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STEAM in K12
Transcript of STEAM in K12
in this skill set..."
According to a study done by Maryland Education Researchers, schools that integrated art obtained higher reading scores as compared to schools that did not.
Interestingly enough, according to the same poll of employers, reading comprehension was rated number one with 62.5 percent of employers expecting this basic skill set from high school graduates.
Adding artistic thinking to the basic curriculum of science education will help stimulate creativity and innovation.
How did it work?
Large Scale Implementation
Small Scale Implementation
Why add Art to STEM?
UHS STEAM Pilot
How can STEAM work in the future?
STEAM in K-12
1) Science and Art students paired themselves according to topics of interest.
2) Science student researched topic then communicated scientific information to art student.
3) Art student then devised a plan and created a representation of the scientific topic using the art medium of their own choice.
4) Art student wrote an artist statement detailing the inspiration of the art.
5) The art pieces were displayed as part of the UHS annual Art show.
6) Both the art and science students stood by their pieces to answer questions while the entire school and faculty viewed their work.
8) The community, parents and faculty were invited for a night to view Science at an Art show at UHS.
Evolution of Life on Earth
You never know what the future holds
The Art of Music
Dumped in Space
Trippy on LSD
Running on Carbs
Use specific Common Core Florida State Standards to facilitate STEAM activities.
Major Content Area: Evolution
SC.912.L.15.1: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change.
SC.912.L.15.10: Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools.
SC.912.L.15.14: Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow.
SC.912.L.15.15: Describe how mutation and genetic recombination increase genetic variation.
(a) Students should be able to describe evolution in terms of comparative anatomy, embryology and biology.
(b) Students should be able to describe and identify the trends in the evolution of humans in terms of anatomy, language and culture.
(c) Students should be able to discuss gene variation in terms of genetic drift, gene flow, mutation and recombination.
• Biology student should pair with either a drawing or painting student and research the trends in hominid evolution making a timeline of the major trends.
• Based on this research and analysis the students should predict what humans may look like in 10 million years in terms of their anatomy and molecular biology.
• Students should then create a drawing or painting of this futuristic human.
• Once the piece has been created students should give a short presentation on their thought process of this futuristic human.
Major Content Area: Severe Weather and Weather Safety
SC.6.E.7.6: Differentiate between weather and climate. DOK: Moderate
SC.6.E.7.7: Investigate how natural disasters have affected human life in Florida. DOK: High
SC.6.E.7.8: Describe ways human beings protect themselves from hazardous weather and sun exposure. DOK: Moderate
SC.6.E.7.9: Describe how the composition and structure of the atmosphere protects life and insulates the planet. DOK: Moderate
(a) Students will be able to compare and contrast weather and climate.
(b) Students will be able to discuss natural disasters, hazardous weather and sun exposure in terms of how they affect human life and ways to protect human life.
(c) Students will be able to describe how the atmosphere and planets help to protect life.
• Students will be paired to design a product to help protect human life from a natural disaster, hazardous weather or sun exposure.
• Students will then create a model of their product using a graphic software program of their choice.
• Students will give a brief sales pitch on how their product works and why it’s effective in protecting humans.
Fifth Grade Science
Major Content Area: Earth’s Systems and Patterns
SC.5.E.7.1: Create a model to explain the parts of the water cycle. Water can be a gas, a liquid, or a solid and can go back and forth from one state to another.
SC.5.E.7.2: Recognize that the ocean is an integral part of the water cycle and is connected to all of Earth’s water reservoirs via evaporation and precipitation processes.
SC.5.E.7.3: Recognize how air temperature, barometric pressure, humidity, wind speed and direction, and precipitation determine the weather in a particular place and time.
SC.5.E.7.4: Students distinguish among the various forms of precipitation (rain, snow, sleet, and hail) making connections to the weather in a particular place and time.
SC.5.E.7.5: Recognize that some of the weather-related differences, such as temperature and humidity, are found among different environments, such as swamps, deserts, and mountains.
SC.5.E.7.6: Describe characteristics (temperature and precipitation) of different climate zones as they relate to latitude, elevation, and proximity to bodies of water.
Learning Goal (s)-
(a) Students will be able to identify the parts of the water cycle including the states of matter in which water can exist.
(b) Students will be able to connect the water cycle to the processes that are centered on the ocean including evaporation and precipitation.
(c) Students will be able to discuss weather in terms of temperature, barometric pressure, humidity, wind speed and direction and precipitation.
(d) Students will be able to discuss the different forms of precipitation.
(e) Students will be able to discuss the weather associated with different climate zones and environments.
• Students will be paired and given a region of the Earth to do further research on its weather conditions and climate.
• Students will design and construct using raw materials a mini-model of a building at least four stories high that could withstand the weather and climate in their region of the Earth.
• Students should write an explanation of their building detailing the purpose of the materials used and the conditions to which they will withstand.
Using existing STEAM Gallery
STEAM Gallery Audience Participation
All science classes (especially targeting Regular and Honors) will be invited to attend the STEAM gallery in April. Before attending, the students will be provided with a description of the general STEAM project. They will then be provided, either with a hard copy or electronic copy, three questions per project. These questions should be generated ahead of time by either the STEAM project students or the teacher-leader. Examples would be “before reading the artist and scientist statements, describe what you think this art piece is about” and “what do you think are the reasons for the artist’s choice in materials used?” and “how is this project relevant to what you have learned in your current science class?” The regular and Honors students would then work in pairs as they view the STEAM projects and answer the questions. Working in pairs allows for collaboration and sharing of ideas. Then the students would each individually synthesize a paragraph or essay describing their experience of attending the STEAM art gallery based on a writing prompt.
Since this proposal involved little time on the part of the teacher (one day for attending the Art Show), then more teachers are likely to get involved. Between 1 and 3 Human Anatomy and Physiology teachers would participate, and between 1 and 5 Biology teachers would participate.
This adds up to between 300 and 1200 Regular and Honors Human Anatomy & Physiology and Biology I students involved.
The main purpose of the entire STEAM project is not only for the benefit of the scientists and artists involved, but for the audience members who will be benefiting from walking through and viewing the exhibits – otherwise why have a gallery? If
the purpose is so that we can get the school and the community to appreciate STEM through art, and to synthesize the relationship of science and art and to relate it to the real world, then it seems the most logical step after the projects are created and displayed is to make sure we are PLANNING for audience participation, and asking guiding questions and documenting the thoughts of audience members.
Otherwise how do we know we have met our ultimate goal?
Created by: Melissa Juergens
Taking this further
This proposal would most likely be less popular because of the time commitment, but it may be a good option for after the End of Course exams since teachers are usually looking for a good project that would engage their students. Anatomy and Biology teachers would be given the STEAM Mini-Project description, which would basically be the same premise as the original STEAM project, but on a smaller scale, and would include a one-week timeline. Students would be invited to attend the STEAM art gallery in April so they can see what the project entailed, then within their science classes, they would be grouped by the teacher into small groups of 2 to 4, with at least one student in the “scientist” role and at least one student in the “artist” role. An example of a timeline would be – Day 1: Scientists research their specific topic while Artists draw a sketch about the topic; Day 2 – Scientists “teach” their topic to the Artists, who revise their sketch, then Artists “reteach” the topic to the Scientists to check for understanding; Day 3 – Artists & Scientists discuss how they will portray the science through art, drawing a proposed sketch of the artwork, sharing it with the class, and having it approved by the teacher; Day 4 – Artists commence artwork; Scientists write scientist statement; Day 5 – Artists finish artwork and artist statement; Scientists write a reflection on the project; Day 6 – Artists finish artwork and artist statement; Scientists help; Day 7 – Students set up an “art gallery” in the classroom, and take turns visiting each other’s STEAM projects.
Created by: Melissa Juergens
Continuing a school-wide or extra-curricular STEAM project to be implemented like the UHS pilot.
On the flip side
STEAM and Music - Yelitza Greene
(June 13, 2014)
The Arts in STEAM include Music. At the forefront of innovation are the creative minds of musicians. Think about it, what would a movie be without music? Yet, what would a movie be without the science, technology, and engineering behind it? As part of the University High School STEAM project, music students will compose music or sound effect scores to illustrate one of the STEAM subjects.
For the 2014-15 scholastic year, the keyboard class (general student population) and the AP Music Theory class will team with psychology and robotics team students willing to work together. Otherwise, the aforementioned classes will work with students in their own class to produce the musical compositions/sound effect scores. There will be two music students to one or two psychology/robotics student(s). The entire choral department together with the guitar and keyboard classes (general, Honors, AP students) will listen to the final presentation in an electronic concert.
1. Teacher proposes teaming with the psychology teachers to illustrate how music affects the mind by
a. composing music/sound effects and testing the effect of it by listener responses
b. researching brain and music articles
c. researching clips of movies with and without music
d. composing music/sound effects for movie clips, commercials, etc.
2. Teacher proposes teaming with the Robotics Team to illustrate the students’ engineering/technological projects.
What about implementing STEAM through Performing Arts?
UHS STEAM Program
Proposals for the 2014-15 School year
UHS STEAM Club
November through March
Student designed STEAM projects incorporating multidisciplinary themes.
Projects will be displayed at UCF STEAM exhibit as well as UHS Annual Art Gallery.
UHS Mini-STEAM Project
Three science disciplines (Anatomy, Biology and Astronomy) will incorporate STEAM in their classroom.
April through May/June.
Students will visit UHS Art/STEAM Gallery.
Students will use state standards to create a multidisciplinary STEAM project.
UHS STEAM and Music
AP Music Theory and Keyboard students will be exposed to a multidisciplinary approach at least once a week.
November through March.
Students will design a project based on Music state standards.
Projects will be displayed at UCF STEAM exhibit and UHS Annual Art Gallery.
Adding the artistic piece to be included in STEM education helps connect the left and right sides of the brain. This will produce well rounded students who, even if they do not pursue a career in STEM will have the skills necessary to survive in and adapt to our global economy.
Teachers should utilize teach-in days to partner with STEM businesses in the area and invite them into their classrooms to give students hands-on experience.
"To develop a complete mind:
Study the Science of Art;
Study the Art of Science.
Learn how to see.
Realize that everything connects to everything else."
"The most beautiful thing we can experience is the mysterious. It is the source of all true art and all science. So the unknown, the mysterious, is where art and science meet."
Leonardo Da Vinci
"The reason I can create the products I do is because I've always tried to be at the intersection of technology and liberal arts."
~CEO of Apple/Chief Executive of Pixar:
Goals and Achievement
Increase student engagement, depth of knowledge and relevance to core science content.
To create open-mindedness, produce creative and innovative thinkers.
Most importantly spark an interest in the STEM fields to produce a more innovative American workforce.