At Home in the Maker HubPosted by Suzanne Ament on 11/25/2019
As the success of activites encouraged by our Mobile Maker Spaces program became apparent, we were able to designate a physical space to centralize planning and sharing of maker and other technology resources.
During this school year, students in grades 1-4 visit once a week to participate in hands-on on construction challenges designed to support their daily curriculum. Physical skills such as cutting and fastening, procedural skills such as choosing materials and following steps, as well as the important social skills of sharing and taking turns can all be developed through maker activities.
Scroll down to view representative activities of the Maker Hub:
Record your ideas
Evaluate your projects
Characteristics of papers
Pop-up Cards 2
Create a scene
Electric Circuits 1
Complete a circuit
Electric Circuits 2
Complete a circuit
Design a context
All About Circles
Learn circle vocabulary
Create a “bubble book”
Building a Tool
Construct a Secchi disk
Gather data about water clarity
Design “nets” for cubes
Construct a cube from six squares
Practice cutting skills
Use three sizes and three colors
Square Collage 2
Practice cutting skills
Use three sizes and three colors
Roll and create tab fasteners
Support a weight
Explore Cylinders 2
Create a rotating structure
Use two fitted cylinders
Research habits of local birds
Design a feeder of weather hardy materials
Build with Kits
Explore building sets
Build with Kits
Apply geometric properties
Poetry in Motion 2019Posted by Suzanne Ament on 5/22/2019
Welcome to the 7th grade Poetry in Motion presentations. Students presented dramatic readings of “Still I Rise” by Maya Angelou, “Fire and Ice” by Robert Frost, “Nothing Gold Can Stay” by Robert Frost, and “After the Winter” by Claude McKay, “I Wandered Lonely as a Cloud” by William Wordsworth, “ I, Too” by Langston Hughes, and an excerpt from John Milton’s Paradise Lost. Each group presented a detailed explanation of their bot and a group reflection of the project.
In addition, students shared visual robotic representations of these poems. Our Poetry in Motion projects were created using the Hummingbird Robotics Kits, Snap programming, and various other materials. We have spent countless hours building, painting, gluing, and programming, so we are delighted to share all of our hard work. Sit back, relax, and enjoy watching poetry come to life.
Still I Rise, Maya Angelou
I, Too, Langston Hughes
Paradise Lost (excerpt), John Milton
I Wandered Lonely as a Cloud, William Wordsworth
Fire and Ice, Robert Frost
After the Winter, Claude McKay
Nothing Gold Can Stay, Robert Frost
Maker Challenge Hour / Remake Learning NewsletterPosted by Shannon Kotvas on 5/17/2019
Campus Laboratory School's Third Annual
Maker Challengea ReMake Learning Days event.
Campus Laboratory School students created a "maker" project based on the 2019 theme of "Protect Our Species" using simple, earth friendly materials. On Friday, May 10th those projects were shared with friends and family across our school community.Pre-School & 3APreschoolers worked with their 3rd Grade friends during the event. Here is an octopus made from paper plates and bubble wrap!Pre-Kindergarten & 3BPre-K worked with 3B to make roller coasters out of Styrofoam, pipe cleaners, and beads.Montessori 1 & 4A4th grade and Montessori sharing their games and creations with each other on how to save the Earth and our species. Creations included a basketball game, a recycle bin, a board game, a robot trash collector, and a pulley system to clean the ocean.
Then the 4th grade students partnered with Montessori children to create even more projects using our Mobile Maker Space materials.Montessori 2 & 4BThe 4th grade joined Montessori to celebrate the Maker Challenge. First, students shared their Maker Challenge projects. We explored birdhouses, played an endangered animal game, discussed the importance of pollinators and how to attract them, and were reminded of the importance of keeping plastic and litter out of the natural environment.
Then the 4th grade students partnered with Montessori children to create even more projects using our Mobile Maker Space materials.Kindergarten & 6th GradeKindergarten and 6th grade explain their maker projects to each other, and then we paired up a Kindergartner and 6th grader to create maker insects.1st Grade & 5th Grade1st Grade showed off their maker insects and worked with 5th grade on various building projects.2A & 7B2A and 7B enjoyed spending time together to share their maker projects. Projects created at home included a glider plane and a board game. When students were finished sharing their projects, they were able to explore and create using Squishy Circuits!2B & 7A2B & 7A gathered in the library to share their maker projects with each other. When they finished sharing they were able to plan out a project for future building.Live from the Red (really, more blue) CarpetInventive and articulate students who wanted to share more about their project’s concept and design headed to the “red carpet” room. There, they explained details of their designs from a set designed by art teacher, Leigh Roche.Click on links below the photos to hear student inventors describe their work.
Maker Challenge HourPosted by Suzanne Ament on 5/4/2019
Today was the day students shared solutions designed to
Protect our Species, in response to the
CLS classes partnered up to participate in a variety of activities integrating the STEAM fields. Some students shared their inventions with the group, some wrote about their ideas, and some teamed up to create a solution on the spot.
Walking the Walk to Talk the Talk
Inventive and Articulate Students Talk about their Solutions
Problem Solving on the Spot
Live from the Red (really, more blue) Carpet
Students who wanted to share more about their project’s concept and design headed to the “red carpet” room. There, they explained details of their designs from a set designed by art teacher, Leigh Roche.
Maker Market / Maker Challenge 2019Posted by Suzanne Ament on 4/26/2019
“In nature, nothing exists alone.”
Rachel Carson, 1962
Nature’s gift to our planet are the millions of species that we know and love, and many more that we have still to discover. Unfortunately, human beings have irrevocably altered the balance of nature and the world is facing a mass extinction of species at the greatest rate of extinction since we lost the dinosaurs more than 60 million years ago. But unlike the fate of the dinosaurs, the rapid extinction of species in our world is the result of human development. The causes are many: climate change, deforestation, habitat loss, pollution, unsustainable agriculture, and pesticides to name a few, and the impacts are far reaching. If we do not act now, extinction may be our most enduring legacy.
The good news is that if we take action, we can stop extinction.
This year, Earth Day Network is asking that we join together to protect our species.
This year, CLS students will apply their maker skills to create a solution to a problem of an endangered species. Students "shopped" for recycled materials during the week of Earth Day. Projects will be shared during Remake Learning Days in May.
- Design a project based on this year’s Earth Day theme: “Protect Our Species”, using simple, earth-friendly materials.
- Collect materials at the Maker Market April 26
Families can shop for free, choosing materials for use in creating a solution or activity on the Earth Day theme: “Protect Our Species”. Creations will be shared at the Maker Challenge event in May.
- Construct your entry as a family. Write about your topic or your solution. .
- Share your project at the Maker Challenge on May 10
Mobile Maker SpacesPosted by Suzanne Ament on 3/25/2019
The Campus School Mobile Maker Space was envisioned as a way provide accessible resources for implementing important “maker” activities into daily classroom instruction. Research recommends that resources for “making” should be distributed throughout the students’ environment so that they provide a logical recourse for problem solving challenges. The Engineering and Technology strands of the curriculum are particularly valuable in engaging students who are not drawn to traditional school subjects and provide an attractive entry point for their studies. Classes incorporate the engineering design cycle (building on successive iterations) and CREATE Lab technologies, which provide a model for developing persistence in the face of difficulty. We propose to increase utilization of maker projects by providing each department of The Campus School with Mobile Maker resources.
Teacher "sponsors" designed Mobile Makers Spaces with developmentally appropriate materials and tools to best suport student learning at each age level.
Making begins early -- PreK3 student explores materials.
Materials from the maker totes in Trinity Hall.
Mini maker space for Kindergarten.
The mobile maker space for students on the first floor.
Repurposed and donated furnishings host the Intermediate Department Maker Space. This set up will be next in line for a more permanent home.
The middle school maker space hosts Hummingbird and Microbit technologies in addition to more traditional maker materials.
Carlow STEAM+ Programs BlogsPosted by Suzanne Ament on 11/30/2018
Follow the links below to read about Campus School applications of products from CREATE Lab:
STEAM+ is a Program of PartnershipsPosted by Suzanne Ament on 11/30/2018
In the fall of 2015, The Campus School embarked on an evaluation of its STE(A)M offerings using an instrument provided by the Carnegie Science Center. We have looked at our strengths and challenges and set goals for advancing our STE(A)M Education program. Click here for a list of other Pathway Partners.
A member of the Remake Learning network
The Campus School and Carlow University have joined with partners in the Remake Learning Network, a program of The Sprout Fund, to shape the future of learning in the greater Pittsburgh region.
Carlow University CREATE Lab Satellite
The Satellite at Carlow University represents a partnership with The Campus School of Carlow University, Carlow's Education Department, and Carnegie Mellon University's CREATE Lab. The satellite focuses on STEAM Education practices uniting principles of high performance learning through the lens of a scholar-practitioner model. Its target population includes PreK-8 learners and classroom teachers, Carlow University undergraduate and graduate teacher candidates, and higher education faculty from multiple disciplines.
For more information, contact Suzanne Ament , Project Coordinator
News from TRETCPosted by Suzanne Ament on 11/6/2018
"Talent is equally distributed. Opportunity is not."
On November 6th, Mrs. Scott and Mrs. Ament learned about the newest offerings and practices in integrating technology into curriculum. Mike Moe, venture capitalist and author of The Global Silicon Valley, presented his vision of technology as a force for developing equity. Mrs. Scott and Mrs. Ament explored resources for developing a coding program for grades K-8, as well as technology to support STEM Lab and Maker Space initiatives.
"Amazon River Crossing" reborn as “Floor of Fire”Posted by Suzanne Ament on 10/5/2018
Physical Fitness and STEAM
The activity began with a short introduction about each piece of equipment and the guidelines for each. For example, the beanbags were hand burning rocks, and could not be touched with hands and the Styrofoam pads could not touch the wood.
I suggested that each team should first sit, and discuss a plan. Of course, I had a simple plan in my mind, and was sure they would accomplish the task using my strategy. I was completely wrong! They each enthusiastically grabbed equipment, and experimented with it. After a while, they realized they would have to work together. They shared their discoveries and began to come up with a plan. They put the plan into action, and when they met unexpected challenges, they worked together to find solutions. I heard comments such as: “He is too big to do it that way, he will fall over.”, “We will need some type of a brace to help him balance”, and “The blocks slide easier on the carpet, than the scooter.”
I will admit, if you entered the room to observe, it looked like mass chaos. Equipment was scattered around the room, children were screaming new ideas, children were cheering, and children were sliding, and hopping and running. They were using equipment in ways I have never seen it be used. But if you stood there for just a few minutes and watched, they were communicating, sharing, discovering, experimenting and building. What a great combination of teamwork, and engineering!
This activity evolved from one that we used to do in the swimming pool. The object was to get your whole team across the pool the quickest by using designated equipment to build a raft. If the students touched the water, they had to start over. I changed the name from “Amazon River Crossing” to “Floor of Fire”, but the concept stayed the same. Pam Pyska