STEM in the Middle School

“I used to be scared of flying,” said eighth grader Ike C.

The middle schooler isn’t alone. Many Americans (experts estimate anywhere from 15% to 40%) have some level of anxiety about flying, which most work to manage—though few have taken the same path as Ike. He conquered his fears by studying aviation at Rowland Hall.

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“I’ve taken the drone class and introductory and advanced flight,” said Ike, referring to three of the Middle School’s current aviation classes. Ike said learning how airplanes work, including how they stay airborne, played a major role in easing his anxieties and completely changed how he thinks about flying.

“I have a test flight on Tuesday,” he said. “I’m looking forward to getting in the air.”

Ike’s story is just one of hundreds of positive experiences middle schoolers have shared since Rowland Hall’s aviation program was established by retired Navy pilot Bill Tatomer in 2009. First introduced as a six-week elective, this ever-popular program has continued to grow. Today, the division offers four classes: Primary Flight School, which introduces students to the field; Flight Design, an engineering course focusing on aviation design; Advanced Flight School: Top Gun, a deep dive into operating private and commercial aircraft, including drones; and Advanced Photography and Drone Photography, added in response to students’ excitement around the emerging world of drone technology. The program has also expanded to the Upper School, allowing interested students to continue their studies into their high school years—some have even gone on to earn their Federal Aviation Administration (FAA) Part 107 commercial drone operator license and FAA private pilot license.

“It’s a very rare experience in Utah,” said Bill, and one that gives students choice and voice in learning. Students can dip their toes in with the primary class, then choose to go deeper in advanced courses. The deeper they go, the more opportunities they have. Middle schoolers first learn on X-Plane 11 flight simulators, earn their FAA TRUST certification to fly drones, and, by the advanced class, pilot a real plane alongside Cornerstone Aviation instructors. Rowland Hall is also the only school in the state that takes field trips to Collins Aerospace, where students learn from software and design engineers.

Whether or not a student dreams of working in the industry, it’s no surprise why these classes have stayed popular year after year: they provide fun, hands-on ways to learn the science and mathematical principles that make flying possible. As a former math teacher, Bill believes practical applications of material are the best ways to help students understand concepts—as well as inspire more meaningful learning.

It’s no surprise why these classes have stayed popular year after year: they provide fun, hands-on ways to learn the science and mathematical principles that make flying possible.

“It’s tactile,” he said of why this approach works. “You can touch, and see a reaction, versus someone telling you about it.”

And aviation offers a bounty of tactile learning experiences that help students grasp concepts—like engineering a foam board glider to protect a raw-egg passenger or conducting fluid and pressure experiments to understand Bernoulli's principle. It’s no wonder so many middle schoolers get hooked.

“I remember learning about Bernoulli's principle and the four forces of flight—lift, weight, thrust, and drag—and being mesmerized on how these principles can keep thousands of pounds of metal in the air and flying,” said eighth grader Zoe H. And, added Ike, these lessons help make connections across subjects. Like Zoe, he called out Bernoulli's principle, noting that the knowledge he built in aviation prepared him to revisit the topic when his science class was studying physics. It also goes the other way, said Ike, like when he used the skills he sharpened in math to accomplish flight tasks such as figuring out an aircraft’s weight balance.

Aviation benefits aren’t limited to STEM, though. These classes also build skills in areas including critical thinking, collaboration, working under pressure, and public speaking.

“Taking aviation helped me overcome my discomfort with speaking publicly. We do this whole unit on communication and how to use your voice,” said Ike. He also appreciates the life skills nurtured in class, like when Bill taught students the difference between a professional and a “dead fish” handshake.

“Most of the time it’s not like he’s teaching us how to fly. He's teaching us how to live our lives,” said Ike.

Hearing about experiences like this, it’s easy to understand why Bill has continued to share his love of aviation in the classroom rather than make a move to the commercial airline industry (his initial plan after retiring from the Navy). He said he’s grateful to be at a school where he has the time and flexibility to tailor lessons to bring out the best in his students—and, often, watch them blossom with confidence as they tackle tasks not often associated with the middle school experience. “That’s probably the most rewarding,” he said. “That’s why I’m not flying for an airline.”

My confidence has grown so much, in ways that I never would have expected it to.—Zoe H., class of 2029

Zoe can certainly attest to this. As she wraps up her Middle School aviation classes (she plans to take more as an upper schooler), she reflected on just a few of the aviation tasks she can now do with confidence: run preflight checklists, communicate with tower and ground crews, read runway signs and markings, and stay nimble while in flight.

“My confidence has grown so much, in ways that I never would have expected it to,” she said. “What I have learned about myself is that I can do the unexpected, even if it seems impossible at first.” 

It’s an experience Zoe can’t wait for others to have.

“For students considering the class but nervous to take it, just do it, because you can do the unexpected, even if it feels impossible,” she said. “Trust me, you will have so much fun and learn so much.”

STEM

Utah has seen an influx of new residents in recent years—and not all of them have been welcomed with open arms.

Balsam woolly adelgids, fox squirrels, field bindweed, quagga mussels, and other invasive species have found comfortable homes in the state, and in some cases have made life difficult for native species by competing with them for limited resources. It’s a real problem, and it recently presented a perfect project-based learning opportunity for students in the seventh grade. Science teacher Lindsay Mackintosh challenged her students to use skills from across the curriculum to find a solution and put it into action—and maybe even impress scientists working in the field.
 

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“The students designed and built traps to capture invasive insect species, and help ecosystems be more biodiverse by limiting their impact,” said Lindsay. “This required them to explore engineering concepts to research, build, and revise their traps.”

Engineering helps students become problem solvers and think critically..—Lindsay Mackintosh, seventh-grade science teacher

Engineering may appear to be an advanced topic for seventh graders, but these kids were up to the challenge. It all comes down to problem solving in a methodical way, while at the same time considering numerous possibilities. That’s why increasing engineering opportunities is expressly mentioned in the school’s strategic priorities.

“In making these traps they had to consider some constraints but also had freedom to be creative,” Lindsay said. “Engineering helps students become problem solvers and think critically.”

Research was the first order of business for the students, as all bugs can’t be caught the same way. “We had to do a lot of research so we could engineer the trap around the bug,” said seventh grader Atticus P., whose group chose the elm seed bug as their target. “We had to figure out, What does it eat? Where does it live?, and other things like that so we could catch it.”

The design and build process came next, with students doing multiple concept sketches and revisions before building their first prototype. There were lots of different factors to consider when coming up with designs. Students only had ten dollars total to spend on materials for their traps, and that wasn’t the only practical concern facing them.

“We had to think about where we would put it,” said seventh grader Ben D. “We had to think about how it would be sustainable so the wind or rain wouldn’t destroy it. We had to think about so many different things when creating a good and effective trap.”

Once the first prototypes were built most students found themselves going back to the drawing board. While that may have been frustrating for some, it was a valuable lesson that engineering is not a linear process. “Some groups had to make drastic changes when they saw their first prototype,” said Lindsay. “It was interesting to see them walk through this process and decide what changes they want to make.”

We took our mistakes, and we turned it into something better.—Harper J., class of 2029

“Our prototype was trash. It was really bad,” said seventh grader Harper J., who was in a group chasing down Japanese beetles. “We used Saran wrap to keep them from getting out, but it was too sticky, so we switched that out to mesh. We took our mistakes, and we turned it into something better.”

Students started their bug studies at the beginning of the school year, perfecting them by mid-November. Then it was time to present their inventions to scientists from the University of Utah who study invasive species. This is when they learned that you can have a great idea, but that might not matter if you don’t know how to communicate it. Presentation preparation built upon lessons the students had already learned as part of their writing curriculum, and seventh-grade English teacher Jill Gerber helped them apply those skills to the science realm.“We talk a lot about task, audience, and purpose in class,” said Jill. “That’s what they had to do here. Identify their key points and have a clear idea and message going into the presentations so their audience would come away understanding their content.”

This shift from focusing on their content to focusing on how the audience received it meant the students had to change the way they viewed the project. While they had a wealth of information about their bugs, the invasive species problem, and their design and construction process, all of that data could now be a hindrance to clearly and succinctly communicating their message.

“Our goal was to tell everyone how the trap worked, and what the purpose of the trap was, and how we would get the bugs to the trap,” said seventh grader Stella O. “We had to take a lot of information about the bugs out because the main purpose of the presentation was talking about the trap.”

In the end the presentations were successful, and the students not only got to show off their work, but also interact with working scientists. Additionally, they got a deeper understanding of how all learning is connected and, when used together, is greater than the sum of its parts: problem-solving skills learned in the science classroom can be applied to other subjects, and communication skills from English can be used to get messages across in any field. It’s a kind of understanding that’s already gone far beyond this fall project, continuing to benefit students in the second half of the year—and will undoubtedly continue to do so beyond seventh grade.

“Layering skills and concepts is something I know we all try to do,” said Lindsay. “That way we are giving students skills that are transferable and can be used across the curriculum and outside the classroom.”

It all adds up to creating people the world needs, whether they are building bug traps to combat invasive species or shaping solutions to the world’s hardest problems.

Authentic Learning

Every day on the Lincoln Street Campus, students walk past a bulletin board displaying the award-winning Annual Report story “Computer Science for All at Rowland Hall.” The bold headline is a lofty aspiration that is becoming a reality, one class at a time.

“We’ve always known this was an area that we wanted to grow,” said Director of Technology Integration Christian Waters. “We feel that increasing opportunities for students in computer science and robotics is in line with the strategic priority to prepare students for an ever-changing world.”

There is an argument that coding is a new literacy skill everyone must have, along with reading, writing, and arithmetic.—Christian Waters, director of technology integration

And in today’s digital world, no matter what fields students want to go into, an understanding of the basics of computer science is not only an asset—it’s a necessity. “There is an argument that coding is a new literacy skill everyone must have, along with reading, writing, and arithmetic,” said Christian.

Knowing this, Rowland Hall has made recent investments in our computer science offerings, which are already making a difference across divisions, including in the Middle School. This year’s hiring of the division’s first full-time computer science teacher is one substantive proof of the school’s commitment to growing the program, and the Middle School team is taking advantage of the opportunity to offer classes students haven’t always had access to before. This year, they are building robots made of LEGO bricks, designing games, and coding their own websites. Next year, there will be even more opportunities, like application design, expanded robotics offerings, and a maker class.

And students are discovering a passion for the subject—even if they were unsure what to expect when they began. Eighth grader Emery L. thought she was signing up for a mechanical engineering course, so was surprised when it was software engineering. Now, though, she’s passionate about creating with code. “I enjoy the problem solving,” she said. “The more you learn, the more tools you have to work with, and eventually you can put them all together and create something big and impressive.”

Eighth grader George J. sees the possibilities as limitless when it comes to what he can do with his growing knowledge of computer science. He also said it has changed the way he views the world. “I like looking at websites and knowing how they were built, and knowing I could build something similar,” he said. “If I see a problem in the design, I know I could fix it."

The number of students discovering a passion for computer science in the Middle School is expected to increase in coming years, due largely to the exposure they are getting in the Lower School. Starting in kindergarten, Rowland Hall students are introduced to STEM and robotics principles, and starting in second grade, all Lower School students take computer science as part of their curriculum. Students also have access to more resources, including an all-new TREC (technology, robotics, engineering, coding) lab, which is home to multiple 3D printers and has plenty of space for students to build, experiment, and explore.

“Not only are they building skills and knowledge, but they are also building interest,” said Director of Curriculum and Instruction Wendell Thomas. “In a couple of years, the students coming into the Middle School will have significant experience, and we will be able to offer them next steps and challenges.”

I enjoy the problem solving. The more you learn, the more tools you have to work with, and eventually you can put them all together and create something big and impressive.—Emery L., class of 2027

Introducing these skills and knowledge earlier also means more students are invested in computer science and see themselves as a part of the field—an important step in fulfilling the school’s goal of bringing computer science to all. “We realize that, like schools across the country, we still have work to do to ensure girls and people of color are represented in our computer science classes,” said Christian. “Everybody should be able to see themselves as successful in computer science and robotics.”

It's a plan Emery supports. Even though she’s not currently taking computer science this semester, she is continuing the work she started in the fall on her own time, learning various code languages and continuing to work with computer science teacher Jon Poll on projects. She enjoys the challenges the subject presents and the opportunities her experience will bring in the future. “In any job, tech is always present,” she said. “If you have these skills and abilities, there will be a way to apply them in any career that you choose. Even if it’s a minuscule part, there still is something to do with it.”

Wendell agreed, noting that the future of computer science in the Middle School, as well as the school as a whole, all comes down to fulfilling our vision to prepare students to make a difference in today’s world. “People the world needs need to understand how computers work and how they can be used,” he said. “We are doing that at Rowland Hall.”

STEM

Teacher Sara Donnelly knows that the best way to help her eighth graders grasp scientific concepts is to connect their studies to authentic learning experiences. As a result, she’s always on the lookout for projects that transform science topics into “aha!” moments for students.

“I want them to see science as something that’s familiar, part of their lives, and useful—and not intimidating,” she said.

This year, she kicked off this approach by introducing students to the study of waves, or transfers of energy. An essential component of the study of physics, waves help scientists understand physical phenomena, and they can be found in many forms in our everyday lives, from the sounds we use to communicate to the lights we use to see.

“One of the reasons I start with waves is they offer a more qualitative experience and are more visual,” said Sara. This makes them especially useful for building scientific understanding and skills in middle schoolers: depending on students’ abilities, they can observe waves in a variety of ways, such as by listening to music or by observing colors made by light. These real-world practices, explained Sara, also help them learn to apply knowledge through unbiased observations, as well as practicing accurately recording data.

The eighth-grade waves study is divided into three subunits (wave properties, sound waves, and light waves), and examines what waves are, the types of waves, how waves travel, and how, with different materials, waves can be sped up, slowed down, or amplified. The kids quickly picked up on the concept: during a Middle School dance that took place during the unit, Sara said students were commenting on the need for more absorbent walls in the gym. Students also discovered that waves were the reason behind some of their day-to-day experiences—eighth grader Sophia H., for instance, noted that the unit helped explain odd noises she’d heard: “I found out that sound waves traveled through vibrating particles, which definitely explained some of the weird sound phenomena that I have experienced in the past,” she said.

I want [students] to see science as something that’s familiar, part of their lives, and useful—and not intimidating.—Sara Donnelly, eighth-grade science teacher

The students also enjoyed opportunities to set waves’ paths in order to better understand them. In November, they demonstrated light behavior and the law of reflection via mirror mazes. And in December, in culmination of all they learned in the first unit of the year, they designed models of their ideal concert experiences, a project centered around how both light and sound waves can affect how a person experiences an arts event.

“They were really excited about it,” said Sara. “Eighth grade is a great opportunity for students to use their creativity, apply their understanding of something, and take it to a more abstract way of showing their understanding.”

For the project, students were divided into teams and tasked with designing 3D models of concert venues, complete with speakers and lights marked with the directions of their waves. Students had to think through how the movement of sound and light would affect the audience’s experience: Where should speakers be placed for optimal sound quality? How will sound travel around the venue? How does the shape of the stage, or the seating, affect sound? How do light and color mix? What building materials will produce the best results? How do you manage accessibility for all attendees? In addition to a writing papers outlining each choice and its scientific justification, students presented their models to their peers, incorporating 30-second clips of songs that complemented their venue designs—choices varied and included Offenbach’s “Can-Can,” 21 Pilots’ “Stressed Out,” and AC/DC’s “Thunderstruck.” It was a unique, and fun, way to tie together what they had learned.

“It was an interesting unit and I expanded upon my knowledge of waves quite a bit,” commented student Kendra L.

The project was a great way to build students’ confidence as scientists while also preparing them for new challenges: since returning from winter break, the eighth graders have been immersed in a new unit around forces in motion—a more challenging topic that’s stretching their learning through studies around acceleration, friction, and inertia. And just like in the waves unit, Sara is incorporating activities—including one titled “How Slow Can You Roll?” in which students work to slow the movement of a ball—that bring learning to life while building skills like how to communicate effectively, how to work well with others, and how to use sound data to solve problems.

“I want them to be able to reason through different theories as to what a possible solution might be, and to avoid jumping to conclusions,” said Sara. “The unit is building up their skills to be good scientists and good observers who ask questions and design solutions.”

We can’t wait to see what they come up with.

STEM