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Catalysts of Curiosity: Bridging Curricular Boundaries with STEM Resources

Emily Fitch, Instructional Specialist

Mary Rowland, Instructional Specialist

bit.ly/INFOhioSTEM

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Tell us what you think!

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bit.ly/INFOhioSTEM

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bit.ly/INFOhioSTEM

Mary

Educators use INFOhio resources to help students master early reading and math skills, to establish background knowledge, and to learn research skills that students need for college or the workforce. You not only guide students to the INFOhio resources that will best meet their needs, you help students learn how to evaluate that information to determine legitimacy and fit. To support students in using INFOhio’s resources, educators often must look beyond the grade bands to find the best.

INFOhio encourages Ohio educators to curate INFOhio’s instructional materials. Curation is the human touch–the personal and informed evaluation, selection, and collection of the best resources to meet students needs.

(image from https://www.theemotionmachine.com/the-psychology-of-human-touch-why-physically-connecting-with-others-improves-well-being/)

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Vision

Each Ohio PreK-12 student has equal access to high-quality digital resources for a successful education and future.

INFOhio transforms student learning by providing equitable access to quality resources and cost-effective instructional and technical support for each student, educator, and parent in Ohio.

Vision

Mission

Each Ohio PreK-12 student has equal access to high-quality digital resources for a successful education and future.

bit.ly/INFOhioSTEM

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What words come to mind when you think of STEM in education?

Join at menti.com - use code 7166 2848

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Benefits of STEM

Gains in math and science test scores
Increased listening and notetaking
Reduce achievement gap between demographic groups
Higher graduation rates
Improved GPA
Increased confidence
Potential to “level the playing field”
Preparation for rapidly changing world
Increased critical thinking and problem solving ability
Future career prospects (and hobbies)
Struggling students may shine!

Mary

Research (from Hansen & Gonzalez, 2014) shows that the use of STEM principles in learning correlates with positive gains in math and science test scores and reported practices of listening and taking notes. This suggests that the incorporation of these principles into classrooms can provide students with academic skills necessary for success in ALL classes.

Contrary to popular belief, “girls actually have significant interest in STEM careers however, lack overall confidence in themselves and their abilities,” says the Girls, STEM & Careers Impact Report, and that there should be a focus on confidence-building and increased exposure to STEM activities. All of this shows the potential of STEAM education to “level the playing field” and provide opportunities for all students.

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Another study shows that participation in a STEAM enrichment program led students in minority groups to higher rates of graduation and significant improvements in GPA.

The Ohio Department of Education states that STEAM education is vital to support Ohio's economy and "helps all Ohio students become innovators and inventors, self-reliant and logical thinkers and technologically proficient problem solvers." By learning to approach complex issues from multiple perspectives, students develop a deeper understanding of a topic and gain the ability to apply their knowledge to real-world situations. This is particularly important in fields like technology and engineering, where creative solutions and out-of-the-box thinking are often required.

Many of the fastest-growing, highest-paying, and new jobs in the United States require a strong foundation in STEAM skills. According to a report by the U.S. Department of Commerce, jobs in STEM fields are projected to grow at a rate of 8.9% from 2018 to 2028 versus 5.4% over the same period for non-STEM fields, suggesting that students who are proficient in STEAM subjects will have a competitive advantage in the job market.

Struggling Students - When you incorporate projects and student choice, the students who struggle and are not engaged become your star students. STEM is a great way to reach and engage struggling readers.

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Principles of STEM

Real-World Problems

Project Based Tasks

Cross Curricular Themes

Technology Enhanced Learning

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Real-World Problems

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Global Issues & Competence

“Recognizing different perspectives, communicating and defending ideas with respect and empathy, and accounting for the thoughts and opinions of others are the roots of effective leadership and collaboration.” -Asia Society

Global Issues from UN include Atomic Energy, Sustainable Development, Online Safety, Climate Change, Democracy, Disarmament, Poverty, Food, Health, Human Rights, Water, and More.

Consider issues and problems relevant to your classroom or library > school > community > state > country > world. Then, compose engaging “driving questions” that are open-ended and would require critical thinking.

Mary

<CLICK>

Involve students in identifying issues on a smaller scale–within the classroom, then expand to the local community and beyond. PBLworks.org has an excellent article on how to compose“driving questions” that can engage students to want to investigate.

<CLICK>This quote from Asia Society highlights why building global competence is not just a "nice-to-have" but a necessity. It’s important for us to remember that we're not just teaching subjects; we're building future leaders who can see past their immediate environment and recognize and appreciate different perspectives. (this organization has rubrics and starter docs for integrating global competencies into any subject)

<CLICK>

The United Nations has a comprehensive list of global issues that can act as a primer for your brainstorming sessions. Topics range from atomic energy and sustainable development to human rights and water scarcity.

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Examples of Driving Questions:

How can you have an impact on your local community?
How can you have a positive impact on the world?
How can you make students care about world issues?
Students brainstorm ideas on what they want to improve in school/community.
“How can we improve the green spaces…” or “How can we make the school environment more healthy?”

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Cross-Curricular

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Aligned

Conceptual

Cooperative

Teacher

Collaboration

Emily

There are three general phases of teacher collaboration:

The first is Aligned Collaboration

Supporting teachers as they align content with curriculum mapping and planning. Example: When I was teaching I combined a Symmetrical Radial Design drawing in art using Geometric Constructions bisecting lines and angles, with the Geometry class.

The next phase is Cooperative Collaboration

When teachers come together to plan for the year ahead, they can support each other and enhance the overall student experience. Reinforcing the same concepts in multiple subjects helps the students and the teachers move forward with more complex and rigorous work.

The third phase is Conceptual Collaboration

That happens when a social studies and science teacher team teach a learning activity like the Renaissance period showing how history affects science and science affects history.

Deeper Learning: Why Cross-Curricular Teaching is Essential

https://www.edutopia.org/blog/cross-curricular-teaching-deeper-learning-ben-johnson

5 Ways to Make Cross-Curricular Connections

https://theartofeducation.edu/2019/09/5-ways-to-make-cross-curricular-connections/

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Project-Based Tasks

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Project Tasks

Activity & project considerations when moving towards a STEM approach.

Emily

Consider choosing two or three of these areas to focus on while supporting your students in the classroom. What area can you easily incorporate? Can you publicly display student work? Give your students more choice? Where can you begin?

From PBLWorks, Gold Standard PBL: Essential Project Design Elements.

A Challenging Problem or Question: The project is framed by a meaningful problem to be solved or a question to answer, at the appropriate level of challenge
Sustained Inquiry: Students engage in a rigorous, extended process of posing questions, finding resources, and applying information.
Authenticity: The project involves real-world context, tasks and tools, quality standards, or impact, or the project speaks to personal concerns, interests, and issues in the students’ lives.
Student Voice & Choice: Students make some decisions about the project, including how they work and what they create, and express their own ideas in their own voice.
Reflection: Students and teachers reflect on the learning, the effectiveness of their inquiry and project activities, the quality of student work, and obstacles that arise and strategies for overcoming them.
Critique & Revision: Students give, receive, and apply feedback to improve their process and products.
Public Product: Students make their project work public by sharing it with and explaining or presenting it to people beyond the classroom.

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Authentic Task Principles

Principle	Description
Real-World Relevance	Learning mirrors professional real-world tasks within a social and realistic context.
Ill-Defined Problems	Challenges are complex, open-ended, and require students to determine their own approach.
Sustained Investigations	Learning demands extended periods of in-depth investigation by students.
Interdisciplinary Perspectives	Goes beyond a single subject, encouraging diverse roles and cross-disciplinary thinking.
Collaboration	Learning necessitates teamwork both inside and outside the classroom setting.
Reflection / Metacognition	Activities promote decision-making and self-reflection, individually and collectively.
Articulation	Learning involves formulating and defending one's arguments.
Integrated Assessments	Evaluations are embedded and mirroring real-world assessment methods.
Polished Products	Outcome of learning includes a finalized, valuable product that can be shared.
Multiple Interpretations and Outcomes	Activities welcome varied solutions rather than a single "correct" answer.
Multiple Sources and Perspectives	Tasks encourages students to seek diverse resources and discern relevant from irrelevant information.

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Environment

Teaching practices to emphasize when in a STEM environment.

Emily: From my experience in the classroom, the biggest challenge and most important change you can make is Building a Culture. Once students know what to expect and understand how your space operates, then everything else will fall into place. That culture will also ignite excitement and respect for the learning that’s happening in that environment.

And again, this type of learning and teaching naturally fosters more rigor and complexity.

PBL Rubrics: https://www.pblworks.org/download-project-based-learning-rubrics

From PBLWorks, Gold Standard PBL: Essential Project Design Elements.

A Challenging Problem or Question: The project is framed by a meaningful problem to be solved or a question to answer, at the appropriate level of challenge
Sustained Inquiry: Students engage in a rigorous, extended process of posing questions, finding resources, and applying information.
Authenticity: The project involves real-world context, tasks and tools, quality standards, or impact, or the project speaks to personal concerns, interests, and issues in the students’ lives.
Student Voice & Choice: Students make some decisions about the project, including how they work and what they create, and express their own ideas in their own voice.
Reflection: Students and teachers reflect on the learning, the effectiveness of their inquiry and project activities, the quality of student work, and obstacles that arise and strategies for overcoming them.
Critique & Revision: Students give, receive, and apply feedback to improve their process and products.
Public Product: Students make their project work public by sharing it with and explaining or presenting it to people beyond the classroom.

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Technology Enhanced

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There is no medium of expression that is equally suited for all learners or for all kinds of communication.

- Universal Design for Learning (UDL) Guideline 5

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Tips for Intentional Tech

Teaching and Learning Goals First
Fit Tech to the Task
“Digital Natives” are a Myth
Choice is Engaging
Consider tech integration models (SAMR and TPACK)

Matt <CLICK between each>

Teaching and learning goals should drive technology choices in the classroom –not the other way around. Tech should be a tool to accomplish your educational objectives, not a shiny object that distracts from them.
Another tip is to fit the technology to the task at hand. Ask yourself, "What am I trying to achieve?" Whether it's Substitution or Redefinition on the SAMR model, ensure the technology aligns with the learning objectives.
Let's tackle a common misconception: the idea that younger generations are "digital natives," innately proficient in all things tech. While it's true that many students today are more comfortable with technology, comfort does not equate to competence. Assuming that all students are "digital natives" can lead to two pitfalls: Overestimating, Underestimation

The point here is that regardless of age, both educators and students can benefit from intentional, well-structured tech integration. Let's not make assumptions; instead, let's make informed choices based on actual needs and competencies.

For more information on SAMR and TPACK, see SAMR and TPACK: Two Models to Help With Integrating Technology Into Your Courses and Kathy Schrock’s Guide to Everything.

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Multiple Means of Expression

Coding and Game Design

Scratch
Unity
Code.org

Hands-On and Makerspaces

LEGO Robotics
3D Printing
Cricut

Presentation and Expression

Video Recording, Editing
Digital Portfolios
Podcasting
Canva, Adobe Express

Immersive Learning

Augmented Reality
Virtual Reality
Minecraft
Simulations
Virtual Field Trips

Visual Design and Multimedia

Photoshop/Illustrator
3D Modeling and Design

Other

Artificial Intelligence
Internet of Things
Data Analytics

Mary

Let's dive into some possibilities for technology-enhanced learning. The key is not just to pick the latest, greatest tech, but to thoughtfully select the tools that align with your teaching objectives and can be woven into multiple subjects.

As a HS ELA teacher, the Presentation and Expression category speaks to the ELA standards speaking and listening. Traditionally, students would give a speech to demonstrate speaking and listening skills. However, now students can create a podcast or PSA. Students can take the technical skills they learn in a video production class and create a video for a final research project instead of the traditional speech or presentation.

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Take, for example, learning about ratios. Traditionally, you might teach this with a textbook and some written exercises. But what if you could use LEGO robotics instead? Students can literally see the gears turn and experiment in real-time with different ratio configurations. The physicality of it, the hands-on nature, can bring the concept to life in a way that a textbook or worksheet can't.

Other examples (time permitting):

Imagine a science class where students are learning about plant biology. They can use 3D Printing technology to create models of plant cells, and in Art class, they can use the Cricut machine to create detailed, layered paper sculptures of various types of leaves. These hands-on activities reinforce learning and allow for creativity across subjects.
Say your history class is learning about World War II. Students can utilize Photoshop or Illustrator to recreate US propaganda posters from the era. These designs can then be integrated into a virtual reality space where students can immerse themselves in a historically accurate setting, thus bridging the gap between visual arts and historical studies.

Student project examples: https://www.hightechhigh.org/student-work/projects/

Database of PBL project ideas: https://my.pblworks.org/projects

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More Examples

OK Go’s math and science lesson uses behind-the-scenes of their creative slow-motion music video.

Mr. Yauk’s 6th grade Computer Applications student coded an interactive version of Tell Tale Heart. https://scratch.mit.edu/projects/21052117/

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Sharing Successes

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Keeping it Real

Start small
Front loading
Use experts in your building
Student choice
Break the rules

Emily

Some tips I’d like to share from my time teaching:

Start Small - take one component from your lesson…. Is there a way students can share that component of your lesson visually, verbally, displayed somehow in the hall, acted out for the class? Then each year build on that.

Front Loading - Lots of front loading at first. First establish: materials, tools, techniques, safety procedures, vocabulary. But then you can spend time in the classroom assisting students and enjoying their learning process. You become part of the class. Your room becomes a well oiled machine and runs on it’s own.

Use experts - Turn to other elective teachers for support and ideas, for rubrics, for materials management, supply orders, etc.

Student Choice & learning - Think about giving students the choice of how they would like to demonstrate their learning. In a STEM room perhaps students could sing a song, play an instrument, create a sculpture or drawing, act out a skit, or build a model. Maybe creating a learning demonstration rubric, giving them a choice, could be beneficial.

Breaking the Rules - Perhaps allow students the freedom to “break the rules” and have this on the rubric. Students had to make a proposal on what rule they were going to break and why. This addresses gifted students, students with special needs, and difficult students.

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Don’t feel the need to start from scratch–there are often opportunities to use STEM principles in what you already do. For example, if you are teaching a lesson on history, you could include a lesson on the engineering of ancient structures, or have students research, design, and build a model of a historical site.
Look for opportunities for hands-on, project-based learning. Follow and learn from PBLworks.org, bookmark United Nation’s Global Issues list. Retool your practice to include more open-ended questions and mini-challenges which helps build creativity and critical thinking skills.
Collaborate with other teachers to cross-pollinate ideas and integrate STEAM principles into multiple subjects. For example, a 3rd grade teacher and an arts teacher could work together to design a lesson that incorporates both subjects like designing book covers for short stories written by students.
Use technology or digital tools to enhance learning where appropriate, especially if learners are experiencing real-world applications in fun or engaging ways. For example, a math lesson about ratios could include a hands-on component where learners test the effects of different gear ratios with a LEGO robotics kit.
For more information on SAMR and TPACK, see SAMR and TPACK: Two Models to Help With Integrating Technology Into Your Courses and Kathy Schrock’s Guide to Everything.

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Free Resources for Everybody!

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STEM Packages & Collections

STEM Collection

Digital Storytelling Collection

Cybersecurity Collection

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Open Space

infohio.org/resources/item/open-space

search, collections, groups, collaboration, creation, OER

Filters to search material types, grade level, subject area
Tools for creating new content
Collections have curated content

Repository of free instructional materials, including lesson plans, modules, textbooks, and interactives.

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6-8

K-5

PreK

Social Studies

ELA

Math

Science

Arts

Technology

Computer Science

Financial Literacy

Career Exploration

World Languages

Standout Features

Subject(s)

Keywords

Getting Started

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ScienceFlix

infohio.org/resources/item/scienceflix

videos, learning modules, diagrams, images, lesson plans, projects, experiments

Aligned with NGSS and Ohio's Learning Standards
Read-aloud option
Google Classroom integration

More than 80 complete units of study for science, technology, engineering, and math. Students learn through hands-on activities and experiments. Projects and articles encourage students to explore STEM careers.

Banish Boredom with Engaging STEM Units from ScienceFlix webinar
How Should I Use ScienceFlix in My Classroom? Best Practice Guide

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Science

Math

Career Exploration

Technology

Standout Features

Subject(s)

Keywords

Getting Started

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STEM & Career eBooks (Gale)

infohio.org/resources/item/gale-ebooks-stem-career-collection

eBooks, STEM, college and career readiness, employability skills

Unlimited, simultaneous use
Directly link to titles or chapters
Adjust the text size and font
Read-aloud option

More than 70 full-text eBooks for middle and high school students. Topics include 21st-century careers, responsible technology use, and Social-Emotional Learning.

9-12

6-8

Technology

Career Exploration

Standout Features

Subject(s)

Keywords

Getting Started

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STEM & Career Videos (Infobase)

infohio.org/resources/item/learn360-video-collection

segmentable, standards aligned, careers, science, instructional practices

Closed captioning and transcripts available
Select and share segments
Embed videos and segments

Streaming educational videos supporting career exploration, science, and technology for students. Instructional best practices streaming videos for teachers.

6-8

9-12

Career Exploration

Science

Math

Technology

Standout Features

Subject(s)

Keywords

Getting Started

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Science Online

infohio.org/resources/item/science-online

printables, interactives, videos, images, charts, graphs, learning modules , experiments

Read-aloud option
Closed captioning for videos
Search by Ohio's Learning Standards for aligned content

Science, technology, engineering, and math resources including articles, diagrams, learning modules, interactive virtual experiments, timelines, and biographies.

6-8

9-12

Science

Math

Computer Science

Technology

Standout Features

Subject(s)

Keywords

Getting Started

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Create, Lead, Empower Ohio (CLEO)

infohio.org/resources/item/create-lead-empower-ohio

eBooks, interactives, videos, lesson plans, technology, media literacy, financial literacy, creativity, career exploration, employability skills

Resources to support creativity, leadership, and employability skills
Prepare students to pursue a fulfilling, post-high school path

The INFOhio Create, Lead, Empower Ohio (CLEO) toolkit contains websites, eBooks, lesson plans, and learning modules to support a tech-centered, self-directed, service-learning curriculum, and employability skills.

Create, Lead, Empower Ohio Flyer

9-12

6-8

K-5

ELA

Science

Arts

Technology

Computer Science

Financial Literacy

Career Exploration

Standout Features

Subject(s)

Keywords

Getting Started

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Exploring Resources!

Use this time to check out INFOhio’s STEM resources, packages, and collections! Think about these guiding questions as you explore:

What is an activity or lesson that you can enhance with STEM principles or resources?
What resources catch your eye? What interests you?
How will you use the STEM principles or resources in your practice?
Think of a colleague you could introduce to a particular resource…
What is something that you already do that is “STEMy”?

bit.ly/INFOhioSTEM

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Think-Pair-Share

What's still going around in your head? What might you still need help learning or understanding?

What's squared away? What do you really understand?

What three things could you use to improve your work or future learning?

Emily & Mary

Find a partner and share!

Have large post-its - One with a circle drawn on it, one with a square and one with a triangle. Have them add their comment on small post-its to add to the appropriate paper shape.

Time Adjustments:

Full time: 10 min, rotate to all post-its
Half time: 5 min, split into 3 groups, one post-it
No time: exit ticket, pick one to add something to before you leave

Guiding questions or prompts if needed:

What is one thing you learned or discovered today? How will you use it in your practice?
What is a resource you are going to explore further? What excited you about it?
Who is someone in your district you want to collaborate with (related to STEM)? On what will you collaborate?
What’s an idea you heard or thought of today that you’d like to try?
What do you currently do that is already “STEMy” Is there something you want to share with others?
What does collaboration look like in your building? How do you facilitate collaboration?

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Continue Learning

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Join the INFOhio Community group!

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Continue the Conversation

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#INFOhioWorks

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Tell us what you think!

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