Daniel has made a demonstration video using the Parrot Airborne Cargo Mars drone. The video demonstrates some of its features as well as explaining the app Tynker which can be used to program and control the drone. This app is on our class set of iPads. While the app allows you to control Parrot brand vehicles it is also a coding app that teachers may find useful as alternatives to Daisy the Dinosaur, Kodable and Hopscotch.
Please note: I have only recently put the app onto the iPads and did not
realise extra content had to be downloaded into the app (all the Tynker
projects). This cannot be done through our filtering. So I will need some
time to download the programs at home (15 programs per iPad x 30 iPads).
Once these programs are downloaded they will work without the need to
access the Internet so our school system will not be a problem. I have
tried this process with the program Daniel used to run the Parrot Drone
and it worked. Students can also be save their coding locally to the app.
To find out more about Parrots mini drones click here.
“The Power Anchor is a smart way of delivering power to car, ground effect vehicles and aircraft deign projects. The beauty of this is the vehicles aren¹t weighed down by batteries. You don¹t have to worry about any steering either because the vehicles are pulled around the Power Anchor by the same cable that delivers the current. The vehicle designs can be kept simple and when it comes to testing, results can be reliable because many of the variables are removed.
It is portable with the four 6V batteries fully enclosed in the base, there is no need to plug it in.
It is sturdy, made from tough materials.
It is easy enough to use that even young students can work independently.
And it looks great which adds to the classroom excitement when doing project work.”
The Power Anchor comes with five classroom ready STEM projects which all use the Power Anchor to control and test the project.
What is the Power Anchor?
Power Anchor includes tether cables and hand controls (4 x 6V batteries not included) $950
Full set of 5 Teaching Resource Packs $450 ($185 each if bought separately)
Equipment: Scissors, hot glue, soldering iron, Power Anchor, teacher resource pack $185, Class pack 25 students balsa sticks and sheets $185, class pack of parts 25 students wheels/axels/motors/propellers $195.
Concepts: lift, drag, centre of mass, control surfaces, thrust.
Equipment: Screwdriver, hot glue, soldering iron, Power Anchor, teacher resource pack $185, Class pack 25 students Forex car parts cut to size (or templates for schools with CNC or Laser Cutter technology) $165, class pack of parts 25 students wheels/axels/motors/gears, gear box, spares $345.
Concepts: friction, power, gear ratio, acceleration, down force, drag.
This post highlights some of the resources and approaches being taken by the NSW Education Department in the area of STEM. Click on the links provided to be taken to a variety of resources including: planning for STEM (primary & secondary settings), how schools are embedding STEM, Maitland Grossmann High School’s iSTEM curriculum (now used in over 135 schools in NSW), STEM resources page and STEM in industry (agriculture).
What thinking is required to plan for and implement STEM in schools? STEM learning experiences involve explicit learning and teaching of syllabus content which is applied in project, problem or inquiry-based learning situations that are authentic and contextual.
The Stage 3 Integrated STEM Project involves teachers from 35 schools working either as individual schools or communities of schools. Schools will document their journey in STEM education, highlighting their processes for embedding STEM in their school culture and in classroom teaching and learning practices.
The Stage 4 Integrated STEM Project promotes an interdisciplinary approach to teaching science, technology, engineering and mathematics in Stage4. Teachers engaged in cross-curriculum planning with a major focus on aligning syllabus outcomes, promoting higher order thinking through authentic project-based tasks.
In 2013 Regional Development Australia – Hunter’s ME Program Director Dr Scott Sleap, in collaboration with local industry and STEM teachers at Maitland Grossmann High School developed the iSTEM curriculum. iSTEM is a student centred subject for students in Years 9 and 10 that delivers Science, Technology, Engineering and Mathematics (STEM) in an integrated way.
This page also provides resources associated with the iSTEM program including syllabus documents.
This video is taken from the Splash ABC website. Listen to Zeina Chalich answer teacher questions about STEM.
“Zeina has teaching experience in primary schools and university. In her role as Leader of Learning & Innovation, Zeina leads ‘disruptive’ change in digital pedagogy and personalised learning. In 2015, Zeina was awarded the CEC Br John Taylor Fellowship research prize for her research exploring design thinking in a makerspace through a STEAM curriculum. Zeina writes for the Website Education Technology Solutions.“
This video is taken from the Splash ABC website. Listen to Kelly Tagalan answer teacher questions about STEM.
“Kelly is a California native who came to Australia as a tourist, then decided to make it her new home. A year later, she helped a plucky do-gooder Annie Parker of Telstra, start Code Club Australia.
Kelly worked in non-profit education for ten years before coming to Australia. Through Code Club, Kelly hopes to build a vibrant and buzzing enthusiasm for ICT education among educators and children alike.
This video is taken from the Splash ABC website. Listen to Simon Crook answer teacher questions about STEM.
“Simon Crook was a physics teacher for 15 years, in 5 different schools in England and Australia. Subsequently, for over 6 years Simon worked as Senior eLearning Adviser for the Catholic Education Office Sydney having direct responsibility for the integration of technology in the teaching and learning of 17 secondary schools plus an overarching responsibility to 151 schools K-12 across Sydney, Australia. He was also seconded to help design 21st Century Science laboratories. Simon also runs an award winning website Crooked Science.
This video is taken from the Splash ABC website. Listen to Chris Betcher answer teacher questions about STEM.
“Chris is an Australian K-12 educator with over 25 years experience in helping students and teachers make the most of digital technologies for learning. Chris has been nominated for the edublog awards on several occasions for his educational blog betchablog“
A lot of money is being spent to develop STEM in South Australian schools. But after all is said and done these resources (considering their cost) will not fully support student learning if teacher practice does not also develop.
Improved student learning opportunities in STEM will come from teachers feeling confident about their knowledge and understanding of STEM and their understanding and use of pedagogical practices that are effective in the teaching of STEM.
Teaching practice associated with quality STEM learning includes:
Allowing some control to be given to students, increasing student input and responsibility. Read this article for ideas about how to do this.
Promoting collaboration with peers, community and industry. To find out more about collaboration in the classroom read this article.
Promoting risk taking, experimentation and learning from failure. This is not just for students, teachers should model these qualities for their students. To find out more about failure in the STEM classroom read this article.
Teachers need to be flexible. STEM may not always address the Curriculum in the way a text book or traditionally planned program might. You may need to change direction mid program depending on where student investigations lead them (it may not be where you thought it might go).
Guided inquiry. Teachers develop the skills of facilitating rather than dictating. Students need to be able to independently think and act like engineers through research, trial and error. For a more detailed look at inquiry based learning read this article.
Teachers need to embrace digital tools and technology in the classroom. Find ways to make technology work for you and your students. Learn about the SAMR model of technology use by watching this two minute video.
Another important consideration for schools is to think about how STEM programs are structured in classrooms. What are the potential models that a school or teacher might consider?
Teach all four but more emphasis on one or two: A teacher integrates mathematics and science through a challenge based unit of work where students design a vehicle. Source
Integrate one into the other 3 being taught separately: The engineering processes of team work, identify and investigate a problem, design a solution, and testing and evaluation is added into some science and mathematics units, but there are limited links across the science and mathematics subjects.Source
Total integration of all by a teacher: Science teacher integrating, T, E and M into science. A school introduces a new STEM elective focusing on designing digital solutions to real world problems. Source
Divide a STEM curriculum into the separate subjects: Technology, science and maths teachers design a combined unit and each teacher teaches different components of the unit in their separate subject, and with clear contributions from science, maths and technology subjects in solving a common problem. Source
Leaders and teachers have a joint responsibility to ensure that appropriate pedagogy is used in all areas of teaching. If we do not develop our teaching strategies and develop a strong knowledge and understanding of STEM then we risk spending a lot of money for little reward.