Bear Lake Middle School systematically integrates STEM instruction, emphasizing problem-solving, collaboration, and the engineering design process, ensuring meaningful and sustainable learning across all grades and subjects.

Systematic Implementation of STEM Learning

BLMS has established program-wide structures that guarantee continuous STEM Learning opportunities. As an example, the 2024-2025 School Improvement Plan (SIP) outlines clear goals for achieving STEM designation through the Idaho STEM Action Center, with strategies that include integrating STEM practices across curricula, enhancing teacher training, and fostering community partnerships. Some examples of key systemic elements include:

1.   Cross-Curricular Integration: BLMS’s cross-curricular projects explicitly incorporate the EDP into subjects such as Social Studies, Math, Science, and English Language Arts (ELA). Examples include projects like “Mapping the Silk Road,” which combines geography and data analysis, and the “Engineering Design of Historical Structures,” which emphasizes structural engineering and physics. These projects ensure students engage with STEM concepts through collaborative and interdisciplinary approaches.

2.   Structured Professional Development: The March 27, 2024 STEM training agenda focused on enhancing staff expertise in implementing the EDP and cross-curricular PBL units. Department heads practiced and modeled EDP in classrooms, preparing for peer walkthroughs to share best practices. Such structured professional development ensures that STEM learning is embedded consistently across all classrooms.

3.   Comprehensive Curriculum Planning: The 2024-2025 Curriculum Map incorporates STEM-focused essential questions, PBL, and engineering challenges across subjects and grade levels. For example, the “Diorama of Mesoamerican History” project integrates historical storytelling with structural design, while the “STEM Bridge-Building Challenge” fosters hands-on engineering experiences.

4.   STEM Designation Pathway: BLMS has resumed its pursuit of STEM designation after overcoming pandemic-related delays. The SIP highlights strategies such as expanding STEM integration across subjects, securing grants for STEM-specific resources, and applying for STEM designation. This systematic approach ensures a sustainable model for innovation and continuous improvement.

5.   Students regularly have opportunities to generate public products and present to authentic audiences.  For example, projects are presented at STEM assemblies and Annual STEM Week displayed in the halls.  These events are attended by parents, community leaders and our STEM partnership stakeholders.

Consistent Implementation Across Classrooms

BLMS consistently integrates STEM learning traits—structured, monitored, ubiquitous, and sustainable—through daily instruction and extracurricular activities. Evidence includes:

1. Collaborative PBL: Nearly all classrooms implement collaborative PBL, as seen in projects like the “World Religions Research Project” and the “Water Filtration Systems.” These projects require students to work in teams, engage in problem-solving, and create public products, such as presentations and prototypes.

2. Real-World Applications: STEM learning at BLMS is anchored in real-world phenomena. The “Community Problem-Based Learning Project” challenges students to identify and solve local issues using the EDP, with outcomes presented at a school-wide STEM assemblies over the “Beat the Bear Lake Milfoil Monster!” This project fosters a connection between classroom learning and community impact.

3. Data-Driven Improvement: The use of ISAT interim testing, formative assessments, and MAP data ensures that instruction is responsive to student needs. This information may be found in any of the SIP’s.

4. Shared STEM Language and Practices: The school has implemented a shared vocabulary related to the EDP, such as “iteration” and “redesign,” which is embedded in PBL activities across subjects. This consistent use of STEM language reinforces a unified approach to problem-solving and design.

Evidence for On-Site Review

During the on-site review, the following evidence can substantiate BLMS’s compliance with STEM Standard 1:

1.   Classroom Observations: Reviewers can observe the consistent use of the EDP in student projects, such as the “Mesopotamia Museum Artifact” and the “Economic Impact of Trade Networks”.

2.   Student Presentations: Reviewers can attend the STEM Fair to witness public products and presentations that demonstrate student understanding of STEM concepts.

3.   Teacher Collaboration: Peer walkthroughs and PLC meetings can be observed to confirm the systematic sharing of STEM practices among staff.

4.   Documentation and Artifacts: The 2024-2025 SIP, curriculum maps, and cross-curricular project plans provide documented evidence of structured and sustainable STEM implementation of Student Clubs.