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Date: 3/16/2023
AGAWAM — Robbie Cooney loves engineering and using his imagination. One day, the sixth grader at Doering School hopes to be a Disney Imagineer.
Classmate Jack Leverson plans a career as an architect so he can build houses he designs.
Both were among Doering students who showcased class projects at the school’s recent science fair. But it wasn’t a typical science fair. Students exhibited projects that demonstrated new skills they’ve learned to prepare them for future careers.
The middle school recently began using a unique STEAM (science, technology, engineering, arts, math) curriculum from the nonprofit Project Lead the Way (PLTW), a project-based learning program that offers students a learning experience based on solving real-life problems. The activities and lessons for students are hands-on – and engaging – projects that build STEAM skills.
The school began using the curriculum in 2020 after receiving a $35,000 Project Lead the Way grant for supplies, a curriculum and training for STEAM education courses over three years. Clark, Granger, Phelps and Robinson Park schools also received three-year grants that totaled $30,000 for the four elementary schools to implement the curriculum.
“It’s changed the way we teach, due to quality equipment that was supplied with the grant. We have become better teachers, too, through PLTW professional development programs that taught us new teaching skills,” said Tammy Rumplik, who teaches STEAM at Doering.
During the COVID-19 state of emergency, Rumplik and elementary-level STEAM teachers received training on the Project Lead the Way curriculum that uses the “APB” model: activity, project, problem-based learning.
“We used the program to continue teaching hands-on science, technology, and engineering to students even while teaching remotely,” said Rumplik. “PLTW had wonderful resources for distance learning to support the curriculum during COVID[-19].”
Rumplik added that her STEAM students have become better critical thinkers and problem solvers since the new curriculum was implemented. Her fifth and sixth graders have learned about several STEAM careers, including engineering, robotics, biomedical engineering and medical career skills, because of the transformative curriculum.
Middle school students take the special STEAM class for one trimester each year. Rumplik said adding the arts to what was just a STEM program is important.
“Whether it’s traditional art, hand drawing, 3D realistic sketches for a prototype design, creating a piece of music, or designing clothing, it’s all in that realm that involves engineers and creative people working together,” she explained.
Cooney and Leverson used their creativity as well as Project Lead the Way concepts they learned to create their projects.
Cooney is a fan of Iron Man, the comic book and movie superhero. The character uses a mechanized suit that features futuristic weapons and technological devices – including a specialized helmet – to protect the world.
Fascinated by the character’s use of technology, Cooney researched Jack Kirby, who created Iron Man. After doing his research, the 12-year-old built a lighted 3D replica of the character’s helmet using cardboard and crepe paper.
Cooney said he wanted to showcase some of the engineering concepts used by Iron Man because he doesn’t think Kirby got enough credit for his ideas.
“I love engineering and this was one way I could express it in a fun and creative way,” he said.
Cooney, who wants to study engineering and 3D modeling in college, added: “The STEAM class helped me understand more about the engineering process and how amazing it can be to create and complete challenging projects.”
Leverson not only got the opportunity to do research on how houses are designed and built, but he also worked with a special computer program to design a house.
“I learned how engineers help designers make models of houses by using a CAD program,” he said, referring to computer-aided design. “I’ll have an advantage if I can build houses I’ve designed.”
A math and computer whiz, Leverson still had a bit of a challenge learning the CAD program. Once he mastered it, he quickly progressed through the program to design a one-story house he printed to display at the science fair.
He also brought a copy of the thick CAD user manual that helped him to understand the design program.
“I feel pretty good now that I’ve had some actual experience designing a house,” said the 11-year-old.
Students aren’t just learning about science, engineering and technology in the STEAM class, they’re completing real projects.
“Students are working like actual scientists and engineers to solve real-life problems along with practicing real-life job skills,” said Rumplik. “They also learn to work as teams, enhance their presentation skills and gain leadership and communication skills with the new curriculum.”
Fifth graders designed space exhibits for a museum, created and tested lunar landers, performed mechanical testing on materials and made their own masks for protection from communicable diseases.
Sixth graders designed an ankle foot orthosis for people with cerebral palsy and also designed toys for children who have occupational therapy needs.
Students have grown bacteria to test the effectiveness of different antibiotics on the bacteria’s growth; read MRIs of people with medical issues to diagnose diseases based on patient symptoms; role-played scenarios with students as doctors and patients; learned how to do isometric engineering sketches and learned to measure solid objects with a dial caliper.