KINDERGARTEN Project Name: Who Am I? and The Community Around Me Driving Question: What is a community?
How can we teach visitors about our A2STEAM community?
Content Areas: Social Studies, Geography: "Myself & Others" Description: Students explore what safety looks and sounds like at school (indoor and outdoor spaces). Students learn about all the adults in the school and what they do at A2STEAM. Students will create posters, videos or stories to help teach other students in the building how to be safe and respectful. Public Product: Audience: Kindergarten Families.
Individual Product: Drawing and writing from a sentence stem.
Team Product: Posters, videos, and stories.
1st Grade Project Name: Citizens on the Playground Driving Question: How can we take care of our playgroud space? Content Areas: Social Studies, Civics: "Families & Schools" Description: Students seem to be enjoying the additional toys on the playground. However, there is no common agreement on how to take care of the playground space. Classes are not putting away toys and trash is being left for others to pick up. First grade students will be presented with the problem of classes not taking care of the space. They will explore ways to keep the space organized. They will also learn and teach how to calm down when you are having a strong feeling. As a group, a how-to poster will be created to instruct how to put away toys in the storage bin, use the crates to organize toys and how to clean up after eating snack. Students will create how-to directions and videos to teach ways of keeping the space clean and organized. Public Product: Audience: Other 1st Grade Students
Individual Product: How to calm yourself down when you are having a strong feeling.
Team Product: How to solve problems on the playground - skits/videos/ posters.
2nd Grade Project Name: The World We Live In: "Game On!" Driving Question: How can we show how the goods we need get to us? Content Areas: Social Studies, Economics: "The Local Community" Description: The second graders will begin learning about needs and wants from Project: PLACE curriculum. The class will discuss consumer choices. The students will then think about the items they used (goods) to meet their daily needs and created a list of these items. From there students will choose one good to research and interview a local store about the process of how that item gets to our local stores (consumer). Students will take what they have learned to created a board game that will begin with the natural resources and travel through production and finally ending at a local business. Students will also be writing a realistic fiction story about the journey their game character takes as it follows their goods process. Public Product: Audience: Families
Individual Product: The individual project will be a realistic piece of writing about their game board piece (character1) journey through their game.
Team Product: Students will create a game depicting a “goods” trip from “birth” to sale.
3rd Grade Project Name: Pure Michigan Driving Question: How can we show children and families moving to Michigan that our state is a great place to live, work and play? Content Areas: Social Studies, Geography: "Michigan Studies" Description: Students will be learning about Michigan, it's regions, characteristics and resources. Students use online resources and lessons to learn about different parts of Michigan. Students use writing skills to create a Michigan brochure. In small groups, students will then create a informational Michigan video using Adobe Spark. Public Product: Audience: People moving to Michigan or wanting to travel in Michigan.
Individual Product: Brochure
Team Product: Video
4th Grade Project Name: Code Talkers Driving Question: How can we use light and sound patterns to transfer information? Content Areas: Science: "Waves and their Applications in Technologies for Information Transfer." Description: After exploring light and sound communication methods, students will create a proposal for a communication system taking into account a constraint. Groups will look at individual proposals and choose a system to build. Groups will also create an instruction page to be added to a class code book. Public Product: Audience: Other Students
Individual Product: Students will research and create a proposal for a communication system.
Team Product: Groups will build a system that uses light or sound waves to transfer information given a constraint.
5th Grade Project Name: Chicken Coop Construction Driving Question: How can we design and build a coop to keep chickens happy, healthy, and safe? Content Areas: Science: "Engineering Design" Description: Students research the needs of chickens to form constraints and requirements for designing a coop. Research is combined to answer the class Need to Knows. Students use design thinking process to sketch ideas for coops. These ideas are critiqued with peers and then groups with similar design concepts are made. Each group designs a coop using architectural drawings and models. Community voting and/or client opinion is used to determine which design we should build.
Build: The chosen coop design is built full scale using hand and some power tools. Students do 90% of the work building and finishing the coop with scaffolding from teachers and/or guests who understand construction. The coop is then delivered to the client.
Public Product: Audience: A2 STEAM & other clients
Individual Product: Preliminary sketches
Team Product: Group Design
5th Grade Project Name: Salmon in the Michigan Hydrosphere Driving Question: How can we raise salmon at STEAM and inform the public about ecological issues surrounding salmon? Content Areas: Science: "Ecosystems: Interactions, Energy, and Dynamics" Description: Students study ideal conditions in which to raise fish, including the nitrogen cycle, salt content and molecular makeup of water. Students study to inform others about the history of salmon in Michigan and the ecological impact of species that are native or invasive. Students also study to inform about the importance of freshwater that is clean and healthy for animals and humans.
5th graders embark on an annual trip to Flat Rock to release their salmon in the Huron River below the last damn.
Public Product: Audience: Michigan DNR
Individual Product: Informational writing.
Team Product: Raising salmon from eggs.
5th Grade Project Name: The Biology of Chicken and Gardens Driving Question: What do our chickens and gardens need to be healthy and well taken care of? Content Areas: Science: "Ecosystems: Interactions, Energy, and Dynamics" Description: Students hatch and care for chickens throughout the year and learn what the chickens need in order to be healthy. They care for their needs and grow them food to sustain them. Students research ways to sustain the chickens in the winter when food growing is restricted and how the heat from the sun can be harnessed during the winter.
This has led students to experiment with aquaponics and hydroponics (connections to salmon and nitrogen cycle) in the winter time inside the school. We have also had students connect the astronomy learning to designing and experimenting with building greenhouses to feed the chickens in the winter.
Students clean the coop, tend the gardens and use the waste to compost for the spring planting.
Public Product: Audience: A2 STEAM Community
Individual Product: N/A
Team Product: Living creatures
5th Grade Project Name: Sustainable Healthy Baking Driving Question: How can we support our chickens and our own bodies by selling healthy baked goods to our community? Content Areas: Science: "Ecosystems: Interactions, Energy, and Dynamics" Description: Students use math, reading and writing skills to collect, modify and write recipes for healthy treats to see at our farm stand after the fall harvest of the gardens is complete.
Students study the molecular composition of baking materials and how matter changes when heat is added or taken away.
Public Product: Audience: A2 STEAM Community
Individual Product: N/A
Team Product: Baked Goods
5th Grade Project Name: Marble Machines Driving Question: How can you design and build a functioning marble machine that demonstrates the power of gravity? Content Areas: Science: "Motion and Stability: Forces and Interactions" Description: This is a home project (with help as needed during school hours) where students design, test, and build a marble machine. The creation must meet quality indicators set in class: must be free standing, marble must run freely only using gravity, machine must stand up to many trials, etc. Once complete the marble machines are used for math work in class during math as well as for a speaking assignment. They also go on display at our Fall Expo for families to see and enjoy. Public Product: Audience: 5th Grade Science Community
Individual Product: N/A
Team Product: Functioning Marble Machine
6th Grade Project Name: Feeding the Community Driving Question: How can we provide healthy food to people in our community? Content Areas: "Social studies: How have humans used natural resources to meet their needs?
Science: How can we grow food for our Northside Community as the days get shorter?
Math: How can we logically make and distribute food baskets to our community?
ELA: Meal memoirs, reading books with food/feeding the community "
Description: Students will grow food,create food items that can be delivered to people that need healthy food, and deliver them in a way that is standardized, efficient and sustainable. Public Product: Audience: The school and surrounding municipal community
Individual Product: Project Portfolio showing how you came to a solution with work in each class.
Team Product: Designed Solution- food item of some sort. (ie. snack mix, soup mix, micro-green kits, holiday themed foods.)
7th Grade Project Name: Tiny House Blueprints Driving Question: How can polygons be used to create a blueprint for a livable house that meets the standards and needs of the future Cass Community Social Services Tiny House residents? Content Areas: Math: Geometry Description: Students will be designing a tiny house in accordance with the Cass Community Social Services Tiny Homes Detroit community. In addition to the list of basic requirements as set forth by the designing architect and the social services group that created the tiny house community set forth, the students will develop a list of NTK’s in regards to the needs that their tiny house blueprint needs to meet. Students will create a rough draft of their blueprint which will undergo an consultancy style critique with the architect. The students will make changes based on the critique and present to the class. The class will decide which blueprint will be presented to the Cass Community Social Services representative and at Expo. Students will reflect on how area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms were used to meet all of the requirements to build their tiny house. Public Product: Audience: --
Individual Product: Written Reflection
Team Product: Final Blueprints
7th Grade Project Name: Fuzzy Microbes Driving Question: How can we, as scientists, create and innovate using living organisms? Content Areas: Science: Ecosystems: Interactions, Energy, and Dynamics
Description: Students will explore the world of microorganisms and find ways to create agar art using living organisms as their medium. Public Product: Audience: --
Individual Product: Agar Art
Team Product: Flower Clock
8th Grade Project Name: Waiting on the World to Change Driving Question: How can we make change happen in our community? Content Areas: Social Studies, Civics: "Integrated US History"
Math: Statistics and Probability
Description: Students actively engage in the political process in their community. After identifying a problem or an issue of concern, students design and implement an action plan that raises awareness and/or provides a solution to the problem. Students often feel as though their voices are not being heard in the political process because they have not reached eligible age to vote, serve on juries, or run for office. Leveraging the passion and ideas of young people, this project empowers students to actively engage in issues facing their community through avenues of civic action open to all concerned individuals. Public Product: Audience: Various Municipal Offices
Individual Product: Informational Writing
Team Product: Action Plan to Address Civic Activism