This lesson integrates science, math, communication skills, arts, and social studies through hands-on activities. Students are directly involved in hatching baby chicks.

This resource was created by Moe Martin, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.

The 200-inch Hale Telescope (historically known as the “Palomar Telescope”) at the Palomar Observatory in California represents an amazing feat of engineeringand ingenuity, the result of decades of trial and error.The primary sources in this project describe the last great hurdle in the Hale Telescope’s construction: successfully transporting the 40-ton, 200-inch mirror and its packing materials from upstate New York to the top of Palomar Mountain in southern California. This project is designed for advanced middle school or high school students. It contains a suggested project that puts students in the role of problem-solvers, with students using the actual data points drawn from the 1947 primary sources. Students will learn how to work with a formula, and to manipulate the formula’s variables to achieve different outcomes.

This is the second entry in the Humanizing Science through STEM and the Arts (STEAM) interdisciplinary project (the first is available at Humanizing Science through STEAM Challenges).
For this series, the author/instructors collaborated with a cohort of future teachers in a science methods class who were majoring in Early Childhood Education. The future teachers authored stories for children inspired by Braiding Sweetgrass by Robin Wall Kimmerer, and then read them aloud as part of a giving-back, service-learning activity.

 Students extend their knowledge of the skeletal system to biomedical engineering design, specifically the concept of artificial limbs and joints. Students relate the skeleton as a structural system, focusing on the hand as structural necessity. They learn about the design considerations involved in the creation of artificial limbs, including materials. This lesson plan was developed for emergent bilingual students who are intermediate or advanced in their English language development skills. This lesson is adapted from the following resources, "Engineering Bones" and "Prosthetic Party," on the TeachEngineering Digital Library: https://www.teachengineering.org/lessons/view/cub_biomed_lesson01, https://www.teachengineering.org/activities/view/cub_biomed_lesson01_activity1

In a science methods course during the Covid19 pandemic, 51 future elementary teachers authored children's books and then read them aloud as part of a giving-back, service-learning activity as Open Educational Resources (OER). The 51 children's stories and their accompanying audiobooks aim to integrate STEM and the Arts to humanize science and scientific inquiry with history and philosophy of science in mind.

The fourth industrial revolution has provided a wide range of flexible physical and digital technologies that continue to enhance the teaching and learning of STEAM. Incorporating STEAM and building makerspaces, Fablabs (Fabrication Labs), and STEAM labs as part of the educational curriculum can serve as the right environment to empower learners to transform their ideas into tangible digital or physical solutions. However, the standards way of development of spaces such as FabLabs does not always guarantee accessible learning opportunities for learners with disabilities as they may require additional accommodations to be able to access and use the technology tools. This article confirms that children with disabilities face multiple challenges with inclusivity and accessibility. Creating inclusive innovation spaces that support, promote, and accelerate learning is essential and requires an understanding of the application of user-centered design, universal design, and utilization of local and global networks to create solutions that increase accessibility and create an inclusive environment.

This bilingual curriculum and resources guide and is designed to help elementary school teachers organize instruction to increase achievement of Hispanic primary-grade children whose first language is not English. The guide offers a curriculum plan, instructional strategies and activities, suggested teacher and student materials, and assessment procedures. Because language development is a fundamental co-requisite for learning mathematics and science concepts, processes and skills, the lessons in many instances begin with literature (e.g., stories, books) and discussion activities that set the stage for posing questions and presenting conflicting situations related to the Big Ideas in mathematics and science that are the focus of the lesson.

In this video from Science City, meet a forensic scientist. She describes the steps to recover and analyze fingerprints to help solve crimes. She also discusses common attributes between art and science.

This lesson integrates science into the language arts block. Students will read about plant life cycle events and then write their own books about the life cycle of a plant.

The students will listen to and discuss books about butterflies and the migration of monarch butterflies to Mexico in order to integrate science, social studies, and language arts.

The students will learn about the changing environment through study and observation. They will reflect on these changes in the environment and create their own landscape and habitat. This is the second lesson in "Observing connections," a series of three in which students are creating art based on their observations.

This is an art project where oil paints and water is used. Students will have already explored the densities of oil and water.

"Opening the World through Journaling: Integrating Art, Science, and Language Arts" teaches children to become keen observers of the natural world by drawing and writing about the plants and animals in situ. In a set of nested exercises, students use games to gain confidence in drawing and writing as a way to gather information. Later, they employ these skills to put together a field guide, make treasure maps, and to write short stories and poems.

Welcome to The STEAM Journal, a transdisciplinary, international, theory-practice, peer-reviewed, academic, open access, online journal with a focus on the intersection of the sciences and the arts. The STEAM Journal integrates perspectives from a variety of contexts and fields. This publication features the bridges between Science, Technology, Engineering Mathematics (STEM) and the Arts. In this context, the journal acts as a forum for open dialogue of STEAM as well as expanding the body of transdisciplinary knowledge. The STEAM Journal is a hub for scholars and practitioners of many disciplines who wish to provide commentary, exchange ideas and inform policy and practice of STEAM.

STEAM stands for "Science & Technology interpreted through Engineering & the Arts, all based in Mathematical elements," and aims to bring FUNctional literacy to students. Founder/teacher Georgette Yakman describes how her immigrant grandparents, brother with Asperger syndrome, and artistic stepfather led her to bring Arts into STEM.

Teachers, tune in to this special, 50th episode of STEM in 30 to learn all about STEM in real life.

A hands on activity that gives students the opportunity to apply their knowledge of weather.

This site invites children of all ages to explore the science of music through movies, questions, and online exhibits. Compose, mix, and play with music in ways you probably haven't before. Find out what makes sad music sad, why some songs get stuck in your head, and how opera singers are able to sing notes that seem to last forever.

At the University of St. Thomas in Minnesota, this engineering professor and her team demonstrate that science or engineering lessons can be found in almost anything -- and a sense of play can make those lessons accessible and incite young minds.