# data[].attributes.body
I think these were good lessons because they relate real world problems to connect the students to it. There is open discussion and communication about the problem. The hands-on of recording their observations on their charts which also helped them master their writing. There are also conversations between students throughout their brainstorming and planning. They have to constantly make decisions about what the best course of action is and what they want to accomplish. -CE

# data[].attributes.body
I think this lesson was a good STEM task. The student got to use project-based learning and see what and why people are scared of spiders. They got to do a hands-on learning process to create stories about spiders. This task also looks into real-world problems. The spider stories had students research a spider all characteristics and create a story based on their research. In the 4th grader's study of the river that is polluted. They got to research and share their ideas to help conduct change. The students were able to visit the river to help with their ideas to make a change in the community. Each STEM task showed teamwork, problem-solving, and critical thinking.
-E.S

# data[].attributes.body
I think that this was a great stem task in the video. Students got to work, hands-on with spiders, and experienced the real world fear of spiders that some people have. This activity also breaks down why spiders are actually that bad, and show students that they don’t have to be afraid. These time activities, promote teamwork amongst the students where they’re not only working in teams, but they’re also completing group projects together. This builds a lot of inquiry and problem-solving skills for all students involved.
- E.W.

# data[].attributes.body
In the video a lot of good tasks was shown. For example to get the students involved in current issues in our society is working together and making the decision on how to solve the issue. Another task they show is hands on to get the students involved in real world experiences. -KP

# data[].attributes.body
This video presented "good" STEM tasks. The children were immersed in hands-on experiences including field studies, writing stories, and creating websites. None of the activities shown included worksheets. The tasks were also related to the real world. For example, the 4th graders were studying a polluted river right by their school. They had the opportunity to go to the river, conduct field studies, and then make a website about the river and the changes their community could make to help improve the river. This activity was my favorite example as it was so meaningful to the children. Throughout the video, the children were talking, sitting in groups, and collaborating with one another. Lastly, the STEM tasks presented in the video all consisted of 1-2 disciplines and an integrator. For example, the river activity included both science and technology as the children studied aspects of the river such as water quality, and then were tasked with creating a website. The integrator in this activity was computational thinking as they were tasked with helping and proposing ideas to improve the river.

-KR

# data[].attributes.body
I think this was a great STEM task. The student’s were talking about how people are scared of spiders which is a real world experience. It was hands on and allowed them to be independent and choose their own spider to write about. They are able to practice the life long skills or problem solving. They were able to work together with their classmates and use technology to make their own websites and go into nature to experience it themselves. They are involved in something that is part of their own community. E.M

# data[].attributes.body
The children were being exposed to a real world phenomenon of spiders being something people are afraid of. This was a great stem lesson because they had to collaborate as a team to solve this problem and creat their own experiment that highlights spiders in a more positive way as they are naturally part of our world. They also go to get outside of the classroom and do hands on tasks.

HH

# data[].attributes.body
The STEM tasks in the video were great for many reasons. It provided a lot of hands on work because they all studied their own spider and did research on that spider to create a story about it. They are also trying to solve a real life problem. In this case they are using problem solving skills to try and show people that spiders are not actually scary and mean but they are living creatures. There is teamwork throughout this project because kids work in mini groups. - SC

# data[].attributes.body
The STEM tasks demonstrated in the video were good for multiple reasons. They were hands-on and experimental, as the students were able to study their own spider and make a project based on it, which also ties in the project being based on real world experiences. The children were able to work collaboratively with their classmates to make their projects, as well as demonstrated decision making and problem solving skills. -A.S.

# data[].attributes.body
1. Hands on- students were working with their favorite spiders and making a project based on their own spider
2. Real world- because people are scared or spiders and they are portrayed in a horrible way. The kids are portraying them in a good light
3. Teamwork- kids are working in small groups to construct their project and examine their spiders
4. Using scientific inquiry and problem solving skills for students

MC

# data[].attributes.body
I would consider the tasks good stem tasks because they were hands on and allowed the children to experience real world examples as well as work together to perform a task and collaborate.

-M.B

# data[].attributes.body
These STEM tasks provided highly beneficial as they enabled students to actively participate in hands on activities while addressing real life problems, seamlessly integrating science and technology with other core concepts. The student active engagement and enthusiastic involvement in discussions were evidence, indicating their keen interest in the lesson. Additionally, these tasks fostered opportunities for collaboration among the students, promoting teamwork and collaboration within the classroom setting. -S.M.

# data[].attributes.body
These were good STEM tasks because they allowed students to engage in hands-on activities, look at real-life problems, and integrated Science and Technology. The students were engaged and participated in the discussions. You could tell they were ver interested in the lesson. The students also had opportunities to collaborate with their classmates.
-L.B.

# data[].attributes.body
These were all good STEM tasks. In the video you saw the students engaging in hands-on learning task that give the students real world experiences. Itwas even said that by having the students solve real world problems, it helps them see themsleves as important individuals. you see the students tackle issies that ate faced today in society. The students are collaborating with each other sharing ideas and information to guide, help and impiorve their peers previous ideas. One aspect of the video that was very powerful its authenticity in each of the lessons.
SE

# data[].attributes.body
These were “good” tasks as they allowed the children to get hands-on experience with important issues that we face today in the world. They also incorporated team work and also decision making that challenged students to think outside the box to come up with solutions. ~KF