2.8 STEM/STEAM  Journals

Students consistently document long-term project-based learning, day-to-day interdisciplinary learning, and investigative research in journals. Written journals demonstrate cross-curricular integration across multiple disciplines. 

• Students utilize the SEMS Design Process-based thinking model and Claim, Evidence, and Reasoning framework.  

• Students communicate effectively about STEA2M using oral, written, and visual representations through the following:

• STEA2M Journals about their STEA2M Activities, PBLs, etc. 

• Presenting their projects and/or solutions to STEA2M problems to their peers, teachers, administrators, and community members by writing reports about their STEA2M projects, or creating visual displays to communicate their STEM findings.

• Numerous instructional programs are used to ensure proficiency among these standards. These instructional programs include Discovery Education, NEWSELA, Moby Max, Project Lead the Way, and iLearn.

• Self-directed activities are: creating a pasta car, penny boat challenge, building a catapult, and Lego building and instructions, etc

• Classes that use media arts to integrate an array of multimedia sources to produce multimedia content including videos and photographs such as Science Enrichment Class and Yearbook.

Student thinking is well documented throughout their STEA2M journals. These written journals are in place to allow students to demonstrate written reflections and project ownership.

Student Journal Examples:

Teachers are provided with weekly planning time that is devoted to data analysis, STEA2M planning, and professional development.

Teachers in different content and grade levels have also had opportunities to visit other STEM-certified schools and observe, take notes, and develop plans for future use of STEA2M Journals.

Teachers collaborating during PLCs about STEA2M  Extension Block on Fridays.