In this STEM at HOME video, the concepts of different types of surfaces (e.g. rough, smooth), frictional force and concept of slope were covered .For this purpose , the kid was provided with a problem of designing a slide with different surface, slope and height. While designing of the slide, random materials could be found home are used (e.g. empty plastic cup, fabric, tape, cardboard, some toys)
This video shows an easy way to reveal children’s pre- concepts in science. You can use it by producing some illustrations, and let them be the key to a talk with children about, what they already know, and to reveal knowledge about at what level, they can combined the concepts. You can also produce a set of illustrations, that the children can bring home to their parents, and in this way, it can be a start point for a talk between children and parents about concepts related to science/STEM.
Bringing activities home to the parents: Here is a suggestion of how to bring an activity from the kindergarten home to the parents. The suggestion is that a video with information of what to do is given either as a link or as a qr code. The information’s are given trough a doll.
This video presents a STEM activity conducted at home which topic is “Wind”. With this activity children are challenged to observe and think about the effect of the motion of the air on the objects that surround us. All needed materials are easily found at home (plastic or canvas bags seeds (from lentils, beans, sunflower, pumpkin, rice or other optional, spoon, hair dryer, yarn, thread or ribbon, colored tape).This video presents a STEM activity conducted at home which topic is “Wind”. With this activity children are challenged to observe and think about the effect of the motion of the air on the objects that surround us. All needed materials are easily found at home (plastic or canvas bags seeds (from lentils, beans, sunflower, pumpkin, rice or other optional, spoon, hair dryer, yarn, thread or ribbon, colored tape).
The task is to foster observation skills for very young children (3-4 years). Observation is one of the pre-step for introducing STEM to young children.Observation of processes is more difficult than observation of static things. The observation of drying out of a wet spot takes at least 15 minutes, and this is a long time for young children. The observation is fostered by surrounding a wet spot on a concrete ground by a line. This enables to follow the disappearance of the wet spot over the time: the ground turns from dark grey to light grey
The scientific concept we expect children to be learning with this STEM activity is that to be able to see something you need light and to light it. A box is offered to a child and she is asked: “What’s inside?”. At a first stage children will be asked to provide different explanations about why they cannot see what’s inside the box. In a second stage, children will refine their explanations by proposing different solutions for being able to see inside and are invited to test them. This STEM activity is adapted from Furman et al. (2016).
The purpose of this activity is to enable students to understand the science-based understanding behind food preparation. Students make bread using ingredients such as yeast, water, flour, and understand the stages of making bread. STEM components are expected to use science fermentation, engineering food engineering, mathematics specific units.
This video collects the key moments of a didactic sequence performed during several sessions in the municipal school “La Sínia”. The experimental work is carried out with magnets and the main goal is to build scientific ideas about magnetism: magnets are objects that attract (overcome the idea that magnets stick to things) objects made of or that contain iron; magnets can have different characteristics (colour, shape, size, etc.) but what makes them magnets is the fact that they can attract without the need of contact.