Hear how fifth graders collaborated with partners in Central and South America through a Level Up Village Global STEAM course. Together, they used Computer Aided Design (CAD) software and 3D printers to design and build solar-powered flashlights. They learned about global electricity access and studied Spanish with local high school students.

1. STEM + Global Collaboration =
Exponential Learning
Tina Coffey
Instructional Technology Resource Teacher
Roanoke County Schools

2. 5th Graders
Oak Grove Elementary
Roanoke, Virginia, USA

3. Global Inventors Course
Level Up Village
www.levelupvillage.com

4. PIONEERING GLOBAL STEAM | www.levelupvillage.com
1:1 virtual, collaborative global STEAM (STEM + Arts) courses between students
all around the world

5. Global Inventors
CAD, 3D Printing,
Engineering, Global
Citizenship
Ages 8-10 and 11-15
Global Conversations:
Malala Yousafzai
Literature, Global
Citizenship
Ages 11-15
Global Conversations:
The Giver
Literature, Social
Issues, Global
Citizenship
Ages 11-15
Global Language Lab
Foreign Languages, Global
Citizenship
Ages 11-15
Global Scientists
Water, Engineering,
Global Citizenship
Ages 8-10
Global Sound Artists
Sound, World Music,
Global Citizenship
Ages 4-7
Global Storybook
Engineers
Literacy, Engineering,
Global Citizenship
Ages 4-7
Global Programming:
Animators, Creators,
Designers
Coding, Global
Citizenship
Ages 4-7, 8-10 and 11-
15
Global Web Designers
HTML/CSS,
JavaScript, Web
Design, Energy, Global
Citizenship
Ages 8-10 and 11-15
List of Enrichment Collaboration Experiences

6. We chose the
Global Inventors
course for our
5th Graders.

7. The LUV Global Inventors course
aligned with our State Standards in
Oral Language
Writing
Global Studies
Math
Science
Technology

8. 21st Century Learning

9. Children’s
Engineering
The LUV Global Inventors course aligned
with our program for

11. The LUV Global Inventors course aligned
with the ISTE Standards for Students.

12. Our 5th Graders were partnered with students in
Nicaragua, Honduras, Argentina, and Mexico.

13. Students were given their own partner. They sent video
“letters” to each other on the LUV platform.

14. Our High School Spanish students came down to teach
our 5th graders some basic Spanish.

15. Cave Spring High School Spanish Students

16. Students studied renewable and non-renewable resources
in both our country and their partners, country.

17. Students compared and contrasted the energy access in
the two countries.

18. They wired the solar flashlight components together.

19. Students used Tinkercad to design a case for the solar
flashlight components. They shared files with their partners
and gave each other suggestions.

20. Students used our existing 3D printer to print their
design for the flashlight cases.

21. Once the flashlight case printed, students had to put
them together.

22. Once the flashlight case printed, students had to put
them together.

25. At the end of the course, they had a Live Chat with
their partners. Here is the chat from the US.

26. At the end of the course, they had a Live Chat with
their partners. Here is the chat from Nicaragua.

27. After the project was over, our 5th Graders blogged
about their experience using Kidblog.

28. This project helped foster the SDGs:

29. This project has been very
enjoyable. We're able to make a
difference in the world. It may not
be a big change, but if each
person would pitch in we could
change the world little by little…

30. It was so much fun learning how to
do 3-D printing, I hope that
someday I will make something
extraordinary that will help people
all around the world. I will never
forget this amazing experience, I
hope that maybe you will be able
to do it too!

31. www.learningcollaboratory.com
www.levelupvillage.com
Download Presentation and Learn more:
Tina Coffey
@elemitrt
tcoffey@rcs.k12.va.us
www.teaching-with-technology.com