"How-To" Design a STEM Lesson from Start to Finish: A
Professional Development Opportunity
Background:
This
Professional Development opportunity is for any and everyone wanting to know
more about how to create and implement a STEM Lesson or Challenge from start to
finish. The modules below can be looked at separately or at once in succession,
which is my suggestion, as the topics are written around one central lesson plan
on insulation. Please do challenge yourself to watch each of the short
videos, read the clarification statements and complete the accompanying exit
questions. Exit question answers are for you, however if you'd like feedback on
them, please submit your answers to theebusybee@gmail.com!!
Also, if you don't mind, please, please complete the survey at the end of your training. This information will help me improve future Professional Development opportunities. Thank you in advance!!
Chat with Thee Busy Bee via Google Chat on July 30th, 2014 at 10:00 am est. for more personalized questions and answers!! Email Thee Busy Bee at theebusybee@gmail.com to be included in the live chat!!
Module One: Objective Writing
Click play to begin Module One: Objective Writing!!
Clarification:
Objectives
inform your students of what they will be doing and what they will be learning
at the same. It’s exceedingly important to make sure the objective you write is
clear, succinct and direct. Students and others alike should be able to read
your objective and know exactly what you’ll be teaching. You shouldn't deviate
from it. As the video suggested use expectations and outcomes from sources you trust, the source I trust most is NGSS, or Next Generation Science Standards and build your objectives around those.
3-LS4-3 Make a claim about the merit of a
solution to a problem caused when the environment changes and the types of
plants and animals that live there may change.
3-LS4-4 Construct an argument with evidence
that in a particular habitat some organisms can survive well, some survive less
well, and some cannot survive at all.
Here are the NGSS Performance Expectations used in the lesson discussed in the lesson:
3-LS4-3 Make a claim about the merit of a
solution to a problem caused when the environment changes and the types of
plants and animals that live there may change.
3-LS4-4 Construct an argument with evidence
that in a particular habitat some organisms can survive well, some survive less
well, and some cannot survive at all.
Here are the other objectives written for this particular STEM
lesson/challenge:
Science: Students
will use their physical knowledge of heating, cooling and insulation and their
life science knowledge of animal habitats, characteristics and necessities to
help them design and construct the most suitable living spaces.
Technology: Students will be challenged to use available technologies to
design and construct a model habitat enclosure technology that after submerged
in warm water will keep a “seal” inside frozen, or as close to frozen as
possible.
Engineering: Students
will need to use the Engineering Design Process in order to build a habitat
enclosure for a “seal”, test and evaluate their inventions and redesign them
accordingly.
Mathematics: Students
will need to use their knowledge of temperature, weight and linear measurement
and fractional parts in order to measure and divide materials used in their
enclosure designs.
Exit Question:
Suppose you had to write an objective based on the NGSS
expectations mentioned in the video. What would your objective be??
Module Two: Project
Planning
Suppose you had to write an objective based on the NGSS expectations mentioned in the video. What would your objective be??
Click play to begin Module Two: Project Planning!!
Clarification:
Creating projects for your students can be most enjoyable
but making sure the outcome given to you is fulfilled is of utmost importance.
This will help you stay on topic and sane at the same time! In the lesson
example, the outcomes (also known as Performance Expectations (NGSS)) selected
were: “Make a claim about the merit of a solution to a problem caused when the
environment changes and the types of plants and animals that live there may
change,” and “Construct an argument with evidence that in a particular habitat
some organisms can survive well, some survive less well, and some cannot
survive at all.”
I chose to have my students design and construct
temporary habitat enclosures for Ross Seals; however the transfer of the skills
and concepts mentioned in the expectations could have been done in a variety of
ways. For example, students could have been asked to design and construct a way
to either protect animals and plants at risk in a changing environment or
prevent this issue from ever even becoming one!!
Here’s the Problematic Scenario and Problem discussed
in the video:
“The Ross Seal lives exclusively in the frigid, ice
packed waters of Antarctica. Due to their elusiveness and small population very
little is known about them. However, much is to be learned. One thing we do
know is that the way they and other animals in the Arctic live is changing. Ice
that was frozen is water and some animals that once flourished can’t survive
anymore. What could we as engineers do to help eradicate this environmental
issue? How can we use science, the technologies you were given and mathematics
to engineer insulated habitat enclosures for animals like the Ross Seal to use
if it were ever necessary?”
Exit Question:
Suppose you had to teach
the expectations just mentioned. What would you have your students do??
Creating projects for your students can be most enjoyable
but making sure the outcome given to you is fulfilled is of utmost importance.
This will help you stay on topic and sane at the same time! In the lesson
example, the outcomes (also known as Performance Expectations (NGSS)) selected
were: “Make a claim about the merit of a solution to a problem caused when the
environment changes and the types of plants and animals that live there may
change,” and “Construct an argument with evidence that in a particular habitat
some organisms can survive well, some survive less well, and some cannot
survive at all.”
I chose to have my students design and construct
temporary habitat enclosures for Ross Seals; however the transfer of the skills
and concepts mentioned in the expectations could have been done in a variety of
ways. For example, students could have been asked to design and construct a way
to either protect animals and plants at risk in a changing environment or
prevent this issue from ever even becoming one!!
Here’s the Problematic Scenario and Problem discussed
in the video:
“The Ross Seal lives exclusively in the frigid, ice
packed waters of Antarctica. Due to their elusiveness and small population very
little is known about them. However, much is to be learned. One thing we do
know is that the way they and other animals in the Arctic live is changing. Ice
that was frozen is water and some animals that once flourished can’t survive
anymore. What could we as engineers do to help eradicate this environmental
issue? How can we use science, the technologies you were given and mathematics
to engineer insulated habitat enclosures for animals like the Ross Seal to use
if it were ever necessary?”
Suppose you had to teach the expectations just mentioned. What would you have your students do??
Module Three: Project Preparation and Materials
Click play to begin Module Three: Project Preparation and Materials!!
Clarification:
Gathering materials for a STEM
lesson can range from simple to crazy difficult, all depending on the project.
However it doesn't have to be expensive. All of the projects
presented on this blog were done with a little more than about fifteen dollars,
for 26 kids. Sure I use Lego Robots and they do go for a little over $200.00 a
piece (not to mention needing to purchase a laptop to put the robotic program
on…that you must also purchase)…but I don’t have to. I could teach my students
about simple machines, programming and circuits in much more cost effective
way. But Lego Robotics is so cool!! So, if there’s something you’d really like
to implement in your classroom, writing a grant, small or large, is always an
option. For more information about grant writing email Thee Busy Bee at theebusybee@gmail.com.
This project in particular required the collection of the following materials:
£ cotton balls
£ felt
£ paper towels
£ aluminum foil
£ fish shaped ice tray (but could have used ice cubes)
£ 2 liter bottles
£ tape
Exit Question:
What if you designed a STEM
project in which you challenged your students to create the tallest
freestanding structure they could out of the materials you provided? Which
materials would you need to gather in order for your students to complete this
challenge? You can only spend $20.00.
Gathering materials for a STEM
lesson can range from simple to crazy difficult, all depending on the project.
However it doesn't have to be expensive. All of the projects
presented on this blog were done with a little more than about fifteen dollars,
for 26 kids. Sure I use Lego Robots and they do go for a little over $200.00 a
piece (not to mention needing to purchase a laptop to put the robotic program
on…that you must also purchase)…but I don’t have to. I could teach my students
about simple machines, programming and circuits in much more cost effective
way. But Lego Robotics is so cool!! So, if there’s something you’d really like
to implement in your classroom, writing a grant, small or large, is always an
option. For more information about grant writing email Thee Busy Bee at theebusybee@gmail.com.
This project in particular required the collection of the following materials:
£ cotton balls
£ felt
£ paper towels
£ aluminum foil
£ fish shaped ice tray (but could have used ice cubes)
£ 2 liter bottles
£ tape
This project in particular required the collection of the following materials:
£ cotton balls
£ felt
£ paper towels
£ aluminum foil
£ fish shaped ice tray (but could have used ice cubes)
£ 2 liter bottles
£ tape
What if you designed a STEM
project in which you challenged your students to create the tallest
freestanding structure they could out of the materials you provided? Which
materials would you need to gather in order for your students to complete this
challenge? You can only spend $20.00.
Module Four: Lesson/Challenge
Facilitation
Click play to begin Module Four: Challenge Facilitation!!
Clarification:
Facilitation of STEM
lessons should be as hands off as possible. Ideally, you want your students to
do the bulk of the talking and all of the work. The communication you have with
them should be positive, encouraging and full of questions. Like the video
implied, you should ask them questions a great deal more than you answer them.
It’s also important to remember that hands off usually means not helping a
struggling group accomplish a challenge you set for them…even when you really
want to. Sometimes you just have to let go. Let your students explore! Let them
learn through their failures! Let them design, create, analyze and redesign. Allow
your students to tinker and invent! Teach them to be critical thinkers and
lovers of learning new things. Letting go takes practice, but….we all know what
practice makes.
Exit Question:
Assume you
challenged your students to create a solar oven out of their choice of the
following materials: a cereal box, a fruit snack box, sand, aluminum
foil, plastic wrap, white card stock and black card stock and a student asked
you what could they do to make the “oven” hot. How would you answer their
question??
Facilitation of STEM lessons should be as hands off as possible. Ideally, you want your students to do the bulk of the talking and all of the work. The communication you have with them should be positive, encouraging and full of questions. Like the video implied, you should ask them questions a great deal more than you answer them. It’s also important to remember that hands off usually means not helping a struggling group accomplish a challenge you set for them…even when you really want to. Sometimes you just have to let go. Let your students explore! Let them learn through their failures! Let them design, create, analyze and redesign. Allow your students to tinker and invent! Teach them to be critical thinkers and lovers of learning new things. Letting go takes practice, but….we all know what practice makes.
Assume you
challenged your students to create a solar oven out of their choice of the
following materials: a cereal box, a fruit snack box, sand, aluminum
foil, plastic wrap, white card stock and black card stock and a student asked
you what could they do to make the “oven” hot. How would you answer their
question??
Module Five: Lesson/Challenge Assessment
Click play to begin Module Five: Project Assessment!!
How do you currently assess your student’s STEM work? What could you do to improve it?
Exit Survey Link: Click HERE!! Thank you in advance for your participation in this short survey.
All survey participants will receive 1 complete STEM Challenge from Totally STEM!!
Looking for the actual lesson example referenced in this training? Click HERE!!
Looking for other STEM Lesson/Challenges done be Thee Busy Bee?
Click HERE!! (A physics lesson challenging students to design and create roller coasters.)
Or HERE!! (A biology/simple machine lesson challenging students to design and create prosthetic hands.)
Your friend in STEM,
Thee Busy Bee
References Used and Recommended
Clarification:
Assessment of
The lesson referenced uses a rubric like the one just mentioned. Each part of the lesson had an assessment, which was accompanied by a number value and an explanation as to what could be classified as superior, satisfactory or partial completion. This approach allows you to be less subjective and more objective in your grading process. Students, parents and administrators alike will be better able to understand your grading processes with the detailed clarification that rubrics can provide. Take advantage of it! Writing a rubric obviously takes more time than simply giving a grade for completion, but the information that can be gained from one is worth the time consumed.
The lesson referenced uses a rubric like the one just mentioned. Each part of the lesson had an assessment, which was accompanied by a number value and an explanation as to what could be classified as superior, satisfactory or partial completion. This approach allows you to be less subjective and more objective in your grading process. Students, parents and administrators alike will be better able to understand your grading processes with the detailed clarification that rubrics can provide. Take advantage of it! Writing a rubric obviously takes more time than simply giving a grade for completion, but the information that can be gained from one is worth the time consumed.
Exit Question:
How do you currently assess your student’s STEM work? What could you do to improve it?
Exit Survey Link: Click HERE!! Thank you in advance for your participation in this short survey.
All survey participants will receive 1 complete STEM Challenge from Totally STEM!!
Other Goodies Just for You!!
Looking for the actual lesson example referenced in this training? Click HERE!!
Looking for other STEM Lesson/Challenges done be Thee Busy Bee?
Click HERE!! (A physics lesson challenging students to design and create roller coasters.)
Or HERE!! (A biology/simple machine lesson challenging students to design and create prosthetic hands.)
Looking for information on how to raise enthusiasm towards STEM by coordinating
a STEM Night?? Click HERE!!
Thee Busy Bee
References Used and Recommended
£ Barman, C.
(1989). Making it work. Science Scope,
12(5), 28-31.
£ Bybee, R.W. et
al. (1989). Science and
technology education for the elementary years: Frameworks for curriculum and
instruction. Washington,
D.C.: The National Center for Improving Instruction.
£ Ramsey, J.
(1993). Developing conceptual storylines with the learning cycle. Journal of
Elementary Science Education, 5(2), 1-20.
£Donovan,
Suzanne M. & Bransford, John D. (2005). How Students Learn. Committee on How People Learn, A Targeted Report for Teachers
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