March STEAM Madness: Squaring away the “A”!

Science, Technology, Engineering, and Math: These are the STEM subjects we hear so much about these days because of their value in getting students solving problems and honing skills. Some believe that the Arts is the Elmer’s glue that holds them all together—turning “STEM” into “STEAM.” This is because studying the Arts enhances students creativity, and visual learning is how many people learn most effectively. Innovating and finding new ways to solve problems are highly sought-after and necessary qualities in this 21st century.

The New Century School curricula never stray far from the Arts, finding ways to integrate all subjects, but perhaps especially the Arts. Students are asked to illustrate pieces of writing, science projects, etc.; adapt books they have read into plays; sing and dance in other languages; and so on. The Arts are inextricable from learning at TNCS as well as discrete subjects in their own right.

Which brings us to another initiative begun last month: Square 1 Art, a fundraiser for school art supplies based on TNCS K through 6th-grade students’ artwork! Brought to TNCS by art teacher Elisabeth Davies, Square 1 Art puts your child’s artwork on an array of products that you can purchase and enjoy while earning money for TNCS (up to 40% of total proceeds).

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Square 1 Art is committed to uplifting the children, families, and communities we serve through promotion and support of the Visual Arts. Our passion centers on putting the students and families first; raising funds for educational communities; creating a sustainable, positive, family environment for our team; and manufacturing quality, long-lasting products in the most innovative way possible. We strive to be the best, most respected educational fundraising company in the United States.

Imagine greeting cards personalized with your child’s amazing art! Potholders, calendars, phone cases, coffee mugs—you name it! These items make wonderful gifts, too (think: Mother’s Day and Father’s Day, folks!). Said Ms. Davies:

The way Square 1 Art works is that they send specific papers for the students to make drawings on with very specific instructions so the art would be vivd enough to be picked up on the company’s scanners. We did a practice round first so we understood exactly what was required. The art came out really well and looked very polished. TNCS parents will get to order various household items either on the paper form sent home with students on April 6th or online, featuring their kids’ artwork. We’ll receive our order packets after Spring Break. Then, we’ll use the funds raised to buy art supplies for the school. I liked this option among all of the art fundraisers I explored because students were asked to create a new piece of art instead of using an existing piece, so we were able to make a separate project out of this effort.

Regardless of whether you opt to buy anything from Square 1 Art, your child will receive a free sheet of stickers of his or her piece of art just for participating! If you do choose to order, visit https://shop.square1art.com/ soon—orders are due by April 24th for merchandise distribution by May 11th!

March STEAM Madness: Jumping ahead to the “M”!

True to form, March 2017 blew in like a lion and out like a lamb . . . but this year, a numbers-minded marsupial bounced into the middle—at The New Century School, anyway!

Math Kangaroo Comes to Baltimore

For the first time in Baltimore, TNCS hosted Math Kangaroo, an International Competition for 1st- through 12-grade students whose mission is to:

  • Encourage students to master their mathematical knowledge.
  • Give them confidence in their ability for comprehending mathematics.
  • Help them understand how mathematics applies in nature’s laws and human activities.
  • Develop their ability to derive pleasure and satisfaction through intellectual life.
  • Show that mathematical education is significant in every part of the world.

imgres“Bringing an international math competition to Baltimore has been a dream of mine for a long time,” said TNCS Co-Founder/Co-Executive Director and former math teacher Jennifer Lawner.

A challenge for Baltimore as more people are choosing to stay and raise their families here is offering appropriate activities for them that are currently available in the county. Organizations like the Downtown Baltimore Family Alliance and Coppermine Fieldhouse have been critical in trying to recruit activities for Baltimore so that we can have our children participate in engaging pursuits and sports leagues, and I think TNCS also helps with extracurricular activities. For me, math competitions are also in the realm of things that Baltimore needs to function as a livable place for families.

Why Math Kangaroo

TNCS hopes to offer the competition annually henceforth, and participation will be open to students from schools city-wide. This first event was somewhat of a trial run, though, before actively recruiting other schools. Ms. Lawner said she wanted to first make sure that the event “lifted students up rather than discouraging them. What we’re trying to do is get children interested in math at early ages so that they might consider intensive study or careers in math-related fields in the future.” Math Kangaroo had the benefit of opening participation in 1st grade, whereas many other math competitions, such as Math Olympiads, start at 4th grade. “They have to be old enough to be able to read the problems and instructions,” explained Ms. Lawner, “but the first and second level exams also offer a lot of visual problems for younger students.”

 

The biggest appeal of Math Kangaroo, however, is the approach to doing math. For example, the problems start easy and get progressively harder so that there will always be enough problems for the individual student to be able to work out and feel successful enough to keep going. “Encountering problems they have never been exposed to before is a really good experience for students,” added Ms. Lawner, “because they have mastered at least enough skills to try, and that’s our primary goal for them—to be motivated to try but be okay with possibly not being able to get it the first time.” TNCS’s regular math curriculum consists of skill-building and problem-solving, but Math Kangaroo provided a fresh kind of problem for students to tackle. Said Ms. Lawner:

The problems are formulated in such a way that, for example, multiplication might be necessary for the solution, but it won’t be immediately obvious that multiplication is required. The student has to fundamentally understand what multiplication accomplishes in order to use it in the context of the problem. It’s not just working through 50 arithmetic problems in a fixed amount of time, as people might imagine. These problems might involve multiple steps, each requiring a mathematical tool that the students have been learning to use, which gets them figuring out how these skills fit into solving the problem. It’s not a repetitive thing; with actual problem-solving, you have to use logic in addition to traditional math skills. The strength of these problems is that they must be understood very deeply to be solved, and that’s really what is being tested.

Math Kangaroo 2015 Sample Questions

In the weeks leading up to the March 16th competition, TNCS teachers worked with students to give them practice breaking down these kinds of problems into discrete steps and organizing their work. Reading the problem carefully is key in problems such as what are listed below. Go on, give it a shot! (Answers are given at the end of the post in case you get stumped.)

Level 1/2

1. Look closely at these four pictures.

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Which figure is missing from one of the pictures?

image02

Level 3/4

2. Peter has ten balls, numbered from 0 to 9. He gave four of the balls to George and three to Ann. Then each of the three friends multiplied the numbers on their balls. As the result, Peter got 0, George got 72, and Ann got 90. What is the sum of the numbers on the balls that Peter kept for himself?

image010

A) 11               B) 12               C) 13               D) 14              E) 15

Level 5/6

3. Four points lie on a line. The distances between them are, in increasing order: 2, 3, k, 11, 12, 14. What is the value of k?

A) 5                 B) 6                 C) 7                 D) 8                 E) 9

Level 7/8

4. In a group of kangaroos, the two lightest kangaroos weigh 25% of the total weight of the group. The three heaviest kangaroos weigh 60% of the total weight. How many kangaroos are in the group?

A) 6                 B) 7                 C) 8                 D) 15               E) 20

Level 9/10

5. The figure shows seven regions formed by three intersecting circles. A number is written in each region. It is known that the number in any region is equal to the sum of the numbers in all neighboring regions. (We call two regions neighboring if their boundaries have more than one common point.) Two of the numbers are known (see the figure). Which number is written in the central region?

image018

A) 0                 B) – 3               C) 3                 D) – 6               E) 6

Level 11/12

6. When reading the following statements from the left to the right, what is the first statement that is true?

A) C) is true.    B) A) is true.    C) E) is false.   D) B) is false. E) 1 + 1 = 2

Competition Outcomes

Parents may have been skeptical about the idea of their kids sitting down to take what, in effect, was a 90-minute math exam, complete with answer bubbles carefully filled in with no. 2 pencils, especially because this is something they had not been asked to do thus far at TNCS. But, perhaps surprisingly, the students not only handled it without issue, but actually enjoyed it, more importantly, which was the primary goal. It’s easy to speculate on why—it’s a competition—a game—not an anxiety-inducing test, and kids brought lots of positivity to the experience. The challenge is itself motivating, in the same way sports can be for the physical body. Participation, moreover, is optional.
They also received a T-shirt, a pencil, a tattoo, and a certificate of participation for joining in, so those inducements may be responsible for some of the joie de math.  Another reason, explained Ms. Lawner, “is that children all over the world were participating, so our students felt very special to be a part of this. Mathematics is done all over the world, and Math Kangaroo wants to make students aware of that connection and prepare them for that global challenge.”
One thing that is important to bear in mind about this kind of endeavor is that the score, seemingly paradoxically, is largely beside the point. Because the exam is intended to challenge, many students might not score even above 50%, but, said Ms. Lawner, “the value was that students had the opportunity to step out of the curriculum and face new problems, and they got excited about math. Parents and teachers also got excited and participated. I think the experience elevated the students’ interest in mathematics and awareness of mathematics as an international activity—great benefits, to be sure.”
The primary goals of fun and engagement were achieved, if how excited students were both before and after the event are any indication. Some parents even report being given math tests of their children’s devising. Nevertheless, it might seem counterintuitive for a school that does not adopt standardized tests to go in for this kind of math exam. “The baggage that goes along with the word ‘test’ is a lot,” said Ms. Lawner, “when what we’re really trying to do is give students a period of challenge. It’s not so much a test on material that they’ve learned and are supposed to regurgitate as an experience with challenging problems and what they can do with them.” Another kind of “score,” in other words. “How hard they worked was so impressive,” said Ms. Lawner who was on hand to help out during exam administration. “They used all their time and were so determined to do this thing.”
IMG_1440 1
Even so, students who do score well will be rewarded with prizes. There are medals for the top three students in the country, and ribbons for the top three in the state. Other prizes include books, games, gift cards, and toys. Students who demonstrate high achievement over multiple years are eligible for college grants.

The Future of Math Kangaroo at TNCS

Previous Maryland winners seem to cluster in Montgomery county—“It’s time for Baltimore to challenge that!” said Ms. Lawner. With the inaugural event being so well-received by TNCS students, next year, the hope is to offer two public sessions for non-TNCS students in addition to the in-school exam.
There’s so much talent in Baltimore, in our children, and I would just love for them to be encouraged to come show their stuff. Sometimes all children need is to be asked to participate. It might start somebody down a path that could lead to his or her life’s passion. I think it’s really important to encourage math, especially as students get older and the math gets harder. Our goal here is for students to get a really solid foundation in math so that later they’re able to make choices and that multiple future paths are open to them. A career in engineering, for example, requires a certain level of math skill. So, we always want to promote the possibility that you can do it—you can stare at a problem long enough, given the right tools, to find a creative solution.
Answers to Practice Questions
1. D) image005 2. E) 15 3. E) 9 4. A) 6 5. A) 0 6. D) B) is false.

March STEAM Madness Continues: 2017 STEM Fair!

At The New Century School, March means STEM Fair time! When STEM instructor Dan McGonigal joined TNCS back in 2014 (see post), what had been the annual Science Fair evolved into its current incarnation.

STEM Fair: Where Do They Get All That Energy?

This year, the theme was, indeed, Energy, and the boundaries were expanded so that students could choose to do a traditional experiment, demonstrate a scientific concept, or do an engineering project:

  • To do an experiment, students made a hypothesis and tested it, adhering rigorously to study design (i.e., they followed the Scientific Method).
  • To do a demonstration, the student demonstrated a physical principle related to energy (an example is what makes ice packs work). This required more research than the other types of projects.
  • To do an engineering project, students could engineer a solution to a problem or improve an existing technology and report on the engineering design process.

Offering more possibilities of types of projects, explained Mr. McGonigal, was so that students were able to adapt as they went along and “find a way to make it work.” In some cases, the type of project morphed as the student worked, resulting in some overlap—some experiments featured some demonstration elements and vice versa, for example. “It’s not really about perfection or getting everything precisely right,” he added. “There might be errors, there might be problems, it might not be beautiful—that’s the whole process of learning, to get better by doing these projects and presentations and to get thinking scientifically.” It was “controlled chaos”

They could come up with the idea for their project on their own, or they could derive inspiration from LiveBinders, ScienceBuddies, or another student-friendly website so long as the topic fulfilled two very important criteria: to be “feasible and interesting.” The work of doing the projects was completed in class, and most materials were obtained at school because Mr. McGonigal wanted this endeavor to be as student-driven (and hassle-free for parents) as possible. Apart from his ongoing guidance plus some parent volunteer support during class time, students did their own work, from choosing a topic, to testing their ideas, to reporting on the results. Although it created a bit of “controlled chaos,” in the classroom, “I am a big believer that children need to do their own work and learn from that experience,” said Mr. McGonigal.

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 Expectations were a little different for each type of project and for grade level. The 2nd- and 3rd-graders worked with a peer on the same topic, but each created his or her own display. The 4th-, 5th-, and 6th-graders worked completely independently. A third cohort of 1st- and 2nd-graders worked in groups on projects. Grading rubrics also differed, corresponding to grade level and type of project (experiment, demonstration, engineering).

The Projects!

Although Winter Storm Stella interrupted the scheduled date of the actual presentations, the STEM Fair proceeded on three separate days (you’ll note lots of red clothing on Math Kangaroo Competition Day as well as lots of green on St. Patrick’s Day), starting with the oldest group of students. Parents were instructed to circulate and ask questions: “The students have been practicing presenting to each other and to younger TNCS students so that they are experts in their fields,” said Mr. McGonigal.

Projects included “How to Make a Plane Invisible to Radar” in which the student tested uncontrolled variables against controlled variables in true experimental fashion involving flashlights, special equipment, and black paint. “I noticed the sleek design of the world’s fastest plane and wondered if the design had something to do with what made it so stealthy,” he said during a presentation to parents. “I tested three shapes made out of paper inside a black box to see which would refract the least lux and be less visible to radar: a cylinder, a U shape, and a W shape, and my hypothesis was correct—the cylinder refracted the least lux.”

The best part of this very sophisticated investigation? It just made him even more curious. “Next I want to find out if the color of the designs would necessarily impact the lux bouncing off. Why do they always use black? What would happen with white, or green, or red?” he asked.

“How to Make a Solar Oven” was a very popular project among all three divisions, chosen by multiple students to take on. Not only was the energy theme (and heat transfer, another recently explored STEM theme) addressed, but solar ovens have the potential to reduce hunger in developing countries as well as cook using renewable, sustainable energy, aspects that 21st-century-minded TNCS students evidently found very appealing. (Probably equally appealing was the promise of taking their ovens home to use for making s’mores and melting butter for popcorn, other extremely valuable features!)

Another popular project also incorporated solar power: “Bristle Bots” involved constructing an artistic robot. (And getting to don goggles and gloves like any card-carrying scientist should.)

But most students ventured out into uncharted territory and produced some very cool stuff. This slide show is captioned to help explain some of the work.

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“I’m very proud of the work they produced. They worked really hard over the last 2 weeks, and they all became good problem solvers. It’s reflected on their project displays,” said Mr. McGonigal. Want to read about past years’ projects? Click for posts from 2013, 2014, 2015, and 2016.

Yay science!

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March STEAM Madness at TNCS!

As The New Century School entered the third quarter of the 2016–2017 school year, things started to get pretty “STEAM-y” for elementary students, curriculum-wise, that is. This post will be the first in a series that explores some of the many Science, Technology, Engineering, Art, and Math–related activities they undertook.

“Cool” Engineering Challenge

In science class, STEM teacher Dan McGonigal transitioned into a unit on heat energy and how it transfers. He gave students a fun engineering challenge to “save the penguins.” Working in pairs, students were tasked with developing a dwelling that would keep a penguin made of ice from melting. To do so, they investigated how different materials act as insulators against different types of heat transfer.

Field Trip!

As February wound down, elementary students began looking ahead a bit to their fourth-quarter science unit: the Industrial Revolution. On February 28th, 2nd- through 6th-graders took a field trip to The Baltimore Museum of Industry to learn more about energy as well as to experience what the Industrial Revolution was like in Baltimore: “The Baltimore Museum of Industry celebrates Maryland’s industrial legacy and shows how innovation fuels ongoing progress. . . exhibitions, educational programs, and collections engage visitors in the stories of the people who built Baltimore and those who shape the region’s future.”

In addition to touring all of the amazing galleries that allowed TNCS students to relive Baltimore’s early days as a trading port and manufacturing hub and featuring the authentic tools and machines used back then, they also got to put their engineering skills to work.

First, they learned how mass production revolutionized the car industry and manned their own assembly line.

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They were also given the chance to engineer a ramp to send cars down and see who’s car traveled farthest and to design other transportation-related innovations. Time-traveling back to the present day temporarily, they also got to design their own video games.

Next they got a close-up of what it would be like to work in 1929 in the garment industry, which Baltimore was a major player in, in the 18th and 19th centuries. TNCS students were spun a tale of strenuous but monotonous toil for very long hours, poor working conditions including overcrowding and extreme heat, and little pay. Although fascinated, none of them will be sitting down at a sewing machine anytime soon!

Other interactive exhibits they toured included the 1865 Platt and Company oyster cannery (the only surviving cannery building in Baltimore and the museum building), a 1910 pharmacy (or “Druggist’s shop,” much like the one where Noxzema skin cream was invented), a print shop (the linotype was also invented in Baltimore), and a machine shop.

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TNCS elementary students enjoyed their taste of old industrial Baltimore and learning the roots of their 21st-century engineering projects. More importantly, they were inspired by this special field trip to begin working on their STEM Fair projects the very next week and threw themselves into those endeavors with zeal—stay tuned for more on the TNCS 2017 STEM Fair as well as posts featuring other elements of STEAM (hint, Math and Art)!

TNCS Hosts a Special 10th-Anniversary Back-to-School Night!

This special Immersed blog post was written by first-time Guest Blogger as well as first-time Class Parent Michael “Mike” Horvath. Mr. Horvath explains Back-to-School Night from the perspective of a TNCS elementary parent.

tncs-back-to-school-night-elementary

Welcome Back to School!

It’s that time of year when the summer ends and new seasons begin. At The New Century School, the 2016–2017 school year kicked off with its annual Back to School Night. The evening began in the gymnasium of building north with Head of School Alicia Danyali welcoming parents, new and old, introducing TNCS teaching staff, and recognizing Executive Directors and Co-Founders Jennifer Lawner and Roberta Faux.

It’s worth noting that this is the 10th anniversary of TNCS! What an amazing job they have done to expand the school and its programs to where it is today. Roberta Faux then addressed the parents, sharing some of the positive changes that have happened since the end of the spring semester. One such change was turning the previous school office, located inside the main doors of building south, into an additional classroom. The school office is now located on the second floor of building north, where soon there also will be a snack bar…more news on that to come. Also new to TNCS this year is the introduction of the school’s Core Values. As the school’s foundation, these values of compassion, courage, respect, and service will be displayed throughout the school and will be emphasized daily by all at TNCS, as well as during classroom lessons, assemblies, and restorative circles. You can find more information about these pillars of TNCS in the Family Handbook and in last week’s blog.

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Second- through sixth-grade STEM instructor Dan McGonigal welcomes parents and gives them a snapshot of what they can expect from the 2016–2017 school year in his classroom.

Once the initial introductions and welcome message concluded, parents moved on to spend time with their child’s teachers. This was the opportunity to learn about what the school day looks like, what the educational goals are for the year, and what the expectations are of both parent and child. One of these break-out groups was helmed by Mr. Dan McGonigal and Sra. Beatriz Cabrera for grades 2–6. With about 15 parents attending, it was a cozy, informal gathering with returning parents reconnecting with one another and meeting new ones, too.

One very important takeaway message from the evening was to be on time. The class begins with key information and planner assignments, all things you don’t want your child to miss. As for the planners themselves, well, there was overwhelming parental excitement when Mr. McGonigal brought up the topic. Remember to initial them each night and remove any papers from the take-home pocket.

All homework is individualized, with Spanish and Mandarin alternating every other week, reading 20 minutes each night, and Math will consist of problem-solving or Workbook completion. At the end of each quarter, students will receive a report card, and parent/teacher conferences will take place twice during the year. Mr. McGonigal made it a point to mention that he and Sra. Cabrera are always available via email if you have any questions or concerns, and they will be prompt to reply. Throughout the year in Global Studies, students will be learning about Ancient Egypt, Greek and Roman Expansion, European and Asian Progress, as well as The New World and the Industrial Revolution.

The major Science themes throughout the year will include Microbiology, Energy Concepts, Geology and Changes to The Earth’s Surface, and Simple Machines and Programming Innovations. Students will also begin to learn how to use microscopes. These microscopes were provided to TNCS thanks to its partnership with Towson University. As for language immersion, we are fortunate to have two wonderful, enthusiastic teachers in Wei Li, Mandarin, and Fabiola Sanzana, Spanish. Chinese will be learned through various activities and projects with assessments being mainly performance based. Spanish learning will be taught through the use of different games, dances, and songs. On top of all of this daily learning there will be a number of field trips throughout the year, with the first one being a return to the popular Milburn Orchards, also visited last year. There will also be planned trips to the Baltimore City Library each month.

So hold on to your hats, the 2016–2017 TNCS school year is shaping up to be one exciting, action-packed year of learning!

TNCS Camp Invention 2016 Is Epic!

tncs-summer-camp-invention

“This tessellation of hexagons represents he collective wisdom, experience, and insights of some of our nation’s greatest innovators, the Inductees of the National Inventors Hall of Fame. Each individual hexagon builds and strengthens the whole piece, just like each person’s invention contributes to the greater power of American ingenuity.

For four summers running, The New Century School has hosted Camp Invention, a week-long day program and the brainchild of the National Inventors Hall of Fame in partnership with the United States Patent and Trademark Office. Presenting kids with real-world challenges that encourage them to solve problems and present their solutions through themed, scientific, engaging hands-on investigation, the Camp Invention program integrates four key components: 1) STEM enrichment, 2) consistent and effective implementation, 3) collaboration and other 21st-century skills, and 4) teacher and student development (read details here).

Camp Invention adopts a new curriculum each summer to ensure that participants have a dynamic and memorable camp experience. This year, the theme was “Epic!,” and there’s no doubt that it was aptly named. Joining the TNCS campus for the first time were seasoned Camp Director Beth Allen and Co-Director Lynnette Haynes, who are teachers at Westchester Elementary School teachers in Catonsville as well as their Camp Counselor Morgan.

Ms. Allen has been running Camp Invention for 15 years and says she loves the program, “It’s great for kids,” she explained, “because it’s very hands on and nothing is ‘cut and paste’—all work comes from the kids’ imaginations and what is important to them. They are the creators.”

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The Epic! participants.

All in all, there were 52 “creators” entering 1st through 5th grade to participate in Epic! As in years past, Epic! was divided into four modules that campers cycle through each day:

1. CrickoBotTM : Solar-powered robotic crickets are the name of the game! Campers created cricket-inspired inventions to outsmart motorized spider predators, build cricket-sized tire swings and trampolines, and explore the science of sound by investigating how crickets chirp. Friends challenged one another to Chirp-Offs, where they played their musical instrument inventions.

In CrickoBot,™ here’s how children merged STEM concepts with real-world challenges:

  • Powered a circuit using solar energy
  • Explored biology and the unique characteristics of crickets
  • Engineered inventions inspired by a cricket’s unique abilities to shed their exoskeleton, create sound, and jump great distances
  • Designed cricket and spider bots that move using a vibrating motor and counter balance
  • Used physics and motion concepts to produce cricket-sized inventions

2. Epic ParkTM: Campers geared up and designed zip lines, water flumes, and hi-tech eco-gear! Ed Venture and Angel Investor needed their help to develop the latest and greatest tourist attraction because the dynamic duo just purchased Epic Park, located on a beautiful island filled with rainforest areas, waterfalls, sandy desert stretches, steep cliffs, and rolling hills that all lead down to the ocean. Angel and Ed—who happen to be crazy about all things adventurous—were looking for innovative thinkers to team up and pitch their most cutting-edge, green-energy designs for the future of Epic Park.

In Epic Park,™ here’s how children merged STEM concepts with real-world challenges:

  • Designed tree houses that integrate simple machines
  • Discovered Epic Park’s ecological diversity and unique terrain
  • Built prototypes and models of innovative eco-adventures
  • Pitched their Epic Park models for the chance to be co-owners by creating a commercial

3. I Can Invent: Maker StudioTM: Campers repowered the motors, gears, lights, fans, and components found in broken machines to make their own innovations in the Maker Studio! For inspiration, they spun the Inventor Challenge Wheel to hear a video challenge from National Inventors Hall of Fame Inductees and Collegiate Inventors Competition Finalists and Winners. Everyone spent time exploring the science of 3D printing and tinkering with circuits to get their wheels turning in a new direction as they prepareed to make The Next Big Thing!

In I Can Invent: Maker Studio,™ here’s how children merged STEM concepts with real-world challenges:

  • Exercised authentic STEM exploration as they applied reverse engineering to disassemble broken appliances and redesign them into prototypes
  • Expressed ideas through writing and sketching in their Inventors Log
  • Used creativity, innovation, design engineering, and design thinking to engage in problem-based learning
  • Increased their understanding of the value of Intellectual Property and the roles that patents, trademarks, and copyrights play in the landscape of innovation

4. The Lab: Where Pigs FlyTM: Campers explored demolitions, coding, squid, slime, and sound-activated lights in The Lab: Where Pigs Fly and anything is possible! As scientists, programmers, and biologists, campers tested out a dozen or so experiments in the Camp Invention Laboratories. Each day brought exciting new challenges, from demolition and cup tower explosions, to programming and coding, to the chemistry of polymer slime and spinning disco ball circuits.

In The Lab: Where Pigs Fly,™ here’s how children merged STEM concepts with real-world challenges:

  • Used a wrecking ball and mock dynamite to demolish structures
  • Coded a programmable robot
  • Designed a device to collect marine specimens
  • Explored geometry and angles as they bounce light
  • Conducted chemistry experiments to make their own slime

Thus, each module intersected with and built on the others, resulting in kids really making the connection between what they were doing and why. As for inventions, they made robots (there were a lot of robots!), a “homework helper” (a motorized pen to get that homework done faster!) and much (much—see photos for the state of the TNCS gymnasium during Camp Invention week!) more.

Ms. Allen was excited that 2016 was the first year campers could integrate lights and motion in their creations. “Their prototypes didn’t always work out the way they expected, but the kids were so engaged in what they were doing and happy to see where their imaginations would take them,” she said.

They also spent plenty of time outdoors, and even applied their physics and motion concepts on the playground in some Epic Water Battles!

For past Camp Invention posts, see Camp Invention Returns to TNCS in June and Camp Invention Takes Creativity to New Heights (and New Depths) at TNCS!. Also keep the fun going with questions designed to keep your camper connected to Camp Invention ideas and motifs:

1. What was the most exciting activity at camp?

2. What do you hope to do at next year’s Camp Invention program?

3. How can you create Camp Invention at home?

TNCS Science Fair 2016: It All Starts with a Good Question!

tncs-science-fair-2016

Fist bump for science!

The annual Science Fair is always a highly anticipated event at The New Century School, and 2016 was no different! Last week, parents and students came out in droves to see what science experiments TNCS 2nd- through 5th-graders undertook and what they learned from their experimentation.

Headed up for the second year by STEM teacher Dan McGonigal, this year’s Science Fair had a slightly different focus than last year’s (read about Science Fair 2015 here). Explains Mr. McGonigal:

This year we focused on the Scientific Method as opposed to the Engineering Design Process like last year. The students selected their own testable question related to Physical Science. We focused on creating tests that used manipulated variables versus creating a demonstration of a science concept. For example, instead of showing what happens when you combine baking soda and vinegar, a predictable reaction, I encouraged students to compare the amount of gas released by baking soda and vinegar to Alka-Seltzer and water. Or, instead of building a potato clock, students were asked to compare the volts of different produce to see which would produce the greatest amount of voltage. This helps improve instruction to more closely match how scientists actually work.
Mr. McGonigal also shared a “prezi” to give parents and other Science Fair attendees a closer look into how he framed this year’s endeavors. An important point is that students were encouraged to follow their own interests rather than replicate standard Science Fair experiments. The thrust was to start with a question then follow what various avenues that question presented, always maintaining a logical next-step approach.
“We worked hard on our projects,” said Mr. McGonigal, “and the projects were 100% representative of the students’ own work. I did not correct, edit, or change the student’s work in any way, but they were guided to stay focused on their scientific thinking and reminded of certain measures to help create accurate, neat work, that would be valid. The instructional focus was on the thinking, not necessarily the content related to their projects.”

As always, Mr. McGonigal’s enthusiasm for science adds a special touch. “The results and feedback were very positive about the student’s work. We had a lot parents show up to support their student’s science education!”he said. One such parent (and TNCS Co-Founder), Jennifer Lawner, said, “Mr. McGonigal give a wonderful presentation to parents about the goals of the science fair.  In particular he talked about how he did not do their work for them. For example, the write-ups are imperfect—he reminded them of the rules of punctuation and left them to write the work themselves. The students came up with testable questions, procedures for testing the questions, and reported on their data. There were flaws, but the date it was reported accurately. I was really impressed!”

TNCS lower elementary students also got a chance to see the projects and were given first-hand explanations by the older students. (Stay tuned for an upcoming post on the K/1st Science Fair!)

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And the exploration will not end with the folding up of the three-paneled cardboard displays. As a result of their self-led science journeys, students will continue asking themselves, “What did I learn? What do I still wonder about?” for months to come.