Lesson Planning

Similar to standards, we place less emphasis on lesson planning in this text because this tends to be covered in other courses and may vary by department or university, and may even be guided by state testing or university or college accreditation standards. What we do want to discuss in more detail is the critical importance of a few components of lesson planning in science and integrated STEM. These components are as follows:

1. Take the long view. We must think about linking learning experiences in science over time, and not view a given lesson plan as a stand-alone science experience (e.g., we covered “weather” this year, because we did that one lesson plan on weather that one day in the fall). Rather, science explorations require in-depth exploration over time. This is especially true considering the current thinking in science education as we discussed previously, which demands that students are doing the science themselves, figuring out for themselves what will happen to the toy bear if we put it in the bowl of water and put it in the freezer. Making conclusions and connections, through careful facilitation from a teacher, about the connection between temperature and the movement of molecules (or toy bears!).
2. Include clear learning objectives. Science teachers have to think about learning objectives in terms of both what we want students to know and what want them to be able to do. This aligns well with the standards. But being clear on this in a particular lesson plan can be tricky.
3. Find reputable sources. Many practicing teachers report to us that they find activity ideas to do in science or STEM online, especially on websites like Pinterest. This can be a great source of inspiration, but it can also be a problem, if the science is inaccurate, or if the activities do not support the kind of learning that we have discussed so far – one that is inquiry-rich, with opportunities to explore over time, and to engage in the science practices (also supporting a constructivist theory of learning, as noted above). Finding and critically evaluating resources to support science and STEM teaching will continue to be a challenge, so find resources to guide you in this process, such as the article, To Pin or Not to Pin, by Peterson et al., 2019, published by NAEYC in Teaching Young Children. Another tip is to look first at high-quality, well-respected sources in a given area, such as those listed in the Trusted Early and Elementary STEM Sources, in the Appendix.