Our project will examine if the inclusion of art and design in STEAM projects does in fact improve under-served urban and rural Missouri students’ attitudes towards STEAM subjects and interests in STEM careers.
90 elementary teachers in rural, undeserved areas of Virginia are engaged in a 2-year cycle of professional development and classroom instruction to support engineering, digital technology, and systems thinking among their students.
In our new curriculum unit, students explore electronic textiles (e-textiles): articles of clothing, accessories, or home furnishings with embedded electronic and computational elements. This curriculum is an alternate for Unit 6: Robotics. After conducting various studies on curriculum design, teaching strategies, student learning, and portfolio designs, this unit is ready for download and classroom implementation by ECS teachers.
Students will go outdoors to observe and document the water cycle in motion where they live. Students will also discover how they and their community impact not only the movement of water through the cycle, but also the water quality.
Advancing Geospatial Thinking and Technologies in Grades 9-12 This curricular model provides an effective and accessible way of introducing geospatial technologies to students through local issues, while providing them with the skills and motivation for pursuing STEM careers that utilize geospatial technology. Learning modules include historical geography, parks and gardens, green space, crime, housing, and youth employment.
Scratch Encore is an intermediate Scratch curriculum organized into 14 modules, of 2-3 lessons each, to be completed across multiple school years. Modules build on the skills of previous modules, so they must be completed in order. Each module utilizes Use->Modify->Create pedagogy to develop knowledge of that concept. Use->Modify lessons utilize TIPP&SEE, a new learning strategy helping students to navigate the Scratch interface while learning from example projects.
Technology has many conveniences, however the breakneck pace of it’s development has created a uniquely difficult problem for today’s teachers. Coding is unquestioningly an important skill for modern students, and will only become more important in the future, but many teachers (including the author of this curriculum) received little to no formal education in coding.
While programming may be daunting at first, we implore you to always remember the first and most important rule of coding, concisely summarized here by Science Fiction author Douglas Adams:
Earth Partnership offers tools for teachers learning how to guide their students, colleagues and community members through schoolyard restorations. Ten steps form the backbone of the Earth Partnership curriculum:
Earth Partnership has innovative curriculum guides that direct interdisciplinary explorations in ecology and restoration. Guides are aligned to Next Generation Science Standards and Common Core and encourage growth in science, math, literacy, art, social studies, and more.
Over the course of a week, your young engineers will be taking on the Drone Challenge.
Engineers will work in teams of 4-5 to apply the Engineering Design Process (EDP) and the scientific concepts related to simple machines, force, energy and motion. Below you will find your week-at-a-glance, a materials list, and some background information that will help you prepare for the challenge topic area. Also included is a copy of the challenge letter as well as the end of week challenge expectations.
Over the course of a week, your young engineers can take on the Cyber Security Challenge.
Engineers will work in teams of 4-5 to apply the Engineering Design Process (EDP) and the scientific concepts related to simple 4 machines, force, energy and motion. Below you will find your week -at-a-glance, a materials list, and some background information that will help you prepare for the challenge topic area. Also included is a copy of the challenge letter as well as the end of week challenge expectations.
