7th graders focused on data first semester starting with the idea that every graph tells a story. They interpreted a variety of graphs and infographics. Then students explored how data can be turned in to art to communicate important information and change human action. Students researched or collected data on a topic of their choice and created an art form to express their data. They wrote an artist statement which included a brief description of their artwork to help viewers gain understanding. Students also reflected on their finished piece of art and the overall project. The project culminated with an art show on December 19. Students had the opportunity to view all of their classmate’s artwork. During the art show, they selected 2 pieces of artwork to analyze/critique (2 things they liked about each piece, 1 question about the piece or 1 thing they think they would change.)
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As part of their study of sound waves in the eighth grade science classes, students built improvised sound-dampening booths using a limited set of materials. They were forced to choose the materials that they thought would best dampen sound based on their theoretical knowledge. They then designed a booth and were forced to review measuring skills because of the limited materials. Finally, they partnered with the music teachers at Simpson to test the sound dampening abilities of their sound booths by using a decimeter to measure the volume of various instruments and noises inside and outside of their sound booths. Improvised Musical InstrumentsDuring their study of waves and motion, eighth grade students designed, planned, and built their own improvised musical instruments in science class. They used mathematical concepts to calculate the pitch and frequency of the sound created by their instruments and collaborated with Simpson's Band and Orchestra teachers to fine tune the quality of their instruments.
Students in STEM class combine their technology, language arts, social studies, and art skills to create either a digital or hand drawn comic strip that focuses on and teaches a key rule about being a good digital citizen. Students in Mrs. Waller's art class were able to apply physics in the building of their own catapults which were then used to create art. They spent time analyzing force, distance, and accuracy. Some students researched on their own device how to get the best results from their catapult. They painted, regrouped, and discussed our observations. During the Human Body Systems Unit, 7th grade science students combined science and engineering in order to construct biomechanical hands out of cardboard, straws, rubberbands, and tape. They all start by following directions to build the hand from NASA's activity, I Want to Hold Your Hand. Then they were challenged to use their knowledge of the skleletal and muscular systems to make modifications to the original design to increase strength and/or dexterity. 6th, 7th, and 8th grade STEM students learned and integrated math, art, and design concepts using Sketchup software. 8th grade students must research the history of and identify architectural components of a chosen monument/famous building before creating a scale replica. 7th grade students focus on architectural elements, style, and structure when creating their dream house. 6th grade students learn about the importance of size, design, functionality, and aesthetics when designing a scale town. Math and Art standards were intertwined when 7th grade math students learned about distribution properties through the creation of colors. Environmental Science students incorporated math and art standards while learning about and creating scale representations of the planets.
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