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The continued safety, well-being, and success of our students, teachers, staff, and community has always been our top priority as we navigate the complex and evolving coronavirus crisis. To that end, our comprehensive task force has outlined a school reopening plan that includes a return to full-time in-person instruction for students in grades PK-5, 6, and 9, and an alternating schedule with a combination of in-person and synchronous real-time online learning for students in grades 7-8 and 10-12.
La seguridad continúa, el bienestar, y el éxito de nuestros estudiantes, maestros, empleados, y la comunidad siempre ha sido nuestra prioridad más importante a manera que enfrentamos la compleja y evolucionante crisis del coronavirus. Con eso en mente, nuestro integro y dedicado grupo de trabajo ha preparado un plan de reapertura de las escuelas que incluye un regreso a la enseñanza en persona de tiempo completo para los estudiantes que están en los grados del PK al 5, en el 6, y en el 9, y un horario alternativo con una combinación de aprendizaje en persona y un aprendizaje sincronizado en vivo en tiempo real en línea a través del Internet para estudiantes en los grados 7 al 8 y del 10 al 12.
A drive-through Community Resource Center will be open from 12:00 p.m. - 5 p.m. on Wednesdays throughout the months of June and July. Bilingual staff is available at the Learning Services Center, 401 S. Pratt Parkway in Longmont. El Centro de Recursos Comunitario de autoservicio estará abierto los miercoles de 12:00 p.m. - 5:00 p.m. durante los meses de junio y julio. Personal bilingüe estará disponible en el Centro de Servicios de Aprendizaje, 401 S. Pratt Parkway en Longmont.
Our Second grade class started to learn about the forces of motion, gravity and balance. Mrs. Hassler, a second grade teacher, adapted the FOSS science curriculum to be a transdisciplinary unit. She started out by planning what students need to know at the end of the unit. She then took some of the lessons in FOSS and made them more engaging and applicable.
Mrs. Hassler wanted to pull out the STEM in this unit. So she began brainstorming with her STEM Coordinator. Together they thought about the application of these skills. They thought of things like bicycles, roller coasters, ski lifts and even run away truk ramps. Out of all of those topics they decided on what would be most engaging for students... Roller Coasters! Next, they dived into pulling out the math from the science content. "Graphing seems to work well with comparing data" said Mrs. Hassler. "What about having the students time how fast the marble goes through the track?" replied the STEM Coordinator. "Oh yeah, then we can have the students measure the height of the marble and how far it travels, and then average the measurements" added Mrs. Hassler. They both agreed that there were many math connections in this unit and that students should lead the charge in how they test their theories on balance and motion.
Students began exploring balance and motion with marbles and tracks. Students had some time to become familiar with the items before being asked our essential question, How does height affect the speed and distance of a marble? After students familiarized themselves with the materials, they began to brainstorm ways to test out the essential question. Some students placed the track on a chair, while others simply held the track. Mrs. hassler then intervened, "How can we standardize our experiments? Good scientists need to replicate their experiments, so how can we do the same experiment and show other people?"
The class came up with a chart to record their data. They also decided to use a yard stick to measure the height of the marble drop and tape the track to the wall. After the marble reacher the end of the track, students decided to use tape measures to see how far the marble traveled. They also wanted to measure the speed so they decided to time how fast the marble traveled down the track.
"It was super fun," says James, a second grade in Mrs. Hassler's class. "We got to do a loop de loop and the higher the marble was, the faster it went down the track and the farther it went in the classroom," said James. "Mine went thirty feet," shouted Darian excitedly. When asked what the students learned they replied, "The marble goes zoom zoom when it's placed higher. The lower the marble was when we dropped it, the slower it went."
This project proves that creativity and application can bring excitement and real world knowledge into the classroom while empowering students to try new experiments.
The Innovation Center is a comprehensive research and development center. It provides an environment tailored to aspiring student inventors, designers and entrepreneurs.Click to Learn More
Rigorous K-12 Programming that includes STEM at all levels. This initiative aligns and transforms Skyline feeder schools with a STEM focus.
Offering competitive and innovative 21st Century learning through Science, Technology, Engineering, and Mathematics.
Illuminating young minds... When you need a place to focus that energy...the new Spark! Discovery Preschool of St. Vrain is a bright idea!