CampLegend: Activity Connections - Google 雲端硬碟


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2	Day 27 - Sweet Dreams, Sarah
3	It is hard to design a "one-size-fits" all lesson plan for a broad age group of students. Listed below are STEAM connections, 6C connections, as well as some different ways the STEAM activity that was presented today can be modified to fit a range of grade levels.
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5	STEAM Connections
6		S	T	E	A	M
7		Science	Technology	Engineering	Arts/Aesthetics	Mathematics
8		Testing designs and redesigning when necessary.	What technologies can be used to help explore or design?	Designing or redesigning	Executing a design.	Gathering and analyzing information
9			Does research need to be done to help with design?	Being creative with building materials.	Putting best effort into work.
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12	6C Connections
13	Listed below are the 6Cs as well as the four different levels in each C (four being the highest, but no level is a "bad" level - we all have to start somewhere!). This can be used as a guide to help push thinking forward and help students grow in these critical areas.
14	Level	Collaboration	Communication	Content	Critical Thinking	Creative Innovation	Confidence
15	4	Building it Together	Telling a Joint Story	Expertise	Evidence	Vision	Dare to Fail
16		Student works in cooperation with at least one other person to navigate and complete project. All ideas and opinions are heard and recognized in the creation process.	Student attempts to complete project, can share their process, conversations, and feedback from their problem solving process to share their design, what worked well, what didn't work, or changes or improvements for next time.	Student attempts to complete project, can research ideas about the topic, research inspiring ideas, and could teach someone else how to use the process they personally used for problem solving and solution finding.	Student attempts to complete project and is able to problem-solve creating and identifying steps for moving forward. Works through challenging parts, perseveres, and has a completed project as proof!	Student has a picture in their mind of how they would like to engineer their project design(s). Thinks outside of the box for ways to build with their selected resources.	Student thinks outside of the box to try something new or improve on existing problem solving processes. Does not worry if it will be perfect - they are happy and proud of of their work and excited to share with others.
17	3	Back and Forth	Dialogue	Making Connections	Opinions	Voice	Calculated Risks
18		Student works in cooperation with someone else to create a way to navigate and complete project, taking turns in attempts and offering ideas.	Student attempts to complete project, but seeks help or feedback from others when necessary.	Student attempts to complete project, making connections back to the story, as well as problem solving processes they have used previously.	Student attempts to complete project and has differing ideas for solving based on their own opinions, things they might have researched, or feedback from others.	Student expresses their desire to complete the project in a certain way. They feel they have a voice and ownership in the approach to the assigned project.	Student carefully follows a process for creating their design. Makes sure to follow the set of engineering design phases, but takes some creative liberty with familiar steps.
19	2	Side by Side	Show and Tell	Wide Breath/ Shallow Understanding	Truths Differ	Means End	Where Do I Stand?
20		Student works alongside someone else to navigate and complete project.	Student attempts project and can tell someone about the process they used for their project.	Student attempts to complete project, but may have difficulty understanding replicating a process or explaining their thought process.	Student attempts to complete the project and has conflicting thoughts on following provided directions or discovering their own process. May have difficulty understanding how they can make something creative or inspiring as others have done.	Student picks a problem solving process and attempts the project. May have difficulty thinking outside of the box to try different ideas, building materials, and problem solving processes.	Student attempts to complete project, but wonders why they are designing it, who might want be interested in what they created, or if they will actually be able to complete the project.
21	1	On My Own	Raw Emotion	Early Learning/ Situation Specific	Seeing is Believing	Experimentation	Barrel On
22		Student works on their own to navigate and complete project.	Student becomes frustrated when things become difficult.	Student attempts to complete project or watches someone else complete the project.	Student has difficulty completing project, but after watching someone else create something related to the topic, has a better understanding of how they would approach the project themselves.	Student experiments with different ways of completing the assigned project through research or hands-on exploration.	Student looks through project requirements and some ideas because that is the task they were asked to complete. Does not feel much pride or ownership in the process.
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24	Possible Implementations
25	Grades K-2			Grades 3-5		Grades 6-8
26				Create a working piece of furniture from cardboard		Research unique pieces of furniture
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