Henderson Middle School

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Henderson Middle School

• Program Impact Assessment
• EAST Conference
• 2007-08

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Community Involvement Collaboration

• In this project, we actually wanted to try
• to come up with a detailed plan for the
• House of Vision.
• The House of Vision now offers the following
• Job Development and Placement for Felons
• A Clothes Closet
• Health Screening Office
• Stop the Violence Office
• Personal Development in areas such as work
• ethic, anger management and problem-solving
• skills.
• EAST worked hand-in-hand with the director
• to develop Business Cards, Flyers, and
• Brochures.
• With the software programs we designed the
• floor plan for the House of Vision.

Before
After
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House of Vision, Director Dr. Emma Kelly Rhodes
Stop the Violence, Coordinator Mr. Benny Johnson
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House of Vision
Google SketchUp
VersaCAD
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Community Involvement Collaboration

• In this project we worked with the University of
• Central Arkansas Environmental Studies
• Program.
• We covered numerous of areas
• We cleaned Rock Creek and the insects that
• were found we created a 20X24 board
  depicted the insect and a brief description of
  the insect.
• We built a Kiosk giving detailed information
• about Rock Creek.
• We assisted with the design of steps leading into
  Rock Creek.
• We assisted with the Clean Up Day at Rock
  Creek.

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Community Involvement Collaborations
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Replica of the Kiosk
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Community Involvement Collaboration

• Schoolyard Habitat Project is an innovate,
  community-based project that
• will begin in January 2008. The project will
  provide an avenue for
• student-driven learning in which students
  actively problem solve and
• collect data that engage students in real-world,
  21st century skills
• development.
• The research, design and construction of the
  Schoolyard Habitat will be
• facilitated through our EAST program, our Math
  Department and Science
• Department.

Mrs. Vicki Fletcher, Science Department
Mrs. Carol Valbracht Math Department
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Teamwork

• Students working with
• VersaCAD trying to determine
• which tool to use to draft the
• design of the Schoolyard
• Habitat Arboretum.
• Several tools used filter,
• sketch, add, modify, group, and
• hatch to draw the floor plan.

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Teamwork

• Students working together to
• create a data dictionary to transfer
• to the rover.
• Students outside working with the
• rover to locate the sources of data
• that we wanted to utilize. List of
• sources schools, railroads,
• streams, lakes, roads, highways,
• flagpoles, parking lots and
• freeways.

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Teamwork

• Students working together trying
• to determine what tools to use with
• the SketchUp program to design
• Henderson Middle School and
• where to place the proposed
• Schoolyard Habitat Arboretum.
• Several tools used were
• push/pull, move/copy, rotate,
• erase, orbit, pan, look around and
• walk.

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Critical Thinking Problem Solving

• The Schoolyard Habitat Project will
• allow students an environmentally
• safe outdoor laboratory to
• experiment, collect information,
• document and analyze various types
• of data. These lessons will include
• the identification of native trees,
• shrubs, and vines, metamorphosis,
• adaptations as well as ecology.
• Other educational programs included
• gardening, soil erosion, water testing,
• soil conservation and environmental
• pollution.

Students Researching
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Critical Thinking Problem Solving
Butterfly

• SolidEdge the computer-aided design
• (CAD) system for mechanical assembly,
• part modeling, and drawing productions
• was used to construct and edit features
• of the Schoolyard Habitat Arboretum.
• The student had to think of what tools
• were need to construct the design of a
• butterfly, a birdfeeder and a raised bed.
• The SmartStep ribbon bar in the
• modeling parts section of Solid Edge
• allowed the students to specify a
• reference plane as part of the command
• workflow that was being structured.

Birdfeeder
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Critical Thinking Problem Solving

• With SketchUp we were able to
• actually go in and create a replica of
• what we wanted our Science
• Arboretum and the surrounding area,
• or land to look like.
• We first created the landscape (trees,
• parking area, fence, handicap ramp,
• etc.) ten we created the Science
• Arboretum which included the
• information to be displayed for the
• visitors.
• Students had to decide which tool to
• use with Google Sketchup. Several
• tools were used push/pull, rotate,
• erase, orbit, pan, circle, arc tool and
• many more.

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Self Direction

• VRDL allowed us to create a
• virtual tour of the Schoolyard
• Habitat Arboretum. Once the
• student encountered a problem
• with dragging nodes onto the
• layout, or linking hotspots, instead
• of the Facilitators solving the
• problem, we had the student to
• view the VRDL Video Training
• Series Volume I, II and III.
• The VRDL Series was won by our
• EAST Team during a workshop at
• the EAST Initiative Training
• Center.

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Self Direction

• Microstation allowed us to design the floor
• plan for the Schoolyard Habitat Arboretum.
• Students ran into several problems, one
• major problem was not having the license
• for Microstation.
• We had several students receive personal
• licenses for the Microstation Program due
• to placing 1st in the Competition in 2006-
• 2007. We did not know until starting to work
• on the project that our school license had
• expired. To compete the student had to use
• the 15 minute trail period of Microstation.
• The student with the Facilitator had to
• contact Greg Hamano to make sure it was
• alright to use the trail version. We did not
• by any means, want to have to cancel out
• on competing in this area.

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Self Direction

• The students that worked on Trimble had
• encountered several problems. As
• Facilitators we suggested that the
• students contact CAST Support staff
• for assistance, via email, after exhausting
• all of their possibilities. We found out that
• by requiring the students to solve the
• problems themselves, assignments
• seemed to be more meaningful.