THE LESSON APPROACH
ContextEach lesson begins with a short narrative about a STEM problem or challenge. The story can be read by the teacher or student and can be augments to pictures or other media. Students are encouraged make observational notes in a STEM journal as the listen or read the story. We encourage teacher prompts such as: "What interests you in this story?" "What would you like to know more about?" Building Background & Learning ProcessesThe story prompts a number of STEM explorations that may span each of the disciplines. We do not force each discipline, but rather employ those that are natural adjuncts of the context. There are several explorations that are listed for each story context. The teacher/student may select some or all of the options depending on the time allotted, materials available, and developmentally appropriate level of the student (and comfort of the teacher who will facilitate the lesson!). Each exploration has an overview, a list of materials, and a procedure. Suggestions for student written observations and journaling are embedded in these processes.
Understanding the underlying principles
When students have completed a particular exploration and have discovered how to do a particular process or observe a phenomena, content information follows that allows the student and/or teacher to properly label the STEM content that is at work. Short explanations of the science concepts help to connect the exploration to standards.
Applied Technology
For each set of explorations, an applied technology is linked to the science or mathematics process. In the Carrie Everson unit, as an example, each segment has students explore how to remove a mineral from an ore. Although they might use a nine-volt battery and cup of water to demonstrate electrolysis, the industrial applications of aluminum refining is presented to the student so that the scale-up can be seen. We want students to recognize that table top science and our simple laboratory technology must be translated into large scale operations in order to truly solve a problem.
Setting the Problem or Challenge.
Based on the narrative, explorations, and information learned, the teacher invites students to solving an engineering problem. In the Carrie Everson example once again, students use an unknown ore, apply what they have learned and then attempt to determine what precious mineral is hidden in the rock.
Assessments
There are multiple options for assessment. Depending on the standards selected, teachers can assess content or process standards in science, engineering standards for process and design, mathematics content standards, or Common Core literacy standards related to reading ad writing informational text. Suggested assessment tools are linked to each lesson sequence. These must be modified for the intended outcome and adjusted to fit the developmental ability of the student.