200 inspirational blog posts by 94 different educators all around the world have now been published on the #STEMDiscoveryWeek blog! That’s amazing and it is all thanks to all those dedicated educators who have contributed to this blog with original articles about their activities. Big thanks go to everyone who have blogged here and/or supported this year’s campaign in any other way!
No new entries will be published from now on (until next year?), but you are still able to read all the posts that have been published so far for inspiration and ideas here! You can also still comment on those posts that have been published and engage in discussions with other bloggers here.
Please make sure you keep your account details and login for next year! This is the first time that participants in the campaign are invited to blog about their activities as part of the STEM Discovery Week, and it has clearly been successful as interest from educators shows. The blog is a perfect platform for sharing ideas, perhaps for the years to come as part of the STEM Discovery Week?
This year’s edition of the STEM Discovery Week is a record holder in terms of its participants’ level of interest and engagement. There were:
Over 800 activities organized,
in 40 countries across Europe and the world,
200 blog posts already published on the STEM Discovery Week blog by 94 different authors,
more than 120,000 teachers, pupils and other people participating in activities.
Can we make STEM Discovery Week 2019 even more successful?
Stay tuned for news about the STEM Discovery Week on the online portal of Scientix, the community for science education in Europe, here.
The STEM Discovery Week 2018 was a great opportunity for primary school teachers from School Elena Doamna, from Tecuci, Romania, to use STEM methodologies to study natural disasters.
During the entire week, students studied avalanches, earthquakes, floods, winds and tornadoes, landslides and erosion, forest fires and volcanoes. By making use of STEM methodologies, they experimented, built and learned in a different, but much more interesting, way about natural processes that take place all around us and sometimes affect people’s lives. Parents participated in the activities, visited the hall where the final products were exhibited, listened to the explanations of the children and the information discovered by studying in the most varied forms.
On Thursday, school teachers presented in a workshop their STEM plans to teachers from other schools invited to this event. A great opportunity was the presentation made by some guests about robotics and robots. All were enthusiastic and excited about what they were doing.
On Friday, the last day of SDW 2018, 430 students from primary schools participated in a flash-mob called SAY YES TO STEM, because students wanted to attract the attention of teachers and researchers to move towards this approach in Romanian education.
The following video clip showcases some of the various professionals from different organisations/companies that not only helped our students to consider STEM subjects but also encouraged and showed them the importance of such careers.
At our school, we believe that students are provided with various opportunities in Science, Technology, Engineering and Mathematics (STEM) to enhance their knowledge and motivate them by helping them to raise their high interest in STEM subject, so to consider for their careers. Thus, the following video shows some of the activities that we organised for the students with various companies and stakeholders to raise general awareness and promote STEM education for both male and female students.
The activity aimed at 6th-grade students at Leo Baeck school in honor of the STEM Discovery Week celebrating 70 years for the state of Israel.
During the activity, the students learned about the important connection between science and technology and the process of problem-solving.
The students were presented with an invention, about which they’re supposed to research and to explore additional uses.
The activity is about 4 Israeli inventions and deals with a diverse content range, including subjects of science, mathematics, technology, architecture, Hebrew, English, geography, and environmental protection and sustainability.
It employs digital tools and is in the format of the Escape Room, using “Escape Boxes” that I built by reusing materials.
The activity had several stages: First, the students were told to help each other to the best of their abilities, as minimal help would be provided. The students entered the classroom and naturally split into groups. On one of the tables, there was a box containing several keys, with a mathematics exercise written on each one
There were 4 possible solutions and the students organised themselves into groups based on the answers. After everyone sat in groups, two locked boxes were placed on each table. The flag of Israel was printed on these boxes, in order to hint the students the subject of the activity. The students were instructed to enter a code – the solution to the mathematics exercise – to unlock one of the boxes.
When the box was opened, it contained two different kinds of items: The first being a page with the word “Invention” written on it in braille, and to its side, the flag of Israel, and a Braille-to-Hebrew translation table. The students were supposed to understand that the subject is Israeli inventions.
The second box included items or pictures that gave a hint on the specific invention. For example: One box contained a picture of Mars, a house, and a rosy-cheeked smile-emoticon, referring to project Bubble Face – a project dealing with the development of a structure suitable to be built on the surface of Mars, led by Helen Vaxsler.
Another box contained iron ore and a Jewish hat, referring to the Israeli Iron Dome Defence System. In yet another box, there were items hinting at the invention of the Solar Water Heater.
The last box contained items hinting at the invention of the extension of shelf life of the cherry tomato. The second part of the box contained cards with pictures and names connected to the invention, which had to be organised. After organising those, the students had to solve mathematics problems in order to get the code for the next box. On the cards were printed subjects such as metal-processing methods, renewable and non-renewable sources of energy, methods of sorting fruits and vegetables.
At the second stage, the students were required to learn about the invention. Each group received a QR code leading to educational texts and videos about that invention. Afterward, the groups were asked to enter the Padlet collaborative board and write about their invention and the scientific principle which it is based on. For example, the production of cherry tomatoes is possible because of botanic crossbreeding.
After completing their task, each group was asked to use another digital tool – myHistro, and use it to write on a collaborative timeline the following details: The date of the invention publication, the name of the invention, and mark the location of the invention publication on a map.
Next, the students were asked to answer questions about the subject of solving technological issues – definition of the issue, the solution’s minimum requirements, goals, and environmental repercussions, in addition to mathematics problems and Hebrew vocabulary exercises. The students were led to the next code.
At this stage, the students were to offer improvements to an existing invention or even a new invention, to plan a model and to build it, photograph it and upload it to the collaborative board. The cherry-tomato group had to plan out an experiment, including its different stages, and to carry it out.
In the final stage, each group was required to present their model, and to tell the classroom what they’ve learned about the invention and the scientific principle associated with it. The cherry-tomato group presented their model, and continued the experiment, updating over the next few weeks about their advancements and findings.
Each group that completed all the tasks will be taught 3D printing in group lessons, plan a 3D model and print it out – courtesy of the Israel National Museum of Science, Technology and Space, one of our neighbors at a walking distance.
Link to some photos and files from the activities.