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Samford Partnership at Trace #SUSTEAM
Posted On:
Tuesday, February 20, 2018

The Samford Partnership at Trace Crossings Elementary is very unique.  Pre-Service teachers have the opportunity to have classes on campus as well as observe and teach mini-lessons in the classrooms.  Samford students learn about programs such as STEAM first hand, in a school environment, in the Maker Studio, and the STEAM approach in the classroom.  This week,  fourth grade teachers, Mrs. Villani and Ms. Brown, sharedwith Samford students the application of STEAM in the classroom during a lesson using the robotic SPHERO ball and creating a gold maze.  

Teachers began teaching geometry in the classroom with a foundation on books such as  "If You Were A Polygon" and "If You Were a Quadrilateral"  Dicsussion between students and teachers led to geometry in sports with this video

Teacher shared with Samford students about the level of engagement with both classes.  Students took ownership of their learning and project.  They trully wanted their course to be a reflection of their best work.   Students went through the dn process which we have been working with all year and we discussed iteration several times. We stressed the importance of collaboration within teams and we even witnessed collaboration between teams as they tried to solve problems they hadn't anticipated. Students are working on a reflection of how the geometry affects the challenge itself (how adding more angles through obstacles increases the complexity of the challenge. 
We are excited about the final piece of the project with coding the Spheros. We want students to create a par rating for their hole. As they code, they can help decide on what is a reasonable amount of tries it should take someone to get the Sphero into the hole. 
Involving STEAM and PBL into our teaching, creates learners who see more relevance in their work, who see how subjects and areas of study relate to real world situations, who take more ownership of their learning journey, and who learn in order to create products that show what they know and that they are proud of. 
Math standards
  • I can recognize angles as geometric shapes where two rays share a common endpoint.  4.MD.5
  • I can understand that angles are measured with reference to a circle, with its center at the common endpoint of the rays.  4.MD.5
  • I can solve addition and subtraction problems involving angles. 4.MD.7
  • I can identify points, lines, angles, line segments, rays, parallel and perpendicular lines. 4.G.1
  • I can classify two-dimensional shapes based on what I know about their geometrical attributes. I can recognize and identify right triangles. 4.G.2
ISTE standards
  • 4 (Innovative Designer)  Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.
  • 1 (Empowered Learner) Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
  • 3 (Knowledge Constructor) Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.
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