An Introduction to STEM Through Discovery and Curiosity

1. An Introduction to STEMThrough Discovery and Curiosity Sarah Zimmerman STEM and Education Specialist Port Discovery Children’s Museum

2. Port Discovery Children’s Museum To Connect Purposeful Play and Learning

3. Five Platforms of Learning • Early Childhood Learning • Healthy Families/Healthy Communities • STEM Learning • Financial Literacy • Creative Arts and Culture

4. 3 Goals for Early STEM Learners • I like STEM • I can do STEM • STEM is FUN!

5. Goal for Teachers To provide a positive learning experience to make the child open to learning STEM as they progress to higher levels of education.

6. Port Discovery’s Mission To connect purposeful play and learning.

7. Science as Inquiry “Children need to practice the process skills of science so that they learn to ask questions about the world and then study the world in special ways to find answers, just like scientists do.” www.mothergooseprograms.org The Vermont Center for the Book

8. “Young children learn science by doing science. Young children need experiences that allow them to explore, over and over. They need to use a variety of materials and tools, talk about what they are doing, ask questions, and try to find answers.” www.mothergooseprograms.org The Vermont Center for the Book

9. Asking Scientific Questions • Questions such as:“What’s that?,” “How did it happen?,” “What if...?” and “How many?” • Collecting and Using Data • Thinking back on what they have observed, sorted or measured, in order to explain their ideas about the world around them • Communicating Information and Ideas • Using conversations, drawings, and/or simple charts to tell others about what they have learned and to offer explanations, even though they might not be scientifically accurate • Estimating and Predicting • Using clues to make informed guesses about quantities, causes and effects, or unknown information • Experimenting • Pursuing answers to questions through controlled investigations www.mothergooseprograms.org The Vermont Center for the Book

10. Measuring • Making comparisons of sizes, temperatures, and weights, as well as using numbers to quantify measurement. • Observing • Using our senses to explore and learn about scientific objects and events • Recognizing Relationships • Comparing sizes, shapes, quantities, colors, and events • Sorting and Classifying • Noticing similarities and differences and putting objects into groups based on shared attributes (characteristics) • Using Simple Tools of Science • Using tools, such as magnifiers, eyedroppers, water pumps, balances, sieves, binoculars to explore and investigate www.mothergooseprograms.org The Vermont Center for the Book

11. Tot Trails • 3 and under room • Sand Table • “Lite Brite” wall • Butterfly catching • Block building

12. The Oasis • 6 and under room • Books • Health activities • Variety of building materials

13. Wonders of Water • All ages • Water table • Bubble hoop • Float or sink table

14. Use free exploration as an introduction to STEM • Purpose: To allow children to use their natural curiosity to discover how the world works. • How to Implement: “STEM Stations” • Resources: Learning Resources, Community Playthings, Lakeshore Learning, Constructive Playthings, Nasco

15. Examples: Building Materials Sensory Trays Gears Sand Table

16. Expanding on STEM Stations Making Predictions and Asking Questions • What will happen if we add water to the white powder? • What did you notice whileplaying with the sand? • Can you figure out how to make the gears on the tower turn?

17. POP UP! Science

18. Exploration Station

19. Classroom Programs

20. Nanoscience: Crash Course • “Nano” is a pre-fix meaning “one-billionth” • One nanometer is one billionth of a meter therefore; there are one billion nanometers in one meter. • When one the materials are broken down to the nanoscale, they begin to display “unexpected properties”. • Change color, react faster, stronger, etc. • Nanotechnology is a rapidly growing field that uses these properties to create new materials and new technologies. • Nanotechnology can currently be found in food, cosmetics, and electronics • In the future, we could have an elevator to space made out of carbon nanotubes!

21. Nano!NISE (Nanoscale Informal Science Education) Network

22. Nanoland:Providing multiple entry points

23. Introduce STEM by Adding a Craft • Purpose: To connect STEM with something early learners are familiar with- crafts. • How to Implement: create a craft that reinforces the STEM topic you are teaching • Resources: Nasco, Google Images, Pinterest, Mommy/ Home School Blogs

24. Examples: Nature College “Nano-gold” stained glass

25. Introduce STEM by Adding a Book • Purpose: To connect STEM with something early learners are familiar with- books. • How to Implement: choose a book and develop a science lesson around it or visa versa • Resources: Reading is Fundamental (www.rif.org/mbc)

26. Examples: Nanoscience Exposed EcoKids

27. Reading is Fundamental • A literacy non-profit • www.rif.org/mbc • Non-fiction: What will I be? by Nicola Davies • Fiction: City Dog, Country Frogby Mo Willems

28. Introduce STEM by Adding a Game • Purpose: To connect STEM with something early learners are familiar with- games and puzzles • How to Implement: create a game that reinforces the STEM topic you are teaching • Resources: Google Images, Pinterest, Mommy/ Home School Blogs

29. Food Chain Puzzle Memory Game

30. Modify an activity designed for older children as an introduction for early STEM learners • Purpose: to allow early learners to “pretend” to be scientists and give them “wow” moments that will create positive learning experiences. • How to Implement: choose a book and develop a science lesson around it or visa versa • Resources: Reading is Fundamental (www.rif.org/mbc)

31. “Tornado in a Bottle” example:

32. Teachers should NOT feel limited when introducing STEM to early learners

33. Steps for modifying an experiment for Early Learners: • Choose an experiment that might be designed for higher level learners. • Evaluate if they will physically be capable of performing the experiment (do they have the fine motor skills) • Determine what you want them to get out the experiment. (What content to you want them to learn?) • Think, how can you explain this concept in the most basic way? (remember, the goal isn’t to have them remember facts, but to get them excited.) • Remember the goals: • Will this activity provide the students with a positive experience of STEM learning?

34. Choose One! • Extracting DNA from a strawberry • What is DNA? • Why is it important? • Making Oobleck • What are the states of matter? • What is a suspension?

35. 3 Goals for Early STEM Learners • I like STEM • I can do STEM • STEM is FUN!

36. Why early STEM learning is important: • Exposure- exposing children to these concepts early will give them a head start when they learn them later in school • Positive experiences- by letting them explore and play on their own, by introducing concepts in a method they are familiar with, or by allowing them to be true scientists, young children become excited about learning more STEM in the future.

37. How early STEM learning is different: • The stress is on exploration, not content • Content will be present, but retention is not the goal • Exploring, making discoveries and having a positive experience is the goal • By introduction STEM in a positive manner, children will be more likely to succeed in these areas later in their education. • Content is presented in a manner that makes sense to them: • Books • Crafts • Games • Pretending to be scientists

38. Techniques and Methods: • Free Exploration (STEM Stations) • Expand STEM Stations by facilitating predictions and questions • Add a craft • Add a book • Add a game • Modify an experiment designed for older children