Humans of GA (A Lower School Photography Project)

Kindergarden Makes Snap Curcuit Flying Saucers

4th Grade Student Engineers design Toys for African Monkey Sanctuary

4^th graders were visited by Animal Defenders International (ADI) Education Director, Gigi Glendinning.  Gigi shared stories about several monkeys ADI rescued from harmful situations, and brought to Lakeview Monkey Sanctuary, in the UK. Practicing empathy, the students spent time thinking about the experiences and the needs of these primates; specifically, their need to be mentally stimulated.  They used the DESIGN THINKING PROCESS to create toys that will fascinate and challenge the monkeys.  The students worked collaboratively to brainstorm (or IDEATE) their sketches on paper.  The next step was to build a sculptural sketch, (or PROTOTYPE).  The prototype needed to go through multiple adjustments (or ITERATIONS), before it was ready. The students used tools such as drills, saws, hot glue guns, and clamps.  Some of the materials included rope, wood, cardboard, felt and tubing.  Every prototype was put to the TEST as students pulled, banged, dropped and played with their designs….just as if they were monkeys themselves! The children wrote letters, descriptions and project titles to go along with each toy.  They also recorded video interviews describing their work.  We plan to send all of the prototypes overseas to Lakeview this spring and look forward to seeing pictures or videos of the monkeys enjoying them!

5th Grade Paper Circuit Design Challenge

Fifth grade students in Lauren Vanin's class learned about how electricity flows though a circuit by engineering circuits on their own.  Experimentation and self-direction were key elements to this unit as students were not told explicitly how to build the circuit.  Using a project specific design brief in their design thinking process, students had to strategically place a light in their construction that highlighted the achievements of the person they studied.  

Hour of Code

STEAM Studio in the 4th Grade

 

At GA, we understand that the work of STEAM and innovation is the work needed for our 21^st century learners.  This work represents so much more than what you see in the words of the acronym.  Embedded in the teaching of Science, Technology, Engineering, Arts and Mathematics, we practice inquiry based learning, design thinking, empathy, collaboration and creative problem solving.  We practice failing hard and then picking back up and failing less-hard, followed by growth.  We learn to value process, and then joy in the satisfaction of seeing our determination come to fruition.

The STEAM Studio course was envisioned as a course for 4^th graders to engage in student driven learning through collaboration, dialogue, and guided inquiry. The design thinking process, with an emphasis on fostering creativity and empathy, is central to the program's initiative.  While using critical and innovative thinking, students are encouraged to take thoughtful risks, and persist in problem-solving. The skills and concepts of Science, Technology, Engineering, Arts and Mathematics are key as the students sketch, plan, and build prototypes to realize their ideas.

STEAM Studio was spearheaded by science teacher, Craig Newberger and art teacher, Jess Killo along with the 4^th grade homeroom teachers, Julia Blumenreich, David Nagel and Connie Williams.  We meet each of the three classes, once a rotation (or once every 3-4 weeks) for 1-hour.  So far, we have had three STEAM Studio sessions for each class.  We expect to see each class a total of 7 times before the end of the school year.

• 
  
  1^st Steam Studio Session –
  • Introduction to STEAM,
  • Ice breaker, collaborative Team Tape Maze
  • Reflection
  2^nd Session-
  • Special guest, Librarian - Bridget Flynn leads Guided Meditation
  •  Introduction to the keys of innovation
  • Exercise in collaborative Smart Recombinations
  • Student presentations of Smart Recombinations
  • Kid President video on innovation
  3^rd Session-
  •  Students present three problems phrased as questions.  One problem that is their own from home life, one problem from school life, and one problem to help someone else.  Ie… How might I develop a product to help my elderly neighbor more easily collect their mail from the far end of the driveway?
  •  Students are paired by their interests and work collaboratively throughout the process.
  • Students work collaboratively to Begin Mind-mapping (a diagram used to visually organize ideas).
  Expectations for the next few sessions-
  • Students complete mind-mapping and begin the Design Thinking Process.
  • Empathize, Who are you solving for, why your work matters?
  • Define, What are the needs? What are you trying to accomplish?
  • Ideate, Idea generation, What if…?  writing, dialogue, sketching, video diary.
  • Prototype, How might this design be realized? Sketch and start building the idea.
  • Test, Does it work?  How can it be improved?  Iterate and repeat the Design thinking Process.
  • Students record daily diaries of their process and reflections throughout the sessions.  They can do this through writing, voice recording, and/or video.
  ·             Students are asked to pursue primary resources as part of their research; Internet, articles, interviews with community members, public servants, family, etc.
  ·             Students present their innovations to each other and finally to the GA community.