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Written for children by the scientific community

Grade 4

Grade 5

Grade 6

STEM Journal Articles

Grade 3

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Grade 3 Journal Articles 

Grade 3
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The Magnetic World Around You

Lauren Ashley Urban - PhD, University of California, Irvine

Forces and Interactions 3-PS2-3: 
Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. 

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Balanced and Unbalanced Forces

Jamie Le and Sabrina Wong  - Biomedical Engineers, University of California, Irvine

 Motion and Stability: Forces and Interactions 3-PS2-1. 

Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. 

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Motion is Predictable

Leighton and Alannah Watson  - Teacher and PhD student Stanford 

Motion and Stability: Forces and Interactions 3-PS2-2. 

Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. 

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Animals Inherit Traits

Allison Whitezell - K-5 Teacher

Inheritance and Variation of Traits 3-LS3-2.

Use evidence to support the explanation that traits can be influenced by the environment.

Grade 4
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Animal Life Cycles

FeaturingAnna Maria Sybylla Merian - 16th Century Naturalist

Inheritance and Variation of Traits 3-LS3-2.

Use evidence to support the explanation that traits can be influenced by the environment.

Grade 4 Journal Articles 

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Grade 4 - Introduction

The STEMTaught Method:  Get to know all of the STEMTaught journal characters and how they can help you learn to read and write like scientists and engineers. 

Survive and Thrive: Plant and Animal Structures

Erin Mccurry - B.S. Biology, Utah State University

Earth and Human Activity 5-ESS3-1:  Using the Scientific Method in Innovating Conservation- Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

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Patterns in Information - Binary Code: The Language of Computers

Jake Hunter - Mechanical Engineer, STEMTaught

Waves and their Applications in Technologies for Information Transfer 4-PS4-3:  Generate and compare multiple solutions that use patterns to transfer information.

Waves

Danielle Peterson - STEM Educator, Bakersfield, Ca

Earth Science 4-ESS2-1:  Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.

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The Story of the Earth's Past

Beth and Jake Hunter - Geologist and Mechanical Engineer, STEMTaught

Earth’s Place in the Universe 4-ESS1-1:  Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.

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Erosional Processes

Lauren Franzen - Earth Science Major, Brigham Young University

Earth’s Systems 4-ESS2-1:  Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.

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Understanding Maps

Danielle Peterson - STEM educator, Beth and Jake Hunter, STEMTaught

Earth’s Systems 4-ESS2-2:  Analyze and interpret data from maps to describe patterns of Earth’s features. Maps can include topographic maps of Earth’s land and ocean floor, as well as maps of the locations of mountains, continental boundaries, volcanoes, and earthquakes.

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The California Gold Rush

Beth Hunter - Earth Scientist, STEMTaught

Earth’s Systems 4-ESS2-2:  Analyze and interpret data from maps to describe patterns of Earth’s features. 

Earth’s Systems 4-ESS2-1:  Make observations to provide evidence of the effects of weathering or the rate of erosion.

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Understanding Maps of Earth's Features

Beth Hunter - Earth Scientist, STEMTaught

Earth’s Systems 4-ESS2-2:  Analyze and interpret data from maps to describe patterns of Earth’s features. Maps can include topographic maps of Earth’s land and ocean floor, as well as maps of the locations of mountains, continental boundaries, volcanoes, and earthquakes.

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Relating Speed and Energy

Kylie Jespersen - B.S. Chemistry Education, Brigham Young University

Energy 4-PS3-1:  Use evidence to construct an explanation relating the speed of an object to the energy of that object.

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Energy can Change Forms

Damyn Chipman- B.S. Applied Physics, Brigham Young University

Energy 4-PS3-1:  Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, electric currents and motion.

Energy 4-PS3-4:  Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.

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Energy Changes when Objects Collide

Jake Hunter - Mechanical Engineer, STEMTaught

Energy 4-PS3-3:  Ask questions and predict outcomes about the changes in energy when objects collide.

Earthquake Engineering

Barbara Simpson - Structural Engineer, University of California Berkley

Earth and Human Activity 4-ESS3-2:  Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.

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Energy Comes From Natural Resources

Damyn Chipman and Kylie Jespersen -Brigham Young University

Earth and Human Activity 4-ESS3-1:  Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.

Grade 5

Light Allows Us to See (Electronic)

Stephanie Meyen - Richard F. Caris Mirror Lab, University of Arizona

Waves and Their Applications in Technologies for Information Transfer 4-PS4-2: Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.

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The Senses and The Brain Work Together (Electronic)

Karen Arcos - University of California Irvine

 Energy 4-PS3-1:   Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.

Grade 5 Journal Articles

The Scientific Method - Protecting Reefs

Sierra Garcia - B.S. Earth Systems, Stanford University

Earth and Human Activity 5-ESS3-1:  Conservation- How communities protect the earth’s resources. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

The building blocks of matter are really, really small

Kylee M. Little - Chemist, Brigham Young University

Matter and Its Interactions 5-PS1-1:  Understanding Atoms and Molecules- Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

Classify materials based off their properties

Jake Hunter - Mechanical Engineer, STEMTaught

Matter and Its Interactions 5-PS1-3:  Make observations and measurements to identify materials based on their properties.

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Chemical and Physical Changes

Sarah Kelly - Pre-medicine, Pepperdine University

Matter and Its Interactions 5-PS1-4:  Conduct an investigation to determine whether the mixing of two or more substances results in new substances.

Voyage Through the Galaxy

Beth and Jake Hunter - Earth Scientist, Mechanical Engineer, STEMTaught

Earth’s Place in the Solar System 5-ESS1-1:  Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth.

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The Force of Gravity

Colin Rubow - Mechanical Engineer, Brigham Young University

Motion and Stability: Forces and Interactions 5-PS2-1:  Support an argument that the gravitational force exerted by Earth on objects is directed down.

The Cycle of Matter in Ecosystems

Daniel Poulson - B.S. Biochemistry, Brigham Young University

Ecosystems: Interactions, Energy, and Dynamics 5-LS2:  Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

Water, Water Everywhere

Leighton M. Watson - PhD Student of Volcanology, Stanford University

Earth’s Systems 5-ESS2-1:  Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. 

Earth’s Systems 5-ESS2-2:  Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.

Grade 6
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Earth's Weather and Climates (Electronic)

Sierra Garcia - Earth Systems (Ocean and Climate), Stanford University

 Earth’s Systems 5-ESS2-1:  Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. 

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The Law of Conservation of Mass (Electronic)

Jacob Shaner - Chemistry, Brigham Young University

Matter and Its Interactions 5-PS1-2: Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.

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How Plants Live and Grow (Electronic)

Emily Lacroix - PhD Soil and Environmental Geochemistry, Stanford  University

 From Molecules to Organisms: Structures and Processes 5-LS1-1:  Support an argument that plants get the materials they need for growth chiefly from air and water. 

Grade 6 Journal Articles

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All Living Things Are Made of Cells

Jake Hunter - Mechanical Engineer, STEMTaught Curriculum Developer

From Molecules to Organisms: Structures and Processes MS-LS1-1:  Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. 

Organelles: What's Inside a Cell

Jake Hunter - Mechanical Engineer, STEMTaught Curriculum Developer

From Molecules to Organisms: Structures and Processes MS-LS1-2:  Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.

Body Systems: Anatomical Studies of Leonardo da Vinci

Roberto Ramirez and Mary Lane - Experts on Leonardo da Vinci

From Molecules to Organisms: Structures and Processes MS-LS1-3:  Use an argument supported by evidence for how the body is a system of interacting subsystems, composed of groups of cells.

The Language of the Brain: The Nervous System

Zach Gibson - Neuroscience Major, BYU

From Molecules to Organisms: Structures and Processes MS-LS1-8:  Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

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Survival is in our Genes

Caitlin Perez - B.A. Psychology, National University

From Molecules to Organisms: Structures and Processes MS-LS1-5:  Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.

Using A Punnett Square

Caitlin Perez - B.A. Psychology, National University

Heredity: Inheritance and Variation of Traits MS-LS3-2 & MSLS3-2: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.

Pollination and Reproduction in Flowering Plants

Elizabeth A. O. Hunter - Earth Scientist, STEMTaught Curriculum Developer

From Molecules to Organisms: Structures and Processes MS-LS1-4:  Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. 

Animal Parenting - What Works and Who Does it Best?

Elaine M. Brice - PhD Ecology, Utah State University

From Molecules to Organism: Structures and Processes MS-LS1-4:  Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors affect the probability of successful reproduction.

The Water Cycle

Thane Kindred - Earth Scientist, Brigham Young University

Earth’s Systems MS-ESS2-4:  Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.

 

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Gene Mutations Make New Traits (Electronic)

Anna Doloman- PhD Biological Engineering, Utah State University

 Heredity MS-LS3-1: Describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. 

Learning and Memory - Breeze Through Brainland (Electronic)

Karen Arcos - Cognitive Neuroscience Doctoral Student, University of California Irvine 

From Molecules to Organisms: Structures and Processes MS-LS1-8:  Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

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