S.T.E.M.
Starter Kit
for Elementary
Classrooms
Created by Ivy Taul
Ivy Taul 2013
credits
Melonheadz
the pond graphics
Ivy Taul 2013
Zip-A-Dee
Doo-Dah
Fonts 4 Teachers
table of contents
Page #
Content
about this packet
STEM definitions and terms
6-7
common STEM misconceptions
8-9
tips for getting started
*setting up your classroom checklist
*all about the lessons
10-11
sample STEM design brief
12-15
STEM rule posters
black & white and color
STEM Design Process posters
16
17-18
black & white and color
parent letter
introducing students to STEM
*STEM behavior cut and paste activity
*Following STEM rules
19
Ivy Taul 2013
notes & summary
about this packet
This packet was created to help elementary school
teachers with the STEM process. I am not an expert on STEM
by any means! I have taught STEM for twos years as a 3rd
grade teacher and one year as a 1st grade teacher.
I have experienced the process of implementing STEM
from the ground up as my public elementary school served
as a STEM pilot school. In March of 2013, we officially
became the first K-3 school in the state of Georgia to be
awarded STEM certification. After several years and much
hard work, we went from teachers asking, What is STEM? to
Kindergarten students being able to communicate the design
process with confidence and accuracy!
I am passionate about STEM because I have seen how it
changes the environment of a classroom. I have seen the
students who never pass a spelling test, students who do
not speak English, the behavior students, you name it, feel
successful at school and with themselves because of STEM.
I have seen how the confidence gained from STEM spills over
into reading, math, and writing.
This packet does not have all the answers. I like to
think about the information presented here as the stuff
I wish I knew about STEM when I first started. I hope the
information will be helpful to you in creating a successful
STEM experience for you and your students!
*Disclaimer- This product is not endorsed by the DOE.
Ivy Taul 2013
S.T.E.M.
Cheat Sheet of Definitions for Beginners
STEM
STEM
components
STEM should involve problem-based and
performance-based activities.
Design brief
A design brief is a STEM lesson plan.
Blueprint
Components
of a
STEM
activity
Ivy Taul 2013
STEM stands for science, technology,
engineering, and mathematics.
A blueprint is a brainstorming sheet that is
used after the problem has been presented
to the class. The student or group of
students use the blueprint sheet to think,
plan, and decide on ways to solve the problem.
problem to solve
collaboration among students
design challenge
communication of findings
reflection of solutions
opportunity to redesign
S.T.E.M.
misconceptions about S.T.E.M.
Misconception
Fact
Stem is only for STEM involves students in
older grades. solving real-world problems.
Students of all ages need to
learn how to solve problems.
I do a lot of
science
experiments and
hands-on
activities in my
classroom so that
means I am doing
STEM.
I cant add
another subject
or curriculum to
my day. There
isnt enough time
to add something
else.
Ivy Taul 2013
STEM is NOT students simply
doing a hands-on activity. STEM
is about students having time to
solve problems in a creative way.
STEM is NOT meant to be a
separate segment of your day.
STEM can easily be integrated
into EVERY subject. You can also
take almost any lesson you are
already planning on doing and
make minor changes to make the
lesson a STEM activity.
S.T.E.M.
misconceptions about S.T.E.M. cont.
Misconception
Fact
I cant afford to
buy all these
materials for the
projects.
Most STEM activities can be done
using household throw away items
(paper tubes, tissue boxes, cereal
boxes, etc.) You can also place
students in groups or with
partners to cut down on supplies
needed. Also, since every STEM
product should look different from
student to student, you dont have
to stress out trying to make sure
every student has exactly two red
pipe cleaners, a green marker, and
an empty tissue box.
This is completely untrue! If only
Stem will only
your higher students are getting
work with
gifted students. STEM then there is something wrong
with your delivery, not with the
students ability.
Ivy Taul 2013
CLASSROOM SET UP CHECKLIST
Do you have an area designated for STEM supplies that
students bring into the classroom? (ex. plastic bucket, shelf or
space in a closest)
Do you have materials that will be used frequently (glue
sticks, scissors, markers, etc.) in an area that is easy
for the students to access without needing adult help?
Are frequently used materials organized in a way that
students understand how to return them correctly?
(pictures of materials on tubs, color-coated, etc.)
Do you have a missing pieces or lost and found
bucket for random glue stick lids, pencils, etc? Do you
have a place for scrap paper to be stored?
Do you have a method for getting students attention?
Note- students become VERY engaged in what they are doing during STEM so some
signals that are normally very effective at other times may not work as well during
STEM. Giving a 5 minute warning before clean up is helpful.
Have you practiced how to clean up and stop working
during a STEM activity several times? This is one of the MOST
difficult aspects of STEM for students. Practice this by having students take out a
journal and tell them to draw a house or another random picture. Give them a minute
or so and then use your signal to gain their attention and tell them to stop. Teach
them it is okay to not feel like they are done and praise the ones who stopped
working the first time you asked.
Will everyone in your class participate in clean up or will
you appoint a clean up crew? Do the students who are
not apart of clean up crew know what they should do
during clean up time? (lay head down, listen to music)
Do your students understand the role of the teacher
and student during STEM? (students job = solve/create,
teachers job = monitor/provide feedback)
Do your students know that it is not their job to point
out copycats, students using materials incorrectly, etc?
Tattling can easily DERAIL a great STEM activity.
If the project will be continued another day/week,
do you have a place for the student projects to be
stored? (hallway, shelf, table, etc)
Ivy Taul 2013
DESIGN BRIEF FACTS & INFO
A design brief is a STEM lesson plan.
Most design briefs last 2-4 sessions.
A session is usually considered a 45 minute session.
Sample of what occurs in each session:
Session 1Introduce problem and criteria to students. Students may sketch ideas
or brainstorm with a group on ways to solve the problem.
Session 2Students choose one of their ideas and start working to solve the
problem.
Session 3Students continue working on the solution. Revising may start to happen
as students find better ways to solve the problem.
Session 4Students share ideas with the class, small group, or buddy and reflect
on what they learned. Did they solve the problem? Did they try different
solutions? How did they decide which solutions worked the best? What
would they do different next time?
It is not necessary to give each student a copy of the design brief as
long as it is displayed or referred to throughout the STEM activity. In
3rd grade, I would have students copy down the problem and criteria in
a spiral writing journal/science notebook. We also used these to write
a couple of sentences to reflect on the process. In 1st grade, I would
simply display the lesson on the smart board and refer back to it as
needed. In 1st grade, the reflection was done more orally than written.
However, both ways of reflection can be used as you see fit.
Most likely these 45 minute sessions will take place during the science
segment of your day, but keep in mind that STEM activities can be done
in any subject.
Pick one day a week as your STEM day to work on your design briefs.
Students will know when they will get to finish their projects without
having to ask.
Ivy Taul 2013
SAMPLE
DESIGN
BRIEF
Subject: Back to school
Suggested Sessions: 1-2
Grade level: K-3
Title: Whats Your Name?
Standard: 1L.1 Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
Background/Problem: We have spent the past week getting to know
everyone in our class, but there are so many names to remember
and _______(teachers name) is calling students by the wrong
name!
Design Challenge: __________(teachers name) needs your help
to remember your name! Design and create a name tag for you to
wear to help others remember your name.
Criteria:
Each name tag must:
have your first name written clearly
have correct capital and lowercase letters
include at least one design or picture that tells others about yourself
include at least 3 different colors
be able to stay on your body without it being held with your hands
Constraints: You may only use the materials provided.
Materials:
markers
index cards
crayons
construction paper
yarn or string
glue
Tools: scissors, ruler, hole puncher
Ivy Taul 2013
SAMPLE
DESIGN
BRIEF
Subject: Back to school
Suggested Sessions: 1-2
Sessions suggested tell
about how long it is
Title: Whats Your Name? Most STEM activities
expected to complete the
involve several standards.
brief from start to
Unless your administrator
finish.
Standard: 1L.1 Demonstrate
command
of the conventions of standard
tells you otherwise,
I would
English grammar and just
usage
when
writing
pick one
standard
that or speaking.
relates to the activity the
most.
Background/Problem: We have spent the past Backgrounds/Problems
week getting toareknow
everyone in our class, but there are so manyalways
names
more to
fun ifremember
you can
involve your name, schools
and _______(teachers name) is
name, or principals name.
calling students by the wrong name!
Design Challenge: __________(teachers name) needs you to help
her remember your name! Design and create a name
tag for you to
Design challenge is where
wear to help others remember your name.
you tell the students exactly
what it is they will be trying
to do. Think of it in terms
of this is where you will use
verbs such as design
create etc.
Criteria:
It is important to go over the
Each name tag
must:
criteria
several times
especially
with younger
have your first name
written clearly
students. You can even stop a
have correct
capital and lowercase letters
session a couple of times and
include at least
onestudents
design
or picture that Constraints
tells others
about yourself
remind the
of what
are limitations
has to3be different
included.
students have to keep in
include at least
colors
mind while completing the
be able to stay on your body without it beingdesign
heldprocess.
with your
hands
Often
Constraints: You may only use the
Materials:
markers
index cards
The tools are items students
crayons
can use to create their project,
construction
but they cannot
be apart of the paper g
project. tape
Tools are most often
going to be where the
technology aspect comes into
play.
Going over the materials is helpful to get
students to start thinking about what they are going
to use to solve the problem. They do not have to use all
the materials in their project. During the brainstorming
part of STEM, students can make a list of the materials
they will use to solve the problem. I would encourage
my students to draw how they were going to solve the
problem and then label materials to be used around the
drawing. This will hopefully prevent materials
from being used the wrong way.
Tools: scissors, ruler, hole puncher
Ivy Taul 2013
constraints are limited
resources.
materials provided.
Steps for S.T.E.M. Success
1. Ask:
What have others done?
What are the constraints?
2. Imagine:
What are some solutions?
Brainstorm ideas
Choose the best idea
3. Plan:
Draw a picture
Make a list of materials
4. Create:
Create your design
Test your design
5. Improve:
Reflect and share findings
Make changes to make it better
Retest!
Ivy Taul 2013
Steps for S.T.E.M. Success
1. Ask:
What have others done?
What are the constraints?
2. Imagine:
What are some solutions?
Brainstorm ideas
Choose the best idea
3. Plan:
Draw a picture
Make a list of materials
4. Create:
Create your design
Test your design
5. Improve:
Reflect and share findings
Make changes to make it better
Retest!
Ivy Taul 2013
S.T.E.M. Rules
1. Use the
materials correctly.
2. Always be
working!
3. Dont say,
Im done!
Ivy Taul 2013
S.T.E.M. Rules
1. Use the
materials correctly.
2. Always be
working!
3. Dont say,
Im done!
Ivy Taul 2013
Name______________________
Super Choices vs. Hurtful Choices
Directions: Cut out the boxes below. Read each box and decide if the student is showing
super STEM behavior or hurtful behavior. Paste them under the correct heading.
Super STEM Behavior
Hurtful STEM Behavior
Sarah is not finished with her
project so she decides to keep
working after her teacher asks the
class to stop working.
Shania sees that Emma is having a
hard time building a door on her
house project. Shania offers to help
her hold the house while Emma
tracing the door.
Mark cant get his project to work! He
doesnt give up and keeps trying
different ways to solve the problem!
Freddy thinks that Mark is the best
artist in his class so he gets Mark to
do his project for him.
Cody looks over and sees that Darius
is using the same color marker that he
is using! Cody yells Copycat!
Kathy is bored waiting on her
classmates to finish so she cuts a
piece of construction paper into tiny
pieces while she waits.
John sees that Caymon needs a glue
stick. Here, you can use mine he says.
Jada stops working the first time
her teacher asks and starts cleaning
up the materials right away.
Name______________________
Following STEM Rules
Directions: Read each rule below. Write or draw a picture to show what it means to follow the rule.
Use the
materials
correctly
Always be
working!
Dont say,
Im done!
Ivy Taul 2013
Dear Parents,
Throughout the school year your child will
be participating in STEM activities, STEM stands
for Science, Technology, Engineering and
Mathematics. The goal of STEM is to provide
students with real-world problem solving
opportunities. STEM allows students to think
outside the box with project-based learning. Your
child will be working on many exciting STEM
projects this year!
Below is a list of household materials that
we will be using to create our STEM projects. If
you are willing to donate any of the items
below then you can send them to the classroom
with your child at anytime throughout the year.
Thank you in advance for helping our class
collect these items for STEM! Please let me know
if you have any questions.
Save these items for STEM!
cereal boxes
paper towel tubes
tissue boxes
paper grocery sacks
oatmeal boxes
colored tissue paper
shoe boxes with or without lids
scrap pieces of cloth
Ivy Taul 2013
summary
I hope this packet has been
helpful to you! Please leave
feedback and let me know
what you think or about your
STEM experience.
Follow my store to receive
updates about when new STEM
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Good luck on your STEM
journey!
Ivy Taul 2013
