Q4 - Spring Arts Festival
Embedded Files
Presenting Our Hard Work!
Presenting Our Hard Work!
Students were able to display all the work they have done since December, which was when they last showcased their work during the Winter Arts Festival.
Q3- Exploring Ourselves Through Code
(Grade 2)
Students learned how to use Scratch Jr, a coding software, to develop their own interactive video games. Students were tasked with creating a game that had a theme, goal, and utilize interactive components.
Start on Tap
Start on Message
Send Message
Move Up
Game Symposiums!
Students invited families into the Makerspace to show off their video games! We loved sharing our games with our families!!
Unit of Inquiry
How We Express Ourselves
Approach to Learning
Self Management
Learner Profile
Risk Taker
Key Concept
Function
Standards
ISTE
1.5. Computational Thinker: Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.
1.5.c. break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.
1.5.d. understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.
K - 2 Engineering Design
K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
Q2 - Needs and Impacts of Living Things (Kindergarten)
Needs and Impacts
Needs and Impacts
Students in Kindergarten read a story about a group of students who were frustrated that they could not go out for recess due to bad weather. This led them to talk about the needs and wants of Kindergarteners.
Our own students were inspired to investigate living things, their natural environments, and the ways that an environment helps living things survive.
At the end of this unit students will be building toys and games out of recyclable materials to use during indoor recess!
Needs and Wants
Needs and Wants
What do living things need to survive?
How can we decide between a want and a need?
Impacting the Environment
Impacting the Environment
How do living things impact their environment?
How do the humans in Astoria change their environment?
Our Trip to Observe Natural Environments at the American Museum of Natural History!
Unit of Inquiry
Sharing the World
Approach to Learning
Thinking
Learner Profile
Knowledgable
Key Concept
Interconnection
Standards
K - 2 Engineering Design
K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
NGSS
K-ESS2-2. Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.
Common Core ELA
W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
Q1- Harnessing Renewable Energy (Grade 3)
The Boy Who Harnessed the Wind by William Kamkwamba and Bryan Mealer
The Boy Who Harnessed the Wind by William Kamkwamba and Bryan Mealer
Students in third grade read about William Kamkwamba, a 13 year old boy from Malawi, who harnessed the wind to save his village by studying science books at his local library.
Inspired by his story, students set out to create their own windmills made from recyclable materials.
This story has since been adapted as a Netflix movie!
Unit of Inquiry
Who We Are
Approach to Learning
Thinking
Learner Profile
Knowledgable
Key Concept
Responsibility
Standards
3-5-ETS1-1 Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
3-5-ETS1-2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
Cross Cutting Concepts 3-5
Patterns – Observed patterns in nature guide organization and classification and prompt questions about relationships and causes underlying them.
Patterns of change can be used to make predictions.
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