Embedded Files
STEAM 2020
STEAM 2020
Words We Are Working On...
Words We Are Working On...
single use plastic - plastic items like forks, spoons, straws, cups that are used one time and thrown away
single use plastic - plastic items like forks, spoons, straws, cups that are used one time and thrown away
gyre - ocean currents that move in a circle
gyre - ocean currents that move in a circle
Save the Oceans
Save the Oceans
Did you know there is a patch of plastic in the Pacific Ocean that is two times the size of Texas?
Did you know there is a patch of plastic in the Pacific Ocean that is two times the size of Texas?
Students learned that millions of tons of plastic end up as litter. This litter gets washed into rivers that enter the oceans. Ocean currents then carry plastic to certain areas called gyres, ocean currents that move in a circular pattern. Plastic is a problem, because it breaks down into tiny parts. It gets eaten by fish, birds, sea turtles, and other marine life.
Students learned that millions of tons of plastic end up as litter. This litter gets washed into rivers that enter the oceans. Ocean currents then carry plastic to certain areas called gyres, ocean currents that move in a circular pattern. Plastic is a problem, because it breaks down into tiny parts. It gets eaten by fish, birds, sea turtles, and other marine life.
What can we do to help solve this problem? Students talked about recycling, using water bottles they can fill up over and over, using metal or paper straws, and using cloth or paper grocery bags.
What can we do to help solve this problem? Students talked about recycling, using water bottles they can fill up over and over, using metal or paper straws, and using cloth or paper grocery bags.
Students also came up with great ideas to clean up the garbage in the oceans. They designed prototypes that would suck out the plastic, release the fish and wildlife, and sort plastic to be used in other items. They even discussed creating a fish that would devour plastic.
Students also came up with great ideas to clean up the garbage in the oceans. They designed prototypes that would suck out the plastic, release the fish and wildlife, and sort plastic to be used in other items. They even discussed creating a fish that would devour plastic.
ROBOTICS
ROBOTICS
Elementary and Junior High students are using Ozobot Evo to learn about robotics and coding. They are using color patterns to move the Ozobot Evo through mazes. All the students are working hard to solve any problems the robot may encounter in the maze and reach the finish line.
Elementary and Junior High students are using Ozobot Evo to learn about robotics and coding. They are using color patterns to move the Ozobot Evo through mazes. All the students are working hard to solve any problems the robot may encounter in the maze and reach the finish line.
Words We Are Working On...
Words We Are Working On...
calibrate - getting Evo ready to read the lines and color patterns (code)
calibrate - getting Evo ready to read the lines and color patterns (code)
optical sensors - Evo's eyes,
optical sensors - Evo's eyes,
pattern - colors used in a specific order to tell Evo what to do
pattern - colors used in a specific order to tell Evo what to do
LED - light emitting diode
LED - light emitting diode
Rockin' Roller Coaster
Rockin' Roller Coaster
Students explored the forces that keep a roller coaster moving along its track. We learned that the highest hill (the lift hill) is at the beginning of the ride. This is where the roller coaster gains most of its energy. Once the car starts down the hill, kinetic energy keeps the car moving through the ride. Loss of momentum and friction slow the car down at the end of the ride.
Students explored the forces that keep a roller coaster moving along its track. We learned that the highest hill (the lift hill) is at the beginning of the ride. This is where the roller coaster gains most of its energy. Once the car starts down the hill, kinetic energy keeps the car moving through the ride. Loss of momentum and friction slow the car down at the end of the ride.
Words We Are Working On...
Words We Are Working On...
acceleration - a change in speed or direction of the marble
acceleration - a change in speed or direction of the marble
force - the strength or energy that moves a marble
force - the strength or energy that moves a marble
gravity - an invisible force that pulls the marble towards Earth
gravity - an invisible force that pulls the marble towards Earth
momentum - the force that keeps the marble moving
momentum - the force that keeps the marble moving
friction - when objects rub against each other
friction - when objects rub against each other
Crystals
Crystals
Students made crystals with borax and water. Check out the results!
Students made crystals with borax and water. Check out the results!
Snow!!
Snow!!
Students have been looking closely at snow crystals! We have found that they are really frozen water and they come in too many shapes to count. Snowflakes start as a speck of dirt. As water vapor sticks to the speck, it grows into a hexagon shape. Then branches start growing from the corners and a beautiful snow crystal is created!
Students have been looking closely at snow crystals! We have found that they are really frozen water and they come in too many shapes to count. Snowflakes start as a speck of dirt. As water vapor sticks to the speck, it grows into a hexagon shape. Then branches start growing from the corners and a beautiful snow crystal is created!
Observations made by the students:
Observations made by the students:
There are 6 branches.
There are 6 branches.
It looks like a hexagon.
It looks like a hexagon.
They are all different.
They are all different.
Some look like stars and other like trees.
Some look like stars and other like trees.
Photo by Aaron Burden on Unsplash
Challenge:
Challenge:
Next time you are outside while it is snowing, catch a snowflake on your glove and describe what happens to it.
Next time you are outside while it is snowing, catch a snowflake on your glove and describe what happens to it.
WORD CLOUDS
WORD CLOUDS
Elementary students are creating word clouds using words that describe Halloween and Fall.
Elementary students are creating word clouds using words that describe Halloween and Fall.
CHALLENGE:
CHALLENGE:
1. Use words that describe fall to create a word cloud.
1. Use words that describe fall to create a word cloud.
2. Layer word cloud with a picture of yourself.
2. Layer word cloud with a picture of yourself.
VOCABULARY: image, background, layers
VOCABULARY: image, background, layers
Students are using the DoInk Green Screen app to remove the green background and layer on top of their word clouds or pictures.
Students are using the DoInk Green Screen app to remove the green background and layer on top of their word clouds or pictures.
BATS and ZIPLINES
BATS and ZIPLINES
The elementary students researched Flying Foxes, a mega bat in Australia. These amazing bats are known as fruit bats and eat nectar, pollen, and fruit. They can have a wing span as large as 6 feet!
The elementary students researched Flying Foxes, a mega bat in Australia. These amazing bats are known as fruit bats and eat nectar, pollen, and fruit. They can have a wing span as large as 6 feet!
Due to urbanization and deforestation, the flying foxes get into trouble with their human neighbors and need to be rescued. One of their biggest threats is backyard fruit tree netting. People put fruit netting over their fruit trees to keep the bats from eating the fruit. The unsafe netting captures and unfortunately kills many bats every year.
Due to urbanization and deforestation, the flying foxes get into trouble with their human neighbors and need to be rescued. One of their biggest threats is backyard fruit tree netting. People put fruit netting over their fruit trees to keep the bats from eating the fruit. The unsafe netting captures and unfortunately kills many bats every year.
Fortunately, there are dedicated people who rescue and nurse the bats back to health. Then the bats are released back into the wild.
Fortunately, there are dedicated people who rescue and nurse the bats back to health. Then the bats are released back into the wild.
Modifying the bat model to fly faster. Students added pennies and paperclips to the bats to make them weigh more. Then they sent the bats down the zipline.
CHALLENGE: Create a model of a bat and a zip-line to simulate flight.
CHALLENGE: Create a model of a bat and a zip-line to simulate flight.
RESEARCH:
RESEARCH:
How do flying foxes fly?
How do flying foxes fly?
What is a zip-line and how does it work?
What is a zip-line and how does it work?
VOCABULARY: friction, weight, angle, gravity
VOCABULARY: friction, weight, angle, gravity
Students created bats with craft supplies.
What is happening in Elementary STEAM
What is happening in Elementary STEAM
Working on the bucket and arm.
Elementary students are hard at work building models of excavators. First they took a look at several excavators in action and learned the names of the large parts of the machines. They made observations about the movements made by an excavator and how it moves a load of dirt from one place to another.
Elementary students are hard at work building models of excavators. First they took a look at several excavators in action and learned the names of the large parts of the machines. They made observations about the movements made by an excavator and how it moves a load of dirt from one place to another.
Creating a strong base to hold the excavator.
A big part of thinking like a scientist, an engineer, or a mathematician is to explain your thinking. Students describe how the prototypes work and answer questions from peers. This helps everyone in the group think about what works and how to improve the design.
A big part of thinking like a scientist, an engineer, or a mathematician is to explain your thinking. Students describe how the prototypes work and answer questions from peers. This helps everyone in the group think about what works and how to improve the design.
What is STEAM?
What is STEAM?
The Next Generation Science Standards place a great emphasis on science, technology, engineering, arts, and math. STEAM classes encourage students to problem-solve, to ask questions, and to engage with real life situations. During STEAM classes students are working on skills such as communication, data analysis, product design, and working collaboratively. These skills are needed to succeed in all careers.
The Next Generation Science Standards place a great emphasis on science, technology, engineering, arts, and math. STEAM classes encourage students to problem-solve, to ask questions, and to engage with real life situations. During STEAM classes students are working on skills such as communication, data analysis, product design, and working collaboratively. These skills are needed to succeed in all careers.
Students use the engineering design process to find solutions and develop prototypes. Students are encouraged to act as scientists and engineers through the use of sketches, diagrams, mathematical relationships, and literacy connections. Students create their own sketches, models, and products based on background information and research.
Students use the engineering design process to find solutions and develop prototypes. Students are encouraged to act as scientists and engineers through the use of sketches, diagrams, mathematical relationships, and literacy connections. Students create their own sketches, models, and products based on background information and research.
The 5E Model
The 5E Model
The 5E Instructional Model emphasizes building new ideas based on existing knowledge. Challenges in the STEAM classroom require students to respond using math, writing, theatrical and oral skills that are appropriate for their skill level as they work through each phase of the 5E model.
The 5E Instructional Model emphasizes building new ideas based on existing knowledge. Challenges in the STEAM classroom require students to respond using math, writing, theatrical and oral skills that are appropriate for their skill level as they work through each phase of the 5E model.
ENGAGE
ENGAGE
Make connections between what you know and focus on the outcome of the activity
Make connections between what you know and focus on the outcome of the activity
EXPLORE
EXPLORE
Build on existing knowledge through exploration and manipulation of materials.
Build on existing knowledge through exploration and manipulation of materials.
EXPLAIN
EXPLAIN
Demonstrate the understanding of a concept through verbal or written communication. Students may also demonstrate new skills and teachers will introduce new vocabulary.
Demonstrate the understanding of a concept through verbal or written communication. Students may also demonstrate new skills and teachers will introduce new vocabulary.
ELABORATE
ELABORATE
Extend understanding by obtaining more information about a topic through new experiences and research.
Extend understanding by obtaining more information about a topic through new experiences and research.
EVALUATE
EVALUATE
Assess understanding of key concepts and skills (self-assess and teacher-assess)
Assess understanding of key concepts and skills (self-assess and teacher-assess)
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