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Vision
Through consistent STEM integration, each unique learner will become a 21st century problem solver with the skills of critical thinking, creativity, communication, and collaboration.
Mission
We will strive to inspire our young learners to value to critical role that science, technology, engineering, mathematics, and literacy play in their futures by providing engaging and rigorous instruction.
All students participate in STEM at Cloverleaf Elementary. Students use the Engineering Design Process to solve problems related to their grade level standards and Project Based Learning. Students engage in interdisciplinary learning. Teachers use the Claim, Evidence, Reasoning model (CER) to guide students through investigative research of science concepts.
At Cloverleaf we use the EDP (Engineering Design Process) to solve problems and build things.
At Cloverleaf we use the EDP (Engineering Design Process) to solve problems and build things.
-Julianna, 5th Grade
-Julianna, 5th Grade
In 2019, the STEM Committee brainstormed the important features to include in our school's Engineering Design Process. Reading is the foundation of everything we do, so we wanted it to be at the heart of our EDP. We went through several iterations before finalizing this one in 2024 with the help of our STEM Advisory Committee. It was overwhelmingly supported by the staff. The Cloverleaf EDP is in every classroom where students can utilize it for day-to-day interdisciplinary lessons and PBL.
-Stefanie Gaddy, Media Specialist
Project Based Learning
Project Based Learning
At Cloverleaf, students engage in Project Based Learning. Each grade level focuses on a different driving question to encourage critical thinking and problem-solving skills. All grade level PBLs link back to the school question: how can we use agriculture to impact our community and prepare for our futures?
Driving Questions:
How can we create a sustainable habitat for for pollinators at CLES? What might we do to increase the number of pollinators at this school?
How can we, as conservationists, research and communicate the effects of pollution to create a solution that improves our school's impact on the environment?
How can we, as junior horticulturalists, use our knowledge of science concepts to create a sustainable product to improve the soil quality in our school gardens at CLES?
How can we, as wellness advocates, promote healthy choices in our school community, and what impact do these choices have on our lives now and in the future?
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