“Tell me and I forget, show me and I remember, involve me and I understand.”

~Chinese Proverb~

This quote epitomizes the philosophy of the Stone Mountain Middle School’s approach to STEM learning. This COGNIA standard is one where Stone Mountain Middle School STEM program continues to be successful. The STEM program has implemented project-based learning and project-based learning tools. The project-based learning classroom has allowed students to construct knowledge both individually and cooperatively. The knowledge acquired can then be shared, argued, hypothesized, and evaluated.  Students work in groups or teams using an Engineering Design Approach as a guide for solving a real-world problem.  They first identify what the real world problem is.  They then investigate that problem.  Researching the problem is key to understand and conceptualize that problem as well as analyzing the problem.  Testing whether the prototype is effective is another key component.  Here is where students will often fail at something until there is a breakthrough.  Students will evaluate each other's work and the hope is to come up with a valid solution.  This is a practice that is necessary to master in the STEM class.  Inquiries, projects, and STEM based activities are always in real time.  Although students have some autonomy of their design approach, the teacher as the facilitator for the most part comes up with the concept of what is to be investigated.  This many times ties into interdisciplinary approaches that coincide with GA State Standards of Excellence.  While some research can be from past findings, students must be current on the trends, and as they work through the problem, they are thinking of innovative ways to make a significant change.   Two approaches , an engineering design, and an action plan are reflected below.:

Ultimately, this one approach to learning leads students to seek resolutions to problems within their local community and the world.  Over the years, the STEM faculty along with STEM students developed multiple capstone projects that emphasize project-based learning. For example, sixth-grade students research various issues that impact their community.  One Grade 6 project involved the construction of an artificial pancreas to help those with diabetes.  Another project involved grade 6, 7, and 8 to use 3-D printing to build prosthetic hands for young adolescents.  Through their construction of remotely operated vehicles (ROVs) and as a project extension for the ROVs, sixth-, seventh-, eighth grade compete in SeaPerch having placed 1st, 2nd, or 3rd in regional tournaments.

In seventh-grade, students seek solutions to world hunger through the construction of an aquaponics tank model. The aquaponics system which is sustained by students produces sustainable agricultural resources. Students produce red and green peppers, lettuce, and tomatoes. In addition, students raise tilapia which in turn fertilize the plants.

Eighth grade students are currently analyzing Gwinnett County Schools COVID-19 reports.  They are investigating the number of cases per school from August to January.  From data, they will continue to investigate the top 10 schools for the highest cases each day and finalized top 10 each month.  This cross-curriculum begins in science and connects into social studies where students will interpret data. Students will continue their investigation by looking at geographical locations to see which areas have a greater number of cases even with mitigation practices in place.  Upon finalization, they will write up their findings (ELA).