In this activity, students will use their knowledge of area and perimeter to create a racetrack. Once they have the correct specifications they will guide their car through the track using the properties of magnets.
In this activity, students will use their knowledge of area and perimeter to create a racetrack. Once they have the correct specifications they will guide their car through the track using the properties of magnets.
This guidebook was created by ISKME, in partnership with the Science Education Resource Center (SERC) at Carleton College. The document provides a practical reference for curators and authors of STEM OER, and contains 23 accessibility criteria, or elements, to reference as they curate, design and adapt materials to be accessible for STEM learners.
The primary audience of this resource is STEM postsecondary faculty, instructional designers, and others responsible for course design and pedagogy who seek to:
- Expand their knowledge about accessibility and ways to integrate it into their STEM curriculum and instruction
- Design openly licensed STEM courses and course materials that support both access and use by learners
- Curate existing STEM content that expands upon traditional textbooks and courseware to address variability in learning
- Identify and add meaningful keywords, or tags, to the STEM OER they create, so that their OER can be more easily discovered across platforms
Professional learning teams on campus are also encouraged to use this framework as part of training to facilitate integration of accessibility concepts into STEM course design and pedagogy.
The framework and guide development was supported by a mini-grant program facilitated by Bates College and the SCORE-UBE Network (Sustainability Challenges for Open Resources to promote an Equitable Undergraduate Biology Education), with funding from The William and Flora Hewlett Foundation. The framework and guide were developed by ISKME and SERC with input from 21 STEM faculty members from across the United States, and in collaboration with the project’s Working Group of accessibility experts: Andrew Hasley and Hayley Orndorf, both with BioQUEST’s UDL Initiative and the Quantitative Undergraduate Biology Education and Synthesis (QUBES) Project; Hannah Davidson, Plymouth State University; and Cynthia Curry, National Center on Accessible Educational Materials (AEM)/CAST.
to enable students to explore the air element using the stem and 5 E plan to guide them to create new products with engineering
With this plan, our aim is the importance of 5 elements in our lives for children. The soil element is applied gradually according to the stem activities to increase the level of awareness of children.
The STEM Readiness course provides a refresher of core skills related to STEM careers. The Open + Free course covers the core skill of Mathematics from arithmetic to beginning algebra. The topics of the course are presented through workplace scenarios to show learners how these skills apply to their potential careers. In reviewing these core skills students will be better prepared to be successful in post-secondary STEM related technical programs and ultimately in STEM related careers.
To access this course, click "Enter Open & Free Course," then "Enter course" under "Enter without an account."
This unit integrates scientific inquiry, the engineering design process, with math practices and technology. Students learn about energy, alternative energy, designing experiments and use math and technology as tools to accomplish their tasks.
Why does strawberry ice cream taste so delicious? What does our tongue have to do with a smartphone? And how big is our galaxy?
The STEM subjects (Science, Technology, Engineering and Mathematics) help to understand the world.
Our STEM image video is designed for a target group between 8 and 12 years. It shows how diverse STEM is and that it affects all areas of our lives.
The video is a production of the media agency edeos - digital education (http://www.edeos.org/en)
En esta lección los estudiantes desarrollarán un argumento basado en evidencia luego de investigar la seguridad, desempeño, y costo de una variedad de productos de desinfección y limpieza diseñados para remover gérmenes. Se les dará a los estudiantes una introducción a los principios de diseño sostenible, conocimientos de ciclo-de-vida, e identificación de productos certificados como más seguros.
Teachers, tune in to this special, 50th episode of STEM in 30 to learn all about STEM in real life.
In Save the Penguins, the broad context is global climate change. Students learn that the energy we use to heat and cool our houses comes from power plants, most of which use fossil fuels to convert chemical energy to electrical energy. The burning of fossil fuels has been linked to increased levels of carbon dioxide in the atmosphere, which in turn has been linked to increases in global temperature. This change in temperature has widespread effects upon life on Earth. Penguins live in the southern hemisphere, primarily on the icy continent of Antarctica. As the Earth warms and ice melts, penguins lose habitat. Therefore, students see that better-designed houses that use less energy for heating and cooling can have an effect on penguins. Energy efficient houses that
minimize unnecessary heat transfer will draw less electricity from the fossil fuel burning power plants and not contribute as much to global climate change.
In Save the Penguins, the broad context is global climate change. Students learn that the energy we use to heat and cool our houses comes from power plants, most of which use fossil fuels to convert chemical energy to electrical energy. The burning of fossil fuels has been linked to increased levels of carbon dioxide in the atmosphere, which in turn has been linked to increases in global temperature. This change in temperature has widespread effects upon life on Earth. Penguins live in the southern hemisphere, primarily on the icy continent of Antarctica. As the Earth warms and ice melts, penguins lose habitat. Therefore, students see that better-designed houses that use less energy for heating and cooling can have an effect on penguins. Energy efficient houses that
minimize unnecessary heat transfer will draw less electricity from the fossil fuel burning power plants and not contribute as much to global climate change.
This module is part of the Foundations of School Librarianship on using web resources to enhance collaboration between STEM classroom teachers and school librarians, with special emphasis on STEM subjects. The module is built around the understanding and use of data to support classroom projects. The module describes a process by which the school librarian and teacher will collaborate on a high school-level project to explore how to find, evaluate, and use data to produce an infographic. Infographics are increasingly important as a vehicle for explaining complex subjects. They are a wonderful blend of data and information to create meaning and new knowledge. This module is intended as a 'stretching' exercise for school librarians who often have scant background in STEM. The skills learned by school librarian students revolve around identifying data sources, developing evaluative skills, translating data into an infographic, and working with classroom teachers in STEM subject to match resources with teacher identified learning goals.
To add to the existing curriculum for teachers on how to use the resources of PARI (Pisgah Astronomical Research Institute) in the classroom. Students will learn about and utilize PARIs 4.6m Smiley radio telescope to conduct real scientific investigations of the Universe. Online supporting podcasts, activities and quizzes will allow students to conduct first-hand inquiry driven research, thus giving personal value/ownership to the experience.
In this lesson, students will investigate seeds and the process of seeds growing to become the food we eat. Includes activity instructions, extension activities, songs, and a vocabulary list.
NGSS: Partially meets 2-LS2-1, Extension activities meet 4-LS1-1, 5-LS-1
Common Core: W.2.7, W.2.8, Extension activities meet MD.K, MD.1, MD.2.1, MD.3.3, MD, 4.4, MD.5
Social Sciences: 3.12, 4.12
Time: 45 minutes
Materials: "Seed, Soil, Sun" or other book about seed germination and plant growth, clear plastic cups, paper cups, paper towels, seeds, water
In this lesson, students will investigate the miraculous process of air and water combining with seeds, soil, and sunlight to create nearly all the food we eat. Extension activities can take this a step further by encouraging kids to track growth rates of different seeds in an observation journal. Includes place-based connection, activity instructions, extension activities, songs, and vobaulary list.
NGSS: Partially meets 2-LS2-1, 1-LS1-1
Common Core: W.2.7, W.2.8, and MD.K, MD.1, MD.2.1, MD.3.3, MD.4.4, MD.5 with extension activities.
Time: 45 minutes
Materials: "One Bean" book or other book about plant germination, clear plastic cups, paper cups, paper towels, seeds, and water.
In this lesson, students are going to look at sensors and how they are used in many applications. The lesson is connected to the STEM initiative, and gives students an opening to the world of science and engineering. Students are going to investigate different sensors that are around them and what these sensors are gathering. Students are going to draw and design a hygrometer which measures humidity levels, select from everyday items to build their hygrometer, test their machine using a spray bottle to increase humidity, evaluate the effectiveness of their construction and present their findings to the class.
In this lesson, students will sift through sediment to find shark teeth. They will measure the teeth using the measurement card from Lesson 1. They will record measurements on the board for the class to see. Once all data are collected, the class will create a bar graph to depict how frequently teeth of certain sizes are found. The shark teeth and data will be sent to Dr. Bucky Gates at the Paleontology and Geology Research Laboratory of the Nature Research Center at the North Carolina Museum of Natural Sciences.
In this activity, students are challenged to design a contraption using simple machines to move a circus elephant into a rail car. After students consider their audience and constraints, they work in groups to brainstorm ideas and select one concept to communicate to the class.
This template supports STEM teachers and librarians in working collaboratively to create lessons that build science practice and STEM inquiry skills in alignment with state and national science standards, and that address the Common Core literacy shifts around close reading and building textual evidence.