Bio
Lucas Smith is the father of three amazing girls and has been married to his equally amazing wife for eleven years. He teaches all subject areas to incredible 6-8 grade diverse learners. Lucas has an inquisitive mind and many interests that span all subject areas.
My Lesson
My Ultimate STEM Lesson deals with expanding the initial idea of science and technology in the classroom. I started every year in my science class with a 'stump Mr. Smith challenge', as well as a comparison of the great discoveries made by humans to a pyramid.
During our first meeting I would pose the idea of a comparing building a pyramid to scientific discoveries made by humans. I would ask if you can build the top of the pyramid before the bottom, and then discuss the importance of a base. In pairs the students were then asked to brainstorm what they thought should be on the base, middle, and top of the human discovery pyramid. In seven minutes the groups came together and we discussed the responses and the viability of each choice. After coming to a consensus we placed the discovery on the pyramid. We then discussed relationships and explosions of discoveries and the flashpoints that created them: Tool use, harnessing fire, trade, language, writing, seafaring, agriculture, cities, mathematics, paper, type press, telescope, microscope, steam engine, electricity, etc. We would then discuss whether the pyramid continues to grow.
We then transitioned into the definition of science. Students were then grouped by fours in order to 'Stump Mr. Smith'. I challenge them to come up with any topic, item, idea that does not involve science. Once they made their selection, we then discussed why each choice is related to science. Students were left with the sense of the wide open awesomeness of science.
Through this lesson, I was able to expand my students’ preconceived notions of what science entails as well as its potential. Students are able to dream big and imagine themselves building on to that pyramid. The final ‘wow’ moment comes at the end of the challenge when students come to the realization of how interconnected science is to their world and beyond.
During our first meeting I would pose the idea of a comparing building a pyramid to scientific discoveries made by humans. I would ask if you can build the top of the pyramid before the bottom, and then discuss the importance of a base. In pairs the students were then asked to brainstorm what they thought should be on the base, middle, and top of the human discovery pyramid. In seven minutes the groups came together and we discussed the responses and the viability of each choice. After coming to a consensus we placed the discovery on the pyramid. We then discussed relationships and explosions of discoveries and the flashpoints that created them: Tool use, harnessing fire, trade, language, writing, seafaring, agriculture, cities, mathematics, paper, type press, telescope, microscope, steam engine, electricity, etc. We would then discuss whether the pyramid continues to grow.
We then transitioned into the definition of science. Students were then grouped by fours in order to 'Stump Mr. Smith'. I challenge them to come up with any topic, item, idea that does not involve science. Once they made their selection, we then discussed why each choice is related to science. Students were left with the sense of the wide open awesomeness of science.
Through this lesson, I was able to expand my students’ preconceived notions of what science entails as well as its potential. Students are able to dream big and imagine themselves building on to that pyramid. The final ‘wow’ moment comes at the end of the challenge when students come to the realization of how interconnected science is to their world and beyond.
Top Five
The Big 5
- Teacher Facilitator - Using both teacher and student interests, a creative facilitator orchestrates lessons with a balance of structure and flexibility, including various techniques that cultivate students’ desire to learn and inquire.
- Real World Explorations - Students explore real world problems in order to develop 21st Century skills: critical thinking, problem solving, communication, collaboration and innovation.
- Student Self-directed learning - The learning environment encourages student collaboration and higher order thinking to make sense of the world. Students reflect and communicate their findings taking ownership of their learning.
- Various Probing Questions - Questioning that drives instruction as well as allows for expansion of thoughts, at multiple levels, is essential to STEM. This process is open to all: not only should the instructor pose questions, but students should as well.
- Transferable Application - Students apply and transfer their understanding to novel situations. This fosters creativity, imbues students with confidence & deepens their understanding of and appreciation for the content.
Key Components:
- Real world engagements; exploration
- Student collaboration; self-directed/student-centered
- Open-ended; critical thinking; probing questions
- Teacher as a facilitator + incorporate creativity; formative assessment; balance impromptu and structured classrooms; teacher interests
- Hands-on learning; different approaches + learning pathways; transferable/applications