STEM Learners1.5

Indicator ST1.5: Students demonstrate their learning through performance-based assessments and express their conclusions through elaborate explanations of their thinking.

Munford High School provides students of all levels with multiple opportunities to showcase and demonstrate their STEM learning experiences. Students are able to present their projects, experiments, and work samples to a variety of stakeholders within and outside the school through the STEAM showcase, JSU symposium, and digital portfolio presentations. Students demonstrate a variety of skills necessary to become successful in the 21^st Century through critical thinking, communication, and collaboration.

Teachers invite their students to present STEM-based projects through the system-wide Innovative Learning Showcase in order to feature some of the innovative projects that are prevalent throughout MHS. Schools across the county compete in categories such as robotics, coding, 3D printing, and project-based learning. One of MHS's innovative projects includes using a Hummingbird Coding Kit to animate bones in order to create movement similar to muscles.

Since MHS is closely partnered with the Talladega National Forest, many projects are centered on environmental issues. Students have designed their own non-toxic chemical cleaning product and have created an urban aquaponic system to sustain the growing population by growing their own food. In the last four years MHS has placed first in multiple categories such as Coding, Engineering & Design, Gamification, and Robotics.

MHS students in Zoology have a unique experience working with Jacksonville State University professors to conduct field and lab research. Over the course of a year, these students work together on research projects and present their work at the JSU symposium, where professors from the university evaluate their work. This showcase is usually reserved for graduate and undergrad students who attend the university, so MHS's Zoology class is truly thankful to be part of this partnership.

One project the students in Zoology present is a field study to locate and identify creeks in Talladega County where the loach, an invasive species that eats game fish eggs, inhabits. In order to achieve this, they travel with Dr. Mark Meade, along with other JSU professors, to a creek that they suspect the loach to inhabit. The students electroshock the creek and use nets to collect the fish. After one hour of collecting, the students record the name of each species found and the number of each. Any creek that the loach is found to inhabit is classified as in poor condition due to the presence of the loach. The students have found isolated populations of the loach and will continue to follow tributaries off of Choccolocco Creek where conditions may suit the needs of the loach.

Munford High School students are also working with JSU's Dr. James Rayburn to analyze the effects of salt on the embryos of the South African clawed frog. The South African clawed frog embryos were used because the transparency of the embryos allows for easy viewing of the internal organs. The students look at the development and metamorphosis deformities of the embryos when exposed to a variety of salinity levels over a five-day period. They have found the higher exposure to salt water results in more deformities. The results have led to a concern for other species that might be affected by the sporadic changes in salinity levels along the gulf coast. Thus, this valuable experience with real-world application allows students to utilize STEM skills, presenting their conclusions with authenticity.

MHS students in grades 9-12 create a digital portfolio throughout the academic year. Students present their portfolio to stakeholders, who use a rubric to evaluate rigor, learning progress, and academic achievement. Students include their best four pieces of evidence of learning from the year, which may include PBL projects, lab experiments, research projects, STEM projects, and other important coursework and procedures. Through a narrative for each piece of evidence chosen, students explain why each artifact was chosen, what learning target or objective was met, what higher order thinking skills were met, and what real-world use was applied. In addition to their coursework, students must also be accountable for their disciplinary infractions, attendance profile, and growth in standardized testing. All of these offer a comprehensive snapshot of the student's learning experience, which is presented to parents and other stakeholders for their evaluation, questions, and comments .