Early Learning STEMazing Lesson
Template
This lesson template with instructions and examples was developed by the Bremerton
School District in partnership with the Office of Superintendent of Public Instruction and
funded through a grant from the Boeing Company to support Early Learning STEM
Education.
This Early Learning STEM lesson template is designed for teachers and childcare
providers to design STEM lessons for children between the ages of 3-5.
Background and Directions:
The intent of this template is to guide the development of early learning STEM lessons.
Users should customize the template to fit the needs of their children and environment.
Headings are provided along with specific directions and suggestions in italics.
Examples are also provided with space for users to write their own ideas regarding their
specific lesson. A blank template is also available and can be used with this set of
instructions and examples.
STEM Topic(s)
Refer to Next Generation Science Standards for potential STEM topics. Review typical
favorite class storybooks to see if they lend themselves to a STEM topic. Talk with your
district or school science specialists/teachers.
Ex: Using our Senses to Observe (all examples listed below tie into this lesson/unit)
Lesson Objectives
List what students will be learning throughout the day. Write them as “I can” statements
in student friendly language.
 Ex: I can describe an object using 3+ words or pictures.
Common Misconceptions
Misconceptions about science can get in the way of learning science. These
misconceptions can be about the process of doing science as well as the scientific
phenomenon being studied. Describe common misunderstandings that young children
have about a natural phenomenon. This will help you notice when children hold a
misconception and will help children move from misconception to understanding.
Ex: There is only one scientific process to follow. In reality, the scientific process
is fluid, complex, and unpredictable.
Target Books
Include both fiction and nonfiction (informational text) here. Think about what book(s)
you already use and/or talk to your literacy coaches or local librarian.
Fiction:
 Title by author
o Brief description of the book
Nonfiction (Informational Text):
 Title by author
o Brief description of the book
Key Vocabulary
Select the vocabulary (words) in your lesson topic that young children will need to know
and find interesting. Include child friendly definitions and graphics. Include both
DRAFT Early Learning STEM Lesson/Unit Template with Directions and Examples
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challenging words and ones that create opportunities for children to use throughout the
day. Children can keep track of how many times during the day they use the word(s).
 Ex: Senses - ways we can experience our world; we learn about our world by
seeing, touching, hearing, smelling, and tasting things.
Pre/Post Assessment Ideas
How will you know that the children have learned what you intended? Use the ‘I can’
statements (your objectives) to develop assessments. For example, create a project,
worksheet, or ask open ended questions. Involve children in their own assessment by
creating portfolios and having them select their best work.
 Ex: Give children a picture and ask them to “Tell me about the picture”. Listen for
descriptive words and differences between their pre and post vocabulary and
knowledge. Old calendars often have great pictures!
Before Reading
Describe what you will do before reading the book. Give children background
knowledge, and create a hook to build interest and excitement. These listed below are
general and can be customized for your class and book(s).
 Introduce key vocabulary.
o Ex. Have multiple pictures depicting the meaning of vocabulary words
while you introduce them
o Ex. Some words will lend themselves to following a consistent format
when introducing them - A (object) is a (category) that has (description
one) and (description two).
 A nose is a body part that is on your face and helps you to smell
things.

Take a ‘picture walk’
o Ex. Look through the pages and talk about what you see and think the
story may be about; when appropriate, have children make predictions
about what they think may be happening on a page.

Record predictions that children make during their picture walk.
o Ex. On big paper or a whiteboard write any guesses or thoughts that they
may have had about what the book was about or might happen.

Record what children already know about the topic, a circle map can be an
excellent recording tool - examples are at the end of the lesson.
o
During Reading
Describe what you will do while reading the book. The goal is to build the context for
STEM concepts. Check for understanding, use interactive reading strategies, and keep
them engaged! These ideas listed below are general and can be customized for your
class and book(s).
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


Make comments about personal connections, either between you and the story
or the children and the story.
o Ex. Do you remember yesterday when we opened the lid to the trash
can? It was a horrible smell! This girl thinks her trash can is stinky too;
she is holding her nose just like we did.
Ask questions that are:
o “On the page”- basic level questions that have yes/no answers or can be
answered by looking at the page.
 Ex. What is he looking at?
o “Between the lines” - a higher level of questioning that requires children to
recall information they have already heard or information they are hearing
right now in order to answer.
 Ex. What else did she hear on her walk outside?
o “Beyond the book” - an advanced level of questioning that requires
children to take information they have previously heard and make
reasonable predictions based on that known information.
 Ex. We know that the bunny in the book has soft fur. How do you
think a mouse would feel?
Create a bookmark (or other format) of key vocabulary and a variety of types of
questions specific to each book you are focusing on. Keep it with your book to
serve as a reference guide.
o Examples of bookmarks and questions can be found within each of the
units that have already been created.
After Reading
Describe what you will do after reading the book. The goal is to check for
understanding, expand their understanding on a topic, and help them make their own
meaning by making a bridge between the book and the follow up STEM explorations.
These listed below are general and can be customized for your class and book(s).
 Review children’s predictions about the content of the book.
o Ex. We thought that the book would be about the beach, because we saw
pictures of the ocean. Were we right? What else was the book about?
 Review what children said they knew about the topic, see if there is any new
information they would like to add.
o Ex. We know a lot of information about things we can taste. I would like to
know more about words we can use to describe how things taste. Do you
think that would be something interesting to learn? What else would you
like to know and learn about?
STEMazing Activities
Create STEMazing learning opportunities that you can infuse throughout the day and
classroom. The goal is to create multiple, joyful, practice opportunities.
 Ex: Sort and/or graph a set of items using multiple properties:
o Senses: Sort objects/pictures by the main sense used to explore the item.
o Descriptions: Sort objects/pictures by example and non-example (such
as soft and not soft, smooth and not smooth, etc.). This is a very simple
sort because it only focuses on one property.
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Discussion Points
When creating activities, the teacher is an important part of the learning component. Be
sure to engage and support children with interactive questions, etc. Make comments
and ask questions that allow them to expand their thinking and that encourage further
exploration on the topic.
 Example questions/discussions might include:
o “The fur is soft and fluffy; does the sandpaper feel the same?”
o “The paper makes a scratching sound when I shake the container, what
sound do the pennies make?”
o “The cinnamon sticks smell the same as the cinnamon powder, but they
feel different.”
o “What happens when you look at the leaf under the magnifying glass?”
STEM Activities to Connect Throughout the Day
Create STEM activities that you can do with the children throughout the day as part of
your routine. Every part of your day is a learning opportunity for children!
Small/Large Group Activities:
Some examples of ideas include:
 Make a classroom book:
o Ex. Make a ‘Things I Taste’ book - children can draw pictures, cut pictures
from magazines, or (with adult assistance) use a computer and Google
Images to research ideas.

Picture/object sort:
o Ex. Using pictures or objects, sort items based on target properties. Ideas
might include things that you can smell, things that feel scratchy, etc.

Grab bag “Match the Object”:
o Ex. Take a bag or box that children cannot see into. Put different objects
that tie to the target theme into the bag. Let children reach in to select an
object and match it to a duplicate or to a picture of the item.
Art Activities
Some Examples Include:
 Collect items when on a nature walk and use them to make a collage.
 Create a picture using different objects such as beads, noodles, etc.
 Use massage rollers from a Dollar Store as paint rollers and observe different
textures and patterns.
DRAFT Early Learning STEM Lesson/Unit Template with Directions and Examples
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Writing Activities:
Some Examples Include:
 Have different writing implements, paper, and tools (rulers, stencils, or scissors)
available for children to use throughout the day.
 Let children make a scientific journal, an individual book where they can record
their learning.
Meal/Snack Conversations:
Some Examples Include:
 Discuss the different textures of foods. Compare and contrast bananas and
crackers.
Outdoor Component/Active Movement:
Some Examples Include:
 Hula hoop sort – have children sort objects they find into hula hoops.
 I Spy – use descriptive words that relate to the senses, “I spy something that (is
red and smooth).”
 Go on a hunt – have children use observation notebooks outside to explore their
environment. You can have children focus on different things (one is observing
things they see, another things they hear, etc.). Children can share their
observations after the walk.
Assistive Technology
Assistive Technology is the use of strategies, adaptations, and/or materials which are
created or commercially available products enabling participation in activities that
otherwise would not be accessible. While these strategies are designed to assist those
with disabilities and/or other barriers to learning, they can be implemented with all
children, including those who are not native English speakers, and provide additional
visual and technological support.
Assistive Technology Examples:
 Add visual/picture supports for each of the senses you are using:
o Allow children to select from a variety of pictures relating to the topic
rather than writing/drawing.
o Use Clip art or other symbols or objects to answer questions about which
sense was being used
 Use a communication device programmed with key words and vocabulary that
could answer questions about the senses or observations. This could be used to
participate in discussions, answer questions, and request items
 Create an electronic interactive word wall using PowerPoint (examples of how to
do this are found within the other units)
DRAFT Early Learning STEM Lesson/Unit Template with Directions and Examples
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Other Resources
Use this space to list teacher and Children resources that support this unit. Some
generic teacher resources are provided.
 Teacher Resource Examples:
o Blogs, websites, or other internet resources
o Local librarians
o Local Children’s Museum

Children’s Books:
List children’s books that can help teach this STEM concept. Use the librarian at
your local library or explore online resources.
o Title, by Author
Acknowledgements
Use this space to acknowledge the people who worked on this lesson/unit with you.
Example:
This lesson template was created by:
Bremerton School District
o Katrina Jones, Early Learning Teacher
o Linda Sullivan-Dudzic, Early Learning Director
o Donna Gearns, Early Childhood and Assistive Technology TOSA
Office of Superintendent of Public Instruction
o Gilda Wheeler, Sustainability and Science, Program Supervisor
With funding from The Boeing Company
o Sam Whiting
This STEMAzing Lesson was created by:
 Your name
 Others who worked on this with you
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Circle Map and Double Bubble Map
Create a “circle map” and “double bubble map” related to the STEM concept(s). You
can write this on a board or chart paper. Circle Maps and Double Bubble Maps were
developed by Thinking Maps®
Ex:
See
Use to learn
Hear
Everyone
uses them
The Five
Senses
soft
Use our
bodies
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Example Double Bubble Map
use
eyes
can see
and touch
trees
sight
color
s
Use
body
parts
texture
touch
use to
explore
things
DRAFT Early Learning STEM Lesson/Unit Template with Directions and Examples
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