• At Home in the Maker Hub

    Posted 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.

    Meaningful Maker Spaces


    Scroll down to view representative activities of the Maker Hub:



    Maker Journals

    Record your ideas

    Evaluate your projects

     Maker Journal


    Pop-up Cards

    Characteristics of papers

    Following steps

    Pop Up Cards 1


    Pop-up Cards 2

    Create a scene

    Add materials

    Pop Up 2


    Electric Circuits 1

    Complete a circuit

    Identify components

    Circuits 1


    Electric Circuits 2

    Complete a circuit

    Design a context

    Circuits 2


    All About Circles

    Learn circle vocabulary

    Create a “bubble book”

    Bubble Book


    Building a Tool

    Construct a Secchi disk

    Gather data about water clarity

    Secchi Disk 1 Secchi Disk 2


    Six Squares

    Design “nets” for cubes

    Construct a cube from six squares

    Use a Cube


    Square Collage

    Practice cutting skills

    Use three sizes and three colors

    Square Collage 1


    Square Collage 2

    Practice cutting skills

    Use three sizes and three colors

    Square Collage 2


     Explore Cylinders

    Roll and create tab fasteners

    Support a weight

    Cylinder Supports Weight


    Explore Cylinders 2

    Create a rotating structure

    Use two fitted cylinders

    Rotating Cylinders


    Project Feederwatch

    Research habits of local birds

    Design a feeder of weather hardy materials

    Feederwatch 1 Feederwatch 2


    Build with Kits

    Explore building sets

    Share resources

    Build with Kits 1



    Build with Kits

    Apply geometric properties

    Share resources

    Build with Kits 2


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  • Poetry in Motion 2019

    Posted 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

     Still I Rise

    Read about Still I Rise

    Watch Still I Rise



    I, Too, Langston Hughes

    I, Too

    Read about I, Too

    Watch I, Too


    Paradise Lost (excerpt), John Milton

     Paradise Lost

    Read about Paradise Lost Excerpt

    Watch Paradise Lost Excerpt 



    I Wandered Lonely as a Cloud, William Wordsworth

     Lonely as a Cloud

    Read about I Wandered Lonely as a Cloud

    Watch I Wandered Lonely as a Cloud





    Fire and Ice, Robert Frost

    Fire and Ice

    Read about Fire and Ice

    Watch Fire and Ice




    After the Winter, Claude McKay

    After the Winter

     Read about After the Winter

    Watch After the Winter 


    Nothing Gold Can Stay, Robert Frost

    Nothing Gold

    Read about Nothing Gold Can Stay

    Watch Nothing Gold Can Stay



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  • Maker Challenge Hour / Remake Learning Newsletter

    Posted by Shannon Kotvas on 5/17/2019

    Remake Logo


    Campus Laboratory School's Third Annual

    Maker Challenge

    a 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 & 3A
    Preschoolers worked with their 3rd Grade friends during the event. Here is an octopus made from paper plates and bubble wrap!  
    Pre-Kindergarten & 3B
    Pre-K worked with 3B to make roller coasters out of Styrofoam, pipe cleaners, and beads. 
    Montessori 1 & 4A
    M1 2
    4th 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 & 4B
    M2 2
    M2 3
    M2 4
    The 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 Grade
    K 1
    K 3
    K 4
    Kindergarten 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 Grade
    First 1
    1st Grade showed off their maker insects and worked with 5th grade on various building projects. 
    2A & 7B
    Second 1  
    Second 2
    Second 3
    2A 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 & 7A
    Second 4
    Second 5
    Second 6  
    2B & 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) Carpet
    Inventive 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.
    Carpet 1
    Carpet 2
    Carpet 3
    Carpet 3
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  • Maker Challenge Hour

    Posted by Suzanne Ament on 5/4/2019

    Today was the day students shared solutions designed to

     Protect our Species, in response to the

    Earth Day Challenge


    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

    Hall Walk 1


    Hall Walk 3



    Inventive and Articulate Students Talk about their Solutions

    Presentation 1


    Presentation 2


    Mont Maker 2


    Mont Maker 2




    Problem Solving on the Spot

    Construction 1


    Construction 2


     Mont Maker 1




    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.

    Shoe Designers


    Interview 2

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  • Maker Market / Maker Challenge 2019

    Posted by Suzanne Ament on 4/26/2019

    Materials 1         Materials 2




    “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.

    Earth Day: 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.

     Remake Logo

    • 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


    Maker Challenge Brochure 2019








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  • Mobile Maker Spaces

    Posted 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.


    Maker Pre K

    Making begins early -- PreK3 student explores materials.



    Maker Trinity

    Materials from the maker totes in Trinity Hall.



    Maker Kindergarten

    Mini maker space for Kindergarten.



    Maker First

    The mobile maker space for students on the first floor.



    Maker Intermediate

    Repurposed and donated furnishings host the Intermediate Department Maker Space. This set up will be next in line for a more permanent home.




    Maker Middle

    The middle school maker space hosts Hummingbird and Microbit technologies in addition to more traditional maker materials.



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  • Carlow STEAM+ Programs Blogs

    Posted by Suzanne Ament on 11/30/2018
    Comments (-1)
  • STEAM+ is a Program of Partnerships

    Posted by Suzanne Ament on 11/30/2018



    STEM Excellence Pathway Seal


    Carnegie STEM Excellence Pathway Partner 

    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.




     remake learning logo


    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.





     CREATE Lab Logo

    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

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  • News from TRETC

    Posted by Suzanne Ament on 11/6/2018


    Three Rivers Educational Technology Conference

    TRETC Info

    "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 equityMrs. 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.

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  • "Amazon River Crossing" reborn as “Floor of Fire”

    Posted by Suzanne Ament on 10/5/2018


    Physical Fitness and STEAM

    Floor of Fire 1 Floor of Fire 2 Floor of Fire 3

          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


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