STEAM AHEAD: Parent Engagement

Objective The objective is to engage the parents and students in the hopes to gain
participants for the next 2019-2020 school year. We also hope to educate
parents on the importance of play, what the Boys & Girls Club does, and the
M.A.P. program!

Age Groups We hope to engage students in Primary and Junior age.

Most of our intention for Grades 3-6.

Structure It will be structured with stations. Students will be able to sign up for a new
rotation every 30 minutes. Stations will be set up in the gym. The “home-base”
will be the front lobby where we will have information about the M.A.P.
program, membership forms, and flyers. Pizza will be served in the music room
and we will have a slideshow running about BGCL and the M.A.P. program.
Between activities or if someone arrives between rotations, there will be a free
play area in the gym with a variety of activities. Students will sign up for the
activities they want to take part in when they enter.

Why STEAM
 Encourages critical and innovative thinking S = SCIENCE
 Promotes creative solutions T = TECHNOLOGY
 Encourage students to think more broadly about real- E = ENGINEERING
world problems A = ART
 Require collaboration and teamwork M = MATH

1. Focus on the true goal – learning. Sometimes projects may not go according to plan, and may
not even turn out. These are not failures; this is just a reality! The goal is STEAM is learning to
develop skills such as critical thinking, inquiry, creativity and collaboration. If students have
demonstrated these invaluable skills, they have succeeded! There is power in reflection,
persistence, and learning from mistakes.
2. Provide opportunities for further exploration. If students thoroughly enjoy an activity or
are captivated by a concept, promote further exploration by planning more activities with
passions in mind. If time does not allow for this, provide take-home resources or ideas!
 Time Scheduled Event
5:00pm-5:30pm First rotation
5:30pm-6:00pm Second rotation
6:00pm-6:30pm Third rotation
6:30pm-7:00pm Fourth rotation

**Pizza will be served throughout the night. Families can choose to eat at any time. Some activities
won’t take the full 30 minutes giving time to eat, or they can choose to eat during a rotation.
Between activities or while waiting for a rotation, students can go to the “free-play area”.

Free-Play Option 2 Volunteers

“I can build it”: design challenge cards with open ended materials (Lego, K’nex, Straws, clay,
etc.)
Decoding: Decode the secret messages using the decoding map.
Colouring Sheets: mindful colouring sheets

Books: a variety of books for all ages and stages

Scratch
Origami

Staff/School Staff – Front lobby explaining the structure of the stations and where to sign up.
Staff – Lobby with membership information and to answer questions about the M.A.P. program
Volunteers – Handing out pizza
Centre 1: Code Your Name 1-2 Volunteers
Jewelry
Curriculum Expectations: Math Process Expectations:

Reasoning and proving: develop and apply reasoning skills

(recognition of relationships)

Connecting: make connections among mathematical concepts and

procedures

Representing: create a variety of representations of

mathematical ideas
Instructions: You can write your name in binary
using the ASCII code that computers
Materials: read! This is a great way to introduce
kids to computer brains. Computers
 ASCII code chart assign a string of 0s and 1s to
 Binary Jewelry Cut- different letters, symbols, and
Out Strips instructions, and this is called binary
code.
 Beads
 String Student are given a list of all the letters of
the alphabet, and then get to pick one
color of bead to represent 1 (ex: red) and
another color to represent 0 (ex: black).
The blue beads are spaces between the
letters of her name.

Each letter requires 8 beads; use the

template below to help students organize
their letters before putting beads on a
string!

Why? Everything inside of a computer is coded by using Binary. Binary is

a way of counting, similar to how we count normally. What we
think of counting is called Base-10. This means there are 10
numbers we use to count 0-9 and all our numbers use those digits
in sequence. Binary is also called Base-2; and thus has 2 digits to
choose from, 0 and 1. We count using these digits. 0, 1, 10, 11, 100,
101, 110, 111, etc. Understanding Binary is the first step in
understanding how to code.
Source: https://bycommonconsent.com/2014/10/19/activity-day-girls-craft-idea-binary-code-
necklace/
Centre 2: Magnet Maze
Curriculum Expectations:
1-2 Volunteers
The Ontario Curriculum 1-8, The Arts
This activity falls under explore the Creative Process:
Exploring/Experimenting – “uses a range of arts elements,
techniques, conventions, and/or principles (as appropriate for each
strand) in response to the challenge, stimulus, or inspiration
introduced by the teacher or teaching artist or set by the student”
(The Ontario Curriculum, Grades 1-8 The Arts, pg. 22)

Understanding Fundamental Concepts:

Energy: comes in many forms, and can change forms. It is

required to make things happen (to do work). Work is done when
a force causes movement.

Change and Continuity: Forces cause objects to speed up, slow

down, or change direction through direct contact or through
interaction at a distance.

(The Ontario Curriculum, Grades 1-8 Science and Technology, pg.

5)

Instructions: Design your maze! It

doesn’t really matter
what shape, as long as
Materials: there is a clear path to
 a paper plate (or thin follow. A squiggly line
piece of cardboard) works well, as does a
 Items to decorate spiral. (Or you could
(crayons, pencils, print off one of our free
markers) maze templates). Design
 Metal paperclip your character/who will be going through the maze.
 a magnet
Place paperclip on character and magnet wand under the maze.
Move the magnet underneath. Magnetic force will make the
character move too!

Why? This activity encourages students to learn about different forms of

energy. This also gives the students an opportunity to be creative
and use the create process to design the maze!
Source: https://www.science-sparks.com/mini-magnet-maze/
Centre 3: Skewer
Structures
Curriculum Expectations:
1-2 Volunteers
The Ontario Curriculum 1-8, The Arts
This activity falls under explore the Creative Process:
Exploring/Experimenting – “uses a range of arts elements,
techniques, conventions, and/or principles (as appropriate for each
strand) in response to the challenge, stimulus, or inspiration
introduced by the teacher or teaching artist or set by the student”
Revising/Refining – “reworks the piece, building on strengths
and incorporating feedback and develops and modifies initial
idea; makes choices, adapts, and shapes”
(The Ontario Curriculum, Grades 1-8 The Arts, pg. 22

Structure and Function This concept focuses on the

interrelationship between the function or use of a natural or
human-made object and the form that the object takes

Instructions: If using clay Break off chunks of clay and shape them into ½” to ¾’
balls. You can do this either as you work or prior to starting. An
alternative is to use cubed fruit!
Materials:
 12” bamboo Build! Use the clay balls at the joints between the skewers. I
skewers recommend starting with a triangular shape but you can be more
 Clay (which they free form.
could make
themselves) or
cubed fruit

Why? This would be the starting foundation of understanding how

structures are built and the reasoning towards why some
structures are taller than others. This also engages their creative
side to design the structure. Students will further their
understanding in geometry (understanding the strength of 2D and
3D shapes and identifying features of those shapes) – ex. this
develops the understanding that triangular base are the stronger.
Source: https://babbledabbledo.com/engineering-for-kids-skewer-structures/
Centre 4: Crystal Gardens 2-3 Volunteers
Curriculum Expectations: The Goals of the Science and Technology Program:
“1. to relate science and technology to society and the environment
2. to develop the skills, strategies, and habits of mind required for
scientific inquiry and
technological problem solving
3. to understand the basic concepts of science and technology”
(The Ontario Curriculum, Grades 1-8 Science and Technology, pg.
3)
Instructions: Add 1 cup of Epsom salt to your
jar/votive. Add 1 cup of water to a
microwave safe bowl. Heat the water in
Materials: the microwave for 45 seconds.
 Epsom Salt Alternatively use very hot tap water and
skip the microwave. If you are using
 Clean Glass Jars
color, add a dash of liquid watercolor to
 Liquid Watercolors the water. Stir.
(optional)
 Water Pour the water into the jar with the
 Bowl or glass salt. Do this quickly so that the
water is warm. Stir the salt and
measuring cup
water for 1-2 minutes to dissolve
 Fork the salt. Place the jar in the back of
 Microwave your refrigerator. Alternatively,
(optional) quick cool the mixture for 10
minutes in the freezer and then
move it to the refrigerator.

Ratios: After the mixture has been poured,

have students hypothesize about
1:1 Epsom Salt and Water what it will look like.

Leave the mixture overnight in the

fridge. Crystals may start forming
in as little as 3 hours but we got the best results when we made
the gardens in the evening and left them to sit undisturbed
overnight. Carefully pour out the extra liquid. Use a wet paper
towel to gently wipe away excess salt and color that may be on the
upper portion of the jar.

Why? A large part of science is learning how to inquire about how things
are made/form. During that time, students are encourage to
hypothesize and alter their original hypothesis to fit the
information present.
Source: https://babbledabbledo.com/science-for-kids-crystal-garden/
Centre 5: Marker 1-2 Volunteers
Chromatography
Curriculum Expectations: The Ontario Curriculum 1-8, The Arts:
This activity falls under explore the Creative Process:
Exploring/Experimenting – “uses a range of arts elements,
techniques, conventions, and/or principles (as appropriate for each
strand) in response to the challenge, stimulus, or inspiration
introduced by the teacher or teaching artist or set by the student”
(The Ontario Curriculum, Grades 1-8 The Arts, pg. 22)
Instructions: Draw a design with markers on the
chromatography paper. Using dark,
bright colors will yield the best
Materials: results. The design can be circular
 coffee filters or asymmetrical, whatever you feel
inspired to do!
 washable markers
 wooden craft stick Fold the paper in half and then half
 binder clip again until it is narrow enough to fit
 jar with an inch or inside your jar. Place a craft stick at the
two of water in the top of the wedge of paper. Attach a
binder clip to the paper and the craft
bottom
stick.
 paper towel
 pipe cleaners Place the paper in the jar of water
(suspended by the craft stick) so that
only just the tip of the end is touching
the water.

Watch as the paper draws water up

from the jar. You will start to see the
colors separate and spread! When the
water line reaches the top of the paper,
pull it out, unfold it, and let it dry on a
paper towel.

Why? A large part of science and creating art is learning how to inquire
about how things are made/form. During that time, students are
encourage to hypothesize and alter their original hypothesis to fit
the information present.
Source: https://b-inspiredmama.com/marker-chromatography-science-experiment/
Centre 6: Lego Boat
Challenge
Curriculum Expectations:
1-2 Volunteers
The Ontario Curriculum Grade 1-8, Science and Technology:
The Scientific Inquiry/Experimentation Skill Continuum:
1. Initiating and planning: asking questions, making guesses about
outcomes, creates methods/plans to find answers.
2. Performing and Recording: recording data and using equipment
to observe and measure.
3. Analyzing and Interpreting: draw conclusion and evaluate
4. Communicating: through oral and written communication to
express success and challenges.
(The Ontario Curriculum Grade 1-8, Science and Technology, pg.
12-13).

The Ontario Curriculum 1-8, The Arts

This activity falls under explore the Creative Process:
Exploring/Experimenting – “uses a range of arts elements,
techniques, conventions, and/or principles (as appropriate for each
strand) in response to the challenge, stimulus, or inspiration
introduced by the teacher or teaching artist or set by the student”
Revising/Refining – “reworks the piece, building on strengths
and incorporating feedback and develops and modifies initial
idea; makes choices, adapts, and shapes”
(The Ontario Curriculum, Grades 1-8 The Arts, pg. 22
Instructions: Sketch and design your LEGO boat. Once you
are satisfied with the design start building
your boat. Test your boat in the water. Does it
Materials: float? If needed go back and re-design your
 Materials: boat.
 LEGO Bricks Predict how many pennies you think your
 Container of Water boat will hold before it starts to
sink. Slowly add the pennies
 Coins
(one at a time) to your boat.

If there is time left - Try re-

designing your boat to hold
even more pennies.

Why? A large part of science is learning how to inquire about how things
are made/form. During that time, students are encourage to
hypothesize and alter their original hypothesis to fit the
information present. This also gives an opportunity to students to
explore trial and error in redesigning their boat and thus
incorporating the creative process of revising and refining their
original design.
Source: https://b-inspiredmama.com/marker-chromatography-science-experiment/
Centre 7: Baking Soda 1-2 Volunteers
Painting
Curriculum Expectations: The Ontario Curriculum Grade 1-8, Science and Technology:
The Scientific Inquiry/Experimentation Skill Continuum:
1. Initiating and planning: asking questions, making guesses about
outcomes, creates methods/plans to find answers.
2. Performing and Recording: recording data and using equipment
to observe and measure.
3. Analyzing and Interpreting: draw conclusion and evaluate
4. Communicating: through oral and written communication to
express success and challenges.
(The Ontario Curriculum Grade 1-8, Science and Technology, pg.
12-13).
Instructions: To make baking soda paint put about an
eighth of a cup of baking soda in a measuring
cup and add liquid watercolors. Then fill the
Materials: cup with water to the quarter cup mark and
 food coloring mix well with a whisk. The measurements
truly do not need to be exact. The basic rule is
 baking soda that you don't want the paint too runny or it
 water won't fizz a whole lot. You don't want it too
 whisk thick, or it won't spread easily. An even
amount of liquid and baking soda works well.
 vinegar
 pipettes Give the students pipettes and a container of
 watercolor paper vinegar. Spray bottles or squeeze bottles can
also be used. Keep in mind that the faster
 paint brushes vinegar is added the wetter the paper will
become. Again, this isn't a huge deal with
watercolor paper.

Why? A large part of science is learning how to inquire about how things
are made/form. During that time, students are encourage to
hypothesize and alter their original hypothesis to fit the
information present. This also inspires students and encourages
creativity and free expression.
Source: http://www.learnplayimagine.com/2014/08/erupting-baking-soda-paint-recipe.html
Centre 8: Paper Plate 1-2 Volunteers
Hovercraft
Curriculum Expectations: The Ontario Curriculum Grade 1-8, Science and Technology:
The Scientific Inquiry/Experimentation Skill Continuum:
1. Initiating and planning: asking questions, making guesses about
outcomes, creates methods/plans to find answers.
2. Performing and Recording: recording data and using equipment
to observe and measure.
3. Analyzing and Interpreting: draw conclusion and evaluate
4. Communicating: through oral and written communication to
express success and challenges.
(The Ontario Curriculum Grade 1-8, Science and Technology, pg.
12-13).
Instructions: First, cut a small hole in the center of your
paper plate. Stick the straw through it. Flip the
plate upside down and move the straw so that
Materials: the plate can lay flat on a table. Cut off half of the
 Paper plate straw sticking up from the plate.
 Straw Stick the balloon over the straw and tape with
 Duct tape duct tape. Make sure no air can escape from the
balloon through the hole in the top of the plate.
 Balloon
Stick another straw into the bottom straw on
the top of the plate. Push it together to
eliminate air holes. Blow up the balloon by
blowing into the straw. Pinch the end of the
balloon to hold the air inside.

Flip the plate upside down and place on a flat

surface. Release the balloon. The air pressure
from the balloon will cause an air pocket to
form under the plate, allowing it to rise just
slightly and move across the plate until the
balloon runs out of air.

Why? A large part of science is learning how to inquire about how things
are made/form. During that time, students are encourage to
hypothesize and alter their original hypothesis to fit the
information present.
Source: https://lifeovercs.com/rosie-revere-engineer-storybook-stem-challenge-paper-plate-
hovercraft/
Centre 9: DIY Animations 2-3 Volunteers (staff preferred)
Curriculum Expectations: The Ontario Curriculum 1-8, The Arts
This activity falls under explore the Creative Process:
Exploring/Experimenting – “uses a range of arts elements,
techniques, conventions, and/or principles (as appropriate for each
strand) in response to the challenge, stimulus, or inspiration
introduced by the teacher or teaching artist or set by the student”
(The Ontario Curriculum, Grades 1-8 The Arts, pg. 22
Instructions: Use your creative side to introduce yourself. Create an
animation that introduces you!

Materials: *There will be an example animation playing.

 iPads/Computers
Things to include:
- Name
- Age/Grade
-
Choose 5-10 other facts about yourself:
- Your favourite animal
- Your favourite colour
- Your favourite hobby
- Your favourite food
- Your favourite subject in school
- Members of your family
- What are you most proud of
- Something you wish everyone new about you.
Why? While producing an animation, students must determine how best
to transform their vision into reality, work with limited time and
resources, choose the length of the animation, and adjust the
content to meet goals and deadlines. This also gives them an
opportunity to express themselves in the way they communicate
best.
Source:
Centre 10: Structure 1-2 Volunteers
Challenges
Curriculum Expectations: Understanding Fundamental Concepts:

Structure and Function This concept focuses on the

interrelationship between the function or use of a natural
or human-made object and the form that the object takes.
(The Ontario Curriculum, Grades 1-8 Science and Technology,
pg. 5)

Instructions: Read to participants: You are an engineer that needs to

build a structure to support a tennis ball. All you have at
your disposal are the following materials (list off
Materials: materials). Using these materials, you will have to create
 Straws a structure that is able to stand on its own and that can
 rolls of masking tape support the weight of a tennis ball. The goal is to create
 rolls of string not only a sturdy structure, but also to make the tallest
 cardstock/construction structure as well. You will have 5-7 minutes to build your
paper structure and then they will be tested to see who built
 tennis balls the tallest and strongest one

Give the students a handful of the necessary supplies

(straw, tape, string, and cardstock/paper) Give them 15-
20 minutes to build a structure that can support the
weight of a tennis ball.

Do not give them any further hints or instructions as to

how to succeed in the activity. After 15-20 minutes, give
them each a tennis ball and see if their structure is able
to support it
Why? This would be the starting foundation of understanding how
structures are built and the reasoning towards why some
structures are taller than others. This also engages their
creative side to design the structure. Students will further
their understanding in geometry (understanding the strength
of 2D and 3D shapes and identifying features of those shapes)
– ex. this develops the understanding that triangular base are
the stronger.
Source: N/A