Friday, December 16, 2016

Animals & Habitats STREAM Project

Animals & Habitats STREAM Project

Benjamin Franklin once said, “Tell me and I forget, teach me and I may remember, involve me and I learn.” He understood the importance of engaging students in their learning. At Cardiff Elementary School we strive to engage students by inspiring a love of learning in them. Recently, our second grade digital age learners investigated the big idea that living things depend on their habitat to meet basic needs. Various hands-on, technology-rich, standards-based activities empowered students to own their learning throughout their grade level STREAM unit known as Animals & Habitats.
Collaboration, critical thinking, communication, and creativity were embedded in this unit. These young budding scientists were divided into five groups and used internet webcams located across the globe to observe panda bears, elephants, gorillas, tigers and polar bears in their natural environments. Students made careful observations of their assigned animal. They recorded data regarding the animal’s habitat and behavior onto an organized table. Next, they demonstrated their computational thinking skills by analyzing the data, looking for patterns, and drawing conclusions about animal needs. Once students better understood and could empathize with their team’s assigned animal, they began gathering and discovering more details and information. Students researched and collaborated in teams using digital and print resources to deepen their understanding about their selected animals. Their research led to each student becoming a reporter and creating a digital newsletter that reflected their understanding. A labeled animal diagram and a double bar graph depicting all of the studied animals’ lifespans in the wild and in captivity was then represented in their published work.
The next challenge for students was to become designers and architects while building animal enclosures that would meet the basic needs of their team’s animal.  A fun and educational trip to the San Diego Zoo to gain field experience inspired students to inquire, observe and construct additional knowledge. Once back on campus, they became innovative designers by digitally drawing their enclosure plan and building an animal enclosure prototype that met the basic needs and provided enrichment opportunities for their team’s animal.
The highlight of this STREAM unit occurred when teams of students produced documentaries showcasing their in-depth knowledge and awareness of animal habitat needs. The green screen studio purchased with the SDCUE mini-grant funds combined with Touchcast turned ordinary students into artists, broadcasters, and filmmakers as each team produced an informative documentary about their animal and its habitat.  

All of this hard work will long be remembered by the students that participated because they were involved and engaged. At the end of the unit, a celebration of learning attended by parents, teachers and students provided these young life-long learners an audience and an opportunity to shine!


Deborah Heyer Bio

Deborah Heyer has been a teacher for the last twenty-five years and employed by school districts in Vista, California; Fairfax, Virginia; and currently in Cardiff, California. Traditionally a sixth-grade math and science teacher, she now serves as an Educational Technology Specialist. Deborah is passionate about empowering digital age learners and supporting teachers as they integrate technology in meaningful ways into the classroom. She holds a Bachelor of Science degree in Education from Central Michigan University and a Masters of Science degree in Curriculum
and Instructional Leadership from National University. Additionally, she maintains a Digital Citizenship Certification from Common Sense Education and a Leading Edge Certification for Blended Learning. She’s a lifelong learner with a growth mindset that is committed to both students and teachers. You can follow her on Twitter @debheyer

Tuesday, December 13, 2016

Virtual Reality with Google Expeditions!

“Students, today we’ll be traveling to the Colosseum at Rome. We’ll be taking a tour inside to see where the gladiators fought. Then later on we’ll take an underwater tour of the Great Barrier Reef.”

Does this sound like your classroom? Probably not. Sadly, field trips to places like Rome or Egypt aren’t feasible. But what if you could bring these amazing destinations to your classroom?

Through the use of a cell phone and a virtual reality viewer, trips such as these are possible. My San Diego CUE grant was for Android Phones and ViewMaster VR viewers. Through different apps such as Google Cardboard, Google StreetView, and Google Expeditions, students can take virtual reality “field trips” to almost anywhere, even outer space!

The phones and viewers are very easy to use. The phone runs the apps and is placed into the VR viewer. The virtual reality app takes an image and splits it into two images. The viewer combines these images back into one 3D image. The effect is that the user feels like they are in the picture.

There are many applications for this technology. Social Studies lends itself particularly well. For example, you can find many pictures of the Pyramid at Giza, but to feel like you are walking around it brings a new appreciation. In science, you can take underwater journeys or go to the International Space Station.

The newest VR app is Google Expeditions. With this app, the teacher runs a “field trip” to a destination. The app gives five or six pictures of a location with background information and questions for the teacher to use. The teacher controls the students’ journeys, so no one virtually wanders off to another location. The Expeditions app is also expanding to include contributions from publishers such as Houghton Mifflin and many museums. They are continually adding new locations.

Nearpod VR is an app that provides lessons centered around VR experiences. The teacher starts the slideshow lesson (or it can be assigned to do independently) and the app controls what is on the student screens. There are VR locations imbedded in the slideshow. There is some free content, but most lessons require a small fee.

One of the main benefits is that students can internalize their learning. As an example, students studying the causes of the French revolution can experience the opulence of French royalty in a more personal way. This leads to higher depth of knowledge questions.

The most exciting part of using this technology is the level of enthusiasm from the students. Students can’t wait to take a field trip. The “oohs and ahhs” make this technology worth every penny!

By Christy Hansen

Thursday, December 8, 2016

LittleBits + Maker Space + Creativity = Inquiry Based Art Projects with Meaning and Purpose

LittleBits + Maker Space + Creativity = Inquiry Based Art Projects with Meaning and Purpose

Getting Started

First step was gathering the materials. Using the grant money I put together a mobile kit to take to classrooms to introduce students to Little Bits technology, incorporating Maker Space strategies. I purchased a dozen Little Bits kits and various arts and crafts supplies, and packed everything into a carrying case so it could all be transported to schools.

LittleBits in Action
---Lesson Plan. A colleague in my department and I developed a 2-day lesson plan, inspired by JoAnn Fox’s work with Little Bits and Maker Spaces.  

------Day 1: Students were given a brief overview of what the LittleBits electronics can do, making sure they saw the power and the color coding of the pieces in the kit. We then gave them time to explore in groups of 3 or 4. We provided a graphic organizer for students to record their discoveries, asking them to identify the input, the output and then describe the result, and gave them time to share out after some independent exploration. IMG_1546.JPGIMG_1517.JPG
This first day was wrapped up by asking students to consider the question: “What problem do you want to solve?” Students worked in groups to develop ideas for a Public Service Announcement (PSA) they would create the following day using the Little Bits and the art materials.

-----Day 2: Students collaborate and create on their projects. As they worked in groups, students communicated about how the electronics could be used to manipulate their designs, and used the provided materials (or materials they brought from home). IMG_1554.JPGIMG_1537.JPG
Lessons Learned/Next Steps
  • Lessons should be at least 2 hours, rather than the 1½ originally planned. This will provide enough time for exploration, inquiry, sharing … and clean up.
  • We scaled down project expectations after the first class, encouraging students to create poster presentations using a piece of heavy-duty cardboard as backdrops.
  • Art supplies go quickly! In the future we will ask that participating teachers support the work by supplying some art materials.
  • It would be helpful to plan ahead by ensuring there is time, and space if possible, for student projects to be displayed.
  • There has been interest from teachers at the school sites we have visited so far to using the materials with other classes at their schools.

About Dena Hause
I have been teaching for over 30 years, initially as a bilingual teacher at various schools in San Diego Unified, Carlsbad Unified, and Vista Unified School districts, and later teaching ELA, Math, Social Studies, and Tech at Dana Middle School in SDUSD. I received a Master’s degree from SDSU and SDCOE in Educational Leadership with a Focus in Technology in 2015, and I am currently working as an Educational Technology Resource teacher for San Diego Unified.  

Sunday, December 4, 2016

#RaspberryPiClub @ECVHS

Raspberry Pi on the Back Burner
I’ve been the Teacher Librarian at El Cajon Valley High School for less than a year. I inherited an amazing library program from Steve Montgomery, who retired in December of 2015. As one of Mr. Montgomery’s last big projects before retiring, he started a makerspace in the library (#MontgomeryMakerspace). One of the many items he purchased for the makerspace was a Raspberry Pi, but I wasn’t sure what to make of it. Even though I’m an avid edtech advocate, I haven’t really explored the coding/programming side of educating with computers. In my defense: I’m an English major. I hate to admit it, but the Raspberry Pi that Mr. Montgomery purchased for the library’s makerspace kind of gathered dust for a few months.

CUE Inspiration: Why have a Raspberry Pi Club?
I attended the Computer Using Educators 2016 National Conference in Palm Springs for the 2nd time in March 2016. As a new teacher librarian, I was very interested in attending sessions on how to help staff members make progress with effective technology integration--after all, I serve a 1:1 school. I attended several useful session on this topic, then I noticed a session on the Raspberry Pi by Steven New, so I decided to give it a shot. Here are my notes from attending that session:
“We have one of these things in the library, but it’s not being used because I’m not sure what to do with it. The website above has many great resources. Apparently, this isn’t something that was meant to be a one-off purchase. It looks like the presenter bought several of these and gave them to students to create cool things (time lapse camera, wall mounted presentations, weather station, cloud server, drum set).

Great idea: a club (or a class) with a set of these things GIVEN to students to create something awesome. Students choose a project to make something, document their process, share what they made. These things are as powerful as chromebooks.

How do we get a lot of the auxiliary parts? We’ve got old computers in our back room that we can cannibalize for starters…”
I loved the idea of giving students a chance to tap into their creativity, make a plan, implement that plan, overcome obstacles, and share what they had done. It just seemed like a very authentic, personal way to learn. Plus, digital devices are everywhere, but too few of our students get a chance to tinker with them. I floated this idea by Jason Babineau, the administrator who joined the ECVHS team attending the conference. Jason was very supportive, and agreed to find the funds to purchase some Raspberry Pi kits to get the club going. They arrived a few weeks later, and I immediately got them into the hands of students:


My message to students was students was brutally honest:
“I have no idea how to work on these things, yet. My hope is that we learn together. I have some resources for you, and I can buy parts for your projects if you need that, but I’m very, very new to this. You’re going to need to overcome obstacles. You’re going to need to find information about how to program these things. I am no expert, but I’m excited by what you’ll learn through experimenting with these devices.”

SDCUE Mini Grant
The draw of the Raspberry Pi as a learning tool is that it is relatively cheap. Students can experiment with a device that costs as little as $35. I wanted to think of the Raspberry Pi as consumable--students would use them to create something and then the student would have their creation and the school would no longer have a Raspberry Pi. $35 is cheap, but it’s nothing to sneeze at when trying to get a club or a class going with 10-20 devices, plus all the auxiliary pieces (power cords, mini SD cards, HDMI cables, monitors, keyboards, etc.). One of our district Digital Learning Coaches, Reuben Hoffman, suggested that I apply for an SDCUE Mini Grant. I applied for the grant and got the exciting news that my idea was accepted. I am very thankful for the opportunity that SDCUE gave me to continue this experiment with more students. Students requested additional items for their projects, and with the SDCUE Mini Grant I was able to purchase wireless keyboards, mini touch screens, video game controllers as well as 10 more deluxe Raspberry Pi kits with 32GB mini SD cards, HDMI cables, and power sources.


Successes and Challenges
I think just getting the Raspberry Pi Club off the ground is a significant step forward. We don’t currently have a computer programming class at my school, and interest in our robotics team dwindled to the point that it was discontinued. I think it’s important to give students opportunities for hands on tinkering with technology, and getting this club going was a step in the right direction. Still, I think there are several ways the club can improve. The limited time we have together (meeting at lunch in the library once a week), doesn’t offer much sustained time to tackle the problems that come up for students as they try to get their projects to come to life. I’ve had several club members tell me that the demands of their other high school responsibilities (courses, sports, drama, other clubs they are involved in, etc.) make it difficult to attend meetings and devote time outside of meetings to persevering when they run into challenges with their Raspberry Pi projects. It’s also a challenge that much of the programming and testing needed to make a Raspberry Pi project work has to happen off campus due to the fact that these devices (in the hands of sophisticated, yet malevolent tech experts) could pose a risk to our Internet network’s security. So, it’s kind of taboo to connect these things to our network. There are challenges, but we’re off to a good start.


Raspberry Pi Club will continue at ECVHS. We’ll continue because it’s important to give students access to resources that facilitate experimenting with computer programing.

Author Bio:
Anthony Devine is the teacher librarian serving El Cajon Valley High School. Anthony taught English and ELD courses at ECVHS for 10 years before becoming the librarian. He is passionate about education innovations that provide students with valuable, relevant learning experiences. You can find him on Twitter @anthonyrdevine and @ECVHSLibrary.

Wednesday, November 2, 2016

Dash and Dot Robots with Young and Eager Learners!

Dash and Dot Robots with Young and Eager Learners
Melissa Cuevas
Knob Hill Elementary

My name is Melissa Cuevas and I teach at Knob Hill Elementary in San Marcos. Last spring, I was able to attend the National CUE conference in Palm Springs for the first time. At the conference, I decided to focus on learning about implementing robotics which is something I knew very little about. At the conference I was introduced to Dash and Dot robots from Wonder Workshop. They are fun and engaging and make coding and robotics fun and exciting for young eager learners. They encourage collaboration and teamwork as well as teaching children important higher level critical thinking and problem solving skills. Not only is robotics important and exciting to have in the classroom, students should be learning these skills in preparation for a future that will demand these important skills. The ideal classroom that is setup for teaching robotics should have multiple robots and devices so students are able to work in small groups to complete tasks.

After the conference, I decided to strive to get these amazing learning tools in my classroom by looking for available resources through grants and fundraising organizations. I was able to obtain some robots through Donor’s Choose and was then in need of the devices to go with the robots. Luckily after applying, I was awarded the SDCUE mini grant for $1,000. WIth that money, I was able to purchase 3 refurbished iPad mini devices and the cases to go with these devices.

I now use the devices in my classroom when working with the robots on a weekly basis. They are a tools that will last for years and will be used with many students. There are many apps that can be downloaded onto the iPads to be used with the Dash and Dot robots. The apps vary in the skills that are taught and learning can be adapted to meet specific student needs. They are high quality and durable and excellent tools to use with robotics and coding. Not only do I use the devices in robots, they are also used as extra learning tools for many of the programs that my school implements that require electronic devices. The best part of being able to get these devices is that they will be used for many years to come and be put in the hands of my students every day!

Friday, October 28, 2016

It's time for another SDCUE election! Candidates announced!

The election was originally announced via a post on the SDCUE website. Since then, our
Nominating Committee has been busy interviewing current board members as part of the process for putting together a slate of candidates for the Board of Directors elections.

The committee members, all past SDCUE Presidents (Mary Lange, Pam Howard, Terri Linman, and Kathy Hayden (Chair)), do their best to look for great nominees and also support the goal of having a board:

  • representing the various regions of San Diego County

  • including various role types (such as teachers and administrators) and student grade ranges

  • supporting the bylaw stipulation that “the major employment of a majority of
    elected and appointed Board members should be in a public education institution, or a private education institution whose major endeavor is the provision of education of students. While considering regional representation, nominees shall be selected from among those who have provided service to the membership as a whole or who have provided service to a  committee or learning network”

This year we are moving from a three year term to two year term, and having overlapping terms, in order to help with continuity of experience. As part of this move, some current board member terms are being extended.

2017-18 Board: Laura Spencer, Terri Price, Pam Rabin, Mari Venturino, Kevin Fairchild (1 year)
2017-19 Board: 6 new board members (2 years)
2018-20 Board:  (2 years)
2019-21 Board:  (2 years)

An email was sent to the current membership list on October 25 announcing the slate of candidates.  

There are eight candidates. Members may vote for up to six.  The top six names will be on the SDCUE Board for two years, from 2017-2019.

Please look at the Candidate Names and Statements (listed in random order).

Members, please look for the Oct 25 email from SDCUE for more details on on the election.
For more information about SDCUE Membership, visit CUE at

Members can expect an email from a survey tool such as Election Buddy on November 9th, 2016.

Tuesday, October 18, 2016

Ollies in the Classroom

Ollies in the Classroom
by Bill Kvitli
Lilac School
Valley Center-Pauma Unified School District

Through the generosity of SDCUE, I was able to buy 7 Sphero Ollies for my classroom. An Ollie is a robot that students program and control on their iPads. Ollies roll at speeds of up to 14 mph and can turn at sharp angles.

We began our experience with the Ollies through exploration. My students took the Ollies out to the playground and began experimenting with the app (Lightning Lab). Students quickly learned how to “drive” the robot without having to program it. They had a lot of fun.

Our next lesson was about programing the Ollie. The program app is a visual block-based building interface that made learning the basic principles of programming approachable and fun. Drag and drop actions, controls, operators, and more give the robot the orders. Once students learned the basic programming skills, they applied these skills to their understanding of geometry and its basic shapes. In the activity, students wrote programs to have their robot move in geometric shapes (squares, rectangles, triangles, and pentagons.

Our follow-up lesson will be to create a geometric maze (thank you Jo-Ann Fox for this lesson on the Sphero Learning Lab Activity site!). In this activity students will apply their understanding of geometry by collaboratively creating a maze that includes right angles, acute angles, obtuse angles, parallel lines, and intersecting lines. Then students will use the Lightning Lab app to program Ollie to travel the maze. Students will need to measure or use critical thinking skills to program the correct degrees for the angles they created. Students will also have an opportunity to try to program another team's maze.

My students have had so much fun working with their Ollies. The hands-on activity has sparked their thirst for learning in a fun, 21st century way! Their excitement has spilled over to all the students at our school as they watch them working and playing with the Ollies. Thank you SDCUE.

Sunday, October 16, 2016


The LeRoy Finkel Fellowship is intended to promote leadership in the field of educational technology. CUE "Fellows" will
  • Strengthen professional skills;
  • Develop an innovative technology-enhanced curriculum project, aligned to curriculum standards; and
  • Share their ideas and strategies through the OnCUE Journal, conferences, websites, social media and much more.
Any part or full-time K-20 educator that is a member of CUE working within Calilfornia or Nevada is eligible to apply. To be considered as a finalist or for the full fellowship, applicant must be willing to travel to Palm Springs and present their idea on stage at the CUE 2016 National Conference on March 18. The selected Fellow should be willing and able to perform the duties and attend the events below before applying.

Finalist Awards
  • Five (5) $500 awards (applicable taxes apply)
  • Complimentary registration at the National CUE Conference for the current year
  • Invitation to present your Big Idea on stage during the LeRoy's Big Idea: The Finalists session
  • Inclusion in 'LeRoy Finkel Finalist Update' column of OnCUE Journal

Fellowship Award
  • One (1) $2,500 award (applicable taxes apply)
  • Registration and travel expenses to the ISTE Conference for the current year.
  • Guidance for one year of a professional mentor, recommended by the CUE Board.
  • Invitation to write feature article for OnCUE Journal in the year following the award.
The Deadline to Apply for the 2017 LeRoy Finkel Fellowship application is December 8, 2016

Tuesday, September 20, 2016

#GoOpen Summit Coming to Vista

Calling All Visionary...
District and School Leaders, Teachers, School Media Technicians, and Librarians!

Join us to learn more about getting started with Open Education Resources (OER) and learning more about becoming a #GoOpen district.
The U.S. Department of Education’s #GoOpen campaign encourages states, school districts and educators to use openly licensed educational materials to transform teaching and learning.

Vista Unified School District cordially invites you to join them on Friday, October 7 for a #GoOpen Regional Summit. The #GoOpen Regional Summit will provide an opportunity for educators, district and state leaders, technology tool providers, and nonprofits to explore opportunities to expand the use of high quality, openly licensed educational resources in classrooms across the country. 

The #GoOpen Regional Summits are intended for new districts who have recently committed to becoming a #GoOpen Launch district or are curious about making a scalable transition to openly licensed educational resources. The day is also designed for #GoOpen Ambassador districts who have done some work on making this transition and can offer to facilitate one or more of the workshops throughout the day. All districts are encouraged to send a team of three to five people that are directly working with their #GoOpen work. Our summit will have strands designed
 for district curriculum specialists, instructional coaches, school librarians, adult learners and classroom teachers.

Summit Date and Time:
Friday, October 7, 2016 8:00 - 3:30
Summit Location:
Vista Civic Center (200 Civic Center Drive, Vista, CA 92084
Summit Cost:
Free conference, travel costs are on your own
Summit Hashtag:
Information and Registration:

Thursday, September 15, 2016


Guest blog post by Amy Illingworth, Ed.D., Director, Professional Growth, Leadership Development and Systems Innovation, Sweetwater Union High School District

Edcamp619 took place at Sweetwater High School on Saturday, August 27.  Over 75 educators from within and outside of Sweetwater Union High School District attended this Edventure.  An Edcamp is entirely participant-driven, which means that the topics discussed in each session were determined that morning, based on feedback from the participants.  Dr. Dan Winters, Director of Research and Evaluation for Sweetwater Union High School District, provided a humorous and poignant opening keynote about using empathy in our work with students.  As participants entered Edcamp619, they had time to write topics that they were interested in learning about and/or discussing on post-it notes. Those post it notes were then grouped together into similar ideas to create our session schedule. During each sessions, participants formed a circle and began to talk- they shared questions, ideas, and great discussions around topics of interest to them.

One of our most powerful sessions was a student panel. Kelly Leon, one of our History/Social Science Teachers on Special Assignment, facilitated a discussion with 7 Sweetwater HS students. The students shared what they liked about school, how they preferred to learn, and what helped them connect to teachers and content. These students were articulate and honest in their feedback to educators, and it was amazing to hear their words.  

We had generous sponsors who provided some amazing swag for our raffle prizes, including Virtual Reality Glasses, Dave Burgess Consulting books, and more!  You can see lots of tweets from the event by visiting the hashtag #Edcamp619.  We plan to make this an annual event in Sweetwater and we look forward to collaborating with even more San Diego County educators next year! The tentative date for the next Edcamp619 is Saturday, August 26, 2017. Save the date!

The Edcamp619 planning committee was comprised of the following Sweetwater Union High School District staff members:

  • Dr. Amy Illingworth
  • Ms. Marielle Venturino
  • Dr. Ricardo Cooke
  • Mr. David Cobian
  • Mr. Roberto Bonilla
  • Ms. Kelly Leon
  • Mr. John Patel
  • Ms. Georgina Meza
  • Ms. Easter Finley

Tuesday, September 13, 2016

EdCamp San Diego

If you've ever been to an EdCamp, you know it's not your typical professional development gathering.  There's energy, conversations, and an event specifically tailored to the attendees there, right in the moment.  EdCamp is an experience.

The experience that is EdCamp San Diego is Saturday, October 1, 2016 at the Escondido Union School District.  In it's fourth year, this EdCamp brings together over 150 attendees from all over Southern California.

To register, click here.  This event sells out so get your FREE tickets now.  Your FREE ticket includes breakfast, coffee, and lunch with your fellow edcampers!

SDCUE is a proud sponsor of EdCampSD and we hope to see you there! 

Can't attend the event but want to follow along?  Follow #edcampsd on Twitter for all the day's excitement!


Monday, August 22, 2016

SDCUE Mini Grants Winners 2016

San Diego CUE is pleased to announce our 2016 Mini Grants winners. This year, we were able to fund $1000 grants to ten San Diego county teachers. The grant money will purchase technology tools, such as iPads, Spheros, Raspberry Pi, Little Bits, and virtual reality equipment.

Congratulations to our 2016 SDCUE Mini Grants Winners:

Anthony Devine
El Cajon Valley High School / Grossmont Union High School District
“Raspberry Pi”
Materials: 15 Raspberry Pi 3 Model B; 15 Micro SD OS Cards; HDMI cables

Melissa Cuevas
Knob Hill Elementary School / San Marcos Unified School District
iPads for Coding and Robotics”
Materials: 2 iPad Minis; Wonder Workshop accessories for Dash Robots

Cindi Schulze
PRIDE Academy at Prospect Ave / Santee School District
Tinkering Lab”
Materials: 8 AirLink; Wireless Sensor Bundle; Coin Cell Battery Pack

Michele Lopez
Juniper Elementary School / Escondido Union School District
Girls Coding Club”
Materials: 4 Sphero SPRK Edition and clear covers

Christine Hansen
Rincon Middle School / Escondido Union School District
Virtual Reality Field Trips”
Materials: 10 ViewMaster VR; 2 Google Cardboards; 12 Android cell phones

Rose Ann Morris
Jacumba Middle School / Mountain Empire Unified School District
Adding STEM to Math Classes”
Materials: Pasco Middle School Science Standard Sensor Bundle

Deborah Heyer
Cardiff Elementary School / Cardiff District
Go Wild STEAM Project”
Materials: 3 Pack of Studio Lights with carrying case; Green Screen with stand; spare bulbs; 3 microphones, 3 tripod boom mic stands; 3 tripods with iPad holder; Lavalier clip on microphone condenser; iPad CTA digital height-adjustable gooseneck floor stand; Wireless bluetooth sound system

Ryann Rockwell
Pauma School / Valley Center - Pauma Unified School District
Little Bits Mobile Learning Lab: Full STEAM Ahead!”
Materials: 3 STEAM Student Sets (Little Bits); Large plastic storage tub and small plastic inserts

Bill Kvitli
Lilac School / Valley Center - Pauma Unified School District
Ollie Robot in the Classroom”
Materials: 4 Ollie Robots; 3 Dark Side Ollie Robots; 2 Spare tire sets

Dena Hause
San Diego Unified School District
LittleBits + Maker Space + Creativity = Inquiry-Based Art Projects with Meaning and Purpose”
Materials: 8 Little Bits Electronics Basics kits

In the next few months, we will highlight each of the Mini Grants winners in separate blog posts. They will share how this grants has impacted their classroom and students.

Congratulations again to our 2016 San Diego CUE Mini Grants winners!