Embedded Files
Instruction: Domain Summary
Instruction: Domain Summary
Instruction at North Side includes not only the Project Lead The Way curriculum, but also the principles of project- and problem-based learning. Teachers from Randolph Eastern participated in the IDOE/Ford Next Generation Learning Train the Trainer program. During this training program, teachers and district administration created a plan to train all teachers in the district. With these two opportunities for teachers to learn, students are afforded experiences in real-world problem solving and challenges while learning to work collaboratively.
3.1 STEM Instructional Approach Training
3.1 STEM Instructional Approach Training
At least 50 percent of teachers have been trained in implementing a STEM instructional approach in the context of solving a real-world problem or challenge
Ford Next Generation Learning PBL Training
Ford Next Generation Learning PBL Training
Randolph Eastern School Corporation participated in the IDOE - Ford NGL Training Program. This program trained teachers to become trainers in PBL. Participants were required to create PBL units as well as a plan to train teachers across the district. Attached you will find the outline for the Ford Next Generation Learning PBL Training along with our 2-year facilitator agenda.
FNGL-PBL-Report-V3_20May2020.pdfList of Educators Trained in PBL
List of Educators Trained in PBL
The spreadsheet below is a list of the teachers at North Side Elementary that participated in our Summer Tech Academy's training session. The first session was for all teachers and was focused on STEM Across the Disciplines and the integration of Project Based Learning. You can see that 23/23 staff members attended this training session meaning 100% of our staff has been trained with a STEM/PBL instructional approach.
Teachers also went through additional training this summer to support their growth in implementing STEM in a digital world. You can see the two additional sessions titled:
Google Workspace for Education
Blended Digital Learning
These were offered as elective sessions for teachers and you can see that teachers participated in one of these courses.
These training sessions were planned in conjunction with the document to the left created by our Guiding Coalition, and our partners at 5-Star Technology. The outline for the training agenda can be found above the spreadsheet.
Guiding Coalition
Guiding Coalition
This artifact is notes from our guiding coalition meeting with 5-Star technology solutions. These minutes reflect planning for the 21-22 school year. Specifically, toward integration of PBL and STEM K-12.
Professional Learning Funding
Professional Learning Funding
The attached sheet demonstrates the funding set aside for professional learning for teachers during our summer training sessions, PLTW, and additional STEM Curriculum Training.
2021-2022 PLTW Training Schedule
Attached below is the list of our new teachers who went through PLTW Training this summer.
PBL Professional Learning Timeline
PBL Professional Learning Timeline
Below is our 5-Year PBL Professional Learning Timeline
3.2 STEM Instructional Approach Implementation
3.2 STEM Instructional Approach Implementation
At least 50 percent of teachers use a STEM instructional approach in the context of solving a real-world problem or challenge
PLTW Implementation Schedule and Budget
PLTW Implementation Schedule and Budget
The attached sheet outlines our PLTW modules that are taught at each grade level in each classroom along with the funding allotted and the class size.
CCTV
CCTV
Students were given the real-world problem of placing security cameras in a new neighborhood. Students are using rulers and protractors to determine maximum coverage within the given budget.
Security Camera PBL - Erica CalhounFood Truck
Food Truck
Below is a picture of a student sample of a completed project. They were told to build a machine to help carry in grocies from a truck into a food pantry. There were a variety of samples that the students created.
IMG_2977 - Jessica Steed.jpgMarble Run Challenge
Marble Run Challenge
Students completed the marble run challenge. They had to use the engineering design process. In this challenge a toy company asks them to design a marble run.
4 - Paper Plate Marble Run STEM Activity + TpT Digital Distance Learning - Clorinda Culy.pdfEgg Drop Project
Egg Drop Project
Students design a device to protect an egg from breaking when dropped.
IMG-0408 - Clorinda Culy.jpgSTEM and Proportions
STEM and Proportions
students have hands-on practice solving the proportion of weight when constructing a building. Students had to problem solve how to reconstruct the Eiffel Tower and proportion it so it could stand on its own.
IMG-4039 - Sarah Davison.jpgInfection Detection
Infection Detection
We do PLTW Infection Detection Unit during our Explorer's Unit in Social Studies. This artifact shows how the students research and learn how bacteria and viruses are spread and their challenge is to find out what the virus is and who was the host. They do this project in groups. I am attaching a journal that a student had to do with this project.
Project Lead The Way Student Journal - Holly Morris.pdfThis document addresses the way in which our PLTW courses are tied directly into a STEM Instructional approach. These courses are designed to embed an engineering mindset into our students throughout the projects they work on.
Design Process.pdf3.3 Student Instructional Work Groups
3.3 Student Instructional Work Groups
At least two times per week and in at least 50 percent of classes, students work in groups as follows:
1) Students collaborate with peers based upon project/intended outcomes
2) Each group member has at least one assigned role that is critical to successful project/goal completion
3) Accountability is measured and recorded for each individual as well as the entire group
Teacher Implementation
Teacher Implementation
The attached document demonstrates that of the 23 general education teachers at North Side Elementary, all 23 (100%) of them, are carrying out PLTW lessons in their classrooms on a regular basis. Each PLTW module the teachers are implementing, incorporates group work and collaboration in order to solve real-world problems.
Sample of PLTW Collaboratively Developed Lesson Plans
2nd-Grids and Games.pdfK-Human Body.pdf1st-Animal Adaptations.pdf
Group Work and Collaboration
Students worked in groups to create inventions that contained at least 2 simple machines with Erector Sets
Erector sets - Erica Calhoun.jpgPLTW: Animals and Algorithms
This artifact is a unit outline for the PLTW module: Animals and Algorithms. The unit covers 18 class periods and teaches students how to create their own animations. Within this document, the teacher has also made note of which parts of the module the students will work collaboratively reflecting 10 of the 18 days (56%). All PLTW modules include collaboration and group work as required by the IDOE Vetted Curriculum process.
Boat Design
Boat Design
Students worked in groups to design and create a clay boat from 40 grams of modeling clay. Their design was totally their idea. The point was to see how many pennies could be held and still float in a bucket of water... Group discussion, design and redesign, trial and error all were major parts of this project. Students soon found out placing the pennies carefully made a difference and location of the pennies also made a difference to maintain the best water displacement without sinking the boat... over 50 pennies were held in the winning boat. We completed this activity while working in our "Design and Modeling" unit.
Student Instructional Workgroups
Student Instructional Workgroups
The students were given roles to follow so that the project runs more smoothly. Each one had their own part and after the projects was completed, they met with the teacher to discuss how those roles benefited or hindered their project and what they would've changed. This helped the students take ownership of the project and their role.
alerts@resc.k12.in.us_20210519_094309 - Jessica Steed.pdfMathematics Collaboration
Mathematics Collaboration
Students work in teams, groups, and partners to review the concepts we have been working on throughout the weeks past to prepare for the test.
Week 2 Review - Tony Evans.pdfPLTW Group Roles and Responsibilities
PLTW Group Roles and Responsibilities
The document below houses my monthly PLTW plans. You can see that I have actively planned for groups and defined their roles and responsibilities.
alerts@resc.k12.in.us_20210519_094243 - Jessica Steed.pdf3.4 Technology in Instruction
3.4 Technology in Instruction
Students use a variety of technologies to enhance their learning in investigations and problem solving e.g., data collection/analysis, design, creation, virtual simulations, research and communication at least 50 percent of the time
Technology in Instruction
The survey results at the left reflect that 19 of the 24 teachers (79%) responded to the question of frequency of technology used in their classrooms.
53% of these teachers (10 out of 19) indicated they use multiple forms of technology in their classrooms weekly or more frequently.
Tynker Programming
Tynker Programming
Students worked through the Tynker: Programming 100 course to familiarize themselves with the Tynker program before completing the PLTW Grade 5 Infection: Modeling and Simulation (Old Version) module.
Tynker Programming - Erica Calhoun.PNGStudents carried out collaboration and used technology while working through the Hour of Code lessons.
Gough STEM Hour of Code Lesson - Treva GoughIntroduction to the Module _ 3-Stability and Motion_ Forces and… - Treva Gough.pdfStudents worked collaboratively with teammates and used technology throughout the course of this PLTW unit to develop simple machines.
Freaky Friday
6th Grade Science Teacher, Mr. Lynch, works with students each week in his class. Through the high school television and radio program, KISS TV, he produces a Freaky Friday Science Lesson.
IMG-3383 - Lindsay Bruns.jpgWe are studying and work on PLTW Sun, Moon and Stars. Students have been discovering about our moon, sun and stars. We worked on a lesson about the stars. We watched a video about the stars. In our launch logs we drew what the sky would look light at night with the stars, and what it would look like during the daytime. Then I gave the kids each a piece of black paper, then they were to design their own constellation on the paper using stars. They were to connect the stars together using a white crayon. I did give the kids a paper with constellations on them that they could reference for their own.
3.5 STEM Integration
3.5 STEM Integration
At least 50 percent of teachers are implementing the planned integrated STEM learning opportunities on a quarterly basis (see 1.3)
3rd-Simple Machines.pdfCAD Modeling
CAD Modeling
This is a sample lesson that our PLTW students complete. They build upon their CAD skills to develop 3D models and technical drawings. A summative assessment was completed at the end of the unit.
PLTW Lesson Plan - Maren Lee.pdfPasta Measurement
Pasta Measurement
Students were required to work in groups. Sketches were made and designs were created.The pasta cars could only be made from pasta materials. The only adhesives students could use was glue, or hot glue guns, or rubber cement. They were to make a vehicle no larger than 6"x6"x6" that rolls down a 20 tall inclined plane to see how far and how fast it traveled. After measuring the distance their car traveled and timing it, students calculated the average speed for their vehicle.
pasta cars - Phil Lynch.jpgNative American Homes
Native American Homes
After studying Native Americans in social studies the students created a house that represented their Native American region. They then tested their houses against the weather elements of wind and rain.
Native American Homes - Erica Calhoun.pdfTree Stand Design
Tree Stand Design
The students read about, watched videos, and designed a tree to raise in Rockefeller Center with 4 stabilizing wires. They determined what kind of material to use for the wires and how to use only those to raise the tree. Once standing they tested their designs by turning a fan on them at the 3 levels to determine if their design would withstand the "wind."
Rockefeller Trees - Erica Calhoun.pdfThis STEM activity integrates with ELA/Writing as the students are asked to write a fictional narrative to continue the story. Check out the lesson plan and STEM journal attached for more information.
After the Fall READ ALOUD STEM™ - Clorinda Culy.pdfIMG-0259 - Sherri Wills.jpgIn this 3rd grade PBL unit, students used technology to research habitats. The students then used their research to plan and created a project. Students worked in groups to plan and collaborate with peers.
Report abuse