5 STEAM myths debunked

Sarah Hillyard
A teacher sat with students reading
Reading time: 4 minutes

STEAM (Science, Technology, Engineering, Art and Maths) sounds like an overwhelming combination of subjects to teach ¨C and only suitable for expert educators. But the reality is doing STEAM is simpler than you think. Here are 5 common STEAM myths and the truth behind them. We also outline a number of simple activities you try with your students.

1. STEAM requires a lot of time

STEAM projects encourage curiosity, creativity and collaboration in the classroom ¨C but they have a reputation for being preparation-heavy and for requiring a lot of teaching time and energy.

But to get the full benefit of STEAM, there¡¯s no need to plan out a full-blown project that lasts a whole month. In fact, you might integrate just one STEAM lesson into your syllabus. Or a lesson could contain a one-off 10-minute STEAM challenge.?

Here are some easy, low-preparation challenges your classes can take part in:?

10-minute STEAM challenges:

  • Winter unit: How tall can you build a snowman using paper cups??
  • Shapes theme: Using five toothpicks make a pentagon, two triangles, a letter of the alphabet.?
  • Bug project: Can you create a symmetrical butterfly?

2. You need fancy materials to do STEAM

The biggest misconception is around technology. When you think of STEAM, you might imagine you need apps, computers, tablets and robots to teach it successfully. It¡¯s true that you will certainly find STEAM challenges out there that involve extensive supply lists, expensive equipment, knowledge of programming and robotics.?

However, in reality, you probably have everything you need already. Technology doesn¡¯t have to be expensive or complicated. It can refer to simple, non-electronic tools and machines, too. Think funnels, measuring cups and screwdrivers, for example. You can use low-cost regular classroom or household items and recyclable materials that learners' families can donate. Toilet paper rolls and cardboard boxes are very popular items in STEAM.

Here is a low-tech activity you can try:?

Combine engineering, art and math using cardboard and a pair of scissors

This challenge involves creating 3D self-portrait sculptures in the using only cardboard. First, teach about parts of the face by observing and analyzing some Cubist portraits (eg, explore Georges Braque and Pablo Picasso). Then have learners cut out cardboard shapes and make slits in them to attach together. They create their self-portrait sculptures by fitting the pieces together using the slits so that the final product will stand by itself. Display the self-portraits and talk about them.

3. STEAM is targeted to older learners

Young children are naturally curious about the world around them, and STEAM experiences begin very early in life. They explore with their senses and test their hypotheses about the world, just like scientists do. Much of their play is based on engineering skills, such as building houses with LEGO?? bricks. They learn to manipulate tools while they develop their fine motor skills and their awareness of non-electronic technology. They use dramatic play and enjoy getting their hands full of paint while engaged in art. They learn about maths concepts very early on, such as size (big and small toys), quantities of things, and even babies start using the word ¡°more¡± if they¡¯re still hungry.?

Check out this simple STEAM experiment to learn about plants and their needs.?

How do plants eat and drink??

Have students put water and food dye in a pot. Put a white flower in the water. Ask students to guess what will happen.?

After a few days, students should check their flowers and observe how it has changed color. They must then record their results. Extend the experiment by asking if they can make their flowers two colors.

Example from English Code Student's Book

4. You have to be an expert to teach STEAM

Educators widely believed that teaching STEAM requires having expertise in all these disciplines. In reality, while some basic knowledge about the concepts and processes behind the challenges is ideal, it is up to you to decide what you feel comfortable teaching.

What¡¯s really important is that the learners master the skills behind STEAM, that is collaboration, critical thinking, creativity and inquiry. Rather than being an expert, the teacher needs to facilitate learning and discovery.?

Here¡¯s a simple activity to demonstrate this:

Building a ramp

In this activity, your students will build ramps to test how toys roll/slide down them. This activity covers the following disciplines:

  • Physics: the science involved in creating a stable structure and moving objects
  • Technology: using a simple machine that allows objects to move
  • Engineering and design: planning and building structures to achieve a result
  • Mathematics: reasoning about distance and numbers

Find out more about this ramp challenge in our next STEAM blog (coming soon).?

5. You either teach STEAM or teach your curriculum

Some teachers think that you have to stop teaching your regular lessons to do STEAM. However, this is not the case. It¡¯s key to think of ways to connect the challenges with themes and units of work that you plan to teach and integrate them. STEAM can coexist with literacy programs, mindfulness programs or anything else you are teaching.?

Here¡¯s an example:

Shadow projector project

If you¡¯re teaching a unit on Space and Planets, make a shadow projector.?

Have learners cover one end of a cardboard tube with some thick transparent tape. They should then draw a star, planet, sun or moon on the tape with a permanent marker. Next, have them shine a flashlight through the tubes in your darkened classroom and describe the night sky. They can explore how to make the sky items bigger or smaller by moving the source of light.??

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    5 of the strangest English phrases explained

    By Steffanie Zazulak

    Here, we look at what some of the strangest English phrases mean ¨C and reveal their origins¡­

    Bite the bullet

    Biting a bullet? What a strange thing to do! This phrase means you¡¯re going to force yourself to do something unpleasant or deal with a difficult situation. Historically, it derives from the 19th century when a patient or soldier would clench a bullet between their teeth to cope with the extreme pain of surgery without anesthetic. A similar phrase with a similar meaning, ¡°chew a bullet¡±, dates to the late 18th century.

    Use it:?¡°I don¡¯t really want to exercise today, but I¡¯ll bite the bullet and go for a run.¡±

    Pigs might fly

    We all know that pigs can¡¯t fly, so people use this expression to describe something that is almost certain never to happen. It is said that this phrase has been in use since the 1600s, but why pigs? An early version of the succinct ¡°pigs might fly¡± was ¡°pigs fly with their tails forward¡±, which is first found in a list of proverbs in the 1616 edition of John Withals¡¯s English-Latin dictionary,?A Shorte Dictionarie for Yonge Begynners: ¡°Pigs fly in the ayre with their tayles forward.¡± Other creatures have been previously cited in similar phrases ¨C ¡°snails may fly¡±, ¡°cows might fly¡±, etc, but it is pigs that have stood the test of time as the favored image of an animal that is particularly unsuited to flight! This phrase is also often used as a sarcastic response to mock someone¡¯s credulity.

    Use it:?¡°I might clean my bedroom tomorrow.¡± ¨C ¡°Yes, and pigs might fly.¡±

    Bob¡¯s your uncle

    Even if you don¡¯t have an uncle called Bob, you might still hear this idiom! Its origin comes from when Arthur Balfour was unexpectedly promoted to Chief Secretary for Ireland by the Prime Minister of Britain, Lord Salisbury, in 1900. Salisbury was Arthur Balfour¡¯s uncle (possibly his reason for getting the job!) ¨C and his first name was Robert. This?phrase is used when something is accomplished or successful ¨C an alternative to ¡°¡­and that¡¯s that¡±.

    Use it:?¡°You¡¯re looking for the station? Take a left, then the first right and Bob¡¯s your uncle ¨C you¡¯re there!¡±

    Dead ringer

    This phrase commonly refers to something that seems to be a copy of something ¨C mainly if someone looks like another person. The often-repeated story about the origin of this phrase is that many years ago, people were sometimes buried alive because they were presumed dead ¨C when actually they were still alive. To prevent deaths by premature burial, a piece of string would supposedly be tied to the finger of someone being buried ¨C and the other end would be attached to a bell above ground. If the person woke up, they would ring the bell ¨C and the ¡°dead¡± ringer would emerge looking exactly like someone buried only a few hours ago! Other stories point to the practice of replacing slower horses with faster horses ¨C ¡°ringers¡±. In this case, ¡°dead¡± means ¡°exact¡±.

    Use it:?¡°That guy over there is a dead ringer for my ex-boyfriend.¡±

    Off the back of a lorry

    This is a way of saying that something was acquired that is probably stolen, or someone is selling something that¡¯s stolen or illegitimate. It can also be used humorously to emphasize that something you bought was so cheap that it must have been stolen! ¡°Lorry¡± is the British version ¨C in the US, things fall off the back of ¡°trucks¡±. An early printed version of this saying came surprisingly late in?The Times in?1968. However, there are many anecdotal reports of the phrase in the UK from much earlier than that, and it is likely to date back to at least World War II. It¡¯s just the sort of language that those who peddled illegal goods during and after WWII would have used.

    Use it:?¡°I can¡¯t believe these shoes were so cheap ¨C they must have fallen off the back of a lorry.¡±

    ?

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    11 ways you can avoid English jargon at work

    By Steffanie Zazulak

    From ¡°blue-sky thinking¡± to ¡°lots of moving parts¡±, there are many phrases used in the office that sometimes seem to make little sense in a work environment. These phrases are known as ¡®work jargon¡¯ ¨C or you might hear it referred to as ¡®corporate jargon¡¯, ¡®business jargon¡¯ or ¡®management speak¡¯. It¡¯s a type of language generally used by a profession or group in the workplace, and has been created and evolved over time. And whether people use this work jargon to sound impressive or to disguise the fact that they are unsure about the subject they are talking about, it¡¯s much simpler and clearer to use plain English. This will mean that more people understand what they are saying ¨C?both fluent and second-language English speakers.

    The preference for?plain English?stems from the desire for communication to be clear and concise. This not only helps fluent English speakers to understand things better, but it also means that those learning English pick up a clearer vocabulary. This is particularly?important in business, where it¡¯s important that all colleagues feel included as part of the team and can understand what is being said. This, in turn, helps every colleague feel equipped with the information they need to do their jobs better, in the language they choose to use.

    Here, we explore some of the most common examples of English jargon at work that you might hear and suggest alternatives you can use¡­

    Blue-sky thinking

    This refers to ideas that are not limited by current thinking or beliefs. It¡¯s used to encourage people to be more creative with their thinking. The phrase could be confusing as co-workers may wonder why you¡¯re discussing the sky in a business environment.

    Instead of:?¡°This is a new client, so we want to see some blue-sky thinking.¡±

    Try saying:?¡°This is a new client, so don¡¯t limit your creativity.¡±

    Helicopter view

    This phrase is often used to mean a broad overview of the business. It comes from the idea of being a passenger in a helicopter and being able to see a bigger view of a city or landscape than if you were simply viewing it from the ground.?Second-language English speakers might take the phrase literally, and be puzzled as to why someone in the office is talking about taking a helicopter ride.

    Instead of:?¡°Here¡¯s a helicopter view of the business.¡±

    Try saying:?¡°This is a broad view of the business.¡±

    Get all your ducks in a row

    This is nothing to do with actual ducks; it simply means to be organized. While we don¡¯t exactly know the origin of this phrase, it probably stems from actual ducklings that walk in a neat row behind their parents.

    Instead of:?¡°This is a busy time for the company, so make sure you get all your ducks in a row.¡±

    Try saying:?¡°This is a busy time for the company, so make sure you¡¯re as organized as possible.¡±

    Thinking outside the box

    Often used to encourage people to use novel or creative thinking. The phrase is commonly used when solving problems or thinking of a new concept. The idea is that, if you¡¯re inside a box, you can only see those walls and that might block you from coming up with the best solution.

    Instead of:?¡°The client is looking for something extra special, so try thinking outside the box.¡±

    Try saying:?¡°The client is looking for something extra special, so try thinking of something a bit different to the usual work we do for them.¡±

    IGUs (Income Generating Units)

    A college principal alerted us to this one ¨C it refers to his students. This is a classic example of jargon when many more words are used than necessary.

    Instead of:?¡°This year, we have 300 new IGUs.¡±

    Try saying:?¡°This year, we have 300 new students.¡±

    Run it up the flagpole

    Often followed by ¡°¡­and see if it flies¡± or ¡°¡­and see if anyone salutes it¡±, this phrase is a way of asking someone to suggest an idea and see what the reaction is.

    Instead of:?¡°I love your idea, run it up the flagpole and see if it flies.¡±

    Try saying:?¡°I love your idea, see what the others think about it.¡±

    Swim lane

    A visual element ¨C a bit like a flow chart ¨C? that distinguishes a specific responsibility in a business organization. The name for a?swim lane?diagram comes from the fact that the information is broken up into different sections ¨C or ¡°lanes¡± ¨C a bit like in our picture above.

    Instead of:?¡°Refer to the swim lanes to find out what your responsibilities are.¡±

    Try saying:?¡°Refer to the diagram/chart to find out what your responsibilities are.¡±

    Bleeding edge

    A way to describe something that is innovative or cutting edge. It tends to imply an even greater advancement of technology that is almost so clever that it is unbelievable in its current state.

    Instead of:?¡°The new technology we have purchased is bleeding edge.¡±

    Try saying:?¡°The new technology we have purchased is innovative.¡±

    Tiger team

    A tiger team is a group of experts brought together for a single project or event. They¡¯re often assembled to assure management that everything is under control, and the term suggests strength.

    Instead of:?¡°The tiger team will solve the problem.¡±?

    Try saying:?¡°The experts will solve the problem.¡±?

    Lots of moving parts

    When a project is complicated, this phrase is sometimes used to indicate lots is going on.

    Instead of:?¡°This project will run for several months and there are lots of moving parts to it.¡±

    Try saying:?¡°This project will run for several months and it will be complicated.¡±

    A paradigm shift

    Technically, this is a valid way to describe changing how you do something and the model you use. The word ¡°paradigm¡± (pronounced ¡°para-dime¡±) is an accepted way or pattern of doing something. So the ¡°shift¡± part means that a possible new way has been discovered. Second-language English speakers however, might not be familiar with the meaning and might be confused about what it actually means.

    Instead of:?¡°To solve this problem, we need a paradigm shift.¡±

    Try saying:?To solve this problem; we need to think differently.¡±