Embedded Files
At Lafayette Sunnyside instructional time is not organized into separate math, science, English, and social studies classes. Students participate in two “blocks” of classes: STEM and Humanities. Each team of teachers has the flexibility to use blocks as needed, and they are encouraged to collaborate in ways that support their partners’ curriculum. Core Instruction, Advisory, and Exploratory class periods allow flexibility in scheduling, as each team can use class periods to restructure/regroup students on their teams as needed for participation in specific projects. Students from different teams collaborate as well (i.e., on SLED projects) during common STEM blocks.
3.1 STEM Instructional Approach Training
3.1 STEM Instructional Approach Training
Through our partnership with Purdue University's College of Education our teachers take purposeful steps to leverage their current curriculum with the SLED design tasks by integrating engineering design tasks as culminating activities within existing multi-week units. By revising their scope and sequence to reflect current Indiana academic standards, Sunnyside teachers successfully constructed a STEM curriculum that emphasized an integrated approach to critical thinking and problem solving skills. Over 60% of Sunnyside staff have received hands-on STEM training.
Sunnyside PD_Certificate.docxGetting_Started_with_SLED.pdfSTEM Certified Staff List.pdf3.2 STEM Instructional Approach Implementation
3.2 STEM Instructional Approach Implementation
Every STEM classroom at Sunnyside has the opportunity to complete an engineering design task adapted but based on a real-world program. Whether environmental or for improving infrastructure and accessibility in our community, our students are presented with a problem with constraints of a real-world scenario. Sunnyside teachers follow a common curriculum map and assessment schedule so that STEM curriculum is implemented by all STEM teachers to all Sunnyside students.
SY20-21 STEM 5 Assessment Calendar.pdfSY20-21 STEM 6 Assessment Calendar (1).pdfNeed A Lift Design Task.pdfCandy Land Towers.pdfQ2 Roller Coaster.pdf3.3 Student Instructional Work Groups
3.3 Student Instructional Work Groups
Students are engaged in collaborative learning in all of our classrooms. Peer to peer evaluation, project development, and teaming for competitions are some examples. Desired learning outcomes dictate the criteria teacher use in assigning roles within collaborative instructional groups. At least twice a week students partner or come together in small groups and participate in building competency in how they approach and solve word problems in math. For example, see the attached "I don't know...let's just Multiply!"
Supporting Data:
55% of Sunnyside Humanities classrooms work in collaborative groups two or more times per week. (An additional 22% of Humanities classrooms report having student work in collaborative groups one a week).
75% of Sunnyside STEM classrooms work in collaborative groups two or more times per week. (An additional 25% of STEM classrooms report having student work in collaborative groups one a week).
77% of all students work in collaborative groups at least twice per week between their STEM and Humanities classes.
3 - Mesoamerica STEM Challenges.pdfNativeAmericanDwelling_MinecraftProject.pdfThanksgiving PBL Roles and Rubric_Laura Busekrus.pdf
I don’t know… let’s just Multiply!.pdf
Text Evidence Project Rubric.docxVirtural Dig Project for Ancient Civilizations (Mayan, Incan, Aztec).docxAztec Chinampas Project.docxP2_4_SecretsandSafes_Rubric_Alicia Gebhardt.pdfWinter Traditions Around the World.pdfLiterature Circles_Jennifer Fultz.pdf3.4 Technology in Instruction
3.4 Technology in Instruction
Our classrooms are structured to maximize student collaboration. Technology is infused into every assignment. We are moving to the use of real time informational text accessed through the Internet and away from stuck-in-time textbooks. Our learning management system, Canvas, is based on the important belief that all stakeholders are critical to student success. It facilitates communication between staff, students, parents, and administrators. Our implementation of portable devices for staff and students create a culture of anytime/anywhere learning.
The primary mission of LSC’s Information Technology Department is to provide students, educators and staff, an excellent and secure infrastructure, employing the latest information technology products and services. At Sunnyside, we like our technology to be used to show what we know!
Prosthetic.mp4LunarLanding.MOV3.5 STEM Integration
3.5 STEM Integration
All Sunnyside STEM teachers teach at least one STEM integrated task per grading quarter. By the time a Sunnyside student leaves us, they've completed at least eight STEM design tasks.
Candy Land Towers.pdfQ2 Toy Racer.pdfQ2 Roller Coaster.pdfGoogle Sites
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