Creative Integrated CurriculumSTEM, STEAM, STREAM and STEMIE

Holistic projects connect multiple disciplines so children solve real problems using curiosity, creativity and inclusion.

Introduction

In the real world we rarely use just one skill at a time. When we cook we use maths to measure ingredients and science to understand how heat changes food. This is the basis of an integrated curriculum which connects different subject areas to make learning meaningful and relevant to children’s lives. The assignment brief highlights several acronyms that guide this approach. STEM stands for Science Technology Engineering and Maths while STEAM adds the Arts to foster creativity and innovation. STREAM adds Reading and Writing to ensure literacy is embedded in inquiry and STEMIE ensures we include Inclusion to support every child regardless of ability. This page explores how we can bring all these areas together in holistic projects.

Theories and Perspectives

Integrated learning is supported by the work of John Dewey who believed that education should be based on real life experiences rather than isolated subjects. When children solve real world problems they naturally use skills from across the curriculum. We also look to the Reggio Emilia approach which uses long term projects to let children explore a topic in depth, allowing for deep learning where concepts are reinforced in different ways. The concept of STEMIE reminds us that we must use the Universal Design for Learning to ensure that children with disabilities can fully participate in these inquiries. By adapting materials and methods we ensure equity in STEM education as highlighted by Knaus and Roberts (2017).

Resources and Materials

An integrated classroom needs flexible resources that can be used in many ways. Loose parts like pipes crates fabric and stones are essential because they can be turned into anything a child imagines. You need tools for investigation such as clipboards cameras and measuring tapes so children can record their data and plan their designs. Knaus and Roberts (2017) suggest having a dedicated project space where unfinished work can be kept safe. This shows respect for the children’s ongoing work and allows them to return to their ideas over time. Books about inventors builders and scientists can also inspire children to start their own projects.

Loose Parts

  • Pipes, crates, fabric, stones
  • Cardboard, sticks, wire, string
  • Safe fasteners, clips, tape, elastic

Investigation Tools

  • Clipboards, cameras, measuring tapes
  • Magnifiers, rulers, scales
  • Whiteboard for plans and data

Project Space & Inspiration

  • Dedicated project shelf or table
  • Books on inventors, builders, scientists
  • Photo documentation wall

Age-Appropriate Integrated Projects

0 - 2 Years (Sensory STEAM)

Sensory Bottles

Create sensory bottles using clear plastic bottles filled with water oil glitter and food colouring. Seal them tightly and let the infants shake and roll them. They are exploring fluid dynamics and viscosity which is Science while enjoying the visual patterns and mixing colours which is Art. This engages the senses and observes cause and effect linking to EYLF Outcome 4 regarding curiosity and inquiry.

Howard & Mayesky, 2022, EYLF Outcome 4

Ramp Exploration

Set up simple ramps using flat boards and cushions. Infants can roll balls of different sizes down the ramps to explore gravity and motion which is Science and Engineering, while observing the speed and distance which relates to Maths. This supports early problem solving skills linking to EYLF Outcome 4.2 where children develop a range of skills and processes such as experimentation.

Knaus & Roberts, 2017, EYLF Outcome 4.2

2 - 3 Years (Early STEM)

Building a Bridge for Teddy

Place a piece of blue fabric on the floor to represent a river and give the children blocks and planks. Ask them to build a bridge so their teddy bear can cross the river without getting wet. They need to solve the problem of stability which is Engineering and measure the width of the river to choose the right plank which is Maths. This solves a practical problem using construction linking to EYLF Outcome 4 regarding problem solving.

Knaus & Roberts, 2017, EYLF Outcome 4

Musical Shakers

Toddlers can make their own instruments using recycled bottles filled with rice or pasta. This combines Music or Arts with Engineering as they construct the shaker and Science as they investigate how different fillings make different sounds. This STEMIE experience can be adapted with larger handles for children with fine motor difficulties ensuring inclusion. It links to EYLF Outcome 5.3 where children express ideas and make meaning using a range of media.

Howard & Mayesky, 2022, EYLF Outcome 5.3

3 - 5 Years (STREAM Projects)

The Garden Project

Start a project to build a small vegetable garden. Children investigate what plants need to grow which covers Science. They measure the space for the garden and the distance between seeds which covers Maths. They can also create signs to label the vegetables and read seed packets which covers Literacy. This helps them understand life cycles and responsibility linking to EYLF Outcome 2 regarding respect for the environment.

Knaus & Roberts, 2017, EYLF Outcome 2

Shadow Puppets Theatre

Investigate light and shadows using a projector or torch which is Science. Have children cut out characters from black card and attach them to sticks which is Art. They can then perform a show behind a sheet which covers Drama. They learn that blocking light creates a shadow while telling a story. This explores light sources and narrative linking to EYLF Outcome 5 regarding using media to express ideas.

Howard & Mayesky, 2022, EYLF Outcome 5

6 - 8 Years (STEM & STREAM)

Designing a Playground

Challenge students to design a new piece of playground equipment. They must draw a plan which is Engineering and measure the dimensions to make sure it fits in the sandbox which is Maths. They can use a tablet to research playground designs from around the world which is Technology. This asks them to design a solution for an authentic need linking to ACARA Design and Technologies.

ACARA Design & Technologies, Knaus & Roberts, 2017

Weather Station

Set up a weather station outside. Students make a rain gauge and a wind vane which is Engineering. Each day they measure the rainfall which is Maths and write a report on the weather conditions which is Literacy and Science. They can graph the results at the end of the week. This allows them to collect and interpret data about the environment linking to ACARA Science regarding daily and seasonal changes.

ACARA Science, Knaus & Roberts, 2017

See full references on the References page.