Ms. Palmisano's Classroom Edit display name

Past projects 6

• Advertising and Marketing in STEM

  Funded May 22, 2015

  Thank you so much for supporting our Advertising and Marketing in STEM project. Providing students with the option of making videos to support their STEM inventions has been a great success! The flip cam allowed for quick video shoots, with seamless transferring of files to our classroom laptop.

  As part of their STEM projects, students are asked to develop a marketing campaign to sell their product to consumers. Prior to our flip cam, students were limited to making powerpoints, posters, or live presentations. Now, students are able to develop infomercials, that include a jingle, a sales pitch, and much more. Some of our students even developed puppetry characters to deliver their video message, and used props to support their marketing plans.

  Marketing and advertising is a great extension of product design, as it allows students to experience the relationship between innovative solutions and sales. This activity allows students with creative strengths to serve as a Subject Matter Expert on their team, in a way that previously did not exist. Our infomercials also allow for a timeless capturing of student work that can be shared with other students, colleagues, and community members. It's been great to incorporate video technology with our STEM activities.

  Thank you so much for your support. We couldn't have done it without you!”

  With gratitude,

  Ms. Palmisano

• Let's Get Moving! Making Machines in STEM Class

  Funded Apr 29, 2015

  Thank you so much for helping fund our Making Machines project! What a great way for students to learn about lever systems. We explored a variety of different designs to make an effective catapult while testing a wide range of items as fulcrums.

  While catapult systems may seem like a technology of the past, we learned that concepts behind catapult design are still being used today. Did you know that the United States Army and Marine Corps use catapult technology to launch aircraft? That's just one example of modern day application of catapult systems. We framed our unit in the context of launching data collection devices on planetary bodies. Effectiveness and accuracy are key in this kind of mission!

  We ended our year with our catapult/lever project and will use our pneumatics materials in the upcoming school year. Here we will examine mechanical arms, and explore how agencies such as NOAA and NASA use these types of machines in their exploration missions.

  The materials you provided are reusable! Therefore, please know that students will continue to use these supplies for many years to come. Thank you so much for your support as we strive to equip our future scientists and engineers with the skills, behaviors, and knowledge necessary to be valuable contributors to 21st Century advancements and careers.”

  With gratitude,

  Ms. Palmisano

• Extreme STEM! Designing Extreme Weather Gear!

  Funded May 1, 2015

  Thank you so much for supporting our Extreme Weather Gear challenge. This project served as a capstone project for our 7th graders this spring. Not only did students investigate materials and their properties, but they were also able to take what they learned, and apply their knowledge to a product design.

  When I think of STEM, I think about true integration of multiple content areas. This project allowed students to conduct research, investigate materials, gather and analyze data, and develop marketing materials for a product. In order to accomplish this task, students needed to apply reading, science, math, engineering, and technology skills, while tapping into their creative sides for their marketing campaigns. The materials you helped fund allowed student teams to apply all of these skills in a hands-on, real-world, collaborative way.

  This project was not only engaging for students, but also for me as an educator. Working with students as a facilitator is truly rewarding work. Watching teams learn, grow, and develop together, while striving towards a common goal, is a wonderful and motivating experience.

  Thanks again for your tremendous support. We couldn't have done it without you!”

  With gratitude,

  Ms. Palmisano

• The More I Learn, The More We Learn!

  Funded Feb 26, 2015

  Thank you so much for the new laptop! I can't even begin to describe how new technology has revolutionized both my teaching and learning. Not only am I able to actively participate in my graduate courses, but I've also been able to bring these experiences back to the classroom. This new laptop has allowed me to access and integrate technology in a much more efficient way. From embedding videos and utilizing online simulations, to viewing and creating real time digital graphs, this new laptop has become a critical part of my professional development experience.

  My graduate cohort peers and I recently used this laptop for our Engineering 3 course where we researched, brainstormed, designed, tested, and evaluated a comprehensive marine debris collection device. The laptop went to class with us, to consultant meetings, to our testing site, and was ultimately used to present our product. I then used our presentation from graduate class, to demonstrate to 8th graders the format by which I'd expect them to carry out their final Engineering Project. I couldn't have done all of this without the support of your generous donation.

  Thank you so much for offering this professional development opportunity. As I continue on my journey towards completion of my graduate coursework, this laptop will serve as the most critical tool in my toolbox. I'm looking forward to learning so much more, and sharing what I learn with our future scientists and engineers of tomorrow!”

  With gratitude,

  Ms. Palmisano

  This classroom project was brought to life by Bill & Melinda Gates Foundation and 3 other donors.

• Catching the Wind! Engineering Wind Turbines

  Funded Aug 13, 2014

  Thank you so much for your donation towards our "Catching the Wind! Engineering Wind Turbines" project. When the kits first arrived, one of the students said, "This is going to be epic!".

  We began our Energy Resources unit at the start of Q2. Students were assigned to teams where they researched renewable and non-renewable energy resources. They developed powerpoints and presented their findings to their classmates. In addition to their research, the teams were asked to evaluate the financial cost, availability, and environmental impact of each resource, and state their reasoning behind their evaluations. From there, they began to dive deeper into the renewable energies.

  As part of their wind power exploration, students served as Environmental Engineers who were charged with the task of designing turbine blades for BGE's Renewable Energy Initiative. They were provided with a budget and a menu of supplies and were told that the team that built the most efficient, yet cost effective design, would win the BGE challenge.

  Students spent a few days researching blade designs, and learned the difference between horizontal and vertical turbines. They further researched horizontal turbines, and drew diagrams of models that varied in quantity of blades, shape, angle, and size. From here, they came up with their own design, and drew diagrams. Once their diagrams were complete, they submitted their supply budget and began to build.

  Students tried a variety of materials ranging from plastic, to foil, to cardboard. They revised and improved their designs throughout the process until finally we had a winner! Surprising to all, the winning design had two simple blades, made from plastic knives and 2 large pieces of cardboard.

  This project allowed us to not only learn about wind turbines, but also engaged students directly in the engineering process. Once the task began, students led each other throughout the process and worked independently as they explored the learning objective. They evaluated not only the cost and efficiency of their designs, but also examined the environmental impact. Were their turbines made from renewable materials? Did their blades reduce impact on migratory species? How would someone feel about your design being visible from their home?

  Thank you for helping bring this topic alive for our students. While reading and researching are critical elements of instruction, so are team-based challenges that allow for innovative thinking and problem solving. We couldn't have had this experience without your support.”

  With gratitude,

  Ms. Palmisano

• "Get Up and GO" Learning!

  Funded Dec 4, 2009

  Thank you so much for your generous donation! It has been so exciting to take our classroom activities outside this spring, thanks to the addition of our portable dry erase/graphing boards. Just recently we spent a day measuring the area and perimeter of a new garden space. The students were responsible for determining the amount of edging and mulch that we will be needed and with their new graph boards and yard sticks/rulers in hand, they were able to apply their skills in measurement to a real life project! We will begin our actual garden on April 23rd, just in time for Earth Day! We have also been able to use our boards for an outdoor Ecology Simulation project where students tracked the changing population of deer, and proceeded to graph increases and decreases. Having their graphs in front of them for the discussions, students were able to provide explanations for how a deer population can be impacted by changes in habitat, including human activity. Every student was able to graph the data collected, and use their graph to make inferences and draw conclusions about the investigation. The kids love learning outside and the new boards provide them with an excellent tool for taking their learning with them. Again, thank you so much for your donation. The kids look forward to every time I say, "Take out your dry erase board!". And so do I! I'll be posting photos of a few projects soon! ”

  With gratitude,

  Ms. Palmisano