STEAM: A Cross-Curricular Program
 

The life, physical, and earth sciences, studied in a lab-based setting, are the three areas of focus in our upper school science program.  The goal of our science program is to promote the important role science plays in our world and foster a positive attitude toward the study of science. Our science teachers help students develop the skills needed to succeed in rigorous high school science programs and beyond. We unite theory with practical applications through field trips to natural outdoor settings on our nearby coastline and Long Island’s regional science centers. The scientific process forms the backbone for our laboratory work, and lab reports are the culmination of the students’ research and hands-on studies. Basic academic skills, such as note-taking, proper lab report writing, discussion, and collaboration, are reinforced throughout the year. Students will graduate with one NYS science credit completed after taking the Earth Science Regents.

Building on the lessons of lower school, students continue their technology education in the upper school. Our STEAM-based curriculum draws from a variety of disciplines to create a program that incorporates concepts and projects based in design, computers and electronics, manufacturing, and transportation. Utilizing teachers from art and science, as well as technology, our technology curriculum is a true collaboration of departments. Within technology, coding and robotics are cornerstones of the upper school program. Coding helps students develop a way of thinking that aids in all forms of problem solving, expanding through all academic subjects. Coding allows students to break down information and figure out, piece by piece, how to solve complex problems and find solutions. Like any language, practice is the key to success. Students meet twice in a schedule rotation for technology and are given opportunities throughout the week to practice coding and work on robotics. Students are introduced to basic programing languages in the lower school and continue to explore more advanced coding languages like Python and Javascript throughout upper school. Units using Micro:bits and 3D printing are also part of the upper school program. Lego Mindstorms EV3 robots are used for a variety of robotic projects. Harbor’s technology courses teach concepts using the design thinking philosophy: observe, focus, design, create, share.

Engineering projects are based on grade levels and change from year to year.  A sampling of what those projects entail includes:

• Software Engineering (Grade 5) - Students create digital time travel stories that allows the end-user to determine the ending.
• Electrical Engineering (Grade 6) - Students design circuits and coding chipsets that allow them to create a 'Rock, Paper, Scissors' game that determines the winner using bluetooth technology. These skills will also be used to control servo motors and LEDs (light-emitting diode) to control the head of a robot.
• Coding Language (Grades 7&8) - 7th grade students will learn the python coding language and 8th graders will learn to is write code for an AI (Artificial Intelligence) to remove garbage from lakes and oceans. This coded AI will then be used to work on a Project Management module where the students take on the role of an AI manufacturer, sell their code and time, and determine if their efforts were profitable.
• Woodworking (Grade 8) - 8th grade students also learn how to use woodworking hand tools to build a custom stool.

The Harbor Country Day School studio art program is designed to help students grow in knowledge, perception, and appreciation for the arts. We help them grow in these areas by exposing them to the theory and practice of art. Experimenting with new materials, exploring new ways of creating, and discovering new ideas are just as important as the history behind why we are able to create art today. The study of art history is an integral component to the curriculum, becoming the springboard for many projects. Connections are always made to classroom studies, helping the students recognize how learning in all areas are related. Students become well-versed in expressing their creative thoughts through the study of art studio vocabulary and group critiques. Students share their strengths/weaknesses and failure/success while discussing their work and the work of others. A safe and open environment is fostered by never giving up, keeping an open mind, learning from our mistakes, never judging our work until we’re done, and knowing that artists are problem-solvers.