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project plan examples for students

5 STEM Project Plan Examples for Students [ep.131]

5 STEM Project Plan Examples for Students [ep.131]

project plan examples for students

Check out the full episode on 5 STEM Project Plan Examples for Students:  

 

 

 

Episode Summary

Do your students struggle with effectively planning their designs for their STEM projects? If yes, you’re not alone. This was something I saw with many of my students when I was a STEM teacher. They would create plans, but they weren’t plans that supported them in the building process. Knowing this needed to change, I pulled from my teaching experience, tested out different ways to support students with planning their projects, and came up with five effective ways to teach students how to plan effectively. In today’s episode, I’m breaking down these five STEM project plan examples for students.

 

In this episode, you’ll learn:

  • STEM project plan examples for students 
  • The benefits of implementing each of these STEM project plan examples for students
  • Tips and strategies for supporting students with planning their designs 

Resources Mentioned:

Episode Transcript: 

Naomi Meredith [00:00:00]:


Having students plan their designs when they're completing STEM projects can feel like quite a chore. Sure, you might be having them draw their ideas before they start building, but is there a better way? In this episode, I'm gonna be sharing with you five ways that students can plan their designs before they get into building their STEM projects. The inspiration for this episode came about from my own observations of my students when I taught k through five STEM and in those beginning stages. Once we were getting the hang of the engineering design process for pretty much all the projects that we were completing together, I was having students plan their designs. But what I noticed with their plans is that their plans weren't very good, and their plans weren't even helping them with the building process anyway. They were just scribbling something down on their paper just to say that they created a plan, and well, that's about it.


Naomi Meredith [00:01:41]:


Does this sound familiar in your classroom? I knew that this needed to change and that the plan is actually a really important step when it comes to thinking about your design. So, I took a step back and thought about my classroom teacher days. I was a classroom teacher for 6 years Before stepping into my K through 5 STEM role, and I thought about when we were doing the writing process and how the planning stage is extremely important to pull out all of those ideas. So, of course, you have ways where you are building backgrounds, and we were doing that really well in our engineering design process projects, But the plan wasn't that great. So I tried and tested a lot of different ways to plan, and from there, we had way better plans that were actually thoughtful and helping students. And I even have a little story I'm gonna share with you in a little bit in this episode where the students actually really like to plan more than they thought. So, let's jump into these 5 ways that students can plan their designs. You don't have to do all of these with your students.


Naomi Meredith [00:02:57]:


Pick and choose what works best, But I'm going to explain what these things are and how they helped out my students' plans. The first way that students can plan their designs is to just talk through their ideas. This is the quickest way to plan, and this works really well if you're doing one-day challenges. I didn't do this method very often, But it was great when we were in a pinch, and we were going to go through the engineering design process pretty quickly in our time together. One way that I did this is that I had to co-teach with our PE teacher at the last minute because she found out that school pictures were going to be in the gym and not in our main hallway that day. So my PE teacher and all of her classes for the day Had to get moved to a new location, and I volunteered to have her and her classes come into my room so we could do a fun STEM challenge together. There were some simple building supplies for this challenge students were creating a catapult to launch into a basketball hoop. I don't currently have a lesson for this, but I do have a video on my YouTube channel where you can actually see how we built the catapult.


Naomi Meredith [00:04:17]:


But before students built their designs, their catapult, and the basketball hoop, they had to talk through their ideas. And that was it. That was their plan. We gave them a couple of minutes to talk, and then they got the materials, and then they got to build. That was all that we did. Funny enough, a few years later, I had an interesting week with 1 of my 5th-grade classes, And they were working on my Rube Goldberg Ecosystem project, which is in my TpT shop. We had a weird week where they didn't have the full 5 days in a row, and they still needed to plan their ideas, but I really wanted to get them to build. So I gave them the option that they could just talk through their ideas and then jump into the actual building.


Naomi Meredith [00:05:08]:


Well, funny enough, mind you, this is when I've had these kids for 5 years. I have had them since 1st grade. It was so interesting because I gave them the option where they just had to talk about their designs, but all of them ended up trying their designs anyway. So think about what you're doing if you're really being purposeful in the way that you are having students draw their designs. They might want to do that anyway. But they did have the option to talk through it because, again, we had a weird week. But it made me so proud as a teacher that the kids actually wanted to do a step in the engineering design process that they actually wanted to do. The next way that students can plan their STEM projects is kind of similar to the first one but a bit more hands-on, and it's that students can gather their materials and talk about it, but there is a caveat to this: you don't let them have any sticky things yet, so no glue and no tape.


Naomi Meredith [00:06:13]:


The reason for this is really great where, again, if you are pressed for time, if drawing isn't an option, you're doing a quicker challenge. And this is really great for younger learners where drawing and labeling can be so taxing on them. Think about the time of day you might have your youngest learners. Mine were in the afternoon, right after my lunchtime, I believe after their lunchtime, and they were tired. And drawing and labeling every single time we did a project wasn't going to happen. The one time I did have kindergarten in the morning, we flip-flopped their times because of a field trip. They are different children. And you know I love kindergarten so so much, but they are completely different in the morning.


Naomi Meredith [00:07:03]:


They are nice to each other. There are kids who are friends I never knew were friends because all they did was fight when they were in my class, so this method, when you are gathering the materials and having them talk about it, is another great alternative. I did this one time again, another co-teaching lesson with a kindergarten teacher they came into my classroom for a bonus STEM lesson, and we were doing a gingerbread man boat challenge. So they were doing a whole gingerbread unit in their class and reading different variations of the gingerbread man. And we talked about What if the gingerbread man was actually smart and had some building skills and could actually build a boat to get away from the fox. I had different materials laid out. Those were the things that they could choose from, and we gave them a limit of 5 items that they could take. These 5 items did not include the gingerbread man, the tape, the water, the scissors, all of that, those were not included in their count. However, they could gather 5 items with their partner that would help them with their gingerbread band design.


Naomi Meredith [00:08:19]:


Once the students grabbed their 5 items, they had a few minutes to talk about with their partners how they were going to use these items together to create their design. This is really great because while they were talking, sometimes students switched out their items because they might have grabbed something that wouldn't work. And I did add some items in there that purposely wouldn't work. I wanted to see if they could figure that out, like coffee filters, paper, and things that would get wet and eventually sink. So once students had the time to talk about the supplies with their partners, we gave them the sticky things, we gave them some tape, then we gave them scissors, and then they could build their design. The 3rd way that you can have students plan their design is probably what most of you are doing, but there is an additional step, and that is draw, label, and explain the steps in your design. Back in a guest interview that I had with Kelly Hogan, She talked about this where she actually has students write out the first few steps of how they're going to get started with their project. This is really great because this is going to help students be very purposeful with the materials that they're going to have and not be wasteful.


Naomi Meredith [00:09:39]:


She doesn't have them write out every single step of the entire project because, again, you do want students to actually get to building and not take the whole time to plan, but this is a really great way for them to be thoughtful and how everything is going to connect together. This is definitely the opposite of the Ikea building plans. If you've ever bought furniture from Ikea, When you get the plans, all of the plans are in drawings. There are no words. I've heard different theories behind this as to why there are no words, and this actually makes my teacher honey, very upset because he wishes there were words. And so we actually have a plan when we build. I find the pieces, and I tell them where to put them because I like reading the plans. But anyway, when you have students draw, label, and explain, This is again a great way for them to be thoughtful and why they are designing it the way that they are.


Naomi Meredith [00:10:38]:


The 4th way that you can have students plan their designs is adding on to the previous tip, but it's to create a shopping list. This doesn't work for every type of stem project. This one is really great when you are doing Makerspace projects, and they have tons of materials to choose from. So let's say you are not keeping the supplies limited like I did for that gingerbread project, but they have open access to all of the supplies. Having students draw and label their plans thoughtfully but also adding a shopping list does add a different element to their plans because it is a plan. I always tell the kids when I am going to make dinner, I make a plan of the ingredients that I need, and then I have to create a shopping list based on those ingredients and what I'm going to cook. So it's just like when you're building, you need to plan out what you are going to purchase. But this list isn't just a list of materials.


Naomi Meredith [00:11:44]:


It can be if you have younger students and you don't want to add in math. But for the most part, it's adding in the prices of each of the items, how much it's all going to cost, if there is any money left in their budget, and how much they are going to spend. Back in episode 6, you can hear all about how I use this Makerspace money and menu in my classroom, and there's definitely a link in the show notes where I Have it all set up for you, suggested price plans, and literally step by step by step on how I do this with my students when I get into deeper Makerspace projects. This is also really great because if you are planning a STEM lesson and you need more elements of math, all students can benefit from counting with denominations of 1, 5, tens, and twenties. I don't add the fifties and the hundreds. You can if you want to have more change, but I have seen such benefits from this type of math with numbers within 20 and also doing a bit of mental math when they are checking out with me at the cash register. So, definitely check out that episode. Grab the menu in the show notes. It's all done for you.


Naomi Meredith [00:12:58]:


It's very, very helpful, and that was a huge game changer in my classroom. Also, my supplies didn't deplete as much because students were being way, way, way, way, way more thoughtful in the supplies that they were using and how to be innovative with the stuff that they purchased. And the last way that you can have students plan their designs, and this is also building upon the last 2 steps. You can do all of these if you want. I eventually did all of these leading up to this by having a rubric on which students can base their plans. This rubric for planning isn't something that I use for grading but really more for a self-evaluation tool to help students improve their designs. When I introduce this rubric to students, I like to compare it to when inventors are creating a patent to turn in so nobody can copy their designs.


Naomi Meredith [00:13:58]:


And in fact, if you're watching the video version, I am holding up an example. I found on one trip to Chicago, I was walking through the Chicago Cargo midway, and there was a little wooden shop that had all of these laser-cut items, and something caught my eye. I'm like, oh my gosh, I know what that Is it is the patent image of the Lego brick, and it is so cool. You can Google this, but mine's way cooler because it's etched into wood, and I had it hanging up by my 3D printers. But it's so cool and a great visual for kids to see because it's literally showing every single layer and every single element of the Lego brick. But if you look closer, there are a lot of numbers, there are arrows, There are little headings that say figure 1, figure 2, and I tell kids about this when I introduce this rubric that when inventors are turning in a patent, it's not just the drawings but they explain Every single thing about their invention so that nobody can copy anything from their design. And so all of those little numbers and arrows are referencing a huge document that is talking about each of those pieces. The students really like this example of a patent.


Naomi Meredith [00:15:24]:


It's a great way to get that little vocabulary and history lesson in there. Then, I present to them the rubric that I have for their plans. There are 4 different categories as to how their plans should be, and I talk about each level where they should be at for that grade level based on what's typical for that grade. And this has really been a game changer when it comes to their actual plans. This rubric also has examples of a sample project because students who are rushing through their plans just to start building have really slowed down to make their plans even better. Also, for me, as a teacher, this helps me help them as to what they can do to help with their plans. I literally have a reference on the screen that I can point to and tell them, hey, you need to add this to your plan. You didn't do it. And then the students believe me because it's like The law, as soon as I hang it up, it's like that is the rules, and that's what's gonna happen, and so they will go back and modify their designs.


Naomi Meredith [00:16:37]:


This rubric and how I teach it, the template, and what this rubric actually looks like is a new update in my STEM teacher 101 course. So there is a whole module that I'm updating with innovative practices, and this is one of those ways if you are looking to Level up your plans and your student projects. I break this all down for you, and I also include a sample video of me teaching How I would actually teach this lesson to my students. So you can hear that language of how you can introduce it to your kids, or you can even just play that part of the video of me teaching it, and then you can just add in your own 2¢ while I am talking. This course will be linked in the show notes, and there's also a podcast version where you can listen to the audio on the go. And if you have this course, make sure to log in and check out this new update because this template is not even in my tpt shop and definitely something that will save you time and also level up your plans. As a recap, here are the 5 ways that you can have students Plan for their STEM projects. 1st, students can talk through their ideas.


Naomi Meredith [00:17:51]:


Next is gathering materials and then talking about it, but don't let them have the sticky stuff yet. Third, students can draw, label, and then explain each step or just part of the steps on how they're going to build. Fourth, students can make a shopping list, and this can build off of that drawing and labeling. Fifth, you can build off the drawing and labeling and then build off that shopping list. Students can plan using a rubric. I hope with all these ideas of ways to plan will make this stage in the engineering design process way less stressful and also help students create meaning as to why this stage is important. Also, I invite you to join my STEM Teacher 101 course, where not only is this rubric lesson about planning going to be added to that module, but this is also a great course to help you build up your systems in your classroom or rethink the ones that you might be having, adding in those routines that are going to make a smooth flow of your classroom, and also find ways that you can plan different types of stem lessons. The entire course is available in a private podcast so you can actually listen to the whole thing on the go.


Naomi Meredith [00:19:12]:


You don't have to sit in front of a computer if you don't want to. And there are tons of templates and resources to help you be successful. You can grab that link in the show notes or find it at Naomimeredith.com/stemteacher101.

project plan examples for students

 

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More About your host, Naomi Meredith

Naomi Meredith is a former classroom teacher turned current K-5 STEM teacher and coach. Her role not only includes teaching over 500 students in her school, but also leading professional development and co-teaching with teachers to help them integrate STEM & Technology.

With over a decade of experience along with a M.Ed. in STEM Leadership and STEM certificate, she helps teachers navigate the best practices, strategies and tools out there.

She truly believes that any teacher out there can learn how to use STEM & Technology in their classrooms effectively. She can’t wait to connect with you and be your guide!

More About The Elementary STEM Coach Podcast

Are you tired of scrolling online for your next great STEM lesson? Do you feel like there is no time to plan, research and test meaningful STEM lessons, so you throw together a hands-on activity and hope that it works? What systems and routines should you set in place to help students be creative, critically think, and collaborate? 

The Elementary STEM Coach is a podcast for K-5 STEM teachers, classroom teachers, GT specialists, and homeschool parents looking for actionable STEM solutions. Each week, Naomi Meredith will share tools, resources and lesson ideas that are actionable in your classroom and create highly engaging experiences with your students. You’ll learn systems and routines that will create control in the chaos and that will keep you organized all year long. 

Your mindless scrolling days are over! Your new STEM-best friend is now here in your ear buds!

Simple Building Ideas for STEM Projects for Elementary Students

How to Teach Simple Building Ideas for STEM Projects for Elementary Students [ep.130]

How to Teach Simple Building Ideas for STEM Projects for Elementary Students [ep.130]

Simple Building Ideas for STEM Projects for Elementary Students

Check out the full episode on How to Teach Simple Building Ideas for STEM Projects for Elementary Students:  

 

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Have a STEM question? Leave a voice message for the podcast!

Episode Summary

Have you been wondering about the best way to teach simple building ideas for STEM projects for elementary students in your STEM classroom? Well, I received this question from a listener, and I’m excited to answer it in today’s episode. I also share some tips and strategies for teaching students how to build.

 

In this episode, you’ll learn:

  • 3 ways to teach simple building ideas for STEM projects for elementary students
  • The stages of the Engineering Design Process in which I teach building techniques
  • Tips and strategies for effectively planning and implementing STEM projects

Resources Mentioned:

Episode Transcript: 

Naomi Meredith [00:00:00]:


When teaching STEM to our elementary students, we always want to encourage that creativity and even celebrate that all of their projects look different. That is an amazing thing. You don't want everything to look the same. It's okay if they see the solution to the problem all differently, but at the same time, we still want to teach our students strategies and ways to build different things so that it can push their creativity along and even make their designs even better. How do you balance both when you are teaching STEM projects? In this episode, I'll be sharing with you three ways to teach simple, building ideas for your elementary STEM projects to not only keep that creativity that they are showing in their designs but also ways that they can improve their projects. 


Listener Question [00:01:17]:


Hey, Naomi, thank you for your podcast, and congratulations on your wedding. I am new to teaching STEM this year, and a question that I have is, do you go over building principles with such as if you're doing a bridge, do you touch on different types of bridges in a minilesson and then let them go? Or do you wait on that until you're in the improve stage of the engineering design process? Also, for maker space stuff like working with cardboard, do you teach the kids different ways to work with cardboard and do different sorts of attachments, or do you let them figure out those things on their own? Just trying to plan my lessons and see what would work best for an experienced STEM teacher. Thank you!


Naomi Meredith [00:02:53]:


This is such an excellent question, and thank you so much for submitting this. If you want to submit a voice question like this, you can do this at naomimeredith.com/voice, and it's also in the show notes and in every podcast episode. You can find this link because I love hearing your questions. Not only this audio message did I receive with this question, but a lot of you have asked this to me over on Instagram as well at Naomi Meredith underscore, and it is a little bit of a tricky one. How do you balance the actual teaching of the project and also those building strategies, and when do you do it? The first few years when I started teaching K through Five STEM, I had taught for six years prior to this as a classroom teacher, and when I stepped into this K through Five STEM role, I was given a brand new classroom with limited supplies and zero curriculum. On the flip side, I also didn't know my students, and they didn't really have a stun class before. And let's be real, their projects weren't really good when we first got started. Yes, it was my teaching, but also, they weren't used to doing hands-on projects before, and they weren't that great. They didn't look very good. And so it really developed over the years. Of course, again, with my teaching, but also, this is a skill that students have to learn.


Naomi Meredith [00:04:12]:


They have to learn how to be creative and let that shine. And it's okay to make mistakes and also learn those building techniques. And this isn't to say that I had kids do everybody do the same project, everything's going to look the same. I don't believe in that in STEM projects unless it's a Lego build, that's completely different. But for the most part, everybody's projects are going to look different. And that is scary for kids where there's not exactly one right answer. But at the same time, you still want to teach them those techniques that are going to make their designs even better. What you are doing with your students when you're teaching STEM, whether you are a STEM teacher, a specialist, or even a classroom teacher who's implementing STEM, what you are doing is so important.


Naomi Meredith [00:05:06]:


Keep on doing what you are doing. This is so important for kids, and it's really going to shine. And they love these types of projects. Also, think about it too if you are teaching STEM as a special subject, you're not seeing kids as often as a classroom teacher. They are going to see growth a lot faster than you are. If you really think about it too, even go down to counting out the number of days that you see students and the amount of time you are spending on projects, it is way less than a classroom teacher, more often than not. And so that growth in their actual projects and what things are going to look like is going to take some time. The types of projects my students were creating my first couple of years weren't as detailed, and they were more simple because that's where my students were at.


Naomi Meredith [00:06:00]:


But by the time we got into the fourth and fifth years, their projects were more complex. They had more tools in their belt per se, no pun intended, but they had more skills, and they had a lot more background, experience, and knowledge with these types of projects. So, in turn, their projects got a lot better. This is going to take some time with your students. It can even take years. Don't forget to teach these things. So say, oh, they'll get it later. Every single year is extremely important.


Naomi Meredith [00:06:31]:


But don't put a lot of pressure on yourself if it doesn't work out exactly as planned because it is going to come. And so these strategies I'm going to teach you when it comes to actually teaching those skills when it comes to building your projects. Keep doing these things. But again, the students are going to get better and better and better, and it also depends on the project and even the experiences that they might have outside of your classroom. Now, two out of the three tips that I'm going to be sharing with you two of them go along with when you teach certain parts of the engineering design process. Now, if you want more background on exactly what the engineering design process is and more examples on how to teach it, I encourage you to go back to Episode 15, where I have a series all about the engineering design process. So, I break down every single step of the process to help you better understand what that is and what it can look like in your classroom. But for this episode, we're going to talk about a couple of different stages of when I teach those building techniques that can help out students' designs.


Naomi Meredith [00:07:41]:


The first time I will teach students different building techniques is during the beginning of the project, the Imagine stage. So, in the engineering design process, you have the ask, what is the problem they're trying to solve? And then the Imagine, where you're gathering as many ideas as possible before you start planning. This is when we first talk about different building techniques and getting as much information as possible. For all of my projects in my K through five STEM year-long plan bundle of lessons, I pre-research everything. And there are a couple of reasons why I do this for STEM in a specific STEM class, there's not a whole lot of time when it comes to an open-ended Google search, and that is a whole skill in itself. Now, if you are a technology and STEM teacher or you teach both subjects, definitely zone in on those research skills. They're very important if you're a classroom teacher, zone in on those research skills. I definitely did that, especially when I taught third grade.


Naomi Meredith [00:08:49]:


We focused a lot on how to research, but at the same time, I also gave them pre-researched resources because the goal is for them to have them gather information from these sources and if it's credible or not and all those things. So I really try to save time, and I pre-research everything so I know the resources that they are going to be looking at are going to give them the right types of ideas. So it's open-ended in a sense where they have some choice as to which resources they can use. But it's very focused also with that. If you are pre-researching, you might often come across times when you have this very high-level topic, but then there aren't any resources available for your grade level. One project that comes to mind is when I was designing a strap motion animation lesson that is in the bundle for pollination, and I was finding really great resources about different types of pollinators, but it wasn't really answering the question I wanted them to solve for this project. So what I did is I pre-researched using many different resources, and then I ended up writing my own articles. So that is also a time when you are getting that background information as a teacher so you can share that with your students.


Naomi Meredith [00:10:18]:


So, pre-research and have those resources in that Imagine stage. So again, maybe it's articles, maybe it is resources that will really help answer that ask. It can also be videos that teach the science behind it that can be really helpful as well. Maybe they are showing why things are happening or even why things are built a certain way. And that could even be like if you're doing something with birdhouses, like a birdhouse unit that I have for second grade, they create a birdhouse to help birds in the area. Well, we watched a video as to how birds build their nest and, using those ideas as to why they build a nest the way that they do, that helps students design a birdhouse that birds would actually like based on the nest that they make in nature. So, making those types of connections can really help when it comes to their building design. Also too, in this Imagine stage, this is a great opportunity for you to share pictures of real life examples.


Naomi Meredith [00:11:27]:


Again, I like to pull things that are related to the topic, not usually doing an open-ended Google search because we know the filters aren't perfect and they might find some inappropriate things like, well, I'm not going to mention what I've actually seen students look up, but you know what I'm talking about. So having those real life pictures is really helpful. And if you have done the project before, having physical models of what students have built in the past is really helpful. Or I go ahead and take pictures of my students' examples, and those are already there for you. So if you're teaching any of my lessons in that K through five semi-long plan, you actually have student examples to help give a basis as well. When you are adding in those real life examples or those student examples, it isn't really meant for kids to copy exactly what they see. But more so inspiration as a starting point, I will say when students aren't used to doing hands-on or creative projects and they have examples like this, more often than not, they might copy exactly what they see because really think about it, they're a little bit unsure how their own creative idea is going to work. So, they might feel more comfortable copying the idea up on the screen, which is fine.


Naomi Meredith [00:12:55]:


That is a great point. They are trying their best, and they're going to keep growing from there. So just give them some grace if that is happening. I don't say, oh, here, we're going to make this exactly like the picture. I usually say things like, oh, this is how another student thought of this project. Maybe there's something in this project that you really like. So, having those examples is really helpful. Now, I taught six classes a day, so K through five.


Naomi Meredith [00:13:25]:


I didn't keep every single physical example. That's why taking pictures and videos, you as a teacher, are really important. And even having students take their own pictures and videos are really important as well. That's why I loved using Seesaw in my classroom because we could have a whole bank of different resources, and I would often go through and even download the pictures that were really great in their accounts and then save them for later. Another way to give students some ideas during this Imagine stage, especially when it comes to a maker space or hands-on type of project, is having different examples of the type of thing you want them to build and having a T chart so two columns and have one column be try and not try. I did this with my build a shelter unit. Actually, most of the lessons in STEM survival camp, we did this where we saw examples of the thing that they were going to build, and then they would sketch or draw ideas of things they wanted to try in their design, and then things that they didn't want to try in their design. And this is also a great time to share some non-examples.


Naomi Meredith [00:14:37]:


Not everything in the videos is going to be perfect or even feasible for the materials that you were going to give them. So this is a really cool way to help students really think about how they're going to build their design by seeing something else in action and what they could actually try. And things that for sure they definitely couldn't do. Like with the Build a Shelter challenge, some of the shelters actually did not have doors on them in the videos that I gave them. And so some of them said, I actually want to add a door because for the purpose of our challenge, the videos weren't really showing examples that exactly matched what we were trying to solve. Likewise, our Hiking Backpack challenge it showed backpacks having zippers, and some students actually really wanted to try a zipper. But I did tell them, hey, adding in a zipper is a whole other skill when it comes to sewing because they are sewing a backpack prototype. So that is something for this challenge we won't be able to explore.


Naomi Meredith [00:15:44]:


So that is when students actually added that option to the not try because adding in a zipper would be great, but we just didn't have the time actually to add that type of item. The next place in your teaching where you can teach students simple building techniques is during the Create stage. Just because students have gotten all these ideas from the Imagine stage. They made a plan they're ready to create. It doesn't mean they know how to build everything. Again, this isn't a time where you teach students step by step by step. This is how you are going to build. This is a great way to show them strategies on how to build different things.


Naomi Meredith [00:16:29]:


If I am doing a maker space project and they actually have an open-ended selection of all the Makerspace supplies within reason, using our maker Space menu and money, which you can definitely check out in the show notes. I also have a podcast episode where I talk all about that and have the menu all set up, especially if there are things that are open-ended, and I'm showing them all of the supplies before they go start shopping for everything. This is a time when I might show them, oh, this would be a good tool for this. Or if you don't have enough money for this, you can use this instead. And it kind of does the same thing. So even giving them some suggestions on how materials can be used is really helpful. A lesson that I actually don't have in my year-long plan. But it was something that I did when I was co-teaching with first grade.


Naomi Meredith [00:17:24]:


We were talking about insects, and then they were designing an insect using all of the things that insects have. And I gave them some ideas of how materials can be used. For example, for the antennas on the top of their heads, I showed them that they could use a bendy straw as an antenna. So I had like on the poster antennas, and I gave some options on there. I also put some Qtips on the antenna side. For wings, we had tissue paper. So, I showed on that poster how tissue paper can be crunched up. So again, I wasn't showing them, oh, here's every step on how to make your insect, and all of your projects are going to look the same.


Naomi Meredith [00:18:07]:


Yay for you. You did it. It was just more of those strategies of ways that they could add this to their design. I also did this with my rock and roller coaster unit for fifth grade which is in the year-long plan. And they were building a roller coaster that a marble can roll through. And a lot of them wanted to use either tubes or straws to be the base to hold up their roller coaster. And they were having a hard time having the tube stay flat on their platform. They were building it on a cardboard platform so that their roller coaster could be moved at the end of class.


Naomi Meredith [00:18:47]:


So I noticed this while they were building. So they didn't have a problem of shopping for supplies. They knew what they needed. They were in fifth grade, but that strategy was really tricky for them, and they were actually wasting a lot of tape because every time they taped their pole to the cardboard, it kept falling over. It wasn't sticking to the base of their roller coaster, and it wasn't sticking to the platform. And so this was an opportunity where I actually paused the class during creating. We already had the minilesson or whatever, but I showed them, hey, there's a strategy I want to teach you. I've been noticing this issue.


Naomi Meredith [00:19:24]:


This is something that can actually help improve your tubes holding up things. And it's called a phalange. I'm not kidding you. It's called that. Look it up. I actually have a video on my YouTube channel. It's called a phalange. So what you do with the tube is you cut slits a little ways down on the tube, and when you fold them back, then it will actually make the tube stand up flat because you tape down the little flaps.


Naomi Meredith [00:19:52]:


So just a simple technique. I didn't teach them this right off the bat because you kind of want to see if they can figure it out. But I noticed no one was figuring this out yet. And so, just that quick teaching while they were building took me a couple of minutes. It drastically improved their designs, and they were able to keep their roller coasters steady. Now, some concepts during this Create stage, I will specifically show them how to do it. This doesn't happen very often, but if I know ahead of time, this is something they probably do not know how to do. And this is going to be a troublesome point, different than the roller coasters.


Naomi Meredith [00:20:37]:


They're actually doing fine. They just needed one little tip. But I'm talking more about something that is definitely going to hinder their design. And everybody's going to be asking you, how do I do this? How do I do this? You kind of want to problem solve and think, what is something they specifically need to know? And I will teach them that right before they start building. So maybe not so much during the plan. Some kids might even ask, oh, how will I do this? And I'm going to say, hey, we're going to talk about this tomorrow. When we get to the create stage, I'm going to show you specifically how to do this step. Put it in your plan, and I'm going to show you exactly how to do that.


Naomi Meredith [00:21:13]:


So, a big example of this is when we were doing STEM race cars in fourth grade, part of our STEM amusement park. And what we wanted for our race cars was that the wheels could actually turn, and they were making a race car out of maker space supplies. So when you think of if you're listening to this, you're like, oh yeah, how would you make the wheels actually turn? So, I pre-made a video, and this is in the lesson. Or you can pre-teach them, but I made a video where I specifically showed them how to add a piece to their car that will hold the axle that will actually allow the wheels to turn. I showed everybody in the class before they even started building because I knew this would be a troublesome point, and everybody had to have this in their car. Everybody needed wheels because they needed their car to roll. So that's a time when, okay, this is when I'm going to teach you all of this. Another thing that I've done this for is when we were testing flood inventions for third grade.


Naomi Meredith [00:22:20]:


So, in my Earth's engineer unit, students were going to be adding different measurements of water to test their design. So a little bit different. They already had built their designs, but I specifically had to show the class beforehand how to measure with a measuring cup because they hadn't done that before third-grade standards, but they were very excited to pour their own water. But I did have to show them specifically as a whole class, hey, this is how we get water, this is how we measure it, and then this is also how we keep track of it. So really think through your lesson. Not everything is going to have something very specific like this, but if you know it's going to be a troublesome point for all of your class, that's a great time to stop the class mid-teaching or just start it off. This is how you do this. And then they still have all those creative pieces.


Naomi Meredith [00:23:19]:


The last way to teach those simple building techniques in your STEM lessons is by having STEM stations. I highly recommend having a balance of STEM projects and STEM stations for your primary students. And I teach all about that in my STEM K through 2 planning workshops where you can go through the workshop on your own in 2 hours and learn how to do your own STEM stations and even have a unit plan for you. But having STEM stations where aside from the projects, this is a great time for your younger learners to experiment with materials they might not have tried before. Not all of my STEM stations are building stations, but again, it helps them see, oh, this is how some materials can balance on top of each other. This is a way that different materials can connect together. So give those time for your younger students to explore when they get to their maker space projects. Within that same school year or even years down the road, they have more experiences where they have been creative with different things, and they can make those connections with the materials they used at their STEM stations and also with their building projects.


Naomi Meredith [00:24:38]:


Also, with these STEM stations, it's a great opportunity for students to work in small groups and talk about the things that they are doing and problem-solving together. This is a low-stress way where they're using reusable materials. They are figuring out this is how this material works. Oh, you built it like this. I'm going to try it like this, where they can talk about how these materials are being used. Likewise, as a teacher, when you are introducing these STEM stations, you can give them some ideas on how to use the materials. And again, this exposure is going to be helpful with those longer-term projects. As a recap, here are your three tips for teaching those simple building ideas for your STEM projects.


Naomi Meredith [00:25:30]:


First, we talked about introducing these building ideas during that Imagine stage. Next, we talked about ways where you can add this into the Create stage. And finally, we talked about ways students can explore materials in those younger years by using STEM stations. Again, teaching these building skills is definitely going to take some time. It won't always be perfect. And for you as the teacher, you are going to be learning new strategies and things along the way. Just like listening to this podcast, you might have heard some tips or tricks that you hadn't thought before, and you can go back to teaching your students, which is exactly why you are here. But also for your students.


Naomi Meredith [00:26:15]:


They are going to be learning some tips and tricks from each other and from you, and their projects are definitely going to get better along the way. If you are looking for further support for your STEM lessons, as the elementary STEM coach I am, I have been behind the scenes working on updating all of the lessons in my K through Five STEM year-long plan with me actually teaching the lessons. This has been a highly requested feature, and I've heard you, and I am working on it. It's definitely taking me some time, but I feel like it's so helpful for you to hear me talk through all of the slides that are included in the engineering design process of that project and why certain things are laid out the way they are. But I also am teaching the lessons where you can actually hear the language of how I would teach these things to my students, including these building techniques. Now, at the time of this recording, not everything is updated yet. It's going to take me some time. So, definitely jump in on any of those lessons in that bundle.


Naomi Meredith [00:27:25]:


Now, whether you do the full K through five STEM year three through five fifth grade only, grab those now because as I am updating those new things and also new slides, the price definitely does go up. But I really feel like it's so important for you to have the support where not all STEM resources have this extra teaching component. So, thank you so much for requesting this. I hear you. I am working on it and definitely feel like there's a lot of value in this component in these lessons. I'm so passionate about creating for your students as I was about creating them for mine. Thank you so much again for being here and for sending me your request, your questions, and all those things. I hear you.


Naomi Meredith [00:28:11]:


I appreciate all of you so much, and I'll see you in the next episode.

Simple Building Ideas for STEM Projects for Elementary Students

 

Related Episodes/Blog Posts:

 

Connect with Naomi Meredith:

 

More About your host, Naomi Meredith

Naomi Meredith is a former classroom teacher turned current K-5 STEM teacher and coach. Her role not only includes teaching over 500 students in her school, but also leading professional development and co-teaching with teachers to help them integrate STEM & Technology.

With over a decade of experience along with a M.Ed. in STEM Leadership and STEM certificate, she helps teachers navigate the best practices, strategies and tools out there.

She truly believes that any teacher out there can learn how to use STEM & Technology in their classrooms effectively. She can’t wait to connect with you and be your guide!

More About The Elementary STEM Coach Podcast

Are you tired of scrolling online for your next great STEM lesson? Do you feel like there is no time to plan, research and test meaningful STEM lessons, so you throw together a hands-on activity and hope that it works? What systems and routines should you set in place to help students be creative, critically think, and collaborate? 

The Elementary STEM Coach is a podcast for K-5 STEM teachers, classroom teachers, GT specialists, and homeschool parents looking for actionable STEM solutions. Each week, Naomi Meredith will share tools, resources and lesson ideas that are actionable in your classroom and create highly engaging experiences with your students. You’ll learn systems and routines that will create control in the chaos and that will keep you organized all year long. 

Your mindless scrolling days are over! Your new STEM-best friend is now here in your ear buds!

engineering design process projects

Should I Start the Year with an Engineering Design Process Project? [ep.114]

Should I Start the Year with an Engineering Design Process Project? [ep.114]

engineering design process projects

Check out the full episode on Should I Start the Year with an Engineering Design Process Project?:  

 

Subscribe to the podcast HERE on your favorite podcasting platform.

Have a STEM question? Leave a voice message for the podcast!

Episode Summary

One question I often receive is whether or not you should start the school year with an engineering design process project. Maybe you have this question, and you’re wondering when is the right time to introduce the engineering design process to your students. Today I’m shedding light on three misconceptions about when is the right time to introduce engineering design process projects and giving some tips for the best way to introduce this standard to your students.

 

In this episode, you’ll learn:

  • 3 misconceptions about when is the best time to introduce engineering design process projects
  • Why these misconceptions are false
  • Tips and strategies for effectively introducing this standard to your students

Resources Mentioned:

Episode Transcript: 

Naomi Meredith [00:00:00]:


Should you start off your school year teaching the engineering design process, or should you not? What if students have never heard of it before? How much pre-teaching of the engineering design process needs to be done? And don't they need to know more about the classroom and all of the routines before they start off a project like this? In my K-5 STEM yearlong plan bundle of lessons, I plan all of my big projects for kindergarten through fifth grade using the engineering design process, which, fun fact, is an actual Next Generation Science Standard in elementary. You can check out all of those lessons at naomimeredith.com/tptk5stem. I get this question a lot about the engineering design process. Should I start off the year with it, or should I not? So let's debunk these misconceptions together all about using the engineering design process.


Listener Question [00:01:38]:


I wanted to ask you, I love your idea about doing the STEM Survival Camp. That sounds so fun. Such a great theme to get everybody engaged at the beginning of the year. I have had one class with my little ones. I see them well with all of them K through six. I see them one day a week for 30 minutes. And I'd love to hop into the STEM Survival Camp, but my hesitation is we don't really have our procedures down pat. I don't really have maker space figured out. We haven't gone over anything with the engineering design process. Do you think I should wait and kind of get those things a little bit more settled with maybe some one-day challenges, or do you think I don't necessarily have to have gone through the engineering design process for the kids to be successful? I just want them to love STEM and start strong with it being such a positive environment for them. So if you'll let me know your thoughts, that would be awesome. Thank you so much. Bye.


Naomi Meredith [00:02:17]:


Thank you so much, Amberly, for your question. I love hearing whose voices are out there listening to the podcast because, funny enough, it's me just talking to a camera in my home office all alone, and my little dog Frederick gets to hear everything I say.


Naomi Meredith [00:03:15]:


If you want to leave a voice message like this one, you can do this at any time, easily on your phone. Just go to Naomimeredith.com slash voice. Also, Amberly talked about a unit called STEM Survival Camp which is my absolute favorite to start off the year. And if you want to hear all about it. This is a unit that I do from kindergarten through fifth grade, and a lot of it involves the outdoors. So you can check out an episode I recorded back in episode four, and I talk all about this really fun unit to do with your students for this episode. I'm talking about if you can start off the year with the engineering design process. So if you are choosing to do the unit STEM Survival camp or you're thinking about another one, this question can still apply.


Naomi Meredith [00:04:08]:


I have to tell you a little secret. Before I started teaching K through Five STEM, I was a classroom teacher for six years. I actually had never heard of the engineering design process before. Now, if I had an interview, let's say I had an interview now to be a STEM teacher, I would definitely mention that. But that's not something that I mentioned in my interview at all. And thank goodness, because I had no idea what it was. So I did some research. I kept hearing about it from other STEM teachers, and like, what is this? So I did some research and I figured out what it was.


Naomi Meredith [00:04:42]:


And as a quick synopsis, the engineering design process is the real process that engineers use to problem solve and think through real problems and creative solutions. There's more to it. There are some stages within that. So you have asked the question, so what question are you solving? You are imagining different solutions through research and other ideas out there. Then you plan through your design. You start creating, making modifications, experimenting, and improving, of course, that word iterates so you're iterating and trying things all over again. And then you share your design. It is not a linear process.


Naomi Meredith [00:05:24]:


So it's not like step by step by step, oh, we did it. We're never going back through the steps. You might not even get through the whole engineering design process when you do a project because there are things that are going to pop up and not work. And that's okay. But in a nutshell, that's what the engineering design process is. If you want to hear more in detail about this process and some examples of how I use this in my K through Five STEM space, I did a whole series about the engineering design process starting in episode 15 and goes all the way to episode 22. You can scroll back and listen to those episodes. Or if you just want everything laid out for you for free, this podcast is free.


Naomi Meredith [00:06:09]:


But this is also free. I have categorized all of my podcast episodes into like, topics. So, for example, if you want to learn more about the engineering design process, there is a free playlist that has all of those episodes organized for you. And you just click on the link. It will add it to your phone just like a regular podcast. And then any episode that I add in there that is related to that topic will pop up. So there's a handful of topics, same exact podcast as this one, but it's all organized for you, so you can grab that at naomimeredith.com/podcastplaylist. Also, every link I'm going to talk about will be in the show notes for today, so you don't need to go and write those down.


Naomi Meredith [00:06:52]:


I have it all organized for you. All right, so let's break down this question. Should I start off the year with a project using the engineering design process? So I broke this up into three misconceptions that go along with this and how I think through this question. Misconception number one, the kids have never heard about the engineering design process, so I can't use it yet. Well, just like I had never heard of it, the kids might not have either. And good thing that we are in school. And I would tell this to my students, good thing that I am a teacher because that is good job security, because I get to teach you and most things that when you come into this room, you probably won't know. And I would tell this also to my students.


Naomi Meredith [00:07:43]:


Spoiler alert, I don't know most things that I'm teaching you. Before I teach them, I have to go and research them myself. So that's okay. That's the cool part about STEM. And really any learning and teaching is most things should actually probably be new. So that is okay. What I really like about the engineering design process is it can be used over and over and over again with different types of projects and you can really zone in on different parts of the engineering design process. And also, depending on your time, how long you have with students, how long you have with projects, you can speed parts up, you can take parts out.


Naomi Meredith [00:08:29]:


And like I said, you might not get through every single step. And that is okay. A lot of times at the beginning of the year, I might even zone more in on planning based on what I remember seeing kids doing the year before. Or maybe I want to zone in more on imagining. So whether or not the kids have heard of it, you're going to have your own spin of teaching it anyway. The projects might be different. I might teach things way differently than another STEM teacher. But the process is pretty familiar, so it's okay if they have never heard of it yet.


Naomi Meredith [00:09:02]:


You're going to be embedding it throughout the year. So this really isn't a one and done. We're going to use the engineering design process one time. We're never going to use it again. Honestly, if you plan out all your lessons like this, like I did in all of my lessons 4K through five, you can grab every lesson that I taught my students in a whole bundle that is constantly being updated. So you can grab that naomimeredith.com/tptk5stem. Every single project. Not STEM stations, that's a whole other thing.


Naomi Meredith [00:09:35]:


But when it comes to the projects, every project used the engineering design process. And we were doing different things throughout the year. Whether it was STEM survival camp where we are using elements from the outdoors and maker space to build and solve a problem, or even if it went to video and audio production or 3d printing or robotics. We use this process over and over and over again in K through five. They actually did not get tired of it, which we're going to talk about that in a bit, but that way it's used in so many different contexts that it's okay if they don't get it right the first time. I would mess it up half the time anyway. It's all right. They don't get it right the first time because you're going to do it again all year long, in my opinion.


Naomi Meredith [00:10:23]:


I'm not really a fan of doing filler projects. I have it in quotation marks where you're kind of fake doing the engineering design process. Like, all right, guys, this is the imagine stage. This is the things we do and imagine and we're going to do blah, blah, blah. I really like it where it's embedded because again, if you're teaching this throughout the year, you don't need to do a filler project and be so explicit on, this is the step and this is what we do in this step. I don't really care if the students memorize it or not. They're going to be familiar with the process anyway, so why not jump into a project and it will start becoming familiar the more you use it? Misconception number two, whether or not you should be using the engineering design process right away is that mine maker space isn't fully set up yet. Well, guess what? Mine wasn't either.


Naomi Meredith [00:11:16]:


And half the time my labels weren't even on the correct things or I needed to add five more labels to my buckets and I never did it, so it's okay. And also, my work week back, I never got to plan for STEM. I actually had to do all of the school wide technology. I never planned anything the first week back to school, so my makerspace wasn't set up either. So the cool thing, especially if you are using STEM Survival Camp or you are doing some sort of maker space project, I actually don't recommend having a free for all when it comes to all of the supplies anyway. I pull out select items I want students to choose from, and they have to be creative with those constraints. It doesn't mean that all of their work is going to look the same. They look completely different to build and solve the problem.


Naomi Meredith [00:12:09]:


But it's not as overwhelming either for me as a teacher, I don't have to be concerned that every single thing is set up, just some necessary items that I will use for the project and also for students. That's overwhelming too, being jumping into all of the supplies. So that's different than jumping into the engineering design process. I'm talking more about jumping into all of the supplies. I do have a method to my madness when it comes to maker space. So if you head on back to just listen to these in order. So after this episode, go to listen to episode four, STEM Survival Camp. Then keep going to episode five where I talk about setting up your maker space, and then keep on going to episode six where I talk about the management piece.


Naomi Meredith [00:12:55]:


So there's definitely a method to the madness. But it's okay if your maker space isn't all the way set up. Just have some necessary supplies ready to go, especially your scissors and tape, and you should be okay. So less pressure on you. You can start filling in your maker space as you go. And misconception number three if you should get started with the engineering design process at the beginning of the year, is that I really want my students to love STEM, but I'm worried about the structure. I am a huge proponent of systems, routines, and structure in any sort of classroom, and that is a big lesson that I learned my first two years of teaching. And that is a skill that I have carried on throughout all of my years of teaching and has helped me be successful in any classroom setting, whether it was a classroom teacher or teaching 35 4th graders all by myself for 45 minutes.


Naomi Meredith [00:13:57]:


So it definitely is really important to have that structure. Now, the engineering design process isn't a behavior routine, but it is a structure for your projects. I was actually talking to a teacher the other day over on my Instagram in my direct messages at Naomimeredith_. You can find me over there. But we were talking, and it was actually about how she was heading up her classroom. But I was telling her that elementary STEM, it can get overwhelming and overstimulating very quickly for the teacher and the students. So having structures in place actually doesn't make it boring for the kids. It makes it feel safe, especially when you are doing creative projects.


Naomi Meredith [00:14:45]:


I've talked about this a few times on here, but when you're doing creative projects, it can actually be really scary for a lot of kids. You're so lucky bringing these opportunities for your students. And it's also very vulnerable when you want to do a creative project. And so if you have some structure in place I'm not saying do step by step by step. Your project all has to look like this, and it all has to do this. No, having a process to go through, not an end result. Their end result can be whatever if it's solving the problem, but having a process actually helps with that creativity. I was actually rereading one of the books in my membership, the STEM teacher bookshelf.


Naomi Meredith [00:15:32]:


And the book for August was lifelong kindergarten. And inside of there, it actually talks a lot about this, how having a full blank canvas is very overwhelming for students. So when you're applying this to the engineering design process, it's really narrowing down that big open ended question or big open ended project, and it makes it more attainable. So think of that when you're thinking about your projects that it's okay to start off with it. It's going to make it seem less overwhelming. You're breaking up the project. It's not this huge thing that you don't know how to get to it. It's little steps along the way.


Naomi Meredith [00:16:12]:


And like I said, kids are going to get more and more used to it. Actually, my students didn't like it a little bit at first, and it might also be because I didn't really know what I was doing anyway. But they're like, Why do we have the research? Why do we have to learn about this? But over time, they stopped complaining about it because they knew that what they were looking for was going to help them with their projects anyway. So in a STEM setting, especially if you're not a homeroom classroom teacher, it is going to take more time to build up those sySTEMs and routines than it would with a classroom teacher. They have them every single day all year. But as a STEM teacher, you don't. So it is going to take some time to build up with it. So the more you do it, the better you're going to get at teaching it and the better the students are going to get when implementing the engineering design process in their projects.


Naomi Meredith [00:17:03]:


As a recap in this episode, here are the three misconceptions that we broke down when it comes to implementing the engineering design process at the beginning of the school year or whenever you're getting started with this. Misconception number one is your kids have never heard of the engineering design process, so you can't use it yet. Misconception number two was my supplies and maker space aren't fully set up, so I can't really do the engineering design process yet. And misconception number three was, I want my kids to love STEM, but I'm worried about the structure. Just like with anything, it is all trial and error, and you are going to find your rhythm and your flow. So I say jump in on it. If it fails, it's fine. You get to do it again.


Naomi Meredith [00:17:52]:


A lot of the things that I've done have not worked, and there's a lot of lessons that were horrible that I don't really share with you because also, I kind of forget what they were, and they were so bad, I wouldn't want you to teach them. So it's okay. Keep going. You got this. And try it out. The engineering design process is great. I love planning with it. You can check that out in my K through Five STEM year-long bundle, where that's already done for you.


Naomi Meredith [00:18:19]:


But I appreciate hearing from you all and wish you the best for back to School, and I will see you in the next episode.

engineering design process projects

 

Related Episodes/Blog Posts:

 

Connect with Naomi Meredith:

 

More About your host, Naomi Meredith

Naomi Meredith is a former classroom teacher turned current K-5 STEM teacher and coach. Her role not only includes teaching over 500 students in her school, but also leading professional development and co-teaching with teachers to help them integrate STEM & Technology.

With over a decade of experience along with a M.Ed. in STEM Leadership and STEM certificate, she helps teachers navigate the best practices, strategies and tools out there.

She truly believes that any teacher out there can learn how to use STEM & Technology in their classrooms effectively. She can’t wait to connect with you and be your guide!

More About The Elementary STEM Coach Podcast

Are you tired of scrolling online for your next great STEM lesson? Do you feel like there is no time to plan, research and test meaningful STEM lessons, so you throw together a hands-on activity and hope that it works? What systems and routines should you set in place to help students be creative, critically think, and collaborate? 

The Elementary STEM Coach is a podcast for K-5 STEM teachers, classroom teachers, GT specialists, and homeschool parents looking for actionable STEM solutions. Each week, Naomi Meredith will share tools, resources and lesson ideas that are actionable in your classroom and create highly engaging experiences with your students. You’ll learn systems and routines that will create control in the chaos and that will keep you organized all year long. 

Your mindless scrolling days are over! Your new STEM-best friend is now here in your ear buds!

engineering design process

STEM Survival Camp & The Engineering Design Process [ep.103]

STEM Survival Camp & The Engineering Design Process [ep.103]

engineering design process

Check out the full episode on STEM Survival Camp & The Engineering Design Process:  

 

Subscribe to the podcast HERE on your favorite podcasting platform.

Have a STEM question? Leave a voice message for the podcast!

Episode Summary

Today’s episode is the audio from a presentation I did at the Seesaw Connect Summit. In this episode, I share how I merged the Engineering Design Process with my STEM survival camp unit in my K-5 STEM classroom. 

 

In this episode, you’ll learn:

  • The history of how STEM survival camp was created
  • How to integrate the Engineering Design Process in my STEM survival camp lesson
  • How to integrate Seesaw with the STEM survival camp challenges
  • Examples of how I implemented this in my K-5 STEM classroom

Resources Mentioned:

Episode Transcript: 

Naomi Meredith [00:00:00]:


One of my most favorite units I have ever taught is STEM survival camp. If you are looking for a way to easily double your Makerspace supplies for practically free and have the opportunity to take your students outside, then this unit is perfect for you. While the audio from this episode has never been heard before on this podcast, this was a presentation I did in the past at the Seesaw Connect Summit. In this episode and session, I'll be sharing with you how I merged together the Engineering Design Process and this fun, hands-on unit into my classroom with this K through 5 STEM unit with examples. If you wanna hear more in detail about STEM survival camp, I just did a re-release, and you can even scroll back all the way to episode 4. And I talk in that episode specifically about every single challenge in the STEM survival camp. If you need more background knowledge when it comes to the Engineering Design Process, I do get into it in this session, but I'm linking the 2 together. So STEM survival camp and the Engineering Design Process.


Naomi Meredith [00:01:05]:


So if you wanna hear more about each of those stages, go all the way back to the episode series all about the Engineering Design Process. So that starts in episode 15, then it skips to episodes 17 through 22. So you can listen to that first Or listen to this episode, and then go back and listen to those episodes that I just listed, and that can give you some more background knowledge to understand what I'm talking about. So let's jump into this fun episode to talk about one of my most favorite units. 


Hey there, teachers, and welcome to the session that's going to help kick off your year using the outdoors STEM survival camp. I am your guide, Naomi Meredith, a former classroom teacher turned current K through 5 STEM teacher and coach. My role not only includes teaching over 500 students in my school but also leading professional development and co-teaching with the teachers to help them integrate STEM and Technology. With over a decade of experience, along with a Master's in STEM Leadership and a STEM certificate, I help teachers worldwide navigate the best practices, strategies, and tools out there.


Naomi Meredith [00:02:53]:


I truly believe that any teacher out there can learn how to use STEM and Technology in their classrooms. I can't wait to connect with you and be your guide during STEM survival camp in our short time together and other adventures. Here is an overview of the session and how we will spend our time together at STEM survival camp. First, you're going to hear the origin story of how STEM survival camp got started. Next, you're going to learn how to integrate and understand what the Engineering Design Process is, which is used in these STEM survival camp challenges, then you're going to see real examples of ways that you can integrate Seesaw with these STEM survival camp challenges, and then you're going to have some resources that will help you implement this in your own classroom. Let's gather around the campfire campers, and let's hear the origin story of STEM survival camp. Everybody likes a good origin story, and where things come from, so I think you'll like this one. This unit was born during the summer of 2020, and I was in the middle of a pandemic just like you. My school district was still planning on going back to school 100 percent in person for elementary students, along with the possibility of going remote at a moment's notice.


Naomi Meredith [00:04:18]:


The units I had done in the past, during August, wouldn't work since students would share classroom materials and most likely didn't have the same items at home. I needed to create something that could be shifted no matter what, and students could still have the same STEM experience. At the time, I was watching this survival show alone. And if you haven't seen it before, people are forced to be creative to survive, well, alone, by building their necessities, gathering, and protecting their food, traveling the land, and for those that stay really long staying entertained, thus STEM survival camp was born. This is one of six units I taught in my K through 5 STEM classroom, and we had an absolute blast. So much so that this is a unit that I taught again and will be taught each year coming back to school to help ignite creativity, create engagement, and improve critical thinking skills. I'm excited to have you learn more about this experience so that you can start something similar in your classroom. Before you dive into the actual STEM survival camp lessons, it's important to understand the basics of what the Engineering Design Process actually is.


Naomi Meredith [00:05:43]:


In my own definition, the Engineering Design Process is the real process engineers use to ask questions, find solutions, iterate ideas, or try something over and over again. So why is this important in the elementary space? Why is this even relevant? Well, the Engineering Design Process is part of the Next Generation Science Standards, even starting in kindergarten. Of course, there is a progression of learning among all the grades, but this is something that needs to be taught to our students. Now depending on which state you're in, your state might have even different variations of the Engineering Design Process and your standards and what they have adopted. So check that out and see what the science portion is for your state and district. Also, the Engineering Design Process is different than the scientific method. This doesn't mean getting rid of the scientific method, either. So I would say the scientific method is using science to prove and investigate a problem, and there typically is that scripted outcome or reason why something happens, at least in that elementary setting.


Naomi Meredith [00:06:58]:


It's great to integrate the Engineering Design Process along with the scientific method. So different types of experiments, different lessons, but the Engineering Design Process is used to plan, build, and solve a problem with multiple outcomes and solutions and, often, this comes with inventing. So, again, both are very different. Both are relevant. Both are needed. You typically don't teach both in the same lesson. So that'll help you understand the difference between the two. And also, when you're teaching the Engineering Design Process, this is a great opportunity to promote that creative problem-solving and also creativity with constraints.


Naomi Meredith [00:07:43]:


Students are creative beings, and it's amazing to tap into that. But also giving them those challenges where things aren't unlimited, they have to be creative with what they have. And you will see in these STEM survival camp examples that I'll be sharing with you that there is some creativity with constraints, which is really important to have so that students are problem-solving in a different way. In this course, I will be providing you with some free resources to help you get started when planning using the Engineering Design Process that will help you with these STEM survival camp challenges along with other STEM challenges that you want to implement in your classroom. Now that we have a basic understanding of what the Engineering Design Process is let's see how we can integrate that with Seesaw when we are accomplishing STEM survival camp. I'm going to be showing you these examples from kindergarten and 5th grades to the same challenge for each of those 2 individual grades so that you can flex up or down depending on the age of your students that you and you might even teach all of the students as I do as well.


Naomi Meredith [00:08:57]:


Now you already know that Seesaw has some amazing creative tools that you can use with any type of lesson and any type of subject, and I will use a mixture of both tools depending on the time and experience my students have with Seesaw. So, of course, you have the green add button. And when you click on that button, you get a variety of tools that pop up on your page, just like what I'm showing here. And then you also have those same tools that are embedded with activities. So, again, depending on their experience, you might want to it up. So, for example, my kindergartners don't have as much experience with Seesaw when coming into the school year. So I will typically start with one-page activities with them that have one goal in mind, or I will do a one-day challenge with the green add button. So maybe that is, let's just take a picture of our work today.


Naomi Meredith [00:09:52]:


Now for my older students, that I have had more time with, the years and more experience with Seesaw, not only with STEM survival camp but other challenges we do during STEM. I will use more of a mixture of multi-tools. So we might do let's take a picture and record our voice on top using the arrow tool. or I might even send them multi-page activities that we will edit throughout the week and go through during our time together. So really mix up the creative tools when you are using CSA with your student. The 1st stage in the Engineering Design Process is at. Now you are asking the problem that needs to be solved. This problem can be teacher or student-directed depending on the time that you have and what you're really trying to accomplish.


Naomi Meredith [00:10:43]:


Since I have limited time with my students, I typically will have the ask the problem already written out for them, and I will keep this question really open-ended. So when you're thinking about the problem that you're trying to solve, shift from can you do this, which is typically a yes or no answer, to how can you, which keeps it more open-ended. So just shifting those few little words can really change the outcome of your challenge. So for this STEM survival camp experience, kindergarten has the question, how can you create a solution to help you cross the river safely? And 5th grade's challenge is how can you create a shelter that will withstand different types of weather. So both are very open-ended for the challenges that they are going to attack. The next stage in the Engineering Design Process is the imagined stage. Now, again, depending on the time you have, you probably want to pre-research a lot of these resources for students to explore. just so that they can attack what they need to. Again, research is a really great tool, and skill for students to have.


Naomi Meredith [00:12:00]:


That isn't always in my STEM position, what time we have for. I really want to get kids into building and collaborating. So I will pre-research in a lot of ways and provide those resources for students. So you see on the left that there is the shelter inspiration, so I found different images of shelters that are built in real life by people. My students are gonna build little small prototypes of these or whatever they choose to plan. And if you've done challenges before, really think about how you can take pictures and videos as students work in action because that's really helpful for kids to see what real kids have done. Now this isn't a means to copy each other's work, but just seeing different examples that will give them a basis of understanding. The cool thing with Seesaw is you can even go through your past classes in Seesaw and save work with those QR codes.


Naomi Meredith [00:12:56]:


So if you click the three dots under a student's post in a journal, students could scan that QR code, and they can check out work that way, or you can even create a list of links to past student work. Also, in the Imagine stage, you can find videos online, websites that are related, podcast whole podcasts or even podcast clips, or even create a collection in Epic Books that you can share with students. So the more pre-research that you do as a teacher and giving those tools to students, that can really help you save time and help them focus on what they need to know for their challenge. Group students have gathered ideas from all of the imagining resources. It is time for them to plan their design thoughtfully. Planning designs is important for all grade levels and is possible for all grade levels, no matter what their abilities are. The planning stage is also where I will tell them how much of each item they're going to be able to use. So in this unit for STEM survival camp, there are predetermined amounts of materials they're allowed to use along with anything that they collect from the outside.


Naomi Meredith [00:14:05]:


So here is an example of a kindergarten plan, and this is from a different related project. So you notice it says Pumpkin Bridge. It's from something else; however, the challenge is how you can create something to help cross the river safely. So a bridge would definitely work in this situation. So ahead of time, in this one-page activity that I sent my kindergartners, I added in the predetermined materials that they would be able to use for my classroom. So, for example, they will be able to use popsicle sticks, cubes, and cups. You can even limit this even more and have a set amount of popsicle sticks, cubes, and cups; that is entirely up to you. Now for this challenge, they are also able to use anything that we collect from the outdoors.


Naomi Meredith [00:14:51]:


There are some rules that will go over in the create stage for that. So students use Seesaw, the drawing tool, to draw their design, and I really encourage them to use colors to really think about how their plan could look like in real life. They can also label their drawing as well. I've seen students draw lines from the materials list to their actual drawings, or they like to use that text tool to label on top. So depending on their experience with Seesaw and how you want to go with this. Those are a couple of options for planning for those younger students. You can also leave that material section blank if you don't have time. Or, if you want to use Seesaw tools even more, students can take pictures of the materials that they're going to use in the classroom, and then they can put that in that empty space.


Naomi Meredith [00:15:43]:


For the older students, I do still have them thoughtfully plan their designs. And what I have found is that drawing their plans on a separate piece of paper can really bring out those details just based on the types of devices that I have that they use Seesaw on. Older students will often get frustrated drawing their plans just using their fingers because there's so much that they want to add. So I still have them plan on a piece of paper. I'll send them that planning sheet, but then they will take a picture of their plan. and then also they can talk about their design using the microphone tools. So, again, they can use the c sub tools in a different way. When the older students are planning, I will try to encourage them to draw more than one view of their plan based on our planning rubric, label the parts, and also explain what each of those parts will do.


Naomi Meredith [00:16:34]:


So in this example, they're going to use 6, a bag, a wrapper, and string, and you notice that they describe what each of those parts is going to do. During this planning stage, if you are thinking about using the money for students to purchase supplies, this is the stage that you would do that. I do use money in other units. For STEM survival camp, I just have the set amount of materials. But if you are thinking about adding money and a budget, the planning stage is where you want to do that. Now that the plans are underway, it is time to take, which is the students’ favorite part, especially since they get to find some materials from the outdoors. So like, I mentioned during the planning stage, I will tell them the amount of the predetermined things for my classroom that they are able to use within their design.


Naomi Meredith [00:17:25]:


So, of course, it goes back to that creativity with constraints. It's always good to let students be creative and design whatever is in their heart's desire that is school appropriate, but also have those constraints when it comes to the material because when you think about things that we build in real life, there usually isn't an unlimited amount of materials and students need to realize that. and be creative with what they got. So we'll go over those things that they can use from the classroom, and then they can go outside to collect the materials that they want to add to their design. So this is really fun, especially when the weather is nice, so keep that in mind as well. So when we go and collect things from outside, I do have some ground rules that I go over with all of the classes. So these are the same rules for k through 5. So these are my biggest things that we are collecting, is only take what you need.


Naomi Meredith [00:18:20]:


So we don't wanna be excessive with what we're taking from nature. But based on the plans, we only take what we need. I will have one initial day that we will go outside to collect materials. And then depending on the class, some classes do want to go back out a few days later, and some of them will actually take things back outside and then collect something new. So I also don't have students bring bags with them because I did that the first time, and then they came back with bags of dirt and all sorts of things. We had a spider and a slug. So happen to be able to carry what they take from the outside indoors. Next is that living things stay living.


Naomi Meredith [00:19:03]:


So we're not picking up all the grass out of the ground, taking leaves off of trees, taking small little creatures on purpose; those living things need to stay living. And then, along the same lines, sticky, slimy, and wet things stay in nature. So that might even include, like, a bag wrapper that they find that is all wet and soggy. Let's leave that outside. probably even put it in the trash. So that way, things that are coming indoors aren't as filthy. Your room will be a little bit of a mess, but this will help with that collection piece. Once students have gathered their materials from the doors and also used the things in your room, they are going to create.


Naomi Meredith [00:19:48]:


So here are some of my 5th grader's examples with the build the shelter challenge. From me, they were able to use one foot of string, one grocery bag, one foot of tape, and 2 brown paper bag pieces. You notice there are other things in their designs. They did actually find a lot of things outdoors, and then they decided to combine designs after we tested them. For kindergarten, they had other materials for me as well, along with things that they collected from the outdoors. So for them to cross the river, however, they chose. They had one foot of tape, one piece of bubble wrap, 3 small pieces of cardboard, 4 popsicle sticks, and one plastic top. I did give them more material since it's their first-ever challenge with me, and I wanted them to experiment with things that sync and flow, which we'll talk about in the experiment section of this little course.


Naomi Meredith [00:20:38]:


You also can see in the picture of one of those kids. There is a little Lego person. They happened to have that in their pocket. They wanted to add it to their design. I said sure. And then I added water on the last day, so they built their designs for a couple of days. And then the last day is when we tested with the water, which again will go over in the experiment and improve. The improve stage really goes along with the create stage as well. Now with this done survival camp, they are fairly separate because students really do need to be pretty much done with their design before they experiment.


Naomi Meredith [00:21:15]:


However, when you're thinking about other challenges that you do in the future using the same process, there's a lot of experimenting and improving that go back and forth. So with the 5th-grade challenge, how can you create a shelter that can withstand the elements? After students have built their shelters, we will have an experimenting day. So they have a slide, a modification, and a testing checklist, and this actually got improved with my student suggestions. but they have different tests that they will put their shelter through. So they will actually guess before they test which rhymes. But they wanna guess, do they have an entrance for people to get in? Yes or no? Will it keep the inside dry? Does wind not get in, does it protect against snow, and can it be moved without breaking? So this isn't for a grade, and I remind students that this is just a way to test how you designed your shelter. So they will go through and guess using Seesaw, and they will either use the shape tool to add a little star or even just the drawing tool. And then, they will go through and test their design, which I will have set up around the room.


Naomi Meredith [00:22:26]:


So we have the wind station. The snow is glitter. And then there's a water station. You can kind of see in the picture that there is a little basket, and then there's another bucket with water. They put this sponge in the water, and then they squeeze it on top of their shelter with their shelter in that basket. So then they're not flooding. They're designed completely. It might be based on how they designed it.


Naomi Meredith [00:22:50]:


And then, from there, they will go back to their checklist and then check off what actually happened. I do have another agency saw where I have students take a picture of their design before and after testing, which is really helpful. and I will have some towels on hand because a lot of students if they have time, will actually go back and improve their design and test again. So it's really great having Seesaw. Make sure to keep it away from the water. But having Seesaw available because they can really showcase what is happening during those experiments. Similarly, with kindergarten with the crossing the river challenge, I have them if they take a picture of each other's work and add it to their modifications. So they're thinking about if certain things would sink or flow, and you could do this part after their building piece or even beforehand, depending on the flow of your lessons.


Naomi Meredith [00:23:46]:


So, again, Seesaw makes it really easy to record the results and things that paper might not be able to do. From there, students can share their work either by taking a picture, or a video adding to those pictures that we're taking for testing the experiments, sometimes I will take the picture for them and put it in their Seesaw account depending on our time. Other kids will help each other take pictures of as well of their work, which is really helpful. And then, I always make sure to have some questions at the end to reflect on. And I use these questions throughout all of my different types of units because the responses will definitely change over time. and based on the types of projects that we are working on. So students can either use the text box tool to type in their thinking can record a video answering the responses. Some students prefer not being on video yet, so they might use the microphone to record their voices as well.


Naomi Meredith [00:24:47]:


For younger students, I will maybe ask them one of these question prompts, and then they will respond back, and you can hear my voice on the recording as well. We might do all three, or maybe I will type in their answer for them. So there are a lot of opportunities for students to reflect on their work throughout this process. Thank you so much for joining in on this little journey, campers. Now that you have seen the examples used in kindergarten for a STEM survival camp, along with how it can be taken to higher levels in the 5th grade, you can now explore and create your own STEM survival camp challenges that you can use during back-to-school time. I have included some free resources to help you plan using the Engineering Design Process, so make sure to check those out, And these planning pages can help you when you're designing STEM survival camp challenges along with other Engineering Design Process lessons that you may be teaching in the future. If you have any questions and make sure to reach out, I can be found in a lot of different places. You can find me on my website, naomimeredith.com, send an email, contactnaomimeredith@gmail.com, and @naomimeredith_, where I share a lot of STEM and technology content all the time.


Naomi Meredith [00:26:08]:


And then also on YouTube where I have more video tutorials and also things for students as well. Thank you so much again, and I hope you have a wonderful school year. This presentation had a ton of visuals, and I bet you are dying to see all of the examples and handouts. You can grab the video recording of this episode, the video slides I referenced throughout, student examples, and bonuses for only $5. That's less than a fancy coffee drink. This will all be linked in the show notes, and you can check it all out here at naomimeredith.com/PDreplay.

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More About your host, Naomi Meredith

Naomi Meredith is a former classroom teacher turned current K-5 STEM teacher and coach. Her role not only includes teaching over 500 students in her school, but also leading professional development and co-teaching with teachers to help them integrate STEM & Technology.

With over a decade of experience along with a M.Ed. in STEM Leadership and STEM certificate, she helps teachers navigate the best practices, strategies and tools out there.

She truly believes that any teacher out there can learn how to use STEM & Technology in their classrooms effectively. She can’t wait to connect with you and be your guide!

More About The Elementary STEM Coach Podcast

Are you tired of scrolling online for your next great STEM lesson? Do you feel like there is no time to plan, research and test meaningful STEM lessons, so you throw together a hands-on activity and hope that it works? What systems and routines should you set in place to help students be creative, critically think, and collaborate? 

The Elementary STEM Coach is a podcast for K-5 STEM teachers, classroom teachers, GT specialists, and homeschool parents looking for actionable STEM solutions. Each week, Naomi Meredith will share tools, resources and lesson ideas that are actionable in your classroom and create highly engaging experiences with your students. You’ll learn systems and routines that will create control in the chaos and that will keep you organized all year long. 

Your mindless scrolling days are over! Your new STEM-best friend is now here in your ear buds!

creating engaging stem projects

Creating Engaging STEM Projects Using the Engineering Design Process [ep.97]

Creating Engaging STEM Projects Using the Engineering Design Process [ep.97]

creating engaging stem projects

Check out the full episode on Creating Engaging STEM Projects Using the Engineering Design Process:  

 

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Episode Summary

I have talked about the Engineering Design Process a lot on this podcast in episodes 15 and 17-21. In today’s episode, I’m talking about the Engineering Design Process again, but in a different way. Today’s episode is the audio recording of an online summit I presented at in the past. In this presentation, I share all about creating engaging STEM projects using the Engineering Design Process.

 

In this episode, you’ll learn:

  • What is the Engineering Design Process?
  • How to plan your STEM projects with the Engineering Design Process
  • Examples of students’ projects that were planned using the Engineering Design Process
  • Helpful tools for creating engaging STEM projects using the Engineering Design Process

Resources Mentioned:

Episode Transcript: 

Naomi Meredith [00:00:00]:


You've heard me talk about the engineering design process before on this podcast as a way to plan and also have students problem-solve through their projects. If you are curious to learn more about this process, I encourage you to go back and listen to episodes 15 and 17 through 21. While the audio from this episode has never been heard before on this podcast, this is a presentation I did in the past at an online summit. I'll be sharing with you how to plan with the engineering design process, share student examples that are planned with this process, and helpful tools that you can use for planning.


Naomi Meredith [00:01:07]:


Hey there, and thank you so much for joining me today in this fun session where we are going to be talking about creating engaging Stem projects using the engineering design process. This session is geared towards teachers who are in the elementary space. Whether you are a classroom teacher, a specialist, a Stem teacher, or even if you are a home school teacher, this session is perfect for you. Also, for teachers who teach older students who are needing content at the elementary level, you can definitely gain some insightful information that you can definitely take back to your classroom and your students. If we haven't met before, I am Naomi Meredith. I am a former classroom teacher turned current K through five Stem teacher. And my goal is to help teachers like you creating Stem amazing experiences in your classroom that are highly engaging and centered around standards. So definitely in the right place.


Naomi Meredith [00:02:06]:


We do some really cool things in my classroom, but they are very purposeful, and I'm hoping that you love to do those same things with your kids. So the goals for this session, there are four parts. First, we're going to talk about what is the engineering design process. So maybe you have heard the term but are not quite sure what it is, or maybe you have an extensive background. We're going to have a common understanding of what the engineering design process is. Next, we're going to talk about ways that you can plan using this process. Then the fun part, well, it's all fun, but extra fun. Student examples and then some tools that I have for you to help you with your planning. So, first of all, what is the engineering design process? Or maybe you have heard the abbreviation since we love acronyms as teachers, the EDP.


Naomi Meredith [00:02:58]:


Well, it is a real process that real engineers use to ask questions, find solutions, and iterate ideas. So this is a real life thing, and this is something that I tell my kids all the time when we use this process for most of our projects, that this is a real life thing, this isn't some random thing that I made up that I'm teaching them. This is how projects are created in the real world. And sometimes, we go through that real process, and sometimes we don't get through all the steps. Sometimes, we go back to other steps. But these are things that it's a whole process that engineers are using to design these solutions, which is really applicable to kids, especially since they might ask you why are we doing this? It's important for them to realize that also there is a big reason why to teach it. So yes, we know real engineers use it, but why should we even teach it? Well, first of all, a lot of us, and most of us, use the standards. So the next generation science standards actually have in K through two and three through five the engineering design process. So go and check those out.


Naomi Meredith [00:04:08]:


They are different than the content level standards, so they actually have their own categories. So definitely recommend going to see those. And the cool thing about it is that you can actually apply this to any type of content, so they're not tied to just one specific thing like earth science or space science. You can use the engineering design process with any content area, which you're going to see when I talk about the student examples. Also, the engineering design process is different than the scientific method, and in my opinion, both are good in different ways. When you read through the standards and when you're thinking about your content, not every standard works well when it comes to the engineering design process. Not everything can be solved through this method. Likewise, there are times when you do need to conduct a science experiment where you do need to go through those multiple trials to compare solutions to have a sample that you are comparing to that is definitely appropriate for certain topics that you're studying.


Naomi Meredith [00:05:14]:


And then there are times that you do need to dive in deeper and think of multiple solutions. Again, we're going to talk about keywords and how you can actually pick out those standards that can work well for your projects when you're planning these creative projects. And, of course, how it is different than the scientific method. And it's very straightforward, and you have to draw conclusions in the scientific method. But with the engineering design process, you're definitely promoting creative problem-solving. So yes, you have a solution, but there are multiple solutions to get to that answer, and you can even improve that solution you come up with. So it's really cool to see when you do projects like this that all of your students' work is going to be different. If you are really truly planning an open-ended project, the solutions are going to be different, and you're going to want to encourage that.


Naomi Meredith [00:06:05]:


Yes, there will be similarities, but it's not a cookie-cutter thing, which is so relieving in some ways because it can get boring to see all the same stuff. So it's really great to pull out that creativity when you plan in this way. So, speaking of planning, how do you plan using the engineering design process? Well, it's not as complicated as you might think, and it actually is a whole lot of fun once you get into it. So I went through the next generation science standards, and again, if you use different standards, you can definitely use this process, but you definitely want to become familiar with those. And especially for me, when I teach K through Five, I'm in the standards all the time because there are so many different content areas that I need to know about. But when it comes to your specific science standards, look for keywords. When you are planning with the engineering design process, you want to be thinking about those keywords. Like this kindergarten one, use a model to represent well, and you could definitely have students.


Naomi Meredith [00:07:09]:


Yes, they could use a model, but they could also create the model to show the relationship between the needs and different plants that it talks about in this standard. Another keyword you could look for generate and compare multiple solutions. Generate can be a physical model, and it could be a digital model, it could be a video, that could be the solution, it could be a drawing. So there are a lot of ways to generate a solution. It doesn't necessarily just have to be writing out a paper, which it could be, but it can be more creative and fun than that. Also, another good one uses materials to design a solution. That right there definitely shows me I could definitely do a maker space project when I am teaching an engineering design process lesson. So, definitely become familiar with your standards.


Naomi Meredith [00:07:58]:


They aren't a bad thing. And obviously, coming from somebody who was given a brand new classroom with a brand new to me district with zero curriculum and minimal tools. The standards have always been my base and my go to and along with the engineering design process, to really create high-level lessons out of nothing, and you definitely get used to it and really go through that planning process. So, as a snapshot, here are the different stages of the engineering design process. You might see them name different things or label them in a different way. This is how I break it down in my classroom. They're similar words, different. But this is basically what it is.


Naomi Meredith [00:08:38]:


So first, you have an ask. So what is the problem that you are trying to solve? And there is a way that we'll talk about how you should phrase this. Ask this problem, and you could definitely have pre-made as a teacher. So you could have this all ready to go. And so you could dive into the topic, or this could actually be created together based on investigations. Maybe you did do the scientific method the week before, and then you use that data to create an engineering design process flow. So what is the problem? Then you go on to the Imagine Stage. So what are the possible solutions out there? So, using a lot of different tools to research, multimedia tools to really gain information about the topic, this could be short video clips, infographics, ebooks articles, paper books that you have, real life research, a guest expert, so gathering lots of ideas to inform your decisions. And when it comes to the plan, you notice that the Create Stage isn't the first stage.


Naomi Meredith [00:09:38]:


And the kids, of course, love that. Yes, we love the building, but even when I first started teaching Stem, the kids wanted to jump into the Create. And I'm all, yeah, that's cool, but we can actually have a better project if we do all these other steps. And it did take some training along the way, and they're so used to it, and their projects are so much better, and they make a lot more sense. So really, going through this process is super helpful. So using all those things that you find in the Imagine Stage that can help inform your plan. So what could your solution look like? It could be multiple solutions. What are all these different ideas that are buzzing around in your head that could help answer that ask? Now the arrows really should be going back and forth.


Naomi Meredith [00:10:20]:


You can go back to the stages at any time. But once you have a plan in place, a thoughtful plan, then you can actually bring your plan to life. And sometimes we always get stuck up on that Create. But yes, you do get to create. And through that creation, you want students to be experimenting, improving, so testing and making those designs better through different avenues and then giving them the opportunity to share. And that could look in a lot of different ways. So you could teach each process day by day. There really isn't any rhyme or reason as to how long you should have an engineering design process.


Naomi Meredith [00:10:55]:


But I can go through the process all within five days, typically second through fifth grade. But sometimes, I even pare down those lessons even more for my younger students. So it definitely can be differentiated based on the needs of your students. So when we think about the Ask stage, so that is that first stage in the engineering design process; what is that problem? A great way to phrase things when you really want to have kids have multiple solutions, think about how you word the question. Instead of saying can you create blah blah blah, shift your question to how can just by changing those two words can really open up the problem. And again, open it up in a way like, can you? Yeah, I can do it. But how can is like, oh well, how can I do this? What could I do to solve this problem? So thinking about the way you word the question will really help out from there. So when you are planning out these projects, there are different project types.


Naomi Meredith [00:11:58]:


And these aren't all of them, but these are really popular ones in the elementary Stem space right now. And I broke them into categories based on your experience level and where you might be, and what you might want to try. So if you're just getting started with Stem projects in general or with the engineering design process, here are some places that I would recommend starting. So, of course, digital citizenship is super important. This is a lifelong skill for every person out there and how to interact in the online space with so many different things. And so you could even think of some Stem projects that could relate to the digital citizenship lessons that you are doing. And the engineering design process can fit within that. Then, of course, we have maker space lessons, in which you could use any materials that you have on hand, recycled materials.


Naomi Meredith [00:12:49]:


So building to solve a problem. And along with that, if you have Lego builds, this could include having a mixed bucket of Legos to build and solve your problem. Or maybe you have Lego education kits. There are a lot of open-ended projects in there and getting started lessons. So one or the other is really great. But if you're just getting started, I would definitely start with these topics. Now, if you're needing an extra challenge or want some more inspiration, the next great step for you, in no particular order, is adding an element of robotics. There are a lot of different robotics you can use with various grade levels, and you could tackle those projects.


Naomi Meredith [00:13:28]:


Then you can do some computer coding. There are a lot of great free programs out there. So definitely recommend checking out the hour of code, website or code. Then you can do some 2D design, say that three times fast. Two d design. And maybe you want to cut out their designs using some sort of cutting feature like a Cricut machine or a flashboard. Maybe they're designing using things like Canva or Google Slides, things like that. So thinking about that digital, 2D design.


Naomi Meredith [00:14:01]:


Then if you want to move into some elements of animation, stop-motion animation is great. There's a great free tool out there, stop Motion Studio. I almost got the name wrong. That's another one to say. That's really hard to say. Fast and then the green screen is also another great option when it comes to video production is you can have students present their work. So those are some great extra challenge pieces. And for the most part, most of that actually is not too bad to get materials.


Naomi Meredith [00:14:31]:


And then, if you want even more of a challenge, this might even come with what kind of materials you might need. 3D design is awesome and definitely can integrate with the engineering design process. You don't necessarily have a 3D printer, and you can do all the design without it. But if you have a 3D printer, yes, you can do it. And when I say 3D design, I do this K through five. So even kindergarteners are designing something for the 3D printer so it can be done. Guys. Video production, which is a whole big thing, is a great skill for anybody to have as well.


Naomi Meredith [00:15:05]:


So that could be just recording on camera and or video editing. So they could edit those recording things or even add animations to those videos. Or maybe the whole video has different animations, and they have narration on top. So video production is a huge thing that can definitely level up anybody in our modern world. And then podcasting along with that. Podcasting can be a great tool. Not every kid loves being on camera, but they have a great voice for podcasting. So not to toot my own horn, but I have a podcast, the elementary Stone Coach podcast.


Naomi Meredith [00:15:43]:


So again, another great skill. And then this only thing on this list I haven't experimented with yet would be drones. Drones are a huge, big thing, and that could be a really great addition to the types of lessons that you plan. So next, I'm going to talk about student examples just to get your wheels turning. And all of these examples that I'm going to share for you are kind of random. I picked a lot of different projects. I have one per grade level because I wanted you to see various projects that you can do with the engineering design process. I'm going to give you a snapshot of each lesson.


Naomi Meredith [00:16:20]:


Again, these don't come together as a cohesive unit. So don't judge, be like what? This doesn't relate to the next one. Yes, they don't. They don't relate at all. They are just a collection of things just to give you some ideas. So as you are looking through those standards, then you can say, oh, I could do a maker space with this, or oh, I could do robotics. So just giving you a feel of how you can do that. The way I do plan my units I do use these project types. So if I'm doing digital citizenship, everybody's doing digital citizenship.


Naomi Meredith [00:16:51]:


If I'm doing maker space, everybody's doing maker space. So just keep them in mind when I'm explaining this. So if kindergarten is doing this type of lesson, everybody else is too, in their own way and with different content. So speaking of kindergarten, this lesson, went along with my Stem Museum park. So a hand on maker space unit where all of the grades were talking about things that had to do with force in motion. And for this one, students were creating one section of the Stem Musement Park, and they were talking about force and motion and how they can change the motion of the ball. And I'm going to be explaining the standards, but don't judge if I get the standards wrong. Again, I'm giving you a snapshot.


Naomi Meredith [00:17:31]:


So students design their very own Walmaze using materials we have on hand and then see how many marbles they can collect in the bucket. This is really good for their fine motor skills, even when it comes to just ripping the tape and putting it up, but also thinking about what materials they could use and add on to their design throughout the week. So this project, I would probably say, takes about three days with kindergarten. And we go through that whole engineering design process for all of these. For this project, for first grade, we talk about the elements of 3D printing and how animal babies and their adults have similarities and differences when it comes to their physical traits. So a lot of times, the parents will pass down those traits to their babies, and it's very apparent when they're born, and other times, as they grow up, those traits seem to appear later on. So as we research these things, students pick their favorite animal through their research, and then they design their own little family, baby animal, and adult with our 3D printing software. And then once they're done printed a month later, it does take some time.


Naomi Meredith [00:18:39]:


Then they color in their animal character with some Sharpies we have on hand. So this was our 3D printing unit for Earth's Engineer, a different maker space unit. So students are taking on the role of an Earth engineer. And in second grade, we were talking about how there are different things that can shape the land, and we were talking about one specific way, and that was erosion and specifically more of that water erosion. So there are a lot of different types of erosion, but we specifically talked about water erosion. And students researched different types of solutions that are already out there to help slow down the effects of water erosion. And then, using those ideas, they thought of an original idea or progressed off of ones that they saw to create a design that will help slow down the erosion that is caused by the water. So you can see in the image that students were planning their designs thoughtfully using a digital tool.


Naomi Meredith [00:19:35]:


I love Seesaw. If you listen to my podcast, you know that I talk about Seesaw a lot, not sponsored. And then they use different materials, maker space materials, to design their solution and then test it, which there is some of that scientific method in there for a third-grade idea. If you're thinking about getting into more of that digital production. This was a three or, sorry, not 3D. This was a green screen project. So the whole unit was about video and audio production. It was Earth and space science.


Naomi Meredith [00:20:05]:


And third graders were taking on the role kind of like a travel agent. And they were explaining more about the weather and climate and a location in the world and to get people excited to travel there and talk more about what it's like during the different seasons. So students research. They wrote a script about their different location, and then they edited their background to match the words that they were saying. So you can see me there on the screen. I was very excited to do this. I didn't give you the screenshots of the video that I made that it looked like I was messing up on purpose, but hopefully, you enjoyed that. This is all about Costa Rica, by the way. If you were wondering, for fourth grade, actually, a similar unit to that water erosion one that I was showing you.


Naomi Meredith [00:20:51]:


But the students were Earth engineers, and they're taking on the role of a civil engineer and using GIS Geographical Information System data to create a landscape. So to create a map of the landscape that they were built to build their city on. So you can see on the right that students were using the data to color their grids. So there were grassy areas, there was a river, there were muddy areas. And then using that information that would inform their decisions on how they would build their city design, which included different elements. So they were shopping for their supplies, and then they started to build their city from there. I'm giving you a lot of maker space ones because these are a great way to get started. And then this one was the first unit of my year.


Naomi Meredith [00:21:34]:


So the first unit that I do with my students is actually about introducing the engineering design process, and that is Stem Survival Camp. So students come back from the summer ready to go in my class, and I decorate the classroom, all for Stem Survival Camp. I wear a different camp shirt every day. And for fifth grade, we were talking about different weather hazards, and that their challenge was to design a shelter to withstand the elements so you can see a student's plan. They were thoughtfully planning that by drawing different angles, and they were also explaining different parts of their design and then using some materials that I provided them and also things that they collected from the outside. They had to build a shelter where they would actually test the different elements. So we tested the wind, the rain, and the snow. And the snow was glitter, which I know not everyone's a fan of glitter in the classroom. I don't mind a little sparkle on the floor.


Naomi Meredith [00:22:27]:


It's like a unicorn ran through there, and I'm all for it. So this is a great way to start off the unit. All of their projects again were more simple and more basic, and get them accustomed to the engineering design process as a refresher and use some elements from the outdoors so they can even think about it for the end of the school year. How can you take some of that learning outdoors as the weather gets nicer and use it to your advantage? So I talked about a lot of different examples for you. Again, a lot of different hands-on and maker space things to help you really wrap your hand around all of these fun different things you can do in your classroom. As I said, most of my projects will take about five days. So if you're thinking about your schedule, just leave yourself enough time when it comes to planning things with the engineering design process. Now I wanted to mention some resources for you that definitely you should check out to help you with this process now that your creative juices are spinning.


Naomi Meredith [00:23:24]:


Definitely check out the bundle pack that is part of this conference. There's a whole session I contributed in that pack, so you can have a resource where I'll walk you through how to exactly plan an engineering design process lesson. From start to finish, you will get planning templates, you'll get planning slides, and then you can definitely tackle and really dive in deep into those engineering design process lessons. Also, you can check out this free podcast playlist that I put together for you. It's all about the engineering design process. So I pulled from my regular show, the Elementary STEM Coach Podcast. But I put together all of the lessons from that show that talk specifically about the engineering design process. So I go more into depth into all of the different stages of the engineering design process.


Naomi Meredith [00:24:17]:


So the ask, imagine, plan, create, experiment, improve and share and then there are also some cool interviews in there. So definitely check that out. The link is up on the screen, or you can get that free playlist@naomimeredith.compodcastplaylistEDP or Engineering Design Process. And then also, if you just want to see how I plan with this throughout the year, you can download a free year-long plan. You can grab that at Naomimeredith.comyearlongplan and see how everything groups together using this process. Of course, I would love for you to reach out, so if you have any questions, let me know. I'm most available on Instagram, so at Naomi Meredith, you can definitely send an email my way contactnaomimeredith@gmail.com. Definitely check out my website Naomimeredith.com, and you can even find my podcast there.


Naomi Meredith [00:25:08]:


Like I said, the elementary STEM Coach Podcast. So thank you so much again for joining me today. I so appreciate your time, and I hope that you enjoyed this. I was well and have a great time getting started with creating engaging STEM projects using the engineering design process. This presentation had a ton of visuals, and I bet you are dying to see all of the examples and handouts. You can grab the video recording of this episode. The video slides I referenced throughout, student examples, and bonuses for only $5. That's less than a fancy coffee drink. This will all be linked in the show notes, and you can check it all out here at Naomimeredith.comPDreplay.

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More About your host, Naomi Meredith

Naomi Meredith is a former classroom teacher turned current K-5 STEM teacher and coach. Her role not only includes teaching over 500 students in her school, but also leading professional development and co-teaching with teachers to help them integrate STEM & Technology.

With over a decade of experience along with a M.Ed. in STEM Leadership and STEM certificate, she helps teachers navigate the best practices, strategies and tools out there.

She truly believes that any teacher out there can learn how to use STEM & Technology in their classrooms effectively. She can’t wait to connect with you and be your guide!

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Are you tired of scrolling online for your next great STEM lesson? Do you feel like there is no time to plan, research and test meaningful STEM lessons, so you throw together a hands-on activity and hope that it works? What systems and routines should you set in place to help students be creative, critically think, and collaborate? 

The Elementary STEM Coach is a podcast for K-5 STEM teachers, classroom teachers, GT specialists, and homeschool parents looking for actionable STEM solutions. Each week, Naomi Meredith will share tools, resources and lesson ideas that are actionable in your classroom and create highly engaging experiences with your students. You’ll learn systems and routines that will create control in the chaos and that will keep you organized all year long. 

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integrating Seesaw

Integrating Seesaw and the Engineering Design Process [ep.49]

Integrating Seesaw and the Engineering Design Process [ep.49]

integrating Seesaw

Check out the full episode on Integrating Seesaw and the Engineering Design Process:  

 

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Episode Summary

I am a huge fan of Seesaw and teaching with the Engineering Design Process. So naturally, I found a way to merge the two together with my everyday teaching in the STEM classroom. 

Today’s episode is from an online summit I did in the past at one of the Seesaw Connect Online Conferences. 

In today’s episode, I am breaking down different ways that I like to integrate Seesaw when teaching with the Engineering Design Process and how to make it work for K-5. 

 

In this episode, you’ll learn:

  • How I integrate Seesaw when teaching the Engineering Design Process
  • How to adapt these lessons for K-5
  • Examples of activities that integrate Seesaw with the Engineering Design Process that my students completed 

Resources Mentioned:

Episode Transcript: 

Naomi Meredith  00:00

You probably already know by now that I am a huge fan of Seesaw and teaching with the Engineering Design Process. So naturally I found a way to merge the two together with my everyday teaching and the STEM classroom. While the audio from this episode has never been heard before on this podcast, this presentation is from an online summit I did in the past at one of the Seesaw Connect Online Conferences. I'll be breaking down different ways that I like to integrate Seesaw when teaching with the Engineering Design Process, and how to make it work for K through five. Let's jump right in. 


Naomi Meredith  00:36

We have the Engineering Design Process, which is standards that we have to teach. Then we have Seesaw, which is this amazing tool that we know works well for our students. How in the world can we connect the two together? I am Naomi Meredith, a former classroom teacher turned K through five STEM teacher. I am here to show you just that, including how we can integrate Seesaw with the Engineering Design Process to showcase student learning and really show off their creativity. So let's dive into this course and have a great time together. First, we're going to learn about what is the Engineering Design Process, and it's not just for STEM classrooms. This will be very helpful, especially if you are a classroom teacher too. We're also going to see ways that we can integrate the Engineering Design Process with Seesaw. Three, we're going to look at some student examples. I have pulled together things from primary students and also the intermediate students I've had in my classrooms. So you could see the age range and ability levels in that way, and for some useful supplies and resources that you can take away and implement in your classroom. 


Naomi Meredith  02:18

First, let's build some background knowledge on what is the Engineering Design Process. It is a real process that engineers use to ask questions, find solutions, and iterate ideas. Iterate means to test your solution, make some changes, and then test and make changes. So that process happens a lot. So why in the world should we teach this? It's this big, scary world, our students aren't engineers, well, actually, they can take on that role. They are in the Next Generation Science Standards for elementary. So Kindergarten through second grade have the same Engineering Design Process standards, and they can be applied to any of the other science standards that you have as well. So it's a great way to solve those problems. When you're looking at the Engineering Design Process standards, you don't have to teach them for every single unit. So that's a whole other lesson that we could go into. But you really want to think about the standards where there is a problem that students need to solve. It is different than the scientific method, and the Engineering Design Process isn't replacing the scientific method. So think about it like this, we have scientists who are testing solutions to see if they work, they're doing experiments, and they're using different variables to test those solutions. Engineering Design Process is a little bit different because we're asking a question, and then we're building to solve a problem. Yes, that can be hands on building. But as you get more into it, it can involve other things like electrical engineering, or computer engineering. So it's not just that I'm building engineering that we typically think of, but that is definitely a great start. 


Naomi Meredith  03:58

So when you're looking at those Next Generation Science Standards, again, look at those standards see what would make the most sense with the scientific method work or the Engineering Design Process. So for this session, we're focusing on Engineering Design Process and examples for those. The great thing about this is through this process, as students get used to it, as you as a teacher are used to teaching it, it does promote creative problem solving. So there are multiple solutions to the problem, which is amazing. It's hard to get used to at first because everybody's ideas are going to look different and unique. That is the amazing part because that is how inventions get started. So definitely something to dive into. It's actually really fun once you start using it in your classroom. When integrating the Engineering Design Process, Seesaw makes it so easy with the tools they already have built into the platform. So when you are planning your lessons and if you're already familiar with Seesaw, you know that those tools are available and you can link the two together. So when you see the examples that I share, I have those tools in mind as I am lesson planning. Now, if you are new to Seesaw, I'm not gonna go over what all the tools do, just a quick overview. So just make sure that you check out Seesaw's website, they have some great tutorials for you to use when you're getting started. Also, if you're familiar with everything, definitely check those out as a great refresher. I've used Seesaw as a classroom teacher. So I've seen the value of what it was with my 24 students, and now as a K through five STEM teacher. I also see how amazing it is with all the kids in the school. So this can definitely be done with all ages. 


Naomi Meredith  05:39

Now, of course, we have the green add button. So when you click on that, as a teacher or a student, there's all these tools that are available. So we have photos, kids can take pictures of their work, students can draw their own drawings and draw on top of things. They also have the option to record a video within the platform, which is very helpful. So they're not doing any external uploading. But you can do that as an option as well. And then, of course, they can type a note to respond to things and add a link. So adding in those tools right away are very, very meaningful. And then we also have the Activity button, that light bulb. So depending on the time you have creating activities ahead of time that go along with your lesson, and students respond on top of the pages that you send them is also great as well, because they can keep track of their thinking throughout the week. So often, I will have a Engineering Design Process notebook I'll send to their activities. And then we will go through that as the days go on. Instead of me printing something, it's more interactive. 


Naomi Meredith  06:38

With this Seesaw tools available, I've included some resources in here to help you with the planning process, and as you brainstorm some ideas. So the first document is that lesson plan document more like a brainstorm, of course, we'd like to type out our lessons a lot of us but this is just a great way to get ideas out there and think through how a lesson would work with the Engineering Design Process. So of course, to start off with the unit that you're thinking about, and the main standards that you're looking for, I typically start with the Next Generation Science Standards. So yes, the Engineering Design Process is a Next Generation Science Standards. But I look at the other science standards to see if there are problems that we can solve that all of them work again for the Engineering Design Process. So I look at the one that I really want to assess. And of course, I integrate the other content areas as well. So how are students going to be reading informational texts? How are they going to be writing about their thinking? How are they going to respond digitally, which are common core standards? What math standards? Am I working on Mathematical Practices, so I list all of those there, those are all woven in any materials that I need. And those usually I pop in at the end once I think about those materials that might be needed. And then I go through each of the steps. So you'll see that there's little question stems, it'll help you think through that. 


Naomi Meredith  08:00

The second one is a poster that I created and have in my classroom, which you will be twins with me. And it's just each of the steps and how I combined some of them. So you notice that experiment and prove are together on the same step. Because when you think about it with kids, you're always experimenting, you're always improving. So I don't have them as separate steps, which you might see in other posters, because that is a step that goes back and forth the whole time. It's simultaneous. So you'll notice this little icon to trigger things with step you're on with kids maybe even have a little clip, and you can clip on which step that you are at, or even kids have their own poster. And they can clip where they're at as well. Of course, you go back and forth through the stages. So don't think oh, we already imagined we're not going to do imagining again, you always can go back to those stages. So I hope that you find these resources helpful while you are navigating this standard and making meaningful lessons. This is probably your most favorite part is how have students actually use seesaw to enhance the Engineering Design Process? Are there student examples? Can it be done? The short answer is yes. And I will show you those different examples of how students have tackled this in many different ways. Now the first stage of the Engineering Design Process is that you ask a question when I first started writing questions, I used to write them can you build blah, blah, blah, blah, blah. Okay, so when I was thinking about it, can you can you is a yes or no response. 


Naomi Meredith  09:38

Can you build this? Yes or no? Maybe, and so wasn't really open-ended and it really closed off the thinking of the challenge. Now students didn't really notice that at first, some of the older students did with the wording, but it really closed off the experience. So when you are writing questions, write them instead by using how can and that really opens up the possibilities. Because you're not teaching a cooking lesson, you're not teaching an arts and crafts, it shouldn't all look the same. It should look different because you're igniting that creativity. So think about that questioning. Also, when writing questions, there are lots of ways to do this. Depending on your time, you might actually want to provide the question. There was a point when I was teaching STEM for only three days of the week. And so we really didn't have the time to develop a question together. Wow. So I would provide that open ended question that we're trying to solve. Now, depending on your time classroom, teachers, you can integrate this throughout the day, which is amazing. You could develop the question together so you can provide How can and then maybe the topic, and then you guys think about the problem you're trying to solve? Sometimes with those integrated units, you might even have a question that kids have been thinking about already things that have popped up. So this could lead into an engineering design challenge. 


Naomi Meredith  11:03

So it can bring that challenge level up more. Now if you're thinking about differentiation, you could write two part questions for students who need more of a challenge. The way I teach the imagining stage in the Engineering Design Process for primary and intermediate students, is fairly similar, but with a variety of resources. I will often pre research the topics, again to save time, and students have a lot of choice within the resources that I provide them. So we'll do some imagine just to help build that background, and they understand the problem even further. I'll provide images that are from real life. So a great resource is Unsplash and their high quality photos. So for one of our challenges, we were learning about boats, and so I provided different images of boats to give the that inspiration. I also will use things like podcasts with students, there's some great ones like brains on tumble science are some great ones to build some background, lots of videos, little video clips, and they might explain the science concept or maybe take kids to the place that we are learning about. Also get epic epic books have a lot of great kid resources, I'll create collections for students, and they can explore within that collection to help them research. So really guiding them toward that direction, giving them that choice. I also want to make sure to hold students accountable for their learning nothing crazy. So you can see that these response sheets are very similar, there's just two different ways to respond. So they might be able to respond by writing and seesaw makes it easy with the typing tool. They can also respond by recording their voice, so that's a lot easier for them. And then they can also draw their thinking. So drawing and labeling their thinking you is seeing those drawing tools, or they might draw on a separate piece of paper, take a picture and insert it into that box. You notice there's QR codes and you obviously can't scan a QR code on the iPad that you're using. This might be something that I print out these are actually videos linked to YouTube at my school they are YouTube is blocked, so will actually watch a video as a class, respond to that video, watch the other video as a class and respond to that video. So using those outside resources to fill that background to build understanding to know why they're solving this problem and what is going on. And just giving them those opportunities to explore things that are at their level. So this can be of course again everything can be differentiated based on the needs of your students and the things that you have available. 


Naomi Meredith  11:03

So it can be as guided or as open-ended as you want, when it comes to that questioning part. Now, like I said, I typically will write the questions ahead of time just for time, I see them a very limited time during the month. And so we will dive more into the other stages. So on the left, we have the fishing pole challenge, how can you create a fishing pole to help catch the fish? This is the challenge that I did with my first graders. And then on the right we have the build a shelter challenge, how can you create a shelter that will withstand different types of weather? Now, they seem very similar. They have that how can and they're more open ended. But there is a big difference when you're writing for primary and you're writing for second secondary students or those intermediate students in elementary. So typically, what I have found be helpful with those younger students is that you have a one part questions. So yes, their creations will have lots of different things in them, but they're answering one question. For the older students. This is a two part question, can they create a shelter? And can that shelter withstand types of weather we have three types of weather they're trying to withstand. So there's two things that they have to answer and focus on. 


Naomi Meredith  14:54

Planning is so important at any stage when you're doing a project, and the planning doesn't have to be super intense. So if you're thinking about how much time that you have planning can be quick, it doesn't always have to be drawing. So I'm going to show you drawing examples. But if you are super pressed for time, I've done this before in a class, I've done a 45 minute session with the Engineering Design Process with younger students. And so far part of the plan I showed the students the materials that they'll be using, and then with their partner, they were talking about the five that they wanted to use. And that was their plan. So they were thinking about it ahead of time. So it can be as involved as you would like. Now the great part about this planning stage in the Engineering Design Process is I relate this a lot to the writing process. And so this is a time to really think about your ideas, you might not do exactly what you draw or talk about. But it's a way to get your brain thinking of lots of different ways. This example here is a student, one in Seesaw sent them this planning sheet. And the wonderful thing about the drawing tool is that it's endless colors. My first week teaching Stan I had somebody eat crayons, the kids were crying because we wouldn't share the crayons, you stuffed him in his mouth. And then you split them all back in the bucket. So nobody could have crayons. So that doesn't have to happen with the Seesaw drawing tools. So this is super great. Ahead of time you notice on the side, the materials that we're going to use, I actually put on there real pictures of the things and the labels. Sometimes the kids, it depends on how you can make it you could make the labels movable with the pictures. And so there's some ways that you can do that. And students can actually move and label the things that they have drawn. Or you can leave it stagnant like this. And students can draw lines to what they are showing. So this will help especially the younger students to make sure that they are using everything that is provided, are you just thinking of a way that it can be used, not required to use all the materials, but just ways that they can add more details to their plans. 


Naomi Meredith  18:34

For older students, depending on the unit, my first few units I typically do, we do focus a lot on the planning stage. And so this was an example of how a project we were doing of designing a hiking backpack. And so students actually drew their designs on a piece of paper just with the devices that we have, it wasn't as easy to draw on the actual device. So planning on paper is a okay, that's why you have the picture taking tool in Seaside and you can upload it that way, I would really wanted students to focus on the different parts of their designs. And trust me, I did not draw this I can't draw. Mine looks like the other one the the Kindergarten example. So students were drawing their plans, they were labeling their designs and the purpose of those plans, I wanted them to also think about multiple views of their designs. Now I should have put it on here. This plan actually came to life and that student built it out pretty similar to what they had decided on which was pretty amazing. Now if you're like well, we only have Chromebooks, we only have devices with a front facing camera. One little hack you can do is have students turn in the papers to you at the end of class or have them lay them all out on a table. So lay them side by side. And then if you just use your phone, download the Sisa app really quick. And then you go and take a picture for each of the students and add it to their account. It really takes about five minutes you can probably get a better picture than then holding it up to the camera all awkwardly and you see their eyeballs popping out, you know what I'm talking about. If you have your kids do that, I still do sometimes. But if you want a more clear picture like this, that's a great hack. If you want to be the kid's favorite teacher at school, having to build some things that create stage of the Engineering Design Process is so much fun. And this is the stage that kids thrive for. And they love it. And you don't need a whole lot of materials to get started. Once they have started their plan, they have something in mind, this is where the magic happens. For sure. 


Naomi Meredith  20:35

Now, there isn't a whole lot in the create stage students might do, because they are obviously creating, but you can definitely use these as still as an asset to help them with their creating process. Now on the left is a final picture that a student uploaded into their seesaw journal. So that definitely can be something you can include of their final design. So it was protect the food challenge. So how can you create something that will help you protect the food when staying the night in nature, so there's the little bear and that's their invention, so they can't get the popcorn. On the right, what I actually sent the students in seesaw is a strategy of building cardboard technique that they could have used to improve their design. So this is a video of when you download the slides and click this photo, it takes you to the video if you want to check it out. But it is an L brace technique. So it's just the way to make cardboard stronger. And you notice on the left that student actually use that technique. So I don't force students to use techniques that I teach. However, it's just a strategy to help them improve. So that's a great way that you can include videos. Now a tip for creating videos like this one, when it is a technique, I actually record without sound that way students can watch it over and over again, they don't need headphones. And they're just paying attention to the visual process of something being created. And this is also great, because there's no language barriers, it's all visual. And so they can watch this as many times as needed. For a project that involves robots, or even older students or things that have multi steps. Again, sending them those tips are very, very helpful. I've noticed that with the older students, there's a whole lot of differences of as you get into the projects, and they are more used to the Engineering Design Process. 


Naomi Meredith  22:22

If you've used it a lot of times, they might, some students might be ready to move on to the Create stage when others are still needing to plan one more day. So if you have these teacher tips available, this will help kids be successful independent on their own. So this project is a Sphero project. And they're creating with using Sphero. Sphero is that little ball robot. And so there are some tricky steps that just connecting the robot in general, it doesn't even have to do with the designing part. But I include these tips. So if they are working ahead on their own, or if they are working in a group, and I've already shown the steps, or if a student is absent or even if you want to do this at home, they have these available in their seaside journal, and they can refer to it right away. So they don't have to wait on me. They don't have to take the picture themselves. Like what was that? Again, they can just look in their seaside journal, and it's right there. On the left is a different video No, I did make this ahead of time I use Sphero for quite a few lessons. So if you know you're going to use the tool many times, or if your partner teachers are going to use the same tool, if you make a video tutorial of those steps in detail and just kind of take some time, I will play that video as a whole class has my mini lesson. And then I also send it to kids and their seesaw journals so they can access that as well. This video does have my voice because they do need to hear what I am clicking on. But just a way that how you can really use video to enhance and you can be in more places than one during that creation process. So think about those things that students might need you personally make a video or send them pictures and then you can be in more places than once. Once students have created their design, they are ready to experiment and improve along the way. Now, like I said, with the resources, experimenting, improving will happen simultaneously. And so that might be a quick back and forth process, especially with the younger students, they immediately see if something's going wrong, I need to fix it right away. So this is a great opportunity, especially if the projects are really messy or awkward. If it involves water. During this stage, you can have the support by walking around as a teacher, but also you might be the one who wants to film and take videos of the students putting their designs in action. This is an example of a boat when we were helping the gingerbread man travel across the river so if he thought a little more smart, he could have designed an invention so he didn't get eaten which he didn't want to get eaten me most Okay, so I was taking video of the kids testing their designs, and I didn't want them to have an iPad around the water. So this worked out great. So if you see that top box, that black box in the corner, if you click on that, when you download the slides, you can see the little boat moving around. So it's cute, you can hear their voices, it's great for the parents to see also, they can get that perspective of a different type of learning that's happening in your classroom, because, of course, you know, they're going home and sharing this, but it's cool for the parents to see it really quick. And you might actually take quicker videos than the kids. With older students. 


Naomi Meredith  25:36

Again, I will also go around and take videos, sometimes they're better at being more independent at that stage. But again, if it's super messy, I'll do that stuff just to keep the devices safe. But with those older students, and they have those two part questions anyway with their designs, but I will give them a modification and testing checklist. And they will have this beforehand. So while they're creating, they're thinking about how they can improve anyway. And so this isn't always a mystery to them. And sometimes they might even help me make that checklist and improve it and things that should be added, which is super awesome. And so for this one with a build a shelter challenge that we saw in another session is that they were building a shelter to withstand the elements. And so yes, they built a shelter but cannot withstand the elements. So before they actually tested their design, I have some guests if it would withstand and it's okay if it were all yeses, but we are trying to make their designs even better. Now one of the stations was water as well, I just love using water, obviously, I did have students tickets picture before and a picture after. And then they could see how their design change or was made better. So you can see that the student didn't have a covering. So did it withstand rain or snow, but then they added a covering and something on the bottom to make it more sturdy. So implementing all of those layers, which is great, I could print these out, of course, for students, and they could check it off, not a problem. But it's just adding in that extra element to bring their creations to life and sharing their learning and interacting with their work in a way that they might not have had before. 


Naomi Meredith  27:18

The sharing part of the Engineering Design Process, you really don't want to skip and especially when it involves that reflection piece. This could be when you're thinking about planning your projects that you really focus in on a certain unit and have students share the and reflect on their designs. Because that reflection part is so important, how can they improve and get better. And also notice the things that really work well, when they're working in a group when they're testing out things. So this is always a continual process. So the Engineering Design Process isn't something like one and done, I checked it off my list. You can do this all year long. So of course, that was all the standards. But you could do this every month. And it will totally change the way that students really attack this type of thinking. So not the only way to attack problems. But it's just really great that they have different projects to express themselves with the Engineering Design Process. For younger students, I will often I encourage them to type their thinking when they are answering reflection questions. Of course I have, right the sounds you hear. So it's totally fine. Even having kids have these questions up on their screen and seesaw and using them as sentence frames, and they can record their voice. On top of that, that which is excellent. They have the sentence frame right there in front of them. And they can go to a quiet spot and record how the project went. On the right hand side is actually a student recording. So when you click on the slides, you can listen to the voice. I wish he used the arrow to point to everything, but have students take a picture of their work and then again, go to a quiet spot. And they can record how their project work. 


Naomi Meredith  28:55

So this was another food protection challenge invention. And he explained all the process of how this whole design works, which was really great. The thing I like about having kids record over a picture is that they can do that later on. So they could take a picture one day, and then the next day they can record their voice. Maybe you have a designated recording station and students take turns so that there's not all this screaming and excitement because there is when you're doing challenges like this, but you could hear what students are working on. With this one again, I added more detailed questions. So more challenging questions for older students to think about. There is a video of at the top of a robot prototype and action and I think I was watching it you can hear my voice at the end I was very impressed because it stayed on the track the whole time. So that was super exciting. So we posted that video. And then having those pictures of things in action are really great. What I love is that students can also comment on one another's work so that could be a whole lesson of how students can Give one another feedback on how their design work. This is a game design. And so students gave feedback to each other's work on how well the game was played. And if it actually made sense. And some of the parents even have their child started commenting other work as well, which was super amazing. The seesaw blog is also another opportunity where you can share work to other audiences. So students younger or older, could share with their book buddies, or if you're connected with other classes as well. So don't skip that sharing piece. It's super important for students to reflect and make meaning of the work that they did. When thinking through lessons that you want to implement the Engineering Design Process and integrating seesaw, there isn't a whole lot of supplies and resources that you need. In fact, you can just start with donations of general recycled materials, so cardboard tubes, then cardboard, construction paper, anything you have on hand will work just as well. So don't feel like you need anything fancy. But if you do want some fancy things, I have provided you my suggestions, my top 20 favorite STEM tools to integrate into any classroom setting. So these are things that have various price ranges. And you might even have some of these at home or even ask for some grants or different ways to gather these items in your classroom and build up a whole little STEM collection. And of course, don't forget to also download your brainstorm planning guide for the Engineering Design Process, and then your poster that you can use with your students. As you can already tell, this presentation has a ton of visuals, and I bet you are dying. To see all of the examples and handouts from this presentation. You can grab the video recording of this episode, the video slides that I referenced throughout student examples and bonuses for only $5. That's less than a fancy cup of coffee. The bonus includes my Engineering Design Process posters of various sizes and planning sheets to help you with your integration with seesaw or really any other edtech tool that you use in your classroom. This will be linked to the show notes and you can check it out all here Naomi meredith.com/seesawEDPvideoreplay.

integrating Seesaw

 

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More About your host, Naomi Meredith

Naomi Meredith is a former classroom teacher turned current K-5 STEM teacher and coach. Her role not only includes teaching over 500 students in her school, but also leading professional development and co-teaching with teachers to help them integrate STEM & Technology.

With over a decade of experience along with a M.Ed. in STEM Leadership and STEM certificate, she helps teachers navigate the best practices, strategies and tools out there.

She truly believes that any teacher out there can learn how to use STEM & Technology in their classrooms effectively. She can’t wait to connect with you and be your guide!

More About The Elementary STEM Coach Podcast

Are you tired of scrolling online for your next great STEM lesson? Do you feel like there is no time to plan, research and test meaningful STEM lessons, so you throw together a hands-on activity and hope that it works? What systems and routines should you set in place to help students be creative, critically think, and collaborate? 

The Elementary STEM Coach is a podcast for K-5 STEM teachers, classroom teachers, GT specialists, and homeschool parents looking for actionable STEM solutions. Each week, Naomi Meredith will share tools, resources and lesson ideas that are actionable in your classroom and create highly engaging experiences with your students. You’ll learn systems and routines that will create control in the chaos and that will keep you organized all year long. 

Your mindless scrolling days are over! Your new STEM-best friend is now here in your ear buds!

how to teach a STEM lesson

How to Teach a STEM Lesson [ep.35]

How to Teach a STEM Lesson [ep.35]

how to teach a STEM lesson

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Episode Summary

Struggling to find a structure and a flow when teaching your STEM lessons?

In today's episode, I'll be sharing with you how to teach all of my K through five STEM lessons.

This method has allowed me to get through the content. Students are able to have enough work time, and it even saves a little room for cleanup at the end.

 

In this episode, you’ll learn:

  • How to teach a STEM lesson using the workshop model
  • What the workshop model is
  • Each stage of the workshop model

Resources Mentioned:

Episode Transcript: 

Naomi Meredith  00:00

Struggling to find a structure and a flow when teaching your STEM lessons? In today's episode, I'll be sharing with you the exact format that I use to teach all of my K through five STEM lessons. 


Naomi Meredith  00:11

This method has been a game changer for me during the past five years as a STEM teacher, and it has allowed me to get through the content. Students are able to have enough work time, and it even saves a little room for cleanup at the end. Let's jump right in. 


Naomi Meredith  00:59

I originally taught in the classroom for six years before I landed my role in K through five STEM. I was in a brand new district with a brand new remodeled classroom, limited tools and zero curriculum. It was super overwhelming at first. But I knew that my time spent as a classroom teacher for six years before this role was definitely an asset. I even talked about this in episode 11 of the podcast, why classroom teachers make great STEM teachers. So go back and take a listen if this is a role that you have tumbled into, and you just don't know where to begin. Overall, this is why I created this podcast. This is something that I wish I had, so I am giving back to you. We know that time goes by super fast as a teacher, especially as a specialist teacher. I'm going to be sharing with you the exact model that I use to teach all of my lessons in my classroom. This is a structure that I didn't invent. You might be a little bit surprised by what I'm going to be sharing with you, and I'm ready to spill all the secrets. Do you want to hear what the model I use is? It's the workshop model, not new, but I use this structure in my K through five STEM space for all of my lessons. I'm going to break down for you exactly how I use the workshop model. 


Naomi Meredith  02:22

In my classroom, I use the workshop model when integrating the Engineering Design Process with my projects and with STEM stations. I know that you can too. It will definitely give you the structure that you are looking for, and you don't have to change it up every day. If you keep it the same every single day, students will know what to expect when they come into your classroom, and it will ease the stress of your teaching. It will definitely help you with time management with all of the things going on. Real quick, here's an overview of the workshop model. If you haven't used this method of teaching, think of the workshop model as a circle of a pie chart. So literally, your time is in a circle, you are going to break it up into a few different sections. I have my classes for 45 minutes, K through five. So depending on the time that you have with kids, you will adjust accordingly. I'm also not including the transition time that I have in between classes because that is separate from this workshop model. So keep that in mind as well. Within the workshop model, you have it broken up into three parts, but not three equal parts. You have a medium slice, a big slice of the pie, which is most of it and a tiny slice at the end. First, our medium slice is the mini lesson. For me my mini lessons are between five to eight minutes. After that you have the practice time. This is when students are collaborating, they're working independently, or maybe they're in station rotations. For me, my practice time is between 25 to 35 minutes. Finally, the tiniest slice of the pie that is between two to five minutes is your share, reflect and clean up. I structure all of my classes this way, and it just brings a ton of consistency. 


Naomi Meredith  04:12

But let's really talk about what each of those timeframes look like, depending on the lesson that I'm teaching. Throughout the year, my second grade students come into my classroom often with their classroom computers. I don't have a classroom set of computers in my room. So I have set this up from day one, that for 90% of the lessons that I'm going to teach students will carry their classroom computer with them to my classroom, we may or may not use it, but it's just great that they have it. I also like to connect the lessons to what they're doing within their class, even just by the simple fact of logging into their student computer. This gives them that extra practice. Yes, it might take longer sometimes, especially with the younger students, but I just want to set up the expectation that we will sometimes use tech now as a tool, not as a toy to help us with the lessons that we're teaching. When students come in with their computer, their role is computer on the table, sit on the floor. When they sit on the floor, they are in my group meeting area and they're ready to go for the lesson. If they don't have their computer or if they're younger students, they're only one step direction is sit on the floor. One hundred percent of the time, I've talked about this in past episodes, I don't have students sitting at the tables when I teach. My room is ginormous, and I don't talk very loud. I know the kids aren't listening to me when they are spread out along the room. Yes, K through five, my big kids do this as well. I don't feel bad because in PE and music, they don't have chairs either. They have to sit on the floor. So don't feel bad at all. They are okay. They're sitting on the floor in front of our group meeting area. That's where I have my TV and all the materials ready to go to teach the lesson. 


Naomi Meredith  05:55

Another great way to maximize your time is on the screen, have a warm up question related to the project that you're going to be working on. Or even have the slides that you will be teaching from ready to go have student examples, something related to the lesson that will pique their interest and get their mindset ready to go. I am very big on using every moment wisely. So even just the act of having something on the screen for students to look at and talk about with the people next to them is extremely valuable when I am teaching with the Engineering Design Process. All of my Engineering Design Process notebooks are digital. I actually don't create separate slides to teach from. I teach from the student slides that I assigned to them. I will typically assign them in Seesaw, sometimes in Google Classroom, but I will be physically logged in as a teacher opening up the slides within that class I am teaching from so they can see me interact with the slides just as if they were as well. It's great to connect the two together and the kids know they have access to everything that I am showing them. So nothing I am showing them is a surprise. If you are curious to hear more about the Engineering Design Process. I talked about this and a lot of my episodes, but more specifically in Episodes 15 and 17 through 21. So go back and take a listen. I break down each stage of the Engineering Design Process and how you can use this within your space. 


Naomi Meredith  07:28

When I am teaching the mini lesson, it is very short. It is a mini lesson and I am able to include everything I need to within the short amount of time. If you forget anything, you can pause the class during their practice and work time and remind them of the next steps. There is nothing wrong with that. The goal of this is when students are sitting down ready to learn, they are getting the bulk of the information from you. You are the teacher, you can keep teaching throughout the class time. When I'm teaching with the Engineering Design Process, the mini lesson is when I am introducing each step very specifically. Day one is when I would do the ask, imagine, and have students to start planning their designs. Day two is when students will be finishing up their designs and begin to create what they are hoping to design. Day three and four is all about more creation, experimenting, and improving. I might even introduce a modification checklist so the can see how to make their design better. All of my mini lessons are going to be really focused in on each of these stages. The final day is more experimenting, improving, and how students are going to share their work. 


Naomi Meredith  08:41

When I was a classroom teacher, I always taught with a workshop model anyway, and I am always teaching the next step. Some kids might not be ready for my lesson, but they know where they're going. They can look back in their digital Engineering Design Process notebook from the week and see what they missed and what they need to keep working on to get to where I am teaching for the day. Again, I'm always teaching the next step and I tell my students that it's okay if they're not there yet. I'm teaching them where they are headed so they can be successful and know what to work on. This is also a time where I will build a background and the science behind what we are doing. This can be day one, but I will also do this during the week as well because students can always modify and change their design. So there's nothing wrong with doing background information a little bit each day. This might be a related video that I found, a website, or an article. Again, these are all linked in their Engineering Design Process notebooks. I often have to show the class the videos at the same time because they are linked to YouTube and my district blocks YouTube. So that's the only way that we can watch them. The kids know that they even want to watch it at home. They have access to these links as well for more specific lessons during this mini lesson. 


Naomi Meredith  09:53

If I'm doing a Makerspace project, this is where I would talk about the Makerspace menu and money system. If I am doing a technology project, this is also when I would talk about very specific things on how to get connected to the technology. For example, if I am teaching robotics with a Sphero, or a Dash robot, this is where I will physically show them how to connect to that robot. I also have visual directions that I will post after my mini lesson. I will refer to them when I am teaching. So I will model how to get to that specific technology. But then that digital anchor chart will also be posted with visuals to remind students how to do the steps that I just talked about. I highly recommend making these anchor charts digital and not cluttering your walls with all of them. Unless you're using the same tool K through five, I don't have a whole lot of wall space. I'm very specific about the things that I hang up. I want everything to be purposeful in my classroom for all classes. That's why I will make a lot of these anchor charts digital, of course, they're linked to my TPT shop. But that way, I can pull up what I need. It's very specific for that class, and I don't have to print a million things. I don't have the time for that either.


Naomi Meredith  11:07

If I'm doing a station rotation, the mini lesson is also the time where I will build the background knowledge and have a related video about the topic. I will also show students how to complete each of the stations. I will do the same process for both days of stations. I do for station rotations, when I do stations with my younger students, I will have a station for each letter of STEM. They will complete two stations a day. Same process. I don't assume that they remember how to do the stations. Some will and some won't. Some kids are absent, some kids were new for the day. So I always will review those expectations for my classes who have a hard time with behavior. I will also, during this mini lesson, go over the specific ways of how they can earn their class incentive and refer to each of those expectations as well. This mini lesson is when I am the star of the show. Going over those very specific things I need them to do during their work time. I am not up there for very long. So I really have to get the most bang for my buck during this time. Because the majority of class time they are going to be working on their projects, whatever it is that we are doing for the week. I do realize that it can be tricky when you are using technology as one of your main sources of tools. Then you want to show them how to use the technology. Then you want to show them how it's going to connect to everything. When this happens, this is usually for me when we are doing a coding platform and Engineering Design Process notebook. 


Naomi Meredith  14:14

If that is digital or even logging into 3D printing, I will break up the mini lesson and the practice time that's student work time. Often I will get their excitement, build a little bit of background, then I will show students how to connect to the tool or how to log in how to get that all set up. So I tell them we're getting our materials ready first, and then I'm going to show you how to use that. I will show them those steps have the visual directions backup for them. They will go get their materials ready, leave them ready to go and then come back to the floor for students who need a lot more support. There's only one of you and a lot of them. I will show them all the steps and let's say it's a Engineering Design Process notebook I want them to get to, I will have the visual steps on one side and then the page I want them in their engineering notebook ready to go. I will tell them when everybody at your table has their screen matching mine, you will come to the floor, nothing in your hands. So that means that all the kids have to help each other at their table. They can't do it for them, they have to be the YouTube tutorial and show them how to do it by pointing. Then when everybody is ready to go, then they can come to the floor. This has really helped where students are being more independent and helpful when it comes to technology, and not always relying on me for every single troubleshooting issue. This also frees me up for the students who really are having problems that none of the kids can solve. I'm not running around fixing everything. There are usually at least a couple of kids at each table who can be successful and who are happy to help. 


Naomi Meredith  15:47

From there, I will finish off the mini lesson where the kids are on the floor, the materials are ready to go. I'll show them how to use it, how it relates to the lesson. Then we will move on to that practice time because everything is set up and ready to go. So this is a great way to break it up where the kids aren't sitting for 20 minutes. You're kind of merging that mini lesson and that work time together. Now we are officially moving on to that practice time when it comes to the workshop model. And of course, I have all the helpful tools posted up on my screen ready for kids to access. My favorite that I have mentioned before is classroomscreen.com, where you can upload images. There's timer widgets, there's a text box where you can type things, you can have everything displayed all nicely in one place. You don't have to minimize your tabs and make them fit perfectly. Everything is all there for you and I highly recommend checking that out if you haven't used classroomscreen.com already. I will almost always have a timer up on my screen during the student work time. So students are aware of how much time they have to work in my class. During station rotations, I actually don't only because I do stations with Kindergarten and first grade. I kind of have to gauge what is going on in the classroom. I will typically set a timer on my watch, and I will use that as a guide noticing if groups are a little bit squirrely. Or if they need a little bit more time, they sometimes will ask me how much time they have left, I will always tell them. 


Naomi Meredith  17:21

But this actually worked well for station rotations just based on the class and their experience with station rotations and how they're feeling that day with the materials at hand. When students are working, they usually want to work with others when it's on station rotations. I allow them to work in groups of one, two or three. Our projects are usually really small. I'm really big about having small projects because they're easier to store. I tell them if you want to be a group of four, just do two and two, that way, you have more of a chance to work on everything. This has worked really well. I used to do bigger groups in the past, but I realized not all kids had a chance to participate, there wasn't enough for them to do. So keeping groups smaller really helps with the collaboration they had can have a voice during their work time and feel like that they are involved in the project. During this time, I will be roaming the room assisting as needed. I'm really big about ask three before me, especially when it comes to troubleshooting or what questions they have. Again, I am the guide on the side, I am not the star of the show during this work time. I am during the mini lesson, trust me, you should see me in action. But during this work time, it's all about them getting all the work done that they have at hand. 


Naomi Meredith  18:36

Finally, the last part of the workshop model that is the smallest and that is the share, reflect and I added in that clean up. For me this is about two to five minutes, it is quick, and I am able to get my classes to clean up very fast here and there. I will have a class who are very, very slow cleaning up, they might need more time. I keep that in mind and balance it all out. But for the most part, most classes can clean up in about five minutes. When it comes to station rotations, they will clean up before they rotate. So again, I'll have that mini lesson we have the video building background, I show them how to do the stations, they will work in their stations, then they will clean up and stand at their clean station. They're not allowed to go anywhere. They don't know where they're going. They have to be cleaned up before they're able to rotate. After all the stations are cleaned up, I will have them stand there I will go to that station, I will stay in there with them and show them how to point to their next station. When everybody's pointing to their next station, they will walk to the next one and work on what they have at hand. 


Naomi Meredith  19:39

Again, when the time is up, they will clean up they'll stand up their clean station and then they'll come and join me on the floor and we will learn and then we will reflect on the learning for the day. For an Engineering Design Process project we will clean up and then they will either sit at their tables or they'll all join me on the floor depending on where we're at with that cleanup. I like to use the same reflection questions that are in their  Engineering Design Process notebooks at the very end, what went well? What was the challenge for them? If they were to do this project again, what would they work on? I might even ask them what went well, what would you recommend? So for kids who are going to be on that next stage tomorrow, what advice would they give them. So questions like this are really helpful to talk about as a class, and to really close up everything that happened for the day, you can also make a digital check in a lot like what Jill mentioned in her guest interview and a past episode, but you could do a digital check in as to where they're at in the Engineering Design Process, or how they are feeling and that part of the process. You could create this in a Google slide or a Google jam board, and there is a little circle that has the kids classroom number, and they can move that little circle as to where they are feeling. A lot of different ways to reflect, you don't have to go overboard with this. But it's good to have some sort of closure, where it's not just clean up, run out the door. When we're all done for the day, I will let the class know if they earn their classic incentive, and then they will go line up in my green hallway so they are ready to go for the teacher. Again, I don't have them lineup in my classroom because if the teacher is late or if another class is early, then they are all in the hallway, and they're ready for that teacher. Then I can clean up any last things prepare any last materials before my next class comes for the day. 


Naomi Meredith  21:22

As a recap, here is how to teach a STEM lesson when using the workshop model. First, we talked about what the workshop model is, then you move on to the mini lesson to start it all off. The bulk of your work time is that practice time, then you piece it all together with the share, reflect and clean up time by creating a predictable structure for all of your lessons K through five, not only will this be helpful for you as a teacher, it'll create that consistency for the students. So when they step into your space, they will always know what is going on with the actual content, but the structure is always going to be the same. This is going to help with your classroom management, behavior management, and even help you get through all of the content, no matter how much time you have with kids, and how often that you see them.

how to teach a STEM lesson

how to teach a STEM lesson

Related Episodes/Blog Posts:

Connect with Naomi Meredith:

 

More About your host, Naomi Meredith

Naomi Meredith is a former classroom teacher turned current K-5 STEM teacher and coach. Her role not only includes teaching over 500 students in her school, but also leading professional development and co-teaching with teachers to help them integrate STEM & Technology.

With over a decade of experience along with a M.Ed. in STEM Leadership and STEM certificate, she helps teachers navigate the best practices, strategies and tools out there.

She truly believes that any teacher out there can learn how to use STEM & Technology in their classrooms effectively. She can’t wait to connect with you and be your guide!

More About The Elementary STEM Coach Podcast

Are you tired of scrolling online for your next great STEM lesson? Do you feel like there is no time to plan, research and test meaningful STEM lessons, so you throw together a hands-on activity and hope that it works? What systems and routines should you set in place to help students be creative, critically think, and collaborate? 

The Elementary STEM Coach is a podcast for K-5 STEM teachers, classroom teachers, GT specialists, and homeschool parents looking for actionable STEM solutions. Each week, Naomi Meredith will share tools, resources and lesson ideas that are actionable in your classroom and create highly engaging experiences with your students. You’ll learn systems and routines that will create control in the chaos and that will keep you organized all year long. 

Your mindless scrolling days are over! Your new STEM-best friend is now here in your ear buds!

SEL in elementary

Ideas for SEL in Elementary STEM with Jill Loesch [ep. 31]

Ideas for SEL in Elementary STEM with Jill Loesch [ep. 31]

SEL in Elementary

Check out the full episode on Ideas for SEL in Elementary STEM with Jill Loesch:  

Subscribe to the podcast HERE on your favorite podcasting platform.

Have a STEM question? Leave a voice message for the podcast!

Episode Summary

SEL is quite a buzzword in the education community, but the overall concept isn't new. In fact, no matter what subject or grade level you teach, there's always room for integrating social-emotional learning, growth mindset, and developing soft skills in your everyday teaching.

Today, we have a special guest, Jill Loesch, from the Self Nurtured Teacher, and she is going to be talking about just that. She'll explain what SEL means to her, ways that you can embed it into your STEM and hands-on learning, and a variety of resources for teachers and students. This episode is packed full of actionable tips and resources.

 

In this episode, you’ll learn:

  • Jill’s definition of SEL
  • How to incorporate SEL into your elementary STEM classroom
  • SEL resources for teachers and students

 

Meet Jill Loesch, The Self Nurtured Teacher

Jill has been an Elementary teacher since 1997. She's taught PreK-2 classroom, K-6 literacy specialist, and PreK-6 instructional coach with a focus on differentiation, SEL, and mindset.

Jill specializes in creating and implementing systems and mindsets that integrate everyday SEL for students and teachers with little to no prep.

She is a certified life coach focused on redefining self care for overworked women. She has created SEL and self care specific card decks that are used by teachers and women looking for everyday self care. Jill runs a TPT store focused on K-2 SEL resources, coaches women through her Self Care Society, and owns a fitness studio with her husband.

Jill is also a mom to 2 adult kids, Max and Elliana.

In her free time she loves to lift weights, take walks around the lakes, go on scooter dates, and spend time with family and friends.

Connect with Jill: 

Follow Jill on Instagram: @theselfnurturedclassroom

Check out Jill’s Blog: selfnurturedteacher.com

Jill’s Free K-1 SEL Year Long Guide 

Jill’s TpT Shop and other SEL Freebies

Resources Mentioned:

Some items are linked to my Amazon Affiliate account. When you purchase through my link, there is no added cost to you, but I receive a small commission in return.

Episode Transcript: 

Naomi Meredith  00:00

SEL is quite a buzzword in the education community, but the overall concept isn't new. In fact, no matter what subject or grade level you teach, there's always room for integrating social-emotional learning, growth mindset, and developing soft skills in your everyday teaching. Today, we have a special guest, Jill Loesch, from the Self Nurtured Teacher, and she is going to be talking about just that. She'll explain what SEL means to her, ways that you can embed it into your STEM and hands-on learning, and a variety of resources for teachers and students. This episode is packed full of actionable tips and resources. I know you're going to adore Jill and her thoughtfulness, her sweet soul, and a plethora of experiences. 


Naomi Meredith  01:18

Well, thank you so much, Jill, for being here. I am so glad that we connected through a mutual business friend of ours, Molly Wheatley.  I did a training in her group and then you were there and you were smiling. You were so excited about the topic, and then we messaged a bit. Then I said, “I think you would be really great on this podcast with your expertise.” I really liked the sound of your voice. So I'm so glad that you're here. I know our listeners are really going to benefit from what you have to share today, as it relates to SEL and STEM and hands on learning and all of those awesome things that are so important for our kids no matter what age level they are. So to help us get to know more about you tell us about yourself, your teaching background, and how you stepped into the role as the self nurtured teacher.


Jill Loesch  02:10

Thank you! I am so excited to be here and love making these online connections with other educators. I think for those people that are listening to this podcast and other education podcasts, we can feel so much in silos sometimes. It's kind of nice to be able to find people that align with us that don't necessarily geographically live by us. So thank you for having me. My education started really, as a child, both my parents are teachers. So I grew up around education. I just remember being in my dad's classroom, from really little on and then I had the amazing opportunity to attend the school that he taught at and had him for my fifth grade language arts teacher. I come from a long line of teachers, which is great. Along with that also come some of the things that many of us teachers struggle with, right, the all in the at all costs as it pertains even to our ourselves. Flash forward to my teaching career, which started in 1997. So I've been teaching for for a while. Mostly I'm an elementary teacher. I'm also licensed preschool. So in Minneapolis, where I live and taught in, I've taught classroom, pre K through second grade, but also was a literacy coach for K through five and an instructional coach for K through five teachers and students. I did a lot of parents things with that, too. 


Jill Loesch  03:49

So I think, the biggest shift for me, and what brought me to the Self Nurture Teacher, which is where you'll find my website. And that is me as a teacher to overworked women, not necessarily just teachers looking to create opportunities for everyday self care. Self care and SEL are very tied together and understanding that and when I was diagnosed with Addison's disease in 2017, that's a life threatening illness. I have no adrenal gland function. So it really it created a different shift that was necessary for me to be able to stay alive and teach. It really was taking the systems and the structures that I was so good at and putting into place with students, and the procedures and all that, those kinds of things, but into my own planning time, and energy expenditure. I realized that what I was doing at that time was really benefiting my colleagues that I was working with and received all kinds of feedback and thanks like, “Wow, thank you for showing me this and allowing it to be okay to do my best but not put myself in harm's way as terms of health and mental health.” So that's where I am. That's how that's how I got here. The resources I create for teachers is like a little extension that's teacher specific. That is the self nurtured classroom. So it kind of embodies that idea of you nurturing yourself, your students, your energy, your environment, all the things that we have control over because there's many things that we do, but most things that we don't have control over.


Naomi Meredith  05:38

I appreciate your story, and just thank you for being vulnerable and sharing that like, that's a lot. I love how I can tell you're just a very positive person and just how, like you that's. I can't imagine how you've taken that as a positive experience and just have really been, ” Okay, I have this going on, but how can I help others.” You're just an amazing lady to be doing all of this and like you even just sharing your story. Who knows how you have helped someone. That's so amazing. Also, your passion for education, your experience is so valuable, like, I am so glad that you are here today. You are amazing. So when it comes to SEL, and how it relates to elementary, how would you describe that? What research do you use to refine your practice?


Jill Loesch  06:30

So for me, SEL is a 24/7 way of being human. So just kind of a back step of this, like, I started teaching prior to No Child Left Behind where SEL was just kind of best practice and what kids did in school, and then the large, like pendulum swing to the academic push. Don't get me wrong, like I'm all about taking these academics and taking the potential and moving them. But at what cost, right? So SEL is not new to me. It's just kind of how I've embodied my teaching. As a licensed early childhood educator, that's what we did. We looked at the whole child providing hands on experiences, and nurturing the confidence in students, just who they are as a person and where they are in their academics and where they can go. So I just like to, like preface that it's 24/7; it's not a 15 minute lesson. It's not something like “Oh, I'm doing SEL!” It's really how your day, your class if you're a classroom teacher, if you are a special teacher that are focusing on STEM, it's how you structure your entire time with those students. When it comes to the mindset, the way your class is organized, everything is set up for them. SEL in education for me is providing numerous real life experiences and opportunities for students and ourselves to practice within our space and to grow within that together to really become just a well rounded person and community member. I mean, that is the ultimate goal for me.


Naomi Meredith  08:25

I appreciate that, and that is so true. I feel like SEL can be a buzzword. I don't know if you would think that. But it isn't something new, and I actually taught preschool when I was in college. It was such a hard decision to choose between going into elementary or early childhood. You're so right, it is about the whole child, which we do that in elementary, but I feel like we're missing that sometimes. And it is so like this 15 minute lesson, but it really is 24/7. Do you have any specific resources or research that you've used or things that have helped you? I know your experiences are the best research of what you've done with kids.


Jill Loesch  09:06

I know that I have that listed down, like I had a write down. I'm like, Yeah, and that's like, Oh, yes. And then this and then this, because I think sometimes, you know, we think research and these articles, which that's a part of SEL, that's a part of everything. Then it's teaching there's the art and science of it. Being a human there's like the book smart paper on paper looks great. Then there's the reality and it's somewhere in the middle right is where the magic happens. So yes, I have over 25 years of hands on experience, trial and error of that, right, like, oh, and then each kid is different too. So it's understanding this strategy or that I would never do this strategy with this kid because that would just shut them down. Whereas you kind of have to navigate that you start with a base and then you can kind of see which way we can tap into the potential for each student. Most of my practice is really rooted in Responsive Classroom. I have level one and level two training, and I have had the great fortune of teaching alongside two national trainers. So we had all kinds of opportunities with that. 


Jill Loesch  10:19

So that can absolutely be brought into a STEM program for people that are teaching that as you know, a standalone content area, as well as if you're the one responsible. For me, in my classroom, we were responsible for our science and STEM. So if that's you listening to this, like, there are some really simple ways that you can tap into that. Responsive Classroom is a great way to just utilize that in just everyday structures without even necessarily a specific STEM lesson, so to speak. In addition to that, ENVoY, which is a nonverbal classroom communication management. I taught with a teammate that was a national trainer for ENVoY. So just really, you know, understanding how to tap into capturing engagement with kids. That wasn't just kind of some of the management, which is a part of SEL. I have two different trainings in IB PYP program. I'm not sure a lot of people recognize IB PYP from an high school standpoint, but the organization has an accredited elementary program, which is highly rooted in profiles and attitudes, which are directly correlated with SEL. 


Jill Loesch  11:46

Again, just being a human, being a risk taker having empathy being responsible. There's like 20 of them between the two, that paired with just growth mindset, Carol Dweck's work looking at a lot of that, and having training as an instructional coach. Minneapolis brought in trainers, and we had lots of training around that as it pertained to working with adults, and coaching adults through that to get students and then I personally did numerous things around that with parents. In the one school where I was the coach, I focused heavily on advanced differentiation. Many people might call it gifted and talented, we call it advanced differential differentiation. And so really looking at a preventative parent workshop to look at how do we approach with a growth mindset. Because when you have gifted or advanced learners, they tend to really fall into a fixed mindset, which is kind of hard for people to hear like, “Oh, they're so smart.” It's like, No, we don't want to be saying that to them. We want to really go into some depth and complexity. So I have lots of training around advanced differentiation. That was part of part of my my job. I will always be looking to Castle for what they say best practices around SEL.


Naomi Meredith  13:06

I think that's such a well balanced mix of things. So in my role, I teach all the kids in the school and you said what works for one kid might not work for another. And so just being any teacher, you have to be prepared for what comes your way. I see K through five, 500 Plus kids, a lot of stuff teachers do even if you're a classroom teacher, you have different kids every year. So just keep on refining your practice using these resources. Obviously, your experiences in training are gold, no one can take those away from you. But I think this is really helpful, especially when people are feeling stuck, or they need a refresher. I'm glad you mentioned growth mindset because I'm going to have an episode coming out real soon about that because it's so important. We see that, especially with the gifted kids, but even when it comes to STEM, it's so interesting. 


Naomi Meredith  13:59

I thought my first year kids would be all excited about building, which they are but they aren't if they are not given those experiences all the way. They're like, “Well show me what it's supposed to look like, and how am I supposed to do it? Oh, it didn't work. I give up.” Like lots of tears, lots of crying. But I've really had to work on growth mindset, year after year with all the grade levels and the kids are used to me by now and they're excited. They now know, if I failed, I have to try it a different way or here, look at this strategy I did or look what I did. But it's just taken a long time, literally years since I don't see them every single day, I see them five days a week for the month. All of those components that you mentioned are enormous in the STEM space or any hands on learning anything that when you're creating it's just such a vulnerable thing to create something, it's scary. Even this podcast can be scary. It's creating. I think that's super helpful. I wrote those all down so we'll link those on the show notes for people so if they're interested so they can check this out even further. So speaking of that, with the hands on learning, how do you see this relating with SEL? So how do you think STEM and hands on learning go together? We talked about growth mindset, but what connections and skills do you feel this helps build?


Jill Loesch  15:18

Yeah, so STEM activities, and the learning structures that come with with STEM are actually just a really natural opportunity to practice every day SEL, and those five Castle competencies which are self management, self awareness, social awareness, relationship skills, and responsible decision making. So those are the five components that kind of embody SEL, from an individual level to even families and the community, everything is kind of connected with that. So when you're talking about STEM, for instance, like self awareness, really discovering, identifying and understanding of students emotions, and just their personal strength areas and their areas for growth is, I mean, think of all the all the things that happen there, right. Typically, then when it comes to self management, there's lots of different emotions, and the emotional roller coaster kind of how you just just talked about with growth mindset happens and are pretty high when students are faced with challenging situations. 


Jill Loesch  16:24

In STEM, and from just my inquiry background, because IB PYP is based on inquiry, it's very challenging, when you're just posing questions and kind of facilitating, when there's not just like, step one, step two, you know, and it can create those emotions. So giving, and having some different structures and systems in place for students to regulate those emotions to manage the stress and the impulses and the just shutting down. I mean, it's a process, right? So when you first do this, you're gonna feel like why and then it's about staying the course, right? It's kind of, like when you start working out, and like, I'm not seeing the results and like, just keep going, it will happen, it will happen. When it comes to self awareness, just two big components of self awareness are other people's perspectives, or just, you know, multiple perspectives in general, and then being able to empathize with other people. So being able to be aware of that, and a lot of STEM things happen in collaboration. It's not just an isolated thing all the time. 


Jill Loesch  17:30

So kind of understanding how that works. And that moves into the relationship skills is that in the classroom, and then if someone let's say, you know, they grow up, and they have a STEM job, teamwork is a big part of that, and so being able to communicate to listen, knowing how to handle conflicts is just really important. So that plays out in many STEM activities. Then the responsible or the, yes, responsible decision making that Engineering Design Process is just like an overall great guide to understand how your decisions can identify and solve problems and the consequences of doing this or this and then having to go back. And so I think, when it comes to a STEM lesson, but really, this is just a great process to to approach for just life, right? Like, oh, there's this problem, how can I solve it? Like what we did in my Kindergarten classroom, and like I said earlier with my fellow co-teacher, we did a pictorial input chart, which is a GLAAD strategy on the Engineering Design Process. And so really, like had the pictures up and walking through and doing some specific charts around that, because they were inventing something they were there was specific to the project and the unit we were doing, but also, we connected that then to oh, how does this connect with how we approach things in the classroom? 


Naomi Meredith  19:07

I am so glad you mentioned the Engineering Design Process. We've been talking about that so much on this show. I even had a whole mini series, and I broke down each step for teachers. So there's an episode about the ask, there's an episode about the imagine. So it's not something new. It's not new. And you were doing this in a Kindergarten classroom, not as a STEM teacher per se. It can be anywhere. And you just saw the importance and how they are building upon those soft skills. And I'm so glad you said like, oh my gosh, you're so great. This is awesome. Yeah, so definitely those soft skills. That is what STEM is all about. And I tell the kids that all the time, like it doesn't matter what tools that you're using. You're here to build on skills that you're going to use the rest of your life. The tools are just a way for me to help you practice these skills. They're going to change you're not going to have these robots when you're 25 But This skill is how you can collaborate and work together. and problem solve, you need to have those skills, whether you're in a STEM job or not, you need to be able to do these things. So I'm so glad you said that, because that is like a huge, that's like, probably the biggest why I am in STEM is like all that all those soft skills, you get to be creative, but you're really building up yourself as a human. That is like the whole goal of my class.


Jill Loesch  20:24

Well, you know, it was kind of eye opening, it's hard for me to say, because it's been already so long, since I started my IB PYP, like career. It's like, Ah, it just feels like yesterday, but it's not. But I just remember being very awestruck, in that time where it was, like, you know, no longer is education, the place where it used to be people come because that's where the knowledge was. But with just the technology advances and the information at people's fingertips, we need to create critical thinkers to understand processes and work together, because the kids that you're teaching right now, the jobs that they are going to have haven't even been created yet. I mean, even five years ago, would we have been like, Oh, someone can be a social media manager and make a really good income with that people would have been like, what that is ridiculous. And so we don't even know what they're gonna end up doing. So we really want to prepare them to handle challenges and be prepared for those really unknown situations.


Naomi Meredith  21:29

Oh, I didn't know I was gonna be a STEM teacher, I didn't originally go to college for this. I knew I wanted to be a teacher, I went to school to be Elementary Ed. And then through experiment, like kind of like the kids like, Oh, I was really like hands on. I've always loved hands on learning in science, let's be real. I've always loved that. But then STEM was coming up. I'm like, I think I can do this. And now I have a master's in that and went back to school and everything. But even for just teaching there's so many new roles out there. And even having a teaching podcast, like who knows, like, you have no idea what is going to be out there. So if we as adults can figure it out, then like, hey, we can totally get our kids to do it. We just have to be they're cheerleaders by giving them those skills to be successful. You mentioned the pictures for the Engineering Design Process, which I think that's amazing. That's awesome. Are there any other ways teachers can easily implement SEL into their instruction like top ways you're like, “Oh, definitely do this, or this has worked really well?” No matter what they're teaching, what would you recommend? 


Jill Loesch  22:35

Well, I have lots of ideas because just like students, teachers are on their own path, and not everyone's going to be in the same place or not everything's going to feel comfortable. Before I give the ideas, I would just say, really, think about your own growth mindset, it's really hard to have students tap into that. And they can smell it if you aren't tapping into that. So getting out of your comfort zone and starting with the next small thing that feels doable. So when I say that, um, you know, just think about your own schedule where you are, because really, I am all about using the schedule, you already have to determine where would be some appropriate times and good fits to implement aspects of the five Castle competencies. For example, I love Responsive Classroom, morning meeting as a part of that. If you are in the classroom, you can kind of bring in some STEM things if you're teaching STEM. I was in the classroom, if you are like you, Naomi, and you're doing that you can take maybe just five minutes, like a real condensed and one part of a morning meeting to start building the community. Because here's the thing, your learners in order to be risk takers in these things need to feel safe in that space. That's not going to happen day one, it's not going to happen day seven, it's not maybe going to happen for some students until maybe the end of the year. 


Jill Loesch  24:14

So really recognizing that risk factor and providing low risk opportunities as you start. So for instance, at the start of the year, it may be simple like, “Hey, I'm going to introduce you to my to my friends,” and the teacher says everyone's name and getting to know everyone's name and then maybe doing a name game and then maybe having a would you rather that's really revolved around the unit that you're doing, you know, would you rather X or Y and then y and then starting to get them comfortable with really using their voice because if you don't do that, the rest of your amazing lessons and everything you have on paper, it doesn't matter. It doesn't matter. Good on paper means nothing if you cannot implement it in a way that brings kids to the ultimate objective, because the lessons you're creating are not about you. They're about the students. And if the students aren't in a space where they can feel heard, valued, vulnerable, they're not going to explore those challenging things. And they need to know that it's okay to do that. So I would start with that. After that, really, there's so many so many ideas, differentiation is key, you're gonna have kids, just as when Naomi and I were talking like a big range sometimes, and understanding where those kids, those kids that can do it, they need your support just as much as the kids that are really struggling. And that can be tricky. But what I like to use are the prompts of depth and complexity, those are really great entry point. Their icons, you teach them to the whole class. 


Jill Loesch  25:49

But let's say you have a group that's gone ahead in the unit or a project you're doing, you can say, “Oh, okay, now, I want you to look for patterns in your findings, “or whatever, and just have that up there. And it's a really easy way for you to differentiate without planning. The idea isn't that you're planning all different lessons, you're teaching to the same standard, with the same kind of idea. It's just getting kids that need to go deeper, going deeper into it. So that's a really great way. I kind of addressed this already, but really scaffold your year and your units from that low risk to high risk. And don't assume like, well, it's January, we've gotten to know each other, and it's a really challenging unit, don't assume that they're just going to jump in with like, Whoa, yeah, I'm really ready to fail, like, don't assume that just start low, low risk. And you can use engaging text to support thinking or concepts. Really, there's so many amazing texts out there. 


Jill Loesch  26:50

I wrote some books down, like my class LOVE THE MOST MAGNIFICENT THING. The Andrea Beatty books. There's one that I just recently came across. I've not used this in the classroom, but there's three, maybe you know, about these, Naomi, what would you do with an idea? What do you do with the problem? What do you do with the chance? They're really good? Yeah. So I mean, just really utilizing that and taking a step back, like go slow to go fast. So what if you take the first day of a new unit to look at a book that has concepts that they're going to be encountering, or mindset ideas that, you know, like, hey, they're going to really struggle with, you know, this emotion, perhaps when they're going through this. So I'm going to start with a book that's going to address that. And I would say, do a beginning of the unit SEL questionnaire about the content and subject, find out where the kids are in their feelings about it, that will give you so much information, and that they're feeling validated. 


Jill Loesch  27:51

Like it's okay to say that I'm scared about this, or I'm nervous. I don't know about this. Finding out where they're at, not just from a content standpoint, but from where they are in terms of how they feel they're going to do with it. And then having some exit slips that include a self evaluation or reflection. And you can do that after certain lessons or at the end, especially. And that will give you good information. Every class and every year is different. But you can take some common things to like, “Oh, I think I want to tweak this for the next time.” I have not done this, but I thought about this, when I was doing this, I think I'm going to put this in, I'm going to make this for my TPT store. But I would have an Emoji check in system before, during, and then the completion of the projects. And there's lots of different ways you can have that you can literally have them printed out. And you can just go with like kind of three or four basic kinds of emotions. And even while they're working, they could just, you know, put like, I'm confused. And if they put that there as you're walking around, or whatever. It's just a real easy way that's low risk. They're not having to be like I don't know, and then a way for you to check in with either that individual or group. Then even creating just some posters of strategies, of course that you go over of how to deal with your feelings when you feel like you're out of control or confused or you want to just give up.


Naomi Meredith  29:27

Every single thing you talked about, I've talked about. Yes, you know, you're a great coach. I wrote all of these down for people. So we'll link all of this, all the books that you mentioned. Teachers can do all these things that you're mentioning. You're like, oh, or maybe they're like, I already do that. Or oh, that's a cool way to do it. So those are just like you said, you can implement it in your teaching everyday no matter what you teach, even if you do teach all the kids in the school. I want to go back to when you were saying where you really need to create a space where students are feeling safe and they are filling welcomed, that is so true. It's so hard when you're a specialist, and that's a big thing. Going from classroom teacher to specials, I feel like is you have your same kids, when you're a classroom teacher and you see them every day, you know them, you can tell when they're in the best mood or the worst mood. You just really know who they are. I used to do The Five Love Languages quiz for kids when I was a classroom teacher, and it was so eye opening and interesting to see how they felt the most loved. One of my most neediest class, their love language was primarily quality time, which made sense. They always wanted lunch with a teacher for a prize. But as a specialist teacher, that was huge and was probably one of the hardest things going into this role is I don't have them all day. And so I'm here year five, and I know them pretty well. But it's just taken a long time for them to get to know me and I get to know them. Also, creating a space where they do feel safe, that they want to take risks, they want to have those challenges, they are feeling comfortable communicating, collaborating, and it's so different too. I don't know what they do with their classroom teachers, like some are really strong about these strategies. Sometimes STEM is there only a time of the school year where they get to work together. So it's just so interesting with those classroom dynamics and just being in this role. But no matter what you're teaching, these are just all important things, for sure. So I feel like people are gonna walk away with so much knowledge from this episode. And I'm so, again, so grateful that you are here. Are there anything, freebies or anything you want to let teachers know about? And how can they find you and connect with you?


Jill Loesch  31:44

Yes, so if you go to my Instagram, my handle is the self nurtured classroom. I have a link there for a year-long SEL guide. Right now it's just K through one, but I'll be adding to that. I'm adding things to it all the time and updating, but it includes book lists, and questions that are aligned to the five Castle competencies. Some of those in there, again, may not be directly STEM related. But when you're building that, like just what you said, you know, prior to this, I would venture to say, and it's hard because there's pressures from different ways. I would rather take the first six weeks of school and that's less time when you're not seeing everyone every day all the time to build those relationships because your return on that time investment is going to be like 100 fold, it can feel like oh, I should be doing this content right now. But if you don't get those relationships in that space, you're going to be battling that all year. But if you just take the time in the beginning, then it's amazing. It's amazing how that goes. So you can grab that for free. For more adult SEL, again, not teacher specific, although I do have many teachers that you know do this, my website is selfnurturedteacher.com. So there are some free things there for adults, and you can just kind of check it out.


Naomi Meredith  33:21

Awesome, well, thank you so much again for your time. And I know that this is such an important episode. Very timeless, it can last forever. And this is a year-long evergreen thing that we always need. It's just such a great refresher. And I learned so much! You should definitely see my desk right now with all of my notes. I learned a lot here, and I'm excited to implement a lot of the strategies you talked about. So thank you so much again, Jill, and hopefully, we can have you back another time. You're great.


Jill Loesch  33:50

Yeah. Thank you. I would love that.

SEL in Elementary

SEL in elementary

Related Episodes/Blog Posts:

 

Connect with Naomi Meredith:

 

More About your host, Naomi Meredith

Naomi Meredith is a former classroom teacher turned current K-5 STEM teacher and coach. Her role not only includes teaching over 500 students in her school, but also leading professional development and co-teaching with teachers to help them integrate STEM & Technology.

With over a decade of experience along with a M.Ed. in STEM Leadership and STEM certificate, she helps teachers navigate the best practices, strategies and tools out there.

She truly believes that any teacher out there can learn how to use STEM & Technology in their classrooms effectively. She can’t wait to connect with you and be your guide!

More About The Elementary STEM Coach Podcast

Are you tired of scrolling online for your next great STEM lesson? Do you feel like there is no time to plan, research and test meaningful STEM lessons, so you throw together a hands-on activity and hope that it works? What systems and routines should you set in place to help students be creative, critically think, and collaborate? 

The Elementary STEM Coach is a podcast for K-5 STEM teachers, classroom teachers, GT specialists, and homeschool parents looking for actionable STEM solutions. Each week, Naomi Meredith will share tools, resources and lesson ideas that are actionable in your classroom and create highly engaging experiences with your students. You’ll learn systems and routines that will create control in the chaos and that will keep you organized all year long. 

Your mindless scrolling days are over! Your new STEM-best friend is now here in your ear buds!

first year teaching STEM

My First Year Teaching STEM: What Surprised Me the Most [ep. 30]

My First Year Teaching STEM: What Surprised Me the Most [ep. 30]

first year teaching STEM

Check out the full episode on My First Year Teaching STEM: What Surprised Me the Most:  

 

Subscribe to the podcast HERE on your favorite podcasting platform.

Have a STEM question? Leave a voice message for the podcast!

Episode Summary

While there are a lot of similarities between the general education classroom and the STEM classroom, there are a handful of things that surprised me during my first year teaching STEM. 

Whether you are currently a STEM teacher and this is your first year, or maybe you've been doing it for a while, or you're a classroom teacher who's trying to implement STEM, or maybe you're even a classroom teacher who is thinking about stepping into a STEM role, you will relate to many of the topics discussed in today’s episode. 

In this episode, I’m keeping it real and showing you the behind-the-scenes and the not so pretty behind-the-scenes of my first year of teaching STEM.

 

In this episode, you’ll learn four things that surprised me the most my first year of teaching STEM:

  • Sense of time and how it’s structured is different compared to teaching general education
  • Teaching STEM helps you grow your teaching abilities
  • You are an island, and it can be lonely
  • STEM is impactful but still very new, meaning there are limited resources and supports

Resources Mentioned:

Episode Transcript: 

Naomi Meredith  00:00

I originally didn't go to college to become a STEM teacher. In fact, my major is in elementary education. Through my six years of teaching in the classroom, my experiences and passions led me to my K through five STEM teaching and coaching position. I eventually did go back and get my Master's in STEM Leadership and a STEM certificate while always continuing to refine my practice and learn more about this field. While there are a lot of similarities between the general education classroom and the STEM classroom, there are a handful of things that surprised me during my first year teaching STEM, which I will be sharing in today's episode. 


Naomi Meredith  00:40

Whether you are currently a STEM teacher and this is your first year, or maybe you've been doing it for a while, or you're a classroom teacher who's trying to implement STEM, or maybe you're even a classroom teacher who is thinking about stepping into a STEM role, I think you're gonna find a lot of things in this episode that will be relatable to you. I am definitely keeping it real and showing you the behind-the-scenes, not so pretty behind-the-scenes of my first year of teaching STEM. Also, in the end, you'll be hearing from other teachers who listen to this podcast, and they will be sharing how this show has been helpful to them. Make sure to listen all the way to the end for this special bonus. 


Naomi Meredith  01:53

What I realized right away during my first year teaching STEM is a sense of time is different. We always talk about as teachers how we never have enough time to do anything. Well, the same is true as a STEM teacher, just the way that time is structured, it's completely different. I remember my first few weeks and how fast the time went. I didn't get any lessons done. Let's be real, I had a hard time getting things done with my classes. What was really tricky is I only had kids three days out of the week, and it was the same kids three days in a row. But time went by so fast. The luxury of being a classroom teacher is you do have the same kids all day. The downfall is you do have the same kids all day. But you do have the same kids all day as a classroom teacher, and if you don't finish something in the morning, you can revisit it in the afternoon. As a STEM teacher, you typically don't have that luxury. You only have that short amount of time with them. Sometimes kids will even forget that even to this day. I still have kids who are confused about why we are cleaning up, and I can't let them build all day. I let them know, “I have three more classes who are coming to me, you have to put it away. I am so sorry. I'm so glad you're having a good time, but we have to clean up.” 


Naomi Meredith  03:15

Time goes by so fast in a different way. Even that time in between classes, you sometimes get a moment to catch your breath, but not all the time, and you have to gear yourself up for the next lesson. I'm always so sweaty at the end of the day. I used to wear super cute outfits and fancier shoes when I was a classroom teacher. Not to say I look terrible every day, but I pull out a lot more teacher tees and skirts and comfortable pants these days because I am up and down on the floor with K through five years running around all over the place. I even tell people teaching STEM is a lot like hosting a birthday party six times. You have to have the same amount of energy for all six classes and make the experience special and meaningful for every single one. So I am like the cool aunt who hosts special birthday parties all day, every day. 


Naomi Meredith  04:11

Something else when it comes to time, I was always stressed out about materials and making sure that everything was prepped and ready to go for every single class. I still get that sometimes when I am implementing brand new lessons or brand new tools that I have never tried before. I have really tried to develop systems and routines, which you hear about in all my other episodes, on how I can get kids to be independent when it comes to gathering their supplies while also being collaborative. I have moved things around in my room constantly to make sure they are at kid height, kid accessible, and that they can do the bulk of gathering materials, being successful during work time, and also putting them away independently. This has given me a little bit more breathing room in between classes. I definitely didn't have this figured out during my first year teaching STEM. So if you're feeling it, that's okay, you will get there. This is just part of the whole process of building your systems and routines. 


Naomi Meredith  05:12

Another big thing that I learned during my first year teaching STEM is that it helps you grow your teaching abilities. If you can teach K through five all day and have differentiated lessons for all of them while teaching, think about it, every single kid in the school, I really feel like you can teach anything. It's funny because when I first got into teaching, when I was deciding on my major, I was really in between elementary education and also early childhood. Well, you know, I went the Early Childhood route, but I really love the littles. I really see their creativity and all of their amazing ideas each and every day. Now, when I was a classroom teacher, I only taught second and third grade. When I got my third-grade role, I actually didn't apply for that job. I really wanted the Kindergarten job. Funny enough, when I walked into the interview room, I actually knew one of the girls in my interview completely by accident. That's actually not why I got the interview. I knew her, and she was on that third-grade team. So when it came down to it, she really wanted to work with me. I thought, “Okay, why not, I will take a risk. I need to change.” I ended up loving third grade and taught it for four years. 


Naomi Meredith  06:29

However, I still do love the littles. I also really appreciate the older students as well, and how deep we can go in the concepts. I really do love the variety of having all the grade levels and seeing that progression of learning, especially year after year. This has been really eye-opening. It really has been testing my differentiation skills when it comes to particular grades, but also being able to meet the needs of all of my students literally on the fly. Sometimes I will think of ideas right then and there, and it ends up working. Sometimes it doesn't. But being able to teach all the grades really tests and grows you as a teacher. If you are in a rut and you're thinking about getting into STEM, it is really hard at first. But also, it's really exciting because it is so different throughout the day when you have all of those different kids. The cool thing, too, that you don't always get as a classroom teacher is you do get the same kids every single year. Unless you are looping with your students, which I know some teachers do or some schools are really big on that, as a specials teacher, you do get the same kids year after year. I am in year five of knowing my fifth graders, so I have known them since first grade. They forget they have known me that long. I've basically been their only STEM teacher, so it's really cool to see all of the amazing things we have done together and how much deeper we can get into the projects. 


Naomi Meredith  07:54

I really do know those students, even though it is 45 minutes for five days in a row once a month. But really, knowing them over five years, it's pretty cool to see all the amazing things that they do and know their passions and different things that they want to try. Also, when it comes to testing your teaching abilities, not only do you have to differentiate for their students' needs, but also adjust to different teaching styles. Now you're not always teaching with the classroom teachers unless that is the role that you have, which I have had that role before. Also, you may be pushing into the classrooms and helping teachers implement STEM and technology and innovative in meaningful ways. But when you have all the kids come into your classroom, you can definitely see the different styles of teaching that the kids are used to with their homeroom teacher. 


Naomi Meredith  08:46

Some are more laid back about things. Some have more strict behavior management. Some are all about collaboration and creativity. Some where kids have to be silent and listen to the teacher all day. It's very interesting to see how kids will respond to your style, which I am all about being the guide on the side, not the sage on the stage, which the kids think I'm a little bit funny, not too funny. They're a little more impressed that I have a YouTube channel if anything else, but I'm really all about giving them the information right away and letting them run with it and attack the problems. Not all teachers have the same style as me. I thrive in this controlled chaos. So it really does, again, test your teaching abilities, being able to adjust to different classes and what they're used to with their homeroom or general education classroom teacher. 


Naomi Meredith  09:38

Another big thing when stepping into the first year of STEM is that you really are an island. Now, this can definitely be based on the school. I do have a team of specials teachers who are very sweet. They teach PE, art, and music. We do eat together, and we're able to talk about kids, but we're not really planning together all the time. There are moments when the art teacher and I might collaborate on some special projects. But it's way different than being a classroom teacher, where you have a team and you can even divvy up the work where you can talk about the curriculum. You can talk about the units, or you might even be able to switch kids based on differentiation. As a STEM teacher, you really are an island. Now, this really helps you be a self-starter and problem solver when it comes to building your curriculum, which can be super overwhelming. 


Naomi Meredith  10:32

I stepped into a classroom that was brand new and remodeled and had zero curriculum. There were some tools in there, but nothing else. So I loved this challenge because I love writing lessons and trying new ideas, which you can see in my whole year-long plan at naomimeredith.com/yearlongplan, and even get every single lesson that I teach to my students all packaged up together. So you don't have to do all that planning. But it was super overwhelming because I didn't know the kids. I didn't know what tools I was supposed to be using. So you really want to find your community, whether it's other STEM teachers in the community or even neighboring districts, you can join online groups, find me on Instagram at NaomiMeredith_, or even if you find friends who are online, you can join Facebook groups. I have one as well, the Elementary STEM Coach Facebook group, which will be linked in the show notes. But finding our people can really help you collaborate and not feel so alone because it can get kind of lonely. Even though you see hundreds of kids a day, you really are by yourself, and you're not always sure if your ideas are really good or not. So being able to talk to other adults can be really impactful. I learned that pretty quickly and reached out and have my STEM teacher besties, which of course, we heard from one and our first guest interview Jen Sevy, and I'm gonna have some of my other STEM teacher friends on future podcast episodes because it's so important to find your people, especially in the education space. 


Naomi Meredith  12:07

The fourth big thing that I learned during my first year teaching STEM is that STEM is super impactful, but it is still very new in the elementary STEM space. There are various perceptions as to what STEM should look like in the elementary space and even in your own building. I realized this very quickly. First of all, the kids were excited to come to my class., but it was rebranded, as you would say. It also depends on if you've had a STEM teacher or a similar role before. Kids will bring in their biases as well. For my older students, in my first year, not all of them actually really liked to build and be creative. They were so used to past teachers in this role telling them exactly what to do, and it had to look the same. There was not much creativity within that. Then they did coding all the time. So they had a different experience when it came to STEM. It really took a long time to help build their trust and to create an environment where they wanted to create and try something new while also having a growth mindset. I had a lot more buy-in with my little kids because they didn't really have much experience with that past teacher. So it will take time to build up those things with your kids. 


Naomi Meredith  13:28

If you're not finding success that first year or if things are failing more often than succeeding, keep going. You are not a failure. It does take time, you're building a program. It's like as a classroom teacher, you build the thing the whole year, you were building that community for 180 plus days. As a STEM teacher or specials teacher, if you have a unique role, your time is a lot shorter, and it can take years to get to this high-level place that you have in your mind, and you know the kids can do. Keep trying, keep building that community keeps instilling a growth mindset, it is worth it, I promise you. There are also some biases from the teachers in my building as well. Before my classroom was remodeled, it was actually a legit computer lab. A lot of teachers kept calling my class computers tech, which I am not the computer lab teacher or the tech teacher. The kids kept calling me the tech teacher. I'm like, “Okay, so we really are learning what STEM means.” 


Naomi Meredith  14:34

One fun way that I did this is I created something called STEM style. So again, building my brand as the STEM teacher in my building. We really talked about what STEM is and like, okay, well, this is STEM. I am not your tech teacher. I'm not your computer lab teacher, but you do have a STEM teacher. Tech is one of those things in STEM. But here's what the other letters mean. Here's how we're going to be doing them in this lesson. I always try to point out those things even to this day, in my fifth year teaching STEM. I tell them, “Oh, there's a lot of m in STEM. Today, we're doing a lot of math when it comes to our Maker money. So I will point out those things, and then they're like, “Oh, okay!” Sometimes they get a little frustrated with the math, but that's part of STEM.  I did something called STEM style. So we always talked about what STEM means. If kids wore shirts that represented STEM, science, technology, engineering, or math, I would take a picture, and it would go on my digital picture frame. I have all the pictures from the past five years of being in this role. There are hundreds and hundreds of pictures, and kids think if they stand there, they might see themselves. If they do, they're super lucky, and they should go to Vegas. I know they're not old enough, but that could be a lucky charm. But they get so excited. 


Naomi Meredith  15:46

It's really helped them build their vocabulary of how there are so many different avenues when it comes to STEM. Then now they're finally calling my class STEM, and I'm not the computer teacher or the tech teacher. I'm legit, the STEM teacher. Also, when it comes to the admin, there might be a lot of support when it comes to STEM, or there might not be. It could be that there's a lot of support, and they have no idea what you're talking about. So when you're thinking about your evaluations, or who your admin are, and the different people you're dealing with higher up really showing, explaining the reason why you are doing things. That is why planning with standards and using the Engineering Design Process is important because you're really building the backbone of what your lessons mean and the why behind that. When you're thinking about that differentiation and creating your year-long plan while there is a progression of learning, admins understand that they might not understand what coding is, or robotics, but they understand those things. So if you are being more thoughtful in your lessons, you're gonna have more buy-in for your program. You can really explain the why behind you're doing things. Of course, that is just a snapshot. 


Naomi Meredith  16:58

There is a lot of work to be had in the elementary STEM space, and that is a big reason why I created this podcast because, as of right now, there's not a whole lot out there. We need more voices to help make a positive difference in this STEM space. Sometimes for me, it can be a little bit awkward just talking into a microphone, and I don't always know who is listening and how this podcast is even helping. So I put out a call to action for this special 30th episode, where you could leave me a message on how the elementary STEM coach podcast has been impactful to you. You all stepped it up with your messages. They really put a big smile on my face. It continued to instill the drive in me to make a big impact in STEM education when it comes to Elementary in a positive way. So I want you to take a listen and hear all of these awesome words that you all had to say.


17:59

I love how Naomi gives such actionable tips. She doesn't just give you the theory and the why. But she gives you something that you can take back into your classroom and really make it your own, which is so helpful. The elementary STEM coach podcast has been a phenomenal resource for me. This is my first year teaching STEM. And it has been my go to and listening and learning the ins and outs of STEM. I get super excited when I see that a new episode comes out. And I can't wait to hear more.


18:40

Your Blog revives me Just when I think I don't have any more ideas. What can I do? You send me a an idea. And I get revived I think the wheels start spinning and I think I can do this like it had. So it's a jolt of creativity when I don't feel I have any. Thanks so much for sharing.


19:03

Hi Naomi. My name is Amber Fraser and I'm a first year STEM educator at Maplewood Elementary School. I teach Kindergarten through sixth grade and I can honestly say that you have given this first year teacher all of the tools that I need to be able to change the lives of my students every day. I can confidently say that work does not feel like work because of people like you and the resources that you've given us. And the confidence that you instill in each of us with the things that you share. You have changed my life and the lives of all of my students. Thank you so Naomi for all the to do.


19:36

Hi Meredith. My name is peg Volek and I teach in paracasei, Pennsylvania. This is my 31st year of teaching. And after 27 years in the classroom, I took on a role of a STEM and gifted support teacher. Your podcast has helped me with management. Because even though I've taught for so long, managing kids once a week, is a little bit different. It's a whole different world. Thank you so much for keeping it real, giving me good ideas and how to look ahead how to look at the whole scope and sequence that has been really helpful. If you can have any tips on how to make 45 minutes last forever, that'd be great. Because I feel like they forget everything from week to week. The least that's how it seems. I love listening to your podcast because your troubles are the same as mine, and it makes me feel like it's okay. It is the ways that the STEM world works. Thank you so much for your podcast. Look forward to the next episode. Thanks.


20:38

Hi, Naomi. My name is Katie. And I just wanted to say thank you for sharing this podcast with all of us, I transition from being a classroom teacher. Over the last Gosh, I've been a teacher for 12 years, and I've taught in a lot of different fifth and sixth grade classrooms, from teaching math, to social studies to English all over, you know, running the gamut. But I made a big jump this year to become a STEAM specialist in a three to five elementary school and I wasn't sure how it would feel about everything if I could handle it all. And I have loved it. And I have loved turning to your podcast, to feel less alone and to get advice on where to move forward. Thank you so much.


21:22

Hi, my name is Donna and I love the STEM coach Podcast. I'm new to STEM this year because I have a stim club for the first time. Some of my favorite things about the podcast are the one day challenges, some tips for management, like the tape around the popsicle sticks. That's my favorite, and all the great ideas for planning and lessons. Thanks for all the great ideas keep them coming. 


Speaker 8  21:46

Hi, I am a 15 year experience high school science teacher who now moved into a new role this school year at a K to eight, school. And my position is to help integrate STEAM into the fabric of our school. Your podcast has been so helpful for me in getting real tangible ideas of things to do as students as K to five is definitely not my area of expertise. And I really appreciated the concrete examples that you give and the resources that you share. It has probably saved me countless hours. Thank you.


22:31

I enjoy the STEM podcast, because it helps me find lessons specific to elementary STEM, which is really hard to find. It gives me lesson plans and different ideas on how to teach STEM.


22:49

Hi Naomi. This is Megan from West Virginia. This is my second year teaching STEAM. I travel between the three elementary schools in the county that I serve. And I listen to your podcasts on the way to give me ideas and be able to keep my mind on new STEAM ideas while I travel between the schools. Thanks so much for all your ideas. You were one of the first people I found when I started this new job after changing over from being a second-grade teacher for multiple years.


Naomi Meredith  23:19

Thank you to all of you who took a moment to record these again. They mean the world to me, you can actually leave me a voice message anytime. Whether it's a question you have that you want me to answer on the show, something you're wondering, or if you want to say thank you, feel free to record me a message. It's super easy to do, you can just go to this link, Naomi meredith.com/voice. And it's also always linked in the show notes. Thank you so much and can't believe we made it to Episode 30. What an exciting celebration! I will talk to you soon.

first year teaching STEM

 

Related Episodes/Blog Posts:

Connect with Naomi Meredith:

 

More About your host, Naomi Meredith

Naomi Meredith is a former classroom teacher turned current K-5 STEM teacher and coach. Her role not only includes teaching over 500 students in her school, but also leading professional development and co-teaching with teachers to help them integrate STEM & Technology.

With over a decade of experience along with a M.Ed. in STEM Leadership and STEM certificate, she helps teachers navigate the best practices, strategies and tools out there.

She truly believes that any teacher out there can learn how to use STEM & Technology in their classrooms effectively. She can’t wait to connect with you and be your guide!

More About The Elementary STEM Coach Podcast

Are you tired of scrolling online for your next great STEM lesson? Do you feel like there is no time to plan, research and test meaningful STEM lessons, so you throw together a hands-on activity and hope that it works? What systems and routines should you set in place to help students be creative, critically think, and collaborate? 

The Elementary STEM Coach is a podcast for K-5 STEM teachers, classroom teachers, GT specialists, and homeschool parents looking for actionable STEM solutions. Each week, Naomi Meredith will share tools, resources and lesson ideas that are actionable in your classroom and create highly engaging experiences with your students. You’ll learn systems and routines that will create control in the chaos and that will keep you organized all year long. 

Your mindless scrolling days are over! Your new STEM-best friend is now here in your ear buds!

examples-of-student-learning-outcomes

What are examples of Student Learning Outcomes (SLO) in STEM? [ep. 29]

What are examples of Student Learning Outcomes (SLO) in STEM?[ep. 29]

examples-of-student-learning-outcomes

Check out the full episode on What are Examples of Student Learning Outcomes (SLO) in STEM?:  

 

 

Subscribe to the podcast HERE on your favorite podcasting platform.

Have a STEM question? Leave a voice message for the podcast!

Episode Summary

Writing a student learning outcome or SLO can be a little bit tricky, especially when you teach all the grades in the school K through five STEM and beyond.

You may be wondering, “Where do I even begin?” I felt the same exact way when I first became a STEM teacher.

If you are looking for examples of student learning outcomes, in today’s episode, I share three SLOs that I have written over the years that you can use for any grade and the type of evidence you need to collect to gather the data.

 

In this episode, you’ll learn:

  • Using the Engineering Design Process as your base
  • Find ways that students can problem-solve and use resources
  • Use self-reflection as an assessment tool

Resources Mentioned:

Episode Transcript: 

Naomi Meredith  00:54

Looking for ideas for student learning outcomes or SLOs in STEM? Based on my experience as an elementary STEM teacher, here are three examples of SLOs that have worked well in my classroom that you can use in yours. 


Naomi Meredith  01:39

This episode was inspired by common questions I was seeing in a Facebook group that I'm a part of. With that being said, I want to make sure that I am answering your specific questions and want to hear your voice, and literally, I want to hear your voice. I have set up a special message system where you can leave me an audio message, hit record, ask your question, and even have the chance to be featured on the podcast. I'll link this voice message system in the show notes for today and all future episodes. Can't wait to hear your messages and inspire future podcast episodes! Writing a student learning objective or SLO can be a little bit tricky, especially when you teach all the grades in the school K through five STEM and beyond. You may be wondering, “Where do I even begin?” I felt the same exact way. 


Naomi Meredith  02:32

Here are three SLOs that I have written over the years that you can use for any grade and the type of evidence that you need to collect so you can gather the data. Let's jump on in the first SLO that you can write. This SLO is all about the Engineering Design Process. If you've been listening to this podcast for a while now, there are quite a few episodes that go along with the Engineering Design Process. So those will all be linked in the show notes for you to go back and take a listen, so you can enhance this experience in your classroom and plan lessons that are designed around this process. There are even standards that go along with the Engineering Design Process for K through two and three through five. So this is a perfect connection when you are writing your SLO goals. 


Naomi Meredith  03:19

Here's how I wrote this SLO goal. Students will demonstrate growth when applying the Engineering Design Process by using self-assessment in a project. I created a self-assessment with my STEM PLC team. This was all wrapped around students being able to self-assess during each stage of the Engineering Design Process using a four-point scale. At the beginning of the project, they used this rubric to see where they were at in each stage of the Engineering Design Process. We did it in the middle of the project and also at the end. This same rubric was used for three different projects throughout the year so we could collect the growth on how they use the Engineering Design Process and how they applied it in a lot of different projects. This was also a great SLO goal to write because you really could use this for any grade level, and my PLC teammates and I didn't actually have the same projects going on. But we could compare similar data because we were using the same self-assessment and talking about how this was being applied and different types of projects. 


Naomi Meredith  04:28

Something that we noticed is that students' results were different based on the project. Some students were really strong at the Makerspace projects but oftentimes struggled when things were more digital, or vice versa. This was great evidence to see how we can improve our teaching, get better when using the Engineering Design Process, and the stages that we weren't hitting as well. This was a time when I actually started improving my planning stage because I would just say, “Okay, draw something.” So really refine my practice, and that has really been a great base for my teaching, understanding how students are able to understand the Engineering Design Process, how they're able to self-assess, and then, in turn, it really improved my teaching. If I wanted to, I could even use the same self-assessment on the teacher side, and students are rating themselves. Then on another sheet of paper, I could rate where I think they are at and then compare the data that way. Again, this would be a great start, especially K through five, and having it in a kid-friendly language would be very beneficial. It'd be really great to see that growth in how you use this process within your classroom. 


Naomi Meredith  05:41

The second SLO goal that I have written over the years is about how students are problem-solving and using their resources. This is the SLO that I wrote in my fourth year of teaching STEM because I had known the kids since it was their fourth year of me knowing them, and I wanted to see how they were using the resources that I was providing them to be successful. Here's how I wrote that goal. Students will be able to problem-solve and be independent in their work by using available resources and strategies. Just like anything that you teach as a teacher, you are going to build up resources and strategies for ways to attack a problem. This is a lot like when I was teaching writing as a classroom teacher. There were a lot of different strategies that I taught the kids, including going back and checking their work and checking their spelling. I did the same thing for math and for reading. Likewise, this is also very helpful in the STEM space for students to have go-to strategies when they get stuck during any type of project, but also providing resources that they can rely on that are project specific. 


Naomi Meredith  06:53

For example, I have go-to troubleshooting techniques that students can use when they are faced with a technology problem. Things like refreshing the page, restarting the device, closing out the tabs, and reopening them. Those are things that they can use all the time, no matter what website tool we are using. When it comes to specific materials, I will have specific rules and also tips, and tricks to help them use that resource. One way I have done this is with my Sphero sleds robotics unit, where I teach students how to use the robot and how to connect to it. But I go a little further than that. There is an anchor chart to remind students of key things that they need to press. There are also videos that they can scan with a QR code that they can rewatch if they are a little bit stuck. Students even have the strategy of asking three before me so that they can really work on their communication skills and ask for what they need. Instead of following me around like a baby duck and asking me for help with every single issue. 


Naomi Meredith  07:57

For this SLO goal, I wanted to see what strategies students are using and how many. So at the beginning of a project, I asked students the question, “When you are faced with a problem in STEM if you don't know the answer, what strategies do you use?” There were some kids who said nothing. Some kids did say ask three before me, some said to ask the teacher. A lot of them were actually teacher based ask the teacher, ask the teacher. Throughout the week, we were talking, and I was very specific about these strategies that I'm teaching you to help you be independent and problem-solve with this project. In the middle of the week, I had a check-in, and they had to write down the strategies that they might use. Then I would count how many, and then we also did this at the end, a lot like the Engineering Design Process goal. This was something that we did for different projects throughout the year. Then I could track their progress and how they were applying similar or different strategies based on the project. This was a really great one. Again, this was my fifth-grade students. But I recommend doing this with third through fifth grades to see what strategies they have been learning with you, how they're applying them, and then also how you can improve your teaching. So students are using those strategies that you're teaching them, and they can be successful. 


Naomi Meredith  08:28

The third SLO goal that you can write for your classroom is all about self-reflection. You may have noticed all of these goals are centered around the student and how they can really have their metacognition or thinking about their thinking and really be reflective on their experience. I am there as their guide on the side. I'm not their sage on the stage. My goal is to help students build those soft skills in my classroom. It's really not about the cool tools. None of my goals are about how to use a robot. Some kids might be successful, some might not. But the goal is, “Are they problem-solving? Are they collaborating? Are they critical thinking?” So really think about how these goals that you're writing can work with multiple projects throughout the year so that they're really dealing with those soft skills. For this goal for self-reflection, I wrote it as students will be able to improve and reflect on their work by using self-assessment tools. The longer that I have been in this position, the more I realize sometimes students have a hard time going back and improving their work. They finish it, they are one and done, and they're ready to move on. But we, now as inventors, as engineers, as problem solvers, that we're always going to go back and improve, and everything can be improved. 


Naomi Meredith  09:45

Practice makes better, not perfect, perfect doesn't exist, is one of the growth mindset things that I tell kids. So it really is a practice to help kids self-reflect and be thoughtful when they are creating. Some ways that I can collect data on this goal is by using self-assessment checklists that are related specifically to the project, and peer feedback, so they can compare their answers to others based on the work that they have provided. I can even assess them using that same reflection checklist as well. Rubrics are another great way for students to self-assess if they are written in kid-friendly language. Back in episode 26, I talked about how I plan a STEM lesson, and there was a part where I talked about how I structured a rubric for students that are in kid-friendly language and how you can do that on a four-point scale that can be effective when you are grading and also when students are reflecting on the work. Another way that students can reflect is by having the same questions that are used throughout the year. So students are used to these types of questions since their questions will change. When you're collecting evidence, you can use evidence from all these rubrics, maybe you count up how many responses they get, especially if you have a rubric. This would be really helpful because you can base it on the number of points that they get or the overall score. 


Naomi Meredith  11:08

As a recap, here are the three different examples of SLO goals that you can write for your STEM classroom. First is using the Engineering Design Process as your base. Next, find ways that students can problem solve and use those resources. Third, using self-reflection as an assessment tool. I hope this helps you think about the lessons that you are teaching throughout the year so you can gather data no matter what project that you are using and you can see that growth in your students, even if you see them for a short amount of time. As a reminder, don't forget to leave me a voice message. I would love to hear your questions or comments and how I can best serve you on this podcast.

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More About your host, Naomi Meredith

Naomi Meredith is a former classroom teacher turned current K-5 STEM teacher and coach. Her role not only includes teaching over 500 students in her school, but also leading professional development and co-teaching with teachers to help them integrate STEM & Technology.

With over a decade of experience along with a M.Ed. in STEM Leadership and STEM certificate, she helps teachers navigate the best practices, strategies and tools out there.

She truly believes that any teacher out there can learn how to use STEM & Technology in their classrooms effectively. She can’t wait to connect with you and be your guide!

More About The Elementary STEM Coach Podcast

Are you tired of scrolling online for your next great STEM lesson? Do you feel like there is no time to plan, research and test meaningful STEM lessons, so you throw together a hands-on activity and hope that it works? What systems and routines should you set in place to help students be creative, critically think, and collaborate? 

The Elementary STEM Coach is a podcast for K-5 STEM teachers, classroom teachers, GT specialists, and homeschool parents looking for actionable STEM solutions. Each week, Naomi Meredith will share tools, resources and lesson ideas that are actionable in your classroom and create highly engaging experiences with your students. You’ll learn systems and routines that will create control in the chaos and that will keep you organized all year long. 

Your mindless scrolling days are over! Your new STEM-best friend is now here in your ear buds!