Innovation through Exploration

Recently I created a lesson plan for my 4th and 5th grade combo class which incorporated STEM strategies to make the lesson more engaging. I am writing this because their will be a 20% increase in science jobs in the next 10 years (I think more), and only 15% of our students are graduating in science and technology. Lets compare that number to I don't know, lets say China, where 50% students of their students are graduating in those specialties (Taurig & Feller, 2009). It is my belief while they may be generating more scientists, using STEM strategies, we will be able to produce more innovation through ingenuity than China. I am hoping other science teachers can provide their input to make my lesson better, and possibly learn a thing or two to improve their teachings as well.

Firstly, a good science lesson should incorporate some historical perspective. When students know the origins of experiments, they understand that most often these experiments happened on accident while searching for something else, these famous scientists were not perfect and failed on numerous accounts, and they learn a story about past scientists. Students love to hear stories. No longer are these Newton, Galileo, Eratosthenes just names on paper, but once told in a story they become real. For students to appreciate what is in front of them, they need to understand the history and development of how we got here.

That story brings engagement into the lesson. Next comes exploration. Students should be given time to explore the materials that are given and see what they may want to design with them. When the experiment is over, it is important to have students ask questions and listen to alternate ideas and inquiries for what to test next. While the teacher may have the materials and lessons in mind, it is important for the students to test their own theories. Give students time to discuss and explore what they want to know and let them create their own experiments when all is said and done.

 Yet, it is important for them to understand the concepts. These concepts must be related to something they do often or know culturally. For my experiment I tied it into how a piñata works. My students are predominantly Hispanic, and using that to bridge the concepts of a pendulum swinging will make the content relatable and rememberable.

 This experiment provided by Steve Spangler was the essence of my lesson. What I found so inciting is that it incorporates science, engineering, and math. Once students find the ratio of weight distribution needed, they can apply this to other relatable scenarios and test out to see if it works. Students experiment with the distribution until they have it then they must find heavier objects and locate the equivalent ratio to make sure the experiment still works.

Science should not be learned from a text book, science should be learned through trial and error.  Students need to create things with their hands, learn how things are put together, not read about it.  Students need practice applying their skills so that they are confident when tougher challenges occur.  Most importantly, students inquisitive nature needs to be freed to let them experiment with what they want to find out.  Experiments should evolve at the students will, not the teachers.