Implementing STEM in Your Classroom with Carolina Curriculum & the Smithsonian Institution.

Implementing STEM in Your Classroom with Carolina Curriculum & the Smithsonian Institution

What is STEM?

• What is STEM?• Is STEM based learning connected to the Next

Generation Science Standards?• What could STEM learning look like in the

classroom?• Would it be hard to implement?

Students Prepared for STEM Careers

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Goal

Core Beliefs

Core Principles

STEM In Action

What is STEM?




STEM and the New Science Standards

• There is Overlap• A number of key points are shared• Both STEM and the Next Generation Science

Standards focus on active, student engaged, learning

• With both, learning is more than just the memorization of content

STEM Education

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Comparing STEM and the Next Generation Science Standards

Dimension Three: Disciplinary Core IdeasNew Framework for K-12 Science Education

1. PHYSICAL SCIENCE •PS One – Matter & Its Interactions•PS Two – Motion & Stability: Forces and Interactions•PS Three – Energy•PS Four – Waves and Their Applications in Technologies for Information Transfer

2. Life Science •LS One: From Molecules to Organisms, Structures & Processes•LS Two: Ecosystem, Interaction, Energy & Dynamics•LS Three: Heredity: Inheritance & Variation in Traits•LS Four: Biological Evolution – Unity & Diversity

3. Earth & Space Science

4. Engineering, Technology & The Application of Science (STEM)

Dimension Three: Disciplinary Core IdeasNew Framework for K-12 Science Education

1. PHYSICAL SCIENCE

2. Life Science

3. Earth & Space Science •ESS One: Earth’s Place in the Universe•ESS Two: Earth’s Systems•ESS Three: Earth & Human Activity

4. Engineering, Technology & The Application of Science (STEM) •ETS One: Engineering Design•ETS Two: Links Among Engineering, Technology, Science & Society

Dimension Two: Crosscutting ConceptsNew Framework for K-12 Science Education

• Patterns• Cause & Effect: Mechanism and Explanation• Scale, Proportion, Quantity• Systems & Systems Models• Energy & Matter (Flows, Cycles, Conservation)• Structure & Function• Stability & Change

Dimension One: Scientific & Engineering PracticesNew Framework for K-12 Science Education

• Asking questions (for science) - Defining problems (for engineering)

• Developing and using models• Planning and carrying out investigations• Analyzing and interpreting data• Using mathematical and computational thinking• Constructing explanations (for science) - Designing

solutions (for engineering)• Engaging in argumentation from evidence• Obtaining, evaluating and communicating information

What is STEM?




• STC PROGRAM™ unit: Motion and Design, Lesson 13– Looking at Cost

• STC-Secondary PROGRAM™ unit: Discovering Electrical Systems, Lesson 12: Building A Spinning Coil Motor

STEM In ActionTo answer these questions, we are now going to work in groups, and engage in inquiry activities, from two of the science units from the STC Program™. After completing the inquiry lessons, groups should prepare to present, how their lesson, was STEM based learning.

In this modified investigation, participants will examine different ways to modify their K'NEX® vehicle, to enhance performance, reduce cost, and not compromise structural integrity

In this modified investigation, participants will construct a model of a motor, then investigate and test, ways to improve on its design

Pedagogy Research Based on how students learn best

Rigorously field-tested with diverse populations

Developmentally appropriate

FERA Cycle helps teachers to Engage all students

Helps teacher differentiate instruction

Maximizes the use of Literacy Skills in science (read, write, communicate)

Groups Will Follow the FERA Cycle Steps:

Engineering Design Challenge• Create a Focus Question identify the problem/hypothesis• Explore - design a plan, materials, what and how to collect

data, test your ideas, do the inquiry• Reflect –Analyze results. Make claims, use data, graphs,

other visuals, support claims with evidence. Explain, teach, defend findings to someone else, then write a Conclusion.

• Apply – How could this new knowledge be applied in the “real world”? Are there new questions you would like to answer?

Have we Answered Our Questions?• STC – Motion and Design Unit: Looking at Cost

• Did you modify the vehicle, enhance its performance, keep costs down, and not compromise its structural integrity?

• How do you know? Can you defend your conclusions?

• STC Secondary - Discovering Electrical Systems Unit: Spinning Coil Motor

• Did your group improve on the performance and design of your electric motor model?

• What proof do you have? • Are there any new questions you would like answered from your

investigation?

Students Learn Best by Doing and….

• Students retain more if they actively engage. (Doing science not just learning about it).

• Start with Concrete, goes to Pictorial, then to Abstract ways of learning (reading), (not the other way around).

Lecture (5%)

Reading (10%)

Audio-Visual (20%)

Demonstration (30%)

Discussion (50%)

Doing (75%)

Teaching (students communicate new knowledge) (90%)

The Inquiry Zone

Teaching Method (Retention Rate)

Let’s Connect the Dots!• On your copy of the “STEM Core Principals” and “Core

Beliefs”, and Dimension 1 and 2 of the “New Science Standards”, place a check mark next to those areas, you feel were addressed in your inquiry lesson, and in the space provided, explain where and how that specific point was covered.

• When your group has finished this task, have two people from your group, go to the “Wall Charts”, and place your “sticky dots” next to each of the areas, your group checked off, and identified as covered, on your “STEM” and “New Science Standards” charts.

Adopting a STEM Philosophy

• STEM In Action

• Foundation of STEM Education

Foundation of STEM Education

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Goal

Goals of STEM Education

• STEM Education is designed to– increase student interest

in STEM fields.– prepare students to

pursue higher education. – educate all students to

become 21st-century workers.



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Core Beliefs

Beliefs of STEM Education

• Science Content– Students must

understand science content.

– Depth of understanding is more important than breadth of topics.

• Technological Literacy– Technology will only

increase in importance for the next generation.

– All students should feel comfortable working with current and futuretechnologies.

Beliefs of STEM Education

• Engineering– The problem-solving

skills of engineers are relevant to all fields.

– Problem solving is best taught through inquiry and exploration.

• Math Connections– The fields of STEM are

not independent, but interconnected.

– Successful STEM education requires an integration of the four STEM fields.



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Core Principles

Principles of STEM Education

• Communication– Students should be able

to communicate ideas in a variety of ways.

– Students who can work collaboratively are best prepared for future careers.


• Content– Students need a rich

depth of content to apply in future careers.

– Understanding a concept is more important than knowing a fact

– Naming isn’t necessarily knowing


• Problem Solving– Engineering’s key tool is

the use of systematic problem solving.

– Students need practice with open-ended questions to develop problem-solving skills.


• Integration– Science, technology,

engineering, and math are not disjointed, but aligned and unified.

– Students should be given activities that highlight this integration of topics.


• Technology– In school, as in life,

technology should be increasingly integrated into all activities.

– Students should understand technology as more than computers, including all tools used to make life easier.


• Careers– Students must be taught

about the importance of STEM to future careers.

– Educators should identify careers in STEM and the application of STEM in all work.

• STEM Principles– Matrix is a model for the

Next Generation Framework


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Implementing STEM in Your Classroom with Carolina Curriculum & the Smithsonian Institution.

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