Organisms Launch

I picked up this idea at the Charlotte STEM conferences at UNC Charlotte in January, 2018. This conference was an amazing start to the year! I presented on #innovate4littles and attended some amazing sessions by educators around North Carolina. This activity was shared by presenters from Carolina Wolf Trap. This organization pairs artists and teachers to create integrated experiences for young learners. They moved all the tables out of the way and set up a pond in the middle of the room complete with plants, animals, and water. They played music. We danced, we moved, we did yoga all while learning important vocabulary about a pond. They shared strong texts to pair with this activity because we know that a print-rich environment is best for students. I was inspired by this experience and decided I was going to recreate it for our organisms unit in the Spring. The presenters shared a book with me that would pair well with the organisms I we learn about and make connections to a garden – Up in the Garden, Down in the Dirt. I started gathering materials in January and finally was able to complete the experience with my students and some visitors in April!

The Set Up

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It was field day. After the games, I had 1 hour with my students. The day before, we completed our unit on communities. This was the perfect storm for an experience like this. I laid out a piece of brown fabric. On top of that, I placed fabric leaves, plastic insects, seeds, and rocks. Then came the green fabric, more leaves, insects, and rocks. I also added sticks, garden gloves, a spade, a hand rake, a hoe, fringe for tufts of grass, and pictures of flowers. I set up while my students were out of the room because I wanted it to be a surprise for them. I put on Vivaldi’s Four Seasons and went to bring my firsties into the room for the big reveal.

The Activity

I invited 2 other teachers to join us for this experience and they joined us! We had 50 first graders in the room! Welcomed everyone and began by asking students to turn and talk with a shoulder buddy about what they could see. I had a few firsties share out what they saw. Then I introduced our first vocabulary word – organisms. I mentioned the items the kids said they saw that were organisms and then examples they shared that were not organisms. I know that providing examples and nonexamples is a great way for students to define words. Then I asked students what they thought organisms are. We defined it as, “living things.” Students then shared some other things they saw that were organisms. We decided the leaves and sticks were part of an organism.

I then had students grab an organism from our classroom garden. We watched to make sure what they took was for sure an organism as a quick assessment of their understanding. I turned up the music and asked students to move their hands like an organism while trying to match their movements to the music. We selected a few students to get up and move their whole body like an insect to the music. We defined some ways that insects move as we observed our firstie insects. Some of the plastic organisms were amphibians. I asked if they thought amphibians would move the same of different from the insects then students began moving their hands to the music like an amphibian. A few others had the opportunity to move their whole body like an amphibian while we defined their movements with a vocabulary word.

We then looked at some of the tools in our classroom garden. I first asked students to name them so they could connect their schema to the new vocabulary word. Then, students modeled a safe way to use the tool.

And then it was time to look beneath the surface. We called on some more students to take a piece of the green, plant life, fabric.

 

The slowly lifted and lowered the living layer of the earth. Everyone scooted closer so they could get a good look at what was beneath the surface. 

The surface layer students the lifted the fabric again and we removed it. We were not looking at the organisms and non-living things that live down in the dirt.

I love in this picture how everyone is as close as they can get to the dirt layer and kids are standing behind them so they could get a good look.

We repeated some of what we did with the surface layer with the organisms and nonliving things that are found down in the dirt. In addition, we talked about the seeds and the organism they will grow into.

I then asked students to stand up and plant their feet in the ground. Everyone moved in even closer so they could plant themselves in the dirt layer in the middle of our circle. We imagined our roots reaching deep into the ground and what they are pulling into our plant bodies. Students complained about being squished, a perfect opportunity to discuss that plants also need SPACE to grow. Students immediately spread out around the room so they could grow bigger. I asked for other plant parts and firsties called out, “stem, trunk, branches, leaves, flowers.” Students grew taller and reached their arms into the air. I turned the music up again and had the firstie plants move and sway with the music.

The next day, we talked about our experience and I read the book Up in the Garden, Down in the Dirt. They made connections to what they saw the day before and we identified the organisms in the book that were garden friends or garden foe. And I told them that we will be spending time in our school garden as we learn more about organisms and they will see out there.

Standards

North Carolina Science Standards

L1.1 Understand characteristics of various environments and behaviors of humans that enable plants and animals to survive. 

L1.2 Summarize the needs of living organisms for energy and growth.

E1.2 Understand the physical properties of earth materials that make them useful in different ways. We connected back to our work with rocks and identified rocks and soil. Rocks help provide space and air in the soil. Soil is a mixture of rock material and dead organic material. (We need to revisit this as we continue our organisms work.)

Next Generation Science Standards

LS1-1 Use observations to describe patterns of what plants and animals need to survive.

ESS3-1 Use a model to represent the relationship between the needs of different plants and animals and the places they live.

LS1-1 Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.

LS1-2 Read text and use media to determine patterns in behavior in parents and offspring that help offspring survive.

LS2-1 Plan and conduct an investigation to determine if plants need water and sunlight to grow.

Common Core Standards

SL1 Participate in collaborative conversations with diverse partners about topics and tesxts with peers and adults in small and larger groups.

SL4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

SL6 Produce complete sentences when appropriate to task and situation.

L4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on content, choosing flexibility from an array of strategies.

Next Time

  • I need plastic worms, fake flowers, and other plants to add to the setup.
  • Begin with the protocol: see, think, wonder not just see.
  • Model a way to not use the tools. (I chose not to this time because there were too many students in the room.)
  • Students should have the opportunity to act out the growth from seed to plant.
  • Close up the experience with this is what you will see in our garden as we work.

Classroom Arcade PBL – all work, more play!

Caine’s Arcade is a Project Based Learning (PBL) unit in which students design and create an arcade game out of reusable materials such as cardboard while thinking about the forces and motion needed to make the game work. This is the first PBL my team planned and implemented this school year. One of my teammates found resources on Teachers Pay Teachers. We used some of the ideas she found and made some of our own. This being our first PBL, we were happy to have a guide as we worked and planned. I will admit that this is much more of a columnating project than a true PBL.

Goals and Standards

  • Understand how forces (pushes or pulls) affect the motion of an object. (In North Carolina this is an  Essential Standard for first grade. In the NGSS this is a standard in kindergarten.)
    • Explain the importance of a push or pull to changing the motion of an object.
    • Explain how some forces (pushes or pulls) can be used to make things move without touching them, such as magnets.
    • Predict the effect of a given force on the motion of an object, including balanced forces.
  • Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some closure. (ELA1.W2)
  • Collaborate with others to plan and build the arcade game and think interdependently toward a common goal.
  • Think creatively to use reusable materials to construct the arcade game.

Hook

We actually used 2 hooks for this PBL. First, we watched the Caine’s Arcade video online. The kids thought it was really cool! We launched this on a Friday and had an optional community outing that weekend. We went to the local arcade and had families meet us there. While students were playing arcade games, we asked them to sketch and label forces and motion they noticed in the games. We brought sketch papers with checklists of different forces and motion. The kids had spent Monday – Thursday that week completing some STEM challenges that would give them an anchor experience for the different types of force and motion. We knew they would need this in order to completely analyze the games.

Student process

    • STEM Challenges:
      • We provided students with a small bucket and some dowels. The challenge was to move the bucket without touching it. This challenge allowed us to define push and pull as a force.
      • We gave students a ball and a pumpkin and asked them to predict and test which would move faster when rolled. This challenge allowed us to define speed as a factor of force and motion. Students then made a video explaining what they did.
      • Movement activity- we had students move in a roll, spin, zigzag, and straight line. Then we gave them playdoh spheres and asked them to change the shape of the playdoh sphere to make it move in those different ways.
      • 3 Little Pigs STEM challenge – Students were asked to build a house the wolf couldn’t blow down. This allowed us to show kids how to build a structure that would stand even when there was force or movement against it.
    • Watch the Caine’s Arcade video and discuss it. We used both chalk talk and back to back/front to front protocols to respond to what we noticed. The chalk talk was focused on I see, I think I wonder statements. I asked comprehension questions, asked students to make connections to their life experiences, and then had them get creative and start planning for the back to back/front to front protocol.
    • We then met at a local arcade for some field research. Families came to the arcade ready to PLAY! We asked students to closely observe at least 3 games. The sketched and labeled the game and made note of the types of force and motion in the game. There were some really great academic conversations happening with parents and students about force and motion.
    • For students who didn’t come to the arcade, I took photos and video for them to view at school the next day. Students then worked with partners to compare Caine’s cardboard arcade from the video to the real arcade we visited.
    • Students spent a few days sketching their arcade games in small groups. I let my students choose their teammates. They worked in groups of 2-3 students. They worked together to decide what type of arcade game they wanted to build and then began sketching how it will look. Then they made a list of materials they thought they would need to create the game.
    • Prior to building, students shared their sketches with another group to collect feedback.
    • Before beginning this PBL, I sent a note to parents asking for reusable things from home. They sent in tape, bottle caps, cardboard boxes, egg cartons, and all kinds of other things. I looked at student’s sketches and sent another request for other materials like different types of balls, string, things we could use for prizes, tickets, and some other things. Students used these makerspace materials to build their arcade games.
    • It took a little over a week for them to completely build their games in 20-30 minute sessions. We had some extra time before game day and students were able to paint their arcade games to make them look nice. (That was a messy day!) While students worked, I observed and jumped in to help where needed. I was surprised at students ability to direct me to help with things they struggled with. I also looked for misunderstandings so that I could stop them to teach a minilesson or plan for a minilesson the next day prior to building.
  • The day before parents came in to play students games, groups wrote directions for how to play and designed a sign that would draw customers to their game.
  • On the day of play, families and other first grade classes came in to play our students games. We planned 2 different arcade days so that kids could play games in other classes. Customers walked around the arcade in our room and another room to play the games, win prizes, and have fun! I asked parents to talk to the students about the forces and motion in their games. I eavesdropped on these conversations to assess my students understanding. Customers read the directions and played the games. I closed 1 game at a time so students could play for a little while. It was a huge success!

Assessment

  • This PBL required a lot of observation for assessment. Next time, I need to plan ahead and have a way to take anecdotal notes so I have clearer evidence of skills and proficiencies.
  • I used their game directions as one of our writing samples in our all about writing unit. This was a fantastic real-world application of that standard!

Minilessons and how I knew students needed them

    • This PBL was front-loaded with a bunch of vocabulary building STEM challenges that cut out the need for a lot of content based minilessons. That is something I would like to change.
    • I taught a minilesson on collaboration in which we discussed how we can tell if a group is working together on the same goal or if they are just going with their own ideas. We had to do this a few times throughout the PBL. I knew I needed to cover this when I noticed groups that were working independently on the same game. One group had all members sketching their game rather than working together on one sketch. I used their pictures for one of the minilessons. We identified things in the sketch that were similar and different and gave suggestions for how they can make it into one sketch. For revisiting this skill, I used a Padlet of videos I’ve collected on collaboration. We watched the video and identified the ways the characters collaborated. I then asked groups to try that as they continued to build. This was pretty much the only minilesson I taught whole group.

https://padlet.com/embed/wxjheok9dr7o

  • It only took about 1 day of building before my claw machine groups realized they needed prizes or it would never work! The next day we had a class meeting to talk about what types of objects could go in the claw machine and how other games should have prizes or tickets for players. They cleared out my treasure box for their prizes.
  • In small groups, I noticed that I needed to revisit some of the vocabulary from the unit and revisit the types of forces and motion they were using. We tried the moving parts in their game with different force to see how the game worked and then I asked them to redefine the forces at work in their games.

Minilessons I had in my back pocket but didn’t need

  • The next time I use this PBL, I won’t do the STEM challenges at the beginning. Instead, I’ll use a video that quickly teaches the vocabulary students will need. Those STEM challenges will become the minilessons I can pull from to teach as groups or the class needs them.

What I’ll change next time

    • I’d like to change the fieldwork note sheet to not be so vocabulary heavy. Rather than students looking for specific examples of force and motion, I would like to have them describe how things are moving in the game. This sheet also needs to make it more clear to families that they are looking for games with actual moving parts and not computer games.
    • While allowing students to decide on their own arcade game to build, next time, we will have a group discussion so groups don’t build the same type of game. I had 2 claw machines and I think we could have had a better variety had we had a class meeting prior to sketching.
    • During the sketch share, I will use this feedback form for students to collect meaningful, focused feedback on their ideas:
  • Next time, I need to have a prepared list of skills and standards so as I’m observing and conferencing with groups I can take notes as I look for growth and understanding in each area.
  • Magnets – this is a part of the standard we didn’t even touch. We didn’t have access to magnets and therefore did use them in games or for minilessons. Next time, I will request parents send in some magnets we can use. I’ll need to develop some minilessons to teach how magnets can change the force and motion at work. Magnets could add a whole new level of gameplay!

This is probably my longest blog post ever! I would love your feedback! I hope this type of break down of one PBL is helpful for you. If I get some positive feedback, I’ll breakdown some of the other PBLs I’ve used or written in other blog posts!

Planning for Pixel Art and Fact Fluency

I need to share this experience with anyone who will listen (read). I’m an active member of the #GAfE4Littles and #InnovatingPlay online communities and they recently merged. Chirstine Pinto just released her first book, Google Apps for LittlesJessica Twomey challenges the community with regular invitations to play. The March invitation was to choose an activity from Christine’s book to complete in your classroom. Christine and Jessica created questions for participants to respond to around that challenge on Flipgrid. The questions took participants through the planning process and challenged our thinking as well as encouraging us to take the activity we chose even further. I have only used Google Apps with my littles a tiny bit. And when I say tiny, I mean twice. I am not one to turn down a challenge so I ordered my book and selected and activity!

Question 1 – Choose an activity and share why it is meaningful.
https://flipgrid.com/0100f4?embed=true

I wanted to pick something that I could implement in my classroom right away. I started flipping through the book but I almost immediately turned to the Pixel Art page. It jumped out at me because we just started our unit on addition and subtraction fluency (#math1OA6). The group I have this year needs me to keep things fresh. I knew I couldn’t teach this unit the regular way because they would get bored. The Pixel Art page gave a suggestion for taking the activity further by turning the Pixel Art into a puzzle by inputting equations. This was exactly what I needed for my kids. They can solve an equation quickly, but can they create the equations fluently with the total or difference in mind.

Question 2 – Anticipate challenges.

(Nevermind my struggle with stickers)
https://flipgrid.com/282116?embed=true
I was concerned about device availability because right now we have mostly iPads. I was able to totally avoid this problem because I signed out laptops from our computer lab. I also wanted to be able to format the cells to have a color assigned to the 2 digit number 10 but Alice Keeler‘s blog post on starting from scratch went totally over my head. I am a spreadsheet newbie. So, I stuck with the original preformatted sheet she shared. This worked out great because the colors on there matched the colors of snap cubes I have.

Question 3 – Personalize and Extend the Learning.

https://flipgrid.com/da8fe5?embed=true
In creating Pixel Art, students have the choice to create anything they want. This activity has built-in personalization. We will continue to extend the activity through adding equations that will turn the art into a puzzle for a friend to solve. I plan to change one of my literacy centers and one of my math stations toa Google Assignment on Google Classroom and recreating Pixel Art will be one of them. Students will be able to play both with the snap cubes and the spreadsheet prior to the creation of their Pixel Art

I bet you are ready to see how it went….

Pixel Art in Action

I introduced my students to the activity by showing them some examples of Pixel Art like this tweet from Ryan Read who is doing Pixel Art with is high school students

I didn’t even finish my first sentence when one student shouted out, “It’s like Minecraft!” I had them hooked! I grabbed the snap cube tubs and dumped them and they got started right away.

They created everything from footballs to Pokemon, cats to Steve from Minecraft, and college logos to flowers. They spend nearly an hour creating their Pixel Art models. My students are so used to grabbing cubes to count and not worrying about the colors that I did have to help them think about the colors they wanted to use because in this activity, color is important. They also struggled with the idea of making their Pixel Art “flat” and not 3 dimensional.

Day 2 was our “play with the spreadsheet” day. I modeled the process of getting to the spreadsheet through our Google Classroom and then typing single digit numbers and using the arrow keys to navigate around. I showed them how to delete if they didn’t want that color and made a color key on the left side of my spreadsheet. They actually didn’t play around like I expected. They went right to work making their own key and then inputting the numbers to create a digital model of their Pixel Art. We duplicated the sheet to be ready for equations the next day. This saves a Pixel Art sheet as the “answer key” and allows for one to be the puzzle.

Day 3 we talked about fast fact fluency and why learning to add and subtract quickly is important in life. We talked about some strategies we have always used to solve equations and how to use those strategies mentally. They practiced those strategies through a game.

On day 4, I modeled making a list of equations for each total they needed based on the colors in our math notebooks. Then how to use that list to type equations in each cell turning the Pixel Art into a puzzle. We had some questions and concerns about the entire equation not showing up in the cell (because it is small) and how to see it all so you know it’s there, moving to other cells, and how to get a plus sign. One student picked it up quickly and rushed to help anyone who needed it. He was like our own IT department. By the time I got to students who had raised their hand for help, either they problem solved and figured it out or the IT department showed them what to do. I was blown away by their independence and ability to complete their pixel art. I still have a few who need to complete theirs this week.

One thing I love about my class and this activity is they/it differentiate on their own. This friend struggles to write his thinking so he used the cubes to model the equations before typing them into his spreadsheet. He moved one cube at a time to make sure he got all of the equations for a given number and was able to record both the addition and subtraction equation that goes with the number he wanted (#math1OA5).

Up next, is sharing the Pixel Art with a friend to see if they can solve the Puzzle. I ran into a roadblock here. In our district, students can’t share a document with another student. But, since I have access to their finished Pixel Art Puzzles, I think I can share it for them. We’ll duplicate the sheet again to keep the originals intact. I also plan on showing them how to rename the sheets so its easier to identify which tab is which. Watch me on Twitter for this next stage. I’ll also update here once we’re finished.

I challenge you to get the book and use some of the activities in your class. Or use this one by using the template on Alice Keeler’s blog I shared above. One third grade teacher at my school plans to use this with her class and division.

I also challenge you to think through the planning process using the method laid out by Jessica and Christine. I know I plan to use it again!

  1. identify the standard, activity, and technology (if needed)
  2. anticipate challenges
  3. personalize and extend the learning
  4. embed play
  5. SHARE

3 Act Math Tasks with Littles

act 1

I heard about 3 act math on Twitter (where else?) I didn’t understand it but I also knew that some of my coworkers were using this method with their students. This fall, I attended the High 5 Math Summit at NC State. When I saw a 3 Act Math session on the schedule, I made sure I was first in line for that session. In this session, the presenter took us through a 3 Act Math Task as if we were students. She stopped along the way to comment on how she, as a teacher, pushes her students thinking and provides assistance as students work. At the end, she shared with us resources to find already created 3 Act Math Tasks. I was interested in trying 3 Act Math with my students but until I lived it as a student, I couldn’t wrap my brain around how this would work with littles. I finally decided to give it a try. I decided to have all of my students attempt the task. I disagree with only giving these types of tasks to high performing students because I believe that all students should have access to challenge in a real-world context.

act 2

After the Math Summit, I brought many great things back to my classroom to try with my littles. 3 Act Math is one they LOVED from the first moment we tried. As a teacher, I thought the first 3 Act Math Task I gave to my students was a huge failure, but in their eyes it was amazing. I used one of the resources she shared with us, Graham Fletcher, as my first 3 Act Task. Graham publishes 3 Act Tasks he creates on his website. They are ordered by grade level and the common core standard is listed beside the task. I love that he puts the standards out there so the curriculum connection is clear. 

We tried the Cookie Monster task. Most of them loved the process. The hook video got them thinking and asking questions. Their questions weren’t math based and I had to redirect their thinking. By the end of the 3 Acts, only 2 or 3 of my students reached the correct answer. I was intentional about not jumping in to save the day and lead them in the correct direction because I wanted to see how they reacted to the struggle and their incorrect answers. Most of them loved the process. The hook video got them thinking and asking questions. Their questions weren’t math based and I had to redirect their thinking. They handled it well.

I had some students share their strategies with the class (this was something they hadn’t done before and I had to do a lot of prompting). I only had the few students who were successful at the task share. Some students quickly found their mistake while their friends shared and fixed their work. I celebrated their mistakes. For the few students who were still very confused by this task, I pulled them in a small group and walked through all 3 Acts with them again and helped them through the problem-solving process. Since the fall, I have completed 3 more of the tasks on Graham’s website and have even attempted creating 3 of my own tasks.

This tweet was during another Graham Fletcher 3 Act Task – The Juggler.

act 3

Each 3 Act Task I give my students, I have learned something different. I always give my students the opportunity to try the problem on their own and wait until the end to provide supports. Because I don’t jump in to save them, my students have become skilled at failing and finding their mistakes. They have become better at these 3 Act Tasks and are able to use the problem-solving strategies I have taught them in real-world applications.

Sharing has changed in a big way after the 3 Act Task. As I observe my students solving the problem, I mark their dry erase board with a dot to let them know they will be sharing. I strategically choose who will share based on the strategies they chose or the mistakes that they made. Yes, you read that right. I have students share even if they made a mistake or didn’t reach the correct answer at the end. We can all learn from each other’s mistakes.

One thing I am going to try next is to have those fast finishes not only show multiple strategies but to then write about their problem-solving process. Writing about math will help to deepen their understanding of the task they completed. I would also like to have students create a video that will teach others how to solve a problem like this. Their instructional video will not only help them fully comprehend the problem and strategies but also benefit students who struggle with this problem type or strategy. I really want my students to learn from each other and not just me.

Have you tried 3 Act Math? What are your experiences? What are your favorite resources? How have you made this accessible to littles and struggling students?

Learning through Genius Hour

Full Disclosure:

I tried Genius Hour in an effort to prove it couldn’t be done in kindergarten. That was 2 and a half years ago. I was wrong.

How I got into Genius Hour

I first heard about Genius Hour from my former principal, Dr. Sandy Chambers. She encouraged teachers to be innovative and to try Genius Hour in their classrooms. No strings attached. No expectations. No pressure. No risk. No reward. I did very little research on Genius Hour prior to my first attempt. All I knew is what Sandy told us – students choose their topics, they spend time researching their topic, they create something to share what they learned. So, I went with it so I could prove that it couldn’t be done in kindergarten.

My First Genius Hour

My first Genius Hour was chaotic. It was loud. It was confusing. The kids froze. I froze. But we didn’t stop. It was such a mess that I really don’t remember details. I just remember how excited they were each week and how proud they were of their final project. I couldn’t even tell you what their topics of choice were and I can guarantee that multiple kids changed topics every week. The process was there. The kids picked a topic. I taught them how to use Wonderopolis and Brain Pop Jr. to research. I got books from the library on their topics. The students spent some time with each resource and then they had the option to share their learning through a video on Seesaw or making a poster to share. Then they shared with the class. Start to finish the whole thing took about 3 weeks and we spent a few days each week working. Some days we worked for a half hour and somedays we worked for nearly 2 hours. As messy as it was, it was fun. I felt energized. But, I knew there had to be a better way. I also knew I was wrong. Genius Hour CAN be done in kindergarten.

Genius Hour Pase 2

The following year, we did 2 rounds of Genius Hour. One during the third quarter and one during the fourth quarter of the school year. I was more intentional about planning some mini-lessons prior to Genius Hour sessions. We had Genius Hour about once every 6 days because of our rotating schedule. I launched each round of Genius Hour with a mini-lesson about asking and writing questions. We identified the difference between right there questions and questions that lead to learning. Then students wrote a question on a sticky note and posted it on our wonder wall. The next session, we revisited those questions and students selected their topics and got into groups based on their topic. For the next few sessions, students used library books, Wonderopolis, Brain Pop Jr., Pebble Go, and Youtube Kids to complete their research. Then they made a video or poster to share their learning.

I was not intentional about taking notes as I worked with students. I did not teach them how to document their learning through research. And, I did not give them many choices for sharing. I did do more research on Genius Hour. I read blog posts, I participated in Twitter Chats, and I attended EdCamps. I spent time connecting with other teachers who used Genius Hour in their classroom. I also knew I had a lot of room for growth and could make this even better for my students.

First Grade Genius Hour

This is my third year exploring Genius Hour. I’m not an expert and I don’t think I’ll ever be. Each round of Genius Hour, I pick 1 think I want to improve on for myself as a facilitator and I focus my own research and work with students on that. The first round of Genius Hour this year, I was intentional about my mini-lessons and the order in which I taught tools, documenting, and sharing. The second round of Genius Hour, I focused on my own note-taking. I wrote anecdotal notes as I worked with students and groups. I looked for evidence of growth, standards they were hitting, and misunderstandings I could address. I’m in my third round of Genius Hour right now and I’m working on clearly connecting my students’ work and research to the curriculum and telling them how this big work is important to the work they must do at school. My next round of Genius Hour this year, I plan to focus on better ways for my students to share their work with the world and not just our classmates.

Why I’ll Always Set Aside Time for Student Interest Inquiries

I’m pretty sure the joy on their faces is all I need to remind me why I need to always have interest based inquiry in my classroom. These girls researched different slime recipes and created their own. It didn’t work, but one of them took it home and figured out how to fix it so it wasn’t so sticky. She’s my chemist.

I will always have interest based inquiry because it helps me build relationships with my students. I get to know them for more than their academic data. We have fun working together. I learn new things as I guide them through their own work. I get to model lifelong learning and curiosity for them and we get to practice learning and curiosity together.

And to throw some teacher jargon in the mix, I’ll always have interest based inquiry because:

  • 4Cs
  • 21st-century learning
  • blended learning
  • life skills
  • problem-solving
  • digital citizenship
  • student voice and choice
  • passion

I Dove Into PBL & You Should Too!

I’m a north personality meaning I dive in head first and I’m not afraid to take risks. I jumped into PBL after reading only 1 chapter of Hacking Project Based Learning and finished that PBL, #PBLclouds, before finishing the book. I skimmed the book but didn’t read it. I learn best through trial and error and  I don’t need to all the details before buying into a new concept or method.

In addition to #PBL clouds, I now have done PBLs focusing on Sun, moon, and stars (planned as I went),

force and motion through the building of arcade games (I didn’t have a great guiding question)

and one on solving 2 major problems at recess through designing something to add to our playground spaces (more of a Problem Based Learning than Project and feedback was not intentional).

I am so interested in including inquiry-based approaches in my classroom, it is one of my Professional Development goals this school year and I am participating in a book study on The Curious Classroom. 

Here’s what I’ve learned so far:

  • It is not hard
  • It is time-consuming
  • You must plan ahead
  • You must be flexible

Here’s what I’m working on:

  • I need to improve at intentionally planning my PBLs. By that mean I am going to more fully dissect my standards searching for the High Impact Takeaways (HIT). Each learning experience within the PBL will then more clearly align to standard and lead toward an answer to the umbrella question. Planning this way will also help me see the cross-curricular connections. Once these are clear, I can use the PBL to reach more than one standard strand in more than one subject area.
  • I need to shift assessment responsibility to the students. For starters, assessments need to be more authentic and measured throughout the PBL. Currently, my assessments are based on observations and conversations with students about their work. I’m not 100% sure how this will look but I’ll figure it out! I’m thinking a documentation system that lays out my HITs and allows for comments and photos of evidence of student progress or mastery. If you have any suggestions, please reach out or leave a comment below!
  • Feedback needs to be a bigger focus in my PBLs. I want students to give me feedback, I want to be better about giving feedback to my students, and I want them to give feedback to each other. Focusing on feedback will ensure students have a deeper understanding of the concepts and standards within the PBL.

Here’s what’s next:

  • I’m working on a PBL share with my friend, Kara Damico. Together we planned and implemented a vertically aligned PBL on community impact through solving recess problems. We will be sharing, along with students about the impact this PBL had on student learning. We will also be working on writing this PBL up for possible publication within our district.
  • Part of my PD goal this year was to implement 1 PBL each quarter. I’m beginning the work on planning a community and map PBL to hit both the 1.E.1 and 1.G.1 NCSCOS Social Studies Units. Thoughts? Ideas? Resources?

I am by no means an expert on PBL but I do think I am slowly moving forward and growing in this area. I highly recommend the 2 books mentioned in this post and you’re welcome to borrow my copies if you want!

Seesaw! My go to for student choice

What is Seesaw

Seesaw is a digital portfolio platform that can be scaled for students pre-k-12. It is simple and intuitive for littles but also provides opportunities for critical thinking, communication, and feedback that can reach students through 12th grade. Seesaw allows students to post to their journal and a class feed with photo, video, text, drawing, or google doc integration responses. Students can scroll through the class feed and like or comment on their peer’s responses. Student responses can be organized in folders for easy searchability. Parents can connect to their child’s Seesaw journal and like and comment their work as well as see progress over time.

Why I Seesaw

I seesaw because it provides students with opportunities to express themselves through multiple methods. I love the choices it provides students as they share their learning and reflections. I love that kids can practice citizenship by commenting on each other’s posts. Seesaw is like social media for kids. It is a great way to model appropriate digital behavior and moderate as they practice.

How I Seesaw

For the last 3 years that I have used Seesaw, my students have quickly become Seesaw experts. They are able to post to their journal quickly and independently. I use Seesaw for a variety of things. The list below includes things my students have posted (both kindergarten and first grade):

  • Math Story Problems
      • Students need to be able to create their own story problems in order to fully understand how they work. Writing their own helps them play with the language used in a story problem and therefore provides them access to better understanding story problems that need solving. After posting a story problem, students then scroll through the feed to solve others’ story problems. They have learned to write better problems that require multiple steps and make sure to include a question at the end and not the answer! This has been one of my math stations for the last 2 years and they LOVE it! I change out the manipulatives for them occasionally to keep things fun and interesting! (#math1OA2)

    https://app.seesaw.me/pages/shared_item?item_id=item.42ce1265-2173-43c2-9814-bd8f33ddf75f&share_token=gTvKg3TwQAGdICDoLdcVOg&mode=embed

https://app.seesaw.me/pages/shared_item?item_id=item.42ce1265-2173-43c2-9814-bd8f33ddf75f&share_token=gTvKg3TwQAGdICDoLdcVOg&mode=share

https://app.seesaw.me/pages/shared_item?item_id=item.a43f96cc-65f3-482c-b175-361d04a19641&share_token=6XyASDNIRAGDSxX36yJHwA&mode=share

https://app.seesaw.me/pages/shared_item?item_id=item.ded27a4f-dcb4-4f67-b671-ced42b19c3c0&share_token=FSelo5GOTWSLmfdIY_fF6Q&mode=share

https://app.seesaw.me/pages/shared_item?item_id=item.62d78ca1-2eea-45bb-9717-22da9d82b64d&share_token=ycae-zyARtu7maMObWaQ9w&mode=share

https://app.seesaw.me/pages/shared_item?item_id=item.d9c52808-a4cc-4ed8-b867-ca8aa6736bb2&share_token=cjhglUSHSY-vTjCAaRcWWw&mode=share

https://app.seesaw.me/pages/shared_item?item_id=item.08e03b4e-6b56-4ec7-a594-42be62810f4a&share_token=kNoufDy0Qumkv0s1AzPqOw&mode=share

  • Relationship building
    • Students also share photos on Seesaw at home. I love getting notifications on the weekend of baby brothers and sisters, road trips, a book they’re reading, and songs they made up. I even had a student upload a video to Seesaw in the car as they were moving to another state!

I would love for you to share in the comments why you Seesaw or your favorite things for students to upload on their student Journals!

Not included in this post: encouraging positive interactions through likes and comments and family involvement! Those are blog posts for a different time!

The 5 W’s of Breakout Edu with Littles

I see it as my mission to take all the innovative pracitces popular in education and make them accessible to littles. Breakout Edu was a tough one for me. I played around with it in my head for a long time before actually trying it. I’ve still only done it a handful of times and I love it. I’m interested in creating my own breakout puzzles.

Why I like breakout boxes…

Breakout boxes provide students with the opportunity to practice problem solving strategies. They encourage students to persevere and show some grit. They allow students to collaborate toward a common goal. Breakout boxes can hit so many standards and hit every one of the 4Cs all at once! And, they are SO FUN!

What I’ve tried…

I’ve chosen breakout boxes that focus on solving different types of story problems (OA.1.1, OA.1.3, OA.1.5) and ones that focus on answering questions about a story (RL.1.1). I found these breakout boxes on BreakoutEdu.com. I printed all the materials and followed the instructions to assemble my box and set up the puzzles around the room.

I introduced the problem and their goal to unlock the box. The math breakout we did had a football story (it was the beginning of the season and I have students super into sports). We had to unlock the footballs for the team. In the literacy box, the mouse locked up our markers and we needed to break them free or lose them forever! I broke my class into groups (one for each puzzle), set the timer, and set them free. We rotated around to all the puzzles until everyone had a chance to solve them all.

Who are the Breakout boxes for and how I made them more accessible for littles…

I planned my first breakout box for my whole class to do at the same time. I split them into small groups so they had to work on 1 puzzle at a time and I rotated them around as they seemed to reach a solution. The second time, we partnered with a second grade class and they had free range to solve the puzzles around the room with their second grade buddy or a group of their choosing. Both of these methods worked well with my students however, they made a lot of mistakes when I turned on the timer. My advice for making breakout boxes more accessible for littles…

DON’T SET THE TIMER!

Woah! My kids got so obsessed about how much time was left they made silly mistakes on problems I KNEW they could solve otherwise. As soon as I turned off the timer and they felt safe to take their time and solve the puzzles, they were much more successful and were able to breakout. I tried twice thinking the first time it was just the newness. But, they had the same reaction to the timer both times. I will no longer use the timer with my littles.

When I do a breakout box…

I tried a breakout box with my class as a culminating event for our math unit right before an assessment and they did well. However, it took nearly 3 hours to do. I pretty much lost the rest of my day.

About once a month my district has early release days where the students go home early but the teachers stay normal hours for professional development. I’ve found that these early release days are the best for breakout boxes because they fill up our day, they’re fun, students are engaged in rigorous work focused on multiple standards.

The next one I did was on one of these early release days and in the middle of our study on making predictions. The breakout box went with If You Take A Mouse To School. Students were familiar with this book since we had already read it and made predictions throughout. When we returned from specials, the room was a mess and the mouse left us a message about our missing markers. This worked great and really piqued their imaginations. No one predicted the mouse would come to OUR school!

Where I’m going…

My next plan is to try to start creating my own breakout boxes for my students. This way I can decide on specific curriculum points to hit and include my students’ interests.

 

I didn’t even know, but I was doing #booksnaps

I’ve been doing this really cool thing for over 2 years and had no idea it was a thing until last year! Ever since I started using Seesaw in my classroom, I’ve had students posting about the books they read. It started with a picture of the cover of the book and recording as they read or taking a video of their reading. This task helped build fluency and understanding (RL.K.10).
https://app.seesaw.me/pages/shared_item?item_id=item.a586b168-28cc-46cb-b579-d0d549f6f1ee&share_token=WR6lMaK_RhSXgJbfpTUuZg&mode=embed
Then we moved to a photo of the cover and retelling the story (RL.K.2). Eventually we began taking photos of the pages of the book and explaining how the picture supports the text (RL.K.7). And then it happened. I asked the students to identify the “expert words” in an informational book and one of my students used the label tool and labeled the expert words in the picture and then recorded to explain them (RI.K.4).
https://app.seesaw.me/pages/shared_item?item_id=item.279af4b0-89a6-496b-bba9-7b326ff0127a&share_token=mAWp-IWLTqCdc7Bf_d-ogA&mode=embed

This changed everything! I realized how much more I know about his understanding of the text and that he is applying the minilessons to his independent practice. Annotating the picture gave me way more information than simply having students record to tell. This in-the-moment decision this little friend made changed everything for me! I realized that I needed to be doing more book responses this way. I began encouraging students to post their responses with labels and using the drawing tool to explain their thinking.
https://app.seesaw.me/pages/shared_item?item_id=item.2d754895-473c-4ea3-8e50-562be180b87a&share_token=xOH0efHSRceJJctycZOWdw&mode=embed
And then I wend to my first edcamp, edcamp wake March, 18 2017. I went to a session on booksnaps because I had seen the idea floating around twitter and wasn’t quite sure what it was. Turns out this was one of the edcamp sessions where everyone turned up to learn something and no one really knew what it was or how to do it. After some on the spot collaborative research we were able to figure out that booksnaps were a way for students to share a reaction or their thinking on a specific section of a book using snapchat. And a light bulb went on in my head: “I do that! I just didn’t know it was a thing!” So I shared some of my students work and how we use Seesaw as a tool to share about the books we read. From this session I decided to be more intentional about students’ booksnaps and having them cite their source. I noticed that by the end of the school year, the more I asked them to include, the quality of showing what they know decreased.
https://app.seesaw.me/pages/shared_item?item_id=item.92c28d55-89b0-4efe-8ffc-36dd1c134c5b&share_token=_jHL1-SqR4qGayV8BB-hqQ&mode=embed

This year, I was more intentional about introducing booksnaps to my students and created an anchor chart to make sure all the parts were included.

This year, our booksnaps have been a much higher quality including, labels, drawing, emojis, captions, and voice recordings. I have added to this chart since this picture to include retell, character strengths, comparing and contrasting, and tell 3 things. I will continue to add to this chart all year as we focus our booksnaps on different standards and question types.

Main idea (RI.1.2)

 https://app.seesaw.me/pages/shared_item?item_id=item.97c37c36-f4f1-4a4f-8908-97408402ecea&share_token=28dEW_iNTKKZXzPLciZ6xQ&mode=embed

Reaction (RL.1.7)
https://app.seesaw.me/pages/shared_item?item_id=item.c8ec8582-2f7f-485b-a9f8-2c542142c0c9&share_token=oaflFyR5SKitPxgaQoI1kw&mode=embed

Compare and contrast characters (RL.1.9)
https://app.seesaw.me/pages/shared_item?item_id=item.61e71d97-8466-4999-b4d9-3d77b35b83f5&share_token=eDZUfHKxR7m9EWw84TJPaA&mode=embed

Tell 3 things (RI.1.8)
https://app.seesaw.me/pages/shared_item?item_id=item.740635e6-db52-4571-9048-7440f8630722&share_token=1TXS8ZMASwuORlh1nOAcSw&mode=embed

Our next step with booksnaps is to explore different technology tools to use. We will try some with flipgrid and chatterpix next.

What is your favorite tool for booksnaps? How do you make booksnaps accessible to your littles?

Coding Unplugged – A number sorting computer

I learned an amazing coding activity at the #NCSTA17 conference in Greensboro, NC in October. The activity is from csunplugged.org. The mat works like a computer. It has rules and paths the information must follow. I was mind blown the first time we did it as adults at the conference and I immediately had the idea to use this as one of my comparing numbers introductions. #math1NBT3

The first time I did this, I taped the pattern out on the floor copying it from the photo I took at the conference. I didn’t want to spend the money making the cloth if it didn’t work. I was worried that my firsties wouldn’t get it since they would need to know right from left in order for the computer to be successful. I was so surprised! They did not want the computer to “break” and were very careful to chose the correct direction and help each other figure out where to go on the coding mat.

I bought this drop cloth at Lowes. I painted the pattern with tempra paint from my classroom. I copied it from the photo I took at the conference. It was pretty easy except I didn’t eyeball the paths correctly and ended up with 2 curved ones when they should all be straight. I also had a few cat prints from my dear sweet 15 year old torti cat, Calypso, being nosy and walking across the mat.

The kids DID NOT MIND! They love hearing all the crazy stories about my pets!

The first time we did this, I gave the kids single digit numbers 1-6 that I knew they would be able to compare and put in order easily. I had them line up out of order at the starting end of the mat. I asked the kids who were not on the computer to tell me what they noticed:

  • “They are 1 digit numbers.”
  • “They are out of order.”

So far so good! I explained the rules and paths on the computer and gave reminders for right and left so the knew which direction to move. At each step forward I had them stop and the observers to notice any changes (Nothing changed except the order of the numbers. And they were still out of order.) I slowed this WAY down. One step at a time asking them to compare and decide: right or left? By the time they go to the other end of the computer they were just as amazed as I was at the conference that this unplugged computer WORKED!!!

The next time we did this, I gave them teen numbers which I knew they were familiar with from kindergarten and had 1 or 2 numbers missing (i.e. 11, 13, 16, 17, 18 19). I kept it at a slow pace. Taking 1 step at a time and comparing and following paths and asking the observers to notice any changes. They were less surprised that the numbers ended up in order and more concerned that some numbers were missing in the order. This led to a great conversation about comparing numbers and the numbers that come between other numbers.

We moved on from there comparing more 2 digit numbers. I gave out another set of cards with 2 digit numbers specifically chosen so that it didn’t matter if they only compared 1 of the digits, it would still work out in order (i.e. 12, 23, 34, 45, 67, 89). I anticipated this would be a common misconception with comparing 2 digit numbers. We talked about always comparing with the tens number firs then the ones if the tens were equal.

The next set of cards had more random 2 digit numbers. I had them draw the base ten picture for this number so they could begin comparing both the number and a picture of that number and visualizing each 2 digit number. The last set of cards had just base ten pictures and they compared the images.

Each time I gave out a new set of cards, I called different students to be in the computer so that everyone could have a chance to observe and notice and participate. Each time we worked the computer, they were able to follow the rules and paths faster. Our observation skills even got keener as they noticed mistakes in the right/left stepping and corrected their friends so we didn’t “break” the computer.

Please share other unplugged computer science or coding activities or ideas you have for this activity in the comments!