Igniting Imagination
Igniting Imagination
Innovation Takes Center Stage at the Lower School
BY MELISSA ULSAKER MAAS ’76
Robots whirred, students cheered, and creative energy filled the air as the Lower School launched its first-ever STEAM Day—an event that offers a vivid snapshot of the innovation, collaboration, and resilience that anchor the technology curriculum for our youngest Saints. What began as a spark of inspiration in a Kansas City, Mo., conference room has now grown into an exciting new tradition. When Technology Teacher Kay Ossio, Science Teacher Michelle Bruch, and Spanish Teacher Larissa Giacomán attended a National Science Teachers Association workshop on using makerspaces to boost creativity and collaboration, they returned to Alexandria brimming with ideas—and a vision.
“The workshop focused on strategies and ways to use a makerspace to promote student voices and choices in concept development, empathy-driven problem solving, and assessment,” Kay recalls. “We explored the key elements of a makerspace and examined ways to use makerspace challenges to support sensemaking. The discussion also focused on how makerspace activities can nudge all students to consider multiple ways of solving problems and strengthening their ‘out-of-the-box’ thinking. In the case study, students spent short sessions in a makerspace building themed creations.”
Over the next two years, Kay, Michelle, and Larissa developed, planned, and ultimately transformed that spark into an extraordinary new day of learning at the Lower School. With eight different grade levels to consider, it wasn’t feasible to have a makerspace—but they were determined to find a way to give Lower School students an opportunity to create, build, design, and collaborate outside of their classroom technology lessons.
STEAM Day debuted on September 26, providing a full day focused around the challenges of innovation, engineering, and construction. A special assembly kicked off the day. Fourth and fifth grade members of the robotics team proudly put on their robotics t-shirts and gave a presentation, including information about the FIRST LEGO League and two videos of them in action during last year’s competition, a demonstration of their robot, and, of course, a shout out to their amazing coaches, Kay Ossio and Associate Director of Lower School Jeremy Hark. They were followed by a group of Upper School roboticists who took the stage to present one of their very large robots and demonstrate what it could do!
Afterwards, our Lower School Saints spent the day employing their team-building, design-thinking, and problem-solving skills to create a working car made out of recycled materials. Other projects included working together to make the longest possible paper chain and to build the tallest possible structure using paper of varying thicknesses, cups, or STEM construction toys, like Straws & Connectors. Towards the end of the day, they were excited to share their amazing vehicles in a car museum.
TECHNOLOGY CURRICULUM
Lower School technology is a carefully sequenced program that blends stand-alone instruction with meaningful integration across language arts, math, science, and social studies. Beginning in junior kindergarten, students build foundational skills in coding, robotics, and digital tools through hands-on, age-appropriate exploration. Each year builds deliberately on the last, as students revisit core concepts—such as sequencing, loops, conditionals, and problem-solving—through increasingly complex applications that emphasize creativity, design thinking, and real-world connections.
VIRTUAL REALITY:
A NEW LENS ON LEARNING
Across all grade levels, the virtual reality (VR) headsets purchased last year with a generous gift from the Beck Foundation continue to stimulate and deepen learning, particularly in science and social studies. In preparation for STEAM Day, Michelle Bruch, who teaches students age 3 through second grade, took her students on a virtual tour of Tesla and Toyota factories, where they could watch cars being assembled in real time. “The experience grounded their hands-on project in an authentic, real-world context,” Michelle notes. She has found that with the younger students, VR experiences work best when kept short and intentional—typically three to five minutes per student. These focused sessions allow young learners to stay engaged and maximize their sense of wonder, without being overwhelmed by the technology.
Michelle used a VR “explodable” model to teach her first grade class about the Sun and shadows. “My students pulled apart the Sun layer by layer—from the core to the corona—to learn the names and functions of each part,” she says. “Afterward, they reassembled the Sun, reinforcing their understanding in a highly interactive way.” Students ready for an extra challenge even took a short quiz within the VR environment to test their knowledge.
“While VR is only one element of our curriculum—complementing books, hands-on experiments, and outdoor investigations—it plays a crucial role in making learning come alive.”
MichelLe Bruch
Age 3-2nd Grade Science Teacher
VR helps the second graders learn about landforms as part of their social studies curriculum. To extend their understanding into science, Michelle invited them to explore landforms across the solar system. Each class was assigned a different celestial body—Mars, Mercury, Venus, or the Moon—and used the VR headsets to virtually travel across its terrain. “This experience fueled a rich discussion and inspired them to create three-dimensional models of planetary landforms,” Michelle notes.
Because science is highly visual by nature, VR helps students use their imagination and observation skills to make sense of new concepts. These immersive explorations also strengthen vocabulary and language development as students describe what they see and experience. Through the use of VR technology students are transformed from passive observers into active participants, enhancing engagement and enabling experiential learning. Students are able to learn at their own pace, revisit concepts as needed, and make abstract concepts tangible.
“While VR is only one element of our curriculum—complementing books, hands-on experiments, and outdoor investigations—it plays a crucial role in making learning come alive,” Michelle explains. “I feel very fortunate to teach science in a setting where students can use these innovative tools to explore, imagine, and discover the world around them.”
The third grade uses VR to visit the ancient civilizations they are studying, bringing them to life in a way that photos can’t rival. During their social studies unit on the American Revolution and the 13 colonies, fourth graders step back in time to view the Declaration of Independence and explore homes and businesses in a colonial village to understand why colonies had different reasons for wanting independence.
USING AI WISELY
This year, Kay will introduce AI to our junior kindergartners and kindergartners during their last semester through Amber Ivey’s books “AI… Meets… AI: An Exciting Tale of Connection and Adventure: and “My First AI Robot.” Teaching the basic concepts begins in the first and second grade, where they learn what AI is and how to build a simple AI robot. Third grade students learn about data privacy and using AI responsibly. They are also introduced to training data, bias, and the ways AI can be used to address real-world problems. In fourth grade, they learn more about how AI works and begin to actively use both generative and analytical AI.
“In the Age of Exploration unit, each fourth grader chooses an explorer to study and then spends a couple of months researching them. Ultimately, they actually chat with their explorer, texting them through the Flint K12 AI platform, which is inconceivable,” Kay marvels. “And the great thing is that the students also learn that AI is not reliable by comparing their research to what AI is providing.”
Fifth graders are using Flint K12 in a variety of classes. “Our robotics team is using it to enhance their archaeology-themed projects, even generating images for their proposed solutions,” Kay says. “In math, students upload their fraction-problem answers and Flint responds with helpful insights. And in language arts, they use Flint during their debate unit, arguing both sides of a topic with guidance from their teachers.”
At every step, teachers emphasize how to use AI responsibly and ethically—helping students understand both the power of these tools and the importance of using them thoughtfully.
Enlightenment in Failure
A critical part of learning and growing is failing. “Confidence blooms the moment students realize mistakes are part of the process,” Kay explains. “When students see that a ‘bug’ isn’t failure but feedback, they learn to persevere and even celebrate problem-solving. Over time, they go from saying ‘I can’t do this’ to ‘Let’s try one more way.’ That mindset shift, believing they can figure things out, is one of the most powerful outcomes of coding and robotics.”
AI is introduced early, in junior kindergarten. At every step, teachers emphasize how to use AI responsibly and ethically—helping students understand both the power of these tools and the importance of using them thoughtfully.
Through technology, our Saints learn to collaborate, think creatively, and show tenacity as they design, code, or document their learning. Whether they are programming a robot or writing reflections, they use technology to express curiosity, imagination, and integrity, which are at the heart of our school community. Our teachers encourage students to dream it and build it!
Kay’s innovative spirit mirrors the curiosity she nurtures in her students every day. “I’d love to have a giant interactive coding mat that covers the floor of my classroom,” she exclaims with a glint in her eye. “It would transform into different challenging paths, with areas in which students can attach model missions, like a real-life version of our robotics tables. Students could step safely on it, test their code, and solve new challenges each time it changes.” On a more practical note, she would love to invent the ultimate organizer for LEGOs that magically sorts every piece by category. According to her, that would be a dream come true!
SAINTS ROBOTICS GOES TO STATE CHAMPIONSHIP
Robotics coaches Lower School Associate Director Jeremy Hark (far left) and Technology Coordinator Kay Ossio (far right) with the Lower School Saints Robotics Team at the FIRST LEGO States Championship.
On December 13, 2025, the Lower School Saints Robotics Team competed in the FIRST LEGO League Challenge Regional Qualifying Tournament and not only received the Robot Design Award, but also earned a spot at the State Championship in January—where they were very successful! Against 53 teams from Virginia and D.C., our Saints Robotics team achieved a personal best of 250 points in robot performance (ranking 16th overall) and 3rd Place in Robot Design. There was also a special honor for Technology Coordinator Kay Ossio, who was named Coach/Mentor of the Year!
Saints Robotics is made up of 10 dedicated and enthusiastic fourth and fifth graders. The FIRST LEGO League is an international program that challenges students to think like engineers through a four-part competition: robot performance, robot design, an innovation project, and core values. This year’s archaeological theme, “Unearthed,” requires students to build and code a LEGO robot capable of completing mission-based tasks such as pushing levers, picking up objects, or triggering mechanisms.
In addition to coding and building their robot, the team must explain their design decisions—from why they use inches or centimeters to the logic behind specific turns, timing, or attachments. Their thoughtful engineering has already earned them multiple robot design awards in past years.
For the Innovation Project, students follow the engineering design process to identify a real problem in the field of archaeology, research it, propose a solution, and build a prototype. They even received expert feedback from a professional archaeologist at the Field Museum in Chicago—thanks to a personal connection from their coach.
The final scoring component, Core Values, evaluates how well the team collaborates, includes others, and embodies the joy and creativity central to the FIRST philosophy. The team meets twice a week—and even on weekends as competitions approach—demonstrating remarkable commitment, curiosity, and teamwork.
