- Aversboro Elementary
- Brentwood Magnet Elementary School of Engineering
- Brooks Museums Magnet Elementary
- Combs Leadership Magnet Elementary
- Conn Active Learning and Technology Magnet Elementary
- Hilburn Academy
- Hodge Rd Elementary
- Kingswood Elementary
- Lincoln Heights Elementary
- Root Elementary
- Walnut Creek Elementary
- Weatherstone Elementary
- York Elementary
- Athens Drive High
- East Wake School of Engineering Systems
- East Wake School of Health Sciences
- East Wake School of Integrated Technology
- Enloe Magnet High
- Knightdale High
- Middle Creek High
- NCSU STEM Early College High
- Southeast Raleigh Center for Leadership and Technology Magnet High
- Wake Early College of Health and Science High
As part of our Early Release Day Staff Development in April, all Knightdale HS Professional Learning Teams were challenged to use the Engineering Design Process to solve a particular issue in their department.
Each PLT created a visual and all visuals were displayed in a gallery walk at the end of the day. Teachers were able to see a relevant example of how to use the Engineering Design Process in solving a real problem.
We have posted samples of the PLT visuals at our KHS STEM Workspace at https://khsstem.pbworks.com/edp-plt
Teachers at East Wake School of Health Science recently made connections between the goals of three major educational initiatives. Groups of teachers worked with Post It Notes which had goals printed on them. Teachers were encouraged to group the goals into related categories. It was later revealed that the Post It Notes were color coded. Green Post It Notes were STEM goals, pink were goals from the 21st Century Skills, and blue were Common Core goals. A great discussion followed about how well these goals overlap. What a relief to realize that STEM is not a stand alone concept!
Click here to download this activity.
Students in the Athens Drive STEM Academy of Energy and Sustainability began a capstone year-end project where they will research a global energy issue, and create a proposal to help solve the issue for a specific region of the world. The project has been designed to help students address our driving question of how we can become less dependent of fossil fuels.
Students began the journey by watching the documentary Switch (view the trailer), which details global efforts as we switch from coal and oil to other forms of renewable energy. Students were asked to watch the documentary with the lens of bringing together all the information that they have learned in their various STEM classes this year. Students in the STEM Academy of Energy and Sustainability have been studying the topic of Energy in English, Math, Science, and Social Studies. Students will bring in the Engineering Design process and technology as they collaborate to complete their projects.
Students are studying energy policies and creating recommendation for India, Thailand, Japan, Chile, Tanzania, South Africa, Ghana, China, Costa Rica, Ecuador, Sierra Leon, South Korea, and Brazil. This project gives students a global experience and asks that students bring together all disciplines: English, Engineering, Science, Technology, Math and Social Sciences to develop this project. In their research, students are proposing an energy policy recommendation for their specific country taking into account the natural resources, economy, politics and culture of their chosen region.
Students will present their research and projects on May 23.
Understanding the application of DNA technology is a complex and dynamic process. It’s also one of the Biology Essential Standards, and here at MCHS, students recently incorporated this process into their STEM personal learning framework by becoming genetic engineers. Combining the use of the revised Bloom’s Taxonomy (rBT)with the Engineering Design Cycle (EDC), our Biology PLT teachers created a robust and relevant experience for the students.
Mr. Warren, one of our Honors Biology teachers, shared the process for guiding the students through the project. Students were introduced to the topic-what genetic engineering is, the terminology used, and its current applications (rBT-Knowledge, EDC-Ask). They then wrote a short position paper backing up their arguments by referencing what they learned in class. (rBT-Comprehension, Application, Analysis, EDC-Imagine, Plan, Create). They were then grouped according to their general stance-pro or con for genetic engineering-and given the opportunity to debate the issue and reflect (rBT-Analysis, Evaluation, EDC-Create, Improve).
With a solid background, the students moved into their project stage, with the objective of genetically engineering a significant trait into an organism of their choice, with applications for agriculture, industry, pharmaceuticals, etc. (Grand Challenge-Advance Personalized Learning). Within the project, they had to explain the process of creating the recombinant DNA needed to produce the desired organism (rBT-Comprehension, Application, Analysis, Synthesis, EDC-Ask, Imagine, Plan). * *They also had to create a physical example of their creation (rBT-Application, Analysis, Synthesis, EDC- Imagine, Plan, Create), and then share their model/prototype with the class (rBT-Evaluation, EDC-Create, Improve).
These are examples of two different student perspectives as they worked through the process of the EDC in relation to their objective:
-“Dogs get fleas that irritate the dog and can spread diseases to other animals, and can bite humans as well. How can we create a gene to take care of this?”
-“What trait could be taken from one organism and put into another to benefit society?
-“Fleas can be exterminated and prevented easily if skin cells in dogs contained a toxin that killed fleas when they bite.”
-“I imagined some possibilities and came up with the idea of taking the ability to perform photosynthesis and put it into a cow.”
-“We can obtain a toxin only fatal to fleas, bedbugs, and rice bugs and splice that gene for the toxin into the dog’s DNA.”
-“I planned out the cow’s system, and now he would deal with the new energy source. I also planned how I would display my idea.”
-“Using restriction enzymes, we will take the gene for the toxin out of a bacteria cell and into a vector to put into the dog.”
-“I will create a drawing and label certain traits that are changed by his new capability.”
-“Are there ways I could improved the product? I will need to look at the drawbacks and their solutions as well.”
Visualizing the Prototype
** The prototypes took many forms. This Prezi by Amy O’Connell shows how she used engineering habits of mind to help us visualize the answers to such questions as: What would a photosynthesizing cow look like? How could you genetically engineer this to happen? What’s the point? Take a look at this and you’ll be convinced that Amy might just have a world-changing idea!
The following blog post was written by Kristen Thomas, ADHS Literacy Coach:
On February 7th, the STEM Academy at Athens Drive hosted two speakers in a discussion about understanding the European Union’s approach to energy and sustainability. Dr. Erica Edwards, Executive Director of the Center for European Studies at UNC-Chapel Hill, first presented the students with background information to help them understand the historical sociopolitical and economic goals of the European Union that inform the entity’s approach to energy decision-making. Dr. Christian Burgsmueller, Head of the Transport, Energy, Environment, and Nuclear Matters Section of the European Union Delegation to Washington, D.C., then engaged the students in conversation comparing the unique energy contexts facing the US and the EU, exploring various forms of sustainable energy employed by nations within the European Union, and considering how place and perspective inform our energy policies on the local, state, and national levels. Dr. Burgsmueller was visiting the Triangle in order to participate in UNC’s Sustainability Symposium, the third in a four part series of symposia open to the public.
The Middle Creek High School Algebra II Team, consisting of Mr. Griffin, Mr. Peri, Ms. Chandler, Ms. Grugett, and Ms. Voorhees, created a life-sized version of the video game, “Angry Birds”. The purpose of this fantastic, real-world example of parabolic trajectory allowed students to manipulate the “slingshot” (cargo net and exercise bands attached to our goal posts) to shoot the “birds” (exercise balls with half of a Nerf football for a beak, and hand-painted angry eyes) at the structure (cardboard box building) to knock down the “pigs” (green lanterns decorated with pig eyes and noses)! Students timed the flight path of the bird and then measured the distance travelled. Their follow-up activity consisted of the group calculating the velocity, using the data they gathered on the field, for each of their four trials. They had to write the four equations that modeled their four launches using gravity, velocity, and height of launch point. They then had to graph their model, and answer the following questions: 1. At what time would the bird be at its highest peak? 2. What would be the maximum height of the bird? 3. At what time would the bird hit the ground, and 4. When would it reach the same height it was launched from? Students were able to combine a familiar cultural icon in a meaningful way, using the Engineering Design Cycle to discover real-world applications of STEM. Just another day at the Creek!
Listen to our podcast Angry Birds 3113!
This month’s blog is actually written by one of our Digital Media Academy students, Collin Guarino. What he describes gives you an idea of what students can do here at Middle Creek, and Collin’s thorough and innovative thought process that led to the successful creation of an app! While he does not explicitly name the steps of the Engineering Design Cycle, it’s clear in his description that he used this process in the creation of his Sports Block app. Take a look at our previous postings, and see if you can identify the steps!
As we move into the end of our first semester of the 2012-2013 school year at Middle Creek High School, we’d like to share an example of how the Engineering Design Cycle is being integrated into the curriculum. Last month’s post gave a broad overview of the integration. This month and next month, we’ll focus in on the steps of the cycle, and how they align with curricular areas.
Our Newspaper course, taught by Mr. Kushner, produces high-quality publications that are enjoyed school-wide. As the quarter was coming to a close, Mr. Kushner was looking for ways to differentiate the content and extend the students’ learning and accessibility of different technologies to produce the paper. He decided to have students build newspaper “websites”, using online sites such as Weebly.com and Wix.com to give students ideas as to how things could be created and laid out. Students were not only able to glean ideas on layout, but it really sparked elements of creativity, as they needed to decide on every aspect of the transition from a traditional “hard copy” publication, to a much more interactive, electronic version.
Aligning their process looks like this when laid over the Engineering Design Cycle. The call-outs point to the process and explain what was happening within that part of the cycle. We challenge you to think about any particular task, lesson, or project, and see how your steps fit into the process. More coming next month!
Middle Creek High School is integrating STEM habits of mind throughout all curricular areas by utilizing the Engineering Design Cycle. Middle Creek is also focusing on two of the fourteen Grand Challenges for Engineering- Advance Personalized Learning and Engineering the Tools of Scientific discovery. Teachers collaborate with the STEM Coordinator to align lessons with the cycle philosophy and language, and to determine the appropriate technological integration that best fits the objectives of the lesson or project. The cycle is particularly helpful for curricular areas that do not fall under the acronym letters of STEM (Science, Technology, Engineering, and Math). Our Arts and Humanities departments, for example, have been integrating the engineering habits of mind in unique ways. Our English I department worked within their PLT to design their unit on To Kill a Mockingbird to culminate in an allusions project aligned with the design cycle. Our Choral department is integrating STEM habits of mind and a unique iPad app into the Holiday concert. These are just a few of the ways in which students are learning across the curricula through STEM at Middle Creek High School. For questions about our program, please contact Lisa Thompson, STEM Coordinator, MCHS.