STEM Chapter Reading

Rolly Pollies, Bubbles, and Wheelies

The role of culture within this described case is very student based. Students are in charge of
their own learning. The teachers are able to assist and guide conversations/discussions but for
the most part students are teaching themselves. This is done through questions and discussions
with their peers. The teachers were able to keep a KWL chart to continuously refer back to
during their learning.

The thing that got me encouraged for my STEM instruction in this chapter is actually being
able to participate in it. This chapter continuously states how there are no textbooks in their
learning. I think this is a great way for students pre-kindergarten through second grade to be
able to learn. The investigation of the “Wheelie” was able to connect to my SLP and show me
how to be able to incorporate STEM into it. One thing I did not consider in my SLP of motion
that was mentioned in this chapter was whether three wheels were better than four. This could
be a great discussion and investigation to include in my SLP.

After reading this chapter the thing I perceive in this approach is how important investigations
are for STEM in elementary students. I believe that this is the best way for students to be able
to participate in science. This allows the students to be able to be actively learning and
discussing with their peers while still learning the curriculum. Integrating investigations into
the curriculum may be the best way to incorporate STEM into the classrooms.

This chapter influences my own teaching and thinking about STEM because I want for my
students to be able to participate in their learning and not learn from lectures or textbooks. I
believe that hands-on, integrated investigations and projects are the best way for students to
be able to be engaged and understand a concept. I think that STEM is a great way for students
to be actively learning and engaged rather than sitting and listening to the teacher all day.

I think preparing children for STEM is allowing them to be able to understand real world
problems and situations while learning the curriculum. This also demonstrates to the students
how all subject areas can correlate within one another. For example, in this chapter they are
discussing compost and the importance of it. These are things that students can take out of the
classroom into the real world. Another important part in this chapter that can relate back to the
real world was obtaining, evaluating, and communicating information. This is a common
social-emotional skill for students to be learning at their developmental age. I also enjoyed
how the teachers were able to relate this project to real life jobs for the students to get a better
understanding.