Planning the Project - STEAM

1. Planning the Project - STEAM

2. What is STEAM

Having identified an inquiry focus, final product, inquiry question and possible ore-investigation activities, it is necessary to identify cross-curricular opportunities in the delivery of the project.  To this end, the STEALTH project promotes a STEAM methodology approach.

For the purposes of this project, the STEAM approach to teaching and learning is defined as application of meaningful Science, Technology, Engineering, Arts and Mathematics content to solve realworld problems and do so through hands-on learning activities and creative design. Teachers should therefore consider the suggested activities in the 2^nd Element and 3rd Element of the Toolkit (Investigating Nutrients in Food - Page 37) as well as activities of their own so as to:

• Clearly provide opportunities across the STEAM disciplines
• Align with the inquiry focus
• Lead to the realization of the final product
• Seek to fulfill the inquiry statement

Science, Technology, Engineering The Arts and Mathematics are not, therefore, regarded as separate and discrete subjects. Instead, STEAM integrates them into “interdependent” learning units to solve problems and facilitate successful inquiry. Despite this, it is clear that some inquiry activities may not lend themselves to all STEAM subjects while others focus more specifically on two or three. It is the delivery of a range of activities across different areas of investigation that ultimately allows for a real STEAM approach.

3. Science

Any investigation into food easily lends itself to scientific inquiry and science therefore forms the a major focus when the STEALTH methodology is applied. Within the STEALTH toolkit a number of activities are suggested to enable pupils to investigate the nutritional values of the foods they consume. In some cases, investigations require some prior-teaching in terms of basic knowledge, understanding and key vocabulary. To this end, key definitions are provided in the appendices of the Toolkit to support teachers where their subject knowledge is limited.

4. Technology

Technology activities are often considered to be those that relate to digital information and communications.  Although the STEALTH project defines technology in this way, the working definition is extended to include the application or output or equipment, devices and tools resulting from acquired knowledge to solve problems. Thus, the building of simple robots, creating science equipment or demonstrating processes in innovative ways can be regarded as the application of technology. The use of information and communication technology is encouraged whenever possible and particularly in handling data acquired as a result of investigations.

Simple robotics activities are provided in the toolkit with detailed coding instructions.

5. Engineering

Engineering is approached through design, development and application of products and tools to facilitate research and model findings. The creation of specific equipment with which to carryout research and using materials readily available in school could be regarded as engineering.  For younger students, the Toolkit provides games and activities designed to develop fine-motor skills while designing visual aids to reinforce learning of nutrition and healthy eating.

6. The Arts

As the project explores food as cultural heritage, it is necessary to approach activities through the lens of The Arts. The STEALTH methodology not only regards the arts as both fine and performing arts, but allows teachers to use the term to refer to humanities related disciplines.  Many investigations will require pupils to  look at historical, geographic and cultural influences on food and the food choices they make. Similarly, geography skills and methodologies may be applied when comparing and contrasting the nutritional value of foods from other various geographic regions

7. Mathematics

Mathematics is applied to most of the activities and investigations contained within the Toolkit. Each experiment, test and survey requires the handling and interpretation of data. Pupils could be required to apply the rules and conventions associated with presenting data in graph and table form. Pupils may also be required to work with numerical values associated with the key nutrients in food and make calculations using percentages, averages and totals. Although most data can be presented using ICT tools, it is recommended that calculations are made mentally of using pencil and paper approaches.

8. mind-mapping

One way to design a cross-curricular STEAM approach is to use a mind-map.  This is a simple approach but one that most effectively provides a visual overview of the project.  Furthermore, mind-maps can be developed further through the project and enable student to see which strands of the project have been covered and inform the content of their final product presentation.

A mind-map is an easy way to brainstorm project ideas for without worrying about order and structure. It allows activities, key vocabulary and resources to be  linked together and arranged around a central inquiry focus using a non-linear graphical layout.  Furthermore, it replaces a long list of monotonous information into a colorful, memorable and highly organized diagram that works in line with your brain's natural way of doing things.