 3 concepts

Part 4: Quick Prototype (8 minutes)

Choose one idea
Build with available materials
Low-fidelity is fine—build to LEARN
Focus on concept, not perfection

Part 5: Test & Feedback (3 minutes)

Share prototype with partner
Get honest feedback
What works? What's confusing?
Note improvements

Engineering Journal (5 minutes)¶

Year B Journal Setup: 1. Design name page 2. Write: "A design thinker..." 3. Draw the 5 stages with your own icons 4. Reflection: "My strength is ___, I want to grow in ___"

Closing Circle (3 minutes)¶

Insights — "What surprised you about design thinking?"
Year Preview — "This method will guide all our work!"
Closing Prayer — "God, thank you for minds that can create. Help us design with empathy and love. Amen."

Assessment¶

Observation Checklist:

Practiced empathetic listening
Created clear problem statement
Generated multiple ideas
Built and tested prototype

Differentiation¶

For Students Who Need Support¶

Guided interview questions
Partner for all activities
Simplified prototype focus

For Advanced Students¶

Multiple prototype iterations
Deeper empathy research
Lead team activities

Wonder at Home 🏠¶

Family Activity: Practice design thinking at home! Interview a family member about a daily frustration. Brainstorm solutions together. Build a quick prototype. Design thinking works everywhere!

Teacher Notes¶

This establishes Year B methodology
Journal setup is important for year
Emphasize empathy as foundation
Return to these stages all year

Next: Session 2 — Sphero Sensors

Session 2: Sphero Sensors 📡¶

Overview¶

Grades: 5-6 | Duration: 45 minutes | Session: 2 of 17

Students explore advanced sensor capabilities of Sphero BOLT, creating programs that respond to environmental conditions.

Session 2: Sphero Sensors¶

Learning Objectives¶

By the end of this session, students will:

Understand various Sphero BOLT sensors
Program sensor-based responses
Create adaptive robot behaviors
Debug sensor programming

Session 2: Sphero Sensors¶

Materials Needed¶

🤖 Sphero BOLT robots (from CSCOE library)
📱 Tablets with Sphero Edu
🔦 Flashlights (for light sensor)
📓 Engineering journals
🏁 Test environment

Catholic Integration¶

Saint Connection¶

St. Faustina Kowalska — She was attuned to God's presence, sensing divine mercy. Our robots sense their environment; we can sense God's love!

Scripture¶

"The Lord is near to all who call on him, to all who call on him in truth." — Psalm 145:18

Opening Prayer¶

Dear God, you created us with senses to experience your world. Help us program robots that respond intelligently to their environment, just as we respond to your presence in our lives. Amen.

Lesson Procedure¶

Opening Circle (6 minutes)¶

Sensors = Robot Senses:
How do YOU sense the world? (5 senses)
Robots have sensors too!
Sphero BOLT Sensors:
Light sensor — Detects brightness
Gyroscope — Detects rotation/orientation
Accelerometer — Detects movement/collision
Compass — Detects direction
IR (infrared) — Communicates with other Spheros
Why Sensors Matter:
Makes robots responsive
Enables autonomous behavior
Real-world robots use these!

Main Activity: Sensor Programming (31 minutes)¶

Part 1: Light Sensor Exploration (10 minutes)

Challenge A: Light Follower

Program Sphero to respond to light:
Bright light → Move forward
Dim/dark → Stop or turn
Use light sensor blocks in Sphero Edu
Test with flashlight

Challenge B: Day/Night Mode

Different behaviors based on light level:
Bright: Fast, white LED
Medium: Slow, yellow LED
Dark: Stop, blue LED (sleeping!)

Part 2: Gyroscope & Accelerometer (10 minutes)

Challenge C: Collision Response

When Sphero hits something:
Back up
Turn random direction
Try again
Creates autonomous navigation!

Challenge D: Shake Detector

Pick up and shake Sphero
Trigger special response:
Lights flash
Sound plays
Special movement

Part 3: Combined Sensor Challenge (8 minutes)

Challenge E: Smart Navigator

Combine multiple sensors:
Move toward light
Avoid obstacles (collision)
Keep heading straight (compass)
This is how real autonomous robots work!

Part 4: Demo & Share (3 minutes)

Show your best sensor program
Explain the logic
Discuss challenges solved

Engineering Journal (5 minutes)¶

Draw your sensor program flowchart
Sensors used: ___
Behaviors created: ___
Write: "Sensors make robots smart because..."
Debugging story: What problem did you solve?

Closing Circle (3 minutes)¶

Favorite Sensor — "Which sensor was most interesting?"
Real-World Connection — "Where do you see sensors in daily life?"
Closing Prayer — "God, thank you for our senses and the ability to create responsive technology. Help us use these skills to serve others. Amen."

Assessment¶

Observation Checklist:

Programmed with multiple sensors
Created responsive behaviors
Debugged sensor programs
Understood sensor purposes

Differentiation¶

For Students Who Need Support¶

Focus on one sensor at a time
Template programs to modify
Partner work

For Advanced Students¶

All sensors combined
Create sensor-based game
Program Sphero-to-Sphero IR communication

Wonder at Home 🏠¶

Family Activity: Sensor hunt! Find sensors in your home: motion detectors, light sensors, thermostats, phones. Discuss: How do these make devices "smart"? Research autonomous vehicles and their sensors!

Teacher Notes¶

Reserve Sphero BOLTs from CSCOE
Ensure tablets charged and Sphero Edu installed
Light sensor works best with contrasting conditions
Have backup batteries ready

Previous: Session 1 — Engineering Thinking
Next: Session 3 — Architecture

Session 3: Architecture Engineering 🏛️¶

Overview¶

Grades: 5-6 | Duration: 45 minutes | Session: 3 of 17

Students explore architectural engineering principles, designing and building model structures that serve human needs.

Session 3: Architecture Engineering¶

Learning Objectives¶

By the end of this session, students will:

Understand architectural engineering principles
Design buildings for specific purposes
Apply structural concepts to architecture
Balance aesthetics and function

Session 3: Architecture Engineering¶

Materials Needed¶

🧱 KEVA Planks (from CSCOE library)
📐 Grid paper for blueprints
📓 Engineering journals
📸 Architecture examples
📏 Measuring tools

Catholic Integration¶

Saint Connection¶

Medieval Cathedral Architects — Anonymous builders spent lifetimes constructing churches they'd never see completed. Their buildings still inspire awe 800 years later!

Scripture¶

"Unless the Lord builds the house, the builders labor in vain." — Psalm 127:1

Opening Prayer¶

Dear God, you are the master architect of creation. Help us design buildings that serve people well and bring beauty to the world. May our work honor you. Amen.

Lesson Procedure¶

Opening Circle (7 minutes)¶

Architecture = Art + Engineering:
Buildings must be beautiful AND functional
Serve human needs
Last for generations
Cathedral Builders:
Built for God's glory
Flying buttresses = engineering innovation
Light, height, beauty for worship
Architecture Principles:
Form follows function — Shape serves purpose
Load distribution — How weight transfers
Space design — How people move through

Main Activity: Architectural Design Challenge (30 minutes)¶

Part 1: Blueprint Phase (8 minutes)

Design Brief: Create a building for ONE purpose:

School classroom of the future
Community center
Church or chapel
Hospital/clinic
Library/learning space

Requirements:

Must serve the intended users
Entrance and exit visible
Multiple functional areas
Structural stability

Blueprint:

Draw floor plan (top view)
Draw front elevation (side view)
Label key features
Note structural solutions

Part 2: Construction Phase (17 minutes)

Build with KEVA Planks:

Structural Considerations:

Foundation stability
Wall strength
Roof support
Opening reinforcement (doors/windows)

Architectural Features:

Different areas for different functions
Aesthetic elements
Human-scale proportions

Tips:

Start with strong foundation
Interlock corners for stability
Plan roof support before building too high
Add details that serve function

Part 3: Architecture Review (5 minutes)

Present designs
Explain purpose and features
Discuss structural solutions
Peer feedback on form and function

Engineering Journal (5 minutes)¶

Attach or sketch blueprint
Building purpose: ___
Key structural features: ___
Write: "Good architecture serves people by..."
Write: "My design honors God because..."

Closing Circle (3 minutes)¶

Appreciation — "What building design impressed you?"
Cathedral Connection — "How did faith inspire great architecture?"
Closing Prayer — "Lord, bless the buildings where we live, learn, and worship. Help us create spaces that serve your people well. Amen."

Assessment¶

Observation Checklist:

Created functional blueprint
Built stable structure
Balanced form and function
Explained design choices

Differentiation¶

For Students Who Need Support¶

Simpler building type
Partner construction
Template blueprints

For Advanced Students¶

Multiple-story building
Complex roof design
Include scale considerations

Wonder at Home 🏠¶

Family Activity: Architecture tour! Notice buildings in your community. Which are well-designed? Visit a church and observe architectural features. Research famous architects or cathedrals. Draw your dream building!

Teacher Notes¶

Reserve KEVA planks from CSCOE
Show architecture examples before activity
Notre Dame, Sagrada Familia are great examples
Discuss local church architecture

Previous: Session 2 — Sphero Sensors
Next: Session 4 — Forensic Science

Session 4: Forensic Science 🔍¶

Overview¶

Grades: 5-6 | Duration: 45 minutes | Session: 4 of 17

Students learn forensic science techniques, applying scientific method to solve a classroom mystery through evidence analysis.

Session 4: Forensic Science¶

Learning Objectives¶

By the end of this session, students will:

Apply scientific method to investigation
Analyze multiple types of evidence
Draw conclusions from evidence
Understand the importance of truth in justice

Session 4: Forensic Science¶

Materials Needed¶

🔬 Magnifying glasses
🧪 Evidence samples (prepared ahead)
📝 Investigation logs
📓 Engineering journals
📸 Fingerprint materials (optional)

Catholic Integration¶

Saint Connection¶

St. Thomas More — "I am the King's good servant, but God's first." He stood for truth even when it cost his life. Justice requires truth!

Scripture¶

"You will know the truth, and the truth will set you free." — John 8:32

Opening Prayer¶

Dear God, you are the source of all truth. Help us seek truth carefully and honestly. May our investigations serve justice and honor your command to love truth. Amen.

Lesson Procedure¶

Opening Circle (6 minutes)¶

Forensic Science:
Using science to find truth
Evidence tells a story
Careful observation matters
Truth and Justice:
Catholic teaching: Truth is essential for justice
St. Thomas More died for truth
Scientists must be honest investigators
Scientific Method in Action:
Observe → Question → Hypothesize → Test → Conclude
Evidence-based conclusions
Admit what you don't know

Main Activity: Mystery Investigation (31 minutes)¶

Part 1: The Mystery Setup (3 minutes)

Teacher-Prepared Mystery: "Something happened in our classroom!" (Examples:)

Missing classroom item
Mysterious message appeared
Unknown substance found
Classroom was "rearranged"

Multiple suspects (fictional characters or teacher personas) Each has alibis and potential motives

Part 2: Evidence Station Rotation (20 minutes)

Station A: Document Analysis (5 min)

Examine handwriting samples
Compare to mystery note
Look for distinctive features
Record observations

Station B: Substance Analysis (5 min)

Unknown powder/substance (safe materials)
Perform simple tests:
Color observation
Texture analysis
Water reaction
Compare to knowns
Record findings

Station C: Observation Evidence (5 min)

Examine scene photos or recreation
Look for details:
What's out of place?
What clues are visible?
What patterns exist?
Record observations

Station D: Interview Analysis (5 min)

Read witness statements
Look for:
Contradictions
Missing information
Suspicious details
Record analysis

Part 3: Team Analysis (5 minutes)

Teams compile evidence
Discuss findings
Form hypothesis about what happened
Identify gaps in knowledge

Part 4: Case Presentation (3 minutes)

Present conclusions
Cite specific evidence
Acknowledge uncertainties
Reveal solution!

Engineering Journal (5 minutes)¶

Evidence summary from each station
Your hypothesis: ___
Evidence that supports it: ___
Evidence that doesn't fit: ___
Write: "Truth in science matters because..."

Closing Circle (3 minutes)¶

Process Reflection — "What was hardest about investigating?"
Truth Connection — "Why is honest investigation important?"
Closing Prayer — "God of truth, help us always seek what is true and honest. Guide us to use our minds for justice. Amen."

Assessment¶

Observation Checklist:

Careful observation at stations
Evidence-based reasoning
Appropriate conclusions
Understood truth's importance

Differentiation¶

For Students Who Need Support¶

Simplified evidence
Partner work
Guided observation sheets

For Advanced Students¶

Additional complexity in evidence
Lead team analysis
Design own mystery for peers

Wonder at Home 🏠¶

Family Activity: Family mystery night! Create a simple mystery to solve together. Watch forensic science shows critically (what's real vs. TV drama?). Discuss: Why is truth important for justice?

Teacher Notes¶

Prepare mystery and evidence beforehand
Ensure all evidence is age-appropriate
Solution should be fair and discoverable
Connect to real forensic science careers

Previous: Session 3 — Architecture
Next: Session 5 — Scratch Games

Session 5: Scratch Games 🎮¶

Overview¶

Grades: 5-6 | Duration: 45 minutes | Session: 5 of 17

Students design and program original games in Scratch, applying advanced programming concepts with intentional design.

Session 5: Scratch Games¶

Learning Objectives¶

By the end of this session, students will:

Design game mechanics intentionally
Program using variables, conditionals, and loops
Create engaging player experience
Consider game design ethics

Session 5: Scratch Games¶

Materials Needed¶

💻 Computers with Scratch access
📝 Game design documents
📓 Engineering journals
🎮 Game examples

Catholic Integration¶

Saint Connection¶

Recreation and Leisure — Catholic tradition values healthy recreation! St. John Bosco used games and play to reach young people. Good games can build community and skills!

Scripture¶

"A cheerful heart is good medicine." — Proverbs 17:22

Opening Prayer¶

Dear God, thank you for the gift of play and creativity. Help us design games that bring joy, build skills, and respect the player. May our creativity honor you. Amen.

Lesson Procedure¶

Opening Circle (6 minutes)¶

Game Design Philosophy:
Good games are intentionally designed
Balance challenge and fun
Consider the player experience
Ethics in Gaming:
Games can be positive or harmful
Our responsibility as creators
Design for good: skill-building, connection, joy
Programming Concepts:
Variables — Track score, lives, progress
Conditionals — If-then decisions
Loops — Repeated actions
Events — Respond to player input

Main Activity: Game Development (31 minutes)¶

Part 1: Game Design Document (7 minutes)

Answer These Questions: 1. Game Concept: - What type of game? (Maze, catch, quiz, adventure, platform) - What's the goal? - What makes it fun?

Game Mechanics:
How does the player control?
What are the rules?
How does the player win/lose?
Player Experience:
Is difficulty balanced?
Is it appropriate for all ages?
Does it build positive skills?
Technical Plan:
What sprites needed?
What variables needed?
What events trigger actions?

Part 2: Programming (20 minutes)

Build Your Game:

Step 1: Set Up (3 min)

Create sprites
Set up backdrop
Initialize variables (score, lives)

Step 2: Player Control (5 min)

Arrow key movement
Click interactions
Responsive controls

Step 3: Game Logic (7 min)

Scoring system
Win/lose conditions
Obstacle/enemy behavior
Level progression (if time)

Step 4: Polish (5 min)

Sound effects
Visual feedback
Instructions
Game over screen

Part 3: Playtesting (4 minutes)

Test each other's games
Give constructive feedback:
What's fun?
What's confusing?
What could improve?

Engineering Journal (5 minutes)¶

Game concept sketch
Variables used: ___
Conditionals used: ___
Player feedback: ___
Write: "Good game design includes..."

Closing Circle (3 minutes)¶

Showcase — Brief game demos!
Design Ethics — "How can games be positive?"
Closing Prayer — "God, thank you for the joy of creativity and play. Help us use these skills to bring happiness to others. Amen."

Assessment¶

Observation Checklist:

Created functional game
Used variables and conditionals
Considered player experience
Incorporated feedback

Differentiation¶

For Students Who Need Support¶

Game templates to modify
Simpler mechanics
Partner programming

For Advanced Students¶

Multiple levels
High score system
Complex game mechanics

Wonder at Home 🏠¶

Family Activity: Share your game with family! Discuss game design together. Analyze favorite family games—what makes them fun? Design a board game together using similar principles!

Teacher Notes¶

scratch.mit.edu for platform
Preview student games for appropriateness
Encourage positive themes
Can extend over multiple sessions

Previous: Session 4 — Forensic Science
Next: Session 6 — Gratitude Design

Session 6: Gratitude Design 🙏¶

Overview¶

Grades: 5-6 | Duration: 45 minutes | Session: 6 of 17

Students use design thinking to create meaningful projects that express or spread gratitude to their community.

Session 6: Gratitude Design¶

Learning Objectives¶

By the end of this session, students will:

Apply design thinking to gratitude expression
Create meaningful thanksgiving projects
Consider how technology can spread gratitude
Reflect on blessings and thanksgiving

Session 6: Gratitude Design¶

Materials Needed¶

💻 Computers (optional)
📦 Craft/making materials
📓 Engineering journals
🎨 Design supplies

Catholic Integration¶

Saint Connection¶

St. Ignatius of Loyola — Creator of the Daily Examen, a practice of reflecting on blessings and gratitude each day. "Give thanks for all things."

Scripture¶

"Give thanks in all circumstances; for this is God's will for you in Christ Jesus." — 1 Thessalonians 5:18

Opening Prayer¶

Dear God, thank you for countless blessings we often overlook. Open our eyes to see your gifts. Help us design ways to spread gratitude to others. Make us grateful hearts. Amen.

Lesson Procedure¶

Opening Circle (7 minutes)¶

Gratitude in Faith:
Thanksgiving is a Christian virtue
St. Ignatius: Daily gratitude practice
Gratitude changes our perspective
Design for Gratitude:
How might design spread thankfulness?
Who needs to be thanked?
Who needs encouragement?
Gratitude Reflection:
Quick journal: 5 things you're grateful for
Notice: Blessings we take for granted

Main Activity: Gratitude Project Design (30 minutes)¶

Part 1: Empathize & Define (8 minutes)

Who Needs Gratitude?

Brainstorm people who serve us:
School staff (custodians, cafeteria, office)
Community helpers (firefighters, etc.)
Family members often overlooked
Elderly in community
Those who are lonely

Select Focus:

Choose recipient group
Research: What would be meaningful to them?
Define: "How might we show gratitude to ___?"

Part 2: Ideate (5 minutes)

Many ideas for gratitude expression:
Technology: App, video, website, digital card
Physical: Cards, gifts, service acts
Experience: Event, visit, performance
Combination approaches
Choose best idea for your skills/resources

Part 3: Create Gratitude Project (15 minutes)

Options (choose one):

Digital Gratitude:

Thank-you video
Gratitude slideshow
Digital card collection
Scratch appreciation animation
Website celebrating recipients

Physical Gratitude:

Handmade cards
Thank-you posters
Appreciation display
Gift creation
Service planning

Hybrid:

QR code linked to video
Physical card with digital component
Display with interactive element

Include:

Specific thanks (not generic!)
Personal touch
Meaningful message
Quality execution

Part 4: Share Plan (2 minutes)

How will you deliver gratitude?
When will it happen?
What's the expected impact?

Engineering Journal (5 minutes)¶

Gratitude recipients: ___
Project design sketch/description
Delivery plan: ___
Write: "Gratitude is important because..."
Personal gratitude list (10 items)

Closing Circle (3 minutes)¶

Commitment — When will you deliver your gratitude?
Ignatian Reflection — "What blessings did you notice today?"
Closing Prayer — "Thank you, Lord, for everything. Help us spread gratitude everywhere we go. Amen."

Assessment¶

Observation Checklist:

Identified meaningful recipients
Created thoughtful gratitude expression
Plan for delivery
Personal reflection on gratitude

Differentiation¶

For Students Who Need Support¶

Template for thank-you message
Partner work
Simpler project scope

For Advanced Students¶

Multi-recipient project
Ongoing gratitude system
Coordinate class-wide effort

Wonder at Home 🏠¶

Family Activity: Family gratitude practice! Try the Daily Examen together. Write thank-you notes as a family. Discuss: Who in our community deserves thanks? Plan a family act of gratitude!

Teacher Notes¶

Coordinate delivery of gratitude projects
Notify recipients if appropriate
Photo document for portfolios
Perfect timing before Thanksgiving break

Previous: Session 5 — Scratch Games
Next: Session 7 — Advent Coding

Session 7: Advent Coding 💫¶

Overview¶

Grades: 5-6 | Duration: 45 minutes | Session: 7 of 17

Students create interactive digital Advent experiences, using coding skills to share the Christmas story or Advent traditions.

Session 7: Advent Coding¶

Learning Objectives¶

By the end of this session, students will:

Create interactive narrative with code
Apply programming to faith expression
Design meaningful Advent experience
Combine creativity with technical skills

Session 7: Advent Coding¶

Materials Needed¶

💻 Computers with Scratch
📱 Sphero robots (optional)
📓 Engineering journals
⭐ Advent visual resources

Catholic Integration¶

Saint Connection¶

The Prophets — Isaiah, Micah, and others foretold Christ's coming. Advent is about joyful waiting and preparing for the Light of the World!

Scripture¶

"The people walking in darkness have seen a great light." — Isaiah 9:2

Opening Prayer¶

Dear God, during Advent we prepare our hearts for Jesus. Help us use our coding skills to share the hope and joy of Christmas. May our projects point others to the Light of the World. Amen.

Lesson Procedure¶

Opening Circle (6 minutes)¶

Advent Meaning:
Four weeks of preparation
Waiting in hope
Light in darkness theme
Interactive Faith Experiences:
Technology can share faith stories
Interactive > passive learning
Our code can evangelize!
Project Options:
Interactive Nativity
Advent calendar experience
Christmas story animation
Light in darkness visualization
Sphero Star of Bethlehem

Main Activity: Advent Project Creation (31 minutes)¶

Part 1: Project Planning (6 minutes)

Choose Your Platform:

Scratch (interactive story/game)
Sphero (physical demonstration)
Combination approach

Choose Your Focus:

Option A: Interactive Nativity

Characters tell their perspectives
User clicks to hear: Mary, Joseph, shepherds, magi
Scene builds as story unfolds

Option B: Advent Calendar

4 "doors" (one per week of Advent)
Each opens to reveal:
Scripture
Advent practice
Interactive element
Countdown to Christmas

Option C: Christmas Story Animation

Animated retelling
Key scenes: Annunciation, Journey, Birth, Shepherds, Star
Narration and visuals

Option D: Light in Darkness

Visual exploration of light/darkness theme
Interactive: Light grows, darkness recedes
Connection to Isaiah prophecy

Option E: Sphero Journey

Sphero as Star of Bethlehem
Leads to Nativity scene
Programmed light display

Part 2: Development (22 minutes)

For Scratch Projects:

Create sprites (Nativity figures)
Program interactions
Add narrative elements
Include Scripture references
Design user experience

Key Coding Elements:

Events (when clicked, key pressed)
Dialogue/speech
Scene changes
Sound/music
Variables (if tracking progress)

For Sphero Projects:

Program light sequences
Create navigation path
Coordinate multiple Spheros
Design physical scene interaction

Part 3: Preview (3 minutes)

Quick demonstrations
Peer feedback
Note improvements for completion

Engineering Journal (5 minutes)¶

Project concept sketch
Programming elements used: ___
Advent message communicated: ___
Write: "Advent is about..."
Write: "Technology can share faith by..."

Closing Circle (3 minutes)¶

Advent Anticipation — "What are you most waiting for?"
Light Theme — "How does your project show light in darkness?"
Closing Prayer — "Lord Jesus, you are the Light of the World. Help us prepare our hearts for your coming and share your light with others. Amen."

Assessment¶

Observation Checklist:

Created interactive experience
Communicated Advent message
Applied coding concepts
Designed meaningful experience

Differentiation¶

For Students Who Need Support¶

Simpler project scope
Template to modify
Partner work

For Advanced Students¶

Complete Advent calendar (all 4 weeks)
Multi-platform integration
Shareable final product

Wonder at Home 🏠¶

Family Activity: Share your Advent project with family! Practice Advent traditions: wreath, calendar, prayers. Discuss: How does your family prepare for Christmas? Create family digital Advent experience!

Teacher Notes¶

Projects can continue for sharing
Display at school Advent event
Connect to parish/school liturgies
Copyright-free Nativity images helpful

Previous: Session 6 — Gratitude Design
Next: Session 8 — App Design

Session 8: App Design 📱¶

Overview¶

Grades: 5-6 | Duration: 45 minutes | Session: 8 of 17

Students learn user-centered design principles and begin creating apps in MIT App Inventor that solve real problems.

Session 8: App Design¶

Learning Objectives¶

By the end of this session, students will:

Apply user-centered design to app development
Navigate MIT App Inventor interface
Create a functional app prototype
Consider how apps can serve others

Session 8: App Design¶

Materials Needed¶

💻 Computers with App Inventor access
📱 Testing devices (or emulator)
📝 App design templates
📓 Engineering journals

Catholic Integration¶

Saint Connection¶

Blessed Carlo Acutis — Used his programming skills to catalog Eucharistic miracles. He said, "The internet is a gift from God." Apps can serve faith and others!

Scripture¶

"Let us not become weary in doing good, for at the proper time we will reap a harvest if we do not give up." — Galatians 6:9

Opening Prayer¶

Dear God, you give us creative abilities to serve others. Help us design apps that make life better for people. Guide our work like Bl. Carlo Acutis used his gifts for your glory. Amen.

Lesson Procedure¶

Opening Circle (7 minutes)¶

Bl. Carlo Acutis:
Young programmer (died at 15)
Created Eucharistic miracle website
"To always be close to Jesus, that is my life plan"
Shows technology serving faith
User-Centered Design:
Apps exist to serve USERS
Understand needs before building
Test with real people
App Inventor Overview:
MIT-created platform
Visual block programming
Real Android apps!
Designer + Blocks views

Main Activity: App Development (30 minutes)¶

Part 1: User Research & App Concept (8 minutes)

Design Thinking for Apps:

EMPATHIZE:

Who will use this app?
What do they need?
What problems do they have?

DEFINE:

"This app will help [user] to [need] by [solution]"

App Ideas (service-focused):

Prayer reminder app
Good deed tracker
Kindness challenge app
Scripture of the day
Service opportunity finder
Gratitude journal
Study helper
Community connector

Sketch Your App:

Draw 2-3 screens
Label buttons and features
Note what each element does

Part 2: App Inventor Development (18 minutes)

Getting Started: 1. Access ai2.appinventor.mit.edu 2. Create new project 3. Explore Designer view

Build Your App:

Step 1: Design Screen (6 min)

Add components:
Labels (text display)
Buttons (user interaction)
TextBox (user input)
Image (visuals)
Arrange layout
Set properties (colors, text)

Step 2: Add Logic (8 min)

Switch to Blocks view
Program behaviors:
When button clicked → do something
Change text
Play sound
Navigate screens
Test frequently!

Step 3: Test & Refine (4 min)

Use emulator or device
Does it work as intended?
What needs improvement?

Part 3: Demo (4 minutes)

Quick app demonstrations
Explain user need and solution
Get feedback

Engineering Journal (5 minutes)¶

App name and purpose: ___
User need addressed: ___
Screen sketches (label components)
Blocks used: ___
Write: "Good apps serve users by..."

Closing Circle (3 minutes)¶

Carlo Acutis Connection — "How can apps serve others?"
User-Centered Thinking — "Why start with user needs?"
Closing Prayer — "Lord, help us create technology that serves your people. Like Bl. Carlo, may we use our gifts for your glory. Amen."

Assessment¶

Observation Checklist:

Identified user need
Created functional app elements
Applied block programming
Considered service purpose

Differentiation¶

For Students Who Need Support¶

Template app to modify
Simpler functionality
Partner work

For Advanced Students¶

Multiple screens
Complex interactions
Data storage features

Wonder at Home 🏠¶

Family Activity: Show your app to family! Discuss apps you use—which are well-designed? Research Bl. Carlo Acutis together. Brainstorm: What app would help your family or community?

Teacher Notes¶

ai2.appinventor.mit.edu requires Google account
Emulator works if no Android devices available
Apps can continue in future sessions
Consider publishing exceptional apps

Previous: Session 7 — Advent Coding
Next: Session 9 — Science & Faith

Session 9: Science & Faith 🌟¶

Overview¶

Grades: 5-6 | Duration: 45 minutes | Session: 9 of 17

Students explore the complementary relationship between science and faith, examining how Catholic thinkers have contributed to both.

Session 9: Science & Faith¶

Learning Objectives¶

By the end of this session, students will:

Articulate the relationship between faith and science
Research Catholic contributions to science
Present findings on faith-science harmony
Counter the myth of faith-science conflict

Session 9: Science & Faith¶

Materials Needed¶

💻 Research computers
📋 Research guides
📓 Engineering journals
🖥️ Presentation tools

Catholic Integration¶

Theme¶

Faith and Reason — "Science can purify religion from error and superstition; religion can purify science from idolatry and false absolutes. Each can draw the other into a wider world." — St. John Paul II

Scripture¶

"For since the creation of the world God's invisible qualities—his eternal power and divine nature—have been clearly seen, being understood from what has been made." — Romans 1:20

Opening Prayer¶

Dear God, you are the author of all truth—in faith and in science. Help us see how both reveal your wisdom. Give us minds eager to learn and hearts open to wonder. Amen.

Lesson Procedure¶

Opening Circle (8 minutes)¶

The Big Question:
"Do faith and science conflict?"
Common myth vs. reality
History tells a different story!
Catholic Church & Science:
Founded first universities
Monks preserved ancient knowledge
Priests made major discoveries
Vatican Observatory (active today!)
Key Concepts:
Faith = Trusting revelation from God
Reason = Using our minds to discover
Both seek TRUTH — They complement each other!
Science asks "How?" Faith asks "Why?"

Main Activity: Faith-Science Exploration (28 minutes)¶

Part 1: Research Investigation (15 minutes)

Research Options:

Option A: Catholic Scientists

Fr. Georges Lemaître — Big Bang Theory
Gregor Mendel — Genetics
Bl. Nicolas Steno — Geology founder
Maria Gaetana Agnesi — Mathematics
Br. Guy Consolmagno — Current Vatican astronomer
Jérôme Lejeune — Genetics

Option B: Church & Science History

Medieval monasteries preserving knowledge
Cathedral schools → Universities
Vatican Observatory history
Pontifical Academy of Sciences
Church support for hospitals and science

Option C: Philosophy of Science & Faith

How do they relate?
What questions does each answer?
Famous quotes on harmony
Modern Catholic scientists' views

Research Questions: 1. What did you discover? 2. How does this counter the "conflict" myth? 3. What surprised you most? 4. How can you share this truth?

Part 2: Create Presentation (10 minutes)

Choose format:
Poster/infographic
Digital presentation
Video script
Essay outline
Include evidence and sources
Prepare to present

Part 3: Share Findings (3 minutes)

Quick presentations
Key insights
Discussion

Engineering Journal (5 minutes)¶

Topic researched: ___
Key findings: ___
Evidence that surprised you: ___
Write: "Faith and science relate by..."
Write: "I can share this truth by..."

Closing Circle (4 minutes)¶

Key Insight — "What changed your thinking?"
Sharing Truth — "How will you correct the myth if you hear it?"
Closing Prayer — "God, thank you for minds that can explore your creation. Help us share the truth that faith and science work together. Amen."

Assessment¶

Observation Checklist:

Researched effectively
Found compelling evidence
Articulated faith-science relationship
Created quality presentation

Differentiation¶

For Students Who Need Support¶

Pre-selected resources
Partner research
Template for presentation

For Advanced Students¶

Multiple sources compared
Philosophical depth
Create resource for others

Wonder at Home 🏠¶

Family Activity: Discuss faith and science with family! Research Vatican Observatory online. Look up Catholic scientists. If someone says faith and science conflict, how would you respond? Visit a science museum together!

Teacher Notes¶

See Resources/Catholic_Scientists_Heritage.md
Timing near Catholic Schools Week
Powerful for students facing secular narratives
Connect to school mission

Previous: Session 8 — App Design
Next: Session 10 — Space Science

Session 10: Space Science 🌌¶

Overview¶

Grades: 5-6 | Duration: 45 minutes | Session: 10 of 17

Students explore astronomy and space science, connecting the vastness of the universe to the wonder of God's creation.

Session 10: Space Science¶

Learning Objectives¶

By the end of this session, students will:

Understand scale of the universe
Explore current space science
Connect astronomy to faith
Design a space exploration concept

Session 10: Space Science¶

Materials Needed¶

💻 Space simulation resources
📸 NASA images
📦 Design materials
📓 Engineering journals
🔭 Telescope (optional)

Catholic Integration¶

Saint Connection¶

Vatican Observatory — The Catholic Church operates an active astronomical observatory! Br. Guy Consolmagno is a Jesuit astronomer studying the universe for God's glory.

Scripture¶

"When I consider your heavens, the work of your fingers, the moon and the stars, which you have set in place, what is mankind that you are mindful of them?" — Psalm 8:3-4

Opening Prayer¶

Dear God, Creator of the universe, help us explore the wonders of space with awe and humility. The heavens declare your glory! Open our minds to the vastness of your creation. Amen.

Lesson Procedure¶

Opening Circle (8 minutes)¶

Universe Scale:
Earth → Solar System → Galaxy → Universe
100 billion galaxies!
Each galaxy: 100-400 billion stars!
Vatican Observatory:
Church operates real observatory
Jesuit astronomers study space
Faith seeks understanding of all creation
Space Science Today:
James Webb Space Telescope discoveries
Mars exploration
Searching for life
Understanding our place in creation

Main Activity: Space Exploration (28 minutes)¶

Part 1: Universe Exploration (10 minutes)

Virtual Space Journey:

Use NASA resources or simulations
Scale of universe visualization
Recent discoveries from James Webb
Mars rover findings

Key Concepts:

Light years (distance, not time!)
Galaxy types and sizes
Life of stars
Planets beyond our solar system (exoplanets)

Wonder Questions:

Why did God create such a vast universe?
What does our small Earth tell us about God's love?
How does space exploration honor God?

Part 2: Space Design Challenge (15 minutes)

Choose ONE Challenge:

Challenge A: Space Mission Design

Design a mission to explore:
Mars colony
Europa (Jupiter's moon)
Asteroid mining
Exoplanet probe
Include: Objectives, vehicle design, timeline

Challenge B: Space Station Concept

Design future space station:
Purpose (research, tourism, manufacturing)
Life support systems
Transportation to/from Earth
Include: Layout, features, operations

Challenge C: Telescope/Observatory

Design next-generation observatory:
What will it study?
Where will it be located?
What technology needed?
Include: Capabilities, discoveries expected

Design Requirements:

Scientific accuracy (realistic)
Engineering considerations
Benefit to humanity
Sketch with labels

Part 3: Presentation (3 minutes)

Share designs
Explain scientific basis
Discuss potential discoveries

Engineering Journal (5 minutes)¶

Most amazing space fact: ___
Design concept sketch
Mission/design purpose: ___
Write: "The universe shows God's glory because..."
Write: "Space exploration matters because..."

Closing Circle (4 minutes)¶

Wonder — "What amazed you most about space?"
Faith Connection — "How does the universe reveal God?"
Closing Prayer — "Creator God, the heavens declare your glory! Thank you for the wonder of space and minds to explore it. Help us always see your hand in creation. Amen."

Assessment¶

Observation Checklist:

Understood universe scale
Engaged with space concepts
Created viable design
Connected to faith wonder

Differentiation¶

For Students Who Need Support¶

Focus on one concept
Simplified design challenge
Partner work

For Advanced Students¶

Research current missions
Detailed engineering in design
Explore exoplanet possibilities

Wonder at Home 🏠¶

Family Activity: Stargazing! Use phone apps to identify constellations. Research Vatican Observatory website. Watch space documentaries. Discuss: What does the vastness of space tell us about God?

Teacher Notes¶

NASA.gov has excellent free resources
Vatican Observatory has great educational content
James Webb images are spectacular
Consider planetarium field trip

Previous: Session 9 — Science & Faith
Next: Session 11 — Mercy Engineering

Session 11: Mercy Engineering 💜¶

Overview¶

Grades: 5-6 | Duration: 45 minutes | Session: 11 of 17

Students design engineering solutions that address the Corporal and Spiritual Works of Mercy during Lent.

Session 11: Mercy Engineering¶

Learning Objectives¶

By the end of this session, students will:

Understand the Works of Mercy
Connect engineering to service
Design solutions that serve others
Plan implementation of mercy project

Session 11: Mercy Engineering¶

Materials Needed¶

📋 Works of Mercy guides
📦 Prototype materials
📓 Engineering journals
💻 Research resources

Catholic Integration¶

Theme¶

Works of Mercy — Traditional Catholic ways of living mercy in the world, both physical (corporal) and spiritual needs.

Scripture¶

"For I was hungry and you gave me something to eat, I was thirsty and you gave me something to drink, I was a stranger and you invited me in." — Matthew 25:35

Opening Prayer¶

Dear Jesus, you call us to see your face in those who suffer. During Lent, help us practice mercy in action. Guide our designs to truly serve "the least of these." Amen.

Lesson Procedure¶

Opening Circle (8 minutes)¶

Lenten Call:
Season of preparation
Prayer, fasting, almsgiving
Growing in mercy and love
Works of Mercy:

Corporal (Physical Needs): | Work | What It Means | |------|---------------| | Feed the hungry | Provide food for those without | | Give drink to the thirsty | Provide clean water access | | Clothe the naked | Provide clothing for those in need | | Shelter the homeless | Provide housing/shelter | | Visit the sick | Care for ill and suffering | | Visit the imprisoned | Support those in prison | | Bury the dead | Honor those who have died |

Spiritual (Soul Needs): | Work | What It Means | |------|---------------| | Counsel the doubtful | Help those struggling with decisions | | Instruct the ignorant | Teach and educate | | Admonish sinners | Lovingly correct wrongs | | Comfort the sorrowful | Be present for those grieving | | Forgive offenses | Practice forgiveness | | Bear wrongs patiently | Endure difficulties with grace | | Pray for living and dead | Intercede in prayer |

Engineering for Mercy:
How can design address these needs?
Technology serving human dignity
Our skills for God's kingdom

Main Activity: Mercy Project Design (28 minutes)¶

Part 1: Mercy Focus Selection (6 minutes)

Choose a Work of Mercy to Address:

Which work resonates with you?
Where do you see this need?
How might engineering help?

Research the Need:

Local examples of this need
Who specifically is affected?
What solutions exist?
What gaps remain?

Part 2: Solution Design (18 minutes)

Design Thinking for Mercy:

EMPATHIZE (3 min):

Put yourself in the position of someone experiencing this need
What would truly help?
What preserves dignity?

DEFINE (2 min):

"How might we [address work of mercy] for [specific group]?"

IDEATE (4 min):

Many possible solutions
Technology-enabled options
Low-tech options
Service design options

PROTOTYPE (7 min):

Choose best solution
Create detailed design or prototype:
Physical invention
App/digital solution
Service system
Awareness campaign
Document how it works

PLAN (2 min):

How could this be implemented?
What resources needed?
Who would help?

Part 3: Presentation (4 minutes)

Share mercy project designs
Explain work of mercy addressed
Discuss implementation possibilities

Engineering Journal (5 minutes)¶

Work of Mercy chosen: ___
Need addressed: ___
Solution design (sketch and explain):
Write: "Mercy means..."
Write: "Engineering serves mercy by..."

Closing Circle (4 minutes)¶

Commitment — "How will you practice mercy this Lent?"
Jesus' Challenge — "Whatever you did for the least of these..."
Closing Prayer — "Merciful Jesus, you showed perfect mercy. Help us practice mercy in action. Bless our designs and those they will serve. Amen."

Assessment¶

Observation Checklist:

Understood Works of Mercy
Connected engineering to service
Created viable mercy solution
Made personal commitment

Differentiation¶

For Students Who Need Support¶

Focus on one specific work
Partner design
Template for planning

For Advanced Students¶

Address multiple works
Detailed implementation plan
Lead class project

Wonder at Home 🏠¶

Family Activity: Family Works of Mercy challenge! Choose one work to practice as a family this Lent. Research how your parish serves the community. Discuss: How does your family show mercy?

Teacher Notes¶

Connect to school/parish Lenten programs
Consider implementing class project
Rice Bowl connects to feeding hungry
Document service for portfolios

Previous: Session 10 — Space Science
Next: Session 12 — Ecosystems

Session 12: Ecosystems 🌿¶

Overview¶

Grades: 5-6 | Duration: 45 minutes | Session: 12 of 17

Students investigate ecosystem dynamics and design engineering solutions that support or restore environmental balance.

Session 12: Ecosystems¶

Learning Objectives¶

By the end of this session, students will:

Understand ecosystem interconnections
Analyze human impacts on ecosystems
Design solutions that restore balance
Apply creation care principles

Session 12: Ecosystems¶

Materials Needed¶

📊 Ecosystem diagrams
📦 Terrarium/model supplies (optional)
📓 Engineering journals
💻 Research resources

Catholic Integration¶

Saint Connection¶

St. Francis of Assisi — Patron saint of ecology! "Canticle of the Sun" celebrates all creation. Pope Francis named his environmental encyclical "Laudato Si'" after St. Francis's canticle.

Scripture¶

"The earth is the Lord's, and everything in it, the world, and all who live in it." — Psalm 24:1

Opening Prayer¶

Dear God, you created an interconnected world of amazing balance. Help us understand ecosystems and our responsibility to protect them. Make us faithful stewards of your creation. Amen.

Lesson Procedure¶

Opening Circle (7 minutes)¶

Ecosystem Wonder:
Everything is connected!
Food webs, energy flow, nutrient cycles
Remove one part, everything affected
St. Francis & Ecology:
Saw God in all creation
"Brother Sun, Sister Moon"
Called to care for "our common home"
Human Impact:
We are part of ecosystems
Our choices affect everything
Engineers can help restore balance

Main Activity: Ecosystem Engineering (28 minutes)¶

Part 1: Ecosystem Investigation (10 minutes)

Understand the System:

Choose an Ecosystem to Study:

Local ecosystem (your area)
Coral reef
Rainforest
Wetland
Prairie/grassland
Urban ecosystem

Map the Connections:

Producers (plants/algae)
Consumers (herbivores, carnivores)
Decomposers
Energy flow
Nutrient cycles
Water cycle role

Identify Threats:

What is harming this ecosystem?
Human-caused issues
Natural challenges
Cascade effects (one problem leads to others)

Part 2: Restoration Design (15 minutes)

Engineering for Ecosystem Health:

Problem Definition (3 min):

Specific ecosystem challenge
Root cause, not just symptom
"How might we restore/protect [specific issue]?"

Solution Design (10 min):

Categories of Solutions:

Habitat restoration — Rebuilding damaged areas
Species protection — Helping threatened organisms
Pollution reduction — Cleaning water, air, soil
Barrier systems — Protecting from invasive species
Monitoring technology — Sensors and tracking
Education/behavior — Changing human actions

Design Your Solution:

What exactly will it do?
How does it address root cause?
How does it work with nature, not against it?
What's the expected impact?
Sketch with explanation

Part 3: Solution Share (3 minutes)

Present ecosystem and solution
Discuss feasibility
Connect to local actions

Engineering Journal (5 minutes)¶

Ecosystem studied: ___
Draw ecosystem web (connections)
Problem addressed: ___
Solution design sketch and explanation
Write: "Caring for ecosystems honors God because..."

Closing Circle (5 minutes)¶

St. Francis Prayer — Read excerpt from Canticle of the Sun
Personal Commitment — "One thing I'll do for creation care..."
Closing Prayer — "Creator God, help us be good stewards of ecosystems. Like St. Francis, may we see your beauty in all creation. Guide our hands to protect and restore. Amen."

Assessment¶

Observation Checklist:

Understood ecosystem connections
Identified human impacts
Designed viable restoration solution
Connected to faith stewardship

Differentiation¶

For Students Who Need Support¶

Focus on local/familiar ecosystem
Simplified mapping
Partner work

For Advanced Students¶

Complex system analysis
Research real restoration projects
Implementation planning

Wonder at Home 🏠¶

Family Activity: Explore local ecosystem! Visit a park, stream, or natural area. Identify producers, consumers, decomposers. Research: What threatens ecosystems near you? What restoration projects exist? Read about St. Francis!

Teacher Notes¶

Spring timing perfect for outdoor observation
Connect to Laudato Si' themes
Local conservation organizations may partner
Consider terrarium creation as extended project

Previous: Session 11 — Mercy Engineering
Next: Session 13 — New Life Tech

Session 13: New Life Technology 🌅¶

Overview¶

Grades: 5-6 | Duration: 45 minutes | Session: 13 of 17

Students create technology projects celebrating Easter's message of resurrection and new life.

Session 13: New Life Technology¶

Learning Objectives¶

By the end of this session, students will:

Connect Easter themes to creative projects
Apply technology skills to faith expression
Create meaningful resurrection celebration
Share Easter message through technology

Session 13: New Life Technology¶

Materials Needed¶

💻 Computers with various software
📱 Sphero robots (optional)
📦 Making supplies
📓 Engineering journals

Catholic Integration¶

Theme¶

Resurrection — The central truth of Christianity! Jesus conquered death, and we share in His victory. New life is possible!

Scripture¶

"I am the resurrection and the life. The one who believes in me will live, even though they die." — John 11:25

Opening Prayer¶

Alleluia! Christ is risen! Thank you, God, for the gift of Easter and new life. Help us share this Good News with joy through our projects. Alleluia! Amen.

Lesson Procedure¶

Opening Circle (6 minutes)¶

ALLELUIA! HE IS RISEN!
The greatest celebration!
Death is conquered
New life is ours
New Life Theme:
Physical resurrection
Spiritual renewal
New beginnings possible
Spring and new life in nature
Technology for Easter:
Our skills can celebrate
Share the Good News digitally
Create experiences of joy

Main Activity: New Life Project (31 minutes)¶

Part 1: Project Selection (5 minutes)

Choose Your Celebration:

Option A: Interactive Resurrection Story

Scratch animation or App Inventor
User experiences the Easter story
From crucifixion through resurrection
Witnesses tell their perspectives

Option B: New Life Visualization

Program showing transformation
Death to life imagery
Darkness to light
Could use Sphero with LED effects

Option C: Easter Message Experience

App or program sharing Easter message
Interactive elements
Shareable with others
Include Scripture

Option D: Renewal Technology

Create tool that helps with "new beginnings"
Habit tracker for Easter season
Daily resurrection reflection app
Good news sharing platform

Option E: Combination Project

Multiple technologies together
Physical + digital
Original concept celebrating Easter

Part 2: Create (22 minutes)

Project Guidelines:

Celebrate resurrection (not just spring bunnies!)
Include Scripture reference
Make it interactive if possible
Quality execution
Shareable with others

Work Time:

Apply skills from whole year
Focus on message and experience
Test and refine
Prepare to demonstrate

Part 3: Celebration Share (4 minutes)

Demonstrate projects
Share Easter message
Celebrate creativity!

Engineering Journal (5 minutes)¶

Project description and sketch
Technology used: ___
Easter message: ___
Write: "Resurrection means..."
Write: "I want to share this Good News because..."

Closing Circle (3 minutes)¶

Easter Joy — "What does new life mean for you?"
Sharing — "Who will you share your project with?"
Closing Prayer:

Alleluia! Alleluia! Jesus Christ is risen today! Thank you, Lord, for victory over death! Thank you for the promise of eternal life! Help us spread this joy everywhere! Alleluia! Amen!

Assessment¶

Observation Checklist:

Created meaningful Easter project
Applied technology skills
Communicated resurrection message
Demonstrated joy and celebration

Differentiation¶

For Students Who Need Support¶

Simpler project scope
Template to modify
Partner work

For Advanced Students¶

Multi-platform project
Original concept
Distribution plan

Wonder at Home 🏠¶

Family Activity: Share your Easter project! Attend Easter liturgies together. Discuss: What does resurrection mean for our family? How do we share Easter joy? Celebrate new life in nature too!

Teacher Notes¶

Time near Easter celebration
Projects can be shared at school event
Consider display during Easter season
Celebrate all efforts!

Previous: Session 12 — Ecosystems
Next: Session 14 — Robot Olympics

Session 14: Robot Olympics 🏅¶

Overview¶

Grades: 5-6 | Duration: 45 minutes | Session: 14 of 17

Students compete in Olympic-style Sphero challenges, demonstrating mastery through varied events and celebrating excellence.

Session 14: Robot Olympics¶

Learning Objectives¶

By the end of this session, students will:

Apply advanced robotics programming
Compete in varied challenge events
Demonstrate sportsmanship and teamwork
Celebrate growth and achievement

Session 14: Robot Olympics¶

Materials Needed¶

🤖 Sphero BOLT robots (from CSCOE library)
📱 Tablets with Sphero Edu
🏁 Olympic course materials
🏅 Award certificates/medals
📓 Engineering journals

Catholic Integration¶

Saint Connection¶

Olympic Athletes as Witnesses — Many Olympic athletes witness to faith! Using gifts with excellence honors God.

Scripture¶

"Do you not know that in a race all the runners run, but only one gets the prize? Run in such a way as to get the prize." — 1 Corinthians 9:24

Opening Prayer¶

Dear God, help us give our best effort in today's competition. May we honor you through excellence, celebrate others' success, and show good sportsmanship. Win or lose, may we glorify you. Amen.

Lesson Procedure¶

Opening Circle (5 minutes)¶

Olympic Spirit:
Excellence, friendship, respect
Giving your best honors God
Celebrating others' achievements
Competition Rules:
Good sportsmanship required
Learn from losses
Celebrate all achievements
Events Preview:
Multiple events
Different skills tested
Everyone can excel somewhere!

Main Activity: Robot Olympics (32 minutes)¶

Part 1: Opening Ceremony & Setup (4 minutes)

Quick Sphero connection
Team/individual assignments
Rules review

Part 2: Olympic Events (24 minutes)

Event 1: Sprint Race (4 min)

Straight-line speed
First to finish line wins
Programming for maximum controlled speed
Scoring: Gold, Silver, Bronze + participation

Event 2: Slalom Course (5 min)

Navigate through obstacles
Accuracy matters
Timed runs
Programming precision required

Event 3: Light Show (4 min)

Creative LED programming
Music/rhythm coordination (optional)
Judged on creativity and complexity
All participate, voted favorites

Event 4: Sumo (Team Event) (4 min)

Stay in ring while pushing opponents out
Teams program strategy
Sensor usage allowed
Tournament bracket

Event 5: Obstacle Course (4 min)

Complex course with multiple challenges:
Speed section
Precision section
Problem-solving section
Fastest time wins

Event 6: Innovation Freestyle (3 min)

Show off your best skill!
Any program you've created
Demonstrate growth since Session 2
Celebration of learning!

Part 3: Awards Ceremony (4 minutes)

Medal/certificate for each event
Special recognitions:
Best Sportsmanship
Most Creative
Most Improved
Team Spirit
Perseverance Award
Everyone recognized for something!

Engineering Journal (5 minutes)¶

Events participated in: ___
Best event: ___ Why: ___
Programming skills demonstrated: ___
Write: "I've grown as a programmer by..."
Write: "Good competition means..."

Closing Circle (3 minutes)¶

Celebration — Applause for all competitors!
Sportsmanship Reflection — "What made this fun?"
Closing Prayer — "Thank you, God, for the joy of competition and achievement. Help us always give our best and celebrate others' success. Amen."

Assessment¶

Observation Checklist:

Demonstrated programming skills
Participated in multiple events
Showed good sportsmanship
Celebrated growth

Differentiation¶

For Students Who Need Support¶

Partner for events
Modified challenges
Extra practice time

For Advanced Students¶

Event design for others
Complex programming challenges
Mentor struggling peers

Wonder at Home 🏠¶

Family Activity: Share your Olympic achievements! Watch videos of real robotics competitions. Discuss: What makes a good competitor? How does giving your best honor God? Plan family robot Olympics with household items!

Teacher Notes¶

Reserve Sphero BOLTs from CSCOE
Prepare courses before class
Have backup activities ready
Emphasize fun and sportsmanship over winning
Document for portfolios

Previous: Session 13 — New Life Tech
Next: Session 15 — Energy Science

Session 15: Energy Science ⚡¶

Overview¶

Grades: 5-6 | Duration: 45 minutes | Session: 15 of 17

Students explore energy transformation and simple machines, applying physics concepts to engineering challenges.

Session 15: Energy Science¶

Learning Objectives¶

By the end of this session, students will:

Understand energy types and transformations
Apply simple machine principles
Design machines that transform energy
See God's design in physics

Session 15: Energy Science¶

Materials Needed¶

🔧 Simple machine materials
🧱 KEVA Planks/construction materials
📏 Measuring tools
📓 Engineering journals

Catholic Integration¶

Saint Connection¶

Leonardo da Vinci — Catholic artist and inventor who saw no conflict between faith and science! Designed amazing machines centuries ahead of his time.

Scripture¶

"I know that everything God does will endure forever; nothing can be added to it and nothing taken from it." — Ecclesiastes 3:14 (Energy conservation!)

Opening Prayer¶

Dear God, you created a universe of amazing order where energy transforms but is never lost. Help us understand these principles and use them to engineer solutions. Your design is perfect! Amen.

Lesson Procedure¶

Opening Circle (8 minutes)¶

Energy Fundamentals:
Energy cannot be created or destroyed—only transformed!
Types of energy:
- Kinetic — Energy of motion
- Potential — Stored energy (height, elastic, chemical)
- Thermal — Heat energy
- Electrical — Moving electrons
- Sound — Vibration energy
- Light — Radiant energy
Simple Machines:
Tools that make work easier
Six types:
- Lever — Lifts/moves with fulcrum
- Wheel & Axle — Rotates to reduce friction
- Pulley — Changes direction of force
- Inclined Plane — Ramp reduces force needed
- Wedge — Splits or separates
- Screw — Inclined plane wrapped around cylinder
Conservation:
God's design: Energy conserved
Nothing is lost, only transformed
"Nothing can be added to it and nothing taken"

Main Activity: Energy Engineering (28 minutes)¶

Part 1: Energy Transformation Investigation (10 minutes)

Build Energy Chain:

Create system showing energy transformations:
Start: Potential energy (height)
Transform to: Kinetic energy (motion)
Transform to: Kinetic (hit something)
Transform to: Sound (noise)

Simple Example: Rube Goldberg Starter

Ball on ramp (potential → kinetic)
Ball hits lever (kinetic → kinetic)
Lever lifts something (kinetic → potential)
Continue the chain!

Part 2: Simple Machine Challenge (15 minutes)

Engineering Challenge: Design and build a system that:

Uses at least 2 different simple machines
Accomplishes a task (lift, move, separate, etc.)
Shows clear energy transformations
Is as efficient as possible

Design Ideas:

Lifting system (lever + pulley)
Vehicle (wheel & axle + inclined plane)
Catapult (lever + potential energy)
Ball run with multiple energy transformations

Build & Test:

Construct your machine
Test multiple times
Measure/observe energy transformations
Improve efficiency

Part 3: Demonstration (3 minutes)

Show machines working
Explain energy transformations
Identify simple machines used

Engineering Journal (5 minutes)¶

Draw and label your machine
Simple machines used: ___
Energy transformations (chain):
Write: "Energy conservation shows God's design because..."
Write: "Simple machines help by..."

Closing Circle (4 minutes)¶

Physics Wonder — "What amazed you about energy?"
Order in Creation — "How does energy conservation reflect God's design?"
Closing Prayer — "Creator God, thank you for the order and consistency in your creation. Help us use these principles to build things that serve others. Amen."

Assessment¶

Observation Checklist:

Identified energy types
Built working machine
Explained transformations
Connected to simple machines

Differentiation¶

For Students Who Need Support¶

Simpler machine focus
Partner construction
Guided design

For Advanced Students¶

Complex Rube Goldberg
Efficiency calculations
Multiple simple machine types

Wonder at Home 🏠¶

Family Activity: Find simple machines at home (scissors = lever, screwdriver = wheel & axle, etc.)! Track energy transformations in your day. Build a simple Rube Goldberg machine together. Research Leonardo da Vinci's inventions!

Teacher Notes¶

Simple materials work great
Safety with moving parts
Energy vocabulary important
Great outdoor activity option

Previous: Session 14 — Robot Olympics
Next: Session 16 — Innovation Lab

Session 16: Innovation Lab 💡¶

Overview¶

Grades: 5-6 | Duration: 45 minutes | Session: 16 of 17

Students create original inventions, applying all skills learned throughout Year B to solve real-world problems.

Session 16: Innovation Lab¶

Learning Objectives¶

By the end of this session, students will:

Apply integrated skills to original invention
Follow complete design thinking process
Create working prototype
Present invention with rationale

Session 16: Innovation Lab¶

Materials Needed¶

📦 Various making materials
💻 Digital tools as needed
📓 Engineering journals
🏆 Invention showcase materials

Catholic Integration¶

Saint Connection¶

Innovation for Good — Every saint innovated in their own way—new ways to serve, teach, or help! Our inventions should serve the common good.

Scripture¶

"Whatever you do, work at it with all your heart, as working for the Lord." — Colossians 3:23

Opening Prayer¶

Dear God, you gave us creative minds to invent and innovate. Help us use all we've learned to create something that truly helps others. May our work honor you. Amen.

Lesson Procedure¶

Opening Circle (6 minutes)¶

Capstone Challenge:
"Apply EVERYTHING from Year B!"
Design thinking + sensors + architecture + forensic thinking + games + gratitude + apps + space + mercy + ecosystems + energy
Year B Skills Review:
Design thinking (deep empathy)
Sensor-based robotics
Architecture and structures
Scientific investigation
Game design
App development
Systems thinking
Invention Requirements:
Solve a REAL problem
Use Year B skills
Be original and creative
Be able to present

Main Activity: Innovation Lab (31 minutes)¶

Part 1: Problem Discovery (5 minutes)

Find a Problem Worth Solving:

Observe: What frustrates people around you?
Listen: What do people complain about?
Research: What needs exist?

Good Problems:

Affect real people
Haven't been perfectly solved
Match your skills/resources
You care about solving

Choose Your Focus:

Write problem statement
Who is affected?
Why does it matter?

Part 2: Invention Development (22 minutes)

Full Design Thinking Cycle:

1. EMPATHIZE (3 min):

Deep understanding of people with this problem
What's their experience?
What have they tried?
What would help most?

2. DEFINE (2 min):

Clear problem statement
"How might we [solve problem] for [users]?"

3. IDEATE (4 min):

Generate many solutions
Wild ideas welcome!
Build on possibilities
Select promising approach

4. PROTOTYPE (10 min):

Build your invention!
Options:
Physical prototype
App/digital solution
Combined approach
System/service design
Focus on demonstrating the concept

5. TEST (3 min):

Does it work?
Get quick feedback
Note improvements

Part 3: Pitch Preparation (4 minutes)

Prepare 2-minute pitch:
Problem you're solving
Who benefits
Your solution
How it works
Why it matters

Engineering Journal (5 minutes)¶

Invention name: ___
Problem solved: ___
User group: ___
Solution sketch and description:
Write: "I'm proud of this because..."

Closing Circle (3 minutes)¶

Preview — Quick invention previews
Celebration — "You are all inventors!"
Closing Prayer — "Thank you, God, for creativity and the ability to solve problems. Bless these inventions and the people they will serve. Amen."

Assessment¶

Observation Checklist:

Identified real problem
Applied design process
Created working prototype
Prepared presentation

Differentiation¶

For Students Who Need Support¶

Simpler problem focus
Guided prototyping
Partner work

For Advanced Students¶

Complex multi-part invention
User testing incorporated
Implementation planning

Wonder at Home 🏠¶

Family Activity: Practice your pitch for family! Get feedback to improve. Research young inventors and their stories. Discuss: What problems in our world need solving? How could you contribute?

Teacher Notes¶

Second-to-last session
Inventions ready for exhibition
Encourage originality
Document for portfolios
Consider competition or showcase

Previous: Session 15 — Energy Science
Next: Session 17 — Celebration

Session 17: Celebration Exhibition 🎉¶

Overview¶

Grades: 5-6 | Duration: 45 minutes | Session: 17 of 17

Students present their portfolios and inventions, celebrating two years of growth and achievement in C-STREAM.

Session 17: Celebration Exhibition¶

Learning Objectives¶

By the end of this session, students will:

Present portfolio of year's work
Demonstrate inventions and projects
Reflect on growth across Year A and B
Celebrate achievements and set future goals

Session 17: Celebration Exhibition¶

Materials Needed¶

📓 Engineering journals (Year B + Year A if available)
🖼️ Projects and inventions
📸 Photos from sessions
🏆 Certificates/awards
🎈 Celebration supplies

Catholic Integration¶

Theme¶

Celebrating Gifts — Each person has unique gifts from God. Celebrating achievements recognizes God's generosity in us!

Scripture¶

"Well done, good and faithful servant! You have been faithful with a few things; I will put you in charge of many things. Come and share your master's happiness!" — Matthew 25:23

Opening Prayer¶

Dear God, thank you for two amazing years of learning and creating. Thank you for the unique gifts in each student. As we celebrate, help us give you glory for all we've accomplished. Amen.

Lesson Procedure¶

Opening Circle (6 minutes)¶

Year B Complete!
"17 sessions of incredible work!"
Review Year B highlights with photos
Two-Year Journey:
Year A accomplishments
Year B growth
Total transformation!
Faith Throughout:
Saints who inspired us
Scripture that guided us
Service that grounded us

Main Activity: Exhibition (31 minutes)¶

Part 1: Portfolio Curation (8 minutes)

Select Your Best:

Review Year B engineering journal
Choose highlights:
Design thinking masterpiece
Best programmed project
Favorite engineering build
Proudest service moment
Original invention
Prepare exhibition display

Reflection Questions:

What was your biggest growth?
What surprised you?
What will you remember most?
How did faith connect?

Part 2: Exhibition Gallery (15 minutes)

Gallery Walk:

Set up displays
Rotate as exhibitors and visitors
Present your work:
What you created
Skills demonstrated
What you learned
Faith connections
Ask thoughtful questions
Appreciate peers' work

Part 3: Invention Showcase (5 minutes)

Innovation Lab inventions
1-2 minute pitches
Celebrate creativity and service focus!

Part 4: Awards & Recognition (3 minutes)

Year B Certificates:

"Design Thinker"
"Code Master"
"Engineering Architect"
"Science Investigator"
"Innovation Champion"
"Faithful Creator"
"Service Designer"
Custom recognitions

Every student recognized for unique strengths!

Engineering Journal (5 minutes)¶

Final Year B Entry: 1. "This year I became..." 2. "My proudest achievement..." 3. "Faith and STREAM connect because..." 4. "I will use my gifts to..." 5. "My future innovation will be..."

Closing Circle (3 minutes)¶

Gratitude Circle — Each person shares one thanks
Future Vision — "What will you create/become?"
Final Blessing:

Dear God, Thank you for this Year B journey of growth and discovery. Thank you for creative minds and compassionate hearts. Thank you for showing us that faith and innovation belong together. Bless these young engineers, scientists, and designers. May they continue to grow in wisdom and skill. May they use their gifts to serve you and love others. May they never stop wondering, creating, and believing. We ask this through Christ our Lord. Amen.

🎓 CONGRATULATIONS, GRADUATES! 🎓

Year B Accomplishments¶

Skills Mastered:

✅ Design thinking (deep empathy)
✅ Sphero sensor programming
✅ Architectural engineering
✅ Scientific investigation
✅ Game design in Scratch
✅ User-centered app design
✅ Space science exploration
✅ Ecosystem understanding
✅ Energy and simple machines
✅ Original invention

Faith Connections: St. Teresa of Calcutta • St. Faustina • Cathedral Architects • St. Thomas More • St. John Bosco • St. Ignatius • Bl. Carlo Acutis • Vatican Observatory • St. Francis of Assisi • Works of Mercy • Leonardo da Vinci

Two-Year Celebration (Years A + B)¶

Complete C-STREAM Journey:

Year A: Foundation skills, core technologies
Year B: Advanced applications, deeper integration
Combined: Comprehensive STREAM education

Skills Across Both Years:

Design process mastery
Multiple programming platforms
Engineering principles
Scientific method
Service-oriented design
Faith-reason integration

Wonder Forward 🚀¶

Continue Your Journey:

🔧 Keep inventing at home
💻 Explore new programming languages
🔬 Pursue science interests
📚 Read about innovators
🛠️ Build and create regularly
❤️ Use skills to serve others
✝️ See God in all discovery

You are engineers, scientists, designers, and children of God!

The world needs your gifts. Go make a difference!

Previous: Session 16 — Innovation Lab

End of Grades 5-6 Year B Bi-Weekly C-STREAM Curriculum

Combined with Year A, this completes the 5-6 grade band comprehensive program.

Resources

📚 C-STREAM Resources¶

Location: Our Lady of the Prairie Catholic School · Belle Plaine, MN · Archdiocese of Saint Paul and Minneapolis

This folder contains supporting resources for implementing the C-STREAM Framework.

Available Resources¶

Catholic Scientists Heritage ¶

Profiles of Catholic scientists for lesson integration.

Includes:

Detailed profiles of major Catholic scientists (Mendel, Copernicus, Pasteur, Lemaître, St. Albert the Great, Pascal)
Quick reference table of additional scientists
Integration suggestions for lessons
Student research template
Prayer for scientists

Use for: Highlighting Catholic heritage in science lessons

Teacher Self-Evaluation ¶

Comprehensive self-assessment tool for C-STEM educators.

Includes:

NCEA's 10 Characteristics assessment
12 Success Factors checklist
Lesson-level quick assessment
Growth planning tools
Student feedback collection guide

Use for: Professional development, program improvement

Wonder and Curiosity Guide ¶

Strategies for cultivating wonder in C-STEM education.

Includes:

Wonder question banks by grade level and subject
Strategies for creating "wonder moments"
Environment design tips
Wonder-worship connections
Scripture connections

Use for: Making lessons wonder-filled and faith-connected

Parent Communication Guide ¶

Templates and strategies for family engagement.

Includes:

Letter templates (introduction, weekly updates, project info, STEM fair)
Discussion guides for home
Family STEM + Faith activities
Email templates
Parent survey

Use for: Engaging families in C-STEM education

Weekly Parent Sheet Template ¶

Ready-to-print weekly take-home sheets.

Includes:

Blank template for any week
Pre-written sheets for common topics (Engineering, Coding, Nature, Robotics, Art+Math)
Conversation starters by topic
Faith connections quick reference
At-home activity suggestions

Use for: Weekly parent communication with minimal prep time

Substitute Teacher Guide ¶

🆘 Emergency-ready plans for substitute teachers.

Includes:

5-minute quick start guide
No-prep activities by grade level
Schedule and classroom management tips
Faith integration prompts
Safety guidelines

Use for: Unexpected absences - no prep required!

CSCOE Library Planning Guide ¶

📦 Material checkout procedures and planning.

Includes:

Complete checkout process (2-week lead time)
CSCOE Library inventory by category
Seasonal planning checklist
Material care guidelines
Direct link to CSCOE Library
Direct link to Engineering is Elementary collection

Use for: Planning material requests from the Archdiocese resource library

Liturgical Calendar Integration ¶

⛪ Connect C-STREAM lessons to the Catholic liturgical year.

Includes:

Season-by-season STREAM connections (Advent, Christmas, Lent, Easter, Ordinary Time)
Feast day activity ideas
Saint feast day integration
Monthly planning calendar
Scripture connections for each season

Use for: Integrating Catholic liturgical calendar throughout the year

Budget Request Templates ¶

💰 Ready-to-use funding request letters and documentation.

Includes:

Principal/Administration request letter
School Board proposal template
Grant application narrative
Parent organization funding request
Itemized budget worksheets
Program justification data

Use for: Requesting funding for C-STREAM supplies and materials

Volunteer Guide ¶

🙋 Complete guide for parent helpers in C-STREAM classrooms.

Includes:

Volunteer quick reference card
Role descriptions (Station Helper, Materials Manager, etc.)
Do's and Don'ts for helpers
Faith integration conversation starters
Safety and cleanup procedures
Sample welcome script

Use for: Training parent volunteers before classroom visits

STREAM Night Guide ¶

🎉 Complete planning guide for family STREAM events.

Includes:

Event format options (showcase, stations, fair, family night)
8-week planning timeline
Activity station ideas with faith connections
Room layout suggestions
Volunteer briefing scripts
Communication templates
Budget estimates
Day-of checklists

Use for: Planning end-of-year showcases or family STREAM nights

Resource Quick Reference¶

What do you need?	Use this resource
Getting started quickly	Quick Start Guide
Highlight Catholic scientists	Catholic Scientists Heritage
Evaluate your teaching	Teacher Self-Evaluation
Make lessons wonder-filled	Wonder and Curiosity Guide
Communicate with parents	Parent Communication Guide
Weekly take-home sheets	Weekly Parent Sheet Template
Prepare for absences	Substitute Teacher Guide
Request CSCOE materials	CSCOE Library Planning Guide
Track student progress	Student Progress Tracker
Support diverse learners	Differentiation Guide
Find answers to common questions	FAQ & Troubleshooting
Purchase/inventory supplies	Materials Inventory Checklist
Connect to liturgical year	Liturgical Calendar Integration
Request program funding	Budget Request Templates
Train parent volunteers	Volunteer Guide
Plan family STREAM events	STREAM Night Guide

📝 Student Resources¶

Printable worksheets for students are available in the Student Resources folder:

STREAM Journal Cover
Goal-Setting Worksheets
Engineering Design Process
Wonder Journal Pages
Project Reflection Sheets

Framework: C-STREAM

Teacher Resources

🚀 C-STREAM Quick Start Guide¶

Location: Our Lady of the Prairie Catholic School · Belle Plaine, MN · Archdiocese of Saint Paul and Minneapolis

Welcome to C-STREAM! This one-page guide will get you teaching in your first two weeks with minimal prep. Follow the steps below in order.

⏱️ Before Your First Day (30 minutes)¶

Step 1: Know Your Time Blocks¶

Grade Level	Session Length
Kindergarten	25 minutes
Grades 1-2	30 minutes
Grades 3-4	40 minutes
Grades 5-6	45 minutes

Step 2: Gather Basic Supplies¶

These items are needed for Week 1 across all grades:

Chart paper or whiteboard
Markers/crayons (class set)
Plain paper or student journals
STREAM letter cards or poster (print from Templates)
Picture of Gregor Mendel (Google Images works!)

Step 3: Find Your Week 1 Lesson¶

Your Grade	Go To
Kindergarten	Lessons/Kindergarten/Week01
Grades 1-2	Lessons/Grades_1-2_YearA/Week01
Grades 3-4	Lessons/Grades_3-4_YearA/Week01
Grades 5-6	Lessons/Grades_5-6_YearA/Week01

💡 Year A or Year B? Check with your school. Year A and B alternate each year so students don't repeat content.

📅 Week 1: Welcome to C-STREAM¶

Your One Goal This Week¶

Introduce C-STREAM and spark wonder. That's it! Don't worry about mastering everything.

Simple Lesson Flow (All Grades)¶

Opening Prayer (2-3 min) — Thank God for curious minds
What is C-STREAM? (5-8 min) — Go through each letter together
Meet a Catholic Scientist (5 min) — Share Gregor Mendel's story
Wonder Question (5-8 min) — "What do you wonder about?"
Goal Setting (5-8 min) — Students draw/write one learning goal
Closing Prayer (2 min) — Ask God to help us learn

What Success Looks Like¶

✅ Students can name what C-STREAM stands for
✅ Students shared at least one "wonder question"
✅ You finished on time (close enough counts!)

📅 Week 2: First Hands-On Activity¶

Before Week 2¶

Read your Week 2 lesson (or Week 2-3 if it's a multi-week unit)
Check if CSCOE materials are needed — reserve 2 weeks ahead!
Gather materials listed in the lesson

Week 2 Tips¶

Let them struggle a little — Productive struggle builds problem-solving skills
Use the Engineering Design Process — Ask, Imagine, Plan, Create, Test, Improve
Connect to faith naturally — "What does this teach us about God's creation?"

🆘 Quick Troubleshooting¶

Problem	Solution
Lesson running long	Skip to closing prayer; finish next week
Lesson too short	Add sharing time: "Tell a partner what you learned"
Kids too excited/noisy	Channel energy: "Show me your thinking with your hands"
Missing materials	Improvise! Paper and pencils can substitute for many activities
Technology not working	Have a backup: draw designs on paper instead

📚 Essential Resources¶

Resource	What It's For
Year Planner	See the whole year at a glance
CSCOE Library Guide	Reserve robotics & kits (2-week lead time!)
Sub Plans	Emergency no-prep lessons
Parent Sheets	Send home with students
Catholic Scientists	Profiles for every lesson

✝️ Remember Why We Do This¶

"Science and faith are complementary – the beautiful harmony of faith and reason so students can be a light in the secular world."

C-STREAM isn't about being a perfect STEM teacher. It's about:

Sparking wonder at God's creation
Building confidence through hands-on learning
Connecting faith and reason naturally
Serving others through what we create

You've got this! 🌟

📞 Need Help?¶

Framework Questions: See CONTRIBUTING.md or open a GitHub issue
CSCOE Materials: cscoe.myturn.com/library
Lesson Ideas: Check the Lesson Index

Last updated: December 2025

📦 C-STREAM Materials Inventory Checklist¶

Location: Our Lady of the Prairie Catholic School · Belle Plaine, MN · Archdiocese of Saint Paul and Minneapolis

Use this checklist for beginning-of-year purchasing, CSCOE reservations, and budget planning.

📋 How to Use This Guide¶

August: Review entire list, note what you have vs. need
September: Submit purchase requests and CSCOE reservations
Monthly: Check upcoming lessons 2-3 weeks ahead
Ongoing: Update inventory as supplies are used

🏫 Classroom Consumables (Purchase Annually)¶

Basic Supplies — Always Have on Hand¶

Item	Quantity	Est. Cost	✓ Have	✓ Need
Copy paper (reams)	5	$25	☐	☐
Cardstock (assorted colors)	2 packs	$15	☐	☐
Index cards (3x5)	500 ct	$5	☐	☐
Construction paper (assorted)	3 packs	$15	☐	☐
Markers (class set)	2 boxes	$20	☐	☐
Crayons (class set)	2 boxes	$10	☐	☐
Colored pencils (class set)	2 boxes	$15	☐	☐
Pencils (#2)	3 boxes	$10	☐	☐
Scissors (class set)	25	$25	☐	☐
Glue sticks	50	$20	☐	☐
Liquid glue bottles	12	$15	☐	☐
Tape (rolls)	12	$15	☐	☐
Masking tape (rolls)	6	$12	☐	☐
Rulers (class set)	25	$20	☐	☐

Subtotal: ~$220

Engineering/Building Consumables¶

Item	Quantity	Est. Cost	✓ Have	✓ Need	Used In
Straws (boxes)	3 boxes	$10	☐	☐	Bridge building, structures
Pipe cleaners (bags)	4 bags	$15	☐	☐	Structures, art integration
Craft sticks/popsicle sticks	1000 ct	$12	☐	☐	Bridges, catapults
Paper cups (small)	200 ct	$8	☐	☐	Towers, sound experiments
Paper plates	100 ct	$6	☐	☐	Various projects
Rubber bands (assorted)	2 bags	$8	☐	☐	Catapults, machines
String/twine (rolls)	3 rolls	$10	☐	☐	Bridges, pulleys
Cardboard (recycled boxes)	Ongoing	Free	☐	☐	Makerspace projects
Paper towel tubes	Ongoing	Free	☐	☐	Marble runs, structures
Aluminum foil (rolls)	3 rolls	$12	☐	☐	Circuits, boats
Balloons (bags)	2 bags	$8	☐	☐	Balloon cars, experiments
Cotton balls	2 bags	$6	☐	☐	Egg drops, insulation
Toothpicks (boxes)	3 boxes	$5	☐	☐	Small structures
Playdough (tubs)	6 tubs	$18	☐	☐	K-2 modeling

Subtotal: ~$120

Science Consumables¶

Item	Quantity	Est. Cost	✓ Have	✓ Need	Used In
Seeds (variety pack)	2 packs	$15	☐	☐	Growing Things unit
Potting soil (bags)	2 bags	$12	☐	☐	Growing Things unit
Small plant pots/cups	50	$15	☐	☐	Growing Things unit
Food coloring	1 set	$5	☐	☐	Color mixing, absorption
Baking soda (boxes)	3 boxes	$6	☐	☐	Chemical reactions
Vinegar (bottles)	3 bottles	$6	☐	☐	Chemical reactions
Magnifying glasses (class set)	12	$25	☐	☐	Nature exploration
Batteries (AA, AAA)	2 packs	$15	☐	☐	Circuits, robots

Subtotal: ~$100

🔧 Reusable Equipment (One-Time Purchase)¶

Building/Engineering Materials¶

Item	Quantity	Est. Cost	✓ Have	✓ Need	Source
KEVA Planks set (200+)	2 sets	$80	☐	☐	Purchase or CSCOE
LEGO bricks (bulk)	1 bucket	$50	☐	☐	Purchase
Pattern blocks	1 set	$30	☐	☐	May have in classroom
Linking cubes	1 set	$25	☐	☐	May have in classroom
Stopwatches	6	$25	☐	☐	Purchase
Measuring tapes	6	$15	☐	☐	Purchase
Balance scale	1	$25	☐	☐	May have in classroom
Spring scales	4	$20	☐	☐	Purchase

Subtotal: ~$270

Technology (School/Grant Funded)¶

Item	Quantity	Est. Cost	✓ Have	✓ Need	Notes
iPads/Chromebooks	Class set	Varies	☐	☐	For coding, research
Headphones	Class set	$75	☐	☐	For individual work
Document camera	1	$100	☐	☐	For demonstrations
Projector/Display	1	Varies	☐	☐	Usually in classroom

🤖 CSCOE Library Materials (Reserve 2+ Weeks Ahead)¶

Reservation Link: cscoe.myturn.com/library

Robotics — High Demand (Reserve Early!)¶

Item	Available Sets	Best For	Reserve For
Dash Robot Class Set	2 sets (7 each)	All grades	Weeks 24-25, Robotics units
Sphero BOLT	Check availability	Grades 3-6	Weeks 2-3, Coding units
Bee-Bots	Check availability	K-2	Early coding units
Ozobots	Check availability	Grades 2-6	Line coding activities

Engineering Kits¶

Kit Category	Available	Best For	Reserve For
EiE Bridges	Check CSCOE	Grades 1-4	Week 10 Bridge units
EiE Structures	Check CSCOE	Grades 2-5	KEVA extension units
EiE Environmental	Check CSCOE	Grades 3-6	Spring environmental unit
Little Bits	Check CSCOE	Grades 2-6	Weeks 26-27 Circuits

Reservation Calendar Template¶

Month	CSCOE Materials to Reserve	Pickup Date	Return Date
September	Sphero (Weeks 2-3)	_________	_________
October	EiE Structures (Weeks 5-6)	_________	_________
November	EiE Bridges (Week 10)	_________	_________
January	Exploration station items	_________	_________
February	Dash Robots (Weeks 24-25)	_________	_________
March	Little Bits (Weeks 26-27)	_________	_________
April	Environmental kits	_________	_________

💻 Software/Apps (Free or Low-Cost)¶

Coding Platforms¶

Platform	Cost	Grades	Used For	Link
Scratch	Free	2-6	Block coding, animations	scratch.mit.edu
ScratchJr	Free	K-2	Intro coding	scratchjr.org
Code.org	Free	K-6	Coding curriculum	code.org
Blockly Games	Free	K-4	Coding puzzles	blockly.games

Digital Art/Music¶

Platform	Cost	Grades	Used For	Link
Chrome Music Lab	Free	K-6	Music creation	musiclab.chromeexperiments.com
Canva for Education	Free	3-6	Graphic design	canva.com/education
Tinkercad	Free	3-6	3D modeling	tinkercad.com
Google Drawings	Free	2-6	Digital art	Google account

Robotics Apps¶

App	Cost	Device	Used With
Wonder (Dash)	Free	iPad/Android	Dash robots
Blockly (Dash)	Free	iPad/Android	Dash robots
Sphero Edu	Free	iPad/Android	Sphero robots
Ozobot	Free	iPad/Android	Ozobots

📚 Reference Materials (For Teacher)¶

Resource	Format	Cost	✓ Have
Catholic Scientists Heritage Guide	In framework	Free	☐
Engineering Design Process poster	Print/Purchase	$0-15	☐
Scientific Method poster	Print/Purchase	$0-15	☐
Growth Mindset poster	Print/Purchase	$0-15	☐

📊 Budget Summary¶

Category	Estimated Annual Cost
Basic Supplies	$220
Engineering Consumables	$120
Science Consumables	$100
Annual Consumables Total	$440

Reusable Equipment (one-time)	$270
Technology (varies)	Grant/School funded
CSCOE Materials	Free (reservations)

✅ Beginning of Year Checklist¶

August (2 weeks before school)¶

Review this inventory list
Check closet/storage for existing supplies
Submit purchase orders for consumables
Create CSCOE account if needed
Reserve September/October CSCOE materials

September (First week)¶

Organize materials by unit/month
Set up classroom storage system
Test all technology (apps installed, passwords work)
Print posters and reference materials

Monthly¶

Check upcoming lessons (2-3 weeks ahead)
Reserve CSCOE materials as needed
Restock consumables as needed
Request donation of recyclables (cardboard, tubes)

🙏 Free/Donation Sources¶

Material	Source	Ask For
Cardboard boxes	Local stores, parents	Flat cardboard, various sizes
Paper tubes	Parents, teachers	Paper towel/toilet paper rolls
Fabric scraps	Parents, craft stores	For art projects
Recyclables	School recycling	Clean bottles, containers
Old magazines	School library, parents	For collage, research

Parent Letter Template:

Dear Families, Our C-STREAM program uses recycled materials for engineering projects! If you have any of the following, please send them to school: cardboard boxes (flat), paper towel tubes, clean plastic containers, fabric scraps. Thank you for supporting hands-on learning! 🙏

Last updated: December 2025

📦 CSCOE Library Planning Guide¶

Location: Our Lady of the Prairie Catholic School · Belle Plaine, MN · Archdiocese of Saint Paul and Minneapolis

This guide helps you plan your STREAM year around the materials available from the CSCOE (Catholic Schools Center of Excellence) STEM Library.

🔗 Direct Link: CSCOE STEM Library

🔗 Direct Access¶

Browse CSCOE STEM Library →

📦 Available Categories¶

Based on current CSCOE inventory (98 items total):

Category	Items	Description
Engineering is Elementary Kits	53	Complete curriculum units with all materials
System Kits	19	Multi-component learning systems
Learning Resources	11	Manipulatives and educational tools
Robotics	10	Robots for coding and engineering
Lab/Measurement Devices	3	Scientific instruments
Virtual Reality	1	Immersive learning equipment

🤖 Robotics Equipment¶

Dash Robots¶

Item	Quantity	Best For	Reservation Notes
Dash Robot Class Set #1	7 robots	Movement, coding, navigation	Popular - reserve early
Dash Robot Class Set #2	7 robots	Movement, coding, navigation	Backup option

Lesson Ideas:

Programming basics (sequencing, loops)
Navigation challenges
"Hands and Feet of Christ" service missions
Environmental cleanup simulations

Catholic Connections:

Purposeful creation (programming with intention)
Stewardship (using technology wisely)
Service to others (designing helpful programs)

Suggested Unit Length: 2-3 weeks

Bee-Bots (if available)¶

Best For: Kindergarten and Grade 1

Lesson Ideas:

Basic directional coding
Story path navigation
Creation exploration paths

Catholic Connections:

Following God's path
Step-by-step obedience
Wonder at movement

Suggested Unit Length: 1-2 weeks

EV3 Robots (if available)¶

Best For: Grades 4-6

Lesson Ideas:

Advanced robotics
Sensor programming
Engineering design challenges

Catholic Connections:

Complex problem-solving
Engineering for good
Innovation with responsibility

Suggested Unit Length: 3-4 weeks

🔧 Engineering is Elementary (EiE) Kits¶

The CSCOE library has 53 EiE kits covering various engineering disciplines. These are complete curriculum packages with:

Teacher guide
Student materials
Storybooks (K-2) or Comics (3-5)
Engineering notebooks
Assessment tools

How to Use EiE Kits¶

Structure: Each kit contains 9 lessons (approximately 45 minutes each)

Recommended Approach for Weekly C-STREAM:

Use 3-4 consecutive weeks
Select the most essential lessons
Combine some lessons as needed

Suggested EiE Units by Season¶

Season	Focus Area	Suggested Unit Topics
Fall	Building & Structures	Bridges, towers, buildings
Winter	Technology & Systems	Circuits, communication
Spring	Environment & Life	Water, plants, ecosystems

Faith Integration for EiE¶

Each EiE unit can connect to Catholic Social Teaching:

Engineering Focus	Catholic Connection
Water/filtration	Care for creation, clean water access
Structures/buildings	Building community, common good
Environmental	Stewardship, Laudato Si'
Medical/helping	Dignity of human person
Communication	Solidarity, connection

🔌 Electronics & Circuits¶

Little Bits (if available)¶

Best For: Grades 2-6

What It Does: Modular electronic building blocks that snap together with magnets.

Lesson Ideas:

Circuit basics
Light-up creations
Interactive inventions

Catholic Connections:

Light of Christ (Advent)
Energy as gift from God
Creating with purpose

Suggested Unit Length: 2 weeks

Makey Makey (if available)¶

Best For: Grades 3-6

What It Does: Turns everyday objects into touchpads using alligator clips.

Lesson Ideas:

Conductivity exploration
Musical instruments
Interactive posters

Catholic Connections:

Creativity as gift
Transforming ordinary into extraordinary
Joy in creation

Suggested Unit Length: 1-2 weeks

📱 Virtual Reality¶

VR Equipment¶

Best For: Grades 4-6 (with supervision)

Possible Uses:

Virtual field trips
Space exploration
Historical sites
Nature immersion

Catholic Connections:

Wonder at God's creation
Experiencing places we can't physically visit
Empathy for other communities

Suggested Use: Single special session or as enhancement to another unit

📅 Year-Long CSCOE Checkout Calendar¶

Reservation Reminders (2-Week Lead Time)¶

Month	Reserve By	Items to Request
August	Aug 15	Sept robotics (Sphero/Dash)
September	Sept 15	Oct EiE kit, circuit materials
October	Oct 15	Nov-Dec circuit/light materials
November	Nov 15	Jan STEM Fair support
December	Dec 15	Feb robotics
January	Jan 15	Feb-Mar materials
February	Feb 15	Spring EiE kit
March	Mar 15	April service project materials
April	Apr 15	May final project support

📋 Checkout Checklist¶

Before Reserving¶

Check availability on CSCOE website
Verify dates align with your teaching schedule
Ensure you have 2+ weeks before you need the item
Have backup plan if item unavailable
Check if multiple sets available for large classes

When Items Arrive¶

Inventory all pieces (use included checklist)
Test technology before class
Read teacher guide/instructions
Note any missing or damaged items immediately
Set up materials before class day

When Returning¶

Return all pieces (inventory again)
Note any damage or missing pieces
Clean/sanitize if required
Return by due date
Report any issues to CSCOE

🎯 Planning Units Around CSCOE Materials¶

Step 1: Browse Available Items¶

Visit CSCOE Library and filter by:

Category (Robotics, EiE, etc.)
Availability (In stock now)

Step 2: Match to Your Calendar¶

Identify when you want to teach the unit
Calculate reservation date (2 weeks before)
Check for conflicts with holidays

Step 3: Create Backup Plans¶

What if item is unavailable?
What school-owned materials could substitute?
Which units don't require CSCOE items?

Step 4: Reserve Early¶

Popular items (Dash Robots, EiE kits) go quickly
Reserve for the full time you need
Consider reserving for entire multi-week unit

📊 Sample Year Plan with CSCOE Materials¶

Weeks	Unit	CSCOE Item	Reserve By
2-3	Sphero Movement	School-owned	N/A
5-6	KEVA Building	School-owned	N/A
7-9	EiE Engineering Challenge	EiE Kit	Sept 15
14-15	Light & Circuits	Little Bits	Nov 15
19-22	STEM Fair Prep	Various	As needed
24-25	Dash Robot Coding	Dash Set	Feb 1
29-31	EiE Environmental	EiE Kit	Feb 15
35-37	Service Project	Various	Mar 15

🔗 Quick Links¶

❓ CSCOE Library FAQ¶

Q: How long can I check out items? A: Typically 2-4 weeks. Check individual item policies.

Q: What if I need items longer? A: Contact CSCOE to request extension if no one else has reserved.

Q: What if something breaks? A: Report immediately. Accidents happen—honesty is important.

Q: Can I reserve multiple items at once? A: Yes! Plan your units and reserve all needed materials.

Q: What if the item I need isn't available? A: Check for alternative dates, similar items, or use school-owned materials.

Guide Version: 2.0
Framework: C-STREAM

👨‍🔬 Catholic Scientists Heritage Guide¶

This resource provides profiles of Catholic scientists to integrate into C-STEM lessons, demonstrating the rich history of the Church's contribution to scientific discovery.

"The Jesuits contributed to the development of pendulum clocks, pantographs, barometers, reflecting telescopes, and microscopes." — Historical record of Catholic scientific contributions

📋 Overview¶

The Catholic Church has a long, rich history of supporting scientific inquiry. By highlighting Catholic scientists in our lessons, we help students see that faith and science are complementary—not competing—ways of understanding God's creation.

How to Use This Guide: 1. Find a scientist relevant to your lesson topic 2. Include their story in your lesson introduction or "Catholic Heritage" section 3. Help students see how faith informed the scientist's work 4. Use reflection questions to deepen understanding

🌟 Featured Catholic Scientists¶

Gregor Mendel (1822-1884)¶

"The Father of Genetics"

Field	Life Sciences, Genetics
Religious Life	Augustinian Friar
Major Contribution	Laws of Heredity
STEM Topics	Biology, Genetics, Scientific Method

Story: Fr. Gregor Mendel was an Augustinian friar who conducted experiments with pea plants in his monastery garden. His careful observations and data collection led to the discovery of the fundamental laws of inheritance, which became the foundation of modern genetics. His work went largely unrecognized during his lifetime but became one of the most important scientific discoveries in history.

Faith Connection: Mendel saw his scientific work as studying God's creation. The order and patterns he discovered in genetics reflected his belief in a Creator who designed life with beautiful, discoverable laws.

Quote:

"My scientific work brought me great satisfaction, and I am convinced that it will be appreciated before long by the whole world."

Use in Lessons About:

Life cycles and inheritance
Scientific method and observation
Data collection and analysis
Patterns in nature

Reflection Questions: 1. How did Mendel's patience and careful observation lead to his discovery? 2. What does the order Mendel found in genetics tell us about God's creation? 3. How can we practice Mendel's patience in our own learning?

Nicolaus Copernicus (1473-1543)¶

Pioneer of Heliocentric Astronomy

Field	Astronomy, Mathematics
Religious Life	Catholic Canon
Major Contribution	Heliocentric Theory
STEM Topics	Astronomy, Earth Science, Space

Story: Copernicus was a Catholic canon (a church official) who proposed that the Earth revolves around the Sun, rather than the other way around. His book, De revolutionibus orbium coelestium, revolutionized our understanding of the cosmos. The Church supported his work during his lifetime, and he dedicated his book to Pope Paul III.

Faith Connection: Copernicus saw the study of astronomy as revealing the glory of God's creation. He believed understanding the cosmos helped us appreciate the Creator's wisdom and majesty.

Quote:

"To know the mighty works of God, to comprehend His wisdom and majesty and power; to appreciate, in degree, the wonderful workings of His laws, surely all this must be a pleasing and acceptable mode of worship to the Most High."

Use in Lessons About:

Solar system and space
Earth's movement and seasons
Scientific theories and evidence
History of scientific discovery

Reflection Questions: 1. How did Copernicus's faith inspire his scientific work? 2. What does it mean to worship God through understanding creation? 3. Why is it important to follow evidence even when it challenges our assumptions?

Louis Pasteur (1822-1895)¶

Pioneer of Microbiology and Vaccination

Field	Microbiology, Chemistry
Faith	Devout Catholic
Major Contribution	Germ Theory, Pasteurization, Vaccines
STEM Topics	Biology, Health, Medicine

Story: Louis Pasteur's discoveries saved countless lives through the development of pasteurization, germ theory, and vaccines for rabies and anthrax. His faith remained central to his life and work. He saw his scientific work as service to humanity—using his God-given gifts to reduce suffering.

Faith Connection: Pasteur explicitly rejected the idea that science and faith were in conflict. He used his talents to serve others, developing vaccines that protected the vulnerable and saving countless lives through his discoveries.

Quotes:

"A little science distances you from God, but a lot of science brings you nearer to Him."

"The more I study nature, the more I stand amazed at the work of the Creator."

Use in Lessons About:

Microorganisms and disease
Health and medicine
Food safety
Scientific experiments

Reflection Questions: 1. How did Pasteur use his scientific gifts to serve others? 2. What does Pasteur mean when he says more science brings us closer to God? 3. How can we use science and technology to care for others like Pasteur did?

Georges Lemaître (1894-1966)¶

"Father of the Big Bang Theory"

Field	Cosmology, Physics, Mathematics
Religious Life	Catholic Priest
Major Contribution	Big Bang Theory
STEM Topics	Space, Physics, Astronomy

Story: Fr. Georges Lemaître was a Belgian Catholic priest and physicist who first proposed the theory that the universe began from a "primeval atom" or "cosmic egg"—what we now call the Big Bang. He developed this theory independently of and slightly before Edwin Hubble's observations of an expanding universe.

Faith Connection: Lemaître kept his science and theology distinct but complementary. He insisted that the Big Bang theory was a scientific description, not a creation story, showing that science and faith answer different questions. Pope Pius XII wanted to cite the Big Bang as proof of creation, but Lemaître discouraged this, believing science should remain independent in its methods.

Quote:

"The evolution of the world can be compared to a display of fireworks that has just ended: some few red wisps, ashes, and smoke."

Use in Lessons About:

Origin of the universe
Space and astronomy
Scientific theories
Faith and science relationship

Reflection Questions: 1. How did Fr. Lemaître show that a person can be both a priest and a scientist? 2. What does the Big Bang tell us about the universe's beginning? 3. Why did Lemaître want to keep science and theology separate but complementary?

St. Albert the Great (c. 1200-1280)¶

Patron Saint of Natural Scientists

Field	Natural Science, Philosophy
Religious Life	Dominican Friar, Bishop, Doctor of the Church
Major Contribution	Established natural science as legitimate field
STEM Topics	All STEM areas, Scientific method

Story: St. Albert the Great (Albertus Magnus) was a Dominican friar who became one of the most learned men of the Middle Ages. He wrote extensively on biology, chemistry, physics, astronomy, geography, and more. He insisted on observation and experimentation, not just relying on ancient texts. He taught St. Thomas Aquinas and helped establish that studying nature was a legitimate way to understand God.

Faith Connection: Albert believed that studying nature was a form of worship—we learn about the Creator by studying creation. He saw no conflict between faith and reason, believing both lead to truth.

Quote:

"Natural science does not consist in ratifying what others have said, but in seeking the causes of phenomena."

Use in Lessons About:

Any STEM topic (as patron saint)
Scientific method and observation
History of science
Faith and science working together

Reflection Questions: 1. Why is St. Albert called the patron saint of natural scientists? 2. How did St. Albert show that studying nature honors God? 3. What can we learn from St. Albert's approach to learning through observation?

Blaise Pascal (1623-1662)¶

Mathematician, Physicist, and Apologist

Field	Mathematics, Physics, Philosophy
Faith	Devout Catholic
Major Contribution	Probability, Hydraulics, Calculator
STEM Topics	Math, Physics, Engineering

Story: Blaise Pascal was a child prodigy who made major contributions to mathematics and physics. He invented an early calculator, developed probability theory with Fermat, and made discoveries in fluid mechanics (Pascal's Law). After a profound religious experience, he devoted much of his life to defending the Catholic faith.

Faith Connection: Pascal saw mathematics and science as revealing the rational order God built into creation. His famous "Pensées" explored the relationship between faith and reason, arguing that faith goes beyond reason but never contradicts it.

Quote:

"In faith there is enough light for those who want to believe and enough shadows to blind those who don't."

Use in Lessons About:

Mathematics and probability
Physics and pressure
Early computers/calculators
Engineering design

Reflection Questions: 1. How did Pascal use his mathematical mind to explore both science and faith? 2. What does "Pascal's Law" teach us about how God designed the physical world? 3. How can we use our minds for both scientific discovery and deepening faith?

The Jesuit Contributions¶

Scientists of the Society of Jesus

The Jesuits (Society of Jesus) have made extraordinary contributions to science, including:

Contribution	Jesuit Scientists
Pendulum Clocks	Multiple contributors
Barometers	Evangelista Torricelli (student of Jesuits)
Reflecting Telescopes	Improvements and observations
Microscopes	Development and usage
Seismology	"Father of Seismology" – Fr. Athanasius Kircher
Lunar Features	35 craters named after Jesuit scientists

Use in Lessons About:

Any scientific instrument development
Astronomy and space exploration
Measurement and observation
History of scientific institutions

Reflection Question: Why do you think so many Jesuits became scientists? What does this tell us about the Church's relationship with science?

📚 Additional Catholic Scientists¶

Quick Reference Table¶

Scientist	Dates	Field	Catholic Connection
Maria Gaetana Agnesi	1718-1799	Mathematics	Devoted Catholic, first woman math professor
Pierre Duhem	1861-1916	Physics, History of Science	Devout Catholic
Jerome Lejeune	1926-1994	Genetics	Discovered Down syndrome cause; Servant of God
Sr. Mary Kenneth Keller	1913-1985	Computer Science	First American woman PhD in CS
Francesco Redi	1626-1697	Biology	Disproved spontaneous generation
Marin Mersenne	1588-1648	Mathematics, Music Theory	Minim Friar
Roger Bacon	c. 1219-1292	Optics, Scientific Method	Franciscan Friar
Francesco Grimaldi	1618-1663	Physics, Astronomy	Jesuit priest, discovered diffraction

🎯 How to Integrate into Lessons¶

Option 1: Brief Mention (1-2 minutes)¶

"Did you know that a Catholic priest named Georges Lemaître first proposed the Big Bang theory? Scientists can be people of faith!"

Option 2: Story Integration (5 minutes)¶

Include a short biography in your lesson introduction, connecting the scientist's faith to their work.

Option 3: Research Extension¶

Assign students to research a Catholic scientist and present how their faith informed their work.

Option 4: Prayer Connection¶

"St. Albert the Great, patron saint of scientists, pray for us as we study God's creation today."

Option 5: Wonder Question¶

"Fr. Lemaître wondered about the beginning of the universe. What questions about creation do you wonder about?"

📋 Student Research Template¶

Catholic Scientist Report¶

Scientist Name: _______________________

Dates of Life: _______________________

Field of Study: _______________________

Major Discovery/Contribution:

How Faith Influenced Their Work:

What I Learned About Faith and Science:

A Quote from This Scientist:

How This Inspires Me:

🙏 Prayer for Scientists¶

Almighty God, who created all things in wisdom, We thank You for the gift of Catholic scientists Who used their talents to discover Your truth And serve their brothers and sisters.

Through the intercession of St. Albert the Great, Patron of natural scientists, Help us to study Your creation with wonder, And use our learning to honor You And serve the common good.

May faith and reason work together in our hearts As we seek to understand Your world.

Through Christ our Lord, Amen.

Resource Version: 2.0
Framework: C-STREAM
Sources: Catholic heritage research, NCEA STREAM materials

✨ Wonder and Curiosity Guide¶

This resource provides strategies for cultivating the sense of wonder that is foundational to Catholic STEM education.

"Approaching education from the perspective of wonder, exploration, and faith will ignite the love of learning."

📋 Overview¶

Wonder is the starting point of both scientific inquiry and faith. When we marvel at God's creation, we are drawn to understand it more deeply through science and to worship the Creator who made it.

The Wonder Cycle:

     +----------------------+
     |                      |
     v                      |
  WONDER          GRATITUDE/WORSHIP
     |                      ^
     v                      |
 CURIOSITY         UNDERSTANDING
     |                      ^
     v                      |
  INQUIRY ---------------►-+

🌟 What is Wonder in Catholic Education?¶

Wonder vs. Simple Curiosity¶

Simple Curiosity	Catholic Wonder
"How does that work?"	"How amazing that God designed this!"
Satisfied by an answer	Deepened by understanding
Leads to knowledge	Leads to knowledge AND worship
Self-focused learning	Learning as response to God

Wonder as Gateway to Faith and Science¶

Wonder serves as a "privileged gateway into the divine order of things." When students wonder at creation:

They are drawn to study it (science)
They are drawn to praise the Creator (faith)
They see that faith and science lead to the same truth

🎯 Strategies for Cultivating Wonder¶

1. Wonder Questions¶

Start lessons with questions that evoke awe:

For Young Children (K-2)¶

"Have you ever watched a butterfly and wondered how it knows how to fly?"
"Isn't it amazing that tiny seeds grow into huge trees?"
"Why do you think God made so many different kinds of animals?"
"Have you ever wondered why the sky changes colors?"

For Grades 3-5¶

"How is it possible that your heart beats 100,000 times every day without you thinking about it?"
"What do you wonder about when you look at the stars?"
"Did you know there are more stars in the universe than grains of sand on Earth?"
"How do birds know where to fly when they migrate thousands of miles?"

For Grades 6-8¶

"Scientists estimate there are 37 trillion cells in your body, all working together. How is that possible?"
"The same mathematical patterns appear in shells, flowers, and galaxies. Why do you think that is?"
"What would it be like to be the first person to discover something no one knew before?"
"How can studying atoms help us understand the universe?"

2. Wonder Moments¶

Build "wonder pauses" into your lessons:

Before Instruction: "Before I tell you how this works, take a moment to wonder about it. What do you notice? What surprises you?"

During Activities: "Stop and look at what you created. Isn't it amazing that you figured that out?"

After Learning: "Now that you understand this better, does it make you wonder about anything else?"

Connecting to Faith: "When I learned this, I was amazed at how God designed creation. What amazes you?"

3. The "Wow" Collection¶

Create a classroom practice of collecting "wows":

Daily Wow Board: Students can add observations that made them say "wow" throughout the week.

Wonder Journal: Students keep a journal where they record things that amaze them about creation.

Wow Sharing: Begin or end class with students sharing something that made them wonder.

4. Mystery Before Explanation¶

Present phenomena before explaining them:

Traditional Approach: "Today we're going to learn about magnets. Magnets have two poles..."

Wonder Approach: Show two magnets attracting and repelling "Watch this... Why do you think that happens? What do you wonder about this?" Let students observe and question before explaining

5. Connecting Wonder to the Creator¶

Explicitly connect wonder to faith:

Example Script: "Scientists have discovered that butterfly wings have tiny scales that create their beautiful colors. When I learned this, I was amazed at how detailed God's creation is—even in things we can barely see! What does this tell us about God?"

Reflection Questions:

"What does this tell us about the Creator?"
"Why do you think God made the world with so much detail and beauty?"
"How does understanding this make you feel about God?"
"What might you say to God about what you learned today?"

📚 Wonder Practices by Lesson Phase¶

Opening Wonder (5 minutes)¶

Purpose: Spark curiosity and connect to faith

Activities:

Wonder question
Mystery object/phenomenon
"What do you notice? What do you wonder?"
Brief moment of awe at creation

Prayer Connection: "Lord, open our eyes to the wonders of Your creation today."

Sustained Wonder (During Instruction)¶

Purpose: Maintain engagement and curiosity

Techniques:

Pause for "wow moments" when content is particularly amazing
Ask "Isn't that amazing?" and mean it
Share your own wonder: "When I first learned this, I couldn't believe..."
Point out complexity and beauty: "Think about how intricate this is..."

Reflective Wonder (Closing)¶

Purpose: Deepen learning and connect to faith

Activities:

"What was the most amazing thing you learned today?"
"What new questions do you have now?"
"How does what you learned today make you think about God?"
"What do you want to explore more?"

Prayer Connection: "Thank You, Lord, for the wonder of [specific content]. Help us to keep wondering and learning about Your creation."

🎨 Creating a "Place of Wonder and Awe"¶

Transform your STEM space into a wonder-inducing environment:

Physical Environment¶

Display "wonder questions" on walls
Include images of amazing natural phenomena
Create a "wonder corner" with intriguing objects
Use natural light when possible
Include plants or natural elements
Display student "wow" discoveries

Learning Environment¶

Welcome questions without judgment
Model curiosity yourself
Celebrate "I wonder..." statements
Allow time for observation
Connect discoveries to the Creator
Create space for quiet wonder

Spiritual Environment¶

Include religious imagery connecting faith and creation
Display quotes from Catholic scientists
Post relevant Scripture verses
Pray with wonder and gratitude
Reference patron saints of science

📋 Wonder Question Bank¶

Life Sciences¶

"Did you know that you started as a single cell smaller than a dot?"
"How do plants 'know' to grow toward light?"
"Why do you think there are so many different species of beetles?"
"How does your body know how to heal a cut?"

Earth Sciences¶

"What do you think the Earth looked like a million years ago?"
"How did mountains form?"
"Why does the moon change shape?"
"What's at the center of the Earth?"

Physical Sciences¶

"Why does ice float when most things sink?"
"How can sound travel through walls?"
"What makes fire?"
"Why is the sky blue?"

Technology/Engineering¶

"How did people solve this problem before technology?"
"What if you could invent anything—what would help people most?"
"How do computers 'think'?"
"What makes a bridge strong?"

Space¶

"How far away is the nearest star?"
"What do you think is beyond the edge of the universe?"
"How many galaxies do you think exist?"
"What would it be like to stand on Mars?"

🙏 Wonder and Worship Connection¶

From Wonder to Praise¶

Help students see the natural connection between wonder and worship:

Wonder Statement → Worship Response

Wonder	Worship
"The human body is so complex!"	"Thank You, God, for making us so wonderfully."
"The universe is so vast!"	"How great is our God who made all this!"
"This pattern is so beautiful!"	"Lord, You are an amazing artist."
"How can this work so perfectly?"	"Your wisdom, God, is beyond understanding."

Scripture Connections for Wonder¶

Psalm 19:1 - "The heavens declare the glory of God; the skies proclaim the work of his hands."

Psalm 139:14 - "I praise you because I am fearfully and wonderfully made; your works are wonderful, I know that full well."

Job 12:7-10 - "But ask the animals, and they will teach you, or the birds in the sky, and they will tell you; or speak to the earth, and it will teach you, or let the fish in the sea inform you. Which of all these does not know that the hand of the Lord has done this?"

Sirach 42:15-17 - "Now I will recall God's works; what I have seen, I will describe... The clear vault of the sky shines forth like heaven itself, a vision of glory."

✨ Teacher Self-Assessment: Wonder¶

Rate yourself:

Indicator	Rating (1-4)
I genuinely wonder at the content I teach
I communicate wonder to my students
I ask wonder-provoking questions
I allow time for students to wonder
I connect wonder to the Creator
My classroom environment promotes wonder
Students express wonder and curiosity

Goal for cultivating more wonder:

Guide Version: 2.0
Framework: C-STREAM
Based on: Catholic Educational Philosophy & Wonder-Based Pedagogy

📝 Teacher Self-Evaluation for C-STEM Excellence¶

This self-evaluation tool helps teachers assess their C-STEM instruction alignment with the NCEA's characteristics of effective STREAM schools and the 12 success factors for Catholic STEM programs.

📋 Overview¶

Purpose: Self-assessment tool for teachers to evaluate and improve their C-STEM instruction

Frequency: Complete at the beginning and end of each semester, or after each unit

Scoring: Honestly rate your current practice to identify areas for growth

🎯 Part 1: NCEA's 10 Characteristics of STREAM Schools¶

Rate your alignment with each characteristic:

4 = Consistently exemplify this characteristic
3 = Usually demonstrate this characteristic
2 = Sometimes demonstrate this characteristic
1 = Rarely or never demonstrate this characteristic

Characteristic 1: Catholic Identity Integration¶

"Integrate Catholic identity into every aspect of the curriculum"

Indicator	Self-Rating (1-4)
Faith is woven throughout lessons, not just in opening/closing prayer
Students see faith and science as complementary
Catholic teaching is meaningfully connected to STEM content
Scripture is used appropriately in STEM lessons
Catholic scientists/heritage are highlighted
Average Score:	/4

Reflection: How well do I integrate Catholic identity into my STEM teaching?

Action Step for Improvement:

Characteristic 2: Culture of Innovation with Ethics¶

"Promote a culture of innovation with commitment to ethical behavior"

Indicator	Self-Rating (1-4)
Students are encouraged to innovate and create
Ethical implications of technology are discussed
Students consider impact of innovations on others
Catholic Social Teaching informs technology discussions
Responsible technology use is modeled and taught
Average Score:	/4

Reflection: Do my students innovate while considering ethics?

Action Step for Improvement:

Characteristic 3: Inclusiveness and Growth Mindset¶

"Foster inclusiveness—operate on the premise that math and science competencies can be developed in all students"

Indicator	Self-Rating (1-4)
All students are challenged appropriately
Growth mindset language is used ("not yet")
Diverse learners are accommodated
Students believe they can succeed in STEM
Mistakes are treated as learning opportunities
Average Score:	/4

Reflection: Do all my students believe they can succeed in STEM?

Action Step for Improvement:

Characteristic 4: Problem Solving and Collaboration¶

"Encourage problem solving, group collaboration, and independent research"

Indicator	Self-Rating (1-4)
Students regularly engage in problem-solving
Collaboration is structured and purposeful
Students have opportunities for independent inquiry
Design thinking/engineering process is taught
Students work together as "Body of Christ"
Average Score:	/4

Reflection: Do my students collaborate effectively on challenging problems?

Action Step for Improvement:

Characteristic 5: Increasing Participation of Underrepresented Groups¶

"Seek to increase participation of underrepresented groups"

Indicator	Self-Rating (1-4)
All students have equal access to STEM activities
Diverse role models are highlighted
Barriers to participation are identified and addressed
Girls and underrepresented groups are encouraged
STEM is presented as accessible to all
Average Score:	/4

Reflection: Do all students feel they belong in STEM?

Action Step for Improvement:

Characteristic 6: Multiple Definitions of Success¶

"Define success in many ways across different learning environments"

Indicator	Self-Rating (1-4)
Multiple forms of assessment are used
Process is valued alongside product
Different talents are celebrated
Success includes faith growth and service
Students set individual goals
Average Score:	/4

Reflection: Do I celebrate diverse forms of success?

Action Step for Improvement:

Characteristic 7: Strategic Planning for Curriculum¶

"Use strategic planning as a blueprint for curriculum development"

Indicator	Self-Rating (1-4)
Lessons follow a coherent curriculum plan
Learning objectives are clear and measurable
Lessons build on each other progressively
Faith integration is intentionally planned
Assessment aligns with objectives
Average Score:	/4

Reflection: Is my curriculum planning intentional and strategic?

Action Step for Improvement:

Characteristic 8: Educator Training and 21^st Century Skills¶

"Prioritize educator training, leadership, and 21^st-century skill applications"

Indicator	Self-Rating (1-4)
I pursue ongoing professional development
I apply new learning to my teaching
21^st century skills are explicitly taught
I model lifelong learning for students
I seek feedback and continuously improve
Average Score:	/4

Reflection: Am I growing as a C-STEM educator?

Action Step for Improvement:

Characteristic 9: Community and Industry Partnerships¶

"Leverage community and industry partnerships"

Indicator	Self-Rating (1-4)
I connect with parish/community resources
Guest speakers or experts are invited
Real-world connections are made in lessons
Students engage with community through projects
Partnerships enhance student learning
Average Score:	/4

Reflection: How well do I connect students to the broader community?

Action Step for Improvement:

Characteristic 10: Wonder and Faith-Based Approach¶

"Approach STEM through the lens of faith and wonder"

Indicator	Self-Rating (1-4)
Wonder questions spark curiosity
Students experience awe at God's creation
Faith enhances scientific inquiry
Joy in learning is evident
Students see STEM as exploring God's world
Average Score:	/4

Reflection: Do my students experience wonder in STEM learning?

Action Step for Improvement:

📊 Part 2: The 12 Success Factors Self-Check¶

Rate your implementation of each success factor:

4 = Fully implemented and consistent
3 = Mostly implemented
2 = Partially implemented
1 = Not yet implemented

Success Factor	Rating (1-4)	Evidence/Notes
1. Faith-Reason Integration - Faith and science as complementary
2. NCEA Characteristics - Alignment with 10 characteristics (above)
3. Hands-On, Project-Based Learning - Students actively engaged
4. Service-Oriented STEM - Connection to Catholic Social Teaching
5. Cross-Curricular Integration - Connections across subjects
6. Balance with Traditional Subjects - Whole-child approach
7. Start Early - High-quality STEM from early grades
8. Professional Development - Ongoing teacher learning
9. 21^st Century Skills - Explicit skill development
10. Catholic Heritage in Science - Highlighting Catholic scientists
11. Community Partnerships - External connections
12. Wonder and Curiosity - Foundation of learning
TOTAL SCORE	/48

Score Interpretation¶

Score Range	Rating	Description
40-48	Exemplary	You are modeling C-STEM excellence
32-39	Proficient	Strong implementation with room to grow
24-31	Developing	Good foundation; focus on improvement areas
Below 24	Beginning	Significant opportunity for growth

🎯 Part 3: Lesson-Level Self-Assessment¶

Use this quick checklist before or after teaching a C-STEM lesson:

Pre-Lesson Check¶

Before teaching, have I:

Planned meaningful faith integration (not just prayer)?
Prepared hands-on/inquiry-based activities?
Included a "wonder" question to spark curiosity?
Planned for collaboration and communication?
Connected learning to serving others?
Differentiated for all learners?
Identified Catholic heritage connection (if applicable)?

Post-Lesson Reflection¶

After teaching, I observed:

Students expressed wonder or curiosity
Faith and science connection was clear to students
Students collaborated effectively
All students were engaged and included
Service orientation was understood
Students could articulate learning and faith connection

Quick Rating¶

Aspect	Rating (1-4)
Faith Integration
Student Engagement
Hands-On Learning
Collaboration
Overall Effectiveness

📈 Part 4: Growth Planning¶

My C-STEM Strengths¶

My Growth Areas (choose 2-3 to focus on)¶

SMART Goals for Improvement¶

Goal 1:

Specific:
Measurable:
Achievable:
Relevant:
Time-bound:

Goal 2:

Specific:
Measurable:
Achievable:
Relevant:
Time-bound:

Resources I Need¶

Professional development on:
Materials/equipment:
Collaboration with:
Time for:

Support I Will Seek¶

Colleague:
Administrator:
Resource:

📋 Part 5: Student Feedback Collection¶

Consider gathering student feedback on these questions:

Elementary Students (K-3)¶

Do you like learning about science and technology? 😊 😐 ☹️
Do you know that God made everything we study? Yes / Sometimes / No
Do you work well with your friends on projects? Yes / Sometimes / No

Upper Elementary (4-6)¶

How much do you enjoy C-STEM class? (1-5)
Do you understand how faith and science work together? (1-5)
Do you feel like your ideas matter in class? (1-5)
Have you learned how STEM can help others? (1-5)

Open-Ended¶

What do you like most about C-STEM?
What would make C-STEM even better?
How has C-STEM helped you grow in faith?

🙏 Educator's Prayer for C-STEM Teaching¶

Lord, help me to be a faithful teacher of Your truth. May I integrate faith and reason seamlessly, Showing my students the harmony of Your creation.

Give me patience to nurture every learner, Creativity to engage curious minds, And wisdom to connect learning to service.

Help me cultivate wonder in my classroom, That students may see Your glory in all we study. May I never tire of learning and growing So that I may better serve Your children.

Through Christ our Lord, Amen.

📅 Evaluation Schedule¶

When	What to Complete
Beginning of Year	Full Parts 1-4
After Each Unit	Part 3 (Lesson-Level)
Mid-Year	Parts 1-2, Update Goals
End of Year	Full evaluation, Plan for next year

Date of This Evaluation: _________________

Next Evaluation Date: _________________

Signature: _________________________

Evaluation Version: 2.0
Framework: C-STREAM
Based on: NCEA STREAM Characteristics & Catholic STEM Success Factors

🌈 C-STREAM Differentiation Guide¶

Location: Our Lady of the Prairie Catholic School · Belle Plaine, MN · Archdiocese of Saint Paul and Minneapolis

Practical strategies for meeting the needs of all learners in your C-STREAM classroom.

🎯 Universal Design Principles¶

Before modifying for individuals, build accessibility into every lesson:

Principle	How to Apply
Multiple means of representation	Show AND tell. Use visuals, verbal, hands-on
Multiple means of expression	Let students show learning in different ways
Multiple means of engagement	Offer choice when possible

👤 Students with Learning Differences¶

Attention Challenges (ADHD)¶

Strategy	Example
Chunk activities	Break 30-min lesson into 3 segments with movement
Provide fidgets	Offer something to hold during listening
Use timers	Visual countdown for transitions
Movement breaks	"Stand up and stretch" between activities
Clear workspace	Only current materials on desk
Proximity	Seat near you during instructions
Written + verbal	Post steps AND say them aloud

What works especially well in C-STREAM:

Hands-on building naturally engages kinesthetic learners
Short segments (explore → build → test → share)
Movement built into engineering activities

Reading/Writing Challenges (Dyslexia, Dysgraphia)¶

Strategy	Example
Reduce writing load	Use drawings, verbal responses, check boxes
Provide templates	Pre-printed worksheets with sentence starters
Use visuals	Picture instructions, not just text
Allow dictation	Student speaks, partner or teacher writes
Larger print	Enlarge worksheets to 125%
Color coding	Highlight key words or steps
Audio options	Read instructions aloud, use text-to-speech

Worksheet Modifications:

Use Engineering Design Process worksheet with drawing boxes
Accept labeled diagrams instead of paragraphs
Offer verbal project reflections

Processing Differences (Autism Spectrum)¶

Strategy	Example
Consistent routine	Same structure each C-STREAM session
Visual schedule	Post lesson flow on board
Prepare for transitions	"In 2 minutes we will clean up"
Reduce sensory input	Quiet corner option, headphones available
Clear expectations	Specific, concrete instructions
Social stories	"During C-STREAM, we share materials with friends"
Warn about changes	Preview if doing something different

Sample Visual Schedule:

1. Prayer (2 min)
2. Wonder Question (3 min)
3. Learn Together (8 min)
4. Build/Create (12 min)
5. Share (3 min)
6. Closing Prayer (2 min)

Motor Skill Challenges¶

Strategy	Example
Larger materials	Use bigger blocks, thicker markers
Adaptive tools	Scissors with spring return, pencil grips
Partner assistance	"You design, partner builds"
Modified expectations	Quality over quantity
Alternative methods	Stamp instead of write, voice instead of type
Stable surfaces	Tape paper down, use non-slip mats

Building Modifications:

Pre-cut materials for students who struggle with scissors
Offer larger KEVA planks or DUPLO instead of small pieces
Allow digital design (drawing app) instead of physical building

🚀 Advanced Learners¶

Extension Strategies¶

Strategy	Example
Deeper questions	"What would happen if...?"
Additional constraints	"Now build it using only 10 pieces"
Leadership roles	Materials manager, group facilitator
Peer teaching	Help struggling classmates
Research extensions	Investigate related Catholic scientist
Complex challenges	Add variables to engineering problem
Documentation	Create how-to guide for others

Sample Extensions by Activity Type¶

Activity	Extension
Bridge building	Add weight-holding requirement, calculate efficiency
Coding	Add sound effects, create multi-level game
Robotics	Add sensors, create obstacle course
Science investigation	Design additional tests, graph data
Engineering challenge	Present to another class, create tutorial

Enrichment Questions¶

"How could you make this help someone in our community?"
"What would a professional engineer do differently?"
"Can you teach this to a younger student?"
"What other problems could you solve with this method?"

🌍 English Language Learners (ELL)¶

Visual Supports¶

Strategy	Example
Picture vocabulary	Show images alongside new words
Labeled diagrams	Parts of robot, design process steps
Video demonstrations	Model before expecting output
Gestures	Use consistent hand signals
Real objects	Hold up actual materials when naming

Language Supports¶

Strategy	Example
Sentence frames	"I noticed _____" "My design _____"
Key vocabulary preview	3-5 words before lesson
Partner translation	Pair with bilingual buddy
Simplified instructions	Shorter sentences, one step at a time
Repeat and rephrase	Say key ideas multiple ways
Wait time	Allow extra processing time

Sample Sentence Frames for C-STREAM¶

For Observations:

"I see _____."
"I notice _____."
"It looks like _____."

For Engineering:

"My design has _____."
"It didn't work because _____."
"I will change _____."

For Collaboration:

"I agree because _____."
"I have a different idea: _____."
"Can you help me with _____?"

For Faith Connection:

"This reminds me of _____."
"God made _____ because _____."
"We can help others by _____."

Visual Vocabulary Cards (Key C-STREAM Terms)¶

Create cards with picture + word for:

Engineer, scientist, inventor
Design, build, test, improve
Observe, predict, measure
Collaborate, share, teamwork
Create, imagine, wonder

🏠 Modifications Quick Reference¶

At-a-Glance Chart¶

Need	Time	Materials	Instruction	Output
ADHD	Shorter segments	Reduce clutter	Break into steps	Choice of format
Reading	Same	Pre-printed	Visual + verbal	Drawing/verbal
Autism	Predictable	Consistent	Visual schedule	Structured options
Motor	Flexible	Larger/adapted	Partner support	Modified expectations
Advanced	Same or less	Add constraints	Deeper questions	Extended products
ELL	Same or more	Visual labels	Simplified language	Sentence frames

💡 Lesson Planning Checklist¶

Before each lesson, ask yourself:

Preparation¶

Do I have visual supports for key vocabulary?
Are instructions broken into clear steps?
Do I have a visual schedule posted?
Are materials accessible to all learners?
Do I have extension activities ready?

During Lesson¶

Am I showing AND telling?
Am I providing think time before expecting answers?
Am I checking for understanding throughout?
Am I offering choices where possible?
Am I circulating and observing needs?

Assessment¶

Can students show learning in multiple ways?
Am I looking for growth, not just mastery?
Am I documenting what each student CAN do?

🤝 Collaboration with Specialists¶

Who to Partner With¶

Specialist	How They Can Help
Special Education Teacher	IEP accommodations, co-teaching
Speech-Language Pathologist	Vocabulary support, communication
Occupational Therapist	Motor accommodations, sensory needs
ELL Teacher	Language supports, cultural connections
Gifted Coordinator	Extension ideas, enrichment

Questions to Ask¶

"What accommodations does this student need?"
"What are their strengths I can build on?"
"What worked in other classes?"
"Can you co-teach or observe a lesson?"
"How should I modify the assessment?"

✝️ Faith Perspective on Inclusion¶

"Each person is made in the image and likeness of God with unique gifts to share."

C-STREAM celebrates that:

All students are curious — Wonder looks different for everyone
All students can contribute — Every team needs different strengths
All students are learning — Growth is the goal, not perfection
All students belong — Our classroom is a community

📚 Resources for Further Learning¶

CAST UDL Guidelines: udlguidelines.cast.org
Understood.org: Strategies for learning differences
Colorín Colorado: Resources for ELL students
NAGC: National Association for Gifted Children

Last updated: December 2025

📊 Student Progress Tracker¶

Location: Our Lady of the Prairie Catholic School · Belle Plaine, MN · Archdiocese of Saint Paul and Minneapolis

Tools for tracking student growth in C-STREAM throughout the year.

📋 Skills Checklist by Grade Band¶

Use these checklists to track student progress on key C-STREAM skills. Mark:

E = Emerging (just starting)
D = Developing (making progress)
P = Proficient (got it!)
A = Advanced (ready to teach others)

Kindergarten Skills Checklist¶

Student Name: _________________	Fall	Winter	Spring
Wonder & Curiosity
Asks "I wonder..." questions	___	___	___
Shows excitement about exploring	___	___	___
Observes carefully	___	___	___
Faith Integration
Recognizes God as Creator	___	___	___
Thanks God for creation	___	___	___
Shows kindness to others	___	___	___
Engineering/Building
Builds with blocks/materials	___	___	___
Tries again when something falls	___	___	___
Uses materials safely	___	___	___
Technology
Follows simple robot commands	___	___	___
Uses tablet/device appropriately	___	___	___
Understands sequence (first, then, next)	___	___	___
Collaboration
Shares materials	___	___	___
Works with a partner	___	___	___
Listens to others' ideas	___	___	___

Grades 1-2 Skills Checklist¶

Student Name: _________________	Fall	Winter	Spring
Scientific Thinking
Makes observations	___	___	___
Makes predictions	___	___	___
Compares results to predictions	___	___	___
Records findings (drawing/writing)	___	___	___
Faith Integration
Connects science to faith	___	___	___
Identifies Catholic scientists	___	___	___
Explains how learning honors God	___	___	___
Engineering Design
Identifies a problem	___	___	___
Creates a plan (drawing)	___	___	___
Builds from a plan	___	___	___
Tests and improves design	___	___	___
Technology/Coding
Follows multi-step sequences	___	___	___
Uses block coding (ScratchJr)	___	___	___
Programs a robot (basic commands)	___	___	___
Debugs simple errors	___	___	___
Collaboration & Communication
Works in a team	___	___	___
Shares ideas clearly	___	___	___
Listens respectfully	___	___	___
Helps teammates	___	___	___

Grades 3-4 Skills Checklist¶

Student Name: _________________	Fall	Winter	Spring
Scientific Method
Forms testable questions	___	___	___
Designs simple experiments	___	___	___
Collects and records data	___	___	___
Draws conclusions from data	___	___	___
Faith Integration
Explains faith-reason harmony	___	___	___
Connects to Catholic Social Teaching	___	___	___
Applies service mindset to projects	___	___	___
Engineering Design Process
Follows full design process	___	___	___
Creates detailed plans with labels	___	___	___
Uses materials efficiently	___	___	___
Iterates based on testing	___	___	___
Documents the process	___	___	___
Technology/Coding
Uses loops in coding	___	___	___
Uses conditionals (if/then)	___	___	___
Programs with Scratch	___	___	___
Troubleshoots code independently	___	___	___
21^st Century Skills
Collaborates effectively	___	___	___
Communicates ideas clearly	___	___	___
Shows persistence	___	___	___
Thinks creatively	___	___	___
Reflects on learning	___	___	___

Grades 5-6 Skills Checklist¶

Student Name: _________________	Fall	Winter	Spring
Scientific Investigation
Designs controlled experiments	___	___	___
Analyzes data with graphs/charts	___	___	___
Identifies variables	___	___	___
Draws evidence-based conclusions	___	___	___
Communicates findings formally	___	___	___
Faith Integration
Articulates faith-science relationship	___	___	___
Applies Catholic values to ethics	___	___	___
Designs projects with service focus	___	___	___
Connects to Laudato Si'/stewardship	___	___	___
Engineering & Design
Solves complex, open-ended problems	___	___	___
Uses constraints in design	___	___	___
Creates prototypes	___	___	___
Optimizes for multiple criteria	___	___	___
Documents design process thoroughly	___	___	___
Advanced Technology
Uses variables in coding	___	___	___
Creates interactive programs	___	___	___
Programs robots for complex tasks	___	___	___
Combines multiple technologies	___	___	___
Leadership & Collaboration
Leads group work effectively	___	___	___
Mentors younger students	___	___	___
Presents to audiences	___	___	___
Gives constructive feedback	___	___	___
Manages time independently	___	___	___

📊 Class Progress Overview (Template)¶

Use this to track whole-class progress at a glance.

Class: _________ | Trimester: _¶

Student	Wonder	Faith	Engineering	Coding	Collaboration	Notes
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Key: E = Emerging | D = Developing | P = Proficient | A = Advanced

📅 Assessment Timeline¶

When	What to Assess	Tool
Week 1-2	Baseline skills, interests	Goal-setting worksheet
Monthly	Participation, engagement	Observation notes
End of Each Project	Project skills, collaboration	Project rubric + reflection
End of Trimester	Skills checklist update	Grade-level checklist
End of Year	Growth comparison	Fall vs. Spring checklist

🎯 Quick Observation Notes Template¶

Date: _________ | Lesson: _________________________

Student	What I Noticed	Follow-Up Needed

Whole Class Observations:

Engagement level: ☐ Low ☐ Medium ☐ High
Collaboration: ☐ Needs work ☐ Good ☐ Excellent
Understanding: ☐ Reteach needed ☐ On track ☐ Ready for more

💡 Tips for Tracking¶

Keep it simple — You don't need to track everything every time
Use sticky notes — Jot observations during class, transfer later
Focus on growth — Compare students to themselves, not others
Include student voice — Use their reflections as data
Celebrate progress — Share growth with students and parents

Last updated: December 2025

🆘 C-STREAM Substitute Teacher Guide¶

Location: Our Lady of the Prairie Catholic School · Belle Plaine, MN · Archdiocese of Saint Paul and Minneapolis

Welcome, Substitute Teacher! This guide will help you successfully lead a C-STREAM class even without prior experience. C-STREAM stands for Catholic Science, Technology, Religion, Engineering, Art & Music, and Mathematics—it's Catholic STEM education.

🚨 Quick Start (Read This First!)¶

⏱️ Session Length by Grade¶

Grade Level	Session Length
Kindergarten	25 minutes
Grades 1-2	30 minutes
Grades 3-4	40 minutes
Grades 5-6	45 minutes

Your 5-Minute Prep¶

Check the lesson folder for today's topic (ask office or check schedule)
Find the Quick Reference Card (one page with all essential info)
Locate materials (listed on Quick Reference Card)
Read the Catholic Integration section (prayer and faith connection)
Have a backup plan ready (see Emergency Activities below)

Classroom Flow by Grade¶

Kindergarten (25 min): | Time | Activity | |------|----------| | 0-3 min | Opening prayer + wonder question | | 3-5 min | Brief introduction | | 5-20 min | Guided activity | | 20-25 min | Reflection + closing |

Grades 1-2 (30 min): | Time | Activity | |------|----------| | 0-3 min | Opening prayer + wonder question | | 3-7 min | Introduction | | 7-25 min | Main activity | | 25-30 min | Reflection + closing |

Grades 3-4 (40 min): | Time | Activity | |------|----------| | 0-4 min | Opening prayer + wonder question | | 4-10 min | Introduction | | 10-33 min | Main activity | | 33-40 min | Reflection + closing |

Grades 5-6 (45 min): | Time | Activity | |------|----------| | 0-5 min | Opening prayer + wonder question | | 5-12 min | Introduction | | 12-38 min | Main activity | | 38-45 min | Reflection + closing |

📋 Standard Lesson Structure¶

Every STREAM lesson follows this pattern:

1. Opening (5 minutes)¶

Prayer Script:

"Dear God, thank You for the gift of learning. Help us today to explore Your amazing creation with wonder and curiosity. Guide our minds and hands as we learn and create. Amen."

Wonder Question: Ask students: "What's something amazing you've noticed in God's creation this week?"

2. Introduction (5 minutes)¶

Briefly explain today's activity
Review any vocabulary
Show examples if available
Answer quick questions

3. Main Activity (25-30 minutes)¶

Follow the lesson plan steps
Circulate and help students
Ask guiding questions (don't give answers)
Remind students of time remaining

4. Reflection (5 minutes)¶

Reflection Questions:

"What worked well in your project?"
"What was challenging?"
"How does this connect to our faith?"

Closing Prayer:

"Lord, thank You for what we learned today. Help us to use our knowledge and creativity to serve You and others. Amen."

🆘 Emergency Backup Activities¶

If technology fails or planned materials aren't available, use these:

Activity 1: Paper Engineering Challenge (All Grades)¶

Time: 25-30 minutes
Materials: Paper, tape, scissors

Challenge: Build the tallest tower using only 5 sheets of paper and 12 inches of tape.

Catholic Connection: "God calls us to build each other up. How can we use our skills to help our community?"

Discussion Questions:

What made structures strong?
How did you solve problems?
How is this like building a strong community?

Activity 2: Creation Observation (All Grades)¶

Time: 25-30 minutes
Materials: Paper, pencils, (optional) magnifying glasses

Activity: Students observe and draw something from God's creation (plant, view from window, their hand). They should include 5 detailed observations.

Catholic Connection: "The heavens declare the glory of God" (Psalm 19:1)

Discussion Questions:

What amazing details did you notice?
How does this show God's creativity?
What questions do you have about what you observed?

Activity 3: Design for Others (All Grades)¶

Time: 25-30 minutes
Materials: Paper, pencils, colored pencils

Activity: Design an invention that would help someone in your community. Draw and label your design.

Catholic Connection: Catholic Social Teaching calls us to care for one another.

Discussion Questions:

Who does your invention help?
How does it show love for neighbor?
What materials would you need to build it?

Activity 4: STREAM Career Exploration (Grades 3-6)¶

Time: 25-30 minutes
Materials: Paper for notes

Activity: Discuss STREAM careers and Catholic scientists (see list below). Students choose one career and write/draw about how it helps others.

Catholic Scientists to Mention:

Gregor Mendel (genetics)
Georges Lemaître (Big Bang theory)
Louis Pasteur (vaccines)

🎯 Grade-Specific Tips¶

Kindergarten¶

Expectations:

Short attention spans (10-15 minutes max per activity)
Need lots of modeling
Will need help with materials
Focus on exploration over perfection

Helpful Phrases:

"Let's try..."
"What do you notice?"
"Show me what you made!"
"It's okay if it doesn't work—that's how we learn!"

Management:

Use a timer they can see
Give 2-minute warnings before transitions
Praise specific behaviors ("I love how you're sharing the blocks!")

Grades 1-3¶

Expectations:

Can follow 3-4 step directions
Need reminders to share and take turns
May need help reading instructions
Enjoy partner work

Helpful Phrases:

"What's your plan?"
"How could you make it better?"
"Work together to solve this."

Management:

Write steps on board
Assign partners if not already arranged
Check in with each group

Grades 4-6¶

Expectations:

Can work more independently
Capable of complex problem-solving
May test boundaries with substitute
Can help explain to others

Helpful Phrases:

"What's your strategy?"
"How does this connect to what you've learned before?"
"Explain your thinking."

Management:

Set clear expectations at start
Give meaningful responsibilities
Challenge fast finishers with extensions

🔧 Common Materials & Locations¶

Material	Likely Location	What It's For
KEVA Planks	STREAM closet	Building structures
iPads	Tech cart	Coding apps, research
Chromebooks	Computer cart	Scratch coding
Spheros	STREAM closet	Robotics/movement
Craft supplies	Supply cabinet	Design challenges

If you can't find materials: Ask the office or a neighboring teacher. If still unavailable, use an emergency backup activity.

🙏 Catholic Integration Scripts¶

Opening Prayer Options¶

Standard:

"Dear God, thank You for creating such an amazing world for us to explore. Help us learn something new today and use our knowledge to serve You and others. Amen."

For Building Activities:

"Lord, You are the master builder of all creation. Guide our hands as we build today, and help us remember to build each other up in love. Amen."

For Coding/Technology:

"Creator God, You gave us minds to think and create. Help us use technology wisely and for good purposes. Amen."

For Nature/Science:

"God of all creation, open our eyes to see the wonders of Your world. Fill us with curiosity and gratitude. Amen."

Faith Connection Questions¶

Use these during reflection time:

"How did today's activity show us something about God's creation?"
"How can we use what we learned to help others?"
"What made you say 'wow' today? How might that be connected to God's design?"
"If you could use these skills to serve your community, what would you do?"

Closing Prayer Options¶

Standard:

"Thank You, God, for what we learned today. Help us to keep wondering about Your amazing world. Amen."

After Challenges/Failures:

"Lord, thank You for helping us learn from our mistakes today. Remind us that You love us even when things don't go perfectly. Amen."

After Group Work:

"Thank You, God, for the gift of working together. Help us to always be kind teammates and to build each other up. Amen."

❓ Frequently Asked Questions¶

Q: What if the technology doesn't work? A: Use an emergency backup activity. Students are used to problem-solving—model flexibility!

Q: What if students finish early? A: Have them help others, add to their project, or draw/write about their creation and what they learned.

Q: What if I don't know the answer to a student's question? A: Say "That's a great question! Let's figure it out together" or "I'm not sure—that's something you could research!"

Q: What if students are off-task? A: Redirect positively. Ask them about their work. Move closer to their group.

Q: What if students argue about sharing materials? A: Remind them of Catholic values—we share and work together. Set a timer for turns if needed.

📝 End-of-Day Notes¶

Please leave notes for the regular teacher:

What we accomplished:

What worked well:

Challenges/concerns:

Students who need follow-up:

Materials that need restocking:

📞 Help Contacts¶

Need	Who to Contact
Supplies/Materials	Office
Technology Help	Tech coordinator
Student Behavior	Office
Schedule Questions	Neighboring teacher

Thank you for teaching STREAM today! Your willingness to step in helps ensure students continue learning about God's amazing creation.

Guide Version: 2.0
Framework: C-STREAM

❓ C-STREAM FAQ & Troubleshooting¶

Location: Our Lady of the Prairie Catholic School · Belle Plaine, MN · Archdiocese of Saint Paul and Minneapolis

Quick answers to common questions and solutions to typical challenges.

📋 Table of Contents¶

Getting Started Questions
Time Management
Materials & Equipment
Classroom Management
Assessment Questions
Technology Troubleshooting
Faith Integration
Working with Different Grades

Getting Started¶

"I'm overwhelmed. Where do I even begin?"¶

Start simple! 1. Read the Quick Start Guide 2. Just focus on Week 1 — it's designed to be easy 3. You don't need fancy equipment to begin 4. It's okay to learn alongside your students

"Do I need a science background to teach C-STREAM?"¶

No! C-STREAM is designed for generalist teachers. The lessons include:

Step-by-step instructions
Background information you need
Simple explanations of concepts
You model curiosity and learning, not expertise

"What's the difference between Year A and Year B?"¶

Both years cover the same core skills with different projects and contexts. If your school uses a two-year rotation (e.g., combined 1-2 grade classroom), students in Year A get different content than Year B, so they never repeat.

Check with your administration which year your school is on.

"How is C-STREAM different from regular STEM?"¶

The "C" stands for Catholic! C-STREAM intentionally:

Connects every lesson to faith
Highlights Catholic scientists
Emphasizes service and helping others
Sees wonder and curiosity as gifts from God
Integrates Catholic Social Teaching

Time Management¶

"My lesson ran way too long. What do I do?"¶

It happens to everyone! Options: 1. Stop gracefully: "We'll continue next week!" 2. Skip the share/reflection: Go straight to closing prayer 3. Simplify: Next time, do fewer steps 4. Learn: Note which part took longer for future planning

"My lesson was too short. Now what?"¶

Stretch activities:

Extended sharing: "Turn to a partner and explain..."
Wonder questions: "What else do you wonder about this?"
Drawing time: "Sketch what you learned"
Connection time: "How does this remind you of something else?"
Clean-up as learning: "As you put away materials, tell me one thing you discovered"

"I don't have time to do everything in the lesson plan."¶

Prioritize: 1. Opening prayer (2-3 min) — Always 2. Hands-on activity (bulk of time) — Core learning 3. Faith connection (2-3 min) — Can be woven in during activity 4. Closing (1-2 min) — Quick wrap-up

Skip if needed:

Extended background information (summarize instead)
All discussion questions (pick 1-2 key ones)
Extensions (save for students who finish early)

"How do I manage transitions between activities?"¶

Use timers: Visual countdown helps everyone
Give warnings: "2 minutes until we stop building"
Use signals: Clap pattern, chime, raised hand
Make cleanup fun: "Can you get materials put away before I count to 20?"
Assign jobs: Materials manager, supply collector, etc.

Materials & Equipment¶

"I don't have the materials listed in the lesson."¶

Substitution ideas:

Listed Material	Substitutes
KEVA planks	Popsicle sticks, cardboard strips, blocks
Sphero/Dash robots	Paper coding (write steps), human robot game
iPads	Paper and pencil, partner work on fewer devices
Fancy building sets	Recycled materials (boxes, tubes, tape)
Science equipment	Household items (cups, spoons, water)

"How far ahead do I need to reserve CSCOE materials?"¶

Minimum 2 weeks, but popular items (Dash robots, Sphero) may need 3-4 weeks. Check the CSCOE Library early in the school year and reserve for the whole semester if possible.

"What should I always have on hand?"¶

C-STREAM Essentials Box:

Paper (plain and construction)
Tape (masking and clear)
Scissors
Markers/crayons
Rulers
String
Straws
Paper cups
Index cards
Recycled cardboard

"A student broke/lost equipment. What do I do?"¶

Stay calm — Accidents happen
Document it — Note what happened for inventory
Problem-solve — Can another group share?
Report — Let administration know if it's expensive equipment
Teach — Use it as a lesson about responsibility and honesty

Classroom Management¶

"Students are too excited and getting wild."¶

Channel the energy:

"Show me you're ready by sitting quietly with hands folded"
"I need silent scientists for the next instruction"
Give a task: "While you wait, predict what will happen..."
Movement break: "Stand up, shake it out, sit back down"

Prevent it:

Give instructions BEFORE distributing materials
Have clear start/stop signals
Assign roles so everyone has a job

"One student is dominating the group work."¶

Strategies:

Assign specific roles (materials manager, recorder, presenter)
Use "talking chips" — each person uses one chip per contribution
Require rotation: "After 2 minutes, pass the materials to the next person"
Check in: "Has everyone in your group shared an idea?"

"Some students finished early while others aren't close."¶

For early finishers:

Extension challenges (printed and ready)
"Can you help a friend who's stuck?"
"Add to your design or make it better"
"Start your reflection/journal entry"
"Draw a diagram showing what you did"

For students who need more time:

Simplify the goal: "Just focus on getting this one part to work"
Pair with a patient helper
Provide partial completion option
Continue next session if possible

"Students are arguing in their groups."¶

Quick interventions:

"What's the disagreement about?" (Name the conflict)
"Can you find a way to try both ideas?"
"Rock, paper, scissors to decide?"
"Take 30 seconds to think quietly, then share again"

Teaching moment:

"Engineers often disagree — that's how ideas get better!"
"How would Jesus want us to solve this?"

Assessment¶

"How do I grade C-STREAM?"¶

Keep it simple:

Participation/Effort: Were they engaged? Did they try?
Process: Did they follow the design process?
Reflection: Can they explain what they learned?
Faith Connection: Did they connect to Catholic values?

Avoid grading whether the project "worked" — that discourages risk-taking.

"What do I put in report cards?"¶

Use language like:

"Demonstrates curiosity and asks questions"
"Perseveres through engineering challenges"
"Collaborates respectfully with peers"
"Connects STEM learning to faith"
"Shows growth in problem-solving skills"

"How do I track progress without tons of paperwork?"¶

Observation notes: Sticky notes during class, transfer weekly
Photos/videos: Quick documentation of work
Student reflections: Have them self-assess
Exit tickets: One quick question at the end
Use the Progress Tracker: Update termly, not weekly

Technology Troubleshooting¶

"The robot won't connect/work."¶

Quick fixes: 1. Power: Is it charged? Turn off and on again. 2. Bluetooth: Is Bluetooth on? Is the device paired? 3. App: Close and reopen the app. Update if needed. 4. Restart: Turn off device, wait 30 seconds, restart.

Backup plan:

Have paper-based coding ready (write the steps on paper)
"Human robot" activity — students give commands to each other
Watch a video of the robot in action and discuss

"The WiFi isn't working."¶

Offline options:

ScratchJr works offline once downloaded
Paper prototyping and designing
Physical building challenges
Discussion and planning activities

"I don't know how to use this app/program."¶

YouTube search: "[App name] tutorial for beginners"
Ask students: They often know!
CSCOE: May have training available

"Only some devices are working."¶

Adapt:

Partner work on functioning devices
Rotation stations — tech station and non-tech station
Paper-based work for those without devices
"Unplugged" version of the activity

Faith Integration¶

"I forget to include the faith connection."¶

Make it automatic:

Post the lesson's Scripture verse
Start with prayer asking God to help us learn
During activity, ask: "What does this tell us about God's creation?"
End with: "How can we use what we learned to help others?"

"The faith connection feels forced."¶

Natural connections:

Wonder: "Isn't it amazing that God made this?"
Failure/persistence: "God is patient with us, too"
Teamwork: "We're using our gifts to help each other"
Creation care: "We're being good stewards"
Service: "How could this help someone?"

"Students ask hard questions about faith and science."¶

Good responses:

"That's a great question! Scientists and people of faith have wondered about that too."
"Faith helps us understand WHY, science helps us understand HOW."
"Let's think about that together."
"That's something you could talk to [parents/pastor] about too."

Working with Different Grades¶

"I teach multiple grades at once. How do I manage?"¶

Strategies:

Use the same theme with different complexity levels
Older students can help younger ones
Assign different roles by ability, not just age
Use the same materials with different challenges
Stagger activities (K builds while 1-2 listens to instructions)

"Kindergartners can't do what the lesson asks."¶

Simplify:

Shorten the activity (focus on exploration, not product)
More adult support and guided steps
Accept any attempt as success
Focus on vocabulary and wonder
Drawing instead of writing

"5^th-6^th graders say the activity is 'babyish.'"¶

Level up:

Add constraints: "Now do it with half the materials"
Add leadership: "Can you mentor a younger student?"
Add complexity: "Design a more advanced version"
Add documentation: "Create a how-to guide"
Add real-world connection: "How do actual engineers do this?"

Still Have Questions?¶

In the Framework¶

Browse other Resources
Check specific lesson plans for tips
Review the Year Planner

Outside Help¶

CSCOE: cscoe.org for training and support
GitHub Issues: Report problems or suggest improvements
Colleague collaboration: Ask other C-STREAM teachers

Last updated: December 2025

Parent Resources

👨‍👩‍👧 Parent Communication Guide¶

Location: Our Lady of the Prairie Catholic School · Belle Plaine, MN · Archdiocese of Saint Paul and Minneapolis

This resource provides templates and strategies for engaging families in C-STEM education, helping them understand and support the unique approach of Catholic STEM education.

📋 Overview¶

Research shows that family involvement significantly impacts student success in STEM education. Catholic schools have a unique opportunity to engage families in understanding how faith and science work together in their child's education.

Goals of Parent Communication: 1. Help parents understand C-STEM's faith integration 2. Provide resources for extending learning at home 3. Build excitement about Catholic STEM education 4. Create opportunities for family participation

📝 Communication Templates¶

Template 1: Introduction to C-STEM Letter¶

Use at beginning of school year or when starting C-STEM program

Subject: Introducing C-STEM Education at [School Name]

Dear [Family Name],

Welcome to our C-STEM (Catholic STEM) program! This year, your child will engage in exciting science, technology, engineering, and mathematics learning with a unique difference—our Catholic faith is woven throughout every lesson.

What is C-STEM? C-STEM integrates Catholic identity into STEM education. Rather than treating faith and science as separate subjects, we help students see them as complementary ways of understanding God's amazing creation.

What Makes C-STEM Special?

Wonder at Creation: Students explore the beauty and complexity of God's world
Faith and Reason: Science and faith work together to reveal truth
Service to Others: Students learn to use STEM skills to help their neighbors
Catholic Heritage: We highlight the Church's rich history of scientific discovery

What Will Your Child Learn? Your child will develop:

Critical thinking and problem-solving skills
Collaboration and communication abilities
Understanding of how STEM serves the common good
Appreciation for the harmony of faith and reason

How Can You Help?

Ask your child what they learned and how it connects to our faith
Encourage curiosity and wonder at home
Explore science and nature together as a family
Discuss how technology can be used responsibly

We look forward to an exciting year of learning and discovery!

In Christ,

[Teacher Name] C-STEM Educator

Template 2: Weekly/Unit Parent Update¶

Use regularly to keep parents informed

C-STEM Update: [Date]

This Week in C-STEM:

📚 What We Learned: [Brief description of STEM content]

🙏 Faith Connection: [How faith was integrated]

👨‍🔬 Catholic Scientist Spotlight: [If applicable—name and brief connection]

✨ Wonder Moment: We were amazed by [specific discovery/observation]!

Discussion Starters for Home: 1. Ask your child: "[Specific question about lesson]" 2. Discuss: "[Faith connection question]" 3. Explore together: "[Extension activity]"

Coming Up Next Week: [Brief preview]

Family Challenge (Optional): [Home activity families can do together]

Template 3: Project Information Letter¶

Use when students begin a major project

C-STEM Project: [Project Name]

Dear Families,

Your child is beginning an exciting C-STEM project! Here's what you need to know:

Project Overview: [Brief description of the project]

Learning Goals:

STEM Skills: [What students will learn]
Faith Connection: [How project connects to Catholic teaching]
Service Focus: [How project serves others]

Timeline:

Start Date: [Date]
Checkpoints: [Dates]
Completion: [Date]
Presentation: [Date—families invited?]

What Your Child Will Need: [List any materials needed from home]

How You Can Support:

Ask about progress regularly
Help with research at home (but don't do the work!)
Discuss the faith connection
Encourage perseverance when challenges arise

Questions to Ask Your Child: 1. What problem is your project solving? 2. How does this project help others? 3. What has been challenging? How did you work through it? 4. How does this project connect to our faith?

Family Involvement Opportunity: [Any ways families can participate]

We appreciate your partnership!

[Teacher Name]

Template 4: STEM Fair Family Guide¶

Use for science fair preparation

C-STEM Fair Guide for Families

What Makes Our STEM Fair Catholic?

Unlike secular science fairs, our C-STEM Fair asks students to:

Connect their project to Catholic Social Teaching
Explain how their work serves others or cares for creation
Demonstrate the harmony of faith and reason
Show how they used their God-given talents

Judging Categories: 1. STEM Content & Process (30%) 2. Faith Integration (20%) 3. Service & Application (15%) 4. 21^st Century Skills (20%) 5. Presentation (15%)

Faith Integration Questions Students Should Answer:

How does your project connect to Catholic teaching?
Who does your project help? (Care for others, environment, community)
How did wonder or curiosity inspire your project?
What does your project show about God's creation?

How to Help Without Doing the Work: ✅ DO:

Ask guiding questions
Help find resources
Encourage persistence
Discuss faith connections
Provide materials
Celebrate effort

❌ DON'T:

Do the project yourself
Write reports for your child
Build for your child
Provide all the answers

Timeline: [Key dates and deadlines]

Questions? Contact [Teacher Name] at [Email]

📋 Discussion Guides for Home¶

Faith and Science Conversation Starters¶

For Young Children (K-2):

"What did you see today that God made?"
"How does [lesson topic] show us that God is amazing?"
"What do you want to ask God about the world?"

For Elementary (3-5):

"What did you learn today that made you say 'wow'?"
"How does what you learned help you understand God's creation?"
"How could you use what you learned to help others?"

For Middle School (6-8):

"What did you discover about how faith and science work together?"
"How does [topic] connect to Catholic Social Teaching?"
"What ethical questions came up in your learning today?"
"How did Catholic scientists contribute to this field?"

🏠 Home Extension Activities¶

Family STEM + Faith Activities¶

Nature Walk Wonder Take a walk and notice God's creation. Ask:

What patterns do you see?
What amazes you?
What questions do you have?
Let's thank God for what we observed.

Kitchen Science Cook or bake together and discuss:

How do ingredients change when mixed/heated?
What patterns do you notice in recipes?
How is cooking like doing an experiment?
Thank God for providing food and the wisdom to prepare it.

Stargazing Look at the stars together and discuss:

How many stars can we count?
What did Fr. Georges Lemaître discover about the universe?
Read Psalm 19:1 together.
How big must God be to have created all this?

Building Challenge Build something together (blocks, LEGO, cardboard) and discuss:

What makes structures strong?
How is this like what engineers do?
How can we use building skills to help others?
Thank God for the gift of creativity.

Technology Talk When using technology together, discuss:

How does this technology help people?
How should we use technology responsibly?
What would happen if this technology was misused?
How can we use technology to serve others?

📧 Email Templates¶

Positive News Email¶

Subject: Great News from C-STEM!

Dear [Parent Name],

I wanted to share a wonderful moment from C-STEM class today!

[Specific positive observation about the student]

[Student name]'s [specific skill/attitude] is a joy to see. Keep up the great work!

In Christ, [Teacher Name]

Invitation to Presentation¶

Subject: You're Invited: C-STEM Project Presentations

Dear Families,

You are cordially invited to our C-STEM Project Presentations!

When: [Date and Time] Where: [Location] What: Students will present their projects and explain how they connected STEM learning with their Catholic faith.

This is a wonderful opportunity to see how your child has grown as a learner and how faith is integrated into their STEM education.

We hope to see you there!

[Teacher Name]

📊 Parent Survey¶

Use to gather feedback

C-STEM Parent Feedback Survey

My child talks about C-STEM at home: ☐ Often ☐ Sometimes ☐ Rarely ☐ Never
I understand how faith is integrated into STEM lessons: ☐ Very well ☐ Somewhat ☐ Not well ☐ Not at all
The parent communication I receive is: ☐ Very helpful ☐ Somewhat helpful ☐ Not helpful
I feel equipped to support C-STEM learning at home: ☐ Very much ☐ Somewhat ☐ Not really ☐ Not at all
What do you appreciate most about C-STEM?
What questions do you have about C-STEM?
How could we better support families in C-STEM education?
Would you be interested in: ☐ Volunteering in C-STEM class ☐ Sharing your STEM career ☐ Family STEM night ☐ More resources for home

🤝 Family Involvement Opportunities¶

Ways Families Can Participate¶

In the Classroom:

Guest speaker (share STEM career)
Volunteer helper during projects
Donate supplies/materials
Mentor for STEM fair projects

At School Events:

Attend C-STEM presentations
Help at STEM family night
Judge STEM fair projects
Participate in service projects

At Home:

Extend learning with home activities
Discuss faith-science connections
Explore nature and creation
Model curiosity and wonder

In the Community:

Connect classroom to community resources
Identify service project opportunities
Share professional connections
Support parish STEM initiatives

🙏 Prayer for C-STEM Families¶

Heavenly Father, Thank You for the gift of learning And for the families who support their children.

Help our families to wonder at Your creation, To see faith and science as paths to truth, And to use knowledge to serve others.

Guide parents as they support learning at home, And strengthen the partnership between Home, school, and Church.

Through Christ our Lord, Amen.

Guide Version: 2.0
Framework: C-STREAM
Based on: Family Engagement Best Practices & Catholic Education Partnership

📬 Weekly C-STREAM Take-Home Sheet Template¶

Location: Our Lady of the Prairie Catholic School · Belle Plaine, MN · Archdiocese of Saint Paul and Minneapolis

Use this template to create quick parent communication sheets each week. Simply fill in the blanks and print/email to parents.

✂️ COPY BELOW THIS LINE FOR PARENT SHEET ✂️¶

🌟 This Week in C-STREAM 🌟¶

Our Lady of the Prairie Catholic School

Week: _____ | Date: _______________

Unit: _________________________________

🎯 What We Learned¶

Kindergarten (25 min session)¶

Today we explored: _________________________________

We discovered: _________________________________

Faith connection: _________________________________

Grades 1-2 (30 min session)¶

Today we explored: _________________________________

We discovered: _________________________________

Faith connection: _________________________________

Grades 3-4 (40 min session)¶

Today we explored: _________________________________

We investigated: _________________________________

Faith connection: _________________________________

Grades 5-6 (45 min session)¶

Today we explored: _________________________________

We engineered/designed: _________________________________

Faith connection: _________________________________

💬 Ask Your Child...¶

Use these questions at dinner or in the car!

Kindergarten¶

"What did you build/make today?"
"What was your favorite part?"
"How is God like a _____?" (engineer/scientist/artist)

Grades 1-2¶

"What problem did you try to solve today?"
"What didn't work the first time? What did you try next?"
"Can you teach me what you learned?"

Grades 3-4¶

"What problem did you try to solve today?"
"What would you do differently next time?"
"What do you think God wants us to learn from _____?"

Grades 5-6¶

"What was the hardest part of today's challenge?"
"How did you work with your team?"
"How does today's lesson connect to taking care of God's creation?"

🏠 Try at Home (Optional)¶

Activity: _________________________________

Materials needed: _________________________________

Instructions: 1. _________________________________ 2. _________________________________ 3. _________________________________

Talk about: _________________________________

📖 This Week's Catholic Scientist¶

Name: _________________________________

What they studied: _________________________________

Fun fact: _________________________________

🔜 Coming Up Next Week¶

Topic: _________________________________

We'll explore: _________________________________

✝️ Prayer for Wonder¶

Pray this together as a family:

Dear God, thank you for giving us curious minds that want to explore your amazing creation. Help us to see your love in everything we learn—from the smallest seed to the biggest stars. Give us patience when things don't work the first time, and help us work kindly with others. Amen.

Questions? Contact: _______________ | More info: C-STREAM Website

✂️ END OF PARENT SHEET ✂️¶

📋 Pre-Written Weekly Sheets¶

Ready-to-use sheets for common lesson topics. Just print and go!

Week Template: Engineering Challenge¶

🌟 This Week in C-STREAM 🌟¶

Our Lady of the Prairie Catholic School

Week: _____ | Date: _______________

Unit: Building Purpose with KEVA Planks

🎯 What We Learned¶

Kindergarten: We built towers and bridges with KEVA planks! We learned that patience and trying again helps us succeed, just like God is patient with us.

Grades 1-3: We engineered structures that could hold weight. We tested our designs, made improvements, and learned that failure is part of the engineering process—God helps us learn from our mistakes!

Grades 4-6: We tackled a complex engineering challenge, working as teams to design, test, and improve our structures. We discussed how engineers serve others by building things that help communities.

💬 Ask Your Child...¶

"How many times did your structure fall before it worked?"
"What did you change to make it stronger?"
"How do engineers help people?"

🏠 Try at Home¶

Build a tower using index cards, playing cards, or dominoes. See how tall you can make it! Talk about what makes structures strong.

Week Template: Coding & Algorithms¶

🌟 This Week in C-STREAM 🌟¶

Our Lady of the Prairie Catholic School

Week: _____ | Date: _______________

Unit: Coding with Scratch/ScratchJr

🎯 What We Learned¶

Kindergarten: We gave instructions to our characters in ScratchJr! We learned that clear directions help things work—just like following God's directions helps us live good lives.

Grades 1-3: We programmed sprites to move and interact in Scratch! We learned about sequences and loops, and discussed how God has an order and purpose for all of creation.

Grades 4-6: We created interactive stories or games in Scratch. We debugged our code when things went wrong, practicing perseverance and problem-solving.

💬 Ask Your Child...¶

"What did your character do in your program?"
"What happened when something didn't work right?"
"How is coding like following directions?"

🏠 Try at Home¶

Play "Robot Commands"—one person is the "robot" and follows exact instructions from the "programmer." Try directing someone to make a sandwich or walk across the room!

Week Template: Nature Exploration¶

🌟 This Week in C-STREAM 🌟¶

Our Lady of the Prairie Catholic School

Week: _____ | Date: _______________

Unit: Exploring God's Creation

🎯 What We Learned¶

Kindergarten: We explored nature and found amazing patterns! We talked about how God made everything beautiful and how we can take care of His creation.

Grades 1-3: We investigated living things and their habitats. We learned how plants and animals depend on each other, showing God's amazing design.

Grades 4-6: We studied ecosystems and the balance of nature. We discussed our responsibility as stewards of God's creation (Genesis 1:28).

💬 Ask Your Child...¶

"What was the most amazing thing you discovered today?"
"How do plants/animals help each other?"
"What can our family do to care for God's creation?"

🏠 Try at Home¶

Take a nature walk and see how many different living things you can find. Count types of plants, birds, insects, etc. Talk about how they all fit together in God's plan.

Week Template: Robotics¶

🌟 This Week in C-STREAM 🌟¶

Our Lady of the Prairie Catholic School

Week: _____ | Date: _______________

Unit: Engineering Robots & Rovers

🎯 What We Learned¶

Kindergarten: We met Dash the Robot and learned how to give it commands! We talked about how people create robots to help others.

Grades 1-3: We programmed robots to navigate paths and complete challenges. We discussed how robots can help people who need assistance.

Grades 4-6: We designed and programmed robots to solve problems. We explored how robotics can serve communities—helping elderly, assisting with disabilities, or exploring dangerous places.

💬 Ask Your Child...¶

"What did your robot do today?"
"How do you 'talk' to a robot?"
"How could robots help people in our community?"

🏠 Try at Home¶

Design a "helpful robot" on paper. What would it do? Who would it help? How does helping others show God's love?

Week Template: Art + Math (STREAM)¶

🌟 This Week in C-STREAM 🌟¶

Our Lady of the Prairie Catholic School

Week: _____ | Date: _______________

Unit: Mathematical Art & Design

🎯 What We Learned¶

Kindergarten: We made patterns and shapes in our art! We found God's patterns in nature—flowers, shells, and snowflakes.

Grades 1-3: We explored symmetry and tessellations through art. We discovered how math and beauty come together in God's creation.

Grades 4-6: We investigated the golden ratio, fractals, or geometric patterns. We discussed how mathematics reveals the order and beauty God built into the universe.

💬 Ask Your Child...¶

"What patterns did you make today?"
"Where do you see patterns in nature?"
"Why do you think God made things with patterns?"

🏠 Try at Home¶

Go on a "pattern hunt" around your house or neighborhood. Look for symmetry, spirals, and repeating patterns. Take photos and create a collage!

Quick-Reference: Conversation Starters by Topic¶

Topic	Questions to Ask
Building/Engineering	"What fell down? What worked? Why?"
Coding	"How did you fix your bug? What did you create?"
Nature/Science	"What surprised you? What patterns did you see?"
Robots	"What did your robot do? How did you program it?"
Art + Math	"What shapes did you use? Where do you see this in nature?"
Service Projects	"Who will this help? How does this show God's love?"

Quick-Reference: Faith Connections by Topic¶

Topic	Faith Connection
Engineering	God the Creator designs with purpose; we image God when we create
Failure/Iteration	God is patient with us; we learn through trying
Teamwork	We are the Body of Christ, each with gifts to share
Nature	Creation reveals God's glory; we are stewards
Patterns/Math	Order in creation reflects divine wisdom
Helping Others	Using our talents to serve (Matthew 25)
Curiosity	Wonder leads us to God; seeking truth is good

Template created for OLP C-STEM Program | C-STREAM Framework

🙋 C-STREAM Volunteer Guide¶

Location: Our Lady of the Prairie Catholic School · Belle Plaine, MN · Archdiocese of Saint Paul and Minneapolis

Thank you for volunteering in our C-STREAM classroom! This guide will help you support hands-on, faith-integrated STEM learning.

🎯 Your Role as a Volunteer¶

You ARE here to:¶

✅ Support students as they work
✅ Encourage when things don't work the first time
✅ Ask questions that help students think
✅ Assist with materials and supplies
✅ Celebrate effort and creativity
✅ Model curiosity and wonder

You are NOT expected to:¶

❌ Know all the answers (it's okay to say "Let's find out together!")
❌ Do the work for students
❌ Teach the lesson (the teacher leads instruction)
❌ Grade or evaluate student work
❌ Discipline students (refer behavior issues to the teacher)

📅 Before You Arrive¶

What to Know¶

Arrival time: _____________
End time: _____________
Where to meet: _____________
What to wear: Comfortable clothes that can get messy
What to bring: Just yourself! (We provide materials)

Check with the Teacher¶

What is today's activity?
What grade level?
Any students with special needs I should know about?
Where should I be stationed?

School Requirements¶

Signed volunteer form on file
Background check completed (Archdiocesan requirement)
Sign in at the office

⏱️ Typical C-STREAM Session¶

Time	What's Happening	Your Role
Opening (2-3 min)	Prayer, wonder question	Participate, model reverence
Introduction (5-10 min)	Teacher explains activity	Listen, prepare materials
Hands-On Time (15-25 min)	Students build/create/explore	Circulate, assist, encourage
Sharing (3-5 min)	Students share work	Listen, celebrate
Closing (2 min)	Cleanup, closing prayer	Help with cleanup

💬 How to Talk to Students¶

Instead of... Try...¶

Instead of...	Try...
"That's wrong"	"Tell me about your design"
"Do it this way"	"What happens if you try...?"
"That won't work"	"Interesting! What do you think will happen?"
"Let me fix it"	"What could you change?"
"Good job!"	"I noticed you tried 3 different ways—that's perseverance!"

Great Questions to Ask¶

To spark thinking:

"What are you trying to make?"
"What's your plan?"
"What do you think will happen?"

When they're stuck:

"What have you tried so far?"
"What could you try next?"
"Who could you ask for ideas?"

After testing:

"What happened?"
"What worked well?"
"What would you change?"

Faith connections:

"What does this teach you about God's creation?"
"How could this help someone?"
"What are you grateful for in this project?"

🔧 Common Volunteer Tasks¶

Before Class¶

Set out materials at stations
Count supplies (enough for each group)
Test technology if applicable (iPads charged, apps open)
Prepare any teacher-requested materials

During Class¶

Circulate among groups
Distribute additional supplies as needed
Help with technology issues (basic troubleshooting)
Encourage struggling students
Redirect off-task behavior gently ("What's your next step?")
Take photos if requested (check photo policy first!)

After Class¶

Help students clean up their areas
Sort and organize materials
Count/inventory supplies
Wipe down tables if needed
Debrief with teacher (What went well? Any concerns?)

🛠️ Working with Different Ages¶

Kindergarten (25-minute sessions)¶

Need lots of support — Stay close, help with fine motor tasks
Short attention spans — Keep them focused on one step at a time
Encourage exploration — There's no "wrong" at this age
Celebrate everything — "Look what you made!"

Grades 1-2 (30-minute sessions)¶

Building independence — Let them try before helping
Reading support — They may need instructions read aloud
Partner work — Help them collaborate nicely
Encourage iteration — "What if you tried it again?"

Grades 3-4 (40-minute sessions)¶

More independent — Step back, observe, intervene less
Group dynamics — Help ensure everyone participates
Deeper questions — Push their thinking with "why" and "how"
Documentation — May need help recording their process

Grades 5-6 (45-minute sessions)¶

Very independent — Your role is mostly material support
Complex projects — Ask about their design thinking
Leadership opportunities — Can they help others?
Critical thinking — Challenge them to go deeper

🚨 What to Do When...¶

A student is frustrated¶

Acknowledge feelings: "This is tricky, isn't it?"
Normalize struggle: "Real engineers face problems too!"
Focus on process: "What have you tried?"
Suggest a break: "Take a breath, then look again"
Celebrate effort: "I see you're not giving up!"

A project "fails"¶

Reframe it: "That's data! Now you know what doesn't work."
Connect to learning: "What did you learn from this?"
Encourage iteration: "How could you change it?"
Share stories: "Even famous inventors failed many times!"

Students are arguing¶

Stay neutral: "What's the disagreement about?"
Facilitate: "Can you each share your idea?"
Problem-solve: "Is there a way to try both?"
Involve teacher if needed

You don't know the answer¶

Be honest: "Great question! I'm not sure."
Model learning: "Let's think about this together."
Ask the student: "What do YOU think?"
Check with teacher if needed

A student is off-task¶

Redirect gently: "What step are you on?"
Give a job: "Can you be the materials manager?"
Move closer: Sometimes proximity is enough
Involve teacher for persistent issues

Technology doesn't work¶

Basic troubleshooting: Restart app, check connections
Have a backup: Paper and pencil work too!
Pair students: Share working devices
Stay calm: Tech problems happen to everyone

✝️ Faith Integration Tips¶

C-STREAM isn't just STEM—it's Catholic STEM! Help students make faith connections:

Simple Connections¶

"Isn't it amazing that God created all of this?"
"How does this show God's love for us?"
"Engineers help people—just like we're called to do!"
"What can this teach us about being patient like God is with us?"

When Students Struggle¶

"God doesn't give up on us, and we don't give up on our projects!"
"Making mistakes is part of how God helps us learn."
"Let's ask God to help us figure this out."

During Teamwork¶

"How are we showing kindness to our teammates?"
"Jesus worked with a team too—his disciples!"
"Using our talents together is how we serve God."

📋 Volunteer Quick Reference Card¶

Print and keep with you! ✂️¶

C-STREAM VOLUNTEER QUICK GUIDE

DO:

Ask questions, don't give answers
Encourage every attempt
Let them struggle a little (productive struggle!)
Celebrate effort, not just success
Connect to faith when natural

SAY:

"Tell me about your design"
"What could you try next?"
"That's great problem-solving!"
"How does this help us appreciate God's creation?"

WHEN STUCK:

"What have you tried?"
"What's one thing you could change?"
"Can you ask a classmate?"

REMEMBER:

It's okay not to know the answer
"Failure" is learning
Process matters more than product
You're modeling curiosity!

❓ Frequently Asked Questions¶

Q: What if I'm not good at science/technology?
A: That's okay! You're here to support and encourage, not teach. Your enthusiasm matters more than expertise.

Q: Can I help my own child's class?
A: Usually yes! Check with the teacher about classroom policies.

Q: What if a student says something about faith I don't know how to answer?
A: It's fine to say, "That's a great question! Let's ask [teacher] or you could ask your parents."

Q: Should I post photos on social media?
A: Please don't post photos of students without explicit school permission. Many families have privacy concerns.

Q: How often should I volunteer?
A: Whatever works for you! Weekly, monthly, or special events—all help is appreciated.

Q: What if I can't make my scheduled time?
A: Let the teacher know as soon as possible so they can adjust plans.

🙏 Volunteer Prayer¶

Before serving:

Lord, thank You for the opportunity to serve these children. Help me encourage their curiosity, celebrate their efforts, and point them toward You in all they learn. Give me patience when things are challenging and joy in their discoveries. Amen.

📞 Contact¶

Questions? Contact [Teacher Name] at [email]

School Office: [Phone number]

Emergency: Notify the classroom teacher immediately

🌟 Thank You!¶

Your time and presence make a real difference. Students learn better with extra support, and your enthusiasm for their learning matters!

"Let the children come to me, and do not hinder them, for the kingdom of heaven belongs to such as these." — Matthew 19:14

Last updated: December 2025

Planning & Events

⛪ Liturgical Calendar Integration Guide¶

Location: Our Lady of the Prairie Catholic School · Belle Plaine, MN · Archdiocese of Saint Paul and Minneapolis

This guide helps you connect C-STREAM lessons to the Catholic liturgical year, deepening faith integration throughout the seasons.

🗓️ Overview¶

The Catholic liturgical year provides a natural rhythm for faith-integrated learning. This guide maps C-STREAM themes to liturgical seasons and suggests connections to saints' feast days relevant to science and learning.

Liturgical Season	Typical Dates	C-STREAM Themes
Ordinary Time (Fall)	Sept - Nov	Wonder, Creation, Gratitude
Advent	Late Nov - Dec 24	Light, Hope, Preparation, Waiting
Christmas	Dec 25 - Baptism of Lord	Stars, New Beginnings, Gifts
Ordinary Time (Winter)	Jan - Lent	Growth, Learning, Service
Lent	Ash Wed - Holy Thursday	Simplicity, Sacrifice, Helping Others
Easter Triduum	Holy Thurs - Easter	Transformation, New Life
Easter Season	Easter - Pentecost	New Life, Growth, Spirit
Ordinary Time (Summer)	Pentecost - Advent	Creation Care, Stewardship

🍂 FALL: Ordinary Time (September - November)¶

Liturgical Themes¶

Creation — God as Creator of all things
Gratitude — Thanksgiving for God's gifts
Saints — Cloud of witnesses who show us how to live

C-STREAM Connections¶

Week	Liturgical Connection	STREAM Tie-In
Sept (Start of Year)	Guardian Angels (Oct 2)	Robots that help and protect
Sept/Oct	St. Francis of Assisi (Oct 4)	Environmental science, animal care
Oct	Respect Life Month	Engineering for accessibility, helping others
Oct	Mission Sunday	Technology that connects communities
Nov 1	All Saints Day	Catholic scientists as "saints of science"
Nov	Thanksgiving	Gratitude coding projects, giving robots

Featured Saints for Fall STREAM¶

Saint	Feast Day	STREAM Connection
St. Albert the Great	Nov 15	Patron of scientists; studied nature
St. Francis of Assisi	Oct 4	Care for creation; environmental science
St. Isidore of Seville	Apr 4 (mention in fall)	Patron of internet/computers
Guardian Angels	Oct 2	Robots as helpers; protection engineering

Sample Faith Connections¶

For Engineering Projects:

"St. Francis saw God's love in all of creation. As we build today, how can our designs show love for God's world?"

For Coding/Technology:

"St. Isidore helped organize knowledge so others could learn. How does our program help share information?"

For Nature Exploration:

"St. Albert the Great studied plants, animals, and stars because he believed understanding creation brings us closer to God."

🕯️ ADVENT (Late November - December 24)¶

Liturgical Themes¶

Light in Darkness — Christ as the Light of the World
Waiting & Preparation — Patience, anticipation
Hope — Expectation of good things to come
Mary — Openness to God's plan

C-STREAM Connections¶

Week	Liturgical Connection	STREAM Tie-In
Advent 1	Hope, Waiting	Engineering patience; iterative design
Advent 2	Preparation	Planning and designing
Advent 3 (Gaudete)	Joy	Celebration, sharing projects
Advent 4	Mary's Yes	Being open to new ideas
Dec 12	Our Lady of Guadalupe	Light, images, technology

Light & Optics Unit (Perfect for Advent!)¶

Week 1: Light in Darkness

Explore light sources and shadows
Faith: "I am the light of the world" (John 8:12)
Build: Lanterns, light-up Advent wreaths

Week 2: Reflection & Mirrors

How light bounces
Faith: We reflect Christ's light to others
Build: Periscopes, kaleidoscopes

Week 3: Colors of Light

Prisms and rainbows
Faith: God's promises; beauty in creation
Build: Stained glass window designs

Advent Wonder Questions¶

"Why do we light candles in the darkness?"
"How does light help us see? How does Jesus help us 'see'?"
"What are you waiting for? How does waiting make things special?"

Advent Prayer for STREAM¶

"Lord, as we wait for Your coming, help us see Your light in everything we learn. May our projects bring hope and joy to others. Amen."

⭐ CHRISTMAS SEASON (December 25 - Baptism of the Lord)¶

Liturgical Themes¶

Star of Bethlehem — Astronomy, navigation
Gift-Giving — Generosity, using talents for others
New Beginnings — Fresh starts, new creations
Incarnation — God enters the physical world (science!)

C-STREAM Connections¶

Event	Liturgical Connection	STREAM Tie-In
Christmas	Birth of Jesus	New creations, beginnings
Holy Family	Family working together	Collaboration, teamwork
Epiphany	Magi follow the star	Astronomy, navigation, programming paths
Baptism of the Lord	Water, new life	Water properties, baptism science

Star of Wonder Unit (Perfect for Epiphany!)¶

Activities:

Study constellations and star patterns
Program robots to follow a "star" (light sensor)
Build a star projector
Calculate distances like the Magi traveled

Faith Connection:

"The Magi were scientists of their time—astronomers who studied the stars. Their knowledge led them to Jesus. What is your knowledge leading you toward?"

❄️ ORDINARY TIME - WINTER (January - Lent)¶

Liturgical Themes¶

New Year — Goals, growth, fresh starts
Catholic Schools Week (last week of January) — Celebrating Catholic education
Unity — Working together in Christ

C-STREAM Connections¶

Week	Liturgical Connection	STREAM Tie-In
New Year	Resolutions, Goals	SMART goals, growth mindset
Jan 28	St. Thomas Aquinas	Faith and reason; philosophy of science
CSW	Catholic Schools Week	Showcase projects, celebrate learning
Feb 2	Presentation/Candlemas	Light experiments (continued)
Feb 11	Our Lady of Lourdes	Water, healing, Bernadette as observer
Feb 14	St. Valentine	Engineering cards, machines of love

Catholic Schools Week STREAM Showcase¶

Ideas:

Display student projects from the year so far
Invite parents to a "STREAM demonstration"
Student presentations on Catholic scientists
"Faith & Science Fair" mini-exhibits

Featured Saints for Winter STREAM¶

Saint	Feast Day	STREAM Connection
St. Thomas Aquinas	Jan 28	Faith and reason harmony; logic
St. Blaise	Feb 3	Blessing of throats; sound/vibration
Sts. Cyril & Methodius	Feb 14	Created alphabet; coding as language

🟣 LENT (Ash Wednesday - Holy Thursday)¶

Liturgical Themes¶

Simplicity — Using less, being resourceful
Sacrifice — Giving up for others
Service — Hands and feet of Christ
Transformation — Preparing our hearts

C-STREAM Connections¶

Week	Liturgical Connection	STREAM Tie-In
Ash Wednesday	From dust, to dust	Earth science, life cycles
Lent 1	Temptation in desert	Problem-solving challenges
Lent 2-4	Transformation journey	Engineering design iterations
Lent 5	Preparing for Easter	Culminating projects
Holy Week	Service and sacrifice	Service-oriented design

Lenten Engineering Constraints¶

Add these "Lenten limits" to engineering challenges:

Constraint	Connection	Example
Limited materials	Simplicity	"Build with only 5 items"
Helping others	Service	"Design something for someone in need"
No waste	Sacrifice	"Use only recycled materials"
Silent building time	Prayer/Reflection	"Build in silence for 5 minutes"

Service-Oriented STREAM Projects for Lent¶

Design for Others — Create assistive devices
Environmental Stewardship — Recycling solutions
Care Packages — Engineer protective packaging
Community Helpers — Robots that serve
Card-Making Machines — For nursing home residents

Lenten Prayer for STREAM¶

"Lord, help us use our talents to serve others, not just ourselves. As we build and create, may we think of those in need. Amen."

🐣 EASTER SEASON (Easter Sunday - Pentecost)¶

Liturgical Themes¶

New Life — Resurrection, transformation
Growth — Spring, seeds, development
Joy — Celebration, Alleluia!
Holy Spirit — Power, creativity, gifts

C-STREAM Connections¶

Week	Liturgical Connection	STREAM Tie-In
Easter Week	Resurrection	Transformation, butterflies, life cycles
Divine Mercy	Second chances	Iteration, improving designs
Good Shepherd	Care and guidance	Robotics following, animal behavior
Earth Day (Apr 22)	Care for creation	Environmental engineering
May	Mary's month	Gardens, flowers, growth
Ascension	Jesus returns to heaven	Rockets, flight, aerospace
Pentecost	Holy Spirit, gifts	Using our gifts, creativity

Easter/Spring Life Cycles Unit¶

Connections:

Butterfly metamorphosis → Resurrection transformation
Seed germination → New life from "death"
Egg development → Easter eggs, new beginnings

Activities:

Grow plants from seeds (patience, care)
Observe butterfly life cycle
Engineer egg protection devices (egg drop)
Build bird houses (caring for creation)

Pentecost: Gifts of the Spirit¶

Connect the 7 gifts to STREAM skills:

Gift	STREAM Connection
Wisdom	Making good design decisions
Understanding	Grasping scientific concepts
Counsel	Giving and receiving feedback
Fortitude	Persevering through failures
Knowledge	Learning about God's creation
Piety	Respecting creation and others
Fear of the Lord	Wonder and awe at creation

🌿 ORDINARY TIME - SUMMER/FALL (Pentecost - Advent)¶

End-of-Year Themes¶

Celebration — Showcasing learning
Stewardship — Caring for what we've learned
Mission — Taking learning into the world

C-STREAM Connections¶

Event	Liturgical Connection	STREAM Tie-In
End of Year	Sending forth	STREAM Expo/Showcase
Summer	Rest and growth	Independent exploration

👨‍🔬 STEM Saints Calendar¶

Quick Reference by Month¶

Month	Saint	Feast	STREAM Connection
January	St. Thomas Aquinas	Jan 28	Faith & reason, logic
February	Bl. Fra Angelico	Feb 18	Art & faith, beauty
March	St. Joseph	Mar 19	Engineering, carpentry
April	St. Isidore of Seville	Apr 4	Patron of internet
May	St. Brendan	May 16	Navigation, exploration
June	Bl. Nicolas Steno	Dec 5*	Geology, anatomy
July	Bl. Stanley Rother	Jul 28	Agricultural science
August	St. Monica	Aug 27	Patience (like science!)
September	St. Jerome	Sep 30	Translation, languages
October	St. Francis of Assisi	Oct 4	Ecology, animals
November	St. Albert the Great	Nov 15	Patron of scientists
December	Bl. Nicolas Steno	Dec 5	Geology, anatomy

Famous Catholic Scientists (Any Time!)¶

Scientist	Field	Catholic Connection
Gregor Mendel	Genetics	Augustinian friar
Georges Lemaître	Big Bang Theory	Catholic priest
Louis Pasteur	Microbiology	Devout Catholic
Nicolaus Copernicus	Astronomy	Catholic canon
Blaise Pascal	Math/Physics	Catholic philosopher
Jerome Lejeune	Genetics	Cause for canonization

📅 Sample Liturgical Year Integration Calendar¶

September¶

Week	STREAM Focus	Liturgical Connection
1	Welcome, Wonder	Creation - God made all things
2-3	Robotics intro	Guardian Angels (Oct 2 prep)
4	Nature walk	St. Francis of Assisi (Oct 4)

October¶

Week	STREAM Focus	Liturgical Connection
1	Environmental engineering	Respect Life / St. Francis
2-3	Building & structures	Engineers help others
4	Catholic scientists	All Saints preparation

November¶

Week	STREAM Focus	Liturgical Connection
1	Catholic scientists deep dive	All Saints / St. Albert (Nov 15)
2-3	Thanksgiving projects	Gratitude, service
4	Light intro	Advent preparation

December¶

Week	STREAM Focus	Liturgical Connection
1-2	Light & optics	Advent light
3	Star of Wonder	Preparing for Christmas

January¶

Week	STREAM Focus	Liturgical Connection
1	New Year goals	Fresh starts
2-3	Coding/programming	St. Thomas Aquinas (logic)
4	Catholic Schools Week	Celebration showcase

February-March¶

Week	STREAM Focus	Liturgical Connection
Feb	Winter science	Ordinary Time
Mar (Lent)	Service projects	Lenten simplicity/service

April-May¶

Week	STREAM Focus	Liturgical Connection
Apr	Life cycles, growth	Easter new life
May	Environmental/gardens	Mary's month, Earth care
End	STREAM Expo	Celebration, Pentecost gifts

🙏 Liturgical Prayers for STREAM¶

Opening Prayer (General)¶

"Loving God, You created all things with wisdom and love. Open our minds to discover the wonders of Your creation. Help us use what we learn to serve others and give You glory. Amen."

Advent STREAM Prayer¶

"Lord Jesus, Light of the World, as we wait for Your coming, help us see Your presence in all we learn and create. May our work bring hope to others. Amen."

Lenten STREAM Prayer¶

"Merciful God, as we journey toward Easter, help us use our gifts to serve those in need. May we build with simplicity, create with purpose, and share with generosity. Amen."

Easter STREAM Prayer¶

"Risen Lord, You make all things new! As we explore Your creation, fill us with the joy of Easter. Help us see new life and new possibilities in everything we do. Alleluia! Amen."

End-of-Year STREAM Prayer¶

"Holy Spirit, thank You for the gifts of wonder, creativity, and learning. As we finish this year, help us carry what we've learned into the world, serving others with the talents You've given us. Amen."

📚 Additional Resources¶

USCCB Liturgical Calendar: usccb.org/calendar
Catholic Scientists Heritage: In this framework
Saints for STEM (blog search): Search "patron saints of science"

Last updated: December 2025

💰 Budget & Supply Request Templates¶

Location: Our Lady of the Prairie Catholic School · Belle Plaine, MN · Archdiocese of Saint Paul and Minneapolis

Ready-to-customize letters for requesting C-STREAM program funding, supplies, and support.

📋 Available Templates¶

Annual Budget Request (to Principal/Administration)
Grant Proposal Summary
Parent Donation Request
Classroom Wishlist for Donors
Thank You Letter

Annual Budget Request¶

✂️ Copy and customize the letter below ✂️¶

Date: _________________

To: [Principal Name], Principal
From: [Your Name], C-STREAM Coordinator
Re: C-STREAM Program Annual Budget Request for [Year]

Dear [Principal Name],

I am writing to request funding for our C-STREAM (Catholic Science, Technology, Religion, Engineering, Arts, and Math) program for the upcoming school year. This program integrates faith and reason through hands-on STEM education for students in grades K-6.

Program Overview¶

C-STREAM aligns with NCEA's standards for Catholic STEM excellence and integrates:

Faith-reason connections in every lesson
Hands-on, project-based learning
21^st-century skills development
Catholic Social Teaching through service-oriented projects
Our rich Catholic scientific heritage

Budget Request Summary¶

Category	Description	Amount
Consumable Supplies	Paper, tape, craft materials, science supplies	$______
Reusable Equipment	Building materials, measurement tools	$______
Technology	Apps, subscriptions, device accessories	$______
CSCOE Materials	Transportation/handling for borrowed items	$______
Professional Development	Training, conferences, resources	$______
Special Events	STREAM Night, Catholic Schools Week showcase	$______
Total Request		$______

Detailed Budget Breakdown¶

Consumable Supplies (~$____/year)¶

These items are used throughout the year and need annual replenishment:

Basic supplies (paper, markers, tape, glue): $______
Engineering materials (straws, craft sticks, cardboard): $______
Science supplies (seeds, soil, batteries, etc.): $______

Reusable Equipment (~$______ one-time or replacement)¶

KEVA Planks or building sets: $______
Measurement tools (scales, stopwatches): $______
Storage containers and organization: $______

Technology (~$______/year)¶

App subscriptions (if applicable): $______
Replacement headphones: $______
Device cases/accessories: $______

Return on Investment¶

The C-STREAM program provides significant value:

Faith Formation — Students see science and faith as complementary, strengthening Catholic identity
Academic Growth — Hands-on learning improves retention and engagement
21^st Century Skills — Students develop problem-solving, collaboration, and critical thinking
Marketability — Strong STEM programs attract and retain families
Alignment — Meets NCEA standards and Archdiocesan expectations

CSCOE Resources (Free!)¶

We will supplement our budget by utilizing the CSCOE STEM Library, which provides:

Robotics kits (Dash, Sphero, Bee-Bots)
Engineering is Elementary curriculum kits
Electronics and circuit materials

These resources are free to borrow; we only need to plan 2 weeks ahead.

Conclusion¶

Thank you for considering this request. I would be happy to meet to discuss the program's impact and answer any questions.

Respectfully,

[Your Name]
C-STREAM Coordinator
[Email] | [Phone]

Attachments:

Detailed Materials Inventory Checklist
Sample lesson plans
Student work samples/photos
CSCOE Library reservation calendar

Grant Proposal Summary¶

✂️ Use this for grant applications ✂️¶

C-STREAM Program Grant Proposal¶

Organization: Our Lady of the Prairie Catholic School
Location: Belle Plaine, MN
Contact: [Name, Email, Phone]
Amount Requested: $__________

Executive Summary¶

Our Lady of the Prairie Catholic School seeks funding to enhance our C-STREAM (Catholic Science, Technology, Religion, Engineering, Arts, and Math) program serving approximately [___] students in grades K-6. This faith-integrated STEM program aligns with NCEA standards and prepares students for 21^st-century challenges while deepening their Catholic faith.

Need Statement¶

Catholic schools must prepare students for a technology-driven future while maintaining faith identity
Hands-on STEM education requires materials and equipment beyond typical classroom supplies
Rural Catholic schools often lack funding for specialized STEM resources

Program Description¶

C-STREAM provides weekly hands-on lessons integrating:

Science — Exploration, investigation, discovery
Technology — Coding, robotics, digital tools
Religion — Faith-reason harmony, Catholic scientists, service
Engineering — Design process, problem-solving, building
Arts — Digital art, music, creative expression
Math — Applied mathematics, measurement, data

Goals and Objectives¶

Goal: Increase student engagement in STEM
Objective: 90% of students report positive attitudes toward STEM learning
Goal: Integrate faith and reason
Objective: Every lesson includes explicit Catholic faith connections
Goal: Develop 21^st-century skills
Objective: Students demonstrate growth in collaboration, communication, and critical thinking

Budget¶

Item	Cost
Consumable supplies (1 year)	$______
Equipment and materials	$______
Technology/software	$______
Professional development	$______
Program materials	$______
Total	$______

Evaluation¶

We will measure success through:

Student engagement observations
Pre/post skill assessments
Teacher reflection and documentation
Parent/family feedback surveys

Sustainability¶

After initial grant funding, the program will be sustained through:

Annual school budget allocation
Parent organization support
Continued use of CSCOE free resources
Community partnerships

Parent Donation Request¶

✂️ Copy and customize ✂️¶

OUR LADY OF THE PRAIRIE CATHOLIC SCHOOL
C-STREAM Program

Dear OLP Families,

Our C-STREAM program brings faith and science together through exciting hands-on learning! To keep our program running, we rely on both purchased supplies and donated materials.

🎁 Wish List — Donations Welcome!¶

Recyclables (Ongoing):

Craft Supplies:

Craft sticks/popsicle sticks
Pipe cleaners
Rubber bands
String or yarn

Other:

AA and AAA batteries
Paper plates and cups
Aluminum foil
Masking tape

💵 Monetary Donations¶

If you'd prefer to make a monetary donation to support C-STREAM supplies, any amount helps! Please mark donations "C-STREAM Fund."

Suggested giving levels:

$10 — Supplies one engineering challenge
$25 — Supplies one class for a month
$50 — Funds a robotics lesson (materials)
$100 — Supports the program for a semester

📦 How to Donate¶

Drop off donations in the C-STREAM bin in the school office, or send items with your child labeled "C-STREAM."

Questions? Contact [Teacher Name] at [email]

Thank you for supporting hands-on, faith-filled learning!

In Christ,
[Teacher Name]
C-STREAM Coordinator

Classroom Wishlist¶

✂️ For Amazon Wishlist, DonorsChoose, or bulletin boards ✂️¶

C-STREAM Classroom Wishlist¶

Teacher: [Name]
School: Our Lady of the Prairie Catholic School
Grades Served: K-6

🔴 High Priority¶

Item	Quantity	Est. Cost	Purpose
KEVA Planks (200 set)	2	$40 each	Engineering challenges
Stopwatches	6	$4 each	Timing experiments
Measuring tapes	6	$3 each	Measurement activities

🟡 Medium Priority¶

Item	Quantity	Est. Cost	Purpose
Craft sticks (1000 ct)	1	$12	Bridge and structure building
Pipe cleaners (assorted)	4 bags	$3 each	3D models, circuits
Straws (300 ct)	2 boxes	$5 each	Building challenges

🟢 Nice to Have¶

Item	Quantity	Est. Cost	Purpose
LEGO bricks (bulk)	1 bucket	$50	Free building, engineering
Magnifying glasses	12	$2 each	Nature observation
Prism set	1	$15	Light experiments

Total Wishlist Value: $__________

Every donation, large or small, makes a difference in our students' learning!

Thank You Letter¶

✂️ Customize for donors ✂️¶

Date: _________________

Dear [Donor Name],

On behalf of Our Lady of the Prairie Catholic School and our C-STREAM students, thank you for your generous donation of [describe donation/amount].

Your support helps our students:

Explore God's amazing creation through hands-on science
Build problem-solving skills through engineering challenges
Discover the harmony between faith and reason
Create projects that serve others in our community

Because of donors like you, our students experience the wonder of learning while growing in their Catholic faith.

[Optional: Include a specific example of how the donation was/will be used]

[Optional: Include a student-made thank you card or photo]

With gratitude and prayers,

[Your Name]
C-STREAM Coordinator
Our Lady of the Prairie Catholic School

Your donation may be tax-deductible. Please consult your tax advisor. Our Lady of the Prairie Catholic School is a 501©(3) organization.

📊 Quick Budget Reference¶

Estimated Annual Costs (Minimal Program)¶

Category	Low Estimate	High Estimate
Consumables	$300	$500
Equipment (year 1)	$200	$400
Total Year 1	$500	$900
Total Year 2+	$300	$500

Free/Low-Cost Resources¶

CSCOE Library — Free robotics and kits (just reserve ahead!)
Scratch/Code.org — Free coding platforms
Recyclables — Parent donations
Chrome Music Lab — Free music creation
Tinkercad — Free 3D design

Last updated: December 2025

STREAM Night & Family Event Guide¶

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Table of Contents¶

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TOC

Overview¶

STREAM Night is a celebration of student learning that brings families together to experience hands-on Science, Technology, Religion, Engineering, Art, and Math activities. This guide provides everything you need to plan a successful STREAM Night or family showcase event at Our Lady of the Prairie Catholic School.

Why Host a STREAM Night?¶

Benefit	Description
Family Engagement	Parents experience what their children learn
Student Pride	Children showcase their work and explain their thinking
Community Building	Strengthens school-family-parish connections
Faith Integration	Demonstrates how faith and reason work together
STEM Excitement	Generates enthusiasm for STEM learning
Recruitment	Attracts prospective families to your school

Event Format Options¶

Option 1: Student Showcase (Recommended for First Event)¶

Duration: 90 minutes
Best For: Displaying student work from throughout the year

Structure:

Students stand by their projects
Families rotate through displays
Students explain their work to visitors
Interactive elements at each station

Option 2: Interactive STREAM Stations¶

Duration: 2 hours
Best For: Hands-on family experiences

Structure:

6-8 activity stations around the space
Families rotate every 15-20 minutes
Each station has a hands-on challenge
Volunteers facilitate each station

Option 3: STREAM Fair (Competition Format)¶

Duration: 3 hours
Best For: Older students (grades 3-6)

Structure:

Students complete projects at home
Projects displayed with tri-fold boards
Judges evaluate using rubrics
Awards ceremony at conclusion

Option 4: Family Engineering Night¶

Duration: 90 minutes
Best For: Maximum participation

Structure:

Families work together on challenges
All families do the same activity simultaneously
Emphasis on teamwork and fun
Simple, no-pressure format

Planning Timeline¶

8 Weeks Before Event¶

Week 8 Tasks:

Choose event date (check parish/school calendar)
Select event format
Reserve venue (gym, cafeteria, parish hall)
Create planning committee
Set budget with administration
Begin promoting to families

Committee Roles: | Role | Responsibilities | |------|------------------| | Event Coordinator | Overall planning, communication | | Volunteer Coordinator | Recruit and train helpers | | Setup/Cleanup Lead | Room arrangement, teardown | | Materials Manager | Gather and organize supplies | | Technology Support | Projector, music, slideshow | | Hospitality Lead | Refreshments, welcome table |

6 Weeks Before Event¶

Week 6 Tasks:

Send "Save the Date" to families
Recruit volunteers (need 10-15 for medium event)
Identify which projects/activities to feature
Order any special supplies
Coordinate with parish for opening prayer leader
Plan refreshments (simple is fine!)

4 Weeks Before Event¶

Week 4 Tasks:

Send detailed invitation with RSVP
Create station activity plans
Confirm volunteer assignments
Design event signage
Plan any student presentations
Arrange for photographer (yearbook staff?)

2 Weeks Before Event¶

Week 2 Tasks:

Finalize volunteer schedule
Gather all materials
Create instruction cards for each station
Print student name tags
Prepare display boards
Send reminder to families

Week of Event¶

Final Preparation:

Confirm RSVP numbers
Organize materials by station
Create room layout map
Prepare volunteer packets
Test all technology
Set up welcome/registration table materials

Day of Event¶

Setup (2 hours before):

Activity Station Ideas¶

Station 1: Tower Building Challenge¶

Faith Connection: Building our faith on a strong foundation

Item	Details
Materials	KEVA planks, straws, marshmallows, spaghetti
Challenge	Build the tallest tower in 10 minutes
Scripture	"Built on the rock" (Matthew 7:24-27)
Volunteer Needed	Yes - 1 facilitator

Station 2: Coding Corner¶

Faith Connection: God gave us creativity and problem-solving minds

Item	Details
Materials	Tablets with Scratch Jr., Sphero robots, Code.org printables
Challenge	Complete a coding puzzle or program a robot
Scripture	"For we are God's handiwork" (Ephesians 2:10)
Volunteer Needed	Yes - 1-2 helpers

Station 3: Catapult Launch¶

Faith Connection: Using our talents to aim for our goals

Item	Details
Materials	Craft stick catapults, pompoms, target
Challenge	Engineer a catapult, hit the target
Scripture	"I press on toward the goal" (Philippians 3:14)
Volunteer Needed	Yes - 1 facilitator

Station 4: Bridge Building¶

Faith Connection: Building bridges to serve others

Item	Details
Materials	Cardboard, tape, string, toy cars for testing
Challenge	Build a bridge that holds the most weight
Scripture	"Bear one another's burdens" (Galatians 6:2)
Volunteer Needed	Yes - 1 facilitator

Station 5: Art & Math Symmetry¶

Faith Connection: Finding God's patterns in creation

Item	Details
Materials	Graph paper, colored pencils, symmetry cards
Challenge	Create symmetrical designs
Scripture	"He has made everything beautiful" (Ecclesiastes 3:11)
Volunteer Needed	Optional

Station 6: Science Discovery¶

Faith Connection: Exploring God's wonderful creation

Item	Details
Materials	Magnifying glasses, nature items, microscopes
Challenge	Observe and draw what you discover
Scripture	"The heavens declare the glory of God" (Psalm 19:1)
Volunteer Needed	Yes - 1 facilitator

Station 7: Circuit Creations¶

Faith Connection: Being a light to the world

Item	Details
Materials	Snap circuits, batteries, LED lights
Challenge	Complete a circuit to light up an LED
Scripture	"You are the light of the world" (Matthew 5:14)
Volunteer Needed	Yes - 1 helper

Station 8: Prayer & Reflection¶

Faith Connection: Center of our STREAM learning

Item	Details
Materials	Prayer cards, journals, quiet seating
Activity	Write a prayer of thanks for God's creation
Scripture	Various creation and wonder verses
Volunteer Needed	Optional

Student Showcase Format¶

Project Display Setup¶

Each Student Display Includes:

Student project/artifact
Name card with grade
Brief description card (3-5 sentences)
Optional: photo of student working on project

Display Description Template:

My C-STREAM Project: ____________________
My Name: _____________ Grade: ___

What I Made: ________________________
___________________________________

What I Learned: _____________________
___________________________________

How This Shows My Faith: _____________
___________________________________

Student Presentation Tips¶

Teach Students to Say: 1. "Hi! My name is _____ and I'm in ___ grade." 2. "This is my _____ project." 3. "I made this by..." 4. "I learned that..." 5. "Do you have any questions?"

Practice Before Event:

Partner practice in class
Present to another classroom
Practice with parents at home
Role-play with teacher

Sample Event Schedule¶

Interactive Station Night (2 Hours)¶

Time	Activity
6:00 PM	Doors open, welcome, sign-in
6:10 PM	Opening prayer and welcome
6:15 PM	Instructions and station assignments
6:20 PM	Station Rotation 1
6:40 PM	Station Rotation 2
7:00 PM	Station Rotation 3
7:20 PM	Station Rotation 4
7:40 PM	Closing gathering, thank yous
7:50 PM	Refreshments and free exploration
8:00 PM	Event concludes

Student Showcase (90 Minutes)¶

Time	Activity
6:00 PM	Doors open, welcome, sign-in
6:10 PM	Opening prayer and introduction
6:15 PM	Principal welcome message
6:20 PM	Families explore student displays
7:00 PM	Optional: Brief student presentations
7:20 PM	Closing prayer of gratitude
7:25 PM	Refreshments
7:30 PM	Event concludes

Faith Integration Ideas¶

Opening Prayer¶

Creator God,

Thank you for the gift of wonder and curiosity. Thank you for the minds You have given us to explore Your creation.

Tonight, we celebrate learning together as a community. Help us see Your hand in science, technology, engineering, art, and math.

Bless our families as they discover and create together. May everything we learn draw us closer to You.

We ask this through Christ our Lord. Amen.

Closing Prayer¶

Loving God,

Thank you for this time together as a school family. We are grateful for our students and all they have learned. We are grateful for our teachers who guide them with faith and love. We are grateful for families who support learning at home.

As we go home tonight, help us continue to wonder, to question, and to discover. May we use our talents to serve others and glorify You.

We ask this in Jesus' name. Amen.

Scripture Station Signs¶

Print these signs for each station:

Station Theme	Scripture
Building/Engineering	"Unless the Lord builds the house, the builders labor in vain." - Psalm 127:1
Light/Electricity	"The Lord is my light and my salvation." - Psalm 27:1
Nature/Science	"The earth is the Lord's, and everything in it." - Psalm 24:1
Coding/Technology	"For we are God's handiwork, created in Christ Jesus to do good works." - Ephesians 2:10
Art/Creativity	"He has filled them with skill to do all manner of work." - Exodus 35:35
Math/Patterns	"But everything should be done in a fitting and orderly way." - 1 Corinthians 14:40

Room Layout Suggestions¶

Gym/Large Space Setup¶

+---------------------------------------------------------+
|                    WELCOME TABLE                        |
|                   (Registration)                        |
+---------------------------------------------------------+
|                                                         |
|   +---------+                         +---------+       |
|   |Station 1|                         |Station 2|       |
|   | Building|                         | Coding  |       |
|   +---------+                         +---------+       |
|                                                         |
|                  +-------------+                        |
|                  |  GATHERING  |                        |
|                  |    AREA     |                        |
|                  | (for prayer,|                        |
|                  |announcements|                        |
|                  +-------------+                        |
|                                                         |
|   +---------+                         +---------+       |
|   |Station 3|                         |Station 4|       |
|   |Catapult |                         | Bridge  |       |
|   +---------+                         +---------+       |
|                                                         |
|   +---------+                         +---------+       |
|   |Station 5|                         |Station 6|       |
|   |Art/Math |                         | Science |       |
|   +---------+                         +---------+       |
|                                                         |
|                  +-------------+                        |
|                  |REFRESHMENTS |                        |
|                  +-------------+                        |
+---------------------------------------------------------+

Classroom Showcase Setup¶

For displaying student work in hallways/classrooms:

Tables along walls
Clear walking paths in center
Signs at eye level for students
Good lighting on displays

Volunteer Information¶

Volunteer Roles Needed¶

Role	Number	Duties
Welcome/Registration	2	Greet families, hand out maps
Station Facilitators	6-8	Guide activity at assigned station
Floaters	2-3	Help where needed, manage supplies
Cleanup Crew	4-6	Post-event teardown
Photographer	1	Capture the event
Refreshment Host	2	Manage food/drinks

Volunteer Briefing Script¶

Read to volunteers before event:

"Thank you for helping with STREAM Night! Here are a few things to remember:

Be welcoming - Smile and greet every family
Encourage participation - Every family can do every activity
Let kids lead - Guide, don't take over
Keep it positive - There's no wrong way to explore
Connect to faith - Use the scripture signs as conversation starters
Watch the clock - Help families move when it's time
Have fun! - Your enthusiasm is contagious

Questions? Find me (Event Coordinator) in the _____ area."

Supplies Checklist¶

General Supplies¶

Station-Specific Supplies¶

Building Station:

Coding Station:

Tablets with apps loaded (4-6)
Sphero robots (if available)
Printed coding worksheets
Pencils

Catapult Station:

Pre-made craft stick catapults (10+)
Pompoms or cotton balls
Targets (buckets/boxes)
Measuring tape

Bridge Station:

Art/Math Station:

Graph paper
Colored pencils
Symmetry example cards
Rulers

Science Station:

Magnifying glasses (10+)
Nature items (shells, leaves, rocks)
Drawing paper
Pencils

Circuit Station:

Snap circuit kits (4-6)
Extra batteries
Simple circuit instructions

Refreshments¶

Communication Templates¶

Save the Date (8 Weeks Before)¶

Subject: Save the Date - C-STREAM Family Night!

Dear Families,

Mark your calendars! Our Lady of the Prairie Catholic School is hosting our annual C-STREAM Family Night on:

📅 Date: [DATE] 🕕 Time: [TIME] 📍 Location: [LOCATION]

Join us for an exciting evening of hands-on Science, Technology, Religion, Engineering, Art, and Math activities! Families will explore interactive stations, see student projects, and learn together.

More details coming soon!

In Christ, [Teacher/Coordinator Name]

Invitation with RSVP (4 Weeks Before)¶

Subject: You're Invited! C-STREAM Family Night

Dear [FAMILY NAME],

You're invited to our C-STREAM Family Night!

📅 Date: [DATE] 🕕 Time: [TIME] 📍 Location: [LOCATION]

What to Expect:

Interactive STREAM activity stations
Student project showcase
Family engineering challenges
Refreshments

Who Should Come: All family members are welcome! This event is designed for the whole family to enjoy together.

RSVP by [DATE]: Please let us know if you'll be joining us by returning the slip below or emailing [EMAIL].

We can't wait to see you there!

In Christ, [Teacher/Coordinator Name]

✂️ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

STREAM Night RSVP

Student Name(s): _____________________________________

Grade(s): _______

☐ Yes, we will attend! Number of people: _____

☐ Sorry, we cannot attend

Returned by: _________________ (parent signature)

Reminder (1 Week Before)¶

Subject: Reminder - STREAM Night This [DAY]!

Dear Families,

This is a friendly reminder that C-STREAM Family Night is this [DAY]!

📅 [DATE] 🕕 [TIME] 📍 [LOCATION]

What to Bring:

Just yourselves!
Optional: camera for photos

Parking: [PARKING DETAILS]

We look forward to an evening of discovery and fun!

In Christ, [Teacher/Coordinator Name]

Budget Estimate¶

Low-Budget Event ($50-100)¶

Item	Estimated Cost
Consumable supplies (straws, tape, etc.)	$30
Refreshments	$20-40
Printing (signs, programs)	$10-20
Total	$60-90

Tip: Use existing classroom materials, ask for parent donations

Medium-Budget Event ($150-300)¶

Item	Estimated Cost
Consumable supplies	$50
Additional STREAM materials	$75-100
Refreshments	$40-60
Printing and signage	$30-50
Decorations	$20-40
Total	$215-300

Full-Scale Event ($400+)¶

Item	Estimated Cost
All supplies	$150
Special equipment rental	$100+
Catered refreshments	$100
Professional printing	$50
Decorations	$50
Prizes/giveaways	$50+
Total	$500+

Troubleshooting Common Issues¶

Low Registration Numbers¶

Solutions:

Send personal reminders
Have students invite grandparents
Partner with parish events
Offer incentives (raffle prize for attendees)
Simplify the event to reduce intimidation

Not Enough Volunteers¶

Solutions:

Reduce number of stations
Ask 8^th graders or Confirmation students to help
Partner with Knights of Columbus or other parish groups
Have teachers facilitate instead of parents

Running Out of Supplies¶

Solutions:

Have backup simple activities ready
Set limits per family at each station
Cross-train floaters to help manage supplies
Focus on reusable materials

Crowd Management¶

Solutions:

Use timed rotations with a bell/announcement
Assign families to starting stations
Have clear directional signs
Position greeters at each area

Technology Issues¶

Solutions:

Test everything day before
Have paper backups for coding activities
Bring extra batteries
Ensure good WiFi or offline alternatives

After the Event¶

Thank You Notes¶

Send within one week:

Thank volunteers personally
Send note home to all families
Thank administration and parish support
Acknowledge any sponsors

Documentation¶

Collect photos from volunteers/families
Write brief summary for newsletter
Note what worked well
Note what to improve
Save materials list for next year
Store reusable supplies properly

Evaluation Questions¶

Ask Planning Committee: 1. What went really well? 2. What would we do differently? 3. Did families seem engaged? 4. Were there any safety concerns? 5. Was the timeline appropriate? 6. What feedback did you hear from families?

Quick Reference: Event Day Checklist¶

3 Hours Before¶

Begin room setup
Post all signage
Arrange furniture

2 Hours Before¶

Set up all stations
Test technology
Lay out supplies
Set up welcome table

1 Hour Before¶

Brief volunteers
Final walk-through
Set out refreshments
Music/ambiance ready

15 Minutes Before¶

Stations staffed
Greeters in place
Doors open
Prayer leader ready

During Event¶

Monitor supply levels
Take photos
Troubleshoot as needed
Announce transitions

After Event¶

Resources¶

Printable Materials¶

Station Signs (PDF) - Print for each station
Event Map Template - Customize for your space
Student Display Cards - For showcase format

Volunteer Guide - Detailed volunteer instructions
Materials Inventory - Complete supply lists
Parent Communication Guide - More family engagement ideas

"Let us work together in faith and wonder, building a community that celebrates God's gift of learning."

Our Lady of the Prairie Catholic School
Belle Plaine, MN · Archdiocese of Saint Paul and Minneapolis

Templates

📝 C-STREAM Templates¶

Location: Our Lady of the Prairie Catholic School · Belle Plaine, MN · Archdiocese of Saint Paul and Minneapolis

This folder contains templates for creating C-STREAM lessons and projects that incorporate all 12 success factors for Catholic STEM education.

Available Templates¶

Lesson Plan Template ¶

Comprehensive template for individual C-STEM lessons. Includes sections for:

Faith-Reason Integration
Hands-on activities
21^st Century skills development
Catholic heritage connections
Service orientation
Parent resources

Best for: Single class period lessons (30-60 minutes)

Project-Based Learning Template ¶

Extended template for multi-day or multi-week projects. Includes:

Driving question framework
Phase-by-phase planning (Launch → Research → Create → Present)
"Hands and Feet of Christ" service component
Catholic Social Teaching alignment
Community connection opportunities

Best for: Extended projects (1-4 weeks)

Cross-Curricular Unit Template ¶

Template for units that integrate STEM with other subjects. Includes:

STREAM integration map
Subject-by-subject faith connections
Weekly planning grids
Collaboration planning for multiple teachers

Best for: Multi-subject integrated units

How to Use These Templates¶

Choose the appropriate template based on your lesson/project duration
Complete all sections to ensure comprehensive faith integration
Use the checklists at the end of each template to verify success factor alignment
Reference the rubrics to understand how lessons will be evaluated

Template Quick Selection¶

If you're creating...	Use this template
A single class lesson	Lesson Plan Template
A week-long project	Project-Based Learning Template
A multi-subject unit	Cross-Curricular Unit Template

Framework: C-STREAM

📝 C-STREAM Lesson Plan Template¶

Use this template when creating new C-STREAM lessons. Each section is designed to incorporate the research-backed success factors for Catholic STEM education.

| PBL Template | Cross-Curricular Template | All Rubrics |

📋 Lesson Information¶

Lesson Title: [Enter Title]¶

Grade Level & Duration:¶

Grade	Time	Check One
Kindergarten	25 min	☐
Grades 1-2	30 min	☐
Grades 3-4	40 min	☐
Grades 5-6	45 min	☐

Topic/Theme: [Enter STREAM topic]¶

STREAM Focus Areas (Check all that apply):¶

☐ **S**cience
☐ **T**echnology
☐ **R**eligion/Faith Integration
☐ **E**ngineering
☐ **A**rt (Digital drawing, animation, graphic design, 3D modeling)
☐ **M**usic (Digital composition, sound design, coding music)
☐ **M**athematics

Author: [Name]¶

Date: [Date]¶

🎯 Learning Objectives¶

STEM Objectives¶

Students will be able to: 1. [Specific, measurable STEM objective] 2. [Specific, measurable STEM objective] 3. [Specific, measurable STEM objective]

Faith Integration Objectives¶

Students will be able to: 1. [How lesson connects to Catholic teaching] 2. [How faith and reason are demonstrated as complementary]

21^st Century Skills Objectives¶

Students will develop:

☐ Critical Thinking
☐ Communication
☐ Collaboration
☐ Creativity
☐ Problem-Solving

🙏 Faith-Reason Integration¶

Catholic Teaching Connection¶

[Explain how this lesson connects to Catholic teachings. Consider:]

Stewardship of Creation
Dignity of the Human Person
Care for the Poor and Vulnerable
Rights and Responsibilities
Solidarity
Option for the Poor
Care for God's Creation

Scripture Connection¶

"[Include a relevant Scripture verse that connects to the lesson theme]" — [Book Chapter:Verse]

Catholic Scientist Connection¶

[If applicable, mention a Catholic scientist related to this topic. Reference the Catholic Scientists Heritage guide.]

Wonder and Curiosity Moment¶

[Include a "wonder question" to spark curiosity about God's creation:]

"Have you ever wondered...?"

📚 Materials and Preparation¶

Materials Needed¶

Item	Quantity	Source
[Material 1]	[#]	[CSCOE Inventory/School/Student]
[Material 2]	[#]	[Source]
[Material 3]	[#]	[Source]

Technology Requirements¶

☐ Computers/Chromebooks
☐ iPads/Tablets
☐ Internet Access
☐ Projector/Display
☐ Specific Software: [List]
☐ Robots/Devices: [List from CSCOE Inventory]

Teacher Preparation¶

[Preparation step 1]
[Preparation step 2]
[Preview/test technology]

📝 Lesson Procedure¶

⏱️ Timing Guide by Grade Level¶

Section	K (25 min)	1-2 (30 min)	3-4 (40 min)	5-6 (45 min)
Opening Prayer & Wonder	3 min	3 min	4 min	5 min
Introduction & Hook	3 min	5 min	6 min	7 min
Direct Instruction	5 min	7 min	8 min	10 min
Hands-On Activity	10 min	10 min	15 min	15 min
Reflection & Closing	4 min	5 min	7 min	8 min

1. Opening Prayer & Wonder Moment (3-5 minutes)¶

Prayer:

"Dear God, [customize prayer related to lesson theme]. Help us to see Your wisdom in all we learn today. Amen."

Wonder Question:

[Pose an open-ended question that sparks curiosity about the lesson topic]

Faith-STEM Connection: [Briefly introduce how today's learning connects to faith]

2. Introduction & Hook (5-10 minutes)¶

Engagement Activity: [Describe a brief, engaging activity to capture student attention]

Prior Knowledge Activation:

What do students already know about this topic?
How does this connect to previous lessons?

Learning Target Introduction: "Today we will learn to... because..."

Catholic Heritage Connection (if applicable): [Share relevant Catholic scientist or Church teaching]

3. Direct Instruction (10-15 minutes)¶

Key Concepts: 1. [Concept 1 with explanation] 2. [Concept 2 with explanation] 3. [Concept 3 with explanation]

Vocabulary: | Term | Definition | Faith Connection | |------|------------|------------------| | [Term 1] | [Definition] | [Optional faith tie-in] | | [Term 2] | [Definition] | [Optional faith tie-in] |

Demonstration: [Describe what the teacher will model]

Checks for Understanding:

[Question 1]
[Question 2]

4. Hands-On Activity / Project-Based Learning (15-25 minutes)¶

Activity Description: [Detailed description of the hands-on activity]

Student Grouping:

☐ Individual ☐ Pairs ☐ Small Groups (3-4) ☐ Whole Class

Step-by-Step Instructions: 1. [Step 1] 2. [Step 2] 3. [Step 3] 4. [Step 4] 5. [Step 5]

Collaboration Guidelines: [How students should work together – emphasize Christian values in teamwork]

Catholic Integration During Activity: [How to weave faith into the activity itself, not just as an add-on]

Differentiation:

For struggling learners: [Modification]
For advanced learners: [Extension]
For diverse learners: [Accommodation]

Teacher Role During Activity: [Circulate, ask guiding questions, note observations]

5. Service Connection (5 minutes)¶

"Hands and Feet of Christ" Reflection: [Connect the STEM skills learned to serving others]

Guiding Questions:

How could we use what we learned today to help others?
How does this skill connect to being a good steward of creation?
What would Jesus want us to do with this knowledge?

Real-World Application: [Provide an example of how this STEM concept helps people in the community]

Student Sharing: [How students will share their work – gallery walk, presentations, partner share]

Reflection Questions: 1. What did you learn today about [STEM topic]? 2. How did you see God's design in what we studied? 3. What was challenging, and how did you persevere? 4. How can you use this learning to serve others?

Written Reflection (optional): [Prompt for journal or exit ticket]

7. Closing Prayer & Summary (3-5 minutes)¶

Learning Summary: "Today we learned... This connects to our faith because..."

Closing Prayer:

"Thank You, Lord, for the gift of learning. Help us to use our knowledge and skills to [specific application]. We are grateful for the wonder of Your creation. Amen."

Preview Next Lesson: [Brief mention of what's coming next]

✅ Assessment¶

Formative Assessment (During Lesson)¶

What to Observe	Evidence of Learning
[Observation 1]	[What you'll see/hear]
[Observation 2]	[What you'll see/hear]
[Observation 3]	[What you'll see/hear]

Summative Assessment¶

Project/Product Evaluation: Use the Student Project Rubric with these criteria:

STEM concept mastery
Faith integration
21^st century skills demonstration
Service connection understanding

Self-Assessment (Student)¶

Students rate themselves:

I understand [STEM concept]: ☆☆☆
I can explain the faith connection: ☆☆☆
I collaborated well with others: ☆☆☆

🔗 Cross-Curricular Connections¶

Subject	Connection
Religion	[How lesson connects to religion class content]
Math	[Mathematical concepts involved]
Language Arts	[Reading, writing, speaking opportunities]
Social Studies	[Historical or social connections]
Art	[Creative expression opportunities]
Music	[Musical connections, if any]

👨‍👩‍👧‍👦 Parent/Family Resources¶

Today's Learning¶

[Brief parent-friendly summary of what students learned]

Faith Connection¶

[Explain how faith was integrated]

Discussion Questions for Home¶

[Question parents can ask at home]
[Question about faith connection]
[Question about real-world application]

Extension Activities¶

[Home activity 1]
[Home activity 2]
[Online resource for further exploration]

How to Support Your Child¶

[Tips for parents to reinforce learning]

📊 Teacher Reflection (Post-Lesson)¶

Complete after teaching the lesson:

What Worked Well¶

Areas for Improvement¶

Student Engagement Level¶

☐ High ☐ Medium ☐ Low

Faith Integration Success¶

☐ Seamless ☐ Good ☐ Needs Improvement

Modifications for Next Time¶

Notes on Individual Students¶

✨ Success Factor Checklist¶

Before teaching, verify your lesson includes:

Faith-Reason Integration¶

Faith and science presented as complementary
Scripture or Catholic teaching connection
Wonder/curiosity moment included

Hands-On Learning¶

Students actively engaged with materials
Project-based or inquiry-based approach
Multiple modalities addressed

Service Orientation¶

Connection to helping others
Catholic Social Teaching link
Real-world application discussed

21^st Century Skills¶

Collaboration opportunities
Critical thinking challenges
Communication practice
Creativity encouraged

Catholic Heritage¶

Catholic scientist referenced (if applicable)
Church's scientific contributions acknowledged

Balance & Inclusiveness¶

Differentiation provided
All students can participate
Traditional skills maintained

Template Version: 2.0
Framework: C-STREAM
Based on: NCEA STREAM Characteristics & Catholic STEM Success Factors

🔧 Project-Based Learning (PBL) Template¶

This template is designed for extended projects (1-4 weeks) that allow students to deeply engage with C-STREAM concepts while integrating Catholic values and service to others.

📋 Project Overview¶

Project Title: [Enter Title]¶

Grade Level: ☐ K ☐ 1-3 ☐ 4-6 ☐ 7-8¶

Duration: [Number] weeks / [Number] class periods¶

Driving Question:¶

"[Frame project as a compelling question that integrates STEM and faith/service]"

Example: "How can we use engineering to help our community care for God's creation?"

🎯 Project Goals¶

Essential Question (Faith-Integrated)¶

[A question that connects STEM learning to Catholic values and real-world application]

STEM Learning Goals¶

By the end of this project, students will: 1. [Specific STEM skill/knowledge] 2. [Specific STEM skill/knowledge] 3. [Specific STEM skill/knowledge]

Faith Integration Goals¶

Students will understand: 1. [How STEM connects to Catholic teaching] 2. [How to use STEM skills to serve others] 3. [The harmony between faith and reason]

21^st Century Skills Focus¶

Primary skills developed:

☐ Critical Thinking & Problem Solving
☐ Communication & Presentation
☐ Collaboration & Teamwork
☐ Creativity & Innovation
☐ Self-Direction & Time Management

🙏 Catholic Integration Framework¶

The "Why" Behind the Project¶

"Why do we do science and engineering? Not to make as much money as we can... but to build up our brothers and sisters in Christ."

Service Connection: [Explain how this project serves others or cares for creation]

Check all that apply:

☐ Life and Dignity of the Human Person
☐ Call to Family, Community, and Participation
☐ Rights and Responsibilities
☐ Option for the Poor and Vulnerable
☐ Dignity of Work and Rights of Workers
☐ Solidarity
☐ Care for God's Creation

Scripture Foundation¶

"[Relevant Scripture verse]" — [Reference]

Catholic Scientist Connection¶

[Name a Catholic scientist whose work relates to this project. See Catholic Scientists Heritage]

How to integrate: [Brief suggestion for incorporating their story]

📅 Project Timeline¶

Phase 1: Launch & Wonder (Day/Week 1)¶

Purpose: Spark curiosity and establish the driving question

Activity	Duration	Description
Opening Prayer & Wonder	10 min	[Specific prayer and wonder question]
Entry Event	20 min	[Engaging hook activity]
Driving Question Introduction	15 min	[How to present the challenge]
Know/Need to Know	15 min	[Students identify what they know and need to learn]

Faith Integration: [How faith is woven into the launch]

Phase 2: Research & Learning (Days/Weeks 2-3)¶

Purpose: Build knowledge and skills needed for the project

Learning Activity	Duration	STEM Focus	Faith Integration
[Activity 1]	[Time]	[Skills]	[Connection]
[Activity 2]	[Time]	[Skills]	[Connection]
[Activity 3]	[Time]	[Skills]	[Connection]
[Activity 4]	[Time]	[Skills]	[Connection]

Workshops/Mini-Lessons: 1. [Topic 1] 2. [Topic 2] 3. [Topic 3]

Expert Connections:

Guest speaker (parish, community, industry)
Virtual field trip
Video/reading from Catholic scientist

Phase 3: Create & Iterate (Days/Weeks 3-4)¶

Purpose: Design, build, test, and improve

Step	Student Actions	Teacher Role
Design	[What students do]	[Facilitation approach]
Prototype	[What students do]	[Support provided]
Test	[What students do]	[Assessment approach]
Iterate	[What students do]	[Feedback method]

Collaboration Structure:

Team size: [Number]
Roles: [List roles within teams]
Accountability: [How to ensure all participate]

Catholic Values in Collaboration:

Respect for each person's dignity and contribution
Helping teammates who struggle (solidarity)
Honest, kind communication
Celebrating others' successes

Phase 4: Present & Reflect (Final Days)¶

Purpose: Share learning and celebrate

Presentation Format:

☐ Classroom presentation
☐ Gallery walk
☐ Video/digital presentation
☐ Community showcase
☐ School-wide fair
☐ Parish presentation

Audience:

Reflection Activities: 1. [Individual reflection on learning] 2. [Team reflection on collaboration] 3. [Faith reflection on service and purpose]

🔧 Project Requirements¶

Student Deliverables¶

Deliverable	Description	Assessment
1. [Product/Creation]	[What students create]	[How assessed]
2. [Documentation]	[Process journal, notes]	[How assessed]
3. [Presentation]	[How they share]	[How assessed]
4. [Reflection]	[Faith/service reflection]	[How assessed]

Quality Criteria¶

Students must demonstrate: 1. STEM Mastery: [Specific criteria] 2. Faith Integration: [Specific criteria] 3. Service Connection: [Specific criteria] 4. Collaboration: [Specific criteria] 5. Communication: [Specific criteria]

📚 Materials and Resources¶

Physical Materials¶

Item	Quantity	Source	Cost
[Material 1]	[#]	[CSCOE/School]	[Free/$]
[Material 2]	[#]	[Source]	[Cost]

Technology¶

[Device/software 1]
[Device/software 2]
[Online resource]

Reference Materials¶

[Books/articles]
[Videos]
[Catholic resources]

CSCOE STEM Inventory Items¶

[Item 1]
[Item 2]
[Item 3]

✅ Assessment Framework¶

Formative Assessment (Ongoing)¶

Checkpoint	What to Assess	Method
Daily	[Quick check]	[Observation/exit ticket]
Phase 1	[Understanding of challenge]	[Discussion/writing]
Phase 2	[Knowledge building]	[Quiz/demonstration]
Phase 3	[Progress on creation]	[Check-in/prototype review]

Summative Assessment¶

Use Student Project Rubric

Scoring Categories: | Category | Weight | Criteria | |----------|--------|----------| | STEM Content | [%] | [Key criteria] | | Faith Integration | [%] | [Key criteria] | | Process/Collaboration | [%] | [Key criteria] | | Final Product | [%] | [Key criteria] | | Presentation | [%] | [Key criteria] |

Self & Peer Assessment¶

Students complete:

Individual reflection journal
Team collaboration assessment
Peer feedback forms

🤝 "Hands and Feet of Christ" Service Component¶

Service Learning Integration¶

Who does this project serve? [Identify the beneficiary – community members, the environment, specific groups]

How will students see the impact? [Describe how students witness their work helping others]

Reflection Questions: 1. How does this project demonstrate love for our neighbor? 2. How are we caring for God's creation through this work? 3. What would Jesus think about how we used our talents? 4. How can we continue serving others beyond this project?

Community Connection Options¶

Partner with a parish ministry
Present to community organization
Donate final products
Create resources for others to use
Solve a real community problem

🔗 Cross-Curricular Integration¶

Subject Integration Plan¶

Subject	Integration	Activities
Religion	[Connection]	[Specific activities]
Math	[Connection]	[Specific activities]
Language Arts	[Connection]	[Specific activities]
Social Studies	[Connection]	[Specific activities]
Art	[Connection]	[Specific activities]
Music	[Connection]	[Specific activities]

👨‍👩‍👧‍👦 Family & Community Engagement¶

Parent Communication¶

Project launch letter
Weekly progress updates
Invitation to final presentation
Volunteer opportunities

Family Extension Activities¶

[Activity families can do at home]
[Discussion questions for family]
[Resource for further exploration]

Community Partners¶

Partner	Role	Contact
[Organization 1]	[How they help]	[Info]
[Organization 2]	[How they help]	[Info]

📊 Teacher Planning Notes¶

Preparation Checklist¶

Potential Challenges & Solutions¶

Challenge	Proactive Solution
[Challenge 1]	[Solution]
[Challenge 2]	[Solution]
[Challenge 3]	[Solution]

Differentiation Plan¶

For students needing support:

[Modification 1]
[Modification 2]

For advanced learners:

[Extension 1]
[Extension 2]

For diverse learners:

[Accommodation 1]
[Accommodation 2]

📝 Post-Project Reflection (Teacher)¶

Project Success Indicators¶

Students achieved STEM learning goals
Faith was meaningfully integrated
Students made service connections
21^st century skills were developed
Students engaged with wonder and curiosity

What Worked Well¶

Areas for Improvement¶

Student Feedback Summary¶

Modifications for Future¶

✨ PBL Success Factor Alignment¶

Verify your project incorporates:

Faith-Reason Integration ✓¶

Faith and science as complementary throughout
Scripture/Catholic teaching woven in
Wonder and curiosity cultivated

Service Orientation ✓¶

Clear connection to serving others
Catholic Social Teaching alignment
Real beneficiaries identified

Hands-On Learning ✓¶

Students actively creating/building
Multiple iterations and improvements
Authentic, real-world challenge

21^st Century Skills ✓¶

Meaningful collaboration required
Critical thinking embedded
Communication opportunities

Catholic Heritage ✓¶

Catholic scientists/Church contributions acknowledged
History of faith and science explored

Community Connections ✓¶

Parish, family, or community involvement
Real audience for student work
Lasting impact beyond classroom

Template Version: 2.0
Framework: C-STREAM
Based on: NCEA STREAM Characteristics & Project-Based Learning Best Practices

🔗 Cross-Curricular Unit Template¶

This template helps educators design units that intentionally connect C-STREAM with other subjects (Religion, Language Arts, Social Studies, Art, Music) while maintaining Catholic identity throughout.

📋 Unit Overview¶

Unit Title: [Enter Title]¶

Grade Level: ☐ K ☐ 1-3 ☐ 4-6 ☐ 7-8¶

Duration: [Number] weeks¶

Central Theme: [Overarching theme that connects all subjects]¶

Unifying Question¶

"[A big question that connects all subjects and integrates faith]"

Example: "How can we use our gifts and talents to care for God's creation and serve our neighbors?"

🎯 Unit Goals¶

C-STREAM Integration Map¶

              +===========================================+
              |         CENTRAL THEME/QUESTION            |
              |     [Your unifying theme goes here]       |
              +===========================================+
                              ^
           +-----------------+-----------------+
           |                 |                 |
    +======+======+   +======+======+   +======+======+
    |   SCIENCE   |   |  RELIGION   |   |    MATH     |
    |             |   |             |   |             |
    +=============+   +=============+   +=============+
           |                 |                 |
    +======+======+   +======+======+   +======+======+
    | TECHNOLOGY  |   |    ARTS     |   | ENGINEERING |
    |             |   |             |   |             |
    +=============+   +=============+   +=============+
           |                 |                 |
           +-----------------+-----------------+
                             v
              +===========================================+
              |        LANGUAGE ARTS & SOCIAL STUDIES     |
              |     (Communication & Context)             |
              +===========================================+

Learning Objectives by Subject¶

Science¶

[Objective 1]
[Objective 2]

Technology¶

[Objective 1]
[Objective 2]

Religion/Faith¶

[Objective 1]
[Objective 2]

Engineering¶

[Objective 1]
[Objective 2]

Arts¶

[Objective 1]
[Objective 2]

Mathematics¶

[Objective 1]
[Objective 2]

Language Arts¶

[Objective 1]
[Objective 2]

[Objective 1]
[Objective 2]

🙏 Faith Integration Throughout¶

Theological Foundation¶

[Explain the Catholic teaching(s) that ground this entire unit]

Scripture Connections¶

Subject Area	Scripture Reference	How It Connects
Science	[Verse]	[Connection]
Technology	[Verse]	[Connection]
Engineering	[Verse]	[Connection]
Math	[Verse]	[Connection]
Arts	[Verse]	[Connection]

Primary CST focus: [Choose one that runs through unit]

How it appears in each subject:

Science: [Application]
Technology: [Application]
Engineering: [Application]
Math: [Application]
Arts: [Application]
Language Arts: [Application]
Social Studies: [Application]

Daily Faith Practices¶

Opening prayer theme: [Related to unit]
Closing reflection: [Connecting daily learning to faith]
Weekly faith highlight: [Special connection each week]

📅 Weekly Overview¶

Week 1: [Theme for Week 1]¶

Subject	Focus	Faith Connection
Religion	[Topic]	[Primary source]
Math	[Topic]	[Connection]
Science	[Topic]	[Connection]
Technology	[Topic]	[Connection]
Language Arts	[Topic]	[Connection]
Art	[Topic]	[Connection]

Week 1 Prayer Focus: [Theme]

Week 1 Culminating Connection: [How subjects come together]

Week 2: [Theme for Week 2]¶

Subject	Focus	Faith Connection
Religion	[Topic]	[Primary source]
Math	[Topic]	[Connection]
Science	[Topic]	[Connection]
Engineering	[Topic]	[Connection]
Language Arts	[Topic]	[Connection]
Social Studies	[Topic]	[Connection]

Week 2 Prayer Focus: [Theme]

Week 2 Culminating Connection: [How subjects come together]

Week 3: [Theme for Week 3]¶

Subject	Focus	Faith Connection
Religion	[Topic]	[Primary source]
Math	[Topic]	[Connection]
Technology	[Topic]	[Connection]
Engineering	[Topic]	[Connection]
Language Arts	[Topic]	[Connection]
Art/Music	[Topic]	[Connection]

Week 3 Prayer Focus: [Theme]

Week 3 Culminating Connection: [How subjects come together]

Week 4: [Culmination Week]¶

Subject	Focus	Faith Connection
ALL	[Culminating project/presentation]	[Ultimate connection]

Week 4 Prayer Focus: Gratitude and service

Final Celebration: [How unit concludes]

🔗 Subject Integration Details¶

Mathematics + Faith Connection¶

Math Topics:

[Topic 1]
[Topic 2]

Integration Examples: | Math Concept | Real-World Application | Faith Connection | |--------------|----------------------|------------------| | [Concept 1] | [Application] | [E.g., statistics on poverty and Church response] | | [Concept 2] | [Application] | [Connection to Catholic teaching] |

Sample Activity: [Describe a math activity that integrates faith]

Science + Faith Connection¶

Science Topics:

[Topic 1]
[Topic 2]

Integration Examples: | Science Concept | Wonder Question | Faith Connection | |-----------------|-----------------|------------------| | [Concept 1] | "Have you ever wondered...?" | [E.g., beauty of God's creation] | | [Concept 2] | [Wonder question] | [Connection to Catholic teaching] |

Catholic Scientist Highlight: [Name and brief connection]

Art + Faith Connection¶

Art Topics:

[Topic 1]
[Topic 2]

Integration Examples: | Art Activity | STEM Connection | Faith Connection | |--------------|-----------------|------------------| | [Activity 1] | [STEM tie-in] | [E.g., beauty of God's creation through drawing] | | [Activity 2] | [STEM tie-in] | [Connection to Catholic teaching] |

Sample Activity: [Describe an art activity that connects STEM and faith, e.g., designing stained glass while learning about light and historical teaching function]

Language Arts + Faith Connection¶

LA Topics:

[Topic 1]
[Topic 2]

Integration Examples: | LA Skill | STEM Content | Faith Connection | |----------|--------------|------------------| | Writing | [STEM topic] | [Reflection on faith] | | Reading | [STEM text] | [Catholic perspective] | | Speaking | [Presentation] | [Sharing faith and learning] |

SS Topics:

[Topic 1]
[Topic 2]

Integration Examples: | SS Concept | STEM Application | Faith Connection | |------------|------------------|------------------| | [Concept 1] | [Application] | [E.g., community service] | | [Concept 2] | [Application] | [Catholic Social Teaching] |

✅ Assessment¶

Subject-Specific Assessments¶

Subject	Assessment Type	Faith Component
Science	[Type]	[How faith is assessed]
Technology	[Type]	[How faith is assessed]
Engineering	[Type]	[How faith is assessed]
Math	[Type]	[How faith is assessed]
Language Arts	[Type]	[How faith is assessed]
Art	[Type]	[How faith is assessed]
Religion	[Type]	[Primary assessment]

Cross-Curricular Rubric¶

Use components from:

Faith-Reason Integration Rubric
21^st Century Skills Assessment

Unit Culminating Assessment¶

Project/Product: [Describe the final project that demonstrates learning across all subjects]

Presentation: [How students will share their integrated learning]

Faith Reflection: [Final reflection on faith connections throughout the unit]

👨‍👩‍👧‍👦 Family Connection¶

Weekly Family Updates¶

Week 1: [Summary and home connection] Week 2: [Summary and home connection] Week 3: [Summary and home connection] Week 4: [Invitation to culminating event]

Family Faith + STEM Activities¶

[Home activity connecting faith and STEM]
[Discussion questions for family]
[Parish/community connection]

📝 Planning Collaboration¶

Teacher Collaboration Needed¶

Teacher/Subject	Collaboration Need	Meeting Time
[Teacher 1]	[What to coordinate]	[When]
[Teacher 2]	[What to coordinate]	[When]
[Religion Teacher]	[Faith integration]	[When]

Shared Resources¶

[Resource 1]
[Resource 2]
[Shared materials]

✨ Success Factor Checklist¶

Cross-Curricular Integration ✓¶

All subjects connect to central theme
Faith woven throughout, not siloed
Natural connections (not forced)

Faith-Reason Harmony ✓¶

Faith and subjects presented as complementary
Scripture connects to all areas
Catholic teaching integrated naturally

Balance Maintained ✓¶

STEM emphasized but other subjects valued
Traditional skills maintained
Whole-child approach evident

Wonder Cultivated ✓¶

Wonder questions throughout
Curiosity about God's creation
Joy in learning evident

Template Version: 2.0
Framework: C-STREAM
Based on: STREAM Cross-Curricular Best Practices

Rubrics

📊 C-STREAM Rubrics¶

Location: Our Lady of the Prairie Catholic School · Belle Plaine, MN · Archdiocese of Saint Paul and Minneapolis

This folder contains assessment rubrics aligned with Catholic STEM success factors. Use these rubrics to evaluate lessons, projects, and student work.

Available Rubrics¶

Faith-Reason Integration Rubric ¶

Evaluates how well lessons present faith and science as complementary.

Categories assessed:

Faith-Science Harmony
Catholic Teaching Integration
Prayer and Wonder
Catholic Scientific Heritage
Service and Purpose Connection

Best for: Teacher self-evaluation, administrator lesson observation

Service-Oriented STEM Rubric ¶

Evaluates connection between STEM skills and Catholic Social Teaching.

Categories assessed:

Catholic Social Teaching Connection
"Hands and Feet of Christ" Application
Care for God's Creation
Human Dignity in Technology
Solidarity and Community

Best for: Evaluating service-learning projects, STEM fair projects

21^st Century Skills Assessment ¶

Assesses development of essential skills within Catholic STEM context.

Skills assessed:

Critical Thinking & Problem-Solving
Communication Skills
Collaboration & Teamwork
Creativity & Innovation
Curiosity & Wonder (Catholic distinctive)
Character & Ethics (Catholic distinctive)

Best for: Ongoing student assessment, portfolio evaluation

Student Project Rubric ¶

Comprehensive 100-point rubric for evaluating student projects.

Categories (weighted):

STEM Content & Process (30%)
Faith Integration (20%)
Service & Application (15%)
21^st Century Skills (20%)
Presentation & Documentation (15%)

Best for: STEM fair judging, major project assessment

Rubric Quick Reference¶

What are you assessing?	Use this rubric
Quality of faith integration in a lesson	Faith-Reason Integration
Service orientation of a project	Service-Oriented STEM
Student skills development	21^st Century Skills
Complete student project	Student Project Rubric

Using Rubrics Effectively¶

For Teachers¶

Use rubrics during lesson planning to ensure all elements are included
Self-evaluate lessons after teaching
Share rubrics with students so they understand expectations

For Administrators¶

Use rubrics for observation and evaluation
Identify professional development needs
Assess program-wide faith integration

For Students¶

Review rubrics before starting projects
Use for self-assessment
Guide peer feedback

For STEM Fair Judges¶

Use Student Project Rubric for consistent evaluation
Ensure faith integration is weighted appropriately
Provide constructive feedback in all categories

Framework: C-STREAM

🙏 Faith-Reason Integration Rubric¶

This rubric helps teachers and administrators evaluate how effectively C-STEM lessons present faith and science as complementary, aligning with the Catholic understanding that "faith and reason are like two wings on which the human spirit rises to the contemplation of truth" (St. John Paul II, Fides et Ratio).

📋 Overview¶

Purpose: Evaluate the quality of faith integration in STEM lessons and curriculum

Users: Teachers (self-evaluation), Administrators (program evaluation), Curriculum developers

Scoring: 4 = Exemplary, 3 = Proficient, 2 = Developing, 1 = Beginning

🙏 Rubric Categories¶

Category 1: Faith-Science Harmony¶

Key Question: Does the lesson present faith and science as complementary rather than competing?

Score	Descriptor	Indicators
4 - Exemplary	Faith and science are seamlessly integrated as "two wings"	• Faith and science presented as mutually enriching • No false dichotomy between faith and reason • Students clearly see how science reveals God's wisdom • Wonder at creation flows naturally into both faith and scientific inquiry
3 - Proficient	Faith and science connection is clear and meaningful	• Clear connection made between STEM content and faith • Students understand science as a way to study God's creation • Faith enhances rather than limits scientific exploration • Discussion acknowledges complementary relationship
2 - Developing	Faith is included but connection to science is superficial	• Faith elements present but feel "added on" • Connection between faith and STEM content is weak • Prayer included but not connected to lesson content • Students may see faith and science as separate
1 - Beginning	Faith and science are treated as separate or unrelated	• Faith elements missing or disconnected • Lesson could be taught identically in secular setting • No acknowledgment of faith-science relationship • Missed opportunities to show harmony

Evidence to look for:

Wonder questions that connect to both faith and science
Discussion of how scientific discovery reveals divine order
References to Church's positive view of science
Student comments showing understanding of faith-science harmony

Category 2: Catholic Teaching Integration¶

Key Question: Does the lesson meaningfully connect to Catholic teaching?

Score	Descriptor	Indicators
4 - Exemplary	Catholic teaching is woven throughout the lesson naturally	• Catholic teaching is central to the lesson purpose • Scripture connection is meaningful, not forced • Catholic Social Teaching applied authentically • Students can articulate the faith connection
3 - Proficient	Catholic teaching is clearly connected and relevant	• At least one substantive Catholic teaching connection • Scripture reference relates to content • Catholic values explicitly discussed • Faith connection enhances understanding
2 - Developing	Catholic teaching is present but superficially connected	• Catholic teaching mentioned but not explored • Scripture included but connection unclear • Faith elements could apply to any religious context • Limited depth in Catholic perspective
1 - Beginning	Catholic teaching is absent or inappropriately applied	• No Catholic teaching connection • Generic "faith" without Catholic specificity • Missed opportunities for relevant connections • No Scripture or misapplied Scripture

Catholic Teaching Connections to Consider:

Stewardship of creation
Dignity of the human person
Catholic Social Teaching principles
Communion of saints (including Catholic scientists)
Papal teachings (encyclicals on creation, technology, etc.)
Specific Scripture passages

Category 3: Prayer and Wonder¶

Key Question: Do prayer and wonder moments authentically connect to the STEM content?

Score	Descriptor	Indicators
4 - Exemplary	Prayer and wonder are deeply connected to STEM learning	• Opening/closing prayers specifically address lesson content • Wonder questions spark both scientific and spiritual curiosity • Students experience awe at God's creation through STEM • Prayer feels like natural response to learning
3 - Proficient	Prayer and wonder support the STEM learning	• Prayers relate to lesson theme • At least one wonder moment included • Students encouraged to see beauty in creation • Faith response to learning is evident
2 - Developing	Prayer and wonder are present but generic	• Prayers are standard but not lesson-specific • Wonder moments not explicitly connected to faith • Awe/curiosity present but not linked to God • Missed opportunities for deeper connection
1 - Beginning	Prayer and wonder are absent or disconnected	• No prayer or generic prayer unrelated to lesson • No wonder/curiosity cultivation • Lesson feels mechanical, not wonder-filled • No invitation to see God in the learning

Wonder Cultivation Indicators:

"Have you ever wondered...?" questions
Moments of awe at complexity/beauty of creation
Questions that lead to both faith and scientific exploration
Student expressions of wonder captured and honored

Category 4: Catholic Scientific Heritage¶

Key Question: Does the lesson acknowledge the Church's contributions to science?

Score	Descriptor	Indicators
4 - Exemplary	Catholic scientific heritage is prominently featured	• Catholic scientist(s) featured with their faith story • Church's contributions to science highlighted • Students understand long history of Catholic science • Patron saints of science referenced when relevant
3 - Proficient	Catholic scientific heritage is acknowledged	• At least one Catholic scientist mentioned • Church's positive relationship with science noted • Historical context of Catholic contributions shared • Students aware of Catholic scientists' faith
2 - Developing	Catholic scientific heritage is briefly mentioned	• Quick mention of Catholic scientist without detail • Church's science contributions not explained • History acknowledged but not explored • Opportunity for deeper integration missed
1 - Beginning	Catholic scientific heritage is absent	• No mention of Catholic scientists • Church's contributions to science ignored • Secular narrative of science only • Missed opportunity to show faith-science history

Catholic Scientists to Consider:

Gregor Mendel (genetics)
Nicolaus Copernicus (astronomy)
Louis Pasteur (microbiology)
Georges Lemaître (Big Bang theory)
St. Albert the Great (patron of natural scientists)
Jesuit contributions to various fields
Modern Catholic scientists

Category 5: Service and Purpose Connection¶

Key Question: Does the lesson connect STEM learning to serving others and God's purpose?

Score	Descriptor	Indicators
4 - Exemplary	Service and purpose are central to the STEM learning	• Clear connection to "building up our brothers and sisters in Christ" • Students design/create with others in mind • Catholic Social Teaching applied to STEM applications • Students articulate how to use skills for good
3 - Proficient	Service and purpose are clearly connected	• Discussion of how skills can help others • At least one service application identified • Purpose beyond self-interest acknowledged • Connection to being good stewards
2 - Developing	Service and purpose are mentioned but not developed	• Brief mention of helping others • Service connection feels obligatory • Limited discussion of purpose • Students may not internalize service aspect
1 - Beginning	Service and purpose are absent	• No connection to serving others • STEM presented as self-focused skill • No discussion of purpose or stewardship • Missed opportunity for "why we learn"

📊 Scoring Summary¶

Lesson Evaluation Form¶

Lesson Title: ________________________________

Date Evaluated: _____________ Evaluator: _________________

Category	Score (1-4)	Notes
Faith-Science Harmony
Catholic Teaching Integration
Prayer and Wonder
Catholic Scientific Heritage
Service and Purpose Connection
TOTAL	/20

Score Interpretation¶

Total Score	Rating	Recommendation
18-20	Exemplary	Model lesson for others; share best practices
14-17	Proficient	Meets STREAM standards; minor enhancements possible
10-13	Developing	Needs improvement; use template to strengthen integration
5-9	Beginning	Significant revision needed; seek professional development

🔄 Improvement Suggestions¶

If Faith-Science Harmony scores low:¶

Add explicit discussion of how faith and science work together
Include quotes from Church documents on faith and reason
Reframe "wonder questions" to lead to both faith and science
Remove any language suggesting faith-science conflict

If Catholic Teaching Integration scores low:¶

Use the Lesson Plan Template to identify specific connections
Consult Catholic Scientists Heritage guide
Connect to Catholic Social Teaching explicitly
Ensure Scripture connection is meaningful, not token

If Prayer and Wonder scores low:¶

Write custom prayers that reference lesson content
Add "wonder moments" that pause for awe
Connect curiosity to seeing God's wisdom in creation
End with prayer of gratitude specific to learning

If Catholic Heritage scores low:¶

Reference Catholic Scientists Heritage guide
Include brief story of relevant Catholic scientist
Mention patron saints when appropriate
Share history of Church's support for science

If Service Connection scores low:¶

Add "Hands and Feet of Christ" reflection
Connect skills to real-world service applications
Discuss "why we learn" from Catholic perspective
Include community service extension when possible

📋 Quick Self-Check for Teachers¶

Before teaching, ask yourself:

☐ Does my lesson show faith and science as complementary?

☐ Is there a meaningful connection to Catholic teaching (not just prayer)?

☐ Will students experience wonder at God's creation?

☐ Have I acknowledged Catholic contributions to science (if relevant)?

☐ Do students see how this learning serves others?

If you answered "no" to any question, consult the templates and resources to strengthen that area before teaching.

Rubric Version: 2.0
Framework: C-STREAM
Based on: Catholic Intellectual Tradition & NCEA STREAM Standards

❤️ Service-Oriented STEM Rubric¶

This rubric evaluates how effectively C-STEM lessons connect STEM skills to Catholic Social Teaching and service to others—the "Hands and Feet of Christ" approach to STEM education.

"Why do we do science and engineering? Not to make as much money as we can... but to build up our brothers and sisters in Christ."

📋 Overview¶

Purpose: Evaluate the service orientation and Catholic Social Teaching integration in STEM projects and lessons

Users: Teachers, project mentors, STEM fair judges, students (self-assessment)

Scoring: 4 = Exemplary, 3 = Proficient, 2 = Developing, 1 = Beginning

C-STEM education should connect to these seven themes of Catholic Social Teaching:

Principle	STEM Connection
Life and Dignity of the Human Person	Technology should enhance human dignity, not diminish it
Call to Family, Community, and Participation	STEM skills build up communities and families
Rights and Responsibilities	We have responsibility to use technology ethically
Option for the Poor and Vulnerable	STEM can address needs of the marginalized
Dignity of Work and Rights of Workers	Technology should support, not replace, human work
Solidarity	We are one human family; STEM connects us globally
Care for God's Creation	Environmental stewardship through science and engineering

📊 Rubric Categories¶

Key Question: Does the lesson/project explicitly connect to Catholic Social Teaching?

Score	Descriptor	Indicators
4 - Exemplary	CST is central to the STEM application	• Specific CST principle identified and explored • Students articulate CST connection clearly • STEM skill applied directly to CST principle • Deep understanding of "why we learn" evident
3 - Proficient	CST connection is clear and meaningful	• CST principle referenced explicitly • Students understand connection to serving others • Discussion of ethical implications included • Faith-based purpose acknowledged
2 - Developing	CST is mentioned but not deeply connected	• Generic "helping others" without CST specificity • Connection is present but superficial • Limited discussion of Catholic perspective • Students may not internalize the connection
1 - Beginning	CST is absent from the lesson/project	• No mention of Catholic Social Teaching • STEM presented without service orientation • Secular approach only • Missed opportunity for faith integration

Category 2: "Hands and Feet of Christ" Application¶

Key Question: Does the STEM work demonstrate active service to others?

Score	Descriptor	Indicators
4 - Exemplary	Students actively serve others through STEM	• Real beneficiaries identified and engaged • Project solves actual community need • Students witness impact of their work • Service extends beyond classroom
3 - Proficient	Clear service application is identified	• Specific service application discussed • Students can explain who benefits • Connection to real needs is evident • Some engagement with community
2 - Developing	Service is theoretical rather than applied	• Discussion of potential service uses • No actual beneficiaries identified • Service connection remains abstract • Limited community engagement
1 - Beginning	Service orientation is absent	• No connection to helping others • Self-focused or purely academic • No discussion of STEM serving community • "Hands and Feet" approach not evident

Examples of "Hands and Feet of Christ" STEM:

Designing assistive devices for persons with disabilities
Creating environmental solutions for community
Building technology to help elderly or homebound
Engineering solutions for developing communities
Coding apps that teach or assist others

Category 3: Care for God's Creation¶

Key Question: Does the lesson/project demonstrate environmental stewardship?

Score	Descriptor	Indicators
4 - Exemplary	Environmental stewardship is central theme	• Explicit connection to papal teachings on environment • Students design with sustainability in mind • Creation care is integral to the project • Students can articulate Catholic view of stewardship
3 - Proficient	Environmental impact is addressed	• Discussion of environmental considerations • Students aware of creation care responsibility • Sustainable practices encouraged • Faith-based stewardship mentioned
2 - Developing	Environment is acknowledged but not prioritized	• Brief mention of environmental impact • No explicit connection to Catholic teaching • Stewardship not central to design • Missed opportunities for deeper integration
1 - Beginning	Environmental stewardship is ignored	• No mention of environmental impact • No discussion of creation care • Wasteful practices not addressed • Catholic stewardship teaching absent

Category 4: Human Dignity in Technology¶

Key Question: Does the lesson/project respect and enhance human dignity?

Score	Descriptor	Indicators
4 - Exemplary	Human dignity is explicitly honored and enhanced	• Discussion of how technology serves human dignity • Ethical considerations are central • Students critique technology that diminishes dignity • Design choices reflect dignity of all persons
3 - Proficient	Human dignity considerations are addressed	• Ethical implications discussed • Students aware of dignity concerns • Responsible technology use emphasized • Some critique of technology misuse
2 - Developing	Human dignity is acknowledged but not explored	• Brief mention of ethical considerations • Limited discussion of dignity implications • Responsible use mentioned but not emphasized • Students may not fully grasp importance
1 - Beginning	Human dignity is not considered	• No discussion of ethical implications • Technology presented without dignity lens • No critique of potentially harmful uses • Catholic view of human person absent

Category 5: Solidarity and Community¶

Key Question: Does the lesson/project build solidarity and community?

Score	Descriptor	Indicators
4 - Exemplary	Solidarity and community are deeply integrated	• Global perspective included (one human family) • Project builds connections across boundaries • Students collaborate meaningfully • Community partnerships evident
3 - Proficient	Community building is evident	• Collaboration emphasized and practiced • Connection to wider community discussed • Students work toward common good • Some community engagement
2 - Developing	Community is mentioned but not developed	• Collaboration occurs but not emphasized • Limited discussion of community impact • Solidarity concept not explored • Missed opportunities for partnership
1 - Beginning	Individualism rather than solidarity	• Work is purely individual • No community connection • Common good not discussed • Solidarity concept absent

📊 Scoring Summary¶

Project/Lesson Evaluation Form¶

Title: ________________________________

Date: _____________ Evaluator: _________________

Category	Score (1-4)	Evidence/Notes
Catholic Social Teaching Connection
"Hands and Feet of Christ" Application
Care for God's Creation
Human Dignity in Technology
Solidarity and Community
TOTAL	/20

Score Interpretation¶

Total Score	Rating	Description
18-20	Exemplary	Outstanding service orientation; model for others
14-17	Proficient	Strong service connection; meets C-STEM standards
10-13	Developing	Service present but needs strengthening
5-9	Beginning	Service orientation needs significant development

💡 Student Self-Assessment Questions¶

Students can use these questions to evaluate their own projects:

Before Starting¶

Who will benefit from what I'm creating?
How does this project care for God's creation?
How does this respect the dignity of every person?
How can I work together with others on this?
Which Catholic Social Teaching principle does this connect to?

During the Project¶

Am I thinking about others as I design and build?
Would Jesus be pleased with how I'm using my talents?
Am I being a good steward of resources?
Am I treating my teammates with respect?
Am I learning something that can help my community?

After Completing¶

Who was helped by my project?
How did this project show care for creation?
Did my project honor human dignity?
How did I grow in solidarity with others?
How can I continue using STEM to serve?

📋 Reflection Prompts¶

For Individual Lessons¶

"Today we learned [STEM skill]. How can we use this to serve our brothers and sisters?"

For Projects¶

"The STEM skills we developed can be used to help others. How might you use what you learned to be the 'hands and feet of Christ' in your community?"

For STEM Fair Projects¶

"Explain how your project connects to Catholic Social Teaching. Who benefits from your work, and how does it honor God's creation and human dignity?"

🎯 Service-Oriented STEM Project Ideas¶

Option for the Poor and Vulnerable¶

Design low-cost water filtration for developing communities
Create assistive technology for persons with disabilities
Build communication devices for elderly or isolated
Develop educational tools for underserved students

Care for God's Creation¶

Engineer renewable energy solutions
Design waste reduction systems
Create habitat restoration plans
Build pollution monitoring devices

Solidarity and Community¶

Develop technology connecting isolated individuals
Create community resource-sharing apps
Design collaborative problem-solving tools
Build bridges between diverse communities

Human Dignity¶

Design technology that protects privacy
Create accessible design for all abilities
Develop ethical AI applications
Build systems that support human work

Rubric Version: 2.0
Framework: C-STREAM
Based on: Catholic Social Teaching & Service Learning Best Practices

💡 21^st Century Skills Assessment¶

This assessment framework evaluates the development of essential 21^st century skills within the context of Catholic STEM education. These skills are developed alongside faith formation, not separately from it.

"Problem-solving, communication, work ethic, and people skills" are essential outcomes of effective C-STEM programs.

📋 Overview¶

The Four C's of 21^st Century Learning¶

Skill	Catholic Context
Critical Thinking	Discerning truth, applying reason as gift from God
Communication	Sharing knowledge to build up the community
Collaboration	Working together as the Body of Christ
Creativity	Using our God-given gifts to innovate

Additional Catholic C-STEM Skills¶

Skill	Catholic Context
Curiosity	Wonder at God's creation
Character	Ethical decision-making rooted in faith
Compassion	Service orientation in STEM application

📊 Assessment Rubrics¶

Critical Thinking & Problem-Solving¶

Key Question: Does the student analyze problems, evaluate solutions, and apply reasoning effectively?

Score	Beginning (1)	Developing (2)	Proficient (3)	Exemplary (4)
Problem Identification	Struggles to identify the problem	Identifies problem with guidance	Clearly identifies problem independently	Identifies problem and underlying complexities
Analysis	Limited analysis of information	Basic analysis with some gaps	Thorough analysis of relevant factors	Deep analysis including multiple perspectives
Solution Development	Single solution without alternatives	Few alternatives considered	Multiple solutions evaluated	Creative solutions with ethical consideration
Reasoning	Limited reasoning process	Basic reasoning with some logic gaps	Sound reasoning throughout	Exceptional reasoning connecting faith and reason
Evaluation	Does not evaluate outcomes	Basic evaluation of results	Thoughtful evaluation with improvements	Critical evaluation including ethical implications

Catholic Integration: Does the student consider ethical implications and connect reasoning to discerning God's truth?

Observation Notes:

[ ] Shows persistence when facing challenges (perseverance)
[ ] Asks "why" questions to understand deeply
[ ] Considers multiple perspectives before deciding
[ ] Connects problem-solving to faith (e.g., "What would be the right thing to do?")
[ ] Evaluates solutions based on impact on others

Communication Skills¶

Key Question: Does the student effectively share ideas, listen to others, and present learning?

Score	Beginning (1)	Developing (2)	Proficient (3)	Exemplary (4)
Oral Communication	Difficulty expressing ideas	Expresses ideas with some clarity	Clearly articulates ideas	Articulates ideas persuasively and respectfully
Written Communication	Limited written expression	Basic written communication	Clear, organized writing	Exceptional writing with faith connections
Active Listening	Difficulty attending to others	Listens with prompting	Actively listens and responds	Deep listening that honors others' dignity
Presentation	Struggles with presentation	Basic presentation skills	Confident, clear presentations	Engaging presentations that inspire
Digital Communication	Limited digital literacy	Basic digital communication	Effective digital communication	Responsible, ethical digital citizenship

Catholic Integration: Does the student communicate with respect for human dignity and use communication to build community?

Observation Notes:

[ ] Uses kind, respectful language
[ ] Listens to understand, not just to respond
[ ] Shares credit with others
[ ] Uses technology responsibly
[ ] Communicates in ways that build up rather than tear down

Collaboration & Teamwork¶

Key Question: Does the student work effectively with others as part of the Body of Christ?

Score	Beginning (1)	Developing (2)	Proficient (3)	Exemplary (4)
Participation	Minimal participation	Participates when prompted	Active, consistent participation	Leadership in participation while including others
Respect for Others	Difficulty respecting differences	Shows basic respect	Consistently respects all team members	Celebrates diversity and dignity of each person
Shared Responsibility	Does not share load	Shares some responsibilities	Takes fair share of work	Supports others and fills gaps selflessly
Conflict Resolution	Avoids or escalates conflict	Needs help resolving conflict	Resolves conflicts constructively	Brings peace and reconciliation to team
Building on Ideas	Does not engage with others' ideas	Acknowledges others' ideas	Builds on others' contributions	Synthesizes ideas while honoring each contributor

Catholic Integration: Does the student see collaboration as being part of the Body of Christ, where each member has gifts to contribute?

Observation Notes:

[ ] Helps teammates who are struggling (solidarity)
[ ] Celebrates others' successes genuinely
[ ] Takes responsibility for team outcomes
[ ] Treats all team members with dignity
[ ] Works toward common good, not personal glory

Creativity & Innovation¶

Key Question: Does the student use God-given creativity to develop original ideas and solutions?

Score	Beginning (1)	Developing (2)	Proficient (3)	Exemplary (4)
Idea Generation	Few ideas generated	Some ideas with prompting	Many diverse ideas generated	Abundant creative ideas
Originality	Copies existing solutions	Makes minor modifications	Creates original approaches	Highly original with ethical considerations
Risk-Taking	Avoids trying new things	Takes small risks with support	Willing to try new approaches	Embraces creative risk while respecting boundaries
Iteration	Does not improve on ideas	Basic improvements	Thoughtful iteration	Continuous improvement seeking excellence
Application	Ideas not applied	Basic application	Ideas applied effectively	Creative application serving others

Catholic Integration: Does the student see creativity as a gift from God to be used for good purposes?

Observation Notes:

[ ] Sees failures as learning opportunities
[ ] Shows wonder and curiosity about creation
[ ] Uses creativity to help others
[ ] Considers ethical implications of innovations
[ ] Gives thanks for creative inspirations

Curiosity & Wonder (Catholic Distinctive)¶

Key Question: Does the student approach learning with wonder at God's creation?

Score	Beginning (1)	Developing (2)	Proficient (3)	Exemplary (4)
Questioning	Rarely asks questions	Asks basic questions	Asks thoughtful questions	Asks profound questions connecting faith and science
Wonder	Shows little wonder	Occasional interest	Regular expressions of wonder	Deep awe at God's creation
Inquiry	Does not pursue questions	Pursues questions with prompting	Self-directed inquiry	Sustained inquiry driven by wonder
Connection to Faith	Does not connect to faith	Occasional faith connections	Regular faith-science connections	Seamless integration of wonder and faith
Joy in Learning	Learning feels like obligation	Some enjoyment	Genuine enjoyment of learning	Contagious joy and enthusiasm

Observation Notes:

[ ] Says "I wonder..." or "Have you ever thought about...?"
[ ] Notices beauty and complexity in creation
[ ] Connects scientific discoveries to God's wisdom
[ ] Shows gratitude for the gift of learning
[ ] Curiosity leads to both scientific and spiritual questions

Character & Ethics (Catholic Distinctive)¶

Key Question: Does the student demonstrate ethical decision-making rooted in faith?

Score	Beginning (1)	Developing (2)	Proficient (3)	Exemplary (4)
Integrity	Inconsistent honesty	Generally honest	Consistently honest and fair	Models integrity in all situations
Responsibility	Does not take responsibility	Takes some responsibility	Takes full responsibility	Takes responsibility and helps others
Ethical Reasoning	Does not consider ethics	Basic ethical awareness	Applies ethical reasoning	Sophisticated ethical reasoning with faith foundation
Service Orientation	Self-focused	Occasionally considers others	Regularly considers service	Consistently oriented toward serving others
Stewardship	Wasteful of resources	Basic care for resources	Good stewardship practices	Excellent stewardship as expression of faith

Observation Notes:

[ ] Makes ethical choices even when difficult
[ ] Considers impact on others before acting
[ ] Uses resources responsibly
[ ] Admits mistakes and seeks to make amends
[ ] Connects ethical decisions to Catholic teaching

📊 Comprehensive Assessment Form¶

Student: _____________ Date: _¶

Project/Lesson: _________________________________________¶

Skill Category	Score (1-4)	Evidence/Notes
Critical Thinking & Problem-Solving
Communication Skills
Collaboration & Teamwork
Creativity & Innovation
Curiosity & Wonder
Character & Ethics
TOTAL	/24

Catholic Integration Rating¶

How well did the student connect 21^st century skills to faith?

☐ Exemplary - Deep, natural integration throughout
☐ Proficient - Clear connections made
☐ Developing - Some connections, could be stronger
☐ Beginning - Faith connection not evident

Growth Areas¶

Strengths to Celebrate¶

🎯 Student Self-Assessment¶

Rate yourself (1-4) and provide an example:¶

Critical Thinking: "I solved a problem by..." ________________________________ My rating: ☐1 ☐2 ☐3 ☐4

Communication: "I shared my ideas by..." ________________________________ My rating: ☐1 ☐2 ☐3 ☐4

Collaboration: "I helped my team by..." ________________________________ My rating: ☐1 ☐2 ☐3 ☐4

Creativity: "I came up with a new idea when..." ________________________________ My rating: ☐1 ☐2 ☐3 ☐4

Wonder: "I was amazed by..." ________________________________ My rating: ☐1 ☐2 ☐3 ☐4

Character: "I made a good choice when..." ________________________________ My rating: ☐1 ☐2 ☐3 ☐4

Faith Reflection:¶

"How did I use my God-given gifts today?"

📋 Peer Assessment Form¶

Your Name: _ Teammate: _¶

Skill	Rating	Specific Example
Listened to my ideas	⭐⭐⭐⭐
Shared their ideas	⭐⭐⭐⭐
Helped the team	⭐⭐⭐⭐
Showed creativity	⭐⭐⭐⭐
Treated me with respect	⭐⭐⭐⭐
Worked hard	⭐⭐⭐⭐

One thing I appreciated about this teammate:

One way we could work better together:

📈 Tracking Growth Over Time¶

Quarterly Progress Chart¶

Skill	Q1	Q2	Q3	Q4	Growth
Critical Thinking
Communication
Collaboration
Creativity
Curiosity
Character

Assessment Version: 2.0
Framework: C-STREAM
Based on: Partnership for 21^st Century Learning & Catholic Educational Tradition

⭐ Student Project Rubric¶

This rubric provides comprehensive evaluation criteria for C-STEM student projects, including STEM fairs, project-based learning, and classroom projects. It integrates technical assessment with faith integration and 21^st century skills.

📋 Overview¶

Purpose: Evaluate student C-STEM projects holistically

Users: Teachers, STEM fair judges, students (self-assessment), peer reviewers

Total Points: 100 points across five categories

📊 Evaluation Categories¶

Category	Weight	Description
STEM Content & Process	30 points	Technical knowledge, scientific method, engineering design
Faith Integration	20 points	Catholic teaching connection, purpose, and wonder
Service & Application	15 points	Real-world application, service orientation
21^st Century Skills	20 points	Collaboration, communication, critical thinking, creativity
Presentation & Documentation	15 points	Display, explanation, documentation quality

🔬 Category 1: STEM Content & Process (30 points)¶

Scientific Method / Engineering Design Process (15 points)¶

Score	Criteria
15 Exemplary	• Thorough application of scientific method or engineering design process • Clear hypothesis/design challenge with excellent rationale • Rigorous procedure/design iteration • Accurate data collection and analysis • Evidence-based conclusions
12 Proficient	• Good application of method/process • Clear hypothesis/challenge • Complete procedure/design steps • Adequate data and analysis • Reasonable conclusions
9 Developing	• Basic application of method/process • Hypothesis/challenge present but unclear • Some procedural gaps • Limited data or analysis • Conclusions loosely connected to evidence
6 Beginning	• Incomplete method/process • Weak hypothesis/challenge • Significant gaps in procedure • Minimal data • Conclusions not supported
3 Insufficient	• Method/process not followed • No clear hypothesis/challenge • Procedure unclear or missing • No meaningful data • No valid conclusions

Technical Knowledge & Application (15 points)¶

Score	Criteria
15 Exemplary	• Deep understanding of STEM concepts • Sophisticated application of knowledge • Accurate use of technical vocabulary • Evidence of advanced learning beyond grade level • Clear mastery of relevant skills
12 Proficient	• Good understanding of concepts • Appropriate application • Correct technical vocabulary • Grade-level knowledge demonstrated • Skills effectively applied
9 Developing	• Basic understanding shown • Some application errors • Limited technical vocabulary • Some knowledge gaps • Skills partially applied
6 Beginning	• Weak understanding • Significant application errors • Incorrect vocabulary • Major knowledge gaps • Skills minimally demonstrated
3 Insufficient	• Lack of understanding • No effective application • No technical vocabulary • Concepts not grasped • Skills not evident

🙏 Category 2: Faith Integration (20 points)¶

Catholic Teaching Connection (10 points)¶

Score	Criteria
10 Exemplary	• Deep, meaningful connection to Catholic teaching • Specific Catholic Social Teaching principle applied • Faith naturally woven throughout project • Student articulates faith-science harmony • Scripture or Church teaching referenced appropriately
8 Proficient	• Clear connection to Catholic teaching • CST principle identified • Faith integration evident • Student understands faith-science relationship • Some reference to Catholic sources
6 Developing	• Basic faith connection • General reference to Catholic values • Faith feels added rather than integrated • Limited understanding of harmony • No specific Catholic sources
4 Beginning	• Weak faith connection • Generic religious reference • Faith not meaningfully integrated • Faith-science connection unclear • No Catholic specificity
2 Insufficient	• No faith connection evident • Project could be purely secular • Missed opportunities for integration • No understanding of Catholic perspective

Wonder and Purpose (10 points)¶

Score	Criteria
10 Exemplary	• Project inspired by wonder at God's creation • Clear sense of purpose beyond self-interest • Deep appreciation for beauty/complexity in nature • Student expresses awe and gratitude • Purpose connects to Catholic vocation
8 Proficient	• Wonder evident in project selection • Good sense of purpose • Appreciation for creation shown • Student shows curiosity and gratitude • Purpose includes serving others
6 Developing	• Some wonder present • Basic sense of purpose • Limited appreciation for creation • Curiosity somewhat evident • Purpose not clearly articulated
4 Beginning	• Little wonder evident • Weak sense of purpose • No appreciation for creation • Curiosity not apparent • Self-focused purpose
2 Insufficient	• No wonder or curiosity • No sense of purpose • Mechanical approach to project • No connection to creation • Purpose absent

❤️ Category 3: Service & Application (15 points)¶

Real-World Application (8 points)¶

Score	Criteria
8 Exemplary	• Project addresses genuine real-world problem • Application is practical and achievable • Clear beneficiaries identified • Solution is innovative and effective • Potential for actual implementation
6 Proficient	• Good real-world connection • Practical application evident • Beneficiaries identified • Solution is workable • Some implementation potential
4 Developing	• Some real-world connection • Application is theoretical • Beneficiaries vaguely identified • Solution needs refinement • Implementation unclear
2 Beginning	• Weak real-world connection • Application not practical • No beneficiaries identified • Solution not viable • No implementation path

Service Orientation (7 points)¶

Score	Criteria
7 Exemplary	• Project explicitly designed to serve others • "Hands and Feet of Christ" approach evident • Serves marginalized or vulnerable populations • Student articulates service motivation • Connection to Catholic Social Teaching clear
5 Proficient	• Clear service component • Others will benefit from project • Service motivation evident • Student understands service connection • Some CST awareness
3 Developing	• Some service awareness • Potential to help others noted • Service not central to project • Limited articulation of service • CST connection weak
1 Beginning	• Little service orientation • Self-focused project • Helping others not considered • No service motivation • No CST connection

💡 Category 4: 21^st Century Skills (20 points)¶

Critical Thinking & Problem-Solving (8 points)¶

Score	Criteria
8 Exemplary	• Exceptional problem analysis • Multiple solutions considered • Evidence-based decision making • Ethical considerations included • Deep reasoning demonstrated
6 Proficient	• Good problem analysis • Alternative solutions explored • Logical decision making • Some ethical awareness • Sound reasoning
4 Developing	• Basic problem analysis • Few alternatives considered • Decision making not fully explained • Limited ethical awareness • Some reasoning gaps
2 Beginning	• Weak problem analysis • No alternatives considered • Poor decision making • No ethical awareness • Reasoning unclear

Collaboration & Communication (7 points)¶

Score	Criteria
7 Exemplary	• Excellent teamwork (if applicable) • Clear, articulate communication • Respectful engagement with others • Active listening demonstrated • Builds on others' ideas
5 Proficient	• Good teamwork • Clear communication • Respectful toward others • Listens to feedback • Works well with others
3 Developing	• Basic teamwork • Communication needs improvement • Mostly respectful • Limited listening • Some collaboration challenges
1 Beginning	• Poor teamwork • Unclear communication • Respect issues • Does not listen • Difficulty collaborating

Creativity & Innovation (5 points)¶

Score	Criteria
5 Exemplary	• Highly original approach • Creative problem-solving • Innovative design/solution • Uses God-given gifts creatively • Takes appropriate risks
4 Proficient	• Good originality • Creative elements present • Some innovation • Gifts applied creatively • Willing to try new things
3 Developing	• Some originality • Limited creativity • Follows existing approaches • Creativity not fully utilized • Risk-averse
2 Beginning	• Little originality • Not creative • Copies others' work • Does not explore • Avoids risks
1 Insufficient	• No originality • No creativity evident • Plagiarism concerns • Does not engage creatively

📋 Category 5: Presentation & Documentation (15 points)¶

Display/Visual Presentation (8 points)¶

Score	Criteria
8 Exemplary	• Outstanding visual presentation • Well-organized and attractive • Easy to understand • Professional quality • Effectively communicates project
6 Proficient	• Good visual presentation • Organized and neat • Clear communication • Quality work • Project well-represented
4 Developing	• Adequate presentation • Some organization issues • Partially clear • Average quality • Project somewhat represented
2 Beginning	• Poor presentation • Disorganized • Unclear • Low quality • Project poorly represented

Oral Explanation (7 points)¶

Score	Criteria
7 Exemplary	• Confident, articulate explanation • Deep understanding evident • Answers questions thoroughly • Connects all aspects (STEM, faith, service) • Engaging delivery
5 Proficient	• Clear explanation • Good understanding shown • Answers most questions • Makes connections • Adequate delivery
3 Developing	• Basic explanation • Some understanding gaps • Difficulty with questions • Limited connections • Nervous delivery
1 Beginning	• Poor explanation • Lack of understanding • Cannot answer questions • No connections made • Ineffective delivery

📊 Score Sheet¶

Project: ________________________________¶

Student(s): ____________________________¶

Date: _ Evaluator: _____¶

Category	Possible	Score	Notes
STEM Content & Process
- Scientific Method/Engineering Design	15
- Technical Knowledge	15
Faith Integration
- Catholic Teaching Connection	10
- Wonder and Purpose	10
Service & Application
- Real-World Application	8
- Service Orientation	7
21^st Century Skills
- Critical Thinking	8
- Collaboration & Communication	7
- Creativity & Innovation	5
Presentation & Documentation
- Display/Visual	8
- Oral Explanation	7
TOTAL	100

Score Interpretation¶

Score Range	Rating	Description
90-100	Exemplary	Outstanding project; model for others
80-89	Proficient	Excellent project; meets all C-STEM standards
70-79	Developing	Good project; some areas need strengthening
60-69	Beginning	Project needs improvement in multiple areas
Below 60	Insufficient	Project does not meet C-STEM standards

🌟 Special Recognition Categories¶

Consider additional recognition for:

☐ Faith Integration Award - Exceptional connection between faith and science

☐ Service Hero Award - Outstanding "Hands and Feet of Christ" application

☐ Innovation Award - Most creative and original approach

☐ Wonder Award - Project that inspires awe at God's creation

☐ Perseverance Award - Demonstrated exceptional persistence through challenges

☐ Collaboration Award - Outstanding teamwork (for group projects)

💬 Feedback Section¶

Strengths:¶

Areas for Growth:¶

Faith Integration Feedback:¶

Overall Comments:¶

Rubric Version: 2.0
Framework: C-STREAM
Based on: NCEA STREAM Standards & C-STEM Fair Best Practices

Student Resources

📝 Student Resources¶

Location: Our Lady of the Prairie Catholic School · Belle Plaine, MN · Archdiocese of Saint Paul and Minneapolis

Printable worksheets, journals, and templates for C-STREAM students. Print and use as needed for your grade level.

Available Resources¶

Resource	Description	Best For
STREAM Journal Cover	Personalized journal cover for student notebooks	All grades
My STREAM Goals	Goal-setting worksheet for beginning of year	All grades
Engineering Design Process	Step-by-step design thinking worksheet	Grades 1-6
Wonder Journal Page	Daily/weekly wonder question recording	All grades
Project Reflection	End-of-project self-reflection sheet	Grades 2-6

How to Use These Resources¶

Click on the resource you need
Print the page (use "Print" from your browser)
Distribute to students as needed
Collect for portfolios or assessment

Last updated: December 2025

✂️ Print This Page for Student Journals ✂️¶

📓 My C-STREAM Journal

Catholic · Science · Technology · Religion · Engineering · Arts · Math

Name: ________________________________

Grade: _______ Year: 20____ - 20____

"The heavens declare the glory of God; the skies proclaim the work of his hands."

— Psalm 19:1

✨ In this journal, I will explore God's amazing creation through science, technology, engineering, art, and math! ✨

Our Lady of the Prairie Catholic School

Belle Plaine, MN

🖨️ Printing Tips¶

Paper: Use cardstock for durability
Color: Color printing recommended, but B&W works too
Size: Fits standard composition notebooks (tape or glue to front)

Last updated: December 2025

✂️ Print This Page ✂️¶

🌟 My C-STREAM Goals 🌟

Name: _________________________ Date: _____________

🎯 This Year in C-STREAM, I Want To...

1. Learn About...

2. Create or Build...

3. Get Better At...

❓ My Biggest Wonder Question

What do you wonder about? What question do you want to answer this year?

✝️ Faith + Science

How does learning about science help you learn about God?

🖼️ Draw Your Goal

Draw a picture of something you want to learn about or create this year!

🙏 "Dear God, help me learn amazing things about Your creation this year. Amen." 🙏

📋 Teacher Notes¶

When to Use: Week 1 of the school year
Time Needed: 10-15 minutes
Follow-Up: Revisit goals mid-year and end-of-year to reflect on growth

Discussion Prompts¶

"What are you most excited to learn about?"
"What do you find really interesting about the world?"
"How can learning help us appreciate God's creation?"

Last updated: December 2025

✂️ Print This Page ✂️¶

🔧 Engineering Design Process 🔧

Name: _________________________ Date: _____________ Project: _________________________

1️⃣ ASK — What is the problem?

What problem are you trying to solve? Who are you helping?

2️⃣ IMAGINE — What are some solutions?

Brainstorm at least 3 different ideas. There's no wrong answer!

Idea 1:

Idea 2:

Idea 3:

3️⃣ PLAN — What will you build?

Choose your best idea. Draw your plan and list materials.

My Design Drawing:

Materials I Need:

____________________
____________________
____________________
____________________
____________________

4️⃣ CREATE — Build it!

Follow your plan. It's okay if you need to make changes!

Notes while building:

5️⃣ TEST — Does it work?

Try out your design. What happened?

What worked well?

What didn't work?

6️⃣ IMPROVE — Make it better!

How could you improve your design? What would you change?

✝️ Faith Connection

How does this project help others or care for God's creation?

📋 Teacher Notes¶

When to Use: Any engineering/building project
Time Needed: Ongoing throughout project (5-10 min per section)
Grades: Best for 1-6 (simplify for K-1 by using just draw/build/test)

Tips for Use¶

Grades K-1: Focus on ASK, CREATE, TEST. Use drawings instead of writing.
Grades 2-3: Complete all sections with sentence starters.
Grades 4-6: Add detailed explanations and data collection.

Last updated: December 2025

✂️ Print This Page (Multiple Copies) ✂️¶

✨ My Wonder Journal ✨

Name: _________________________ Date: _____________

❓ Today I Wonder...

Write or draw a question you have about the world.

🔍 What I Discovered

What did you learn today in C-STREAM?

🖼️ Draw What You Learned

✝️ God Connection

What does this teach you about God or God's creation?

⭐ Rate Today's Lesson

☆ ☆ ☆ ☆ ☆

(Color in the stars: 1 = okay, 5 = amazing!)

The best part was: _____________________________________________

📋 Teacher Notes¶

When to Use: End of each C-STREAM session (last 5 minutes)
Time Needed: 5-10 minutes
Tip: Print multiple copies and staple together for a weekly journal

Wonder Prompts (if students need help)¶

"I wonder why..."
"I wonder how..."
"I wonder what would happen if..."
"I wonder who invented..."
"I wonder where..."

Kindergarten Modification¶

For younger students, use this simplified version: 1. Draw your wonder question 2. Draw what you learned 3. Color the stars

Last updated: December 2025

✂️ Print This Page ✂️¶

🌟 Project Reflection 🌟

Name: _________________________ Date: _____________

Project Name: _____________________________________________

📋 About My Project

What did you create or build?

What problem were you trying to solve?

💪 What Went Well

What are you most proud of?

What skills did you use or learn?

Check all that apply:

☐ Problem-solving
☐ Teamwork
☐ Creativity
☐ Patience
☐ Following directions

☐ Measuring
☐ Building
☐ Coding/Programming
☐ Drawing/Designing
☐ Testing and improving

🤔 Challenges & Growth

What was difficult or frustrating?

How did you solve the problem or keep trying?

What would you do differently next time?

🤝 Working With Others

If you worked with a team:

How well did your team work together?

😟 😐 🙂 😊 🤩

(Circle one)

One thing my team did well:

One thing we could improve:

✝️ Faith Connection

How does this project connect to our Catholic faith?

Think about: caring for creation, helping others, using our gifts, working together

How could you use what you learned to help others?

⭐ Self-Assessment

Rate yourself on this project:

Skill	Still Learning	Getting Better	Got It!
I followed directions	☐	☐	☐
I kept trying when it was hard	☐	☐	☐
I worked well with others	☐	☐	☐
I used my creativity	☐	☐	☐
I connected to my faith	☐	☐	☐

🙏 Thank you, God, for helping me learn and grow! 🙏

📋 Teacher Notes¶

When to Use: End of multi-week projects or major units
Time Needed: 15-20 minutes
Grades: 2-6 (simplify for Grade 2 by reading questions aloud)

Portfolio Tip¶

Keep completed reflections in student portfolios for:

Parent conferences
End-of-year showcase
Growth documentation

Last updated: December 2025

About

👋 About the Author¶

Joe Vandermark¶

Joe Vandermark

With more than 30 years in technology, I'm passionate about helping people understand how computers, cloud systems, and new tools make life and work better. I created the C-STREAM Framework to bring that same spirit of innovation into Catholic education—nurturing both the mind and spirit.

My Philosophy

STREAM learning gives every student the confidence to explore, ask questions, and build the future with both skill and heart.

💼 Professional Background¶

Technology Leadership¶

At Microsoft, I lead a team of Cloud Solution Architects who help companies build safe and creative solutions in the cloud. I've also authored two books on building strong, people-focused teams.

Entrepreneurship & Wellness¶

I'm a franchise owner and Chief Operating Officer for The Vital Stretch in the Twin Cities, where I'm building wellness studios that help people move better and stay healthy. I love connecting technology, business, wellness, and community in meaningful ways.

Education & Service¶

I volunteer as a STEM teacher at Our Lady of the Prairie Catholic School, where I help students discover how creativity, science, faith, and problem-solving work together. My background includes:

Serving on a school board
Advising early-stage startups
Studies in computer science, business systems, and Catholic formation

⛪ Faith & Service¶

Faith and service are central to my life:

Graduate of the Catechetical Institute at the Saint Paul Seminary
Chair of the Minnesota Knights of Columbus Student Loan Fund, supporting students across the state
10+ years serving on the board of Catholic Youth Camp
Bringing that same spirit of service into every classroom

👨‍👩‍👦‍👦 Family¶

My wife Karen and I live in Belle Plaine, Minnesota, and have five boys. Our family is deeply rooted in faith, community, and the joy of learning together.

🛠️ Areas of Expertise¶

Cloud & Technology

Azure architecture, cloud solutions, IoT integration, infrastructure as code
Published Author

Two books on building strong, people-focused teams
Education

Curriculum development, STEM teaching, Catholic formation
Wellness & Business

The Vital Stretch franchise operations, startup advising

📚 Projects¶

C-STREAM Framework¶

The curriculum you're viewing now! A comprehensive K-6 Catholic STEM framework integrating faith and reason throughout every lesson.

Microsoft Cloud Solutions¶

Leading teams that help enterprises build secure, innovative cloud architectures on Azure.

The Vital Stretch¶

Building wellness studios in the Twin Cities focused on helping people move better and stay healthy.

🌟 Get Involved¶

I welcome collaboration and feedback!

⭐ Star the GitHub repository to show support
🍴 Fork the project to contribute or customize for your school
🐛 Open Issues if you find bugs or have suggestions
🔧 Submit Pull Requests to improve the resources

📬 Contact Me¶

I'd love to hear from you—whether you have questions, ideas, or collaboration proposals.

Email

joe@olp.school
LinkedIn

linkedin.com/in/joevandermark
GitHub

github.com/bonJoeV

🙏 Acknowledgments¶

Thank you to everyone who has supported the C-STREAM Framework:

Our Lady of the Prairie Catholic School — For the opportunity to develop and implement this curriculum
Archdiocese of Saint Paul and Minneapolis — For supporting Catholic STEM education
CSCOE — For the resource library that makes hands-on learning possible
Karen and our five boys — For their patience and support
All the teachers and students — Who bring these lessons to life every week

God bless, and happy learning!

Framework: C-STREAM

🤝 Contributing to C-STREAM

Catholic Science, Technology, Religion, Engineering, Arts, and Math

Thank you for your interest in contributing to the C-STREAM Framework! We welcome your input, whether it's submitting new lesson plans, improving existing resources, or helping us better integrate Catholic values into STEM education.

📋 How to Contribute¶

1. 🐛 Reporting Issues¶

If you notice any issues with the framework, lesson plans, templates, or resources (e.g., broken links, typos, or inaccuracies), please help us by reporting them:

Go to the Issues tab in the repository
Click on New Issue
Provide a clear description with as much detail as possible:
The file where the issue exists
What needs to be corrected
Any suggested fixes

2. 📝 Submitting New Lesson Plans¶

We'd love your help creating new C-STREAM lessons! Follow these steps:

Fork the Repository
Fork this repository to your own GitHub account.
Create a New Branch
Create a branch specific to your changes:
```
git checkout -b add-new-lesson-plan
```
Use Our Templates
Build your lesson using the C-STREAM Lesson Plan Template. Ensure your lesson:
Integrates faith and reason (the "R" in C-STREAM)
Specifies grade-appropriate timing (K: 25min, 1-2: 30min, 3-4: 40min, 5-6: 45min)
Includes materials from the CSCOE Library where applicable
Connects to Catholic values and/or Catholic Social Teaching
Submit a Pull Request
Submit a pull request to the main branch with a clear description of your lesson.

3. ✨ Improving Existing Resources¶

If you have suggestions for improving current materials:

Identify the Resource
Locate the file in the appropriate folder (Templates/, Rubrics/, Resources/)
Fork and Branch
Fork the repository and create a branch
Make Changes
Edit to improve clarity, expand activities, or better integrate Catholic values. Be sure to reference:
CSCOE Library materials where appropriate
Grade-level time frames
The 12 Success Factors outlined in the framework
Submit a Pull Request
Include a description of what you changed and why

4. 👨‍🔬 Adding Catholic Scientist Profiles¶

Help expand our Catholic Scientists Heritage resource:

Research a Catholic scientist not yet profiled
Include:
Biographical information
Scientific contributions
Faith journey and how faith influenced their work
Discussion questions for students
Grade-level adaptations

5. 📦 Contributing CSCOE Library Integration¶

If you have experience with CSCOE Library materials:

Share lesson ideas using specific equipment
Document setup procedures for materials
Suggest alternative activities when materials aren't available

✅ Contribution Guidelines¶

Respect Catholic Values¶

All lesson plans, resources, and materials must align with Catholic values and teachings. C-STREAM is built on the foundation that faith and reason are complementary.

Maintain Grade Appropriateness¶

Grade	Time	Approach
Kindergarten	25 min	Wonder, exploration, simple hands-on
Grades 1-2	30 min	Guided exploration with structure
Grades 3-4	40 min	Independent work with collaboration
Grades 5-6	45 min	Complex projects, student-led inquiry

Follow the 12 Success Factors¶

Ensure contributions align with the 12 Success Factors for Catholic STEM education.

Use Consistent Formatting¶

Follow existing file naming conventions
Use provided templates
Include proper YAML frontmatter
Add breadcrumb navigation

Test Your Contributions¶

If contributing a new lesson plan:

Test in a classroom setting if possible
Note any challenges or modifications needed
Include setup time and preparation requirements

Integrate Faith Meaningfully¶

Don't just add a prayer at the beginning—weave Catholic identity throughout like "yeast that causes everything to rise."

🔄 Review Process¶

Once your pull request is submitted:

Initial Review - The C-STREAM team reviews your contribution
Feedback - You may receive suggestions for improvements
Revision - Update your pull request based on feedback
Merge - Approved contributions are merged into the main branch
Recognition - Contributors are acknowledged in release notes

💡 Ideas for Contributions¶

Not sure where to start? Here are some ideas:

Add more Catholic scientist profiles
Create grade-specific activity variations
Develop Digital Art/Music integration lessons
Write family engagement activities
Translate resources to Spanish
Create video tutorials for complex setups
Document CSCOE equipment procedures
Develop assessment tools
Add seasonal/liturgical connections

📫 Questions?¶

If you have questions about contributing:

Open a Discussion in the repository
Review existing Issues for similar questions
Contact the C-STREAM team through GitHub

🙏 Thank You!¶

Your contributions help us continue to inspire students to explore STEM through a Catholic lens. Together, we can help students see how science and faith work together to understand God's amazing creation.

"Science and faith are complementary – the beautiful harmony of faith and reason so students can be a light in the secular world."

Happy Teaching and Creating! ✨

C-STREAM Framework – Integrating Faith and Reason in STEM Education

📜 License & Use Policy

C-STREAM Framework – Catholic Science, Technology, Religion, Engineering, Arts, and Math

📄 Creative Commons License¶

This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0).

✅ You Are Free To:¶

Copy and redistribute the material in any medium or format.

Adapt¶

Remix, transform, and build upon the material.

📋 Under the Following Terms:¶

Attribution (BY)¶

You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.

Suggested attribution:

"C-STREAM Framework" by OLP C-STEM Program is licensed under CC BY-NC-SA 4.0. Available at: https://github.com/bonJoeV/C-STREAM

NonCommercial (NC)¶

You may not use the material for commercial purposes. This includes selling lesson plans, charging for access, or using materials in for-profit educational settings without permission.

ShareAlike (SA)¶

If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.

🏫 Intended Use¶

This framework is designed for use by:

User	Intended Use
Catholic Schools	Implement C-STREAM curriculum in K-6 classrooms
Catholic Educators	Adapt templates and resources for local needs
Homeschool Families	Use framework for faith-based STEM education
Dioceses	Share with schools in the diocese
Catholic Education Organizations	Reference for developing STEM programs

🚫 Restrictions¶

Commercial Use Prohibited¶

Do not sell these materials
Do not include in paid curriculum packages
Do not use for commercial training programs
Do not charge fees for access

Maintain Catholic Identity¶

Do not remove faith integration elements
Do not alter materials in ways that conflict with Catholic teaching
Maintain the spirit of faith-reason integration

Attribution Required¶

Always credit the C-STREAM Framework
Link back to the original repository when sharing
Note any modifications you've made

💼 Commercial Licensing¶

If you wish to use these materials for commercial purposes, please contact me to discuss licensing options. I'm open to partnerships that advance Catholic STEM education.

🤝 Contribution License¶

By contributing to this repository, you agree that:

Your contributions are licensed under the same CC BY-NC-SA 4.0 license
You have the right to submit the contribution
Your contribution aligns with Catholic values and teachings

⚖️ Disclaimer¶

No Warranty¶

THE MATERIALS ARE PROVIDED "AS IS", WITHOUT WARRANTY OF ANY KIND, EXPRESS OR IMPLIED. The authors and contributors are not liable for any damages arising from the use of these materials.

Educational Guidance¶

These materials are intended as educational resources and should be adapted to meet local curriculum requirements and student needs. Teachers should use professional judgment in implementation.

Safety¶

When using hands-on STEM materials, always follow appropriate safety guidelines. Adult supervision is required for activities involving tools, electronics, or potentially hazardous materials.

📚 Third-Party Resources¶

This framework references external resources including:

CSCOE Library materials (subject to their own policies)
NCEA guidelines and standards
Various educational tools and platforms

Use of these resources is subject to their respective terms and conditions.

📧 Contact¶

For questions about licensing, commercial use, or permissions:

GitHub Issues: Open an issue
Repository: https://github.com/bonJoeV/C-STREAM

📜 Full License Text¶

The full text of the CC BY-NC-SA 4.0 license is available at: https://creativecommons.org/licenses/by-nc-sa/4.0/legalcode

C-STREAM Framework – Integrating Faith and Reason in STEM Education

C-STREAM Framework

Catholic Science, Technology, Religion, Engineering, Arts, and Math

C-STREAM Framework¶

Welcome to C-STREAM¶

Lesson Time Frames by Grade¶

Scheduling Flexibility¶

Two-Year Rotation (Grades 1-6)¶

Quick Navigation¶

What Makes C-STREAM Special¶

The 12 Success Factors¶

Year at a Glance¶

Getting Started¶

Getting Started

🚀 C-STREAM Quick Start Guide¶

⏱️ Before Your First Day (30 minutes)¶

Step 1: Know Your Time Blocks¶

Step 2: Gather Basic Supplies¶

Step 3: Find Your Week 1 Lesson¶

📅 Week 1: Welcome to C-STREAM¶

Your One Goal This Week¶

Simple Lesson Flow (All Grades)¶

What Success Looks Like¶

📅 Week 2: First Hands-On Activity¶

Before Week 2¶

Week 2 Tips¶

🆘 Quick Troubleshooting¶

📚 Essential Resources¶

✝️ Remember Why We Do This¶

📞 Need Help?¶

📅 C-STREAM Year Planner¶

Complete Year-Long Planning Model for K-6 Catholic Schools¶

⏱️ Lesson Time Frames by Grade¶

📋 Quick Reference¶

🎨🎵 The "A" in C-STREAM: Arts¶

🗓️ Year-at-a-Glance¶

Seasonal Structure¶

📚 Master Lesson Distribution¶

Total Lessons Needed: 32-34 Sessions¶

🍂 FALL SEMESTER (September - November)¶

September: Welcome & Wonder (4 weeks)¶

October: Building & Engineering (5 weeks)¶

November: Gratitude & Giving (3 weeks)¶

❄️ WINTER SEMESTER (December - February)¶

December: Light & Wonder (3 weeks)¶

January: New Beginnings & STEM Fair (5 weeks)¶

February: Love & Engineering (4 weeks)¶

🌸 SPRING SEMESTER (March - May)¶

March: Life & Growth (4 weeks)¶

April: Resurrection & Renewal (4 weeks)¶

May: Celebration & Reflection (3-4 weeks)¶

📦 Materials Management¶

School-Owned Materials (Always Available)¶

CSCOE Library Checkout Schedule¶

📎 Direct Link to CSCOE Library¶

Available Categories:¶

👩‍🏫 Teacher Resources¶

Quick Start Guide¶

Substitute Teacher Packet¶

Vocabulary by Unit¶

Sample Quick Reference Card¶

👨‍👩‍👧‍👦 Parent Resources¶

Weekly Communication¶

Take-Home Sheet Template¶

Conversation Starters by Unit Type¶

Parent Quick Explanations¶

✅ Assessment & Progress¶

Grading Breakdown¶

Progress Tracking¶

📅 Planning Checklist¶

Before the Year¶

Monthly Tasks¶

Before Each Lesson¶

📎 Linked Resources¶

Templates & Rubrics¶

Supporting Materials¶

External Resources¶

📚 C-STREAM Lesson Index¶

⏱️ Lesson Time Frames by Grade¶

📋 Lesson Count Summary¶

🎯 Single-Week Lessons (14)¶