From Science to STEAM

As I shift from teaching science to teaching STEAM, I am transitioning from an isolated and fragmented form of teaching to an integrated model that draws connections between the disciplines of science, technology, engineering, art, and math.  The integrated model is like a kaleidoscope, where interdisciplinary subjects are rearranged around overlapping concepts and common patterns emerge (Fogarty, 1992).  STEM education engages students in curriculum integration, problem solving, critical thinking, and tool use as they explore complex problems, build prototypes, and make improvements (Sias, Nadelson, Juth, & Seifert, 2017).  The process below describes my approach to planning integrated STEAM lessons for elementary-aged students. 1. Study the science curriculum : What unit and science standards are the students learning about in their general education classroom?  How can I support their learning?  Pick one science standard that correlates to a real-world scientific problem. 2.

Objective : Students will learn about the problem of space debris and design and build a prototype of a space debris removal system or tool. Grade: 6th Length: 2 class periods Lesson Development Process 1. Study the science curriculum:  There is a sixth grade astronomy unit at the beginning of the school year.  Standards related to this problem are:  SCI.G6.8.c. The role of gravity SCI.G6.8.d. Revolution and rotation SCI.G6.8.i The history and technology of space exploration SCI.G6.1.i Models and simulations are designed and used to illustrate and explain phenomena and systems 2. Research the real-world problem: This problem affects all people on Earth.  There are more than 500,000 human-made objects orbiting our planet.  Space debris can collide with satellites, spacecraft, etc., resulting in more space debris.  Scientists and engineers are working on solutions to clean up space debris.  The image above and a short video clip (https://scroll.in/video/871029/vid

Objective: To learn why the overpopulation of deer can lead to problems within an ecosystem and what strategies are being used by county officials to address this problem. Grade: 4th Length: 2 class periods Lesson Development Process 1. Study the science curriculum: Fourth grade students are starting a unit on Virginia Ecosystems.  Standards related to the local problem of the overpopulation of deer are: SCI.G4.5.b Organization of populations, communities, and ecosystems and how they interrelate SCI.G4.5.f Influences of human activity on ecosystems 2. Research the real-world problem: There is an overpopulation of deer in Fairfax County, VA.  When there are too many deer in one area, ecosystems and humans may be affected.  Without a natural balance in an ecosystem, humans must devise strategies for fixing the problem. 3. Brainstorm engineering solutions to problem: Students will read a county report on the deer population problem.  The teacher will project

Objective : Students will learn about the life cycle of a platypus and discover that it is the only mammal that lays eggs.  Students will learn about the habitat of a platypus and how they dig a burrow to lay their eggs and raise their young. Grade : 2nd Length : 1 class period Lesson Development Process 1. Study the science curriculum : Second grade students learn about animal classification, habitats, and life cycles.  Standards related to this lesson are: SCI.G2.4.a Animal life cycles SCI.G2.5.b An animal's habitat includes adequate food, water, shelter or cover, and space SCI.G2.5.c Habitats change over time due to many influences 2. Research the real-world problem : A platypus does not give birth to live babies like other mammals.  The platypus is the only mammal that lays eggs.  The platypus lives in or near streams and must dig a burrow to lay its eggs.  The nest inside the burrow provides shelter for the babies when hatched and until they are ready to