ESJVol23 3web2

VOLUME 23
ISSUE 3
Bringing STEM to Life:

Essentials for Elementary Education
Finding Balance
Between Teaching,
Technology and Engineering bring STEM to Life!
International Technology and Engineering Educators Association
iteea.org Learning, and Application

ITEEA’s Elementary STEM Council
Announces Grand Design Challenge Winners
ITEEA’s Elementary STEM Council is proud to announce
the winners of the 2018 Grand Design Challenge. The
NAE Grand Challenges were designed to cause students
and educators to think about solutions and challenges
affecting all our lives. In 2018, elementary students
from around the world worked in small design teams
to design a better product or tool that could be used to
give small children doses of liquid medicine. This year’s
submissions impressed the judges with the elementary
students’ use of the engineering design loop, testing of
products, refining of products, and serious consideration
of external factors.
The “Bobcat Binkys” team from Benton Hall Academy from Little Falls, NY took first place with
their innovative design. Their teacher, Tracy Young, mentored the students as part of an after-
school group. The team won a one-year I-STEM Education Group Membership, one free hotel
night in Kansas City for this year’s ITEEA conference, and a spot in ITEEA’s STEM Showcase.
Tracy Young will be sharing information about her winning design at the STEM Showcase from
4:00-5:30pm on Thursday, March 28 at ITEEA’s Conference in Kansas City, MO.
Earning second place in the Challenge was Plymouth Elementary School in Plymouth, NH. Student
Reese Querry and her teacher,
Julie Sicks-Panus, submitted an
outstanding design.
The 2019 Grand Design Challenge

will be announced in late spring.
Submissions are due December
31, 2019. Questions can be di-
rected to Michael Daugherty,
[email protected], Virginia Jones,
[email protected], or
Thomas Roberts,
[email protected].
CONTENTS
P.10
features
ARTICLE
robotics in mathematics: engaging students
in perimeter
Tabetha Kelley, Megan Nickels, Sarah B. Bush,
Matthew S. Taylor, and Craig Cullen
P.14 ACTIVITY
streamlining differentation and integration:
exploring a new educator resource
Chris San Antonio-Tunis, Owen Berliner, and
Christine M, Cunningham
P.18 ARTICLE
stories of design: using books to unpack the
engineering design process
Michelle Forsythe, Julie Jackson, and Danielle
Medeiros
P.20 ACTIVITY – STEM CHILDREN'S RHYMES

STEM London Bridge
Emily Yoshikawa Ruesch and Scott R.
Bartholomew
departments
P.4 FROM THE EDITOR
P.28 ACTIVITY – ELEMENTARY ANIMATORS Kansas City, here we come!
AnimationLand: animation principle of Virginia R. Jones
squash and stretch animation and animation
principle of arc P.5 MESSAGE FROM THE CHILDREN’S COUNCIL
Douglas Lecorchick, Victoria Ann Hoeveler, and PRESIDENT
Gianna Mastrandrea finding balance
Kimberly Bradshaw
P.6 BOOKS TO BRIEFS

ice cream to go!
Sharon A. Brusic
P.26 CAREER CONNECTIONS

aerospace engineering technicians
Teena Coats and Bryanne Peterson
P.32 TEACHER HIGHLIGHT

meet Brendajulissa Diaz
P.35 TRIBUTE
Laura Hummell
Produced by the International

www.iteea.org Technology and Engineering
Educators Association
in conjunction with its
Elementary STEM Council
March 2019 the elementary STEM journal 3

edi t o r i a l
EDITORIAL
by Virginia R. Jones
BRINGING STEM TO LIFE:

Essentials for Elementary STEM Education
Publisher, Steven A. Barbato, DTE
Editor-in-Chief, Kathleen B. de la Paz
Field Editors, Virginia R. Jones and Thomas Roberts Finding balance between teaching, learning,
Editor/Layout, Kathie F. Cluff
and application
ITEEA Board of Directors
Yvonne Spicer, DTE, President
Ed Reeve, DTE, Past President
Michael Sandell, DTE, President-Elect
Debra E. Shapiro, DTE, Director, Region I
KANSAS CITY HERE WE COME!

Abbi Richcreek, Director, Region II
Kurt R. Helgeson, Director, Region III
Gary Stewardson, Director, Region IV
Mark Crenshaw, Director, ITEEA-CSL
Marie Hoepfl, Director, CTETE
Scott Greenhalgh, Director, TEECA
It is hard to believe we are fast approaching the 81st Annual Conference in Kansas City,
Charlotte Holter, Director, ITEEA-ESC Missouri on March 27-30, 2019. It is always a pleasure to meet with like-minded STEM
Steven A. Barbato, DTE, Executive Director
educators and focus on how our passions in Technology and Engineering bring STEM to
Field Editors
Volume 23
Life.
Virginia R. Jones: [email protected]
Patrick Henry Community College
Thomas Roberts: [email protected] As Elementary STEM educators, we appreciate the renewed focus on the importance of
Bowling Green State University
engaging students at the PreK level and throughout their educational pathway. Harness-
2018-2019 Editorial Review Board ing their creativity, quest for learning and exploring, and innate curiosity is vital for our
SCOTT BARTHOLOMEW ROGER HILL
Purdue University University of Georgia young learners to engage with the joys and wonders of our natural and manmade world.
ANDREA BENNETT CHARLOTTE HOLTER
Chase STEM Academy, OH Rockingham (VA) Schools This year an entire conference strand is focused on sharing our best practices through
SCOTT BEVINS
University of VA at Wise
DOUGLAS LECORCHICK classroom instruction for students in Grades PreK-12 and beyond. How wonderful to
North Carolina State Univ..
CATHI COX-BONIOL CATHRINE MAIORCA have an opportunity to hear others discuss their practices in their elementary STEM
Lincoln Parish Schools, LA
SHARON BRUSIC
Cal State Long Beach
MARY MAVROUDAS
classrooms as well as to listen to secondary educators and borrow or build upon their
Millersville University Woodbrook ES, NJ best practices to engage our elementary STEM learners in new and creative ways.
NATASHA CRAFT AMANDA ROBERTS
Pulaski ES, KY Liberty Christian Academy, VA
MIKE DAUGHERTY JULIE SICKS-PANUS
University of Arkansas Plymouth ES, NH One of the most important events of the conference is when the ESC (Elementary STEM
WILLIAM HAVICE
Clemson University
KURT MICHAEL Council) meets and holds an open session for those who are passionate about promot-
Liberty University
FREDA HICKS BRYANNE PETERSON ing elementary STEM education. Be sure to join us for this meeting on Thursday, March
STEM inColor Virginia Tech
28 at 1:00pm in Pershing West in Kansas City.
ITEEA Elementary STEM Council Officers
Charlotte P. Holter, President
Kimberly Bradshaw, President-Elect
Laura Hummell, DTE, Past President
This year the ESC is proud to announce a winner in the Grand Design Challenge. The
Lisa Moyer, Secretary response was overwhelming, and choosing one winner was difficult. The quality, depth,
Julie Sicks-Panus, Treasurer
Mohamad Barbarji, Vice President - Communications and variety of submissions proves that we are making a difference for our elementary
Thomas Roberts, Vice President - Programming
learners. The excitement and engagement displayed in these submissions supports the
The Elementary STEM Journal is published four
times a year (September, December, March, and
need for continued high-quality STEM learning. You can see more information about the
May) by the International Technology and Engineer- winners on page 2.
ing Educators Association. Electronic subscriptions
are included in ITEEA Elementary STEM Council
dues and all group membership dues. Electronic
subscriptions to the journal are $30.00 per year. This month’s journal presents many best practice ideas including integrating robotics
Single copies of back issues are available for $8.00. into the mathematic curriculum, stories of design to assist young learners in unpack-
Advertising Sales ing the engineering design process, along with our Books to Briefs article, and featured
ITEEA Publication Department
703-860-2100 elementary STEM educator.
[email protected]
Subscription Claims
All subscription claims must be made within 60
I look forward to seeing all of you at the conference and having a chance to meet and
days of the first day of the month appearing on the collaborate, continuing to bring STEM to life for elementary learners.
cover of the journal.
Address Changes
Go to the ITEEA website – www.iteea.org. Log in
and edit your profile. It’s that simple.
Article Submissions
All contributions for review should be sent to:
Kathleen B. de la Paz, Editor in Chief, at:
[email protected]
Submission guidelines can be found at:
www.iteea.org/File.aspx?id=53850&v=42fd1fb9
Virginia R. Jones, Ph.D., is co-field editor of The Elementary STEM Journal and Dean of
Contents copyright © 2018 by the International Student Success and enrollment services at Patrick Henry Community College. She can
Technology and Engineering Educators Association,
703-860-2100, www.iteea.org. be reached at [email protected].
4 the elementary STEM journal March 2019 back to contents

PRESIDENT'S MESSAGE from the ITEEA Elementary STEM Council President
finding
balance
by Kimberly Bradshaw
B
alance is something that I think a grid in the hallway and di-
each of us strives to achieve rected robots using code to a des-
on a daily basis, especially ignated square on that grid. The smiles on
as educators. Each educa- the faces of the students and purposeful
tor is focused not only on how to help so focused on the content, collaboration was worth all of the time
students learn the content that we are differentiating it to maximize and the risk of trying something new.
teaching, but also striving to make sure learning for all students and ensuring that
that students can apply these concepts to the students have mastered that con- This edition of The Elementary STEM
daily situations. Sometimes we become tent, that we forget to have fun with our Journal is full of articles, lesson plans, and
students along strategies to help you find balance in your
the way. Finding classroom and school. We hope that you
that balance will find that “spark” to help you find joy in
often requires balancing all the facets of your interac-
our willingness tions with students.
to step outside
the box and try
something new.
Kimberly
As a building Bradshaw is the
administrator, I Principal of Green
am able to wit- Valley Elementary in
ness balance in Roanoke County, VA.
action on a daily She has been an el-
basis. Just a ementary educator for
few weeks ago 23 years, serving as
one of our fifth an elementary principal for the past ten years.
grade teach- Kim is a member of VASCD, ITEEA, ESC, CSL,
ers planned and serves on the Family Council for Coastal
a lesson with Carolina University. She holds a Masters of Edu-
her students cation in Administration and Supervision from
in which they the University of Virginia and a Bachelor of Sci-
solved math ence in Liberal Studies from Longwood College.
problems on Kim can be reached at [email protected].
back to contents March 2019 the elementary STEM journal 5

r e a m
BOOKS TO BRIEFS
e c
ic o go!
t Book Used:
Lawrence, E. (2016).
by Sharon A. Brusic
Heat: Fundamental Experiments

New York, NY: Bearport Publishing. [24 pages; ISBN 978-1943553198]
Book image courtesy of Amazon.com
Grade Level: Grade 2-3
book synopsis student learning objectives

Engaging in fun experiments about heat helps children to bet- Students will be able to:
ter understand this form of energy. This book is full of simple • Make observations and ask questions about heat energy
activities that encourage children to explore heat energy using and how it is transferred.
everyday items. Each concept is presented with a probing ques- • Read and follow instructions from an informational text to
tion and easy-to-follow instructions to promote discovery and carry out experiments.
critical thinking, with encouragement to record observations in a • Use the engineering design process to solve a stated prob-
notebook just like good scientists do. lem within criteria and constraints that requires understand-
ing of heat energy and material properties.
lesson description • Create bar graphs that accurately illustrate data collected
and analyze the data in order to make judgements about
Students work with their teacher to engage in a number of heat- product performance.
energy experiments. Then children are introduced to a design
challenge where they will need to put their understanding of standards addressed
heat energy to work to engineer the best solution to the problem.
Common Core Standards (Common Core State Standards
lesson goal Initiative, 2018):
English Language Arts > Reading: Literature
The major goal for this lesson is to fully engage students in an • CCSS.ELA-LITERACY.RL.2.10
integrative science, technology, engineering, and math (STEM) o By the end of year, read and comprehend informational
problem that will enable them to apply concepts and skills texts, including history/social studies, science, and
across all areas in a holistic way. technical texts, in the Grades 2-3 text complexity band
proficiently, with scaffolding as needed at the high end
of the range.
Mathematics
• CCSS.MATH.CONTENT.3.MD.B.3

o Draw a scaled picture graph and a scaled bar graph to
represent a data set with several categories. Solve one-
and two-step “how many more” and “how many less”
problems using information presented in scaled bar
graphs.
Next Generation Science Standards (NGSS Lead States, 2013):

• 4-PS3-2
o Make observations to provide evidence that energy can
be transferred from place to place by sound, light, heat,
and electric currents.
• 2-PS1-1
o Plan and conduct an investigation to describe and
classify different kinds of materials by their observable
properties.
• K-2-ETS1-3
o Analyze data from tests of two objects designed to
solve the same problem to compare the strengths and
weaknesses of how each performs.
Keeping ice cream cold and solid for a long period of time is difficult.
Standards for Technological Literacy (ITEEA,
2007/2002/2000):
• Standard 9: • Hold exactly one scoop of ice cream, sherbet, or frozen ice
o Benchmark A: The engineering design process treat.
includes identifying a problem, looking for ideas, devel- • Be comfortable for a person to carry on a long walk.
oping solutions, and sharing solutions with others (p. • Be an aesthetically pleasing model that someone would be
100). proud to use.
• Standard 10: In addition, you must document your problem-solving process
o Benchmark A: Asking questions and making observa- and science understandings in a design journal.
tions helps a person to figure out how things work (p.
107). Materials:
o Benchmark E: The process of experimentation, which is • Assorted and clean recyclables such as small containers
common in science, can also be used to solve techno- (e.g., yogurt, applesauce), lids (e.g., jars, margarine), foam
logical problems (p. 108). trays, packaging foam, cardboard tubes, disposable cups,
fabric/felt scraps, plastic bags, etc.
design brief
Student Introduction
You and your friends want to enjoy a dish of ice cream at the
local park. You are worried that your ice cream will melt by the
time you walk there since you don’t have an appropriate cooler
to take along. How might you solve this “ice cream to go” prob-
lem using simple materials available in your home or school?
Challenge
Design and make an appropriate and creative ice cream dish or
container that will keep your ice cream solid and cold for as long
as possible. Ponder what you learned about heat energy as you
solve this engineering problem.
Criteria and Constraints

Your solution must:
• Be a unique design that you create, not something that is How long does it take an ice cube to melt? Do an experiment to find out,
already available for this purpose. then design something to keep it from melting for a longer time period.

BOOKS TO BRIEFS
Experiments with heat energy require students to use a thermometer to record temperature.
it to melt. Alternatively, pour ½ cup of very cold water into

each one and measure the temperature every 5-10 minutes.
• Roll of aluminum foil, plastic wrap, and wax paper Record these data, have students create bar graphs of the
• Assorted paper scraps for decorating or insulation results, and then have students compare and contrast the
• Foam sheets solutions. Pose questions such as: (1) How much longer did
• Crayons and/or markers it take the X solution compared to the Y solution? (2) How
• Yarn much less effective was the X solution than the Y solution?
• Cotton balls 5. Celebrate students’ solutions by scooping ice cream (or an-
• Rubber bands (various sizes) other frozen concoction) into each and walking to the local
• Craft sticks park or playground. Conduct a debriefing after finishing the
• Tape (masking, clear, and duct) treats to further analyze the solutions.
• Ice cubes (for testing devices) 6. As an extension, consider having students make their own
• Liquid glue ice cream or frozen treat for this activity. Look online to
• Scissors locate instructions to make ice cream in zip-top bags or
• Notebook paper or spiral notebooks for all students (for coffee cans and use this opportunity to further explore heat
design journals) energy and “ice cream science.”
• Experiment materials as listed in the Lawrence (2016) book
references
Procedures:
1. Provide each child with blank notebook paper or a spiral Common Core State Standards Initiative. (2018). Common core
notebook that can be used as a design journal. If students state standards initiative. Retrieved from
are not familiar with design journals, spend some time ex- www.corestandards.org/
plaining your expectations about what goes in one and how International Technology Education Association (ITEA/ITEEA).
to organize it. (2007). Standards for technological literacy: Content for the
2. Read Lawrence’s (2016) book, Heat: Fundamental Experi- study of technology (3rd ed.). Reston, VA: Author.
ments, with the class. Invite children to contribute to the Lawrence, E. (2016). Heat: Fundamental experiments. New York,
reading aloud and answering questions that are posed. NY: Bearport Publishing.
Consider having them first write their thoughts in their NGSS Lead States. (2013). Next generation science standards:
design journal and then discuss with a small group or the For states, by states. Achieve, Inc. on behalf of the twenty-
class. Have students try the experiments as a class or in six states and partners that collaborated on the NGSS.
small groups, if enough materials are available. You may
want to do a few pages/experiments each day over a week.
3. Present students with the design brief after completing Sharon A. Brusic is a professor in the Depart-
all of the experiments. Explain that you want students to ment of Applied Engineering, Safety and Tech-
document their design process. Be sure that they know nology at Millersville University of Pennsylvania.
the engineering design process steps and expectations for She is also the coordinator for early childhood
sketching ideas and documenting their work. education students’ minor in integrative STEM
4. When solutions are complete, test each design by placing education methods. She can be contacted at
an ice cube in each one and recording how long it takes for [email protected].

Join ITEEA's Elementary STEM Council
at ITEEA's 81st Annual Conference in Kansas City, MO
Elementary STEM Council Preconference Workshop

STEM Strategies for the Elementary Classroom
Wednesday, March 27
4:00pm–7:00pm
Audience: K-5 Educators

Using problem-based learning and problem-solving strategies to address STEM topics with elementary stu-
dents, this workshop about Elementary STEM will enhance a teacher’s ability to ensure that elementary school
children in Grades K-5 develop a practical understanding of how to use, create, control, and assess technology
through the engineering design process. Ideas, lessons, and quick challenges will be provided for elementary
teachers to instantly implement in their classrooms. Participants will investigate why STEM literacy in Grades
K-5 is essential to the elementary child’s success in an increasingly technologically dependent world. Partici-
pants will also engage in standards-based, hands-on, minds-on activities that demonstrate how to integrate
children’s literature, science curriculum, and mathematics curriculum, and address technological literacy prac-
tices to create a well-rounded K-5 STEM classroom.
Presenters: Julie Sicks-Panus and Thomas Roberts

$50 – ticket required
Limit: 35 participants
Elementary STEM Council Learning Sessions

THURSday, March 28 – SATURDAY, MARCH 30
• Primary STEM is Elementary

• STEM in Urban Schools through Classroom Gardens
• Bringing Engineering to Life in K-2 Classrooms
• Affordance of Virtual Reality in STEM Classrooms
• Raising the Bar for Young Engineers
• It's Elementary! Engineering for K-5!
• Let's Go Out on a STEM
• Getting a Head Start on Integrative STEM
ESC Panel Presentation: Coding: It's Elementary!
ADVANCE ON-SITE REGISTRATION

WILL BE AVAILABLE MARCH 1-12 AT
www.iteea.org/Registration_2019.aspx
ON-SITE REGISTRATION BEGINS
MARCH 27TH AT 11:00AM.
FEATURE ARTICLE
ro b o t i c s i n
a t h e m a t i c s :
eng a g i n g s
mt u dents in p e r i m e t e r
by Tabetha Kelley, Megan Nickels, Sarah B.

Bush, Matthew S. Taylor, and Craig Cullen
I
t’s 2019, and we now live in a society eter of the rectangle. Students were al-
where technology is used daily by lowed to move freely to the different races
students at all grade levels. New (e.g., taped rectangles on the floor) as
technology, like robotics and com- needed and kept a record of the perim-
puter programing, have the potential to eters of each race. Each group completed
engage students, integrate subject areas, all races.
and prepare students for real-world
problem solving (Savard & Highfield, Most students chose the “try and retry”
2015). The idea of integrating robotics into method at the beginning of this task to
mathematics education began with Logo determine the total length of the sides of
in the early 1980s (Papert, 1980). Papert the rectangle. They would “try” a length
(1980) believed that robots were a way to of one side and program Dash to move
make abstract concepts more concrete that length. Students noticed Dash only
for students, especially in the area of ge- moved in increments of 10 cm. Although
ometry. In this article, we share two robot- students were shown the length of a
ics tasks to build students’ understanding centimeter in previous mathematics
of perimeter that align to the Common lessons, it became evident that they still
Figure 1. Cheetah Race.
Core State Standards for Mathematics did not have a concrete understanding of
(CCSSM; CCSSI 2010) Measurement and the length of the unit because all groups
Data Standard 3.MD.D.8, which focuses started with a length such as 100 cm. We found that students would also com-
on solving problems involving perimeter. Students noticed that their length esti- pare the length of the line segments to
These tasks were implemented in an mate was either greater or less than the the length of their feet. Several students
author’s third grade classroom. length the particular side of the rectangle realized their foot was approximately
in their race because Dash would either 20 cm. long. Using this knowledge, they
two perimeter tasks go past the end of the tape or would not would walk along the longer line seg-
reach the end. Students would revise their ments to come up with an estimate for a
Students used Wonder Workshop’s Dash thinking, edit their program, and “retry” line segment that was 80 cm. or 100 cm.
robot. It follows commands from the (Figure 2). As they moved throughout the long. They would then program Dash to
Blockly Software, which students ac- different races, they would ask each other move that distance. One participant used
cessed on tablets. The commands used in questions such as, How far do you think this strategy numerous times in order to
the Blockly language were "drive forward" this line is? and would make comparisons estimate the length of the sides. When the
and "turn 90°." Students were placed in with other races by saying, In the other line segment was shorter than his foot, he
groups of three to four. race the side length was 20 centimeters. would program Dash to travel less than
This one looks like 20 centimeters. Let’s 20 cm. We found it incredibility interest-
Task 1: Animal Races try that. ing that students used the length of their
The first task was designed to have stu- own feet as estimation tools and thought
dents use Dash to “run” a race. Students maybe this was because they used their
were to code Dash to move the shortest
distance possible around a rectangular
figure taped on the classroom floor (Fig-
ure 1). Students were given the following
prompt: Dash is interested in running a
race. He wants to run the race that is the
shortest. Which race should Dash run?
The races were assigned the following
animal names: Fox Race (50 cm. by 30
cm.), Elephant Race (80 cm. by 20 cm.),
Wolf Race (40 cm. by 40 cm.), Cheetah
Race (20 cm. by 40 cm.), Mouse Race (20
cm. by 30 cm.), and Tiger Race (60 cm. by
10 cm.). Following the prompt, students
worked to create programming code to
help Dash move (or “run”) around the
rectangle, which determined the perim- Figure 2. Coding Dash to run the Cheetah Race.

drew pictures and labeled the boardwalks
FEATURE ARTICLE
on their paper and calculated the perim-
eter (Figure 3).
A challenging aspect in Task 2 was

whether to turn Dash left or right at a cor-
ner. In previous tasks, Dash always turned
in one direction. This task required turns
both left and right to move around the
composite rectangular shape. One group
Figure 3. Student Task 2 work sample. continually programmed Dash incorrectly,
causing the robot to turn away from the
own feet as nonstandard units of measure the "forward" blocks to find the total tapeline. Frustration was evident in their
when first learning about measuring in length of the race. Eventually, after a voices when they realized Dash should
the primary grades. heated debate, we geared the discussion have turned left instead of right or vice
to focus on the attributes of a rectangle, versa. To figure this out, students would
At the end of each race, students had to and the class came to consensus that the line themselves up with the way Dash
determine the entire length of the race “turn” was not part of the total length of was facing using their hands to determine
(the sum of the side lengths of the rect- the rectangle. if Dash should turn left or right. Then they
angle). Interestingly, some groups began would fix their code and start Dash from
debating whether the turn of 90° should Task 2: Lake Boardwalks the beginning.
be included in the length of the race and In the second task, students were told
thought it should be calculated because it Dash’s neighborhood wanted to create When programming the length of the
was a number in the Blockly coding and different boardwalks around six different sides for Lake Branch (Figure 4), students
it was a movement Dash made. Other lakes with the prompt: Dash’s neighbor- quickly noted that all sides were the same
groups disagreed because, although hood wants to build some boardwalks length. When asked, How do you know
Dash was moving, this movement was not around the lakes. They can only build that all sides are 20 cm? the students
determining a side length. This sparked a in rectangular shapes around the lakes. responded that all the edges looked like
lively whole-group discussion. Students A model of each lake is shown on the squares. They also said that squares have
who felt strongly it should not be calcu- floor. How long is each of the boardwalks sides that are the same length. This led
lated explained that if he is just turning a around the lakes? The lakes were named some groups to expand upon the previ-
corner then he is actually not running the Echo Lake (160 cm), Bay Lake (200 cm), ous statement of adding all sides to using
race on the tapeline. Those in opposition Trout Lake (320 cm), Lake Helen (280 multiplication to find perimeter. They saw
proclaimed that the "forward" blocks in cm), Lake Branch (240 cm), and Friendly that there were 12 sides, and all sides
Blockly were measured in centimeters Lake (260 cm). Students were tasked with were 20 cm, so they skip counted by 20
and centimeters were a length measure- finding the perimeter of the boardwalks and used 12 x 20 to find the perimeter
ment unit. Students said that they needed around the lakes. The shape of the board- (Figure 5). Using multiplication as a tool
to add up the numbers associated with walks were all composite rectangular to more efficiently find the perimeter was
shapes. After programming Dash to move a key takeaway for students.
along the painter’s tape, the students
Figure 4. Lake Branch. Figure 5. Student work for Lake Branch.

concluding remarks computers, and powerful ideas. New Sarah B. Bush is
York, NY: Basic Books, Inc. Associate Profes-
Students were excited and engaged in Savard, A. & Highfield, K. (2016). Teach- sor of K-12 STEM
learning mathematics using the Dash ers’ talk about robotics: Where is the Education at the
robot as a tool. During and since these mathematics? Paper presented at the University of Central
perimeter tasks concluded, students have Annual Meeting of the Mathemat- Florida. She can be
asked if and when they would be learning ics Education Research Group of reached at
mathematics again with the robots. Im- Australasia (MERGA): Queensland, Sarah.Bush@ucf.
portantly, using robotics as a tool to learn Australia. edu.
about the important concept of perimeter Wonder Workshop. (2017).
made it concrete for students. Students www.makewonder.com/dash Matthew S. Taylor
had to use estimation, problem solving, is a post-doctoral
and reasoning as they programmed the scholar at the
robot, which is much more powerful than Tabetha Kelley is University of Central
a worksheet of perimeter problems. As a graduate student Florida. He can be
consistent with Papert (1980), the use of at the University reached at
robotics did indeed provide a vehicle for of Central Florida Matthew.Taylor@
students to create their own learning! and a third grade knights.ucf.edu.
teacher. She can
references be reached at Craig Cullen is
Kelley.t@Knights. Associate Profes-
Common Core State Standards Initiative ucf.edu. sor of Mathematics
(CCSSI). (2010). Common core state Education at Illinois
standards for mathematics (CCSSM). Megan Nickels is State University. He
Washington, DC: National Governors Assistant Profes- can be reached at
Association Center for Best Practices sor of K-12 STEM [email protected].
and the Council of Chief State School Education at the
Officers. Retrieved from www.cores- University of Central
tandards.org/wp-content/uploads/ Florida. She can be This is a refereed article.
Math_Standards.pdf reached at
Papert, S. (1980). Mindstorms: Children, Megan.Nickels@ucf.
edu.
ESCape the ordinary and join ITEEA’s Elementary STEM Council! The Elementary STEM Council
(formerly ITEEA’s Children’s Council) offers resources, lessons, news, and more about programs in
elementary science, technology, engineering, and mathematics around the world.
Membership includes a subscription to The Elementary STEM Journal,

a dynamic, practical journal for anyone interested in STEM literacy in
Grades K-6.
Learn more and join today at www.iteea.org/ESC.aspx

st r e a m i n g
n
ACTIVITY
f e r e n t a t i o a n d
dif integration
r r e s o u r c e
w e d uca t o
lo r i n g a n e
exp
Chris San Antonio-Tunis, Owen Berliner, and Christine M. Cunningham

introduction
Teachers face myriad challenges in today’s classrooms, includ-
ing subject matter integration and differentiating instruction for
diverse learners. As classrooms become more diverse, and as
testing and other requirements continue to take time away from
instruction, teachers must carefully balance the needs of their
students with other mandates and requirements. Fortunately,
recent innovations in classroom technologies, while not a silver
bullet, show potential to mitigate these and other challenges.
Services like Google Classroom and Moodle are making it easier
for educators to create, distribute, and grade assignments. Tab-
lets are becoming cheaper and thus more ubiquitous, and mo-
bile phones, once regarded as solely a distraction, have become
powerful learning tools.
collaborative development of a new
However, not all new classroom technologies are created equal. digital resource
With U.S. investments in learning technology surging toward 20
billion in 2018, products abound. While some of these innova- Development of this new resource began by learning from and
tions are imagined and developed by educators, others are with classroom teachers. In a series of surveys, interviews, and
crafted by Silicon Valley entrepreneurs. The EiE project at the focus groups, we asked educators to tell us about the digital
Museum of Science, Boston, has grounded its work in a belief infrastructure at their schools and the availability of various
that tools for educators should be developed in close collabora- technologies such as laptops and tablets. We asked how well
tion with educators. In this article, we describe a new digital supported they felt by their schools to learn and utilize new
component to our flagship engineering curriculum, Engineering technologies and what functionalities and capabilities they
is Elementary. Developed alongside educators and designed to would want from a digital version of an EiE storybook. Over 700
streamline differentiation and integration, this new resource will educators from all 50 states and six countries participated in this
help educators balance the complex demands of the teaching initial outreach. From these early data we gained three important
profession. insights:
• Classrooms are more diverse than ever, and educators des-
Engineering is Elementary perately need resources that can be easily differentiated.
• With limited time in the school day and an ever-changing
Since its founding in 2003, EiE has been guided by the phi- landscape of standards, curricula that integrate multiple
losophy that all students can engineer, and that the process of subject areas help educators streamline their instruction
engineering provides unique opportunities for multidisciplinary while also prompting students to view their work as inter-
instruction in the elementary classroom. Developed collabora- connected and relevant.
tively with educators, the curriculum uses engineering design • Educators do not always receive the technical support they
challenges to integrate science, math, and technological literacy. need to implement new technologies and rarely have time
Additionally, each unit begins with a storybook that sets the to learn new and complicated systems. Therefore, any new
context for the activities and integrates English language arts resources must be straightforward and intuitive.
and social studies into the lesson. The storybooks and the
integrative nature of the curriculum resulted directly from the differentation
insights of educators who strongly suggested the resource allow
for cross-disciplinary instruction. To differentiate their instruction and meet the needs of their
diverse learners, educators must provide multiple avenues for
To date, the curriculum has reached over 200,000 educators and children to understand content. Acknowledging this, we built
19.6 million students nationwide. When we began, digital assets several functionalities into the digital storybooks to facilitate
in elementary classrooms were limited, and digital infrastructure differentiation. Educators can toggle between abridged and
in schools was often nonexistent or unreliable. Classroom tech- unabridged versions depending on the reading level of their
nology has changed dramatically in the last 15 years, prompting students and the time they have available. They can also choose
us to explore how we, as curriculum developers, might leverage between Spanish and English versions, accommodating the
the digital medium to transform our paperback storybooks into a needs of Spanish-speaking students. We also included an inte-
more interactive, multifunctional tool. grated text-to-speech reader capable of reading the storybook
aloud. This can be used by the educator as a whole-class read-

Whether the storybook is used in a whole class setting, by
ACTIVITY
students in small groups, or by students on individual devices,
these features bring multiple subject areas together under
one platform. This allows users to dig deeper into the multiple
disciplines highlighted in the narrative. It also emphasizes the in-
terconnectedness between content areas, which helps students
find relevance and meaning in their work.
straightforward and intuitive

As we added features, we kept a close watch on how these
capabilities might create complexity. To ensure ease of use, we
created an intuitive dashboard (Figure 1.1) where all of the afore-
mentioned features can be toggled on or off by the educator or
student. This also allows an educator to customize the platform
to accommodate learning goals and students.
Figure 1.1. Digital Storybook Dashboard.
We also designed with technological accessibility in mind. Be-
aloud, or by individual students who may benefit from listening cause of variances in technological infrastructure across schools
and following along. Finally, we included an OpenDyslexic type- and districts, we made the digital storybook available through a
face, a font designed to mitigate some of the common reading device-agnostic, web-based platform. This circumvents com-
errors associated with dyslexia. patibility issues and affords teachers the flexibility of using the
books on most modern devices, regardless of which technologi-
cal ecosystem the school has invested in.
cross-content integration
Educator feedback highlighted their desire for a resource that educators report digital version is a
could integrate content across a range of disciplines. To address valuable resource
this, we developed a set of features that connect the story’s con-
tent to science, social studies, and engineering. These include: As our development neared completion, we wanted to, once
• Integrated vocabulary definitions with text-to-speech that again, gather feedback from educators about the resource. We
allow students to receive vocabulary support. granted access to over 400 educators from around the country
• Interactive engineering design process call-outs that help and asked them to use the platform with their students and
students better understand the steps that engineers take to provide evaluative input. Roughly 70 educators provided survey
design a technology. feedback, and a dozen agreed to more in-depth follow-up tele-
• Interactive maps with key points of interest that provide op- phone interviews. Survey data suggest the digital storybooks
portunities for geographic and cultural connections. are an improvement over the original print version, with 71%
• Interactive animations that help students explore and un- of respondents reporting they would prefer to use the digital
derstand complex science concepts. version (Figure 1.2). Data also suggest that the digital version is
• Discussion questions that encourage students to reflect on straightforward and intuitive, with 79% of respondents reporting
what they have read. that they found it to be so (Figure 1.3).
We conducted interviews with a select group of educators who

were willing to provide additional feedback. Takeaways from
these conversations suggest the digital version effectively en-
gages students in authentic learning experiences, while making
interdisciplinary integration easier for the educator:
“I teach in a low income district with 75% free lunch. We are
1:1 with iPads. My kids really liked the maps feature because
geography is not something we spend a lot of time with.
They really liked seeing the country where the character
was located, and how far from where they live. We also did
the discussion questions with a partner. I think it held their
attention better than the paper version.”
– Ginger, Slocomb, Alabama

“Showing them a Google Map of where the
character was from, showing them the re-
gion, etc. got [the students] more excited.”
– Antonio, Buffalo, Minnesota
By creating a resource that is easily differentiated,

educators are better able to provide learning op-
portunities for all of their students:
“We had students of all reading levels and
several EL students. Everything from the vo-
cabulary to the way it was structured enabled
better differentiation opportunities.”
– David, Lake Wales, Florida
looking ahead Figure 1.2. Preference of Digital Version Over Paper.
Regardless of our continued advancements in

technology, teaching will always be a challeng-
ing profession. It will always require dedication,
content and pedagogical expertise, and an ability
to balance the demands that compete for an
educator's time and attention. However, just like
the chalkboard, the textbook, overhead projector,
or document reader, technologies can support
teachers as they create learning experiences for
their students. After gathering advice and feed-
back from over 700 teachers, we are excited to
officially release our new digital storybooks. With
particular attention paid to differentiation and in-
tegration, we hope they streamline these common
Figure 1.3. Ease of Use.
challenges and support teachers in balancing the
demands of their profession. Lastly, we hope this
resource fulfills the mission of Engineering is Elementary to sup- Owen Berliner is a project manager on the
port educators in reaching all of their students. Engineering is Elementary Curriculum team
at the Museum of Science in Boston. In this
role, Owen led the design and creation of the
Chris San Antonio-Tunis is a project man- EiE digital storybook platform. Additionally, he
ager on the Engineering is Elementary Research contributes to the project by developing new
and Evaluation team at the Museum of Science curriculum units and associated educational
in Boston. In this role, Chris works collaboratively resources. He holds an M.A. in Social Sciences
with EiE project leaders to align their project from the University of Chicago.
goals with effective evaluation strategies. He
designs data collection instruments, supports Christine M. Cunningham is a vice presi-
data collection processes, and manages the dent at the Museum of Science in Boston and
analysis of evaluation data so that EiE can make the Founding Director of Engineering is Elemen-
evidence-based improvements to its offerings. He holds an M.Ed in Edu- tary. Her work has focused on making engineer-
cation Research from the Harvard Graduate School of Education. ing and science more relevant and accessible,
especially for populations that are underserved
and underrepresented in STEM. She holds joint
B.A. and M.A. degrees in biology from Yale Uni-
versity and a Ph.D. in Science Education from
Cornell University.

FEATURE ARTICLE
s o f d e s i g n :
st
using boo
k
orie s to unpa c k t h e e n ginee ring des i g n p ro c ess
by Michelle Forsythe, Judy Jackson, and Danielle Medeiros

T ake a glance around any place
there are young children—a
home, a schoolroom, or even an
informal learning center—and you’ll most
likely find a stack of books.
The right book provokes curiosity, chal-

lenges misconceptions, raises intrigu-
ing problems, and inspires children to
experience the world through someone
else’s eyes. Both the National Academy of
Engineering (NAE) and the International
Technology and Engineering Educa- ogy details how a teacher can use the tion for the engineering design process
tors Association (ITEEA) recommend story Mike Mulligan and His Steam Shovel (EDP). Most often, we use trade books
that teachers and parents use books to to initiate an investigation of how to get a and picture book biographies of engineers
introduce children to the diverse ways miniature steam shovel out of a hole dug and inventors with younger students
in which engineers have impacted our in a tub of wet sand (ITEA, 2007). and chapter book biographies with older
world. “Stories that dramatize the rich students. Biographies are particularly
legacy of engineering achievements” can In our work with elementary students, we effective for exploring the EDP because
“bring the experience of engineering to take these recommendations one step they present a “chronological sequence
:
life” (NAE, 2008, p.44). Problems present- further by also using books to reverse-en- of events with a framework that assists
ed in children’s stories can also be used gineer the processes by which engineers readers in developing their understanding
to launch engineering design challenges. solve problems. Like Hill-Cunningham, about the person-of-study and that indi-
For example, Standards for Technological Mott, and Hunt (2008), we view children’s vidual’s achievements” (Werderich, Farris,
Literacy: Content for the Study of Technol- literature as providing a “real life” applica- & McGinty, 2014, p.66).
Figure 1. EDP stages in Whoosh! Lonnie Johnson’s Super-Soaking Stream of Inventions The EDP details a series of
iterative actions that guide
EDP Stage Summary of excerpt from Whoosh!
engineers as they investi-
Imagine Lonnie is inspired by a TV show to build a robot.
gate problems and con-
Create & Test He gets his robot to turn and move.
Robot
struct, refine, and commu-

Improve But he struggles to get the transmitter to work. nicate solutions. Although
Create & Test He uses his sister’s walkie-talkie to fix the robot’s transmission issue. there are several accepted
Ask NASA needs a back-up power system for Galileo probe. versions of the EDP, most
versions feature a cycle by
Galileo
Imagine Lonnie comes up with a solution.

probe
which engineers “continu-

Communicate He shares his ideas, but some at NASA doubt him.
ally enhance and improve
Create & Test Lonnie builds his power system, and it works.
their design through
Ask Refrigerators and air conditioners need a new cooling system.
repeated testing, analysis,
Imagine Lonnie thinks water and air pressure might solve the cooling problem. and redesign” (Parker,
Create & Test He makes a pump and nozzle and tests them with a faucet. Smith, McKinney, & Laurier,
Imagine The stream blast gives Lonnie the new idea to make a water gun. 2016, p. 400). When working
Super Soaker
Ask Lonnie needs to make parts that kids can handle. with young children, we
Create & Test He builds a prototype and tests it out at a picnic. typically use the version of
the EDP developed by The
Communicate He fails to convince toy companies to make his water gun.
Museum of Science, Boston
Create & Test Lonnie keeps working on other projects.
as part of its Engineering is
Improve He makes a revised prototype with a new tank.
Elementary project (Cun-
Communicate A toy maker is impressed by his invention. The Super Soaker is born! ningham, 2009). This easy-
Ask Lonnie is still in his workshop solving problems! to-understand EDP model

features five stages: Ask, Imagine, Plan,
FEATURE ARTICLE
Create & Test, and Improve. Although we
use this specific EDP model throughout
this article, we have found that most
models of engineering design can be
reverse-engineered using well-chosen
biographies and trade books.
To initially unpack the EDP, we read

aloud to the class a biography about an
engineer or a trade book that contains
an obvious problem. As we read, we
pause to connect key story elements and
actions to the EDP. The complexity of
how students perceive these EDP stages
builds as they re-encounter these stages
at different moments throughout the
book. For example, Figure 1 outlines the
progression of EDP stages in the book
Whoosh! Lonnie Johnson’s Super-Soaking
Stream of Inventions (Barton, 2016). This
Figure 2. Students using response sticks to identify the EDP stages.
book explores Lonnie Johnson’s journey
as an inventor, including his creation of
the hit Super Soaker toy. Later, students
formalize their understanding of the EDP
by creating a presentation, a project, or
an artifact that summarizes the problem
(or problems) that the characters faced
and how they used each component of
the EDP to solve that problem. These
integrated literacy and STEM activities
support students’ holistic understand-
ing of design and align with Standards 8,
9, and 10 of Standards for Technological
Literacy (ITEA/ITEEA, 2007).
Because the EDP is a cycle, it may be

entered at any point. However, it is not
a linear process. Consequently, “it is
important that [students] realize that
these steps do not have to be completed
in a set sequence. Rather, they should
Figure 3. Students using sticky notes to identify the EDP stages.
be completed in any sequence that will
produce the best results” (ITEEA, 2007, p.
102). One of the strengths of using biogra- After the first collective unpacking of the this reading-comprehension strategy,
phies and trade books to explore the EDP EDP, we have students track and report we typically focus students’ attention
is that the “messiness” of this sequence is the unique stages of the EDP that occur by having each student be responsible
often evident in the storyline. For exam- during new stories. Students can cre- for only one or two EDP stages. How-
ple, as was seen in Figure 1, when Lonnie ate response sticks labeled with each ever, as students’ literacy skills and their
Johnson tested his design for a new EDP stage (Figure 2). Then, during class knowledge of the EDP grow, each will
refrigerator system, the test inspired him read-alouds, the students can raise the eventually work with the entire set of
to think of a way to create a new toy. corresponding response stick whenever EDP stages. A similar literacy strategy
they notice a particular EDP stage in using sticky notes instead of response
action. The first few times that we use sticks can be used during individual silent

reading (Figure 3). Students can place a Engineering is
sticky note labeled with an EDP stage on Elementary project
the page where they notice that stage in of The Museum of
action. Once students are familiar with Science, Boston
the EDP, we often give them a blank EDP includes children’s
template (Figure 4) to fill in during a class literature sugges-
read-aloud or individual reading. Some- tions within the
times we add a sixth EDP stage—commu- content area con-
nicate—to the blank space in the bottom nections section
left corner. With all of these strategies, it is of its curriculum,
important that students not only identify which can be
the EDP stage, but that they also justify found at www.eie.
their selection. We use probing questions org/eie-curricu-
and facilitated student-to-student talk to lum/eie-content-
elicit and discuss the ways that students area-connections#
are interpreting the engineer’s actions in alarms.
the book. Figure 4. Blank EDP template.
Examples of
Although at first it might seem daunting picture book biographies, chapter biog- a review of a plan of action, the creation
to find an appropriate book to reverse- raphies, and other trade books that we and testing of a prototype, or a reason-
engineer the EDP, this journal as well as have used to unpack the EDP can be able, workable solution can also be used
other publications have compiled lists of found in Table 1. Picture book biographies to unpack the EDP. The trade book The
books that have been vetted by experi- include simplified text and informative Most Magnificent Thing weaves a story of
enced STEM educators. These resources illustrations that present a snapshot the frustration and eventual success that
offer reliable starting points to look for of the problem-solving process of an often accompanies the "create & test"
trade books that promote students’ STEM engineer or inventor. The picture book and "improve" phases of the EDP.
learning (Authors, in press). For example, biography Balloons Over Broadway: The
this journal has long formatted a column True Story of the Puppeteer of Macy’s In this article we have focused on using
called “Books to Briefs” that models how Parade reveals the many roadblocks and books to unpack the EDP. However, simi-
to use books to launch an engineering redesigns involved in making the famous lar literacy strategies can also be used to
design challenge. Many of these book Macy’s parade balloons. Chapter book explore engineering habits of mind, such
selections can also be used to explicitly biographies typically dig more deeply as systems thinking, creativity, optimism,
trace the EDP in action. Likewise, each into the life of an engineer or inventor, as collaboration, communication, and ethical
year the National Science Teachers Asso- each chapter often details a different key considerations (Katehi, Pearson, & Feder,
ciation (NSTA) reviews recently published moment, place, or problem in their lives. 2009). Teachers can pass out response
trade books and issues a list of the Best The chapter book Who Were the Wright sticks labeled with these habits of mind.
STEM Books K–12, which can be found at Brothers? explores how Orville and Wilbur Then, as the teacher reads the biogra-
www.nsta.org/publications/stembooks/. Wright applied their observations of birds phy or trade book aloud, students can
In addition, the NSTA journal Science and and their understanding of bicycles to raise the corresponding response stick
Children includes a “Teaching Through design the first successful flying machine whenever they notice a character in the
Trade Books” column that recommends (Buckley, 2014). Other fiction and nonfic- story using a specific engineering habit of
two STEM books per issue. Finally, the tion trade books that include a problem, mind. When this happens, the teacher can
Table 1. Picture book biographies, chapter biographies, and other trade books for unpacking the EDP.
Picture Book Biographies Chapter Book Biographies Other Trade Books

• Balloons over Broadway: The True Story of the • Frozen in Time: Clarence Birdseye’s • Ada’s Violin: The Story of
Puppeteer of Macy’s Parade Outrageous Idea About Frozen the Recycled Orchestra
• Manfish: A Story of Jacques Cousteau Food of Paraguay
• The Marvelous Thing That Came From a Spring: • The Inventions of Alexander • The Most Magnificent
The Accidental Invention of the Toy That Swept the Graham Bell Thing
Nation • Shoes for Everyone: A Story of Jan • Rosie Revere, Engineer
• Mr. Ferris and His Wheel Matzeliger

Cefrey, H. (2003). National Academy of Engineering. (2008).
FEATURE ARTICLE
The inventions Changing the conversation: Messages
of Alexander for improving public understanding
Graham Bell: of engineering. Washington, DC:
The telephone National Academies Press.
(19th Cen- Parker, C., Smith, E., McKinney, D., &
tury American Laurier, A. (2016). The application of
Inventors). the engineering design proves to
New York, NY: curriculum revision: A collaborative
PowerKids approach to STEM curriculum refine-
Press. ment in an urban district. School
Cunningham, C. Science and Mathematics, 116(7),
M. (2009). 399-406.
Engineering is Spires, A. (2014). The most magnificent
pause the reading and ask the students Elementary. The Bridge, 30(3), 11–17. thing. Tonawanda, NY: Kids Can
to explain how the character applied that Davis, K. G. (2014). Mr. Ferris and his Press.
particular habit of mind to solve a prob- wheel. New York, NY: HMH Books for Sweet, Melissa. Balloons over Broad-
lem or address a challenge. Young Readers. way: The true story of the puppeteer
Ford, G. (2016). The marvelous thing that of Macy’s parade. New York: NY:
Engineers use the habits of mind and the came from a spring: The accidental Houghton Mifflin, 2011.
EDP to systematically and efficiently solve invention of the toy that swept the na- Werderich, D., Farris, P., & McGinty, A.
problems and design new innovations. tion. New York, NY: Atheneum Books (2014). Biography as mentor. Science
Parents and teachers can use biographies for Young Readers. and Children, 52(2), 66-69.
about engineers and trade books with Foster, P. N. (2009). An analysis of
identifiable problems to reveal the nature children’s literature featured in the
of what engineers do and enable students “Books to Briefs” column of Technol- Michelle Forsythe
to connect to the actions of engineer- ogy and Children, 1998–2008. Journal is Assistant Professor
ing design. Although STEM educators of Technology Education, 21(1), 25–43. of STEM Education at
have often used books to create briefs for Hill-Cunningham, P. R., Mott, M., & Hunt, Texas State University.
launching engineering challenges, Foster A-B. Facilitating an elementary She can be reached
(2009) has recommended that educators engineering design process module. at mforsythe@txstate.
also “increase the degree to which the School Science and Mathematics, edu.
activities bolster reading comprehension.” 118(1-2), 253-260.
Our approach to using biographies and Hood, S. (2016). Ada’s violin: The story of Julie Jackson is
trade books to unpack the EDP presents the recycled orchestra of Paraguay. Associate Professor of
one way to integrate more sophisticated New York, NY: Simon & Schuster. Science Education at
literacy strategies within engineering International Technology Education As- Texas State University.
lessons. sociation. (ITEA/ITEEA). (2007). Stan- She can be reached at
dards for technological literacy: Con- julie_jackson@txstate.
references tent for the study of technology (3rd edu.
ed.). Retrieved from www.iteea.org/
Barton, C. (2016). Whoosh!: Lonnie John- File.aspx?id=67767&v=b26b7852 Danielle Medeiros
son’s super-soaking stream of inven- Katehi, L., Pearson, G., Feder, M. (2009). is a graduate student
tions. Watertown, MA: Charlesbridge. The status and nature of K-12 en- in the Department of
Beaty, A. (2013). Rosie Revere, engineer. gineering education in the United Curriculum & Instruc-
New York, NY: Abrams Books for States. The Bridge, 39(3), 5–10. tion at Texas State
Young Readers. Kurlansky, M. (2014). Frozen in time: University. She can be
Berne, J. (2008). Manfish: A story of Clarence Birdseye’s outrageous idea reached at dm1100@
Jacques Cousteau. San Francisco, about frozen food. New York, NY: txstate.edu.
CA: Chronicle Books. Random House.
Buckley, J. (2014). The Wright brothers. Mitchell, B. (1986). Shoes for everyone: A
New York, NY: Penguin Random story of Jan Matzeliger. Minneapolis,
House. MN: Carolrhoda Books, Inc.

n ’s R h y m es
STE M Childre by Emily Yoshikawa Ruesch and Scott R. Bartholomew
ACTIVITY
STEM
Rhyme
n d o n
London Bridge is falling down, Bricks and mortar will not stay,
Lo
Falling down, falling down, Will not stay, will not stay,
London Bridge is falling down, Bricks and mortar will not stay,
My fair lady. My fair lady.
B r i d g e Build it up with bricks and mortar,

Bricks and mortar, bricks and mortar,
Build it up with bricks and mortar,
My fair lady.
London Bridge is falling down,
Falling down, falling down,
London Bridge is falling down,
My fair lady.
overview The meaning of the song is what it says. It addresses the stabil-
ity (or lack of stability) of the bridge. There are varying verses
This activity allows students to use a familiar children’s rhyme to following the first verse that many know by heart. The intermedi-
learn and incorporate principles of integrated STEM. Students ary verses all address suggestions (both realistic and fanciful) of
practice recognizing words and identifying a problem (we want how to fix the problem, along with reasons why those sugges-
the students to build a bridge that meets certain constraints). tions may fail.
This activity is designed to take approximately 90 minutes. The When the rhyme’s lyrics were first written, its popularity grew
progression includes: reviewing the rhyme, completing a cut-out immensely, especially in the UK and USA.
and fill-in activity, and producing a STEM portfolio. Once the stu-
dents have worked through the portfolio, they will work to build Source:
a prototype of their solution. While prototyping, the students will www.historicmysteries.com/london-bridge-is-falling-down/
use a span and a car in the classroom to test and improve their
designs. London Bridge lesson plan
materials Level: Kindergarten
Duration: 1.5 hours
• Span for bridge to go over (could be tables or blocks, one
foot apart) lesson objectives
• Hotwheels car
• Handouts (cut-out/fill-in activity, STEM design portfolio K.CCSSI_ELA.RR.1. With prompting and support, ask and an-
packet) swer questions about key details in a text.
• Building materials (e.g., construction/tissue/printer paper, K.CCSSI_ELA.RR.2. With prompting and support, identify the
cardboard, pipe cleaners, straws, toothpicks, Styrofoam, main topic and retell key details of a text.
tinfoil, etc.) K.CCSSI_ELA.RR.3. With prompting and support, describe
the connection between two individuals, events, ideas, or
suggestions for adapting to older pieces of information in a text.
K.CCSSI_ELA.CC.2. Confirm understanding of a text read aloud
grades or information presented orally or through other media
• Require bridges to meet more constraints or carry higher by asking and answering questions about key details and
weights. requesting clarification if something is not understood.
• Require annotated drawing indicating where compression
or tension may be put onto a bridge. phase one
Gather the class together and go over “London Bridge is Falling
history Down” together. Use the cutout sheets to allow the students to
“London Bridge is Falling Down” is said to date back to the fill in the blanks.
middle ages, or perhaps beyond.
Once you have said the children’s rhyme together, hand out the
planning sheets and go over the key details of the rhyme.

ACTIVITY
London Bridge STEM Worksheet Choose one idea that you had and draw it with as much detail
as you can!
List three ideas for your bridge design (features or designs).
1. _____________________________________
2. _____________________________________
3. _____________________________________
Teacher Initials______
Go look at the materials and then list three ideas that you can
make using the materials we have.
1. _____________________________________
Find the teacher and explain the drawing to them so they can
take notes below.
2. _____________________________________
3. _____________________________________
Teacher Initials______
identify the problem on the table, have the students list three things that they could
use to build the bridge that meets those constraints.
We want to be able to build a bridge that won’t fall down. The
bridge needs to span one foot and needs to be able to support a Have the students pick their favorite idea and do a more detailed
hotwheels car. drawing of it. Once the drawing is complete, have the students
find the teacher to explain their product. The teacher can then
activity write down the description of their bridge.
The students will participate in a design challenge where they build, improve, and share
have to design a bridge that meets specific criteria. There will
be teacher sign offs so that students work through the design Have the students build from their drawn designs. Allow the
process. students to test the design using the span created and the
hotwheels car. As they see what works and what needs im-
On the worksheet, have the students list three different ideas provement, encourage them to go back and improve and make
that they could do to make a bridge. This could include rails, pil- further iterations on their design.
lars, a strong road, etc. When they are done with this, have them
get a teacher sign off. The students can then come together and, as a class, they can
explain their designs, share what they chose, and discuss im-
Once the teacher has looked at the three ideas, have the stu- provements or questions peers may have.
dents go look at materials. Once they know what materials are
Emily Yoshikawa Ruesch is a Project Lead Scott R. Bartholomew is an assistant

the Way teacher at the Weber Innovation Center. professor of Engineering/Technology Teacher
She currently teaches digital electronics, engi- Education at Purdue University; West Lafayette,
neering design, and physics with technology. IN.
She can be reached at [email protected].
Correspondence concerning this manuscript
should be addressed to Emily Yoshikawa
Ruesch at [email protected].

London Bridge
London is falling down
Falling down, falling down
London Bridge is falling down
My fair

Bricks and mortar, bricks and mortar,
My fair lady.
and mortar will not stay,

Will not stay, will not stay,
Bricks and mortar will not stay,
My fair lady.

Falling down, falling down
My fair lady
Note: The London Bridge Portfolio can be accessed at www.iteea.org/147406.aspx,

and the London Bridge Fill-In can be accessed at www.iteea.org/147408.aspx.

e
CAREER CONNECTIONS
a e r o s p a c g
en g i n e e r i n
tec h n i c i a n s
by Teena Coats and Bryanne Peterson
Photo credit: Wikimedia Commons.

c ements
dic ated to advan
ineering is de
A
erospace eng
l.
d space trave
in aviation an
Quick Facts: Aerospace Engineering and Operations Technicians
2017 Median Pay $67,240 per year
For many years, humans have dreamed of getting off the $32.33 per hour
ground to explore the sky and amongst the stars. Through- Typical Entry-Level Education Associate's degree
out history, there are reports of individuals making crafts Work Experience in a Related None
that allow them to float and glide through the air, such as Occupation
makeshift wings and balloons filled with hot air. It wasn’t until On-the-Job Training None
the 19th century that the designing of these flying machines Number of Jobs, 2016 12,100
really “took off.” The turn of the 20th century saw some of the Job Outlook, 2016-26 7% (As fast as average)
biggest advances in the study and development of getting Employment Change, 2016-26 800
humans off the ground and into the air (Rae, 1961). The sky
is not the limit for aerospace engineering technicians today
though; these individuals design, test, and build the aircraft and references
spaceships that allow humans to leave the ground and explore
new heights (BLS, 2018). Bureau of Labor Statistics, U.S. Department of Labor. (2018).
Occupational outlook handbook, aerospace engineering
Aerospace engineering technicians work to bring the engineer’s and operations technicians. Available at www.bls.gov/ooh/
vision to life by building, modeling, testing, calibrating, and architecture-and-engineering/aerospace-engineering-and-
recording data on aircraft systems. Technicians are also respon- operations-technicians.htm#tab-1
sible for designing and building the testing facilities to test the Rae, J. (1961). Science and engineering in the history of aviation.
products on the ground or in a computer simulation before they Technology and Culture, 2(4). 391-399. doi: 10.2307/3100894.
ever see airtime. To test the aircraft products, technicians may Reese, S. (2016). Aerospace technician. Techniques, 91(4), 56.
use a wind tunnel or other special equipment to understand how Retrieved from https://proxying.lib.ncsu.edu/index.php/
the crafts will operate once they are no longer on the ground login?url=https://search.proquest.com/docview/178399282
(Reese, 2016). Technicians may also work in laboratories that as- 0?accountid=12725
semble missiles and other projects for the military. For some, like
those working on military projects, special security clearances
may be a part of the job (BLS, 2018). Teena Coats is currently pursuing her doctoral
degree in STEM education at NC State and is a
To pursue a career as an aerospace engineering technician, stu- graduate of the Integrative STEM Education MA
dents are encouraged to take science courses as well as practi- program at Virginia Tech. She can be reached at
cal skill courses such as those in career and technical education. [email protected].
A technician may specialize in one specific area, or they may be
a generalist, working across fields related to aerospace engi-
neering. People in these jobs can expect to make a difference
in the future of the world, especially as we work to turn science Bryanne Peterson, Ph.D., has a decade of
fiction into reality with cars that fly and space travel to other classroom experience and now works with edu-
planets. Aerospace technicians will serve a vital role in develop- cators to improve STEM education and career
ing the technology of tomorrow. development in their classrooms. She can be
reached at [email protected].

ELEMENTARY ANIMATORS

overview teacher script
Disney animators, F. Thomas and O. Johnston, circa 1980 devel- Class, today we continue learning about animation. Animation is
oped twelve principles of animation that are still the foundation “bringing to life.” When we draw, either with a pencil and paper
of animation programs today. These principles can be taught to or we begin to model using software on a computer to bring
elementary students, provided the correct platform and pedago- those drawings to life, this allows us to become the “Animator.”
gy. This feature provides the platform and the storybook format We will read Chapters 2 and 3 today and complete the activity at
as the pedagogical approach. the end of each chapter.
Animation Adventureland
Chapter 2 - Animation Principle of Squash and Stretch
Miss Petunia smiled, leading Matias, Millie, and Pocket to a little cabin just past the lake. The cabin was filled with balloons and
bouncing balls colored all the shades of the rainbow.
“Now children, time for your second trial of Squash and Stretch,” Miss Petunia said. She began to bounce a ball. “See how the ball
moves? It quite literally squashes and stretches as it bounces!” She handed Matias and Millie some chalk. “Now for your trial, I would
like to see you draw the same movement.”
Matias and Millie thought long and hard on how to draw the movement of the ball.
“It’s like gravity is pulling the ball down when it hits the ground!” Matias exclaimed.
“We have to show that the rubber is flexible, I suppose,” Millie remarked. “Maybe give me a try?” Millie asked and Matias handed her
some chalk.
Millie drew a series of four spheres. The first stood normally, the second stretched upwards into an oval shape, the third went back
to its normal standing position, and the fourth squashed into the ground. Millie threw her arms up in excitement and ran to Miss
Petunia to check her work.
Miss Petunia assessed Millie’s drawings.
“Very close, but you’re missing just one part,” Miss

Petunia said. “Why don’t you have Matias bounce the
ball while you’re trying to draw and then just sketch
what you see?”
Millie and Matias nodded, ready to take on the chal-

lenge!
Matias began to bounce another ball and Millie drew

four spheres again. She drew one in a normal position,
then one flattened to the ground, the third stretching
upwards as it bounced back to the sky, and lastly a
sphere back to normal!
“Miss Petunia did we pass the second trial?” Millie and

Matias asked in unison.
“You absolutely did! Congratulations, you can move on

to the third trial now.” Miss Petunia beamed, proud of
them.

Student Activity
ELEMENTARY ANIMATORS
Now you try! Can you draw what this piece of jello would look like if it was dropped from a fridge?
Chapter 3 - Animation Principle of Arc
Miss Petunia kept Matias and Millie in the same room for the third trial. Although this time, she took out a box containing blocks.
“Arcs will be your third trial! Just as fun as the others,” Miss Petunia promised. She tossed the block back and forth. “See how the
block follows an arc like a rainbow?” Matias and Millie nodded in a agreement. “Now for this trial, I would like see how you draw the
arc of a moving object! Remember it has to follow a certain path,” Miss Petunia winked.
“We can draw a series of blocks like we did with the ball
in Squash and Stretch, don’t you think?” Millie said.
“I don’t see why we couldn’t,” Matias answered.
“Then why don’t you give it a try this time?” Millie en-
couraged Matias and passed him the chalk.
Matias drew three square blocks. The first stood nor-

mally, the second was stationed up and to the right of
the first block, and the third moved even farther up!
Millie looked over his work, and together they decided it
was time to show Miss Petunia.

With a brow raised, Miss Petunia looked over the drawings. “Hmm I think you’re missing some steps,” Miss Petunia corrected. Why
don’t you try again? If I were you, I would have Millie help draw more blocks than just three.”
“Okay!” Matias gave her a thumbs up.
Matias began to add more blocks to the drawing as did Millie. Together, they drew them in a pattern, going up and then down. The
drawings created the shape of a semicircle when completed. At last they felt ready to tell Miss Petunia!
“Did we pass the third trial? We really feel like we did it right this time!” Matias said.
“Perfect! The blocks move in a near perfect arc. Can’t wait to see you both complete the fourth trial!” Miss Petunia laughed.
Student Activity
Now it’s time for you to try! Let’s see you draw the arc of a frisbee being tossed to a puppy!
Douglas Lecor- Victoria Anne Gianna Mastran-

chick, Ed.D., is Hoeveler is a junior drea is a freshman in
STEM education en- at North Carolina State computer science at
thusiast with a calling University where she NC State University
to facilitate collabora- studies English with with a minor in graphic
tion among profes- a concentration in communications. She
sional educators. He Creative Writing and a can be reached at
can be reached at minor in Art Entrepre- [email protected].
[email protected]. neurship.

m e e t
TEACHER HIGHLIGHT
Brendajulissa
Diaz

T
he Elementary STEM Journal strives to not only share great ideas, but to also highlight
the great work happening in elementary STEM classrooms across the country and
around the world. Teacher Highlight will introduce readers to one extraordinary ele-
mentary STEM teacher in each issue. Each featured teacher is either an ITEEA Teacher
Excellence Award winner or is part of an ITEEA Program Excellence Award-winning program at
an elementary school. We congratulate them for the great work they do for their students and
thank them for being willing to share their experiences in The Elementary STEM Journal.
by Brendajulissa Diaz
72 .
erto Rico, in 19
z w as bo rn in Aibonito, Pu iv il
Brendajulissa
Dia and C
tural Science
ed a B .E . de gree in Agricul in 19 96 and
She receiv versity of Puer
to Rico,
fro m th e U ni
Engineering
ely.
2002 , respectiv
In her own words:

In May 2014, I moved to Grants, New Mexico. Beginning in
August 2014, I was with the Grants Cibola School District as a
substitute teacher before becoming a 6th grade educator with
Provisional License–Level I in 2015 to 2018. My current research
interests include Science, Technology, Engineering, and Math In February 2016, I started the NMSU Science Lab Program for
(STEM). I’m a member of the International Technology and En- students in Grades 4-6 and in coordination with New Mexico
gineering Educators Association (ITEEA), New Mexico Council State University–Grants. This program is an opportunity to
of Teachers of Mathematics (NMCTM), American Association of explore and teach chemistry, biology, physical science, and the
Chemistry Teachers (AACT), National Science Teachers Asso- process of scientific inquiry.
ciation (NSTA), and New Mexico Science Teachers Association
(NMSTA). In November 2016, I prepared a workshop for educators about
the “Cardboard Hand Competition in New Mexico State Univer-
On May 1, 2017, I was nominated for the 2018 Golden Apple sity-Grants”
Excellence in Teaching Award in New Mexico. In April 2018 I re-
ceived the ITEEA Teacher Excellence Award in Atlanta, Georgia.
On May 15, 2018 I received a recognition from Grants Cibola
County School Board of Education for the 2018 Teacher Excel-
lent Award.

DEPARTMENT
In February 2017, there was a “Cardboard Hand Competition” for PROJECTS:
4th-6th grades. Almost 300 students participated in the compe-
tition; the experience was amazing.
In June 2017, a student from our school participated for the

first time in the “You Be The Chemist” National Competition in
Washington, DC. My first student in the competition was Kylette
Garcia. In June 2018, my student was Saira Sierra. It’s was an
excellent experience for them.
ask the teacher:

1. What do you like about teaching STEM?
I believe that STEM education is most effective at motivat-
ing students to learn and explore. This tends to enhance the
students' self-confidence and engagement.
2. What has been your favorite moment in your STEM class?
I have a few favorite moments: Cardboard Hand Competi-
tion, Robotics Competition, and Chemistry National Compe-
tition in Washington, DC.
3. What is your favorite activity to introduce students to
STEM?
My favorite activity to introduce students to STEM was
"Chemistry National Week." We celebrate it every October
by making an experiment for 4th-6th graders. This year, we'll
conduct a kinetic sand experiment.
4. What are your future goals?
My future goals are to finish my teaching license require-
ments, get a masters degree in education, submit a
proposal for an engineering school in New Mexico State
University-Grants, and develop a STEM program for 3rd-6th
graders.
Brendajulissa Diaz can be reached at [email protected].

mn.us.

IN MEMORIAM
DR. LAuRA JOhNsON huMMELL, DtE
1968-2018
More than just an outstanding educator and colleague, Laura was a shining star, full of
enthusiasm, who believed deeply in the possibility of success for every student and worked
tirelessly to make it happen.
ITEEA and Laura’s many colleagues would like to recognize her countless contributions to
the technology and engineering education profession and the association as well as to the
Council on Technology and Engineering Teacher Education, Technology and Engineering
Education Collegiate Association, Council for Supervision and Leadership, and the
Elementary STEM Council, including many years of helping to lovingly grow The
Elementary STEM Journal.
Laura was renowned for inspiring others. As part of a recent Elementary STEM Council
webinar, she shared a quote often attributed to W.B. Yeats and typical of her mindset:
“Education is not the filling of a pail, but the lighting of a fire.”
We will miss your extraordinary contributions, but even more, your generosity of spirit and
your wonderful heart.
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VOLUME 23

Bringing STEM to Life:

iteea.org Learning, and Application

The 2019 Grand Design Challenge

P.20 ACTIVITY – STEM CHILDREN'S RHYMES

P.6 BOOKS TO BRIEFS

P.26 CAREER CONNECTIONS

P.32 TEACHER HIGHLIGHT

Produced by the International

March 2019 the elementary STEM journal 3

BRINGING STEM TO LIFE:

KANSAS CITY HERE WE COME!

4 the elementary STEM journal March 2019 back to contents

back to contents March 2019 the elementary STEM journal 5

Heat: Fundamental Experiments

Grade Level: Grade 2-3

book synopsis student learning objectives

6 the elementary STEM journal March 2019 back to contents

Next Generation Science Standards (NGSS Lead States, 2013):

Criteria and Constraints

back to contents March 2019 the elementary STEM journal 7

it to melt. Alternatively, pour ½ cup of very cold water into

8 the elementary STEM journal March 2019 back to contents

Elementary STEM Council Preconference Workshop

Audience: K-5 Educators

Presenters: Julie Sicks-Panus and Thomas Roberts

Elementary STEM Council Learning Sessions

• Primary STEM is Elementary

ESC Panel Presentation: Coding: It's Elementary!

ADVANCE ON-SITE REGISTRATION

by Tabetha Kelley, Megan Nickels, Sarah B.

back to contents March 2019 the elementary STEM journal 11

A challenging aspect in Task 2 was

Figure 4. Lake Branch. Figure 5. Student work for Lake Branch.

12 the elementary STEM journal March 2019 back to contents

Membership includes a subscription to The Elementary STEM Journal,

Learn more and join today at www.iteea.org/ESC.aspx

back to contents March 2019 the elementary STEM journal 13

14 the elementary STEM journal March 2019 back to contents

back to contents March 2019 the elementary STEM journal 15

straightforward and intuitive

We conducted interviews with a select group of educators who

16 the elementary STEM journal March 2019 back to contents

By creating a resource that is easily differentiated,

looking ahead Figure 1.2. Preference of Digital Version Over Paper.

Regardless of our continued advancements in

back to contents March 2019 the elementary STEM journal 17

by Michelle Forsythe, Judy Jackson, and Danielle Medeiros

18 the elementary STEM journal March 2019 back to contents

The right book provokes curiosity, chal-

struct, refine, and commu-

Imagine Lonnie comes up with a solution.

which engineers “continu-

back to contents March 2019 the elementary STEM journal 19

To initially unpack the EDP, we read

Because the EDP is a cycle, it may be

20 the elementary STEM journal March 2019 back to contents

Picture Book Biographies Chapter Book Biographies Other Trade Books

back to contents March 2019 the elementary STEM journal 21

and mortar will not stay,