2. Introduction
• Teacher apprehension with STREAM.
• Barriers faced when introducing STREAM
related lessons.
• What needs to change in the teaching
curriculum to incorporate STREAM.
• What can we do to take it to the next level?
3. Teacher Apprehension
• Teachers are creatures of habit and
tend to not want to change when
new ideas come around.
• STREAM represents ideas that
have been around for ages but fall
under a new moniker.
• Would I have to change my
teaching style to incorporate
STREAM?
4. Teacher Awareness
• With the cross-curricular nature of
STREAM, teachers have to be aware
of what areas their lessons are
covering.
• Religion is included in lessons where
applicable (it is the R in STREAM).
• ELL are provided with successful
opportunities in the STREAM
program.
• What can I do to assure proper
implementation?
5. Changes in the teaching curriculum?
• STREAM has been around for years as different names.
• STREAM is not a whole new curriculum, but a simple
structure for creative instruction.
• STREAM can be seen as the flow of ideas from teachers
across several subject areas, thus creating unique
projects that merge throughout the curriculum.
• Technology is a very important part of STREAM, using it
to enhance lessons at every grade level.
6. Next Level of Excellence
• STREAM lessons in the 21st century promote critical
thinking and problem solving that prepares students
for success.
• STREAM provides teachers with an opportunity for
excellence in the area they are already teaching.
• Another aspect of STREAM is making the student
aware of academic work, Christian values, and their
social interactions with others.
7. STREAM Projects
• There are many projects or lessons
that are STREAM related.
• The Academy of St. Therese teachers
created three content rich projects
that not only covered the
archdiocesan curriculum but
followed the STREAM structure.
• There are cross curriculum activities
through multiple levels promoting
the idea of community.
9. Trout in the Classroom
• Trout in the Classroom is a nationwide science-based program
that teaches children about the importance of cold water
conservation through a hands-on approach to learning.
• The program is cross-curricular and encompasses many subject
areas such as science, math, art, language arts, reading,
technology, music, religion and ELL.
• The projects presented range from Pre-k to college levels.
10. Trout in the Classroom (set-up)
• The required initial set-up cost of about $1,200
dollars. (with tank and stand)
• Yearly maintenance runs about $150 dollars for
consumable items.
• An extensive list of the required items can be
found here:
http://www.state.nj.us/dep/fgw/pdf/education/
tic_equipment.pdf
• The set-up needs to be up and running for 2
weeks, to make sure the tank is ready for the
arrival of the trout eggs.
11. Trout in the Classroom (set-up)
• Initial tank set-up
• Delivery of
eggs
• Welcome
to your
new home
27. Art Mosaic (Hagia Sophia)
• This year-long STREAM project involved all grade levels.
• The children studied the mosaic designs of the Hagia
Sophia, in Istanbul; The largest church in the world for a
thousand years.
• The children's motifs were inspired by centuries of
designs, including early Christian symbols, Byzantine icons,
Ottoman geometrics and arabesques.
• They measured and made a pattern of the concrete
retaining wall outside the First Grade classroom.
28. Art Mosaic (Hagia Sophia)
• The Hagia Sophia is part of the sixth grade history curriculum.
It also fits in perfectly into the art of the middle ages and
world art in the Art curriculum.
• It crosses into math with the geometric, mirror and radial
designs of the Ottoman Period.
• The measuring of the retaining wall, calculating the number
of tiles, and estimating the amount of materials needed to
cover the surface was part of the math curriculum
• Students easily identified the connection between Art and
Religion through this project.
29. Art Mosaic (Hagia Sophia)
• Every grade participated in the Hagia Sophia
“interactive bulletin board.”
• Each child was given a laminated element (word or phrase, image
or map) that related to facts about the Hagia Sophia.
• Each grade from K thru 8 created an individual art project inspired
by some aspect of the design from the Hagia Sophia mosaics.
31. Art Mosaic (All Level Projects)
• Grade 5 – calligraphic radial symmetry
design
• Grade 6 – magazine collage mosaic
based on early Christian symbols,
Byzantine icons, Islamic geometric or
arabesque design
• Grade 7 & 8 – Hagia Sophia – design
worksheet.
• All designs were then used to inspire the
mosaic mural executed by our
Art Club (grades 5-8).
34. Coding, Music and Math
The idea with this project was to find a way to incorporate
video games in the classroom with coding.
• Games are built with code and students have been using
coding for years in various ways.
• Simple java and html were introduced in computer classes.
• Pattern and sequencing was reinforced in math classes.
• Steps, patterns and sequences were practiced in music classes.
35. Coding, Music and Math
• The project was developed with the elementary levels
in mind, specifically grades 3, 4 and 5.
• “Station Teaching” or “Learning Centers” were used.
• Each station was interchangeable in any order to have
better immersion and no down time during the
lesson.
• The cross-curricular nature of the project included
religion values with community and ELL for the
international students.
36. Coding, Music and Math
• What to Know:
• A pattern is an ordered
sequence, composed of
elements, that either
repeats or grows in a
predictable way.
• A period is the number of
elements that occur in one
routine, or repetition of the
pattern.
• What to Understand:
• Patterns are useful in problem
solving.
• Mathematical relationships
exist in patterns.
• Coding uses
patterns/sequencing to create
loops.
37. Coding, Music and Math
Simple lesson breakdown:
• Students would complete
a dance sequence with
their group in Just Dance
2016.
• They would also complete
a worksheet by creating a
unique dance number
with the allotted dance
moves.
38. Coding, Music and Math
• Students would create a
repeating pattern (Loop) on
the worksheet to make sure
you understand the idea of
the pattern/sequencing.
• Older students would use
www.code.org to complete
assignment 1
• Younger students would use
the Loopimal app on the iPad
to do the same.
