<p>Explore coral reefs and climate change through real-world sources and data and meet Smithsonian experts in the field. This collection includes instructional strategy, student activities, assessment, and extension ideas. Organization is made visible by divider tabs indicating such components as concept understanding, Project Zero thinking routines, and calls to action.</p> <p>This collection was developed by Sandra Vilevac, STEAM Specialist, Washington International School. See Sandra's other collections by searching the Learning Lab for #SmithsonianSTEAM.</p>

<p>NASA's EZIE-Mag is a citizen science kit where users collect critical mission data. </p> <p>The kit is a product and a program. The program supports learners on their data collection journey. </p> <p>Learners can stay engaged with the kit through various STEAM Challenges that can be completed in small groups, classrooms, and/or school/community projects. The purpose is to learn STEM skills: teamwork, collaboration and execution of design ideas.   The final products will demonstrate learners' newfound knowledge and scientific connections. </p> <p><br>It is our hope that this challenge encourages members of the community to further support the data and aurora learning journey. We look forward to seeing your results! </p> <p><br></p> <p>email: <br>EZIE-Outreach-Team@jhuapl.edu </p> <p>Support/ Questions / sharing photos/videos </p> <p><br>Sign up for our EZIE-Mag newsletter here: </p> <p><a href="https://jhuapl.az1.qualtrics.com/jfe/form/SV_bJDyZvON1RpAxcW">https://jhuapl.az1.qualtrics.c...</a></p> <p>Learn about the EZIE Mission here:</p> <p><a href="https://ezie.jhuapl.edu/">https://ezie.jhuapl.edu/</a></p> <p></p>

<p><strong>Welcome</strong> to the Grade 4 Beliefs Unit Collection. Please enjoy. Below there is information about:</p> <p>- How the lesson was used specifically at Washington International School (WIS) in Washington DC in 2019 <br />- The role of STEAM at WIS</p> <p>Additionally, within the collection, the markers will help guide the teacher through each component. The collection is broken up into: Educating the teacher team (preparing for the unit), STEAM teacher resources, Student activities, and Student learning extensions. </p> <p>Enjoy and all feedback is welcomed. </p> <p><strong>About: </strong><br /></p> <p>Washington International School is an International Baccalaureate (IB), Primary Years Program (PYP). I am the STEAM Specialist who integrates 21st century skill inquiry projects, hands on science and engineering, and digital tools/technology. This collection is to support many teachers who will contribute to content for this unit. The Language specialists, art teacher, design technology, STEAM Specialist and physical education. </p> <p><strong>STEAM at WIS:</strong><br /></p> <p>My role will be to host an experience that role-plays early civilizations and their interactions with sun, moon, and stars. Students will interpret their experience and create a piece of art that demonstrates their translation of the experience. The follow up will be to help the students connect their experience with ancient cultures. Then, the conversation will further develop to challenge the students to think how science changes our understanding of our universe. The overall theme is to encourage students and give them confidence to explore various belief systems, challenge their own understanding of the world through their beliefs, experiences, and science. </p> <p>These exercises scaffold learning to align student inquiry to the Social Studies standards: </p> <ul><li>Distinguish between personal beliefs and belief systems (PYP Scope and Sequence Pg. 29)</li><li>Define the elements of a belief system (creed, codes of behavior, rituals, community.) (AERO CC+ G5 p22 4.5.f)</li><li>Identify the major religions of the world in terms of their beliefs, rituals and sacred texts. (referenced: AERO CC+ G6 p30 4.8.f)</li><li>Reflect upon how beliefs affect the individual and society (PYP Scope and Sequence Pg. 29)</li></ul><p><strong>Important to know: </strong>The teachers at WIS took the students on two days of field trips to visit various areas of "worship" in the DC/MD/VA area: Buddhist Temple, Mosque, Jewish Temple, Catholic Church, and African American Christian Church. Students had worksheets to complete for each location that included observations of icons, the use of shapes in the visual devotional symbols, and to draw the various religious icons. After, they engaged in discussion about their experiences. If your school does not have the ability to do an elaborate field trip like this, we recommend having devotional leaders and/or parents visit as subject matter experts to demonstrate their systems of faith, icons, devotions, and symbols. </p> <p><strong></strong></p> <p><br /></p> <p><strong>STEAM Project: </strong></p> <ul><li>I used this collection to train the teachers about the new thinking routines (Beginning slides)</li><li>There are samples from students learning about Sun, Egyptian use of sun in their beliefs (art and architecture) </li><li>Students looked at Egyptian sun use and modern NASA sun data to inspire them for their STEAM Challenge</li><li>Their STEAM Challenge was to create a pyramid (cardboard) with a devotion (clay), and decorate with sun symbols (crayons/markers). </li><li> Our students just completed a cardboard challenge (Cain's Arcade - check out on Youtube) so they were cardboard construction "experts". Therefore, they only had 40 minutes for their challenge. You will need to either have a lesson on cardboard construction before, or give them more samples and/or time. Hypothetically, this could be a 1/2 day project for students. </li><li>The goal is then for students to look at other cultures and other NASA data (Incas (or other Native American tribes)  African Tribes, and/or Australian Aborigines, etc. and have them do the same STEAM challenge (format) by creating a model structure decorated by symbols inspired by both indigenous symbols and modern NASA data (sun, stars, planets, or Earth's Moon). Therefore, they will have a "Maker Collection" that demonstrates various engineering styles as well as belief systems. </li></ul><p><br /></p> <p><strong>International Baccalaureate Transdisciplinary Unit of Inquiry: </strong> Who we are. <strong> Beliefs - <strong>An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships, including families, friends, communities and cultures; rights and responsibilities; what it means to be human. </strong></strong></p> <p><strong>Central Idea: </strong>Humans have common beliefs that attempt to answer life’s big questions. </p> <p>            - The main line of Inquiry this collection will align with is: Global religious beliefs and practices</p> <p><strong>The following subject teachers plan to do the following:</strong></p> <p>           - Art = Beliefs and metaphors with clay</p> <p>           - Digital Technology = Building sacred structures </p> <p>           - STEAM = Engineering and Science of sacred structures globally and historically</p> <p><strong>Global thinking routines: </strong>Step In, Step Out, Step Back; Beauty and Truth; Unveiling Stories</p> <p><strong>STEAM Challenge: </strong> Students can further their inquiry from ancient beliefs with their experiences with modern organized religion into modern spirituality by analyzing the exhibition for Burning Man Festival. Students will complete a STEAM Challenge to build their own sacred structure that honors their own belief systems. </p> <p>#GoGlobal <br /></p>

<p><strong>Overview</strong>: Within the new realm of STEAM learning, students explore transdisciplinary themes connecting Science, Technology, Engineering, Art and Math in new ways, finding similarities and differences.  The overall goal of STEAM learning is to link the subjects for 21st century career paths.<br /></p> <p>Use this lesson as a provocation to a unit on planet Earth, our solar system, and/or space and the human interaction within those topics. This will get students thinking about how we translate the world around us and motivate them to dig deep when researching. </p> <p>Use the thinking routine: Beauty and Truth for an engaging discussion with students. The discussions will help you assess students’ prior knowledge of space, Earth, and our solar system.</p> <p><strong>Purpose:</strong>  In this lesson students explore their knowledge of science and art. Students are asked to make connections with the two as they use a Project Zero thinking routine: Beauty and Truth. This lesson can be adapted to students Grades 5-12 to work collaboratively and enhance their communication skills within the regular classrooms or Design Thinking and Maker Space learning workshops when available. </p> <p><strong>History connections: </strong>This collection offers a historical perspective of the synergistic role of art and sciences for innovations used for human exploration both on Earth and in space. The images and artifacts have been selected to capture science and art from the early 20th century to current times. </p> <p><strong>Directions:</strong> In order to allow student led learning, model the activity (described below), then allow the students to explore the activity. The very last resource in the collection is a video entitled “Heaven and Earth”. Use this as a tool for a reflection discussion in the beginning and end of your lesson. Please feel free to modify the lesson. Note that it is imperative to discuss Science and Art before and after the lesson to show the growth of understanding from beginning to end. </p><p>A sample discussion to get students thinking about how to <u>describe art and science</u> can use the following questions: "Where do you see art in these images? What, to you, makes it "art"? Where do you see science? What, to you makes it "science"? Let's look deeper, could you say that what you thought was art could have aspects of science? What could make it science? And now the opposite, could you say that what you thought was science could have aspects of art? What could make it art?" As a teacher, document the descriptions on the board for the students to see the words they are using. Create a Venn diagram of the words used, each circle being <u>science</u> or <u>art</u> with the overlap being similar descriptions. Use your personal style to dig deep in the discussion, working on the students' abilities to communicate effectively and with metaphors. Highlight when they use powerful metaphors or challenge them to make associations when speaking to best express themselves. </p> <p>Teacher will demonstrate a sample first: Choose two images (Art and Science): one that you think best demonstrates concepts in science that you are interested in and one that best demonstrates art concepts that you are interested in.  Please explore the artifact by exploring the tabs that display more information about the piece. </p> <p>The teacher demonstrates the thinking routine to analyze the images: Beauty and Truth. Document both beauty and truth evidence for each image. Compare the list and see if there are similarities. Then the students pair up to do the same: choose two images and explore Beauty and Truth for each image. Have them chart using 4 squares to get the beauty and truth observations for each of the two images. After, share out their findings and have a reflection discussion for any similarities amongst students. The main goal is to have the students realize on their own that science and art overlap in many ways, and that beauty and truth can be extracted from each. </p><p>The purpose of first exploring science vs. art and then beauty and truth is to increase the sophistication of the discussion and students' abilities to communicate effectively and clearly. After all four words are analyzed for the two images, students will have both exercised their communicative abilities and their reasoning of the world around us created and real. This challenges their point of view of the world around them and calibrates their critical reasoning skills. </p> <p>This should lead some rich discussions as well as powerful creative expression and scientific reasoning. These are the skills that students need to analyze the world around them to further extend their STEM skills and best prepare for the 21st century workforce. Take your time to use this as a platform for discussion in your classroom and continue to have student discuss their perceptions of the world. </p> <p><strong>Learning Integrations: </strong></p> <ul><li><strong>Literacy</strong>: Have the students write a persuasive paragraph that promotes either of the images as more beauty or truth with multiple reasons why and concrete examples to demonstrate.</li><li><strong>Science</strong>: Have the students research more about the science they observed. You can even combine literacy by having them complete a technical article where they place themselves within that time period of the scientific discovery and write a “Breaking News” article telling the general public about the amazing new science discovery.</li><li><strong>History</strong>: Create a timeline for 5-10 images. Discuss the progression of discovery and innovation. Discuss the impact on society and humans. </li></ul><p><strong>Learning Extensions: </strong></p> <ul><li>Use design thinking to extend the learning. Pretend there will be a circus coming to town that gets everyone excited about STEAM. Use graphic design tools to combine both images and create a promotional poster. </li><li>Create a model or diorama of the scientific discovery.</li></ul><p>Let the learning take you on an STEAM adventure.</p> <p>Enjoy this lesson!</p> <p>Ages: Grades 5-12, scope per ability</p> <p><strong>Learning objectives:</strong></p> <ul><li>Students understand the similarities and differences of science and art.</li><li>Students learn historic scientific discoveries.</li><li>NGSS - Use these objectives after using this lesson as a provocation to learn about our Earth, the Universe, and the solar system. Sample science units can include the following learning standards:<ul><li><h2><a href="https://www.nextgenscience.org/pe/ms-ess1-2-earths-place-universe"><strong>MS-ESS1-2 Earth's Place in the Universe</strong></a></h2></li><li>Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.  Grade: Middle School (6-8)</li><li><h2><a href="https://www.nextgenscience.org/pe/hs-ess1-1-earths-place-universe"><strong>HS-ESS1-1 Earth's Place in the Universe</strong></a></h2></li><li>Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun’s core to release energy that eventually reaches Earth in the form of radiation.  Grade: High School (9-12)</li><li><h2><a href="https://www.nextgenscience.org/pe/hs-ess1-2-earths-place-universe"><strong>HS-ESS1-2 Earth's Place in the Universe</strong></a></h2></li><li>Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe.  Grade: High School (9-12)</li></ul></li></ul><p>Cultural Connections - Global Perspectives </p> <ul><li>Investigating the world: With prompting and support, I can ask a question about an idea that is important to my community.</li><li>Recognizing perspectives: With prompting and support, I can identify when someone else has an idea that is different from my own.</li><li>Communicate Ideas: I can speak and write to share my ideas with others. This means with help I can look at my audience, speak loudly and clearly, and share my ideas so that my audience can understand them.</li></ul><p>#GoGlobal #STEAM #STEM #designthinking #makeractivity</p> <p></p>

<p>An Eclipse Collection to gather background information and research about Eclipse, Sun Science, Earth Science, and Heliophysics (Sun/Earth connection science)</p>