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You are here: Home / Excursions in STEAM 2017 – 2018

Excursions in STEAM 2017 – 2018

Excursions in STEAM                  children_school_study_earth_1600_clr_9039

Excursions in STEAM offers students an opportunity  to engage in weekly  STEAM experiences. This supplemental/enrichment opportunity                                     has limited spaces due to the extensive nature of the topics/activities that are planned. This is a 32-week enrichment/supplemental program. 

Excursions in STEAM meets most Wednesdays (Grades 3-5) & Thursdays Grades K-2) in Donelson, TN from September through the middle of May. 

The morning sessions are focused around the academics connected to the region we are studying. The afternoon sessions are framed around technology, engineering, and art and design activities. 

Each month your students take an “Excursion” to some part of the world to learn about the STEAM topics that originated there. During each of the 8 excursions students will be engaged in:

  • Logical reasoning experiences while investigating and working with a variety of STEAM topics, 

  • Writing and reading about the topics they are studying,

  • Making interdisciplinary connections, and

  • Investigating the historical development of STEAM topics and the implications for their place in today’s society. 

Trip Itinerary:  

Excursion #1: Egypt & the Middle East

Excursion #2: Greece & Turkey

Excursion #3:East Asia

Excursion #4: South Asia 

Excursion #5: Europe

Excursion #6: Australia & New Zealand

Excursion #7: Central & South America

Excursion #8: North America

 

For information on signing up your students and for student passports, journals, and activity sheets, email TammyJones@TLJConsultingGroup.com

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NCTM, San Francisco

My colleagues and I really enjoyed your presentation at NCTM.  We have already convinced our principal to pre-order us copies of your new book, but we would also like 4 class sets of the pyramids. 

Many presentations talked about problem solving and the benefits of giving students higher level thinking problems, but yours was the only one that really told us how to teach it and scaffold it for students, rather than just modeling what problem-solving looks likes.  Thanks.

Julie Jacewicz
Beaverton, OR

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