Students participating in the Science Fair have a great resource to help organize and prepare. The Science Fair e-pack has all of the information necessary to ensure the highest level of success for all students in their scientific inquiries. It includes everything from the mission and vision of the project to rubrics and poster guidelines. Several of the resources are new this year including Project Inspiration and the Engineering Design Process. This digital resource will help guide students to the successful completion of a scientific study that benefits students as researchers, investigators, designers and knowledge creators.
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Students in 12th grade English class have been discussing newspapers and journalism in class. Reading online newspapers, students identified hard news and soft news stories and discussed journalistic styles. Students researched important events from the 19th century, wrote and designed newspapers. Students collaborated on Google Documents to write and edit their stories. Then they used Pages on iCloud to create the newspapers. Pages allowed students to create sophisticated page layouts to mimic newspapers of the past. Read The St. Louis Daily from November 4, 1856 or The Bravo Times from April 6, 1848 to learn more about how this interdisciplinary project engaged students in learning writing, research, history and technology skills.
Our Wizeline hosts also gave a short presentation about why computer science is a great career. Some of the reasons include having super powers to solve problems and a great community of people who support each other. Our students felt this during the classes as they worked together to solve problems. It was a great experience which has interested some of our students in computer science as a career.
chosen to join the eight-week course. Students have been using Sublime Text 3 to learn the basics of Java and HTML. By the end of the eight-week course, students will design a project of their own. It's great to see students collaborating and coding on Saturdays!
Seniors and their mentor teachers have met four times this year to begin planning and researching for the senior project. The senior project requires students to develop an essential question, complete at least forty hours of work, and present and defend their results based on the ASFG Learning Goals. This largely independent project is motivated by each student's interests. For the first mentor session, students met in the auditorium for an introduction to the Senior Project Website and the mentors. Just like each student, each mentor has different skills and interests. Using a Google Form, students were able to select their mentor and choose their teammates. The Senior Project Website has details about the expectations and timeline for completing a high quality project. During the first meeting with their mentors, students created a blog which they will use to reflect and demonstrate learning throughout the process. See an example blog from a student who completed the project over the summer. We are looking forward to an impressive group of senior projects that benefit the community and demonstrate the ASFG Learning Goals. Students in Miss Elliot's class read 1984, A Brave New World, Fahrenheit 451, and The Handmaid's Tale. Working in teams, students analyzed their text looking for the characteristics of the dystopian society. They also analyzed the types of control used in the society. Finally, students looked deeper into the conflicts and choices the protagonist faced. After reading and discussing, students created a presentation or video to explain the dystopia to the rest of the class. Students were required to be conscious of the media they chose to use in their presentations and provide credit to the original creator of the work. Students were assessed by Miss Elliot and their peers using this rubric.
Students don't stop to watch their robot in action during Mr. Guzman's Robotics class. They put the pencil to the paper to redesign the next iteration. Elective classes like Robotics encourage students to apply core curriculum concepts to real life problems. Building a robot requires math and science skills as well as collaboration, communication and problem solving. |
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