STORY CONTEXT
Text books are generally not designed in the natural ways that humans interact in the world. For example, we go for a walk in the woods or on the beach and pick up rocks because we notice their beauty or unique characteristics. Given the right prompts or from our curious nature, we wonder where the rocks were formed and the nature of their construction. This is the way that science was born. However, a basic science text for upper grades would start with particles and atoms, build to elements and molecules and then compounds and minerals and finally get to rocks. Naturally, we pick up rocks or materials, notice parts, dissect the parts, study the components, theorize elements, and then see the evidences for sub atomic particles—just the opposite from the way textbooks are organized.
In LA STEM Stories, the lesson sequence starts with a narrative. These stories are a context for learning that is aimed at "starting a fire in the learner" The narratives selected are stories of real events, people, and their encounters with the natural world. The stories are short, often quirky and aimed at getting student interest in the problem encountered and what would need to be learned to help solve the problem. The story context stimulates student feedback, prompts wonderments, and nudges areas for potential inquiry and need for further knowledge.
LA STEM Stories allows the curriculum to form naturally around the nature of the problem or challenge facing the STEM professional. As a result, the integrative nature of STEM can be readily seen. For example, in the Carrie Everson story, the main character is faced with the dilemma of owning a gold mine without a method to extract the valuable mineral from the tailings. How would Everson solve the problem? To solve the problem, we, like Everson, need to do some chemistry, some physics, apply some technology, use mathematics to analyze our results, and create an engineering solution that makes sense. All along we use our literacy skills to both read the story and background information and then write our observations, conclusions and proposals.