Starting STEM Early: Embedding Matter, Energy, and Engineering into the Early Childhood Curriculum

Embedding Matter, Energy and Engineering into the Early Childhood Curriculum

Kengo Yamada, STEM Enrichment Specialist: Early Childhood

Starting STEM Early

IntroductionsWho am I?

What do I do?

Why am I here?

STEM Enrichment Specialist: Early Childhood PreK – 2nd grade.

I believe STEM education can be implemented at the early childhood level.

Kengo YamadaMontclair State UniversityB.A. Elementary EducationP-3 Certification

What is the goal for today?

To observe some ways in which we, as early childhood educators, can introduce STEM concepts into our classrooms and

daily schedules.

Jump In, Jump OutIce Breaker

What is STEM?Think, Pair and Share

What is STEM?STEM (Science, Technology, Engineering, and Math) is a interdisciplinary approach to education in which subjects are merged while also presenting opportunities to consider real-world application.

So what does this look like?

What does STEM look like?

I believe…

“Children are engineers, problem solvers, and collaborators at heart – with boundless potential for leadership, creativity and

innovation. Filling their days building and creating with blocks and manipulatives, wooden sticks and Legos, finger-paints and

clay, they naturally seek solutions to challenges, discuss multiple options and, when necessary, start over!”

(Stone-MacDonald, 2011)

Understanding the NGSS

Important Roles• Two educators work on completing the lesson.

• One educator brainstorms the parts in the school day during which we can include the activities.

• After completing the activity, we will come together in a share out of our experience and how we can integrate it into our classroom’s daily experience.

Please consider switching roles during the course of this presentation. It is good practice to try navigating the NGSS website if you have not done so

already.

Sample ActivitySimple Machines: Making a Lever

When can we include this during our daily schedule?


What’s the Matter?Exploring Solids, Liquids and Gases

Solids and Liquids

Have a indefinite shape.

But have a definite volume.

Have a definite shape.

Have a definite volume.

But what about gas?Do you see gas? Can we make it?

But what about gas?Do you see gas? Can we make it?

So what did we learn about gas?

It has an indefinite volume.It has an indefinite shape because it takes the shape of its container


Measuring MatterExploring Mass

Cooling and Heating Matter

Exploring Dry Ice

What do we know already?• What states of

matter can we observe?

• How can we review these states?

• What do we have to help us reinforce the states of matter?

Dry Ice Bubbles• Attach the hose to the flask.

• Add water into the flask.

• Add dry ice to the flask and plug the top.

• Take out the bathroom cup and pour a small amount of water into it.

• Add soap to the cup and dip the hose into the cup.

• Take the hose out and observe the bubbles created.



Light it Up!Exploring properties of light and its reaction to things around us.

Where do we start?• To encourage inquiry based

learning, go ahead and explore the items independently.

• Classify how the items react differently when interrupted by the various objects in your bag.

• Afterwards, discuss what these objects have in common.

Transparent, Opaque, and Translucent

• Following the classification of the objects in the bag, students will be introduced to the concepts below.



Conductors & InsulatorsExploring how electricity flows.

Light exploration bag • After receiving your bag,

attach the materials one at a time and observe what happens to the light depending upon the item attached.

• Group materials together depending upon the items attached.

Conductors & Insulators

• Items hold onto their electrons differently depending upon the material itself.

• Insulators hold onto its electrons very tightly.

• Conductors hold onto their electrons loosely so they can flow through it.


FlashlightsEngineering a working flashlight

Constructing your flashlight


Paper Sail BoatsExploring the Engineering Design Process

Building a BoatUsing the materials in the bag, create a sail boat with your team that will travel the furthest distance when powered by wind.

How far did your team’s travel?• Did your boat travel as far as

you were expecting?

• Did you redesign your boat to make it more efficient?

• What were some of the challenges you faced?

• How might this experience be better?

How far did your team’s travel?• Did your boat travel as far as

you were expecting?

• Did you redesign your boat to make it more efficient?

• What were some of the challenges you faced?

• How might this experience be better?

Differing Designs• Despite having similar materials, there are a myriad of designs

students can follow or create. Students can additionally test the results of how their designs influence the distance traveled.


Paper Helicopters

Engineering helicopters and testing variables.

Graphing

Results• Using the graph sheet

available, track the number of rotations completed for each variable.

• Graph the results in the table provided. What variable proved to facilitate the largest number of rotations?


CatapultsEngineering, Measurement, and Data Collection

Design your catapult• Using the materials provided, design a catapult to launch a

marshmallow the further distance possible.

Test & Redesign• Using the meter sticks

provided, track the distance your team’s catapult was able to launch.

• Can you redesign your catapult to increase the distance?


Engineering & LiteracyIntegrating engineering skill practice into

our literacy time

Questions & Comments