Weaving STEM into Storytime
This case study may be of interest to practitioners and settings considering methods of integrating STEM into regular learning and teaching practice in Early Years Centres and Primary Schools.
Prepared by Michaela Dickson
Primary STEM Development Officer (PSDO), East Dunbartonshire
Overview
Case Study - Weaving STEM into Storytime
Introduction
Integrating STEM concepts effectively is crucial for developing foundational skills like curiosity, sense-making and critical thinking. However, practitioners often seek practical, accessible ways to embed STEM naturally into existing practice rather than treating it as a separate subject.
Recognising this, East Dunbartonshire’s Primary STEM Development Officer (PSDO) sought to explore creative, interdisciplinary approaches by supporting practitioners to implement a ‘STEM Through Stories’ approach – to creatively combine Literacy learning as a springboard for engaging STEM experiences. This approach was adopted due to its success in various other local authorities across Scotland.
Case Study - Weaving STEM into Storytime
Practitioners engaging in one of the STEM Through Stories activities at a professional learning session, October 2024.
This short case study examines responses of teachers who have had professional learning delivery of ‘Weaving STEM into Storytime’ CLPL delivered by the Council’s PSDO, Michaela Dickson.
Michaela is part of the Raising Aspirations in Science Education (RAiSE) programme, having started her post in August 2023. Once she started engaging with practitioners across the authority, a reoccurring theme she noticed was that Science or STEM was taught in isolation instead of being interdisciplinary. Although this may be more suitable for some types of learning and teaching experiences, Michaela was keen to show practitioners that STEM can greatly compliment other curricular areas or experiences, for example, bringing Literacy to life by following storytelling with practical, hands-on STEM activities.
Prior to Michaela beginning her role, RAiSE PSDOs had created planners for a range of commonly-used stories that provide guidance, resources and ideas for weaving STEM into story time. Rather than reinvent the wheel, Michaela has shared and promoted the resources created by her fellow PSDOs with practitioners across the authority. This has included via professional learning sessions on Microsoft Teams and dedicated in-person sessions to groups of practitioners such as Early Years Literacy Champions and Primary Literacy Champions networks within East Dunbartonshire.
Rationale
Case Study - Weaving STEM into Storytime
Do you
Are you
Would you
YES!
If the answer is yes, then visit the STEM Through Stories resource on the RAiSE tab of the STEM Nation Glow blog!
teach Early, First or Second Level learners? (Curriculum for Excellence, Scotland)
looking for ways to implement hands-on, practical STEM activities that link to other curricular areas?
like to deliver engaging, quality STEM learning?
Is It for Me?
To consider whether using these guides would be beneficial to you, you might wish to ask yourself the following questions:
Case Study - Weaving STEM into Storytime
Benefit | In what way? |
Enhance Literacy skills through rich textual experiences | By linking STEM to stories, this supports practitioners to immerse learners in diverse vocabulary and narrative structures, boosting reading comprehension, storytelling abilities and communication skills through engaging contexts and discussions. |
Foster interdisciplinary learning demonstrating natural connections between subject areas | By embedding STEM concepts within narratives, learners see how aspects of Sciences, Technologies, Engineering and Maths relate to Literacy and real-world problem solving, fostering a holistic understanding of different subjects. |
Build practitioner confidence and understanding in delivering integrated STEM and Literacy activities | Using stories provides practitioners with a familiar and accessible framework to introduce STEM, increasing their own understanding and confidence in facilitating interdisciplinary learning experiences. |
Benefits
There are several advantages to schools delivering a ‘STEM Through Stories’ approach with learners.
After attending STEM Through Stories professional learning session delivered by Michaela, practitioners reported several benefits and positives of the resources she shared.
See the summary of these benefits in the table below:
Case Study - Weaving STEM into Storytime
Impact
Overall, raising awareness of using STEM learning to bring Literacy learning to life for practitioners across various settings in East Dunbartonshire has had a positive impact.
It was reported through quotes from evaluations and discussions with practitioners, that having dedicated time to look through example planners and try some of the activities helped practitioners increase their knowledge of what STEM learning can look like at Early, First and Second Levels and that STEM can be delivered without expensive or electronic resources.
Select the X posts here for more photos and videos of practitioners participating in STEM Through Stories professional learning sessions.
Case Study - Weaving STEM into Storytime
Following the professional learning sessions, feedback indicated that practitioners would greatly benefit from seeing the approach modelled in their own nursery environment. Collaborating closely with the Council’s Literacy Development Officer, Michaela co-delivered STEM Through Stories sessions in five volunteer Early Years Centres, directly involving a total of 22 practitioners and their respective groups of children across these settings.
Practitioners unanimously reported that the modelled sessions significantly improved their understanding of how to effectively integrate and teach both Literacy and STEM concepts in an interdisciplinary manner. Observing the transition from focused Literacy input to relevant STEM activities provided a clear, practical example that clarified the process and built confidence in their own ability to replicate it.
Learners were visibly captivated throughout the sessions, from the storytelling component through to the hands-on STEM activities. The narrative provided a strong, engaging context that motivated their participation and curiosity. Observational data collected during the sessions indicated very high levels of participation, with almost all (estimated 90-95%) learners actively engaged in both the Literacy and STEM components.
Impact
Case Study - Weaving STEM into Storytime
Impact
The approach was praised as an excellent method for introducing STEM concepts and activities, particularly in settings where there isn't a designated 'STEM area' or extensive resources. It also demonstrated that meaningful STEM learning can happen anywhere with creativity and careful planning integrated into familiar routines of learning and teaching.
Many practitioners (approximately 75% based on informal feedback) expressed that while the ‘STEM Through Stories’ label might be new, the underlying principle resonated strongly with effective practice they already employed or had used previously. They recognised it not as an 'add-on' or new initiative, but as a validation and structuring of high-quality, interdisciplinary learning that naturally links different curricular areas.
Case Study - Weaving STEM into Storytime
Learners engaging in a modelled session using the story of ‘Stickman’ by Julia Donaldson as a context for learning about floating and sinking.
“This is such a great idea to explore materials and floating and sinking with the children and you could do this at any time of year not just at Christmas.”
Photographs included are from a range of modelled sessions across five Early Years Centres within East Dunbartonshire.
“That was amazing! Some of those children can find it really difficult to sit and listen for a full story so I was shocked that they were all able to sit and listen for the entire book.” – Early Years Practitioner
“Lyndsay and Michaela were so lovely and the kids absolutely loved the session. They interacted so well with the children and taught them new things.” - Early Years Practitioner
Exploring the sense of smell by matching the smells to given objects or materials.
Testing items related to the story to find out if they float or sink.
Investigating and matching footprints of the animals from the story.
Exploring properties of various materials and testing their friction using ice.
The STEM Through Stories initiative, particularly the modelled sessions involving 22 practitioners across 5 nurseries, proved to be a highly successful method for promoting integrated STEM and Literacy learning in the Early Years Centres. It demonstrated a practical, engaging and manageable way for practitioners to embed STEM concepts within their existing routines, successfully enhancing practitioner understanding and confidence alongside demonstrable benefits for learner engagement.
The positive feedback regarding improved practitioner grasp of interdisciplinary teaching, coupled with the recognition from staff that this aligns with established effective practice, highlights the approach's potential. It successfully bridges Literacy development and STEM experiences, fostering curiosity and foundational skills in a way that feels natural and enriching. This case study supports the value of collaborative delivery and the importance of practical modelling to translate professional learning into confident learning and teaching practice.
Impact
Case Study - Weaving STEM into Storytime
Learners engaging in a modelled session using the story of ‘The Room on the Broom’ by Julia Donaldson as a context for learning about engineering a wind-proof hat.
The views contained in this document are those of the author and do not necessarily represent those of the RAiSE Programme, Education Scotland and/or The Wood Foundation.
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