Qualities and Characteristics of a Strong STEMS^2 Unit
A strong STEMS^2 unit should include both elements from all of the STEM disciplines (Science, Technology, Engineering, and Mathematics) as well as the S^2 disciplines (Social Sciences and Sense of Place). Each discipline does not need to be present in each lesson of the unit, but overall, each should have a prominent focus in multiple lessons so that students can see that their "subjects" are not as distinct as they often seem and can be used together towards learning objectives. For example, if the students are learning about how plants use sunlight for energy, they will definitely be learning about the Science of the process of photosynthesis by growing plants and making observations, but will also need to use Mathematics to make comparisons and calculations and English Language Arts when reading articles about growing plants and to write their lab reports. Including discussions about the history of agricultural practices and the current ideas about hybrids, GMOs (genetically modified organisms), and organic farming brings Social Studies into the unit. Discussing these topics in reference to former and current practices in Hawaii and students' family practices (many students have small gardens at home or shop at farmer's markets) brings in a sense of place. Students should be encouraged to share their own experiences and listen to others to broaden their understanding.
While there is debate about the role of National standards (Glatthorn, Carr, & Douglas, 2001), I believe that learning objectives should be aligned with the National and State Standards corresponding to the disciplines of study, such as the Next Generation Science Standards (Science and Engineering), Common Core State Standards (Mathematics and Language Arts), and NCSS National Standards for Social Studies in order make sure that the integrated unit is addressing both relevant content and practices from each discipline. A disciplinary approach to teaching provides modeling for students of how professionals in those fields do their work and encourages students to see themselves as practitioners of that discipline rather than "students." This along with a constructivist curriculum in which "learners construct meaning from what they experience (Glatthorn, Carr, & Douglas, 2001)," is a key component of the learning experience at ULS.
In designing the unit, assessment of students' learning must be used to gauge student understanding and progress throughout the unit, in formative assessments, as well as at the conclusion of the unit (summative assessment) to ensure that learning objectives were met. The summative assessment does not necessarily need to be an exam or test, but should be a product that allows the student to demonstrate their understanding and mastery of the key ideas of the unit. Offering options for key assessments throughout the unit will allow students to show what they have learned in ways that best fit their personal interests and strengths, such as making a model, composing a story, drawing a comic, or acting out a skit and encourage other students to consider different ways of explaining key concepts and ideas.
Engaging Student/Teacher Experiences
In order to provide engaging experiences for the students and teachers, the unit should be designed around just a few essential questions so as not to spread the focus too wide and allow students to integrate new knowledge and understanding into their existing framework (their sense of place) at a pace that is comfortable. Providing a variety of learning experiences and delivery methods (demonstrations, guest speakers, lectures, inquiry investigations, peer-teaching, presentations, etc.) and assessments that address different learning styles will help to ensure that all learners needs are met.
The students and teachers involved should be wholly committed to being open to new ideas in order to fully immerse themselves in the connections between disciplines and within disciplines. As emphasized in NGSS, cross-cutting concepts allow students to apply general information across different scientific disciplines which encourages students to recognize connections and think less in terms of separate subjects and ideas.
Unit Length
Glatthorn, Boschee, Whitehead, and Boschee (2005) define a unit as, "an organized set of related learning experiences offered as part of a course of study, usually lasting from one to three weeks" that is often "organized around a single, overarching concept (p. 18)." I think that the STEMS^2 unit that I develop will need to be closer to three weeks or perhaps even longer to fully immerse my students in the material and include a field experience such as a Learning Journey and/or visits from professionals in the disciplines. The length of the unit is not as important as the depth into which we explore and discuss the key ideas, so it will likely depend on the specific topic of the unit and the learning objectives that are chosen. If growing plants or taking observations over a long period of time is involved, the unit may span a couple of months, but be integrated into a larger unit that has several subunits to accommodate the amount of time needed for a longitudinal study.
REFERENCES
Glatthorn, A. A., Boschee, F. A., Whitehead, B. M., & Boschee, B. F. (2015) The Nature of
Curriculum. Curriculum Leadership: Strategies for Development and Implementation
(pp. 3-32). Retrieved from
Glatthorn, A. A., Carr, J. F., & Harris, D. E. (2001). Thinking About Curriculum. Curriculum
Handbook: Planning and Organizing for Curriculum Renewal. Retrieved from
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