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STEM Education Toolkit

Elementary, Middle

Description

This resource explores the concepts of inquiry and problem-solving using the STEM (science, technology, engineering, and mathematics) educational resource kit and the United Nations Sustainable Development Goals. The resource provides an approach to teaching and learning that incorporates co-creation, 21st-century learning, innovation and design thinking using formal and informal learning, such as student-driven STEM, inquiry-based design projects, lesson plans and activities. The activities target the Science curriculum for grades 6 to 8 but can be adapted for other grades.

Toolkit tasks:   

  • Identify a topic of interest or relevance based on the UN’s SDGs to contextualize the Problem-based Design Project. Students will use an innovation design process based on an SDG affecting their local community. They brainstorm solutions to the specific issues they would like to address, and in small groups, they consolidate ideas to choose a group solution and prototype design.
  • Teachers prepare students for the Design Project by having them complete two or three Skill Challenges. To support skill development, teachers select two or three skill challenges based on grade-specific curriculum connections, available materials, and your student’s interests. Low-tech challenges are available and identified in the resource.                                                                                                        
  • Through the problem-based design project, teachers guide students through the design of innovative solutions to problems relating to their selected SDG and help them create prototypes to model the solutions they have designed.                                                                                                   

The design project consists of five lessons:

  • Learn about the inquiry topic and select a focus for an innovation design
  • Share prototype ideas with the class, receive feedback and make design improvements
  • Improve design based on feedback, create a new sketch, list needed materials and produce a task list to divide the work
  • Transform the design sketch into a tangible prototypeShare the project by “selling” prototype idea to a panel of peer entrepreneurs

The STEM education toolkit provides easy-to-use lesson plans, instructional slides, curriculum connections and worksheets. Each skill challenge provides instructional slides, curriculum connections, materials needed, and a detailed lesson plan to complete the challenge.

General Assessment

Strengths

  • The resource provides a description of the activity, materials needed, preparation and assessment options
  • Wide range of learning styles incorporated into the lessons
  • The resource is well organized and easy to use
  • A variety of assessment suggestions are provided
  • Incorporates inquiry and problem based learning with hands-on activities
  • The resource includes lesson plans and instructional slides for the problem-based design project and skill challenges
  • Provides Hand Tool safety resources

Weaknesses

  • The resource doesn't offer modifications for struggling learners
  • No action project suggested

Relevant Curriculum Units

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

  • Step 1Select a province
  • Alberta
    • Step 2Select a grade level
    • Grade 4
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Statistics: The science of collecting, analyzing, visualizing, and interpreting data can inform understanding and decision making.
      • Science
        • Step 4Relevant matches
        • Computer Science: Problem solving and scientific inquiry are developed through the knowledgeable application of creativity, design, and computational thinking
    • Grade 5
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Statistics: The science of collecting, analyzing, visualizing, and interpreting data can inform understanding and decision making.
      • Science
        • Step 4Relevant matches
        • Computer Science: Problem solving and scientific inquiry are developed through the knowledgeable application of creativity, design, and computational thinking.
    • Grade 6
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Statistics: The science of collecting, analyzing, visualizing, and interpreting data can inform understanding and decision making.
      • Science
        • Step 4Relevant matches
        • Computer Science: Problem solving and scientific inquiry are developed through the knowledgeable application of creativity, design, and computational thinking.
    • Grade 7
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Statistics and Probality
      • Science
        • Step 4Relevant matches
        • Structures and Forces
    • Grade 8
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Knowledge and Employability: Statistics and Probability
        • Statistics and probability
      • Science
        • Step 4Relevant matches
        • Mechanical Systems
  • British Columbia
    • Step 2Select a grade level
    • Grade 4
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Analyzing and interpreting experiments in data probability develops an understanding of chance
      • Science
        • Step 4Relevant matches
        • Science 4:Energy can be transformed
    • Grade 5
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Data represented in graphs can be used to show many-to-one correspondence
      • Science
        • Step 4Relevant matches
        • Science 5: Machines are devices that transfer force and energy
    • Grade 6
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Data from the results of an experiment can be used to predict the theoretical probability of an event and to compare and interpret
  • Manitoba
    • Step 2Select a grade level
    • Grade 4
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Statistics & Probability
    • Grade 5
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Statistics & Probability
    • Grade 6
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Statistics and Probability
      • Science
        • Step 4Relevant matches
        • Flight
    • Grade 7
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Statistics and Probability
      • Science
        • Step 4Relevant matches
        • Forces and Structures
    • Grade 8
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Statistics and Probability
  • New Brunswick
    • Step 2Select a grade level
    • Grade 4
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Statistics and Probability
      • Science
        • Step 4Relevant matches
        • Properties and Uses of Earth Materials: Scientific Literacy
    • Grade 5
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Statistics and Probability
      • Science
        • Step 4Relevant matches
        • Science 5:Living and technological Systems: Science Literacy
    • Grade 6
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Statistics and Probability
      • Science
        • Step 4Relevant matches
        • Science 6 Wayfinding: Making sense of your world: Scientific Literacy
    • Grade 7
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Statistics and Probability
      • Science
        • Step 4Relevant matches
        • Science 7 Earth Surface Processes: Scientific Literacy
    • Grade 8
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Statistics and Probability
  • Newfoundland & Labrador
    • Step 2Select a grade level
    • Grade 4
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Statistics & Probability
    • Grade 5
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Statistics & Probability
      • Science
        • Step 4Relevant matches
        • Forces & Simple Machines
    • Grade 6
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Statistics & Probability
    • Grade 7
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Statistics & Probability
    • Grade 8
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Statistics & Probability
  • Northwest Territories
    • Step 2Select a grade level
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 4:Energy can be transformed
    • Grade 6
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Data from the results of an experiment can be used to predict the theoretical probability of an event and to compare and interpret
    • Grade 7
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Statistics and Probability
      • Science
        • Step 4Relevant matches
        • Structures and Forces
    • Grade 8
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Statistics & Probability
      • Science
        • Step 4Relevant matches
        • Mechanical Systems
  • Nova Scotia
    • Step 2Select a grade level
    • Grade 4
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Math 4: Statistics & Probability
    • Grade 5
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Mathematics 5: Statistics & Probability
      • Science
        • Step 4Relevant matches
        • Science 5: Forces and Simple Machines
    • Grade 6
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Statistics and Probability
      • Science
        • Step 4Relevant matches
        • Science 6: Flight
    • Grade 7
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Statistics & Probability
      • Science
        • Step 4Relevant matches
        • Science 7: Engineering Structures
    • Grade 8
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Statistics & Probability
  • Nunavut
    • Step 2Select a grade level
    • Grade 4
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Statistics & Probability
    • Grade 5
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Statistics & Probability
      • Science
        • Step 4Relevant matches
        • Structures and Mechanisms: Forces Acting on Structures and Mechanisms
    • Grade 6
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Statistics and Probability
      • Science
        • Step 4Relevant matches
        • Matter and Materials: Properties of Air and Characteristics of Flight
    • Grade 7
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Statistics and Probability
      • Science
        • Step 4Relevant matches
        • Structures and Forces
    • Grade 8
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Knowledge and Employability: Statistics and Probability
        • Statistics & Probability
      • Science
        • Step 4Relevant matches
        • Mechanical Systems
  • Ontario
    • Step 2Select a grade level
    • Grade 4
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Data
      • Science & Technology
        • Step 4Relevant matches
        • STEM Skills and Connections
        • Structures and Mechanisms: Machines and Their Mechanisms
    • Grade 5
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Data
      • Science & Technology
        • Step 4Relevant matches
        • STEM Skills and Connections
        • Structures and Mechanisms: Forces Acting on Structures
    • Grade 6
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Data
      • Science & Technology
        • Step 4Relevant matches
        • STEM Skills and Connections
        • Structures and Mechanisms: Flight
    • Grade 7
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Data
      • Science & Technology
        • Step 4Relevant matches
        • STEM Skills and Connections
        • Structures and Mechanisms: Form, Function, and Design of Structures
    • Grade 8
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Data
      • Science & Technology
        • Step 4Relevant matches
        • STEM Skills and Connections
        • Structures and Mechanisms: Systems in Action
  • Prince Edward Island
    • Step 2Select a grade level
    • Grade 4
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Statistics and Probability
    • Grade 5
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Statistics and Probability
      • Science
        • Step 4Relevant matches
        • Forces and Simple Machines
    • Grade 6
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Statistics and Probability
      • Science
        • Step 4Relevant matches
        • Flight
    • Grade 7
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Statistics & Probability
    • Grade 8
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Statistics & Probability
  • Quebec
    • Step 2Select a grade level
    • Grade 4
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Statistics & Probability
    • Grade 5
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Statistics and Probability
    • Grade 6
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Statistics and Probability
    • Grade 7
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Statistics and probability
    • Grade 8
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Statistics and probability
  • Saskatchewan
    • Step 2Select a grade level
    • Grade 4
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Statistics & Probability
    • Grade 5
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Mathematics 5: Statistics and Probability
      • Science
        • Step 4Relevant matches
        • Forces and Simple Machines
    • Grade 6
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Mathematics 6: Statistics and Probability
      • Science
        • Step 4Relevant matches
        • Science 6 : Physical Science: Principles of Flight
    • Grade 7
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Mathematics 7: Statistics and Probability
    • Grade 8
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Mathematics 8: Statistics and Probability
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 4
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Analyzing and interpreting experiments in data probability develops an understanding of chance
    • Grade 5
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 5: Machines are devices that transfer force and energy
    • Grade 6
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Data from the results of an experiment can be used to predict the theoretical probability of an event and to compare and interpret
    • Grade 8
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Analyzing data by determining averages is one way to make sense of large data sets and enables us to compare and interpret

Themes Addressed

Citizenship (2)

  • Ecological Footprint
  • Sustainable Consumption

Energy (2)

  • Alternative Energy
  • Energy Generation

Science and Technology (1)

  • Alternative Ways of Doing Science

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good

Using inquiry and problem-based learning students brainstorm their own solutions to a current problem linked to an SDG. Students brainstorm solutions to the specific issues they would like to address and in small groups, they consolidate ideas to choose a group solution and prototype design. Students consider different points of view regarding issues and discuss.

Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Good

Students will use an innovation design process based on a United Nations Sustainable Development Goal affecting their local community. Students brainstorm solutions to the specific issues and recognize how these issues have environmental, economic and social dimensions. Students may address the environmental, economic and social dimension in their prototype design

Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Very Good

There are no easy answers to achieving such goals as No Poverty, Zero Hunger, Good Health and Well-Being. The design process, however, does provide an opportunity to discuss the causes and consequences of poverty, hunger, and poor health and possible solutions to these challenges affecting their local community.

Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Poor/Not considered

Action planning is one of the key competencies for addressing SDGs that the resource focuses on. The follow-through to implementation is not included.

Acting on Learning:

Learning moves from understanding  issues  to working towards positive change — in personal lifestyle, in school, in the community,  or for the planet

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Good

Students have the opportunity to identify and express their own values during the presentation of their prototype and the reflecting and sharing activity.

Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Satisfactory

This could be achieved depending on the chosen SDG for the student project.

Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).
Personal Affinity with Earth Satisfactory

Students could explore two of the Sustainable Development Goals, Life Below Water, and Life on Land, for their problem-based design project

Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Very Good

Students will use an innovation design process based on a United Nations Sustainable Development Goal affecting their local community.

Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Good

An introduction to the SDGs helps students understand the challenges facing today's world and offers a path toward a preferred future in which these challenges are achieved.

Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Very Good

Teachers and students identify a topic of interest or relevance based on the UN’s SDGs to contextualize the Problem-based Design Project. They  brainstorm solutions to the specific issues they would like to address and in small groups, they consolidate ideas to choose a group solution and prototype  design.  

Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Very Good

Curriculum connections will vary based on selected UNSDG, such as the Inquiry process, science, math, technological problem-solving skills and geography links. 

Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Very Good

The STEM toolkit is based on inquiry and problem-based learning using a topic of interest based on an SDG. The resource provides an approach to teaching and learning that incorporates co-creation, 21st-century learning, innovation and design thinking using formal and informal learning such as student-driven STEM and inquiry-based design projects.

Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Good

The resource addresses the needs of visual, auditory, and kinesthetic learners. The hands-on activities, such as designing, building, and testing a device, and the skill challenges, will engage the students.

Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Good

Students will use an innovation design process based on an SDG affecting their local community. They brainstorm solutions to the specific issues they would like to address, and in small groups, they consolidate ideas to choose a group solution and prototype design.

Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Good
Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Very Good

Assessment tools, such as a planning template for STEM assessment, sample language assessment and an observational checklist, are provided. The reflection and sharing activity offers more opportunities to assess students.

Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.
Peer Teaching Very Good

Students share their prototype ideas with a panel of peer entrepreneurs. They are also provided with other suggestions for presenting their knowledge in different media forms, such as blogs, a STEM fair, infographics, a podcast, or a TED Talk.

Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Poor/Not considered
Case Studies:

Relevant case studies are included.  Case studies are thorough descriptions of real events from real situations that students use to explore  concepts in an authentic context.

Locus of Control Good

The section Alternate Lesson Options provides opportunities to enhance the learning.

Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.