Watch Students Explore Gravity Concepts And Problem Solve through STEM
Students don their engineering hats to solve a problem in STEM Resource Teacher Alyssa Granata-Basso's classroom.
J.S. Martinez Magnet School’s STEM Resource Teacher Alyssa Granata-Basso welcomed Seedlings Educators Collaborative to observe students don their engineering hats in a hands-on problem-solving lesson exploring gravity. In teams, students designed, built, tested, and re-engineered a traveling vehicle to protect Alyssa’s friend “Eggbert” from the impact of landing.
J.S. Martinez STEM Magnet School in New Haven, Connecticut, is a K-8 school that emphasizes a student-driven, hands-on approach to learning. The mission of Martinez is to provide a student-led approach to learning through inquiry and the authentic acquisition of knowledge. Students not only learn this way in Mrs. Basso’s STEM challenge opportunities, but in all their classrooms.
Watch Lesson Highlights
Sometimes finding inspiration or the time to observe a fellow teacher’s classroom within the school day feels next to impossible, so we offer some sneak peaks into the classrooms of Seedlings’ alums and friends that you can watch when you have 20 minutes (or less) to spare. In the video below, Seedlings went to see STEM Resource Teacher Alyssa Granata-Basso’s classroom engineering project. You’ll see the lesson introduction, the project’s evolution, student engagement, teacher scaffolding and a recap of concepts covered.
More from "In My Classroom"
Watch Students Explore Gravity Concepts And Problem Solve through STEM
J.S. Martinez Magnet School’s STEM Resource Teacher Alyssa Granata-Basso welcomed Seedlings Educators Collaborative to observe students don their engineering hats in a hands-on problem-solving lesson exploring gravity. In teams, students designed, built, tested, and re-engineered a traveling vehicle to protect Alyssa’s friend “Eggbert” from the impact of landing.
Reclaiming Kindergarten by Going Back to the Basics
As schools and districts place increasing emphasis on scores from high-stakes testing, teachers receive less autonomy in developing experiences and curriculum that engage students in meaningful learning. Over the course of one year, teachers revamped their kindergarten program, putting children’s development and interests in their rightful place as the centerpiece of curriculum by bringing play back into the classroom.
Jen Wilson’s Kindergartners Discover STEAM and Meaningful Connections in the Great Outdoors
Jen Wilson, kindergarten teacher at Cook Hill School in Wallingford, and the school librarian, Anna O’Brien, were awarded a grant from the Wallingford Education Foundation to develop a program they are calling KinderTinker. Jen and Anna are bringing the learning outside for extended free play and exploration, as well as structured STEAM-based activities that tie into the kindergarten science units.
What should we expect from a 5th grader?
There are academic, behavioral and social-emotional benchmarks we expect of our general education students, no matter the year, but fifth grade, in particular, brings about new expectations as students move from lower elementary to more focused academic work, classroom transitions, and the need for organization and multitasking, among other important skills.
Animals in Winter: Student-Driven Learning to Explore Habitats
Jen Wilson’s kindergartners learn about shelter, safety, food (incorporating science, nature, math, engineering, literacy and art) through play- and project-based learning.
Hug a Tree: A Framework for STEAM Learning
Hug a Tree: A Theme for STEAM Learning Seedlings Facilitator Julie Peterman took her students out to look at trees for a meaningful learning experience. One warm late winter morning, Julie Peterman’s 3-year old class at Conte West Magnet School to were introduced to Nyree Hodges, an educator at Common Ground Urban Farm and Environmental