STEM to STEAM Lesson Plan

Dec 23, 2021

STEM to STEAM Lesson Plan

STEAM Unit Lesson Plan
Incorporating Stylefit®

  1. Decide on a project from a choice offered. Climate Change, Space Technology, how technology is changing the world.
  2. Outline – Students work in groups of four to create the project outline. For example: How technology is changing the world. Decide on one aspect of technology:
    • how it is changing the way we learn,
    • how medicine is benefitting,
    • how it is improving the environment
    • or another aspect
  3. Decide what the project outcomes will be
    Project brief: Create a learner-centred app. on developing writing skills
  4. Use Stylefit® to check that the outline is on the grid (in the blue or green section)
  5. Skills – the group will use all of the STEAM elements –
    • Science – create a scientific road map for your app
    • Technology – create the app and use Stylefit® AI driven technology to confirm brief and report clarity
    • Engineering – outline engineering that sits behind the project
    • Arts – prepare a report that outlines processes and the project. Use Stylefit to ensure the brief is clear and concise.
    • Maths – identify the maths underlying the science
  6. Put final version of brief through Stylefit® (in the blue section)
  7. Project – Create a student-centred lesson on building a writing app that encourages self-directed learning.

Teaching Methods for Inspiring Students of the Future Joe Ruhl

Video for building an app

How to create Mobile apps with your students

Formative 1
Create Brief weeks 13-14		 Points to cover Teacher Tasks Student Tasks Week
Lesson 1-5 Introduce the rubric and tasks needed for the brief Introduce project
Show a video on building an app		 Students will work together in groups of 4 1
This week students work on ideas for their app. Talk about different ideas around creating a student- centred learning environment Research app building. Google and You Tube
What is Learner-based?
What will the development team need? (collaboration) Write the definition and test it on Stylefit®		 Talk about different ways to approach the project Start planning and agreeing on who will take which job

Decide on how this app will incentivise students to formulate questions,

decide where to go for answers and who to ask. Record this process.

Test on Stylefit®

Decide what they will need in the way of materials.

Decide on Interface design – Arts elements, wording

Students will work out what they will do, the purpose of their project, what material they will need and what they will build.
STEAM – Science and Technology in the research and design of the project, Arts to add the creative details.
Lesson 6-11

Review all points of the project and check that every group has finished their research

 Review the rubric and assist groups as needed to check their plans Students will write up their project brief as a report 2

 

 Put the report through Stylefit®
Should land in the blue or Green quadrant

Assessment

Category 4 3 2 1
Speaking: Forms and expresses ideas and information with increased clarity, drawing on a range of sources

We have included all of the information in our project path

 

 We have included more than half of the information in the project plan We have included less than half of the information in the plan. We have tried to plan our project but have not included the information in our plan
Writing: Adds or changes or changes details and comments to support ideas showing some selectivity in the process. Used Stylefit® to great effect. (Printout included) We have made our project brief and included all the details from our plan

We have made our project brief and included more than half of the details from our plan

 We have made our project brief and included less than half of the details from our plan We have made a project brief but have not included any of the details from our plan.

Instructions – We have discussed and planned our project plan. Our plan includes:

  • What information we need
  • The purpose of our project
  • What we need to include in the project
  • What technology we will build

Writing – We have written our brief about our mission 

  • Our brief includes all the information from our plan.
  • We have included writing and pictures in our brief/report.
  • We have checked our spelling and grammar.
  • We have included our Stylefit® report.
Formative 2
Technology Plan
Lesson 1-5

Introduce the Rubric and explain the tasks for the design of the tech.
(STEAM – This project uses Science, technology, Engineering (software) and Maths in the design of the app and Arts for the creative elements).

 

Get Stylefit® to assess any reporting.

 Teacher will explain and show examples of Tech/plans blueprints. Instruct students to design their tech and practice drawing. They need to label all parts of the tech and understand all parts of it. Students will draw their tech plan and work together to label their parts. They must know the names of the parts and the uses and functions of the parts. 14
Lesson 6-11 Review the plans and the rubric. This week is to use the plans to write a paragraph about the tech explaining its functions and purpose in the project. Teacher will review paragraphs and how to write an informational paragraph. Instruct students to write their paragraphs describing their design. Use Stylefit® to review work and attach print out of grid result. Students will write about their tech, explaining in detail the functions of the tech and its parts and what the tech will be used for.
Use Stylefit® to review work and attach print out of grid result.

Assessment

Category 4 3 2 1
Speaking: Uses oral, written and visual language features to create meaning and effect and engage interest.

We have drawn and labelled all parts of our project.

 

 We have drawn and labelled more than half of the parts of our project. We have drawn and labelled less than half of the parts of our project. We have drawn our project but have not labelled the parts.
Writing: Writes legibly, fluently and with ease when creating texts We have described, in detail, all the features of our project. Include print out of Stylefit® grid (blue or green quadrant)

We have described, in some detail, most of the features of our project. Include print out of Stylefit® grid (blue or green quadrant)

 We have described some of the features of our project. Include print out of Stylefit® grid We have described our project technology, but it is hard to read and not easy to understand. Include print out of Stylefit® grid

Speaking – We have drawn our technology design in detail.

  • We have labelled all the parts, inside and outside our technology design.

Writing – We have written a detailed paragraph about our technology which includes

  • The functions of its parts
  • How it will be used on our mission
  • The special features we have added.
Summative: Presentation to school or community
The Tech Lesson 1-Display		 Introduce the rubric and explain the tasks Teacher will ensure students have the materials to build project. Students will build the technology and reflect on it after. 17

Students this week will build their technology design, test it, reflect on it.
(STEAM – this project uses Science, Technology, Engineering and Maths plus Arts for the design.

 

 Teacher will instruct students to use their plans to build the technology. They must test it and evaluate their construction. What things worked well, which didn’t, what would they do differently, does it work/look the way they wanted it to.
Display materials. Reflections of the experiences to be used for display. Stylefit® Teacher
Submit to Stylefit®. Include result in the final project report
Lesson 7-11 Introduce the second part of the rubric about the display/presentation. Students will create their display for the EXPO including all their work in the unit and additional displays. They will need to be able to discussion their app and the purpose they set out to achieve. Teachers will show examples of EXPOS/Science fairs and instruct students on how to create their display. Students will take turns explaining their project to an audience. Students will assemble their displays and write short scripts/passages for each speaker.
Category 4 3 2 1
Speaking: Seeks feedback and makes changes to texts to improve clarity, meaning and effect

We have built our app technology and reflected about all the given points.

 

 We have built our app technology and reflected about most of the given points We have built our app technology and reflected about some of the given points. We have built our app technology but we did not reflect on it.
Presenting: Constructs texts that show a growing awareness of purpose and audience through careful choice of content language and text form. We have made our EXPO display and all members of the groups gave an oral report on our app development.

We have made our EXPO display and more than half of the members of the groups gave an oral report on our NASA mission.

 We have made our EXPO display and less than half of the members of the groups gave an oral report on our app development. We made our EXPO display and gave an oral report but one person did all of the speaking.

Speaking – We have built our technology based on our plans. We have tested our technology. We have reflected on our design and written feedback about

  • What worked well
  • What did not work
  • What could be better or be changed

Presenting – We have created the display for the EXPO which includes

  • Our mission brief
  • Our technology plans
  • Our finished model and reflection
  • An oral report from all group members about our app

Speech assessed by Stylefit® and presented as part of the presentation.

We acknowledge Melinda Sargisson, English teacher at Kajonkietsuksa School, Phuket, Thailand for providing the framework on which this lesson plan is built.