STEM Educators 1.6
The interdisciplinary problem-based curriculum includes a focus on real world applications.
Real World Applications
Kindergarten students were able to participate in a hand-on lab experience about rocks and soils during an in-school field trip with Dunwoody Nature Center. Students were able to explore and even host an interview to learn more about how to solve their PBL question: How can we identify and use different Earth materials to improve our school gardens?
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Response
The goal for CAE is to continually expose our students to a problem-based curriculum. We apply cross-curricular integration in our development of STEM unit plans. Teachers plan collaboratively to address the alignment of STEM disciplines within the curriculum. The skills addressed in their STEM units challenge students to use higher-order thinking skills and prepare them for real world problem solving. Strengths Teachers at CAE take part in collaborative planning within their grade levels in order to develop meaningful STEM units involving real world problems. These units are cross-curricular and present the students with the challenge of working collaboratively to solve problems that might be encountered in the real world. We align our units with the Georgia Performance Standards of Excellence while using other resources such as the APS Units of Study. Our teachers work together to develop and write STEM units that cut across content (Science, Reading, Writing, Math and Social Studies) while incorporating Technology, Engineering and the Arts. Students are also presented with text that relates to Social and Emotional Learning as well as STEM through our monthly book club and weekly read-alouds with Dr. Clayton, Assistant Principal. |
"I wonder who will build a Rube Goldberg Machine that will water the plants in the CAE Gardens?" -3rd Grade
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Areas of Opportunity
We are working on providing more exposure to STEM-based careers by partnering with community members. The CAE STEM Lead Team has developed a survey to reach out to our school community to seek out additional resources to help strengthen our STEM program.
Sustainability
We will continue to provide our students with a project and problem-based curriculum that focuses on real world issues through the collaborative planning process. We are fortunate in the fact that grade level teachers have common planning. Teachers plan with their grade level on a weekly basis and they will continue to focus on ways to improve project/problem based learning in every classroom. Teachers have a full day planning session at the beginning of each quarter to reflect, make adjustments and present PBL Units to the STEM Lead Team. It is also important to note that our teachers participate in instructional planning meetings with the administrative team once a month. This till will also be used to discuss and plan for STEM projects that touch on real world issues. Finally, we will sustain our efforts through the continued participation in STEM professional learning courses.
Steps to Initiate Improvement
We have taken the following step to initiate improvement:
1. We have created and disseminated a STEM parent survey. The purpose of the survey was to identify parents in our school that could serve as STEM experts and how we could improve our STEM Program. This will help us to expand the possibilities for real world connections among our students.
2. Further engagement with immediate real-world issues, planning with STEAM career professionals to provide expertise in student projects; creation and maintenance of a method of tracking adherence to and mastery of targeted STEM competencies, for both students and facilitators.
Evidence
We are working on providing more exposure to STEM-based careers by partnering with community members. The CAE STEM Lead Team has developed a survey to reach out to our school community to seek out additional resources to help strengthen our STEM program.
Sustainability
We will continue to provide our students with a project and problem-based curriculum that focuses on real world issues through the collaborative planning process. We are fortunate in the fact that grade level teachers have common planning. Teachers plan with their grade level on a weekly basis and they will continue to focus on ways to improve project/problem based learning in every classroom. Teachers have a full day planning session at the beginning of each quarter to reflect, make adjustments and present PBL Units to the STEM Lead Team. It is also important to note that our teachers participate in instructional planning meetings with the administrative team once a month. This till will also be used to discuss and plan for STEM projects that touch on real world issues. Finally, we will sustain our efforts through the continued participation in STEM professional learning courses.
Steps to Initiate Improvement
We have taken the following step to initiate improvement:
1. We have created and disseminated a STEM parent survey. The purpose of the survey was to identify parents in our school that could serve as STEM experts and how we could improve our STEM Program. This will help us to expand the possibilities for real world connections among our students.
2. Further engagement with immediate real-world issues, planning with STEAM career professionals to provide expertise in student projects; creation and maintenance of a method of tracking adherence to and mastery of targeted STEM competencies, for both students and facilitators.
Evidence
Reading Through STEM & SEL
Students are presented with monthly STEM book titles such as Rosie Revere Engineer, Ada Twist scientist, What Do You Do With a Problem?, etc. that are read to them via morning broadcast, classroom read- alouds or during their rotations in the media center and lunch period. Students are able to have group book talks and answer guiding questions during and after reading.
STEM Curriculum
STEM teachers utilized the district APS Units of Study, State Standards of Excellence, expertise from STEM professionals and other resources such as Engineering is Elementary and the UGA Urban Agriculture Extension Program to create a custom curriculum that catered to our unique needs as a community and STEM school. Teachers developed 4 PBL Units focused on real-world issues and standards based instruction as well as 1 PBL that focuses on our school-wide initiative of Making a Clean Green Difference.
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STEM Unit Ideations from 1st and 2nd grade. The Ideation templates assist teachers with their weekly STEM Unit lesson, activity and lab progressions.
Unit 1: How Can We Be Different and Still Be Friends?
In this unit we learn how we are unique and special as well as how to show kindness and make new friends. The boys and girls have felt it is important to spread kindness to our classroom, school and community.
We have brainstormed many ideas and the students have decided it would be wonderful to have a “Buddy Bench” at our school. The “Buddy Bench” is a simple idea to eliminate loneliness and foster friendship on the playground. When you see a child sitting on the bench, others will know to invite them to come play.
As we learn to make new friends, we will also learn to solve conflicts through activities that challenge us to work together. we will partner with Kindergarten to design a buddy bench for their “More Inclusive” playground. Finally, we will put our social skills to use to help better the school by designing and creating a peace path for the playground.
In this unit we learn how we are unique and special as well as how to show kindness and make new friends. The boys and girls have felt it is important to spread kindness to our classroom, school and community.
We have brainstormed many ideas and the students have decided it would be wonderful to have a “Buddy Bench” at our school. The “Buddy Bench” is a simple idea to eliminate loneliness and foster friendship on the playground. When you see a child sitting on the bench, others will know to invite them to come play.
As we learn to make new friends, we will also learn to solve conflicts through activities that challenge us to work together. we will partner with Kindergarten to design a buddy bench for their “More Inclusive” playground. Finally, we will put our social skills to use to help better the school by designing and creating a peace path for the playground.
Unit 2: Farming in the City
In this unit we will learn about life on a farm as well as what happens on a farm. The students wanted to go beyond just gaining new understanding of what life on a farm is really like, but actually apply these skills to our way of life in our urban/suburban community .
Many discussions have brought about ideas about how we can become farmers even though we live in the city/suburbs and where we can grow our crops. We realized that instead of focusing on the components of rural communities that we did not have, refocus on what we did have and how we can make the best of our environment. The students came to the conclusion that we could use the garden space in our school-yard to plant our own crops and have a class garden, just as a farmer would do.
Not only do farmers grow crops, but they have animals that help provide food as well. Our class has decided that not only should we adopt a baby chick to help produce eggs, but also design a prototype for a chicken coop, because all living things need shelter.
In this unit we will learn about life on a farm as well as what happens on a farm. The students wanted to go beyond just gaining new understanding of what life on a farm is really like, but actually apply these skills to our way of life in our urban/suburban community .
Many discussions have brought about ideas about how we can become farmers even though we live in the city/suburbs and where we can grow our crops. We realized that instead of focusing on the components of rural communities that we did not have, refocus on what we did have and how we can make the best of our environment. The students came to the conclusion that we could use the garden space in our school-yard to plant our own crops and have a class garden, just as a farmer would do.
Not only do farmers grow crops, but they have animals that help provide food as well. Our class has decided that not only should we adopt a baby chick to help produce eggs, but also design a prototype for a chicken coop, because all living things need shelter.
Unit 1: Discovering the Community Around Us
How do community helpers describe their jobs and impact their neighborhoods? How can we teach others about the importance of community helpers?
Students will embark on several major projects: Community Helpers Interview and school survey, Class Big Book, a PSA on the school broadcast teaching others about the importance of community helpers, and a Live Wax Museum. Projects will introduce students to various community helpers, allow them to further their understanding about the roles of community helpers, and emphasize how the community depends on these people.
How do community helpers describe their jobs and impact their neighborhoods? How can we teach others about the importance of community helpers?
Students will embark on several major projects: Community Helpers Interview and school survey, Class Big Book, a PSA on the school broadcast teaching others about the importance of community helpers, and a Live Wax Museum. Projects will introduce students to various community helpers, allow them to further their understanding about the roles of community helpers, and emphasize how the community depends on these people.
Unit 2: Rocks & Soils
How can we identify and use different Earth materials to improve our environment ?
Students explore different ways earth materials can be used by experimenting with earth materials to see which one absorbs the best in order to help relieve the flooding in the learning garden.
How can we identify and use different Earth materials to improve our environment ?
Students explore different ways earth materials can be used by experimenting with earth materials to see which one absorbs the best in order to help relieve the flooding in the learning garden.
Unit 3 : Plants...Can We Eat Them or Not?
How can we develop a diverse garden to meet the needs of our community
Cleveland Avenue students live in a food desert and there are limited healthy food options. They are in need of exposure for healthier food choices. The students will develop a diverse garden at our school to meet the needs of our community.
Unit 1: Preparing for Natural Disasters
How can we design weather instruments to observe and measure weather patterns? How can we help other prepare for extreme types of weather?
Meteorologists are scientists that use tools to study and predict the weather. Over the next two week period, SW be making a class weather chart indicating daily temperature, how windy it is outside, which direction the wind is blowing and amount of precipitation, if any. Students will design a tool that can be used to show the direction of the wind. SW will develop resources to educate others on how to prepare for these catastrophic events.
Students have collected data, drawn pictures, and even created weather instruments. Students will work with their team of meteorologists must come up with a creative production all about the weather.
How can we design weather instruments to observe and measure weather patterns? How can we help other prepare for extreme types of weather?
Meteorologists are scientists that use tools to study and predict the weather. Over the next two week period, SW be making a class weather chart indicating daily temperature, how windy it is outside, which direction the wind is blowing and amount of precipitation, if any. Students will design a tool that can be used to show the direction of the wind. SW will develop resources to educate others on how to prepare for these catastrophic events.
Students have collected data, drawn pictures, and even created weather instruments. Students will work with their team of meteorologists must come up with a creative production all about the weather.
Unit 2: Emergency Alert System
How do we communicate with light and sound? How is sound and light useful? What are different ways we can communicate when there is an emergency using light and sound?
How do we communicate with light and sound? How is sound and light useful? What are different ways we can communicate when there is an emergency using light and sound?
Unit 3: My Green Thumb
How can we teach our community about the needs of plants and their parts?
Unit 1: The Force Behind the Fun: Designing an Inclusive Playground
Not all playgrounds are accessible to people with different abilities and special needs.At Cleveland Avenue Elementary we want to create a playground that will grant everyone easy access. In doing this we will need the help of our second grade team to create playground equipment that is fun, safe, and accessible by those with disabilities.
Using what we have learned about force and motion how can change our playground environment so that it is fun, safe and meets the needs of everyone?
Using what we have learned about force and motion how can change our playground environment so that it is fun, safe and meets the needs of everyone?
Unit 2: Making a Clean Green Difference
How can we obtain and communicate information about the causes and effects of a change to our environment? How can we prevent negative impacts on our environment caused by humans, animals and weather?
Students will be engaged in learning about the different changes to our environment, caused by animals, weather and humans. Students will explore different types of weather, pollution from humans, and animal contributions. They will produce a city made for overpopulation, and safety kits for the after effect of disastrous weather.
Students will be engaged in learning about the different changes to our environment, caused by animals, weather and humans. Students will explore different types of weather, pollution from humans, and animal contributions. They will produce a city made for overpopulation, and safety kits for the after effect of disastrous weather.
Unit 1: Georgia Habitats: I Will Survive!
How do the characteristics of the habitat determine and help support the organisms that live there?
The Atlanta Zoo has decided to add some new animals to its population! These new animals come from the 5 Habitats of Georgia. The new animals will need builders to put together habitats that fit the animals’ specific needs. The zoo director has asked your class to help design the habitats for the new animals. An animal’s habitat plays an important role in its survival. The habitat should be as similar as possible to the animal’s natural environment. It should include typical plants and features that would be present in the animal’s natural surroundings. Also, an animal’s habitat in a zoo must be built in such a way that it keeps the animal from escaping. Habitat designers must consider many different factors when designing an animal habitat for a zoo.
The Atlanta Zoo has decided to add some new animals to its population! These new animals come from the 5 Habitats of Georgia. The new animals will need builders to put together habitats that fit the animals’ specific needs. The zoo director has asked your class to help design the habitats for the new animals. An animal’s habitat plays an important role in its survival. The habitat should be as similar as possible to the animal’s natural environment. It should include typical plants and features that would be present in the animal’s natural surroundings. Also, an animal’s habitat in a zoo must be built in such a way that it keeps the animal from escaping. Habitat designers must consider many different factors when designing an animal habitat for a zoo.
Unit 2: Pollution & Conservation
How does pollution affect organisms? How can the conservation of resources and recycling materials protect our environment?
Unit 1: Final Frontier
How can life be sustained on other planets? What type of technologies could we develop to colonize other planets?
Research suggests that the world’s population is increasing exponentially; therefore, the world’s resources are being exhausted rapidly and land is becoming scarce. As a result, scientists are looking into making other planets, like Mars, inhabitable for humans.
Welcome young NASA apprentice! It is time to plan your future! As NASA apprentices, you will research the galaxy to determine the best planet for human habitation outside of Earth. After completing your research, you are charged with designing and creating either a spaceship for travel or a space station for humans to live on that particular planet. Our future is up to you!
How can life be sustained on other planets? What type of technologies could we develop to colonize other planets?
Research suggests that the world’s population is increasing exponentially; therefore, the world’s resources are being exhausted rapidly and land is becoming scarce. As a result, scientists are looking into making other planets, like Mars, inhabitable for humans.
Welcome young NASA apprentice! It is time to plan your future! As NASA apprentices, you will research the galaxy to determine the best planet for human habitation outside of Earth. After completing your research, you are charged with designing and creating either a spaceship for travel or a space station for humans to live on that particular planet. Our future is up to you!
Unit 2: Force and Motion
How can we design new economical and innovative games for the Fall Carnival?
Students will assume the role of an Engineer. Most Students at Cleveland Avenue Elementary look forward to the Fall Carnival every year. Most of the games students will play are the same games they have played for years. Therefore, many of the students will like to make use of their knowledge of force and motion to make improvements to existing games and/or design new games. As an engineer, you have the skills to build prototypes that are economical, entertaining, and innovative.
How can we design new economical and innovative games for the Fall Carnival?
Students will assume the role of an Engineer. Most Students at Cleveland Avenue Elementary look forward to the Fall Carnival every year. Most of the games students will play are the same games they have played for years. Therefore, many of the students will like to make use of their knowledge of force and motion to make improvements to existing games and/or design new games. As an engineer, you have the skills to build prototypes that are economical, entertaining, and innovative.
Unit 1: Electricity & Magnetism: Circuit City
How can we produce new technological innovations using simple circuits and magnets?
The challenge is for students to create their own products or toy that uses simple circuits. Each student should use all steps in the engineering and design process to complete the PBL.
How can we produce new technological innovations using simple circuits and magnets?
The challenge is for students to create their own products or toy that uses simple circuits. Each student should use all steps in the engineering and design process to complete the PBL.
Unit 2: Coming to America
Many immigrants dreamed of coming to the United States to start a better life for their families. Immigrants traveled from all over the world and had to travel on ships to get to the United States. For many of immigrants it would take weeks or even months to get their destination. During this time they had to endure many challenges including natural disasters such as tornadoes, hurricanes, heavy rains, and even tsunamis. How did immigrants build ships that would withstand the natural destructive forces while sailing across the seas?
Many immigrants dreamed of coming to the United States to start a better life for their families. Immigrants traveled from all over the world and had to travel on ships to get to the United States. For many of immigrants it would take weeks or even months to get their destination. During this time they had to endure many challenges including natural disasters such as tornadoes, hurricanes, heavy rains, and even tsunamis. How did immigrants build ships that would withstand the natural destructive forces while sailing across the seas?
