STEAM 

Across the school we have been exploring the different streams within STEAM and continued to set up expectations about how to work together in teams.

Note: 2/3 and 4/5/6 students will need their devices/laptops from time to time in STEAM lessons. I will send a note home on Sentral to let families know if devices/laptops are required for that week.

F/1

Students used smelling jars, nature soundtracks, feely boxes, eye spy and tasting activities to explore their world using their five senses like scientists. They gained an understanding that technology is man made objects that are designed to make our lives better and had experience of making their own piece of technology - a fidget stick to help them regulate their emotions. Students learned how digital technologies are designed to help us too and programmed delivery robots.  They developed their collaboration and engineering skills by constructing the tallest tower that did not fall. Next week students will be using the skills they have learned in Art to express their understanding of what STEAM is.

2/3

Students conducted experiments using milk, food colour and soap to observe, wonder and question like a scientist. They looked at how technology and digital technologies are designed to improve our world or fix a problem. Students made their own solutions by making hexaflexagon fidget toys and robot fans. They developed their collaboration and engineering skills by constructing a Lego island, then designing and building solutions to a variety of problems such as a sinking island or thieving pirates.  Students applied their knowledge from Visual Arts of how symbols can be used to express an idea to demonstrate their understanding of what STEAM is. 

4/5/6

Students learned how to set up a fair test like a Scientist by understanding variables. They used this knowledge to test what causes the fizzing reaction when Mentos is mixed with Coke. Students have used several lessons to work their way through the design process to make catapults. Starting by defining the problem, they then researched catapults using online resources and testing out existing models in the planning phase. By collecting data, students were able to identify the features they could use in their own designs. They completed the process by creating their own catapults and evaluating their designs. Students have also learned about the different team roles within STEAM lessons. They have reflected on their own personal strengths and they can best support their team within STEAM lessons.