THIS ARTICLE WAS FIRST PUBLISHED IN JOURNEYS SUMMER 2023. 

How did we get here?

The STEAM team has been a work in progress for the past four years. It all started when SAS began implementing the Next Generation Science Standards (NGSS), which highlight the importance of including engineering in the curriculum. Elementary School Deputy Principal Dr. Susan Shaw shares, “At the time, we had a science program in place, but it was taught in two separate labs. The students saw science as a separate element from their other core subjects, which was not our desired outcome. We knew we needed to shift away from this model and instead integrate science into our daily school work.”

What are Next Generation Science Standards (NGSS)?

The Next Generation Science Standards (NGSS) are kindergarten through twelfth grade science content standards designed to provide students with an in-depth understanding of science and engineering concepts, as well as the skills they need to apply that knowledge to real-world problems. The standards are organized around three dimensions: crosscutting concepts, science and engineering practices, and disciplinary core ideas.

How did we begin this journey?

In order to integrate science into the curriculum, we upskilled our teachers, ensured that science was taught beyond the confinement of science labs, and made a significant shift in how teachers approached science education. Shaw adds, “After much discussion, we decided on a model where we would gradually roll out how we would teach science in the classroom. Our science teachers collaborated with grade-level teachers to ensure that science was integrated into the daily curriculum. This approach allowed for a more cohesive approach to teaching science and engineering, creating a more integrated STEAM program across the school.”

Meet the STEAM team in elementary school:

• Kelli Buxton
• Keith Ferrell
• Shaun Kirkwood
• David Lee

What is the team’s mission?

All elementary school students will apply SAS’s learning aspirations by engaging in authentic and purposeful STEAM learning experiences (engineering, maker, and coding/robotics) including integration with core subjects.

What does the work of the STEAM team entail?

Curriculum design
Develop and improve standards-based curricular units and lessons that integrate science, technology (coding and robotics engineering), engineering, art, and/or math.

Teaching and Co-Teaching
Implement and deliver high-quality, engaging, hands-on STEAM experiences that push the boundaries of students’ learning and encourage them to think critically and come up with their own solutions to real-world problems.

Coaching and Consulting
Share expertise, collaborate, and provide feedback and support on instructional practices, as well as reflect on teaching experiences in order to improve student learning.

Professional Learning
Provide ongoing and intentional professional growth opportunities for educators to develop STEAM-integration knowledge, skills, and teaching approaches that positively impact student learning.

How is the STEAM team implementing their work in elementary school?

Kindergarten: Coding and Robotics Integrated into Math

Driving question: How might learning how to program a robot make me a stronger mathematician?

Bee-Bot robots provide a hands-on learning experience for kindergarten students, allowing them to physically manipulate and interact with the robot to solve math problems—enhancing their problem-solving skills, spatial awareness, and number sense, as well as their collaboration and communication skills. Programming the robots involves creating a sequence of commands to guide the robot through a maze or along a specific path. To program a Bee-Bot, students need to understand and use concepts such as left, right, forward, and backward to program the robot's movement accurately—reinforcing their understanding of number quantities and operations. Programming requires students to use critical thinking and problem-solving skills to plan and execute their instructions—developing their ability to analyze, strategize, and troubleshoot.

Integrating coding and robotics into math helps reinforce basic math concepts such as counting, addition, and subtraction—building a solid foundation for more advanced math skills in the future.

Second Grade: Biodiversity

Driving question: How might we make our second grade garden ecosystem more diverse?

Students begin addressing this real-world and age-appropriate problem by observing and asking questions about the second grade gardens along the hallways and then expanding their exploration to various ecosystems on campus, such as the school’s eco-garden and rainforest.

Students collect data on the biodiversity of each ecosystem and compare the different plants and animals that inhabit them. They conduct investigations to identify the essential needs of plants for survival, while also learning about the interdependence between plants and animals through seed dispersal and pollination.

With their newfound knowledge, students design proposals to improve the diversity of their gardens, using sketches and plans that incorporate their scientific explorations and investigations. Finally, students share their proposals with their peers in the form of small group panels that decide on the best solution.

Third Grade: Designing and Prototyping

Driving question: How might we design recess spaces and structures for the new campus upgrade?

As part of the ongoing campus upgrade, students are given the exciting opportunity to design innovative new recess spaces and structures. Working with Isaac Williams, lead architect for SAS Reimagined, the students are tasked with generating fresh ideas to help his team create an engaging and dynamic playground. After visiting recess spaces and making observations, students asked questions about energy, specifically concepts on forces and interactions. They used this understanding to design their recess structures. In addition, students created carnival rides by programming motors.

Drawing on this newfound understanding, the students then head to the makerspace to create a prototype.

Fifth Grade: Properties of Matter

Driving question: How might we create our own natural cleaning products?

Students begin the process by asking questions and investigating the properties of matter. Using this knowledge, they have an opportunity to investigate the properties of several natural ingredients that are commonly used in cleaning products.

Students then have time to consider how they might design and create their natural cleaning product. This includes making and testing their cleaning solution, gathering data, and adjusting their formula to improve their cleaning solution’s effectiveness. This is an engaging way to help students develop science skills and understanding through a practical and hands-on activity that allows for student creativity and choice.

What’s next?

• Continuing to create a curriculum for SAS’s Makerspaces and ensuring there are dedicated Makerspace areas closer to the art suite (coming soon at the new campus)
• More opportunities for cross-pollination of STEAM disciplines within the classrooms
• Ensuring every child has exceptional experiences that may spark an interest infuture STEAM endeavors

The STEAM team has become an essential part of our school's curriculum, and we are proud of the progress we have made over the past four years. Students now have a better understanding of how science, technology, engineering, art, and math are interconnected, and they are better equipped to apply these concepts to real-world situations. The development of the elementary school STEAM program has brought about positive changes in our school's culture, encouraging collaboration and creativity among students and teachers alike. The curriculum's greatest impact is its promotion of inclusivity by expanding the boundaries of scientific knowledge to encompass everyone. This fosters meaningful connections between knowledge and responsibility, the real world and society, and ultimately between preserving the natural world and advancing human progress. We look forward to continuing to advance and improve our STEAM program in the years to come.