The article presents the experience of conducting a study of the teacher's practice through STEAM education of 8th grade students. The authors studied the influence of students' reading literacy on the conscious study of environmental issues related to climate change. The interdisciplinary project is aimed at motivating students to study works of art in literature through science. In the process of discussion with colleagues, we formed the goal of the integrated lesson: the creation of a material object (model) by students through the analysis of a literary text, which comprehensively embodies their knowledge of all the listed disciplines of STEAM education. The main tool for interpreting the literary text of this course is the relationship between theoretical and practical knowledge and skills of the subjects "ART" through a scientific approach.

Research question: How does STEAM education contribute to the development of students' research skills and motivate them to project activities?

The purpose of the study is to form an environmental culture in students through interaction with nature, the education of universal human values ​​and ideals of civil society, the development of creative and responsible activities in the field of environmental protection. This goal is consistent with the mission of our school. Modern children, growing up in a new era, are experiencing the effects of climate change first-hand (Crutzen, 2016). Children are among the greatest victims of global warming and are most vulnerable to the effects of climate change, such as high temperatures, migration, and malnutrition (Strange Planet, 2023).

Environmental education for sustainable development is an area aimed at empowering children to participate and take action to solve problems in their own environment. Tanya (Moiseyeva, Peresunko, 2020).

Most of Kazakhstan's territory is occupied by deserts (44%) and semi-deserts (14%), steppes occupy 26% of the country's territory, forests - about 5%. Using the principles of STEAM learning, we studied the environmental problem associated with climate change, which affects the aridity of the lands of Kazakhstan. To study the problem, Andrey Platonov's story "The Sand Teacher" was taken, which is included in the curriculum of the 8th grade, and an additional source is the article "Facts about Deserts and Desertification" (UN). The experience of the main character in the story helped us look at the problem of ecology beyond the fiction text and inspired us to search for methods of combating sand. For example, due to the drying up of the Aral Sea in Kazakhstan, a desert was formed. Environmental problems of the Aral Sea have caused the spread of various diseases and an increase in child mortality. The students investigated the problem of protecting human life from global climate change. As a result, they identified methods of combating desertification of lands, proposed ways to improve the ecology and quality of life in regions with an arid climate. With global climate change, more and more regions will begin to be subject to drought and land degradation. This will lead to the depletion of resources on earth and mass poverty of people. The students came to the conclusion that the use of new technologies in the fight against sand will solve the environmental problem.

We collected empirical data in the STEAM learning model. Of the 120 students, 30% spend their summer holidays in rural areas with arid climates. The results of pedagogical observation of students were included in the table for further monitoring and determining the level of effectiveness of using STEAM learning. The ideas presented are related to the technological process and engineering. When implementing the principles of engineering and art, students proposed non-standard solutions not only in forms, but also in the designs of architectural structures that contain elements of nature. Method 1. Greening the desert from willow / saxaul shrubs using a condenser box. We planted a seedling in a hole no more than 10 cm deep, used a pallet box, into which condensed moisture flows from above. Method 2: Design of architectural construction of an eco-farm in the steppe with elements of nature. (S) biology: studying the conditions for creating a forest plantation in a sandy area. When planting a seedling in a condenser box, the probability of seedling germination reaches 90-95%, according to a study of world experience. (T) technology: creating a condenser box from cheap materials at hand: cardboard, plywood, plastic, from biodegradable polymers that will become fertilizer for plants. (E) engineering: the shape of the condenser box is designed as a funnel for condensation and transportation of moisture to the root system of the seedling. We have drawn up a plan for the correct group planting of shrubs, which reduces the cost of cooling the air temperature by up to 30%. (A) art, language and literature: design of the architectural construction of an eco-farm, discussion of the architectural style in the design of an eco-farm, description of the eco-farm model. In the design, we offer large glass windows for maximum use of sunlight, which will save electricity. The geometric design solution supports the glass and allows for the shape of a butterfly, bird, flower, which allows for the introduction of bionics into architectural structures. (M) Mathematics: made calculations, created box drawings and developed a design for condensation formation; made a calculation: 1 cubic meter of air contains 20-25 grams of water; concluded that the larger the diameter of the upper part of the condenser box, the more moisture we get, which is easy to condense due to the differences in day and night temperatures.

The final stage of the study was writing an essay on the quote by science fiction writer Isaac Asimov: "When our descendants see the desert we have turned the Earth into, what excuse will they find for us?" In their essays, students were able to reflect the scale of the socio-ecological problem of the population of their region and the world as a whole, express their attitude to the problem, describe their own feelings using emotional-evaluative vocabulary, argue ideas and draw conclusions about the consequences of climate change using the example of their region and the whole world. The interpretation of the literary text was interconnected with theoretical knowledge, practical skills and a scientific approach. The content of the lesson on climate change through immersion in the literary text effectively affected the emotional intelligence of students in making informed decisions that will affect the world and the quality of their lives in the future. Our experience in implementing the study, one of the objectives of which was a conscious study of the problem of climate change, gave us useful information about the effectiveness of STEAM education. The emotional intensity of the lesson through immersion in the text using audiovisual means motivated the students' cognitive activity to solve the task. By implementing this model into the learning process, we realized how well STEAM skills can be applied in all aspects of modern education. This fruitfully influences the development of functional literacy skills, critical and creative thinking, promotes joint problem solving, and forms an engineering style of thinking. This study was successfully tested among 8th grade students.

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