From Getting Smart, here are 12 ways to start teaching STEM

Want more STEM experiences for your students but don’t know where to start? Want to infuse art into science and boost STEAM experiences?
Before exploring how to do STEM, let’s define what it is. Everybody teaches science and math—STEM adds technology and engineering to the equation; STEAM adds art. Common elements of quality STEM learning include:
• Design-focus: using design tools and techniques to attack big problems or opportunity (challenge-based, problem-based learning).
• Active application: applying knowledge and skills to real-world situations and constructing or prototyping solutions to challenges (maker, project-based learning).
• Integration: real world problems aren’t limited to a discipline—solutions almost always draw from many fields.

I wanted to make a realistic animatronic heart, and as I was developing the 3D printed mechanism I used a sock to try and get a vague idea of how the silicone skin would move once the design was finished. Since the silicone casting turned out to be quite challenging and very expensive, the sock test gave me the idea to instead use a slightly elastic fabric to make a plush heart design, which could be fitted over the 3D printed mechanism.

This project is very simple on the 3D printing/assembly/electronics side, but I'd recommend you have a little sewing experience because, as a sewing amateur, I'm not 100% confident in my patterns. A sewing machine is not necessarily required and a lot of the sewing is by hand anyway, but it would certainly be useful!

Artists are often particularly keen observers and precise recorders of the physical conditions of the natural world. As a result, paintings can be good resources for learning about ecology. Teachers can use this lesson to examine with students the interrelationship of geography, natural resources, and climate and their effects on daily life. It also addresses the roles students can take in caring for the environment. Students will look at paintings that represent cool temperate, warm temperate, and tropical climates.
In this lesson students will: Identify natural resources found in particular geographic areas; Discuss ways in which climate, natural resources, and geography affect daily life; Apply critical-thinking skills to consider the various choices artists have made in their representations of the natural world; Make personal connections to the theme by discussing ways they can be environmental stewards; Identify natural resources found in particular geographic areas; Discuss ways in which climate, natural resources, and geography affect daily life; Apply critical-thinking skills to consider the various choices artists have made in their representations of the natural world; Make personal connections to the theme by discussing ways they can be environmental stewards.

Grade level: graduate students, advanced undergrads, persons with analyzed research results

Course length: 1 semester, 4-6 months

Objective: This course empowers scientists to engage with their own data, each other, and the public through art. Through collective brainstorming, prototyping, and feedback from professional artists, students will create a project that expresses their own research through any artistic medium of their choice. The course typically culminates in a public art exhibition where students interact with a general audience to discuss their research, art, and what it means to be a scientist.

This resource is a collection of monthly at-home STEAM challenges that students in Grades K-6 can compete using objects found around the house.

This resource is a collection of monthly at-home STEAM challenges that students in Grades K-6 can compete using objects found around the house.

Novel representations and diverse perspectives can reveal new insights into complex systems, and can support rich understandings of the world. In this activity, students will identify and analyze the choices artists and scientists make when creating representations of living or non-living natural objects. This process will help students recognize the potential and place for their own articulation of how the world works. After drawing from nature, students will reflect on the process of representing information, then compare their drawings with that of a 16th-century artist. Students will consider what is included and what is excluded, and hypothesize about larger contexts and systems.

This lesson is a classroom activity where students learn to use their balance knowledge to create a beautiful mobile.

This lesson explores several of the recording mediums used throughout the early 20th century. Along the way, students learn how sound waves travel, how the human brain converts those waves to recognizable sound and how inventors learned to capture them on wax, magnetic tape, and finally as digital information. From there, this lesson then investigates the creative impulses and scientific developments that turned multitrack recording from a dream to a reality. Students also get hands-on experience using the Soundbreaking Mixing Board TechTool, which allows them to be sound engineers, playing with "the mix" of a multitrack studio.

This lesson investigates how electrifying the guitar was a contributing factor to the emergence of a sound that came to define Rock and Roll and, to a large extent, mid-20th century American popular culture. Featuring content from the PBS Soundbreaking episode, "Going Electric," which includes the guitar playing of luminaries Charlie Christian, Pete Townsend, Muddy Waters and Jimi Hendrix, this lesson examines the spirit of curiosity, adaptation and invention that characterized the early 1950s and in the 1960s led to the guitar's emergence as a versatile and attractive instrument for musicians and as the quintessential Rock and Roll icon.

This lesson introduces students to the Telharmonium, the Theremin, the Moog and the component on which all of their sound syntheses are formed: the sound wave. Students learn what a sound wave is, how it travels and how our bodies convert it into intelligible sound. Using the Soundbreaking Sound Wave TechTool, students learn to recognize four basic waveform shapes by sound and sight. This lesson also explores the role the synthesizer played in relation to people's perceptions of technology and culture in the 1970s, 80s and beyond.

This lesson explores the technology of "records" and what it meant to the people who consumed them. Students will learn how a record works and why a needle on a disc can record and play back music. Moreover, students will investigate how these technological changes had far reaching effects, even in the domestic setting. Finally, this lesson follows the 45 rpm and LP record through the airwaves of both AM and FM radio, using excerpts of broadcasts by the pioneering DJs Alan Freed and Tom Donahue and investigating how the possibilities and limitations of each medium and their respective places on the radio dial provide a framework for historical analysis.

In this lesson, the music and visuals of the Gorillaz album Plastic Beach is used to introduce students to the issue of plastic waste. Students are asked to calculate the percentage of plastic that goes unrecycled internationally, and illustrate a model of polyethylene to better understand why the molecular makeup of plastic creates both benefits and drawbacks. Finally, they evaluate various projects that are currently being undertaken to curb plastic waste, and develop their own similar program or project that they could employ on a local level.

In this lesson, students understand the principles of transduction and the role of transducers by looking at the history of the guitar. They begin by examining how an acoustic and electric guitar function, and then construct their own "digital" guitar from cardboard, conductive tape, and a Makey Makey circuit board. After performing their own "riffs" on their digital guitars, they discuss how each type of guitar transduces sound waves, electrical currents, and/or digital signals.

In this lesson, students listen to Flint-based rapper Jon Connor's song "Fresh Water for Flint" to better understand the sense of frustration and injustice people living in the city felt during the water crisis. Students then experiment with creating their own water filtration system to better understand the scientific and engineering principles behind water treatment. Lastly, they consider the biological effects of lead poisoning and determine specific, political, economic, and scientific causes behind the Flint water crisis.

A community mural; K-5 students, artists, teachers, business people, and community leaders worked together to create a mural.

This is an integrated lesson which is introduced using the book "The Very Hungry Caterpillar" by Eric Carle. Butterfly metamorphosis is explored through art, math, and writing.

This is a really fun and informative lesson that I do with my high school Programming/technology class to break up the monotony of beginner programming. However; this lesson can be used and applied in essentially any class and for many purposes, and to address many areas. One of the other really nice things about this lesson is that it can be extended to hit many points including physics, math, and advanced engineering.

Throughout the building period, I would present teams with a challenge (puzzle, build, etc…) and the first team to complete it would get a prize. It could be more modification time, extra materials, etc…)

The materials (including hot glue guns) can be purchased at Wal Mart or a similar store for around $20-25, if ordering through your district isn’t an option. With those purchases, it gives you a lot more materials than needed which can be used for additional similar projects.

This is a really fun and informative lesson that I do with my high school Programming/technology class to break up the monotony of beginner programming. However; this lesson can be used and applied in essentially any class and for many purposes, and to address many areas. One of the other really nice things about this lesson is that it can be extended to hit many points including physics, math, and advanced engineering.

Throughout the building period, I would present teams with a challenge (puzzle, build, etc…) and the first team to complete it would get a prize. It could be more modification time, extra materials, etc…)

The materials (including hot glue guns) can be purchased at Wal Mart or a similar store for around $20-25, if ordering through your district isn’t an option. With those purchases, it gives you a lot more materials than needed which can be used for additional similar projects.

The Chemistry of Shoe Game: Using Sneaker Culture to Teach Science Technology Engineering Art and Mathematics (STEAM) contains an introduction to sneaker culture and highlighting it as a method for teaching STEAM education within both formal informal learning environments.

Students use the robot paths they documented during the associated Robots on Ice Engineering Challenge activity to learn about and then make artwork. During the previous activity, students recorded the path of their robots through a maze in order to collect data during a remote research simulation. Now, they take a new look at the robot paths, seeing them from an art perspective as continuous line drawings. Students learn about Picasso’s famous works of art that used the same technique. Then they learn the artistic definition of a line and see examples of how it is used in different art pieces; they practice making continuous line drawings and then create sculptures of their drawings using colorful wire. A PowerPoint® presentation is provided to guide the activity.

In these lessons students will explore the paintings of Horace Pippin and Wayne Thiebaud and the mobiles of Alexander Calder to discover and practice math and visual art concepts. Background and biographical information about the work of art and artist, guided looking with class discussion, and activities with worksheets using mathematical formulas and studio art provide the framework for each lesson.

Used as an introductory activity in an Exploratory Makerspace and STEAM class, this project is designed to be an introduction to using all steps of the Design Process. Students will work through these steps to identify the problem, imagine a solution, create a plan, build (an island), test and evaluate their solutions.After we talk about these six steps, students are encouraged to solve the simple problem of building an island.  As an instructor, I emphasize that this can be any type of island using any materials we have available, encouraging strong personal choice.  

Developed for second grade. Students will: use their sense of touch and sight to discover differences between several types of seeds; discuss why seeds come in different shapes and sizes; make connections between art and science; discuss the growth process of a seed; discuss how different seeds are used in different products.Biology In Elementary Schools is a Saint Michael's College student project. The teaching ideas on this page have been found, refined, and developed by students in a college-level course on the teaching of biology at the elementary level. Unless otherwise noted, the lesson plans have been tried at least once by students from our partner schools. This wiki has been established to share ideas about teaching biology in elementary schools. The motivation behind the creation of this page is twofold: 1. to provide an outlet for the teaching ideas of a group of college educators participating in a workshop-style course; 2. to provide a space where anyone else interested in this topic can place their ideas.

Striking images can leave lasting impressions on viewers. In this lesson, students make text-self-world connections to a nature- or science-related topic as they collaboratively design a multimedia presentation.

Problem solving is often guided by disciplinary frames of reference, which can restrict our ability to see other possibilities. This exercise uses object-based learning to underscore the idea that there is more than one way of analyzing and knowing the world, and that through multiple ways of knowing, we develop more complex understandings and new solutions. Through the process of critique, an essential part of visual-arts pedagogy, students practice analyzing and reflecting both individually and in groups.

Students create math stories by first drawing, then writing, and finally using math symbols to show addition or subtraction.

This project is a science based unit that incorporates using a makerspace. Students work together to research a local bird species and design and build a birdhouse to meet the specific needs of their species.

In this activity, students will record a list of things they already know about hummingbirds and a list of things they would like to learn about hummingbirds. Then they will conduct research to find answers to their questions. Using their new knowledge, each student will make a hummingbird out of art supplies. Finally, using their hummingbirds as props, the students will play charades to test each other in their knowledge of the ruby-throated hummingbirds. The purpose of this activity is to provide students with information on ruby-throated hummingbirds, provide students with the opportunity to conduct research on hummingbirds in topic areas that interest them, and to provide students with opportunities to share their knowledge with other students. By completing this activity, students will gain knowledge about ruby-throated hummingbirds. They will also gain experience researching a topic of their choosing related to hummingbirds and communicating those results in several different formats.

This lesson integrates science, math, communication skills, arts, and social studies through hands-on activities. Students are directly involved in hatching baby chicks.

In this unit, students will use the engineering design process and their understanding of how simple machines work to help fairytale characters solve problems. Each lesson focuses on one fairytale and one simple machine.

In this unit, students will use the engineering design process and their understanding of how simple machines work to help fairytale characters solve problems. Each lesson focuses on one fairytale and one simple machine.

Learn how to make lightweight, flexible 3D printed masquerade masks! These are great masks as they make it look like the design is tattoed on your face or floating on your face.

This resource was created by Moe Martin, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.

This softchalk lesson is for a 4th grade steam class or 4th grade science.

The 200-inch Hale Telescope (historically known as the “Palomar Telescope”) at the Palomar Observatory in California represents an amazing feat of engineeringand ingenuity, the result of decades of trial and error.The primary sources in this project describe the last great hurdle in the Hale Telescope’s construction: successfully transporting the 40-ton, 200-inch mirror and its packing materials from upstate New York to the top of Palomar Mountain in southern California. This project is designed for advanced middle school or high school students. It contains a suggested project that puts students in the role of problem-solvers, with students using the actual data points drawn from the 1947 primary sources. Students will learn how to work with a formula, and to manipulate the formula’s variables to achieve different outcomes.

Fundamentals of Ammonia Synthesis is a meticulously designed resource that was written to provide both students and educators with an amazing learning experience.The topic is structured into five captivating lessons, each carefully designed to understand the complexity of ammonia production. Beginning with the first lesson where we studied the process steps involved in ammonia synthesis, to lesson two where we explored the concept of Synthesis gas production by steam reforming with emphasis on natural gas reforming. In lesson three we analyzed the various operating variables that influence the production of synthesis. In lessons four and five we studied the purification of synthesis and how it is used for the production of ammonia. Each lesson comes with a quiz to reinforce what was learned.Our resource doesn't just serve as class notes; it's a gateway to a deeper understanding of chemical engineering principles. Whether you're a student seeking to grasp the fundamentals or an educator looking to enrich your teaching arsenal, "Fundamentals of Ammonia Synthesis" promises an enriching educational journey filled with insight, discovery, and practical application. Join us as we unlock the secrets of ammonia synthesis and pave the way for a brighter future in chemical engineering.

 Students extend their knowledge of the skeletal system to biomedical engineering design, specifically the concept of artificial limbs and joints. Students relate the skeleton as a structural system, focusing on the hand as structural necessity. They learn about the design considerations involved in the creation of artificial limbs, including materials. This lesson plan was developed for emergent bilingual students who are intermediate or advanced in their English language development skills. This lesson is adapted from the following resources, "Engineering Bones" and "Prosthetic Party," on the TeachEngineering Digital Library: https://www.teachengineering.org/lessons/view/cub_biomed_lesson01, https://www.teachengineering.org/activities/view/cub_biomed_lesson01_activity1

Road to Doha explores critical environmental issues through addressing the driving question “How do we, as youth, impact climate change in our communities?”

In a science methods course during the Covid19 pandemic, 51 future elementary teachers authored children's books and then read them aloud as part of a giving-back, service-learning activity as Open Educational Resources (OER). The 51 children's stories and their accompanying audiobooks aim to integrate STEM and the Arts to humanize science and scientific inquiry with history and philosophy of science in mind.