Vex Robotics - 7th Grade

Today we started building our Vex Robots with Mr. Kelly's 7th grade Robotics class. The students went through the kits and began to build their robots. For this go around, since we are on a "mini" cycle, we are going to document this process using our iPads and the Pixntell app (we upgraded to the $.99 version in order to put more pictures into a video).

For this class we try and put the students into groups of 3 during these labs, but sometimes use groups of 2 depending on numbers. The students spent some time today familiarizing themselves with the materials and completing the first few steps of the process. We had them use the iPads to take pictures after completing each step and will then import the pictures to Pixntell in order to document the process. Some of the pictures are below.

7th Grade Robotics

During the last 5 minutes of class today the students used the Scan app and this QR code that was in the lab. The QR code took them to Wallwisher, where 2 of the groups were able to post their challenges from the day. We will keep this open in order to address any challenges the students had and help guide them through. I am thinking as we go through this process, the challenges will become a little deeper then where they are right now.

The plan for this project is to have the students create a video tutorial for next year's classes. Stay tuned!

Sense of Touch and Texture Painting

Kindergarten students at RES have been working on their Five Senses unit. They have done a variety of lessons and activities using their 5 senses. Today was our chance to focus on sense of touch. Mrs. O'Neil started the lesson by activating the students background knowledge and having the students recall some experiences when they used their sense of touch. After a short discussion we read Soft and Smooth, Rough and Bumpy by Dana Meachen Rau. This book generated lots of questions and allowed the students to make many connections.

Next we introduced the students to what items we would be mixing into our paint today. For our lesson we used dried leaves, coffee, crushed pretzels, rosemary, and sand mixed with the paint. Students passed around the items in cups, but not mixed with the paint, to get a chance to feel each item. Many of the students made the realization that several of their senses came into play during this time. Not only were they using their sense of touch, but sight and smell as well. We then brainstormed a list of words to describe what we felt when we touched each object.

The students then had the chance to use this graphic organizer (Sense of Touch) that Mrs. O'Neil created. Students dipped their fingers into the paint and painted in the box. Once they had painted in the box they were to draw a line to the object they thought was in each color. Students then shared with the teacher at least one thing they discovered during this experiment. We recorded that on the bottom of the paper for the students.

After they shared, students were allowed to use the leftover paint to create any masterpiece their heart desired.

We brought the students back to the carpet for a discussion about our discoveries. Students shared what they thought was in each color and what helped them to think this way. This was an opportunity to connect back to the theme of the lesson and bring in our knowledge about how our senses work together.

States of Matter

This week I was able to finally, after missing a week because of Hurricane Sandy, work with the 2nd grade students. The idea started during the 2nd grade States of Matter unit. Students kept coming up with some amazing questions. Ms. DeBonis and her students teacher, Ms. Olyha, had the students record their questions about solids (we allowed some liquid questions in there as well). After reading through the questions we were able to group them into a few categories. The same four categories tended to pop up in one way or another.

1) Can solids float?
2) Can solids melt?
3) Can you change the shape of a solid?
4) Can you turn something that is not a solid (i.e. liquid) into a solid?

During our planning meeting we designed four stations based on these questions. The stations are listed below. Students then used their Science Notebooks and the graphic organizer to make observations and illustrate those observations. The students were thoroughly engaged and generated several deeper questions during the stations.

Station 1 - Can solids float?

We filled a container with water and had the students make predictions on if they thought our objects would sink or float. The objects we used were a pumpkin and a sponge (just a regular dish washing sponge). The students were amazed when they found out both floated, especially the pumpkin. What amazed me was how each group at one point place the pumpkin on top of the sponge to make it sink.

Station 2 - Can solids melt?

For this station we filled a glass beaker (about 1/2 way) with hot water. The students then placed one ice cube into a smaller beaker and gently dropped that into the beaker with hot water. We made predictions about what we thought would happen. Once we removed the smaller beaker and saw how quickly it melted I allowed the students to touch the bottom and side of the smaller beaker. This allowed for an additional observation - the bottom of the beaker was ice cold and the sides were warm and had condensation on them. A few students wondered what would happen if we just dropped the ice cube in the water. She answered her own question with quite an explanation about how the glass of the small beaker prevents the ice from melting quickly.



Station 3 - Can you change the shape of a solid?

Students used modeling clay to make a variety of shapes.

Station 4 - Can you turn something that is not a solid into a solid?

This was probably the students favorite station. At this station we filled an ice tray with water, which the students observed throughout the day, to notice the different changes in the liquid. Once they filled the ice tray, they were then allowed to make ice cream in a bag. A huge hit!

STEM and Collaboration in Action

This year I have been fortunate enough to work with an 8th grade Robotics class. The first project this class worked on was building a SeaPerch, check it out if you have never seen it and go to YouTube for some really cool videos of them in action. The Robotics course went through all the steps to measure and put these vehicles together. They were able to test them in the long sink and a garbage can, due to several constraints. Our 8th graders made an iMovie to share with the 4th graders about the engineering process to build these submersibles. The last part of the project was to attach some waterproof cameras to the SeaPerch and take some footage of it's movement. We were able to get one video, but had some errors in the footage (we ran out of memory and/or battery - one camera actually broke).

Our 4th grade students take a field trip to Sherwood Island State Park in Westport, CT as part of their ecosystems unit, which also connects amazingly to the 3rd grade adaptations unit. We came up with the idea to have our 4th graders, who also study force and motion, launch these SeaPerch submersibles into Long Island Sound to test them out. We made great connections and had some really great discussions as to the differences and challenges faced as compared to the controlled lab environment.

This was an amazing experience for our students! Our plan from this point is to put together the footage and some pictures. We will then have a discussion between the 8th graders and 4th graders about some problems we had when launching the SeaPerch into Long Island Sound.

We uploaded the videos to Vimeo. Check them out!

Sherwood Island - Part 1

Sherwood Island - Part 2

Sherwood Island - Part 3

Underwater Footage

We definitely learned many things! I look forward to a return next year to improve upon this adventure!

Which One is Better?

Yesterday I had a chance to work with a 4th grade class here at RES. The students are in the process of discussing what scientists do. I used a version of this lesson, from from the Just Call Me Ms. Frizzle, blog as an opportunity to continue forming questions, making a plan, observing, recording data, and coming to a conclusion. We used the Which One is Better? lesson in class yesterday with Mr. Dayton's.

We started to brainstorm some ideas what scientists do, which lead to an amazing discussion about how we were going to attack these bubbles and bouncy balls to determine which one was better. Once the students determined how they would test the term "better" they were able to share their ideas with the teachers. Some of the ideas for determining "better" were biggest bubble and which one took the longest to pop.

Then it was on to the excitement. I started by allowing them 2 minutes to blow some "test" bubbles (because we all know what would have happened if I didn't allow this....bubbles everywhere), which helped to make sure we were focused and on task when the actual testing of bubbles began. After their test bubbles were blown the students used the two Google docs below to record their data and make observations. Both of these will go into their Science Notebooks.

Which One is Better? - Data Sheet

Things We Observe - Graphic Organizer

Observation Walk

Today I had the pleasure of working with 2nd graders at RES. They have been studying what scientists do by reading lots of books, going on nature walks, and writing in their science notebooks. Not to mention all the great conversations we have had.

We went to the playground at RES today armed with our iPads, science notebooks, and data collection sheets (a picture of the sheet is below). The class did an awesome job collecting samples, for further observation in the classroom with magnifying glasses, and recording their observations.

The students and I will be using the iPad to create a presentation based on our observations. Stay tuned.

Living vs. Non-living Organisms/Objects

Yesterday I had the pleasure of working with some 1st graders during their unit on Living vs. Non-living organisms. They read a book (Each Living Thing by Joanne Ryder) and discussed the traits of each. What an AWESOME discussions these kids had. After our discussions the class did a picture sort of living and non-living to be put into their Science Notebooks.

While looking for some additional resources, I came across this blog with some awesome resources to teach about the topic. The blog is called Kindergarten....kindergarten and has some great resources.

Understanding Science Resouce

I happened to stumble upon this resource today, Understanding Science, from UC Berkley. Being in a new position this year, and being that it spans the K-8 grade levels, this site is really helpful to me. I like how it gives me a general "what my kids know" guide. I do know that there are exceptions to the ideas in here, but this still gives me a good sense of where the students I work with are coming from.

There are many quality teaching ideas, teaching tools, and tips for the teacher. Check it out!

Sewer Maggots?!?!

Yesterday I had the pleasure of working with Mr. Donnelly's 4th graders at RES. We did one of my all times favorite lessons called Sewer Maggots, which is often called Dancing Raisins. The materials we used were a clear glass, Mountain Dew, and raisins.

We began the lesson talking about what pollution is and the various types. We also discussed what scientists do, especially focused on the predictions and observations part. I used the book A River Ran Wild to show some examples of water pollution. And we discussed some of the events in the book as to how the water became polluted.

After that discussion, we told the kids a friend of mine had sent some polluted water they had been working on cleaning in a lab, as well as some new genetically altered insect they were using to clean this water. After I brought in the "polluted water" I dropped in the "maggots" in the water and we observed them sink to the bottom and then ride the bubbles to the top. The class was amazed and totally focused on the experiment. We asked the students what they thought the sewer maggots were doing, and got the response we were looking for of "cleaning the water".

We used this Observation sheet for the kids to keep their notes and record their observations. They were a little disappointed that actual sewer maggots don't exist, but this was a really fun way to kick off science!

Newspaper, a Yardstick, and Some Fun

Last week in class we continued with our Weather unit. For years we have been doing a demonstration with the students about air pressure, using a yardstick and a newspaper. The class always loves this demonstration and causes a great deal of discussion as to why this happens using these materials. I found this video, from what appears to be a high school class doing this same demonstration. This teacher does a great job explaining why this happens.

Teaching Fronts

For the longest time I have struggled to find an effective way to teach about fronts to my class. I have done various demonstrations, showed videos, used SMART Board lessons, as well as many other ideas over the years. Recently, I stumbled upon this lesson to use with my class and found that it is very effective to get the idea across.

After the lesson we used Kidblog.org as an exit ticket to summarize the demonstration and our understanding of fronts. I was also able to use these posts to clear up any misconceptions that may still remain.

Island Institute and Weather

While looking for resources for our weather unit, I stumbled upon this link called STORMS from the Island Institute based out of Maine. There are some really great lessons found in there that are easily adapted to your classroom, city, and or state regarding weather. The creators of the lessons/materials did an excellent job incorporating STEM lessons and resources as much as possible. Within the lessons you have weather (Science), use of Google Docs (Technology), creating maps (Engineering), as well as graphing (Math).

The lessons cover a really broad age/grade level range and provide opportunities for plenty of differentiation.