TEACHER RESOURCES

STEM Fair Strategy

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Initial planning phase

Each year, the STEM Fair is held in term 3 to coincide with National Science Week. In preparation, the STEM teacher and the Year 6 teachers meet in term 2 to decide upon the science theme of the fair and to design the cross-curricular program that integrates the student’s STEM Fair task into daily lesson plans.

The learning tasks are usually divided in such a way that the students’ research and report writing for the fair is undertaken in class as part of the literacy, digital technology and science curriculums, and the planning and building of the STEM activities are completed during weekly STEM lessons.

It takes approximately 5 weeks for students to prepare for the Fair. Keep in mind, however, that at SCPS all tasks are carried out during lessons. That is, if the students plan to make slime or cook honeycomb for the STEM fair, it will be done during the weekly STEM lessons and not at home.

In setting realistic timeframes, it is important to consider the cohort’s general competency in independent learning as well as the complexity of the educational activities they plan to offer. These factors can significantly impact on the amount of scaffolding and time that is required for students to achieve success.

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‘Making’ - Students get ready for the Fair

As mentioned above, the planning process of the fair is undertaken as part of a project-based learning initiative. For some students, this will be the first time they have been given the responsibility of not only educating others but making decisions regarding the strategies they will use to do this. Their decision making doesn’t stop there. As a team, students will have to negotiate job allocation, prepare shopping lists for materials, not to mention the complex decisions required in making the resources they will need to successfully run a fair stall. Considering this, it is easy to see how students can become derailed. To help avoid this from happening the teachers at South Coogee Primary School have put in place the following process.

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1. Hold an introductory lesson outlining the expectations and responsibilities of running the STEM fair. The teacher facilitates a comprehensive brainstorming session on STEM Fair activities.

2. A table to record STEM Fair activities is then drawn up on the whiteboard. Students use the shared table to write the science topic or activity they want to present, along with their name. Then other students who are interested in the same topic can add their name to this team.

3. Once teams are formed the team members come together to work through the steps set out in the planning booklet.

4. On completing the booklet, each team meets with the teacher to present their plan. It is during this meeting that the teacher works with the individual teams to refine their plans. The students need the teacher's approval before moving on to the next phase of preparation.

5. The lists of resources each group requires are compiled and purchases are made by the STEM teacher.

6. Using their written plans, students complete the tasks they have set themselves to prepare for the Fair.

7. Final check. The day before the Fair the teacher once again meets with each team to carry out a final check. Students are required to pack the STEM equipment, posters and information brochures in a box ready for transporting to the STEM Fair area.

8. On the day, a map of the STEM fair area is drawn up and provided to each team. Using the map the students set up their STEM booths in the correct location.

Lessons we have learnt

• Handing over the responsibility of hosting a STEM Fair to a bunch of 11 and 12 year-olds can be potentially messy, chaotic and frustrating. It is important to remember that the journey is far more important than the destination.

• Be flexible.

• Resist providing solutions. Instead, pose the right questions to set students on the correct path to finding their own answers.

• The project-based learning approach provides students with opportunities to develop their skills in problem-solving, negotiating, planning, collaborating, communicating, leading and building trusting relationships. Oh and of course, develop their knowledge of, and skills in, the STEM curriculum.

• Overseeing a project like this is a big job for just one person. Teacher collaboration is the key to successful project management and… keeping your sanity.

• If you estimate that it will take your students 4 weeks to complete the project add at least another week.

• Expect some ‘hiccups’ along the way. These setbacks are not failures, they’re the moments ‘real’ learning occurs.

• Take photos. Lots of them. As the saying goes, ‘a picture tells a thousand words’ and it sure beats writing pages of ‘observation’ notes for assessment.

• No student should miss out on an opportunity to explore the sciences, particularly if it is because of financial hardship. For this reason, at SCPS students are not charged a fee to attend the STEM fair, but instead, a gold coin donation is requested.

• Putting on a STEM fair can be a costly business. To fund the fair at SCPS, students are asked to give a gold coin donation. The funds raised are used to cover the cost of running the event. Alternatively, plan ahead and when preparing the STEM budget for the following year, request $200 to $400 to cover the cost of hosting a STEM fair.