Integrating arts into STEM curriculum design to reduce teacher anxiety

Due to the ever changing global economy and the increasing need to address issues such as climate change, pollution, and natural resources it is imperative that our students today become well versed in science, technology, engineering, and, mathematics (STEM). Research shows that American students fall far behind their counterparts in other developed nations and students interested in STEM careers falls short of the growing need. Unfortunately, many elementary teachers feel anxious or unprepared to teach STEM curriculum. This graduate project looks at some of the concerns, such as math and science anxiety, that teachers at one school may experience. The project suggests that arts integration, turning STEM into STEAM, may be one method that teachers find engaging. The project details the development of a five week arts integrated STEM unit of instruction developed around the theme of sea turtles and the ocean. The unit integrates standards from Common Core ELA and math, Next Generation Science Standards (NGSS), and Visual and Performing Arts (VAPA). The project also addresses concerns teachers have expressed regarding the lack of engaging and meaningful professional development received through the district. The project details a two hour professional development (P.D.) that informs teachers about STEM and demonstrates best practices and pedagogy. In an attempt to promote continued growth the project finally suggests creating a professional learning community (PLC).