First of all, I did not know what STEM was and after researching I saw that I used it daily in my pedagogical practice, even in the development of transversal and interdisciplinary projects.
My group of children is heterogeneous and consists of ages ranging from 3 to 6 years of age and their work is guided by projects.
In the classroom we have an area for group organization and activities. In this area are some instruments that help, facilitate and monitor all the work developed. We have the picture of the birthdays (which has already been worked with the children) where the name of the month, the number that corresponds to that month, the photograph and the name of those who are years ago.
We have the task chart, which is weekly, which lists tasks suggested by the children or by the teacher and for which the pairs, or trios who perform them, have been combined and negotiated. Some tasks can be to write the date on the board, to mark the time that is, to indicate who came to school and who is missing, etc.
Then we have the different areas / activities that are included in the Plan of Activities and that integrate the dynamics of the classroom and through which we work STEM. We have the Mathematics Laboratory, the Science Lab, the Library, the Writing / Computer, the Design, the Constructions / Factory or Engineering, the Painting, the Modeling, the Cutting / Collage and the Symbolic Game.
The work is divided between the morning and the afternoon.
In the morning, the responsible children mark the presences and the time and make a dynamic that we call "Show, Count, Write" in which children show, tell and / or write about an object, something or an event in the writing notebook. For example a child shows a flower he brought from his house to the teacher and here comes the question "what is the name of the flower?" And as no one knew, a small group will investigate and present the findings to friends.
Later, they indicate in the Activities Plan of the room, where they want to go to play or to work. This work is autonomous and here the teacher supports, encourages children to freely explore different areas / activities, can serve as a registrar or support those who have more difficulties. It is very common for children to be curious about finding answers to some questions and note them in the list of projects to be investigated. This list contains the title of the project they want to study, who will do this project, who supports this group, when the project came up and the date they communicate to the rest of the group what they have discovered on the subject. At the end of the morning is the moment of communication, when the children present the projects they investigated but also tell and show through some products, what they were doing in a certain area and what they learned.
I give as an example, the V. who discovered numbers in mathematics, the G. who built a helicopter in the constructions / factory or engineering and the R. who built a robot, who later drew on the paper, so that it "stayed forever", the P. who discovered in the area of mathematics that two triangles become a square and still G. and V. who are making a "pavement for a road" with the pentamino pieces.
We also have a Group Diary, where the children and the teacher can write anytime, on any subject. This instrument has four columns: the first, is I LIKE (write about positive things), the second is Not Like (write about negative things), the third column is the We did where we wrote the summary of what was done on that most important day and the fourth column is the We want to do and where the children and the teacher write things they want to do or investigate.
In the afternoon, a story is always told, suggested by the teacher or by the child, and using books, computers, puppets, theaters or dramatizations, etc. followed by activities guided by the teacher, by parents or others and that meet interests and needs, in order to clarify some doubts or questions that the children present. Each day of the week is dedicated to a theme. For example, Monday is dedicated to the exploration of stories and writing, Tuesday to the arts, Wednesday to exiting the surroundings and activities with family, Thursday, math and science and the sixth for a meeting where we discussed what happened during the week and that they wrote every day in the Group Diary. It is at this meeting that the rules of the room are combined, negotiated and elaborated.

All you need is some copy paper and a container of water, but to make it more interesting we always have to add a little color!

Start by cutting out some paper flowers. You can use my printable Flower Template I already add in the materials, or just cut your own. After they were cut, we colored them with markers. We could use markers because you could to see the colors swirl in the water. Fold the flower petals into the center. You do not want to fold them tightly, just a loose fold or they will not open as well. Don’t press the creases too tight. Fill a bowl or other large container with a few inches of water. We used a plastic bin so we could do lots at once.

Place the folded flower into the water and the paper will absorb the water causing it to open the petals.  It is pretty amazing to watch. They begin opening one at a time until it is all the way open.  

 Try this one out!

 

Deney: İlk balonu havayla doldurun ve yanan bir mumun üzerinde tutun. Burada amaç, alevin balonu patlatacağını çocuklara göstermek. Sonra ikinci balonu suyla doldurun, mumu yakın ve bir kez daha balonu üzerinde tutun. Bu kez balonun alevin sıcaklığına dayanabileceğini göreceksiniz.

Açıklaması: Balonun içindeki su, mum tarafından dışarı verilen sıcaklığı emer. Böylece balonun kendi malzemesi yanmaz ve sonra da patlamaz.

What You Do:

What happened? When you speak, your voice makes vibrations. Once the string is stretched tight enough, these vibrations travel down the string and vibrate the bottom of the can on the other end which, in turn, vibrates the air and those vibrations travel through the air to the other person's ear.