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Teacher Session 1: Problem-Driven Learning: Revisiting the Real World Challenges of STEM

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Teacher Session 1: Problem-Driven Learning: Revisiting the Real World Challenges of STEM

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Learning Targets:

I CAN explain how interdisciplinary teaching and learning contributes to the STEM culture in my classroom.

I CAN describe how STEM Connect's problem-driven approach supports interdisciplinary teaching and learning.

I can determine a problem-driven question to drive interdisciplinary teaching and learning in my classroom.

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Stem Connect - "To Share or not to Share"

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Stem Connect - "To Share or not to Share"

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The students created comic strips to share pros and cons of internet communication. The next day they used discussion boards in Schoology to share articles they had written, and respond to classmates.

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The students will engage in a Growth Mindset brain lesson while integrating Lesson 2: Challenge of the Brain Olympics unit.

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The students will learn the uses of the Internet and how to utilize it by watching the video called "What is the Internet?" from Lesson 1.

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Teacher Session 2: Problem-Driven Learning: Designing Interdisciplinary STEM Instructional Cycles

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Teacher Session 2: Problem-Driven Learning: Designing Interdisciplinary STEM Instructional Cycles

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Learning Targets:

I CAN explain how an instructional cycle supports problem-driven, interdisciplinary learning.

I CAN describe how the Challenge-Design-Solve framework contributes to students’ interdisciplinary learning.

I CAN begin creating components of a STEM instructional cycle that use an interdisciplinary approach to help students solve a problem.

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We watched the video called "Be Kind Online" and discussed with a partner ways to be kind at home as well as at school.

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We observed the Arctic Habitat and answered four different questions on sticky notes to pin our answers.

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I want to use more Discovery Education resources across all subjects to connect with content.
Use new SOS strategies across subjects (Z chart, Six Word Story, or 2-1-4).

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I want to use more Discovery Education resources across all content areas.

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I want to try and implement a new S.O.S. strategy every two weeks.

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I will integrate Discovery Ed resources into cross-curricular lessons.

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Teacher Session 3: Problem-Driven Learning: Designing Interdisciplinary STEM Instructional Cycles

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Teacher Session 3: Problem-Driven Learning: Designing Interdisciplinary STEM Instructional Cycles

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Learning Targets:

I CAN explain how an instructional cycle supports problem-driven, interdisciplinary learning.

I CAN describe how the Challenge-Design-Solve framework contributes to students’ interdisciplinary learning.

I CAN begin creating components of a STEM instructional cycle that use an interdisciplinary approach to help students solve a problem.

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The students utilized DE's online resources to gain in-depth knowledge of an organism's levels of organization, from the cellular level to full organisms. They then transferred that information to a diagram in their science workbooks.

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Admin Session 1: Supporting Problem-Driven Learning with Discovery Education and STEM

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Admin Session 1: Supporting Problem-Driven Learning with Discovery Education and STEM

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Learning Targets:

I CAN support teachers in generating inquiry, through an instructional cycle, that creates problem-driven, interdisciplinary learning.

I can identify problem-driven, interdisciplinary classroom “look-fors”.

I can support interdisciplinary teaching and learning in order to foster a STEM culture.

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Admin Session 2: Sustaining the STEM Culture with Discovery Education and STEM

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Admin Session 2: Sustaining the STEM Culture with Discovery Education and STEM

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Learning Targets:

I CAN implement steps to support teachers engaging in the Engineering Design Process.

I CAN identify how Discovery Education resources promote real-world experiences with STEM interdisciplinary teaching and learning.

I CAN refine an action item I need to take in order to continue supporting teachers in sustaining the STEM Culture through interdisciplinary teaching and learning.

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Students learned about bacterial resistance and created their own model bacterium cell after completing the StemConnect unit How Do I Resist

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The students were excited to try their first Breakout EDU with the topic of Money in Math. They completed The Breakout Farmer's Market as well as A Day at the Park. After they completed their first one, they couldn't wait to do another one.

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The kids used a discussion board as a "text messaging" platform to send messages back and forth about various Nebraska history topics.

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We modeled an oil spill environment in the classroom and had the kids work in groups to come up with ways to remove as much oil from the water as possible. Great use of the 4 Cs!

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Students were divided into groups with the task of making a boat out of paper and masking tape. Their boat had to have a flat bottom with sides. Their boat had to be strong enough to hold five pennies and stay afloat.

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Teacher Session 4: Problem-Driven Learning: Linking the Interdisciplinary Approach

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Teacher Session 4: Problem-Driven Learning: Linking the Interdisciplinary Approach

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Learning Targets:

I CAN support students in making connections within STEM interdisciplinary teaching and learning.

I CAN use Discovery Education resources to provide students with future-ready experiences that highlight STEM careers.

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We spend some time every month research and learning about careers that the students are interested in. Last month they dove deep into "Video Game Design". The kids chose which area of the field they thought they would have the most interest in. The kids did persuasive writing, character and level design, programming activities, and garage band to compose background music for a game. Once they had a chance to explore all the areas, they re-evaluated which area would be the best fit for them.

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We are very excited to plan for a special day at the beginning of next year!  IT will be a STEM day!  I hope to see it used as a way for students and staff to make real life connections and see the importance of how we change how we look at how we do STEM in our building.  The four classrooms show that it isn't a different time and skills that are used can be used during the day at school and at home. 

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We are very excited to plan for a special day at the beginning of next year!  IT will be a STEM day!  I hope to see it used as a way for students and staff to make real life connections and see the importance of how we change how we look at how we do STEM in our building.  The four classrooms show that it isn't a different time and skills that are used can be used during the day at school and at home. 

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Students used the Engineering Design Process to plan, design, and create strategies for seeds to travel  away from their source toward fertile soil. This lead to a discussion of career connections involving agriculture and aerodynamics.

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STEM Module Project: Design a Cliff House

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STEM Module Project: Design a Cliff House

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Students worked with a partner to design and build a Cliff House. They used a small box, masking tape and popsicle sticks. They presented their design to the class and discussed how they deigned their cliff house to be sturdy enough to be built on a cliff.

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The kids worked collaboratively to design and build a structure that could resist an earthquake.

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Mr. Kalk's class has access to learn about Career's.  They are posted on the bulletin board...and they change.  I saw students discuss these careers...and talked about if they would like to do that or not. 

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Mr. Kalk's class has access to learn about Career's.  They are posted on the bulletin board...and they change.  I saw students discuss these careers...and talked about if they would like to do that or not. 

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Students explored the world of broadcast journalism! Inspired by their daily routine of watching CNN10, they tried their hand at writing, filming, anchoring, and editing some of their own news stories. They really enjoyed using the green screen.

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This week we have been using the SOS strategy “six word stories”. We have used it in almost all the content areas. The kids came up with some really fun and creative ways to summarize!

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Each student had a task of making an egg parachute.  They were able to use plastic straws, one plastic egg, a coffee filter, and masking tape. We listened to a story called "How do Parachutes Work?" to give them an idea as to how a parachute is suppose to work.

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We worked on the SOS strategy "tweet tweet" last week. Students created a twitter handle and had to use 280 characters to summarize stories in guided reading as well as science. This required the students to problem solve, and really think about what information was important to get the point of the content across.

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Students used the six word story during Guided Reading rotations to summarize the weekly story.

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After we watched a Virtual Field Trip on Polar Bears, students created a Z chart with information they learned about polar bears and their adaptations to their environment. This connected to our Science unit.

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For our last STEM Module in Science, students were given a set of materials to show how they would prevent beach erosion from happening.

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Students continued their venture into broadcast journalism by creating a year-end summary newscast to be shown at our 6th grade graduation ceremony. They did an amazing job of planning, scripting, filming, and editing to produce a quality product.

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During the final days of school, students were given the opportunity to explore a variety of STEM kits and games, including Spheros, Snap Circuits, and a Dream Vacation planner.