As a pilot teacher for the new Physical Science 20 course, the challenge in the pilot year is to develop the
course content to meet student interests and student needs, while meeting the outcomes indicated by the new
curriculum. In an effort to teach outcomes and appropriate indicators, Aaron Biberdorf of Sun West Distance
Learning Centre and I developed an action plan to find interactive or virtual labs for each outcome for the
three major units of Physical Science 20. This would be most beneficial for the Distance Learning Centre,
where students are studying a science course but may not have access to lab materials while working
independently. Further, for students who are absent in a regular classroom and miss a lab, the virtual lab(s)
could be an alternative assignment.

Taking STEAM Learning to new heights! LEGO® Education is teaming up with NASA and the Artemis I team to bring students and teachers an out-of-this-world STEAM learning series. Build to Launch is an exploration of the technology, STEAM concepts and careers behind the Artemis I mission to the Moon. Join the all new LEGO® Space Team and their Artemis I team counterparts for a 10-week interactive digital learning adventure. Each episode students will find themselves in the shoes of NASA engineers, scientists, and of course astronauts. Through open ended lessons students will get hands-on and solve similar problems the Artemis I team faces as they build towards launch.

Downloadable teacher resources include: Teacher Resource Guide, LEGO Space Team Cards, Engineering Design Notebook, Module 1 Teacher Guide, Module 1 Student Lessons, Module 2 Teacher Guide, Module 2 Students Lessons, Module 3 Teacher Guide, Module 3 Student Lessons, Professional Development Resource Guide, Certificate of Completion.

There is a series overview webinar and videos for each of the episodes.

Check out the great fun!

"Bring science, technology and innovation experts into the learning environment to spark curiosity and strengthen STEM connections to post-secondary pathways and career opportunities."

Opportunities include:

Career exploration
STEM Club (Gr. 4-6)
STEM Storytime (K-3) many opportunities
Design & Build Series (K-12) many opportunities
Indigenous STEM Speaker Series
Live professional learning
On-demand professional learning webinars

The purpose of this STEM project was for student’s to show their mastery of outcomes ME3.1 and ME3.2 using a STEM challenge. STEM is the acronym for Science, Technology, Engineering and Mathematics and requires the usage of each area in the planning, design and building of an inquiry-based project. In this challenge, the students were tasked with designing and building a magnetic maze for their classmates to maneuver a paper clip through in a race. The students were required to plan their maze and gather materials prior to class then assemble and test during class time. They then had the opportunity to test the mazes of two other classmates. Post-reflection of the activity involved discussion and evaluation of what worked and what didn’t and the best ideas and strategies that were discovered.

Welcome to Make Stuff Move coding lessons. This first lesson is going to show you how to set the colour and brightness of the pixel and turn it on, on our Make Stuff Move animate shield.

Welcome to another Make Stuff Move coding lesson. This second lesson is going to show you how to move a servo using the knob on your animate shield.

How to use the features of our SOCK IO + Animate shield combo.

Welcome to Make Stuff Move! The following diagram will get things moving quickly.

Action Plan: To add an active, fun component for Arts Ed. Grade One that would be motivating
and engaging for the students.
Summary: To achieve this I have adapted the Makey Makey invention kit for use in the shop
and created a water piano. I taught basic music theory and the basic scale first before allowing
the students to play and make their own music.

I created this assessment rubric for my grade 9 math class during my internship and I believe that it reflects a 21st century teaching style. This assessment allows students to present their knowledge through a real world application. It also allowed students to be creative and imaginative when presenting the content learning. Students were able to construct a project that was of interest to them for example a water park and paintball course were some of the projects created. After correcting students assignments one change that I would make to the rubric is requiring students to show the formula that they used so that it makes their work easier to follow and correct. Also, although I had communicated to my students the curricular outcome being covered in this unit, I feel that it would have had more impacted if it was stated again on the rubric sheet.

My goal for this year was to add math games to my repertoire of teaching strategies as part of my regular classroom routine. I looked at this as the first step to moving towards a guided math program. Also our PLT group was working on ways to increase the level of math fact knowledge in addition, subtraction, multiplication and division. The Saskatchewan Curriculum recognizes that “mental mathematics is a combination of cognitive strategies that enhance flexible thinking and number sense. It is calculating mentally and reasoning about the relative size of quantities without the use of external memory aids. Mental mathematics enables students to determine answers and propose strategies without paper and pencil. It improves computational fluency and problem solving by developing efficiency, accuracy, and flexibility.” I also wanted to increase opportunities for communication and collaboration. Some of my math games involved building, creating and problem solving. Others involved competition and cooperation. I created a brochure that highlighted the favorite games of the students and it also provides links where teachers can find these games.

Introducing the motion and relative position unit with this engaging and
interactive lesson allows students to demonstrate their understanding of
relative position. Being a new teacher to the Sun West School Division, I
wanted to submit an artifact that included most of the 21st century
competencies focused on within the division thus far. Within this
introduction lesson, students will use their creativity and collaboration skills
to create a collage that demonstrates their understanding of relative
position. Since students are using technology to complete the learning
activity, they are also practicing their digital citizenship skills. The digital
citizenship elements that are addressed within this lesson are: digital access
(element of respect) and digital rights and responsibilities (element of
protect). Students are demonstrating an understanding that using
technology is a right, not a privilege and that they must work together on
the IPads to complete a task. Students will also demonstrate an
understanding that the IPads are being used as a learning tool, so they must
only use them as instructed.

Students in our grade one class find this culminating project a lot of fun as we talk about all the different ways that many recycled materials can be used to create other things that are useful or just plain fun to build! Many of the students create things with the help of the parents, but we ask that the ideas for what to build are supplied by the students themselves, of course parents do like to help with the construction phase in most cases. We have the students come up with the ideas for what they would like to build at school, often using the construction sheet as a guideline to take home for the building
process.

"OK Go Sandbox is an online resource for educators that uses OK Go’s music videos as starting points for integrated guided inquiry challenges allowing students to explore various STEAM concepts."

My artifact this year was teaching a Guided Math unit with my Grade 7 class. I had my students
work together with similar abilities to achieve full learning potential. My supports and guidance while doing this unit was other teachers in our school who are already implementing Guided Math in their classroom. Students collaborated well within their groups and were happy with the process and their individual results.

LessonIntroduction
-students will be handed out a review sheet on measuring angles, perpendicular lines, parallel lines and angle bisectors. (10 mins)

Body
-Students will be instructed to use popsicle sticks and marshmallows to construct a building. They are to ensure that some walls will be perpendicular to each other as well as parallel along with the roof. An expectation is that the building will be symmetrical and all angles on each side will be equal to the other side. (30 mins)

Pinnguaq works along side rural, remote, Indigenous & other communities to support STEAM skills through innovative technology, art and play.

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You can also subscribe to "Root & Stem" a free online (or print) STEAM resource to support K-12 educators. This resource contains lesson plans for teachers.