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Although I am not in a classroom, I must say that I am so proud of the work that I currently see in the classrooms. Our teachers and students are evolving through the use of technology, flexible grouping, collaboration, etc.  I'm thankful that our students will be able to use the skills acquired at Carver to help prepare them for the new and exciting world of STEM. 

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Although I am not in a classroom, I must say that I am so proud of the work that I currently see in the classrooms. Our teachers and students are evolving through the use of technology, flexible grouping, collaboration, etc.  I'm thankful that our students will be able to use the skills acquired at Carver to help prepare them for the new and exciting world of STEM. 

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I was amazed at how well my students worked cooperatively together to solve a real life problem that was presented to them. I was there merely as the facilitator. They did the research and worked together to answer any questions or solve any problems that they came across as they were working together.  It all began with a book about animal adaptation and this led to a discussion about how animals adapt to the environment that they  live in. Hands-on experiments were conducted to "test" their ideas. Next the students completed research about different environments. Then they were presented with a "real-life" problem...they had to design a pair of shoes that would protect their feet in the environment that they researched. For example, one group had to design a shoe that would withstand the cold, harsh Arctic weather. Each group presented their design to the other groups and were able to explain their design and answer questions that were presented to them by their peers. I was very pleased with their work.

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My students enjoy working with their friends on projects.  They also take a lot of pride in what they are doing.  The technology in the classroom, especially Chromebooks, has been so exciting for them.  They work independently, in pairs, and in small groups with each other.  It is such an important life skill to be able to successfully work with others.  I feel that Carver is moving in the right direction.  We are preparing our students for the real world.

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My students enjoy working with their friends on projects.  They also take a lot of pride in what they are doing.  The technology in the classroom, especially Chromebooks, has been so exciting for them.  They work independently, in pairs, and in small groups with each other.  It is such an important life skill to be able to successfully work with others.  I feel that Carver is moving in the right direction.  We are preparing our students for the real world.

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My students and I are working together to implement these standards in our classroom. We have worked on Native American dwelling projects. The children researched individually then collaborated to combine their information. Within their groups, these children worked together to create dwellings that were based on their combined work. It was evidence that each child took ownership of his/her work. I was very impressed.

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My students enjoy working collaboratively on projects. For the most part they get along and are able to bounce ideas off of each other as well as helping each other when obstacles arise. We made models using shoe boxes that went with our fire safety unit and I was surprised how well they turned out. The groups chose one idea from all the members of their group and built the models. They planned and improved their models before presenting them to the rest of the class. At this time we are completing our PLTW and are in the planning and imagining stage as we help the characters find a solution for their playground problem.

# data[].attributes.subject
My students enjoy working collaboratively on projects. For the most part they get along and are able to bounce ideas off of each other as well as helping each other when obstacles arise. We made models using shoe boxes that went with our fire safety unit and I was surprised how well they turned out. The groups chose one idea from all the members of their group and built the models. They planned and improved their models before presenting them to the rest of the class. At this time we are completing our PLTW and are in the planning and imagining stage as we help the characters find a solution for their playground problem.

# data[].attributes.headline
My students enjoy working collaboratively on projects. For the most part they get along and are able to bounce ideas off of each other as well as helping each other when obstacles arise. We made models using shoe boxes that went with our fire safety unit and I was surprised how well they turned out. The groups chose one idea from all the members of their group and built the models. They planned and improved their models before presenting them to the rest of the class. At this time we are completing our PLTW and are in the planning and imagining stage as we help the characters find a solution for their playground problem.

# data[].attributes.subject
My students enjoy working collaboratively on projects. For the most part they get along and are able to bounce ideas off of each other as well as helping each other when obstacles arise. We made models using shoe boxes that went with our fire safety unit and I was surprised how well they turned out. The groups chose one idea from all the members of their group and built the models. They planned and improved their models before presenting them to the rest of the class. At this time we are completing our PLTW and are in the planning and imagining stage as we help the characters find a solution for their playground problem.

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As a resource teacher, I support both kindergarten and second grade activities within the classrooms. 

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As a resource teacher, I support both kindergarten and second grade activities within the classrooms. 

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As a Resource teacher I've supported the 4th grade teachers with STEM activities in their classrooms.

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In my fourth grade classroom, I have integrated STEM into Social Studies by designing and creating a Native American home. While studying our unit about Native Americans, students were put into groups to research a region of the United States and the type of home the Native Americans in that area would use. Students went through the design process in creating their houses. Through their research and collaborative together, they were able to get a better understanding of the Native American housing and why the houses were different for each area.

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In my first grade classroom, the students are engaging themselves with a variety of STEM related activities.  They are collaborating and researching on various things from Everyday Mathematics work to designing things in ELA to Project Lead the Way activities.  They are creating and recreating things associated with different-related topics.  The students are engaged in technology with the new virtual goggles with the moon apps and writing what they saw on the moon.  

# data[].attributes.subject
In my first grade classroom, the students are engaging themselves with a variety of STEM related activities.  They are collaborating and researching on various things from Everyday Mathematics work to designing things in ELA to Project Lead the Way activities.  They are creating and recreating things associated with different-related topics.  The students are engaged in technology with the new virtual goggles with the moon apps and writing what they saw on the moon.  

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In our classroom the students were given an animal that been displaced during a natural disaster. They had to research the animal to find the basic needs of the animal. They took this information and designed a new habitat for the animal to survive.

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In our classroom, we have multiple opportunities for students to work independently and collaboratively to investigate problems and find solutions to problems.  We created beanstalks where children had to design the tallest and strongest beanstalk after reading Jack and the Beanstalk and then had to evaluate and recreate their structure for a different purpose of holding a "golden egg."  We also created houses for the 3 Little Pigs that had to be strong enough to prevent the  "Big Bad Wolf" from blowing it down.  Students have to think creatively and become "engineers" to decide which materials will work best and use critical thinking skills.  We also made pumpkin towers at Halloween and Mayflower boats at Thanksgiving where students had to design, create, and test their creations! 

# data[].attributes.subject
In our classroom, we have multiple opportunities for students to work independently and collaboratively to investigate problems and find solutions to problems.  We created beanstalks where children had to design the tallest and strongest beanstalk after reading Jack and the Beanstalk and then had to evaluate and recreate their structure for a different purpose of holding a "golden egg."  We also created houses for the 3 Little Pigs that had to be strong enough to prevent the  "Big Bad Wolf" from blowing it down.  Students have to think creatively and become "engineers" to decide which materials will work best and use critical thinking skills.  We also made pumpkin towers at Halloween and Mayflower boats at Thanksgiving where students had to design, create, and test their creations! 

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We have done several STEM lessons were the children work together to design, create, test and redesign and evaluate activities.  We created slides, tested chromatography, observed coconuts, made boats for Johnny Appleseed, Made a Mayflower and tested how many Pilgrims (pennies) it would hold, Constructed a bridge for the Gingerbread so he could cross the river, created ramps to roll our pumpkins down, Use Scratch Jr. app to learn to code,  created a chair for Baby Bear for 3 Bears, and created houses for the 3 Little Pigs

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Integrating STEM into a kindergarten classroom can be exciting. Little ones are ALWAYS eager and energetic about learning. When we were studying about farm animals, we posted a real-life problem. Our problem was that part of our fence was down on the farm. We talked about ways of solving our problem. I created a small farm with a partial fence & animals in our science center. The students were provided items such as popsicle sticks, small legos, and clothespins and were asked to "fix" our problem. The students absolutely loved it and became engineers in the process!  :)

Here are just a few of the standards we covered:
ST1.2 Students work independently and collaboratively in an inquiry-based learning environment that encourages finding creative solutions to authentic and complex problems.
ST1.6 The interdisciplinary problem-based curriculum includes a focus on real world applications.
ST1.10 Community, post-secondary, business/industry partners and/or families actively support and   are engaged with teachers and students in the STEM program.
(We saw how Farmer Charlie from Ovis Hill Farm brought his animals and kept them in a fence during our festival)