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  • Barrington Public Schools

  • Music, Video Production and AP Bio

    http://www.youtube.com/watch?v=122a7_43i5o

  • Review of District Key Objectives & Critical Success Factors

  • Organizational Review Process:Plan, Do, Study, Act

  • Tracking Student Proficiency: PDSA

  • What is STEAM?

  • Definition

    STEM to STEAM is a RISD-led initiative to add Art and Design to the national agenda of STEM (Science, Technology, Engineering, Math) education and research in America. STEM + Art = STEAM. The goal is to foster the true innovation that comes with combining the mind of a scientist or technologist with that of an artist or designer.

    http://stemtosteam.org/

  • COnnections to StandardsNext Generation Science Standards requires students to engage in engineering. This is a shift from the previous standards.

  • Design Thinking

    TD4ED.org

  • COnnections to CurriculumOur new science curriculum, currently in its Second year in implementation, has a strong focus on the engineering standards as well as design thinking.

    Example:

  • COnnections to CurriculumAs we re-write our arts, science, mathematics, business and technical area curriculum, we are purposefully integrating opportunities for STEAM.

    Example:

  • ProJECT Based Learning (PBL)

    Our curricula are increasing focus on PBL. According to the Buck Institute (BIE.ORG)Project Based Learnings time has come. The experience of thousands of teachers across all grade levels and subject areas, backed by research, confirms that PBL is an effective and enjoyable way to learn - and develop deeper learning competencies required for success in college, career, and civic life.

    http://bie.org/objects/cat/researchhttp://bie.org/objects/cat/researchhttp://www.hewlett.org/programs/education/deeper-learning

  • Examples of STEAM in our Schools

  • COnnections to CurriculumThis year in art at Hampden Meadows:

    Fourth grade students used a caricature app on the IPads to create caricature portraits. They looked at Google's Boston Dynamics and created kinetic robots with recycled materials. They also painted bioluminescent fish under black light. We will add LED lights next year.

    Fifth graders made some stop motion movies with me in our STEAM class.Fifth graders will be starting their zoetrope animation competition soon, but here is the video of last year's winners

    http://hampdenmeadowsart.blogspot.com/2016/10/caricatures.htmlhttp://hampdenmeadowsart.blogspot.com/2016/10/caricatures.htmlhttp://hampdenmeadowsart.blogspot.com/2016/12/winter-blog-post-stop-motion-and-robots.htmlhttp://hampdenmeadowsart.blogspot.com/2017/01/winter-art-blog-part-3-fourth-grade.htmlhttp://hampdenmeadowsart.blogspot.com/2016/04/the-first-annual-zoetrope-competition.htmlhttp://hampdenmeadowsart.blogspot.com/2016/04/the-first-annual-zoetrope-competition.html

  • CodingCoding opportunities have increased from K-12. Opportunities include the Hour of Code, Sketch, Spheros, Basic Coding, Python, and Java. We are working on adding opportunities for students to learning coding for app development, coding for gaming, and Arduino.

    Five Guiding Principles of Coding:CreativityCollaboration

    Communication

    Persistence

    Problem Solving

  • Coding Lego and Science - Adaptation

    Force and Motion

    Habitats - BUILD habitats for an animal

    that has lost its home due to an

    emergency.

    Build BETTER, ideal ecosystems - take

    into account your understanding of the

    world around you. Think of needs

    and wants. Make room for trees,

    waterways. Connect this to city planning

    and our environment.

  • Coding

  • Coding

    Watch the Getting Started Video Scratch Video OverviewLearning With Scratch Document

    https://scratch.mit.edu/help/https://scratch.mit.edu/help/https://scratch.mit.edu/help/https://scratch.mit.edu/help/https://scratch.mit.edu/help/https://www.smore.com/4e99-scratchhttps://www.smore.com/4e99-scratchhttps://llk.media.mit.edu/scratch/Learning-with-Scratch.pdfhttps://llk.media.mit.edu/scratch/Learning-with-Scratch.pdfhttps://llk.media.mit.edu/scratch/Learning-with-Scratch.pdfhttps://llk.media.mit.edu/scratch/Learning-with-Scratch.pdf

  • And, remembernot all coding is

    plugged!

  • Coding

  • Coding

    Engineering ConnectionStudents take ownership of a crucial NGSS component Engineering: Designs and Solution.

    Define a simple design problem reflecting a need or a want that includes specified criteria for

    success and constraints on materials, time, or cost. (Grades 3 - 5)

    Define the criteria and constraints of a design problem with sufficient precision to ensure a

    successful solution, taking into account relevant scientific principles and potential impacts on

    people and the natural environment that may limit possible solutions. (Grades 6 - 8)

  • Examples in Art

  • Examples in Art

    Pinhole Photography UnitStudents: convert a room into a camera turn cookie tins into cameras &

    shoot onto photo paper. we then process our images in a darkroom

    dissect old film cameras to understand the parts & relate their parts to those learned in the pinhole camera

    use our smartphones with or without free added app to reverse our direct positives

  • Examples in Art

    The 'battle of the classes' t-shirt design unit. Students: create 1 color vector designs

    for the school population to then vote on as branding for their annual event

    oversee & participate in the silkscreen printing process at local printshop

  • Examples in Art

    The public service announcement poster unit. Students: create posters persuasive

    of a particular message (of individual student determination) utilizing Adobe PhotoShop & Adobe Illustrator to craft their message, impactfully

    share message via twitter to gauge response

  • Examples in CAD

  • Examples in Science

  • Examples in Math

    This is a game (quest) Daniel Sheinberg created for his presentation on Trig Substitution in AP Calculus BC. When you click on a link, the code will come up, so you will have to click the download icon in the top right corner. Then click on the file in the bottom left corner of your screen. The answers are on the google doc so you can navigate through the quest. The first quest link is the intro to his presentation and the second link takes you through the main quest.

    Link

    https://docs.google.com/document/d/1_RxRvD3XjD_mUVYobA2v-HGkAh-6RT5GesnFqvP1MZ4/edit?usp=sharinghttps://docs.google.com/document/d/1_RxRvD3XjD_mUVYobA2v-HGkAh-6RT5GesnFqvP1MZ4/edit?usp=sharinghttps://docs.google.com/document/d/1_RxRvD3XjD_mUVYobA2v-HGkAh-6RT5GesnFqvP1MZ4/edit?usp=sharing

  • Hampden Meadows

  • Hampden Meadows

    Conducting research on structural and behavioral adaptations of an animal in different habitats and the human impacts on that environment.

    Incorporating texts from visiting author and library curriculum

    Creating art to depict the problem

    Coding to reproduce images

    Calculating the fractions of colors used in design

  • Interdisciplinary Middle School Examples

    Shark Tank: kids identified a problem and developed a solution. Kick stand Door opener Velcro Kinetic

    https://docs.google.com/document/d/1_RxRvD3XjD_mUVYobA2v-HGkAh-6RT5GesnFqvP1MZ4/edit?usp=sharing

  • Middle School: Earthquake Proof Building Designs & Presentation to City Council for Approval

  • Middle School

  • Expanding Pre-Engineering

  • 21st Century Woods

  • Math and Science Connection

    In eighth grade science students study different forms of energy.

    A culminating project that includes designing and building a model roller coaster includes using both the linear concepts from Math 8 and quadratics from Algebra.

    Students will work on project components in both disciplines.

  • Measurement and Evaluation

  • Occurring in each building - Data collected via Google Forms to inform professional development decisions

    Walkthroughs

  • Rubrics

  • Measuring Deeper Learning

    Deeper Learning Micro-Credentials from Digital Promise

    Measuring Deeper Learning

    http://digitalpromise.org/initiative/deeper-learning-micro-credentials/http://digitalpromise.org/initiative/deeper-learning-micro-credentials/http://digitalpromise.org/initiative/deeper-learning-micro-credentials/http://digitalpromise.org/initiative/deeper-learning-micro-credentials/http://digitalpromise.org/deeper-learning/http://digitalpromise.org/deeper-learning/

  • Common Assessments

    In Robotics students have design teams, create their own projects, criteria, restrictions and scoring/rubric and the class participates in the activities designed. The materials must include the sphero, the 3d Doodler, the NXT or the EV3 Kit. Students must document the design process.

  • Professional Development

    Ngss Training

    Ongoing professional Development with the Fab Lab Newport

    Professional development on design thinking, engineering, and project based learning

  • Next Steps

  • Partnerships

    Through partnerships with the Barrington Education Foundation (BEF), we are continuing to grow our STEAM opportunities K-12 Coding with Spheros 3D Printing Coding with legos Maker Spaces at Hampden and in

    kindergarten Coding in Music Production STEAM Event

    Extend Partn