6 The STEM Road Map for Grades 6–8

Carla C. Johnson, Tamara J. Moore, Juliana Utley, Jonathan

Breiner, Stephen R. Burton, Erin E. Peters-Burton, and Janet B.
Walton

Overview of 6–8 STEM Road Map

This chapter will provide a detailed overview of the integrated STEM Road Map for the middle
school grade levels 6–8. The STEM Road Map for grades 6–8 is anchored in the overarching five
STEM themes that comprise the continuum of the STEM Road Map from K-12, which include
Cause and Effect, Innovation and Progress, The Represented World, Sustainable Systems, and
Optimizing the Human Experience. Each STEM Road Map theme is designed to be a five-week
sequence of integrated instruction where the theme and associated problem or project is
implemented across core content areas.
The STEM Road Map for grades 6–8 is designed to be delivered in an integrated fashion,
meaning this is not a curriculum that should be taught by one teacher (e.g. science, social studies,
mathematics, and language arts) in isolation. Rather, the STEM Road Map and associated STEM
Road Map modules reflect an integration of Common Core Mathematics, Common Core
English/Language Arts, Next Generation Science Standards, and the 21st Century Skills
Framework and should be delivered by one or more lead teachers with other content areas making
distinct ties to the project within their own curriculums as suggested in the maps and associated
modules. The middle school level provides for the most authentic and facilitative setting for
implementing the STEM Road Map. Students will quickly begin to see the connections across the
disciplines and will also experience greater conceptual understanding of content taught in the
various areas as they begin to apply their learning within the context of the real-world STEM
projects in which they are engaged. Therefore, in the middle grades (6–8), there is a clear and
distinctive role for all content areas (including art and music) in the inclusive, integrated STEM
approach.

STEM Themes in the 6–8 STEM Road Map

The five overarching STEM themes continue to be reinforced and spiraled within the 6–8 STEM
Road Map. Cause and Effect is the real-world STEM theme that consists of the dynamic
relationships between various phenomena in the world. Students in grades 6–8 will explore
motorsports, transportation, and Earth on the move within this STEM theme. Innovation and
Progress relate to the various landmark developments driven by human ingenuity that have
moved our society and understandings forward across generations. At the middle school level,
topics in the STEM Road Map within Innovation and Progress include the effects of human
impacts on climate, space travel, and medicine. The Represented World will take a look at the
various models that humans have developed to make sense of the world around them. Students
will explore topics including communication, genetic disorders, and learning from the past. In the
Sustainable Systems STEM theme, students will be engaged in challenges including global water
quality, populations, and minimizing human impact on the environment. The STEM Road Map
theme of Optimizing the Human Experience focuses on innovations that have improved the
quality of life. Students in grades 6–8 will investigate natural hazards, genetically modified
organisms (GMOs) and the role of the sun in life on Earth.
Each of these topics will provide middle school students with an opportunity to be immersed
in an authentic, problem and project-based curriculum that spans across traditional content lines
to bring engineering and technological design, scientific inquiry, and mathematical reasoning to
life in the process of developing potential prototypes for innovations of the future. Further, 21st
Century Skills will be part of the fabric of day-to-day instruction within the STEM Road Map at
the middle level as students will further refine their abilities to leverage critical thinking,
creativity, communication, collaboration, information, and media literacy, all while they
continue to grow their talents in leadership and taking responsibility for their own learning. The
STEM Road Map 6–8 provides teachers with an engaging focus for delivery of the curriculum
through the motivating topics that are personal to student interests and experiences in middle
school, while also challenging adolescents to consider some of our greatest challenges and
propose potential innovative solutions for society.

The STEM Road Map for Sixth Grade

This chapter is designed to build upon the experiences that students gained in the grades 3–5
STEM Road Map but could also be used with students who have not yet received any
component of this curriculum. In grades 3–5, students were presented with challenges such as
developing a weather forecast, designing the transportation of the future, and conserving water,
one of our most precious resources on Earth.
In the sixth grade, students will explore STEM Road Map theme- inspired topics that align
with grade-level academic content standards (e.g. Common Core and Next Generation Science
Standards). The topics for sixth grade include Amusement Parks, Human Impacts on Our
Climate, Communication, Global Water Quality, and Natural Hazards. Each of these topics is
organized around a challenge/problem or project that student teams are assigned to tackle in the
course of learning necessary content and skills in the various disciplines (see Table 6.1).

Cause and Effect: Human Impacts on Our Climate

In sixth grade, students will begin to grapple with some of the biggest challenges and often
debates, within and outside of the scientific community. In the Cause and Effect STEM Road
Map theme for sixth grade, the focus is on human impacts on climate overall, and the project
asks students to specifically address global warming. In this project, students in science and
mathematics class will investigate aspects of climate change driven by the rise in global
temperatures over the past century and develop potential solutions that might address one aspect
of human activity that has contributed to global climate change. This project will require
students to conduct research on the potential causes of climate change, interview experts and
others with understandings of this topic, use mathematical modeling and statistics to determine
what steps have been taken to mitigate climate change, and develop their own prototype or
solution using existing resources to address this global challenge. Table 6.2 provides a mapping
of the content standards included in the Human Impacts on Our Climate PBL.

Innovation and Progress: Amusement Park of the Future

Without a doubt, most adolescents have had some type of interaction or experience with
amusement parks or local carnivals in their childhood. Therefore, the sixth-grade topic of
Amusement of the Future will serve as a motivating focus for instruction across this five-week
sequence that is co-led by science and social studies disciplines in the STEM Road Map. The
problem that students will be presented in this PBL module is to work in teams to design a
prototype of the amusement park of the future. Mathematics and English/language arts
components of this project will include research on the historical origins and designs of
amusement parks, development of a blueprint of the model (either on paper or using technology),
building and testing a small-scale prototype, developing a cost-benefit analysis for building, and
maintaining the park. This will include examining the potential impact on the local community
where the amusement park will be situated. Finally, students will develop a marketing plan and
an infomercial promoting their model with script and demonstration. The mapping of content
standards associated within this theme/topic can be found in Table 6.3. This module has been
published in 2017 by NSTA Press. See https://my.nsta. org/resource/110051.

Represented World: Packaging Design

In the last decade, the ability to communicate through the use of technology has grown
exponentially – from Facebook to texting and Twitter to Instagram – adolescents are engaged in
communicating every day and sometimes without one spoken word. In the Represented World,
students will explore the realm of communication in sixth-grade English/language arts and
mathematics class. They will explore packaging (in particular nested packages) with the purpose
of repurposing a product or marketing the product to a new user. Either of these will require high
levels of communication through the packaging. Through this, they will also learn about the
importance of gaining strong personal written and verbal communication skills. Persuasive
writing will be one form of communication that will be emphasized in this module, as the
students will have to convince their client that their new product is marketable. As the students
are required to think about nested packages (i.e. packages within packages), this module will
require students to develop deep understandings of geometrical properties of 3-D shapes and
engineering design, which is the focus of the science classroom component of this module.
Success in the 21st century workplace and beyond hinges upon the ability to meld
communication skills with their content skills. The mapping of content standards associated with
this theme/topic can be found in Table 6.4. This module has been published in 2018 by NSTA
Press. See https://my.nsta.org/resource/113531.

Sustainable Systems: Global Water Quality

Despite the numerous advances that have been made on Earth to move our society forward,
humans still grapple with many challenges around the globe, including access to both an
adequate supply and clean water overall. In this sixth-grade science-led unit, students will learn
more about this international dilemma that civilizations face each and every day and the lengths
to which some go in order to get access to water. As students learn about the historical context
(social studies) of progress in global water quality, they will also be challenged to use their
innovative thinking to devise potential future solutions to this issue. Students will learn about the
computational thinking practice of decomposition in this challenge when they break down the
historical events in global water quality to see how progress has been made step by step. This
will require considering materials, prototypes, cost-benefit analyses, and transportation methods
that may provide much needed life resources to communities in various locations around the
globe. Further, student teams will develop documentaries in English/language arts that will bring
to light the daily struggle for access to water around the globe (see Table 6.5).

Optimizing the Human Experience: Natural Hazards

Students in sixth grade will take a proactive stance to addressing natural hazards that our society
faces on a regular basis through an exploration of the realized impact of hazards such as
hurricanes, tornados, earthquakes, tsunamis, volcanic eruptions, and flooding. Students will learn
about the culture of populations that live in historically natural hazard zones and will develop an
understanding of the benefits and risks that communities experience. Sixth graders will be
challenged to conduct research on a selected country and learn more about the natural hazards
that occur in that region with connections to science, mathematics, language arts, and the lead
subject, social studies. Students will use the computational thinking practice of pattern
recognition to observe recurring events and their causes. Students will work in teams to develop
emergency awareness and preparedness plans for their assigned setting. Teams will also develop
a potential new innovation that may inform the population of an upcoming event and/or help a
society deal with the aftermath of a natural hazard (see Table 6.6).
Sample STEM Careers in Sixth-Grade STEM Road Map
Environmental scientists use their knowledge of natural sciences to protect the environment.
They identify problems and find solutions that protect the health of the environment and the
people living in it. Environmental scientists often work in laboratories and offices, but also spend
time in the environment they’re protecting. Environmental scientists need at least a bachelor’s
degree in natural science.
Environmental engineering technicians carry out the plans that environmental engineers
develop. They test, operate, and if necessary, modify equipment for preventing or cleaning up
environmental pollution. They may collect samples for testing or work to identify the sources of
environmental pollution. They typically work indoors, usually in laboratories. Employers in this
field prefer that environmental engineering technicians have earned an associate degree.
Architects plan and design buildings and other structures. Architects spend most of their time
in offices, where they consult with clients, develop reports and drawings, and work with other
architects and engineers. However, architects often visit construction sites to review the progress
of projects. There are three main steps in becoming a licensed architect: earning a professional
degree in architecture, gaining work experience through an internship, and passing the Architect
Registration
Exam.
Civil engineers design and supervise large construction projects including roads, buildings,
airports, tunnels, dams, bridges, and systems for water supply and sewage treatment. Civil
engineers generally work indoors in offices. However, they sometimes spend time outdoors at
construction sites so they can monitor operations or solve problems at the site. Civil engineers
need a bachelor’s degree and must be licensed in all states and the District of Columbia.
Actuaries analyze the financial costs of risk and uncertainty. They use mathematics, statistics,
and financial theory to assess the risk that an event will occur and to help businesses and clients
minimize the cost of that risk. Most actuaries work in an office setting. Actuaries need a
bachelor’s degree and must pass a series of exams to become certified professionals. They must
have a strong background in mathematics, statistics, and business.
Microbiologists study the growth, development, and other characteristics of microscopic
organisms like bacteria. Microbiologists work in laboratories and offices where they conduct
experiments. A bachelor’s degree in microbiology or a closely related field is needed for entry-
level positions.
Registered nurses take care of people with injury and illness as well as teach the public about
health conditions and provide emotional support to patients and their families. Nurses work in
hospitals, doctors’ offices, home healthcare, nursing homes, summer camps, schools, and also in
the military. To become a registered nurse, an associate’s or bachelor’s degree is required as well
as passing a national licensing exam.
Statisticians use mathematical techniques to analyze and interpret data and draw conclusions.
Although statisticians work mostly in offices, they may travel in order to supervise surveys or
gather data. Some statisticians work for the government; many others work for private
businesses. Most statisticians enter the occupation with a master’s
degree in statistics, mathematics, or survey methodology, although a bachelor’s degree is
sufficient for some entry-level jobs. Research and academic positions generally require an
advanced degree (e.g. Ph.D. or Ed.D.).
Advertising, promotions, and marketing managers plan programs to generate interest in a
product or service. They work with art directors, sales agents, and financial staff members. About
24% of advertising and promotions managers worked for advertising agencies in 2012. About
16% of marketing managers worked in the management of companies and enterprises industry. A
bachelor’s degree is required of most advertising promotions and marketing management
positions.
The STEM Road Map for Seventh Grade
In the seventh grade, students will explore STEM Road Map theme- inspired topics that align
with grade-level academic content standards (e.g. Common Core and Next Generation Science
Standards). The topics for sixth grade include Transportation – Motorsports, Space Travel,
Genetic Disorders, Populations, and Genetically Modified Organisms (GMOs). Each of these
topics is organized around a challenge/problem or project that student teams are assigned to
tackle in the course of learning necessary content and skills in the various disciplines (see Table
6.7).

Cause and Effect: Transportation – Motorsports

The seventh-grade transportation – motorsports module is led by science. Students will take on
the role of design engineers as they work in teams to design, within a set of design constraints, an
innovative prototype vehicle powered by energy transformations. As they move through the
module, students will investigate types of energy, energy transformations, the law of
conservation of energy, the concepts of speed, friction, aerodynamic drag, and the engineering
design process. Students will learn about the history of the motorsports industry, safety standards,
and how it has transformed the economy of the United States through Nascar, IndyCar, and other
racing associations. Mathematics is embedded throughout this module, which will culminate in
the design project, The Automotive X-Challenge. Engineering, manufacturing, and motorsports
careers are emphasized throughout the unit via videos, activities, and visits from industry
professionals. Student teams will participate in a race day event in which cars will compete for
speed and will present their design to industry professionals to be judged upon design,
innovation, teamwork, and presentation quality (see Table 6.8).

Innovation and Progress: Life in Space

Advancements in space travel have taken place at a very rapid pace since the first astronaut
landed on the moon. Within the last decade, we have seen the closure of the United States space
shuttle program, and the National Aeronautics and Space Association (NASA) has focused their
work more toward exploration of Mars and other aspects of our galaxy. In this sixth-grade
science-led module, students will gain an understanding of some historical aspects of space travel
(social studies) and will also research current advances to design and create a prototype of a
habitat that could be created on another viable planet or moon in our solar system that would
support human colonization. Teams will investigate light and sound, chemical properties, and the
scale of the universe as they consider design possibilities for their colony. Students will read a
variety of texts in English/language arts focused on space exploration and gather information
from a variety of online sources to support the development of their research for this project.
Students will use computational thinking in the form of abstraction to sift through the
unnecessary information and find the key ideas for their project. In mathematics, modeling will
be used to determine the feasibility of models in regard to space travel, light years, and the
timeline for inhabiting the colony (see Table 6.9).
Represented World: Mapping Genetics
Traditionally, students in middle school have not had the opportunity to explore genetics
beyond learning about Punnett Squares and learning about genetic traits at a surface level. The
reality is that our genetics today can tell us many things about our history, our potential for
disease in the future, and can help determine the identity of a criminal. In this seventh-grade
module, students will work in teams to select a genetic disorder based upon their own interests
and engage in research to learn about historical, homeopathic, and proposed treatments and
remedies for symptoms of the disorder. Students will use the computational thinking practice of
pattern recognition to seek commonalities across the research. The knowledge that each team
gains from their work will be communicated to the public through the development of
technology-based communication tools. English/language arts class is the lead discipline for
this module in the STEM Road Map, where students will conduct important research and learn
how to analyze sources to gather information that will serve as the basis for their course of
intervention. In science, students will learn about genetic traits and disorders. In mathematics,
students will use a variety of ways to model genetic traits including the mathematically based
Punnett Squares (see Table 6.10).

Sustainable Systems: Population Density

There are many STEM fields that require out of the box thinking on a regular basis. In
agriculture, it is often difficult to conduct an exact count of livestock due to the size of the area
that the animals inhabit. Similarly, obtaining an accurate count of animals in the wild is a
challenge. Population density refers to the application of mathematical modeling to measure a
given population within a targeted area or region. As a matter of fact, population density is used
often to examine human populations around the globe and is a concept within the realm of
social studies as well. In this challenge, student teams will devise a model for counting
populations of a given species on Earth and develop a formal presentation of their models for
consideration by a panel of experts. As an extension, in science class, students will examine
ecosystems and populations of living things (non-human). In social studies, students will
explore global populations and relationships between population density and access to
goods/services with an economic and geographical lens. In English/language arts, students will
read relevant literature focused on the aforementioned issues and apply new knowledge to their
model (see Table 6.11). This module is in press as of November 2020.
Optimizing the Human Experience: Genetically Modified Organisms
There are many nations on Earth that struggle each day with access to a sufficient food
supply. The challenges of generating adequate food supply and developing pest resistant
plants sparked the field of genetically modified organisms (GMOs). However, there are
growing concerns about the impact of genetically engineered plants and animals on human
health. In this seventh-grade social studies-led module, student teams will investigate the pros
and cons of GMOs and will develop a documentary focused on communicating the health,
social, and economic aspects of GMO production and consumption. In science, students will
learn about genetic factors that influence the growth of organisms as well as basic cell
structure and function. Students will explore the costs and benefits of GMO use in
mathematics while developing mathematical models to grow further understanding. Finally,
students will work in English/language arts on the development of the communication that
will be the basis of the documentary and learn how to persuasively relay their ideas in a
convincing manner (Table 6.12).

Sample STEM Careers in the Seventh-Grade STEM Road Map

Biomedical engineers analyze and design solutions to problems in biology and medicine, with
the goal of improving the quality and effectiveness of patient care. Biomedical engineers
work in manufacturing, universities, hospitals, research facilities of companies, and
educational and medical institutions. Biomedical engineers typically need a bachelor’s degree
in biomedical engineering from an accredited program to enter the occupation. Alternatively,
they can get a bachelor’s degree in a different field of engineering and then either get a
graduate degree in biomedical engineering or get on-the-job training in biomedical
engineering.
Microbiologists study the growth, development, and other characteristics of microscopic
organisms like bacteria. Microbiologists work in laboratories and offices where they conduct
experiments. A bachelor’s degree in microbiology or a closely related field is needed for
entry-level positions.
Food scientists work to maintain agricultural productivity and food safety. Most food
scientists work in research universities, industry, or the federal government in laboratories,
offices, and the field. Food scientists need to have earned at least a bachelor’s degree, but
many have master’s degrees and PhD’s.
Environmental scientists use their knowledge of natural sciences to protect the
environment. They identify problems and find solutions that protect the health of the
environment and the people living in it. Environmental scientists often work in laboratories
and offices, but also spend time in the environment they’re protecting. Environmental
scientists need at least a bachelor’s degree in natural science.
Cost estimators collect and analyze data to estimate the time, money, resources, and labor
required for product manufacturing, construction projects, or services. Some specialize in a
particular industry or product type. Although cost estimators generally work in central
offices, they often visit factory floors or construction sites. A bachelor’s degree is generally
needed for entering the field.
Aerospace engineers design aircraft, spacecraft, satellites, and missiles. They also test
prototypes to make sure that they function according to design. Aerospace engineers are
employed in industries whose workers design or build aircraft, missiles, systems for national
defense, or spacecraft. Aerospace engineers are employed primarily in analysis and design,
manufacturing, industries that perform research and development, and the federal
government. Aerospace engineers must have a bachelor’s degree in aerospace engineering or
another field of engineering or science related to aerospace systems. Some aerospace
engineers work on projects that are related to national defense and thus require security
clearances.
Database administrators use software to store and organize data, such as financial
information and customer shipping records. They make sure that data are available to users
and are secure from unauthorized access. Database administrators work in many types of
industries including insurance companies, banks, and hospitals. A bachelor’s degree in
information or computer-related subjects is commonly required.
Logisticians analyze and coordinate an organization’s supply chain (i.e., the system that
moves a product from supplier to consumer). They manage the entire life cycle of a product,
which includes how a product is acquired, distributed, allocated, and delivered. Logisticians
work in nearly every industry. The job can be stressful due to the fast pace of logistical work.
Although an associate degree may be sufficient for some logistician jobs, a bachelor’s degree
is typically required for most positions.
Economists study the production and distribution of resources, goods, and services by
researching trends, analyzing data, and evaluating economic issues. Although the majority of
economists work independently in an office, some collaborate with other economists and
statisticians. Most economists need a master’s or doctoral degree; however, some entry-level
positions (especially in the federal government) require a bachelor’s degree.

The STEM Road Map for Eighth Grade

The eighth-grade year will engage students in exploring STEM Road Map theme-generated
topics that also align with grade-level academic content standards (e.g. Common Core and
Next Generation Science Standards) which include Earth on the Move, Medicine, Learning
from the Past, Minimizing our Impact, and The Role of the Sun in Life on Earth. Each of
these topics is organized around a challenge/problem or project that student teams are
assigned to tackle in the course of learning necessary content and skills in the various
disciplines (see Table 6.13).

Cause and Effect: The Changing Earth

Our dynamic Earth that we inhabit consists of plates of crust that make up the lithosphere.
Over time, these plates, which float on a sea of molten lava underneath, have moved ever so
slowly. This continual movement has resulted in some observable changes and events on
Earth, including earthquakes, volcanic eruptions, and mountain formation. In the eighth
grade, students will evaluate existing theories and data available to propose a model
consisting of an alternate explanation for plate movement. This module is led by science,
where students will examine various aspects of plate tectonic theory. Mathematical practices
and modeling will be emphasized in this module, along with how the movement of the Earth
has impacted communities for decades (social studies) including the recent (2014) eruption of
Kilauea in Hawaii. In English/language arts, students will engage in conversations as they
evaluate their sources and work to develop the presentation of their model (see Table 6.14).
This module has been published in 2020 by NSTA Press. See https://
my.nsta.org/resource/121424.

Innovation and Progress: Medicine

Each day, new understandings and innovations are discovered in the field of medicine.
Technological advances as well as years of research and development have moved our
society forward in the diagnosis and approaches for mitigating medical issues. It is important
for students to learn about the extensive work that has been conducted in this area and to also
learn that many of the treatments of the future have yet to be revealed. In this module, eighth
graders will choose a persistent disease and/or disorder in humans and conduct research to
propose an alternative course of treatment. This module is led by English/language arts where
students will focus on reading technical reports focused on medicine and the challenges with
access to appropriate treatments for humans in various parts of the world. In social studies,
students will learn about the inequity in access to healthcare in developing countries. In
science, students will examine chemical structures and molecules to learn more about the
chemistry behind drug discovery. There are many instances of periodicity in chemistry, and
students will use algorithmic thinking to identify steps in chemical interactions that can be
applied elsewhere. In mathematics, students will work to solve equations and convert
fractions as applied in the field of medicine (see Table 6.15).

Represented World: Improving Bridge Design

This unit will focus on addressing the real problems of today’s society through the lens of the
past. In science, students will examine observable changes in rocks and fossils to interpret the
past. The challenge for this module is led by mathematics and is focused on infrastructure
decay, specifically the state of bridges in the United States. With recent bridge collapses (i.e.,
Minnesota bridge), much debate has ensued regarding the maintenance of bridges and, when
building, examining designs that will prove to be more sustainable over time. Student teams
will develop a decision model grounded in engineering for the local Department of
Transportation on how to select bridge design aligned with appropriate span length,
application, use information, and other important data. In social studies, students will learn
about how infrastructure such as roads and bridges has helped to move their geographic region
forward. In English/ language arts, students will work to develop a written proposal that
articulates key components of their decision model (see Table 6.16). This module has been
published in 2018 by NSTA Press. See https://my.nsta. org/resource/113534.

Sustainable Systems: The Speed of Green

As our world continues to move forward with new innovations and solutions to challenges, a
delicate balance must be maintained to ensure the footprint on our Earth and the natural
resources and surroundings is minimized. There are thousands of STEM careers that are tied
directly or indirectly to preserving our environment. Increasingly, debates in the United States
have focused on alternative forms of energy and sources for food and water. In eighth grade,
students will consider the potential role of various renewable and non-renewable energy
sources in transportation, with an emphasis on the auto industry. In this science and social
studies-led module, student teams will each develop a plan for a competitive automobile
racing team to fuel a vehicle with minimal environmental impact. In science, students will
investigate the chemical reactions involved in combustion and in producing plant-based fuels,
the effects of the use of carbon-based and other fuels on the biosphere and recognize the
difference between finite and renewable resources. In social studies, students will explore the
concept of resource scarcity and investigate the history of energy usage in transportation and
current efforts to reduce the impact of auto industry innovations for fuel efficiency and
conservation. In mathematics, students will explore various units used to measure energy and
will interpret charts and graphs. In English language arts, students will read a variety of texts
and online sources of information and create persuasive arguments via essays and
presentations and will explore and create biographical literature. The unit will culminate with a
challenge in which student teams each create long-term plans for an automobile racing vehicle
that minimizes its environmental impact. Students will design and build a prototype or model
of one-design innovation that will support this goal and will create a persuasive video
presentation presenting their plans and prototypes or models (see Table 6.17).

Optimizing the Human Experience: Going Solar

The final module in eighth grade will focus on the longstanding role of the Sun in life on
Earth. This will include learning about how the Sun has been important in cultural ways,
seasonal considerations, and as a primary source of sustaining life on Earth. Student teams
will be asked to utilize engineering design to develop a prototype of a machine that can
harness thermal energy and convert it for a needed use of society. The lead discipline for this
module is science, and students will learn specifically about thermal energy and will research
potential uses for this resource. In mathematics, for example, students will construct a
function to model a linear relationship to determine the rate of change. In order to determine
the rate of change, students will use the computational thinking practice of pattern
recognition to observe the changes that occur with solar energy. In social studies, students
will explore cultural and geographical connections to the sun and how this has impacted
various populations around the globe on a daily basis. In English/ language arts, students will
develop their writing skills through crafting a paper on the importance of exploring solar
energy as a potential source of energy for the future.

Sample STEM Careers in the Eighth-Grade STEM Road Map

Medical sonographers use special equipment to assess and diagnose various medical
conditions. Most medical sonographers work in hospitals though some might work in
doctor’s offices. A bachelor’s degree, as well as a formal certificate in medical sonography, is
required to be a medical sonographer.
Construction managers plan, coordinate, budget, and supervise construction projects from
early development to completion. Although many construction managers work from a main
office, most work out of a field office at the construction site where they monitor the project
and make daily decisions about construction activities. Employers increasingly prefer
candidates with both work experience and a bachelor’s degree in a construction-related field
(i.e. construction management). However, some construction managers may qualify by
working many years in a construction trade. Certification, although not required, is becoming
increasingly important.
Carpenters construct and repair building frameworks and structures – such as stairways,
doorframes, partitions, and rafters – made from wood and other materials. They also may
install kitchen cabinets, siding, and drywall. Because carpenters are involved in many types
of construction from building highways and bridges to installing kitchen cabinets, they may
work both indoors and outdoors. Although most carpenters learn their trade through a formal
apprenticeship, some learn on the job, starting as a helper.
Software developers are the creative minds behind computer programs. Some develop
applications that allow people to do specific tasks on a computer or other device. Others
develop the underlying systems that run the devices or control networks. Many software
developers work for computer systems design and related services firms or software
publishers. Others work in computer and electronic product manufacturing industries.
Software developers usually have a bachelor’s degree in computer science and strong
computer-programming skills.
Lobbyists (political scientists) research and analyze political ideas, policies, political
trends, and related issues in order to work with senators and congresspersons to pass policies
and laws regarding certain issues. Lobbyists sometimes work overtime to finish reports and
meet deadlines. Entry-level education required for this position is a master’s degree.
Historians research, analyze, interpret, and present the past by studying a variety of
historical documents and sources. They work in government agencies, museums, archives,
historical societies, research organizations, and consulting firms. Some must travel to carry
out research. Most historian positions require a master’s degree; some research positions
require a doctoral degree.
Semiconductor processors are workers who oversee the manufacturing process of solar
cells. Semiconductors act as conductors of electricity and semiconductor processors oversee
their manufacture including the repair and maintenance of machinery. They test completed
cells and perform diagnostic tests to make sure the cells work properly. Most production
workers are trained on the job and gain expertise with experience; however, some positions
may require formal training programs or apprenticeships or college degrees for production
managers.
Geoscientists study the physical aspects of the Earth, such as its composition, structure,
and processes to learn about its past, present, and future. Most split their time between
working in offices and labs and working outdoors. Doing research and investigations
outdoors is commonly called fieldwork and can require extensive travel to remote locations
and irregular working hours. Most geoscientist jobs require at least a bachelor’s degree. In
several states, geoscientists may need a license to offer their services to the public.

Chapter Summary
This chapter presented the STEM Road Map for grades 6–8 as an engaging, real-world
approach to integration of core content areas for implementation in middle school. With the
use of this tool, instruction can be transformed into coordinated modules of instruction which
require teams of students to grapple with global and local challenges and problems as they
master the content for their grade level, along with skills and habits of mind necessary for
success in careers of the future. In the next chapter, the spiraling approach of the STEM Road
Map will continue with a presentation of an integrated approach for delivery of traditional
high school coursework.
Sample Module
A complete STEM Road Map seventh-grade Transportation – Motorsports module is
included in the Appendix of this book. Several of the modules are available now as books
that have been published by the National Science Teaching Association (NSTA). The books
that are available now include:

• Amusement of the Future (sixth)

• Packaging Design (sixth)
• Human Impacts on Our Climate (sixth)
• Population Density (seventh)
• Genetically Modified Organisms (seventh)
• Improving Bridge Design (eighth)
• Speed of Green (eighth)
To learn more about the STEM Road Map Curriculum Series and the available titles, visit
https://www.nsta.org/publications/press/stemroadmap.aspx.