STEAM

Please watch our Coleman Experience Videos:

Coleman Charter Year Video

Coleman Experience Year 2

Coleman Experience Year 3

The 3-Year Coleman Experience: The Impact on our First Cohort

What problems are students solving at Coleman?

2019-20 Driving Questions:

  • 6th Grade: How can I as an environmentally conscious person effectively reduce my carbon footprint?
  • 7th Grade: How can we demonstrate the impact of water on cells?
  • 8th Grade:  How can we help people or animals survive in extreme temperatures?

2018-19 Driving Questions:

Fourth Quarter:

  • 6th Grade: How can I conserve resources and preserve planet Earth?
  • 7th Grade: How can we improve habitats for animals in captivity?
  • 8th Grade: Coleman Experience Project

Third Quarter:

  • 6th Grade: How do we as energy consumers actively respond to weather phenomena that affects a community?
  • 7th Grade: How can we decrease the rate of harmful environmental change in order to sustain biodiversity?
  • 8th Grade: How do we use science to solve a crime?

Second Quarter:

  • 6th Grade: How can we as urban developers design a community that minimizes the human impact on the Earth’s surface?
  • 7th Grade: How can we implement our plan to create a sustainable system to grow plants that benefit mankind?
  • 8th Grade: How can we design a pedestrian bridge that meets the needs of the Duluth community?

First Quarter:

  • 6th Grade:How can we as environmentally conscious people effectively reduce our carbon footprint?
  • 7th Grade:How can we design a sustainable system that optimizes plant growth in areas of low precipitation?
  • 8th Grade: How can we use energy transfer to create a product that benefits humanity?

2017-18 Driving Questions:

Fourth Quarter:

Students will be committing to their own driving question through their Passion Genius Hour project.

Third Quarter:

  • 6th Grade: How do we respond to a weather phenomena that affects a community?
  • 7th Grade: How can we proactively mitigate the honey bee population?
  • 8th Grade: How do we use science to save the falsely accused?

Second Quarter:

  • 6th Grade: How can we as citizens of Duluth solve soil and land conservation issues for select city projects to improve quality of life for ourselves and future generations?
  • 7th Grade: How can we use genetics to design a community on Mars?
  • 8th Grade: How can we design a pedestrian bridge that meets the needs of the Duluth community?

First Quarter:

  • 6th Grade: How do we as environmental engineers design, build, and evaluate solutions for a “tiny house” in a European community using the most efficient conservation methods?
  • 7th Grade: How can we as CDC public health analysts research and provide information about bacterial transmission?
  • 8th Grade: How can we as engineers design an adaptable transportation system that can efficiently, safely and economically transport goods from North Georgia?

2016-17 Driving Questions:

First Quarter:

  • 6th Grade- How do we as architects design and build a tiny home using renewable and nonrenewable resources to conserve the most amount of energy?
  • 7th Grade-What could the local government officials of Duluth do to create a more sustainable community?
  • 8th Grade- How can we solve real world problems through the analysis of matter?

Second Quarter:

  • 6th Grade- How can we as global citizens analyze the impact of a natural disaster to inform our community and encourage participation in local disaster relief efforts?
  • 7th Grade- How can we as CMS Students demonstrate how to solve food challenges in our local and global communities?
  • 8th Grade- How can we as engineers design a track system that transports objects as quickly and safely as possible?

Third Quarter:

  • 6th Grade- How do we as a broadcast team report, predict, and inform future weather patterns for a major weather event affecting a community in Latin America?
  • 7th Grade- How can we create a model that demonstrates how organisms change over time to predict population changes and/or future adaptations of that organism?
  • 8th Grade- How can we design and build a bowling lane or alley in 1929 Georgia to market it to families and women?

Fourth Quarter:

  • 6th Grade- How can we as water resource engineers develop innovative techniques to address environmental concerns plaguing the Great Barrier Reef?
  • 7th Grade- As a biologist or environmental engineer what can we do to mitigate bee colony collapse and inform our community of its impact?
  • 8th Grade- As an entrepreneur, what new electronic device can you create for people with a disability that maximizes profit and public interest?