ST 1.1 - The STEM school/program supports non-traditional student participation through outreach to groups often underrepresented in STEM program areas.
Red Cedar is a Project-Based Learning school which helps us bring learning to life through real-world learning experiences. As a Title-One School, we seek to involve every student and every family in STEM experiences; all grade levels from pre-k through 5th grade learn through interdisciplinary project-based units of study throughout the year. In addition to those units, all of our K-5 students participate in a Computer Technology related arts course.
Also, all students visit our maker-space/media center where they can build with Legos and use Clear-Touch boards in The Imagination Playground. Students individually have their own device to use in classrooms and our 3-5 grade students take their devices home with them.
Red Cedar Elementary provides the opportunity for all students, regardless of age, gender, race, or socioeconomic status, to participate in learning through STEM. The current population for Red Cedar consists of 665 students. The demographics can be seen below:
The Beaufort County School District’s school choice program allows students and their parents to select specialized academic approaches that are tailored to individual students’ talents and interests. In Project Based Education, the project is the source of the learning, not the culmination of it. Comprehensive Project-based Education:
is organized around an open-ended driving question or challenge.
creates a need to know essential content and skills.
requires inquiry to learn and/or create something new.
requires critical thinking, problem solving, collaboration, and various forms of communication, often known as "21st Century Skills”.
allows some degree of student voice and choice.
incorporates feedback and revision.
results in a publicly presented product or performance.
*This graph represents the number of students who opt in to Red Cedar based on choice.
STEM and Red Cedar Early Learners Preschool students discuss and build shelters for animals that would keep them warm, dry, and give them the ability to enter the fields. Students discussed the structure and materials they would need to complete the task and then used magnetic blocks to build their shelter.
Clubs and Foxes til Five One way our STEM program supports all of our students including our underrepresented groups of students is through the variety of clubs we offer outside of the school day. Because not all parents can transport students following participation in an after-school club, we also make some clubs available to students in the morning beginning at drop-off time. Another way we’ve made clubs available to all groups is by offering after-school care, called Foxes Til Five, following club participation so parents who work late into the afternoon can allow their students to participate.
ST 1.2 - Students work independently and collaboratively in an inquiry-based learning environment that encourages finding creative solutions to authentic and complex problems.
Students at Red Cedar work in an inquiry-based environment through our Project-Based Learning model. This model seamlessly incorporates the Engineering Design Process and allows students to work independently and collaboratively to research, solve problems and become immersed in content that is tied to real-world scenarios.
Preschool Three Little Pigs
As part of the Farms Unit, we read the story of the Three Little Pigs and had the students retell it by teams. While visiting the Discovery Center, students were challenged to use the provided materials to build a house where the pigs would be safe from the Big Bad Wolf. First, the students had to work by themselves to build the house and then had to call the “Big Bad Wolf” (the teacher) to test it by huffing and puffing and blowing to see if the house was strong enough to keep the little pigs safe. If the house fell, they had to identify why it happened and how to solve that problem. At that point they worked as a team so they would have more materials, and plan together and try again.
First Grade Pumpkingate
Some of our first grade students wanted to grow a pumpkin outside. They put a rotten jack-o-lantern in the mulch and charted it over time. Unfortunately, our landscapers cut it down one afternoon! Students immediately started brainstorming ideas on how to avoid this and continue with their project. They decided that they needed something to raise their pumpkins off the ground in order to protect it from animals, bugs and landscapers! They worked together to plan, create, and test something to save their pumpkins.
Fourth Grade Sun Shades
One of the groups explaining their sun shade project. Students were asked to help provide the PTO with suggestions for the shade structure placement on the big playground. Students used measurements provided to suggest locations on the playground that would provide shade to the most used areas of the playground, or most needed areas for shade.
The students tested various angles and area measurements to determine where they thought the shade structure should be placed.
Crayon Recycling
Our second graders were presented with a problem by our art teacher. Almost all of our school’s supply of crayons had been used and broken and she needed help ensuring we would always have the supplies we need to be creative. The second graders then set out to solve that problem! They tried options like taping them and gluing them and found those trials were not good options. After doing some research, they settled on the idea of melting them down to create new crayons using ice cube trays. They worked through how to do it, materials they needed, and documented their work along the way. This project-based learning unit integrated science standards on observable properties and matter, ELA standard on informative writing as well as critical thinking and problem-solving.
Planeteers Club
One of our STEM-based clubs, the Planeteers, seek to change the world and solve some of its problems together. One of those problems was a need for our school to recycle in a more complete way that involves all students. The club decided to apply for a grant from South Carolina Department of Health and Environmental Control (SC DHEC) for additional recycling containers to encourage recycling in every classroom. The students also determined that larger containers strategically placed at the ends of hallways would make emptying the bins more manageable for students and the custodial staff. The Planeteers were awarded $1,240.00 to accomplish their goal! After receiving the bins, the Planeteers set their minds to educating their classmates on what recyclables should be included in the bins. This was accomplished with a poster campaign as well as the “Planeteers’ Tip of the Week” on the morning broadcast.
Paws to Rescue
The Paws to Rescue classroom blog is the culminating product from our class’ mission to solve the problem of homeless pets in the Lowcountry, where a shortage of funding and a large amount of stray dogs contributes to a growing problem of animal homelessness and shelter overcrowding. The blog grew from one student’s idea into a whole-class project, and has continued over the course of two years. The blog highlights dogs that are available for adoption in the greater Hilton Head area. The blog began running last school year, and has continued this year with consistent posts that are researched and authored exclusively by the students in class. So far, students have worked with three different rescue organizations to highlight their dogs in hopes of reaching a community of potential adoptive families. We are happy to say many of the dogs highlighted on our blog have found forever homes! Click below to see the blog!
ST 1.3 - Students are empowered to personalize and self-direct their STEM learning experiences supported by STEM educators who facilitate their learning.
Choice is an essential part of every day at Red Cedar Elementary. Teachers and staff provide a variety of opportunities for choice in everyday learning activities, daily routines and especially the PBL units. Choice empowers our students and helps them make connections throughout their life experiences and goals. Students are provided opportunities for choice in a variety of ways such as choosing methods to solve a problem, materials or mediums, and to how they would best like to represent their evidence. Failure is often evident through this and teachers work to facilitate discussions to help learners critically think through their choices and make necessary adjustments to lead to their success.
Kindergarten Toy Making
Students designed and created a toy using various materials and the Engineering and Design Process (EDP) to present to a panel of judges based on “The Toy Box” reality show. They tested and analyzed data based on concepts such as the size, texture, color, flexibility, ability to sink or float, etc. They wrote instructions for how to use or create the toy.
Second Grade Sails Project
The student’s target goal was to develop and use models to describe and compare the effects of wind (moving air) on objects. They first had to analyze the provided materials to determine which of the materials would catch/move in the wind and which would not. The student’s examined videos and books containing sailboats to help them determine the design of their boats. Students then built their sailboats and tested them on a track. They modified and adjusted their model until their boats were able to sail to the end of the track.
(Picture: Post by teacher to parents in the classroom management page in ClassDojo)
Kindergarten Trash to Treasure
Kindergarten students collected recyclable trash, tested it to see how they could use it in a project, and then used the materials to create and design a “treasure”.
Second (or Third) Language Learning
Students in Ms. Smith’s fourth grade class showed an interest in learning a different language. Through the use of Beaufort County’s Rosetta Stone partnership, students each picked a language they wanted to pursue and through the software have explored language fundamentals and vocabulary independently in homeroom each morning. As students continue to acquire new content and vocabulary in their second (or third) languages, they are also working on their conversational skills by speaking with other students who chose the same language. During homeroom students also have the opportunity to listen to words and phrases in languages besides the one they are learning, opening the door to conversations of multi-cultural diversity and globalism. At the end of the year students will participate in a global cultures celebration, where they will showcase food and music from their chosen country, and will have the chance to demonstrate their language skills.
Butterfly Garden
As part our unit on the environment, first grade students studied real-world problems facing our Earth as a result of pollution, climate change, and endangered species. We found information about how certain bee species are dwindling in numbers. We explored the role of bees, and how their job as pollinators is critical to many plant species’ survival. The students considered many ways that they could address this issue, including alternative species of pollinators, like butterflies. They researched ways to attract butterflies to certain areas and discovered the idea of a butterfly garden! Using plants that they solicited donations of from local nurseries, the students designed and planted a butterfly garden outside of our classroom. They studied the number of butterflies that visited the playground before and after planting the garden, and collected data on the frequency which they observed them to determine whether or not the project was successful in increasing the number of pollinators that visited the playground.
Inquiry-Based Research Project
As part of our fifth grade writing curriculum, students were working on research skills using primary and secondary sources. To help personalize their learning, the teacher encouraged them to choose their topic or person of interest to research. They were able to navigate their sources and utilize technology and communication skills to conduct surveys, interviewed people and compile their information in written form. They chose their method of delivery where many chose to create their own website using Google Sites. They created the design and navigation while the teacher ensured they were including the appropriate information. Below is a sample of one student-created website.
ST 1.4 - Students use technology resources to conduct research, demonstrate creative and critical thinking, and communicate and work collaboratively.
Beaufort County School District is a one-to-one district providing a device for all of our students. Students at Red Cedar in grades 3-5 take their devices home each day to extend learning outside of their school day. Students use these devices to research, design and create content and give them experience with computational skills. BCSD is a Google Apps for Education district allowing students to utilize the cloud-based platform to collaborate and communicate with other students and teachers on assignments and projects to support their learning and standards. Students can also interact with programs such as Discovery Education, Compass Learning, and ConnectEd and utilize various online websites such as Kahn Academy and Thingiverse. In addition to personal devices, our students utilize other technology such as our 3D printers, green screen, and EV3 Mindstorm Lego Robotics computer programming interface.
Tech Trek
During the first two days of school, teachers at Red Cedar Elementary School collaborated with district Technology Coaches and school technicians to run the Tech Trek. During the Tech Trek, students rotated through classrooms where they learned the basics of their new device, cybercitizenship, appropriate use and responsibilities and were able to set up software and systems they will use throughout the school year. The Tech Trek started off the school year on the right foot!
Second Grade Market Day
As part of the second-grade economics unit, students analyzed data collected from school research to determine which goods and services they would provide for Market Day. Students elected to design, print, and sell 3D snowflakes. Students analyzed the different costs of manufacturing their 3D snowflakes to determine what the price of their snowflakes for Market Day. The students determined that the snowflakes should cost $2.00 each, but due to supply and demand they ended up lowering the price to $1.00 by the end of Market Day.
Fifth Grade Westward Expansion - 3D Printing
In technology class, 5th grade students designed a symbol of Westward expansion on www.thingiverse.com in collaboration with their social studies unit. Students researched why people were moving West and the challenges migrants and immigrants faced as they moved West. Students decided on a symbol that illustrated Westward expansion from their learning, created it on www.thingiverse.com, and printed it on the Makerbot 3D printer. Students also had to write a summary explaining why their printed item was a symbol of Westward expansion.
Video Production/Green Screen Technology - Annoucements
To start each day at Red Cedar, you’re greeted with a student developed green screen video in place of traditional morning announcements to provide morning routines and important information. With guidance from the school media center and utilizing the TouchCast app, students have perfected their skills in video production.
In the example below, 5th grade students created a green screen video to summarize their understanding of Westward Expansion. The video was entered in a Worldwide TouchCast Contest and it Won first place! The requirement of the video was to connect it to an educational topic that the students were currently learning and must include three interactive features within the app.
ST. 1.5 - Students demonstrate their learning through performance-based assessments and express their conclusions through elaborated explanations of their thinking.
Found within our curriculum are our Project Based Learning lessons where performance-based assessments are used to give students opportunities to build strategies that allow them to complete projects, solve problems, and then defend how and why they made their choices. Students are challenged to use STEM literacies and vocabulary in their defense. This defense can be in the form of a presentation, drawing, model, notebook, or journal.
Second Grade Flipgrid Video Assessments
Through the use of Flipgrid, our teachers are able to gather formative information on
student understanding of a particular content area, standard, project or even experience in the students day. These student-made videos allow teachers to individually get feedback from students in their own words to check their understanding and use their visual cues. Through students communicating their learning, we are able to here what they have gathered in their own words and truly use their performance to assess in many areas.
Click below for some student samples on their states of matter unit & crayon melting project.
Third Grade Yetis
In the Project M³ Unit, “In Search of the Yeti”, 3rd grade Gifted and Talented students worked to better understand measurement. First, the students measured their own bodies in square inches to identify measurement benchmarks they could use for later estimation of other lengths. Using their own bodies as models, the students utilized their understanding of linear measure and proportion to create a class Yeti as a summative assessment.
Sun Casting
Students went outside three times to trace their shadow. Working with partners, the students drew each other’s shadow in the morning, at noon and in the afternoon. This exercise gave the students an opportunity to observe the fact that their shadow moved and changed each time. The students combined this information with a prior unit and realized that the earth was moving and causing the sun to change place in the sky which caused their shadow to change.
Cube Measuring
Students were given unifix cubes and various items to measure and compare. They were encouraged to use the mathematical terms: taller, smaller, larger, longer, shorter when comparing items as well as naming the unit of measurement.
Journaling/Notebooking
Students use a variety of techniques to collect and document information and data. Students keep a science journal to collect the data during lab explorations. STEM plan outlines are used to give students a framework to begin the design of their models. IPads are also used to add evidence to journals and lab reports using photos and digital models.
