Lesson plans are proposed to be a prerequisite for project-based STEM (Science, Technology, Engineering, and Math) instructions, which enable teachers to jump over the hurdles of project-based STEM (Pj-STEM) implementation, such as time constraints and classroom management. However, many teachers have poor-equipped experience in planning lessons. This situation is exacerbated by no appropriate tools for evaluating the quality of Pj-STEM lesson plans and scarce studies on their characteristics.
Here, we develop and implement a rubric for teachers' Pj-STEM lesson plan evaluation (Pj-STEM LPE). The Pj-STEM LPE evolved through several cycles of revision and was confirmed by validity and substantial reliability. This tool ends up with 13 sub-categories, grouping into general and Pj-STEM domains. We underlined the importance of alignment with standards, learning goals, time frame, and assessment in Pj-STEM lesson plans for the general domain. The latter domain includes raising STEM problems, STEM practices, social interaction, and STEM integration. The data source is 50 Pj-STEM lesson plans of STEM sub-field teachers from primary to high schools in Vietnam. Results from the Pj-STEM LPE implementation emphasized teachers' lesser attention to setting learning goals, time frames, and assessments before coming to classes. More importantly, several specific Pj-STEM categories, including driving questions, technology practices, and math practices, are often overlooked while teachers design their Pj-STEM lessons.
This study indicates the strengths and weaknesses of teachers' Pj-STEM lesson plans, which can be considered an overview of current Pj-STEM planned enactments and equips teachers with a practical tool to support their better Pj-STEM preparations.

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