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Standard 13: Students demonstrate STEM content knowledge representative of STEM literacy outcomes that prepare them for the next level of learning and work.
Standard 13: Students demonstrate STEM content knowledge representative of STEM literacy outcomes that prepare them for the next level of learning and work.
Because of the important role that STEAM plays in our lives, it’s crucial that our students are prepared for the next level. As students begin to build and strengthen their STEAM literacy, they must gain a solid understanding of STEAM content knowledge. We incorporate many technology tools to increase STEAM content knowledge. We have a strong technology-based science curriculum that utilizes Mystery Science, as well as Brainpop, Brainpop Jr., Science Weekly, and others. Technology is explicitly taught and utilized throughout all aspects of daily school life. Students learn to use apps such as Google Suite, Kami, Nearpod, Kodable, Code.org, and so many others in order to explore content and create. They also use hands-on technology like Spheros, OzoBots, BluBots, and other devices. The engineering design process is also explicitly taught and thoroughly incorporated into learning experiences. Mathematical concepts and practices are developed through the use of programs such as our research-based iReady Math curriculum and other apps. The teacher facilitates learning, exploration, and discussion with students in the classroom. Additionally, students use the adaptive iReady app to reinforce learning as they progress along their individualized learning paths. Students are assessed through formative assessments such as the questions during the online iReady lessons and the online checkups. They are also assessed through summative assessments by completing the Standards Mastery after lessons, monthly growth check, and our triannual diagnostic.
As students progress, the data gained from formative and summative assessments, rubrics, portfolios, and other means is analyzed during our grade level and school-wide data meetings. The data is used to determine next steps for instruction in order to reach student goals.
As students gain content knowledge they can better identify, apply, and integrate STEAM concepts in order to understand complex problems. Also by learning and using the engineering design process students become better problem solvers. They develop persistence and learn to consider failures as opportunities for improvement. Strong STEAM literacy and the EDP process nurture students' abilities to create innovative solutions to challenges in any subject or other area of their lives.
Students at Childersburg Elementary School were engaged in learning more about STEAM Careers and the engineering design process when JX Nippon Oil & Energy, USA Inc. Quality Control Technician, Patti Lightsey, partnered with CES to facilitate an inquiry-based lesson during one club meeting. Nippon provides the local community and the world with various products including lubricating oil and other chemical products. Students were highly engaged in a simulation of the work of a scientist which included measuring, blending, and testing oils and other substances from Nippon Oil. They also participated in collecting data and testing their hypothesis. Students followed important safety measures and utilized the tools of the trade while executing their job responsibilities. This experience allowed students to envision a future career as a scientist working in a laboratory.
The STEAM Reading Club read "The Day It Rained Hearts". They used the Scientific Method as they experimented with candy hearts. They first developed their hypothesis about what they thought would happen when you add candy hearts to vinegar and then charted the predictions. To conduct the experiment, students added candy hearts to cups of vinegar and logged the results as they progressed through the experiment. Next, students formed another hypothesis about what they thought would happen when candy hearts were added to baking soda. Students added candy hearts to cups of baking soda water and documented their results. Students' curiosity led them to test the candy hearts in a mixture of baking soda and vinegar and students noticed the candy hearts "dancing." Students came together to reflect on their findings.
Kindergarten, first, and second-grade students read the book "Down Comes the Rain" and used the engineering design process to create an umbrella to protect bugs. In collaborative groups, students designed an umbrella and decided on the materials they thought would work best as a form of protection from the rain. Then they went to the Makerspace Lab to gather materials and begin creating. After creating their umbrella, students placed “bugs” underneath it. They poured a cup of water over the umbrella to determine if the "bugs” stayed dry. Students made improvements to their umbrellas and retested as needed. Students found that the egg carton pieces made the best available material to use as an umbrella.
At CES, we use the ELEOT Tool to help us identify observable evidence of classroom environments that promote student learning. The principal uses the ELEOT Tool during walkthroughs and formal observations. Also, leaders throughout Talladega County use the ELEOT Tool during walkthroughs to help us identify our strengths and weaknesses. The data gathered is used to provide professional development where needed. Click the button below to view ELEOTs from the 2018-2019 school year. A year, we feel, is our biggest improvement towards providing our students a strong STEAM curriculum.
During DLP coaching, teachers always begin the cycle by completing the Impactful Technology Use Rubric. This rubric measures student behavior related to the use of technology. The rubric assesses the level of development for each indicator of impactful technology use as it pertains to relevant technology, collaboration, communication, creativity, critical thinking, and student agency. After completing the rubric, we can assess where students are currently and then make plans to help them progress to the next level in their development. The DLP coach and teacher pick one area as a focus to improve and strategically plan scaffolded steps to improve student use. At the end of the cycle, teachers complete the same rubric and analyze it for growth. Click the button below to view the Impactful Technology Use Rubrics completed by teachers.
Strengths
Our educators spend a great deal of time planning standards and STEAM-driven lessons for our students that teach content knowledge as well as require students to build and engage in STEAM literacy.
Sustainability
We continue to plan and improve plans in order to produce the desired outcome of STEAM literacy. Through student work, we have witnessed our students becoming innovators.
Opportunities for Improvement
We would like to integrate more rubrics into our everyday activities in order to improve data. This will allow us to better track the growth and progression of our students through the 5 C’s and STEAM literacy skills. Students would also be able to better self-assess where they are.
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