The idea of STEM education is something I have been trying to stress to my students more and more recently. We have our schedule posted (by subject) in the room, but I make sure to point out that the reality of school is to prepare them for the real world. Outside of school walls, there is no subject areas, simply a combination of skills needed to meet the next challenge. It would make sense to teach in this manner; if we are indeed trying to prepare students for life outside of school. The process of making this happen, as Lantz points out, is more difficult than simply changing a subject name and providing new standards. It is an institutional change rather than a teacher’s own personal desire to equip their students in the STEM areas (Lantz, 2009).
This week I planned a lesson using the 5E model. I focused on trying to connect the areas within STEM and motivate students with real world applications. I have used the 5E approach when planning science lessons before, however, due to time constraints, I typically do not write everything out as in this case. What I like about the 5E template for creating lessons, is that it helps take the lesson beyond the science kit. Kits are great tools, but in themselves, do not provide authentic learning for students (Reardon, 1996). The 5E model forced me to center the lesson on a question and provide room for students to create their own questions. I was also reminded to make the lesson applicable to students’ lives.
I enjoyed the slow going of planning this lesson. The frontloading always pays off for smoother days in the classroom. I look forward to implementing this in the near future and sharing the lesson with my colleagues. I centered the lesson on a question and then designed a real world scenario, or challenge, to guide students toward answering the question. One task I made sure to address before implementing the lesson was to provide an opportunity for further exploration for groups that meet the challenge early. When providing less structure for student inquiry, it sometimes presents problems when students finish at different times. By encouraging students to create their own questions and build on past experiments, it will allow them to continue the process of inquiry.
References:
Lantz, H. B., Jr. (2009). STEM education: What form? What function? SEEN Magazine.
Reardon, J. Saul, W. (1996). Beyond the Science Kit. Heinemann: Portsmouth, NH.
Reese, what was the 5E Lesson that you prepared this week?
ReplyDeleteI agree that having the time to adequately plan for a STEM Lesson is crucial to the success of the plan. What type of students do you have? Any ELL or Special Education students?
xxplan to adequently enjoyed the slow going of planning this lesson. The frontloading always pays off for smoother days in the classroom. I look forward to implementing this in the near future and sharing the lesson with my colleagues. I centered the lesson on a question and then designed a real world scenario, or challenge, to guide students toward answering the question. One task I made sure to address before implementing the lesson was to provide an opportunity for further exploration
Please ignore the 2nd paragraph of my 1st comment to you. I forgot to delete this additional text. Thanks. Jeannette
ReplyDeleteHi Jeannette,
ReplyDeleteThe lesson I created focused on building a circuit with a switch and motor. I centered around a problem where the students were to design an electric lawnmower where users didn't have to go back to the outlet to unplug the mower when they wanted to work on the blade. Students were able to come up with adding a switch to the mower itself and then they created their circuits and powered a motor using a battery and switch.
The students are 4th graders and we qualify as a Title school. I have two ESL students and one student with an IEP. Thanks for commenting!