WMS STEM - Standard 7: PBL & Inquiry Learning

NARRATIVE

A focus on real-world and locally relevant issues, which encourage the use of skill sets that are key components of the STE(A)M instructional framework, is evidenced by many of the projects undertaken by all grade levels. These experiences, performed individually and collaboratively, advocate creativity and conceptual problem-solving adeptness. All students use a similar engineering design process to find creative solutions to the problems presented to them in classroom STEM challenges and through creative STEM integration via various avenues. Each grade level collaborates to write STEM challenge plans during collaboration time. Examples of these lessons can be found on our teacher Schoology or Haiku pages. We work together vertically so students build on the knowledge they have and continue to grow. Shared experiences and units across grades and classrooms lead to our continued growth as well. Many of these projects are accomplished because of the strong relationship that exists between Winfield City Schools and local government as well as business and industry.

At WMS we also provide ourselves not only in STEM but STE(A)M learning. We seek to provide students with opportunities to incorporate art into their units of study when applicable. Through project-based learning, students are challenged to discover real-world problems and solutions while solving these problems in a way that fits their learning style. For example, in the projects listed below, students used hands-on discovery learning to imitate the clean-up of an oil spill while completing a unit on pollution. In the literary unit in which students studied tall tales, they were challenged to consider the process of real-world authors and illustrators as they wrote and illustrated their own tall tales. Finally, in the weather unit, students used various technological programs to develop weather charts and act as meteorologists as they broadcasted the weather on the school’s morning announcements. Through each of these projects, students were provided a project-based learning experience that afforded them the opportunity to use their individual and collaborative skills and imagination. Students used the engineering design process to ask questions, imagine possible solutions, plan or brainstorm materials, create prototypes or draw models, test and improve their final projects. Observing students as they take ownership of their learning is one of the most rewarding aspects of project-based learning.

Strengths: Winfield City Schools' strength in this standard is Engagement. Every student has the opportunity to engage in collaborative, inquiry-driven STEM learning with inquiry-based learning units. Students are given multiple opportunities in every grade level and subject area. All faculty and staff members are engaged in designing, implementing, and refining inquiry-based learning for our students.

Opportunities to Improve: Winfield City Schools needs to focus on improving Embeddedness and Sustainability within this standard. The school has had a few bumps in the road with changing administration and the COVID pandemic that has kept our growth at a slower pace than we would like. In addition, many of our large projects are being revamped from year to year, but a few of our projects have been put aside rather than reimplemented and revised to better fit students learning needs.

Pollution

Students used various materials to imitate the clean-up of an oil spill. After testing materials, students worked in groups to "purchase" supplies within their budget that they deemed best suitable for the clean-up process.

Tall Tales

Students worked in groups to create their own Tall Tale story and characters. After completing the writing portion of the project, students used art supplies to draw their Tall Tale characters.

Weather STEM

Students used various software and technological programs to create charts and maps of weather. Using the WeatherSTEM app connected to the school's weather and agricultural station, students were able to track and collect data of the local forecast. Students acted as meteorologists and presented the local weather on the school's morning announcements.

During the unit on Tall Tales, students learned about figurative language and hyperboles that are often used in literature. After reading and researching various works including these literary concepts, students worked in groups to create their own Tall Tales. This activity allowed students to simultaneously demonstrate STE(A)M content knowledge representative of STE(A)M literacy and knowledge relative to State Reading Content Standards.

During the unit of study on pollution, students learned how to use pH strips to test various water samples. Using this knowledge gained, students worked in groups to investigate the possible source of pollution within the hypothetical town of Greentown. Students used the Engineering Design Process to ask questions, gather information, and formulate possible solutions to the pollution problem in Greentown.