Move 1A There is a growing interest in using storybooks to teach science among elementary students in public schools. Law’s (2012) study suggests that pictures books are an effective tool in promoting critical thinking among students . As proof of the topic’s need, Science Technology Engineering and Math (STEM) education has become a leading priority, especially for low-income Latino students, that are greatly unknown in STEM fields, Mainly because of a number of inequalities in the PK-20 pipeline (Villareal, Cabrera, & Friedrich, 2012). Using effective science teaching methods in preschool has been seen as a way to improve low-income Latino students’ participation in STEM (U.S. Department of Education, 2014). A large number of elementary students lack the materials for quality education and a fun reliable way to learn. An example of wish is that science was both a reported and documented area of weakness, as there were a small number of science-related activities/interactions and some missed opportunities for science-related talk, play, and exploration that were conducted (Choi, Bailey 2016). In relation to this, Pendergast, Evelaine, and Vail’s findings show that prekindergarten teachers may be more used to administering and merging science activities and understanding the advantages of science for young children’s global development than they thought. However, teachers continuosly show feelings of deficiency and worry toward their own science knowledge and skill to provide children’s scientific learning. Presenting lessons in a fun way like a storybook is linked with better performance in terms of grades. Based on a previous study, the use of picture books proved effective in teaching critical thinking to preschool students (Law 2012) An explanation of which is that Stories are the most natural and strong formalism for keeping and describing experiential knowledge that is important to solving problems. The rationale and means for analyzing, organizing, and presenting stories to support problem solving are defined by case-based reasoning. Those who learn through storybooks are more likely to retain the information and develop their skills. A story-based outcome in terms of effectivity levels shows that the socially placed child literature, Shamin (1996) addresses affectivity and contributes to the child’s development as a whole; Self-confidence as a learner, enjoyment of learning, creative thinking, metacognition, both the learner and the teacher are involved with the material. A teacher needs to sacrifice time in preparing the lessons but by adjusting the material they become more engaged. It is a satisfying style of teaching not only for language goals but also for the socio-cultural and cross-curricular input (Connolly, 2015).Demonstrated storybooks give an ideal material for aiding children in learning English and other subjects. This is due to the fact that what children appreciate is listening to stories. Storybooks introduce language in comfortable and memorable structure, and high standard illustrations aid children in understanding as they process what they hear to what they see. Children, in this way, develop their visual literacy and delight for art. They also explore other styles of illustration and learn about the culture of the illustrator (Ellis, 2014). Storybooks have characteristic lessons incorporated in them, but in terms of actual STEM skills and terms, specifically Biology skills and terms, these books are lacking. Watson, 2016, stated that; at STEM Read, they search for fun fictional literature that have are based on technology, math, science and engineering. Then they produce educator’s modules, sensory games, creative writing activities, professional videos and many educational materials to aid readers survey the science behind the fiction. They believe that books like “Rosie Revere, Engineer; Dark Life by Kat Falls; Carnivores by Aaron Reynolds; Fuzzy Mud by Louis Sachar; and STEM Read’s own picture book The Toy and the Twister” have a spot in the science classroom and school library. These fantasy books have the capacity to serve as a pathway to good learning, a hook to difficult subjects. But educators need the tools and materials to unite creativity to concrete STEM concepts. There is a need to further improve the level of skills to be learned in a storybook learning device. Experts in education, industry, and national security have come in to agreement that there is of national importance to graduate students with a good understanding of science, technology, engineering, and mathematics (STEM). In 2007, a Carnegie Foundation commission of known researchers and public and private leaders came in to a conclusion that the nation’s ability to innovate and grow in the modern workforce depends on a foundation of math and science learning. They conclude that a sustained, vibrant democracy is dependent upon this foundation in STEM (Sneideman, 2013).Move 1bThe study aims to use a story book as a cognitive approach. A cognitive approach to education, according to Picus (2018), emphasizes the significance of discovery, realizing relationships, and accomplishing insight and understanding. Choi and Bailey (2018) stated that, A large number of elementary students lack the materials for quality education and a reliable fun way to learn. It was reported that science served as an area of weakness because of the lack of science-related activities/interactions. Students missed a number of learning opportunities such as talk, play and exploration. Students learning styles must also be taken in to consideration. Storybooks present language in familiar and memorable contexts, and high quality illustrations help children understand as they match what they hear to what they see. In this way, children develop their visual literacy and appreciation of art. They also discover different styles of illustration and learn about the culture of the illustrator (Ellis, 2014). According to Shamin (1996) those who learn through storybooks are more likely to retain the information and develop their skill. Having lessons taught through a story books develops areas such as; self-confidence as a learner, enjoyment of learning, creative thinking and metacognition. A storybook provides a multi-sensory, interactive learning experience. Waldvogel (2010) conducted a research in a rural district to test out how multisensory instructional reading programs benefit their retention. He used the Orton-Gillingham multi-sensory phonics for the students to find visual, auditory, and kinesthetic methods in order for successful reading comprehension. Results suggest pre-kindergarten educators may be more pleasant with carrying out and merging science activities and conceptualizing the aids of science for young children’s progress than previously thought. However, teachers persist to show feelings of deficiency and anxiety toward their own science understanding and capability to support children’s scientific learning. (Pendergast and Evelaine, 2017) Storybooks have characteristical lessons incorporated in them, but in terms of actual STEM skills and terms, specifically Biology skills and terms, these books are lacking. “Watson, 2016, stated that; at STEM Read, we look for fun fiction books that have a basis in science, technology, engineering and math.Move 2 The researchers will study the effects of a storybook accompanied module to teach STEM skills that will help grade 3 students in their problem when it comes to memory retention and student’s attention during class. The use of the traditional teaching style like lectures shows negative effects in some studies, the traditional way of teaching provides a less interactive, seemingly boring way of learning for grade 3 students. A research on the improvement of this can change the teaching industry and provide grade 3 students with an effective learning module. The research on storybooks and the incorporation of skills to learn is very interesting. There are already other studies that have tested about the use of storybooks for teaching on students to see if it will benefit them. Working with illustrations provides a creative and artistic learning environment that children respond to. (Connolly, 2006) This means that literature devices may prove to be effective when teaching a younger audience. Grade 3 students, being who they are, are energetic and curious, providing the lesson through a storybook with activities gives the teacher an edge in retaining the attention of the class. The use of storybooks in teaching has been extensively studied however; the incorporation of STEM skills in a storybook supported by a module has been paid less attention. A full lesson plan should be more effective than a lecture. Research tends to focus on just the storybook itself although more activities and planning may be incorporated in teaching. A story-based outcome in terms of affective levels shows that the socially situated child literature (Shamin, 1996) accommodates affectivity and contributes to the child’s holistic development. Original text, which has not been specially made for the learner, will contain hard to comprehend language that can be taught in bulk which often takes the learner beyond the conventional curriculum. The use of a storybook with module should be analyzed more and different types of activities should be used. The use of said module can give desirable results that hold an edge over traditional teaching methods. Consequently, these factors need to be examined in more detail so that in can guarantee the improvement of grade 3 students under a normal class setting. Move 3 The aim of this paper is to study the effect of a module-accompanied storybook to teach grade 3 students. Connolly (2012) stated A story-based method of doing can get creative, original unspecialized texts worldwide, with their ingrained linguistic and aesthetic cultural identity, to the core of the language classroom. There are many benefits to teaching with a storybook such as; attention retaining, interactive, and fun. This research studies the effect of a module-accompanied storybook to teach grade 3 student. Results and data will be collected by giving the students a post and pretest every meeting for two meetings. In one meeting we will be using the traditional method of teaching to teach the different states of matter. The second meeting will be allotted for the use of the module-accompanied storybook, because of the limited schedule of our test site, the study will the approximately one month.