Building A Strong STEMS^2 Unit

Asking Questions

Creating a STEMS^2 unit is not for the faint of heart. Because STEMS is all encompassing and can go in many directions, I see it as a gigantic brainstorm web... perhaps written across the sky like a star map.  Because of this, a strong focal point, an overarching question and clear objectives are essential, to begin.  One of the first questions I would ask myself is, "Where are we ( my students and I) going with this and what do we hope to achieve?"  Some elements to consider before embarking on this journey would be; who your students are, where you are, what your school profile is, what resources (school, community and environmental) are available to you and how you will use them. Sound familiar? All of these will have bearing on how the unit is formed. Other factors shaping the unit will be, grade level, alignment with CCSS and the type of schedule followed by a school.

Where Are You?

Activities and lessons are more relevant for students when you:  a) start local and b) make it useful.

Students like to know that what they do is meaningful. Exploring the environment and communities in which their real lives take place, helps students connect and engage.  To illustrate,  I have a wonderful unit on the Great Redwoods, but,  I live in Hawaii.  Here in Hawaii, we have a world class classroom in the ocean that surrounds us, where we can do real world marine science. Being out "in the field", water testing or specimen counting or even tracking how much debris comes to our shores, presents an opportunity for students to establish and strengthen their sense of place, which is important for high student engagement. This is not to say, we would never get to that lesson on the Great Redwoods, we may, because we could make comparisons and connections among the earth's eco-systems as we, over time, expand our learning, from local to global.

Who Are You?

The curricular content of a strong STEMS^2 unit is culturally diverse and appropriate.  Students bring their "funds of knowledge" where it can be recognized as social capital, in the classroom. Being able to employ these funds of knowledge as a pedagogical resource from family and community is empowering for the student and adds richness and authenticity to the class' experience.

( Rios-Aguiler, C. Kyama, J. Gravitt, M. & Moll,                                             L. 2011).

Curriculum should articulate a variety of cultural elements, especially those of underrepresented students, rather than referencing strictly from a Eurocentric point of view. Putting together a school profile, as a way of getting to know a school and students, is a way to begin.

                                                     What Do You Have?

First and foremost, "Place is pedagogical" (Gruenewald, 2003). Our biggest resource for learning is the environment in which we live.  Taking stock of what your bioregion has to teach, is going to address every letter in the STEMS^2 acronym a thousand times over.  From oceans and forests, to flora and fauna, to cultural and historical sites, to the technology used to keep our cities running, our surroundings offer opportunities for students to learn.  The dynamics within our communities, how we work and live together, the collective agreements we make, are fertile grounds for learning and for social action. A strong STEMS^2 unit engages students and teachers in hands-on activities, within and outside of the classroom, where learning is a process of inquiry and discovery, not always a path to an already known answer.  Community connections and  environmental learning journeys, are important resources in experiential education. 

Where am I Going with This and What Do I Hope to Achieve?

When I first started teaching, 15 years ago, I was not handed a catalogue of standards. The principal told me one thing, "As long as they turn out to be good people".  Hmmm,  I thought that was a little bare bones, but I went with it - and I can't help but think now, that it is a piece of the ultimate objective.  What Ms. Lee said, all those years ago, is the kernel within the philosophy of critical pedagogy. To clarify, "Critical pedagogy considers how education can provide individuals with the tools to better themselves and strengthen democracy, to create a more egalitarian and just society and thus deploy education as a process of progressive social change" (Kellnor, D. 2000).  I believe that a strong STEMS^2 unit is steeped in critical pedagogy,  indicating the focal point, steering lessons and influencing the  classroom dynamic. In summary, a strong STEMS unit is place and community based, hands-on, and experiential.  It employs a variety of assessment components appropriate for different types of learners. It adheres to standards, is organized, has a focal point and sequenced lessons drawing on skills and knowledge from all core and non-core subjects, as are appropriate for the objective. It is culturally equitable, and steeped in critical pedagogy and ultimately makes the world a better place :)

References

Gruenewald, D. (2003) Foundations of place: A multidisciplinary framework for place-conscious             education. American Education Research Journal, Vol. 40. 3

Kellner, D. (2000) "Multiple Literacies and Critical Pedagogies" in Revolutionary Pedagogies -                 Cultural Politics, Instituting Education, and the Discourse of Theory. Routledge

Rios-Aguiler, C.,  Kiyama, J.,  Gravitt, M. & Moll, L. (2011) Funds of knowledge for the poor and             forms of capital for the rich? A capital approach to examining funds of knowledge. Theory of             Research in Education. p. 164

Free BLOG #4: Permaculture in the STEMS Classroom

Permaculture Defined
What is Permaculture and why should you care? Permaculture is a design system for living, which takes into consideration the unique bioregion and culture it is set in. It strives also to be ecologically sound in that it is a closed loop system - one which creates no waste. Permaculture employs observation, biomimicry, and working with and within ecosystems, rather than against them.

As defined by permaculture activist, Guy Baldwin of Cortez Island, British Columbia, "Permaculture is a holistic approach to landscape design and human culture. It is an attempt to integrate several disciplines, including biology, ecology, geography, agriculture, technology, gardening and community building".

Permaculture is Place
Permaculture involves having not only a strong sense of place, but a working knowledge of what is happening in that place. What sorts of trees, plants, animals and people live there? What natural ecosystems are in and around the region? What is the temperate zone and how much rainfall does the area get? Is it an urban, suburban or a natural environment? How are energy, food and shelter needs met for the people who live there? Where does human generated waste go? How can the system be maintained to benefit the environment and all who live there?
Elements employed in permaculture design serve more than one purpose. It is efficient because, as in nature, each element employed performs many functions. For example, if chickens are part of our design system, they provide not only meat and eggs, but also fertilization for soil regeneration and pest control, by eating slugs and other harmful insects.

 Interacting Systems for Living

Many people think that permaculture has only to do with growing food - but that is only one aspect of it. As stated above, permaculture is a design system, that strives to create environmentally responsible plans for living. It manifests in innovative building design, wherein  passive and alternative sources of energy without residual waste products, are used. Permaculture also solves problems of drought, with rain catchment systems, grey water systems, the use of swales and gravity to capitalize on the natural flow of water, leading it to a destination where is can be put to use.

Doing as Nature Does
Permaculure concerns itself with biodiversity in agriculture. Following natures example, a permaculture farm is not monocropping, it does not employ harmful pesticides rather looking to nature for solutions.   Building healthy soil, growing clean food and food sustainability are some of the goals of permaculture as well as urban greening and better city planning, for community enhancement and community building.

Ethics
Permaculture is based on ethics: earth care, people care, fair share. Application of permaculture design is meant to benefit all. It is happening worldwide and has empowered people to have a say in where food and energy come from and to make educated decisions on what is good for the planet, for the community and for themselves.

Some of the Permie-STEMS projects I envision for students are engineering rain harvesting systems that rely on calculating the amount to be caught from their home or school rooftops. I see kids interested in plant and soil science as they design gardens, watered by their rain catchment systems, which produce goods that can be taken home, sold at farmers markets or delivered to elders, homeless people or families in need. I see kids thinking about green architecture, how the placement and design of an energy efficient building relies on the aspect of the sun and the climate of the area. I imagine neglected city parks and abandoned spaces being turned into community gathering spaces with edible landscapes by students who employ their knowledge of indigenous plants, ahupua'a systems, soil science, and natural pest control. The possibilities are endless. My goal is to create a coherent STEMS curriculum based in permaculture design.

STEMS + Permaculture = <3

S:Testing and regenerating soils, water sampling/testing, observing weather patterns, observing ecosystems / bioregion, data collection, plant /animal science, botany, ethnobotany.
T:Research, Collect Data, Create Presentations: movies, power points, slide shows. Use tools.
E:Design: green building, rain harvesters, passive solar structures, community spaces, gardens, shelter, tools
M:Quantify: carbon footprints, rain catch, food yield, energy needed,harvested, cycled.  Construction math.
S:Cultural connections to sustainable practices, effects on community, engagement of (high risk) youth,  elder care, community spaces, markets, gardens. Civic involvement.
S:Educating about and nurturing connection to place: self, others, community, bioregion, nature, earth = stewardship.

If this sounds interesting, the following are just a few good introductory talks on permaculture:
I'm also including, reposted on You Tube, the link for my STEMS/ELL video, from a couple years back to illustrate how ELL, ELA, STEMS and Permaculture can be connected!  https://youtu.be/sboEWkUWIDI

•  TEDx Honolulu -Mathew Lynch-Beyond Sustainability: The Story of a Reformed Capitalist
•   Geoff Lawton @ TEDx Ajman
• A Subversive Plot: How to Grow a Revolution in Your Own Back Yard TEDx Dirigo.