Friday, April 6, 2018

STEM for Dummies

I am not an expert. On a level of 1 to 10, I think I'm a 6 on the STEM expert-o-meter. That's a D. Not an F, but definitely not an A or B. With that out in the open, I wanted to share a STEM lesson I created for any teachers wanting to try STEM in the classroom, but don't know where to begin.

If you're like me, you've seen STEM everywhere. This is what I knew:
1. STEM stands for science, technology, engineering, and mathematics.

That's about it.

I have since done some reading and took an online course, which has left me at a 6 on the STEM expert-o-meter. The most important ah-hah! I want to share is that your STEM projects do not need to include each component of STEM. Using at least two is necessary (e.g. science and technology), but I'm sure the projects get better with the more components you integrate.

I got started by looking at the Next Generation Science Standards. As soon as I saw 2nd grade standard 2-LS2-2: Develop a simple model that mimics the function of an animal dispersing seeds or pollinating plants, I knew I wanted to develop a project around it.

And that is how We Need Bees! came to me.

Before beginning your STEM unit, you will want to put students in groups. My groups ended up being 3-4 kids. You will want various levels in the groups. An important part of STEM is for students to be able to work collaboratively with other students, which is why I created a rubric for this. If you set the expectation for students to collaborate respectively, they probably will.

For STEM projects to be true STEM projects, there should be a real world connection and should be meaningful to your students. My students live near many orchards. They see the bees in the spring. They also see bees unable to fly and dying. My students ask why the bees aren't flying, so the curiosity was already there.

Students will need to do research to develop a better understanding of the topic. In this case, my students read articles relating to pollination and why they are not surviving. I found all of the articles on ReadWorks. If you haven't used the site, you must! My students also watched various YouTube videos.

Once students have done the research, they begin to see the problem. And so we identify it. . .

Now that students have background knowledge, the challenge is defined. In our challenge the students looked at images of bees' bodies. I wanted them to notice the hair on the legs and bodies of of the bees. Once they noticed the hairs, I asked students to discuss in their groups how the pollen sticks to the bees' bodies. The discussion went to the hair. The pollen stuck to the hair (if any bee expert is reading this, sorry if it's not called hair). From there I told the kids they would be making a pollinator.
next generation science standards

I passed out the materials the students could use. In their groups, they had to decide which materials would be best for their pollinator. The materials included: felt, cotton, pipe cleaners, craft sticks, and rubber bands. They could also also use glue and scissors to assemble their pollinators.

This is the rubric students used to guide their decisions. I chose not to grade the students on how well the pollinator worked. That might not be STEM acceptable, but I did ask that they explain the pollinator using the vocabulary we learned in class.

Once the students chose their materials and engineered their pollinators, they tested them.

Each students made his/her own pollinator. They chose the "best" one from each group to test. Each group was given 10 seconds to pollinate as many "plants" as possible. This worked by dipping the pollinator into a small cup of macaroni and cheese powdered cheese. Then, the tester ran to 10 different paper flowers and dropped off pollen at each flower. We would count how many flowers were "pollinated" in 10 seconds.

Just a heads up, the "pollen" doesn't fall of as easily as I would have liked it to. One flower might have one speck of cheese left on it, which I counted.

We recorded all of the data including which material was used to make the pollinator--felt, cotton, or pipe cleaner. We discussed the data we collected, and then the students were able to improve their own pollinators. They were able to dip in cheese and test away.
Finally, students were asked to create a final presentation. They could make a Slides presentation, write a story, put on a play, write a report. . . It's up to you, but more importantly, it's up to your students. Give them a choice. Use the rubric to help guide students through their presentations.

No project would be complete without one of my famous trail mixes. The kids scooped the different treats into a bag to make a mix.
If you'd like to try this unit in your class, you can find the materials here. If this is your first time, just go with the flow. Make mistakes. STEM is pretty complicated if you're implementing it well, but it is so worth it. I have never heard a group of kids speak about a topic with such confidence.

Stay tuned. . . our next STEM project topic is climate change!

Tuesday, January 2, 2018

New (School) Year's Resolutions

I'm not one to make a New Year's resolution. I do, however, set a new school year's resolution EVERY year. So, I thought I'd check in to see how well I'm doing with meeting those goals. 
My first goal this school year was to use Reciprocal Teaching during our reading block. I have been a peer-reviewed-reading-journal-addict lately and I am learning so much about best practices and all that good stuff. I wanted to fully implement the strategies used in reciprocal teaching. These strategies are the strategies good readers use without even thinking about it. I had taught the strategies before, but I wanted to start on day 1. I have and the kids love them.

Goal number two has been to implement Socratic Seminar in my classroom. Although I have not done this completely, I am working on it. I have made some new discoveries along the way, and I have found the power of sentence frames using academic language, which you can read about here. Anyhow, I have found that these academic conversation are a foundational skill for Socratic Seminar.
Goal 3 was to teach/use/coach the growth mindset. I was reading a book, but the school year got in the way. While I'm not currently reading the book, I am using strategies, ideas, words that have been associated with growth mindset. My grading chart uses the word yet. I remind my students it is OK to make mistakes, but to try to learn from them. I'm kind of meeting this goal.
The finals goal was to begin using Hyperdocs in my classroom, which you can also read about right here. I have used them. I love them. The kids love them. We all love them. They are amazing. They are wonderful. But. . . I've used them twice. Not because I'm putting them off, but I was using them at the end of each unit. Beginning this month, we will use them weekly. At least that's my new goal.

So, like I said, I'm not one to make resolutions at the beginning of the year. Maybe it's because my brain works in school years. Whatever you choose, goals are great to have. Attainable goals are even better. Set yourself up for success. Know your limits. Whatever you choose, let it be something that makes you and the world around you better.

Sunday, November 26, 2017

Academic Conversations in the Primary Classroom

We know that our students need to be able to use and understand academic vocabulary. It's part of the foundation of their success.

Of course we need to figure out our part as teachers.

Years ago, I began using leveled sentence frames, which is a great start. They integrate the academic vocabulary and assist students with forming a grammatically correct sentence. Truth be told, I stopped using them. I don't want to talk about it. But this year, I began using the leveled frames again. This time with more intention. There was more of a purpose. More of an understanding, on my end, of the importance of using them.
This past summer I had the privilege, and I mean the privilege, of attending an English Language Development (ELD) training. I learned so much, but the idea that stuck with me is the academic language component of language development. The presenter had so much passion for the topic that it was impossible not to take the passion and make it my own.

I'm not sure about other states, but in California we are required to have a separate differentiated ELD time block. Students are leveled by their language levels and move to different classrooms to be taught at their levels. The purpose of this time is to teach children academic language and to understand the structure of English. Wow! Big job!

My students use the sentence frames (pictured above) during ELD and ELA time. My ELD class, the expanding level, uses the blue level and challenges themselves with the green level, once they are ready.

So we were happily using our sentence frames when I realized the kids could use more. They needed to move beyond giving a one or two sentence response and begin by conversing with one another.
I made these conversation squares™, which I placed in the center of a group. Each student was responsible for speaking about a selection using the color coded sentence frames and and conversation squares™. I really liked these, the kids were engaged, but I wanted more. More!

So I came up with the idea of Conversation Placemats™. The kids need more than one sentence frame to increase academic language acquisition. They need to have conversations. Conversations make us think. They help us learn from one another.
Each placemat encourages students to speak in complete sentences and to use academic language. There is a before, while, and after reading section, and discussion frames to promote students questioning one another.
These placemats can be differentiated or you can use the same one for each student. Either way, students will be having discussions. And discussions will increase students' abilities to listen, speak, read, and write.

You find this resource here.

Saturday, October 21, 2017

Teaching Theme with Elephant and Piggie Books

Who doesn't love Elephant and Piggie books? They are perfect for our young readers. They teach intonation. They are funny. And you can use them to teach theme. Yes, theme (or central message).
central message
If you're like me, you were a little clueless when it came to teaching theme/central message. The Common Core State Standards includes this as a standard beginning in first grade. If you look throughout the grade levels, 1st-3rd grades refer to it as central message, while 4th grade and above, refers to it as theme. Call it what you like. It's the message an author is trying to convey.
central message
So how do we simplify this sophisticated concept for our 1st graders? I've figured it out for all of us! Just read an Elephant and Piggie book and you'll see there's a message.
central message
I've been working on theme in my classroom for years and loving every minute of it. It requires our students to think deeper about the message the author is giving. It gives the kids the opportunity to use evidence from the text to support their answers. And it allows our beginning readers to demonstrate an understanding of the big idea of a text.
central message

I created a unit that includes the resources you'll need to teach theme to your little ones (minus the books).
teaching central message
You probably have the Elephant and Piggie books in your library, but if you don't you can find so many videos on YouTube. Here's one of my favorite channels for Elephant and Piggie books.
Did you watch it? Can you guess the theme?

If you guessed perseverance, you'd be correct. You could make an argument for other themes, but providing evidence will encourage your students to support their answers.
teaching central message
We all love Elephant and Piggie books, and if you haven't read one yet, DO IT! You won't regret it. With all that they have to offer, why not dig a little deeper?
teaching central message
Thanks for stopping by! If you're interested in this resource you can find it here :)

Wednesday, October 4, 2017

Easy Fall Trees

Happy fall!

I wanted to post this quick and easy art project I have my students do to brighten up my already bright and colorful room.

These might actually tone it down a bit.
You will need:

  • tree printable
  • q-tips
  • yellow, red, orange, and yellow-green paint
  • paper plates

I began by showing the students a You-Tube video with fall pictures.
We had a discussion about the colors they saw on the fall trees. The colors they mentioned, are the paint colors we used. I then proceeded to play the music throughout the project while they continued to speak in outside voices.

Once we had chosen the fall colors, I modeled how to use one q-tip for each color and how to make dots with on the tree.

I handed out the trees, paint, and q-tips and the rest is history. It was that easy!
You can find the trees here.

Thanks for stopping by!

Saturday, August 5, 2017

Hyperdocs for the Primary Classroom

Have you heard of the new unicorn?

Otherwise known as hyperdocs.

Hyperdocs integrate the 4 C's--collaboration, communication, creativity, and critical thinking. They add variety to your classroom instruction. They keep you, the teacher, focused on a topic. And they are fun!

What are hyperdocs?
Hyperdocs are created using hyperlinks and Google Docs (hyper + Doc=hyperdoc). 1:1 classrooms can benefit most from these since every student can work on their own devices. Hyperdocs are documents with links attached. The links take students to collaborative docs, videos, passages, websites. . . anything you can find online or save in Google Drive.

How do hyperdocs work?
Hyperdocs are shared through Google Classroom. The teacher shares the hyperdoc in Classroom and students have access. The Doc generally has a topic. It could be about butterflies, rocks, presidents, math concepts. . . Whatever you want. Once you become familiar with hyperdocs, the possibilities are endless. Here is a sample of a hyperdoc about sound.

What's inside?
Once your students open the hyperdoc, they will be able to click on the links. Here, you would begin by having your students tell what they know about sound. Each student has his/her own box to type in. All students are able to read the entries of their classmates. 
The next section is called engage with a link to a video. Teachers can assign this component as independent work. It builds background knowledge before reading an article.
 The following is the video students would see once they clicked on the link. 
Explore includes having the students read text. This can be done together or independently. Students can read the text several times. I prefer to use articles from I find an article, download it to my desktop, then upload it to my drive. I copy the link and use that for my hyperdoc. 
The final assignment on the hyperdoc is for students to make a slideshow. This is the application piece. Students can use the information gained from the video and passage. It is available for them to reference while completing their assignment. And it's all in one place. 

If you'd like to see the hyperdoc, click here

Thanks for stopping by!

Monday, July 31, 2017

Teacher Birthday Box

Birthdays! Birthdays! Birthdays!

How do you celebrate birthdays in your classroom?

Need a simple idea for organizing birthday goodies?

The Birthday Box!
birthday box
What's in my Birthday Box, you ask?
I have birthday certificates, no homework passes, gift tags, birthday card from the class, stickers, pencils, Play-Doh, and cookies. I think that's it.
You could also put in sunglasses, bubbles, candy, bookmarks, plastic bracelets, or party favors. 
birthday at school
These colorful gift bags (found at Michael's) with gift tags (attached with Washi tape) are a fun way to celebrate students' birthdays.

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