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Incorporating other contents.


Creating a creative classroom

Fostering Creativity

Carnival Project


Project Management

Computational Thinking in Progress


Engaging in authentic & investigative research


Solving Problems & Design Challenges


Chambless's STEM Journey

Effectively engage students in authentic or investigative research to answer relevant questions;

Authentic & Investigative Research

Students investigated how to create a stronger electromagnet by exploring with the resources they were given.

Students co-planned with me to discuss our Energy project and what the timeline and criteria of the project should be.

Project Management

Students were able to pick which of the 3 groups they wanted to participate in based on interest. Within each group they could choose their partner and how detailed they wanted to complete the project.

Differentiation in STEM

I foster creativity through sharing of my own projects and creations and describing my expereinces with learning about the tools and activities.

Fostering Creativity

Students engaged in the cardboard box challenge for creating a STEM World Carnival. The link to the left is the intro to the project.

Effectively engage students in engineering design processes to solve open-ended problems or complete design challenges

Students created a tic-tac-toe board and a balloon popping game for their carnival games.

One group made a pinball game and the other game is plinko.

This student chose to do an interactive game using circuitry.

Students chose whether they wanted to complete a classification lab on their seleceted item of beans or seashells. Students then had take their data and use a spreadsheet program to create a graph and make calculations.

Classification Bean or Seashell Sorting Lab

Students used computational thinking to create a Scratch project for their creativity. The buttons above reveal each step of the computational thinking process.

Effectively engage students in using STEM reasoning abilities.

Students participated in decomposition by breaking down each of the scenes they would include in their project. This is shown through their comic sketches. Students also broke down how they wanted their sprites to move, backgrounds they wanted to use, and any voiceovers they wanted to include using the coding and scenes they chose to include via their sketches and improvements to their original stories.

Students used pattern recognition to code their programs. Many times, they wanted their sprites to move or backgrounds to switch and pattern recognition helped students complete coding quickly and without too much debugging. Students needed to switch between at least 3 backgrounds and must have had at least 3 sprites that moved.

Students used abstraction to create their digital storytelling which means that not all their sketched components were included in their digital storytelling. In the student reflection, they needed to include a portion of their reflection about things they couldn’t include and why.

Students used algorithms to determine how to code their projects and to debug their programs. Students, in their reflection, needed to describe what issues they faced during the project and how they resolved them.

Students used testing to determine if their projects ran how they envisioned. If their projects didn’t run how they wanted them to, they moved on to debugging. Students enjoyed the testing phase the most, seeing their hard work come to life in a digital “movie”.

Students used debugging to correct any issues in their code or their program running. Many students, when testing their programs, realized that a piece of code was missing or running incorrectly to what they wanted. Many students used the debugging process to correct their code and fix the issues.