Before I begin, I wanted to let you know that I have a Donors Choose project posted in order to supply our budding makerspace with some more high tech components like LEDs and small motors. Any support would be greatly appreciated. If you give before Tuesday September 13 and use the code LIFTOFF, Donors Choose will match your donation.
Click here to go to the project page. Thank you.
Now, on with the post!
As we got into our regular ancillary rotation schedule the second week, I formally introduced the students to the long-term goals that I have set for them in the STEM lab this year. The goals vary by grade level, but basically they are: use creative thinking to construct digital products, work with a team to solve problems and promote learning, follow a deliberate design process to create products, and use algorithmic thinking to create solutions.
I asked the students to think about these goals as well as goals they had for themselves that were not directly related to those I had set, and to discuss with their table groups. Then, 3rd-5th graders, went to the computers and each completed a Google Form indicating which of the goals they felt would be most challenging for them and a personal learning target or interest. I intend to have students revisit these responses throughout the year to reflect on the the progress they have made. In sifting through their responses, I noted that many felt the design process goal was going to be the toughest. I had expected that as it was not something that I feel like I gave enough time to last year. It is why I have planned this year the way that I did.
So what are the 4th and 5th graders doing this rotation? They have their first design challenge of the year! They must build a mechanism that can pick up, move, and set down a variety of objects from a distance of at least 2 feet. They were provided with a selection of materials and a design process record sheet to aid in their planning. They worked in self selected teams of two.
However, before setting the challenge, I led the classes through building several models with moving parts. First, they constructed a simple scissor mechanism using old card stock and brass fasteners. Next, they built a two fingered device with paper that opened and closed using a central pull. Finally, they built a model human hand with individually controlled fingers. Each finger had short lengths of straw through which they threaded a string that they affixed to the tip of the finger. Pulling the string away from the fingers causes the finger to bend. We discussed how this system was very much like the one found in their actual hand.
The recording sheet that I provided each team asked them to think about the task, to brainstorm ideas, and to plan their first prototype. The brainstorming actually proved to be the most difficult because several teams were so enamored of their first idea that they had trouble generating more. To get them thinking, I asked what they would do if their first idea didn't pan out. They all said something to the effect of "we'll need another idea". Exactly, which is why you need to come up with as many ideas as possible now so you have more ideas ready to go.
Another goal I have this year for myself and the students is to reduce the amount of trash generated in the lab as much as possible. I gave the teams a list of materials they could use for the challenge, but stressed that they would probably not need all of them. The teams were required to create a list of materials to create their design before being allowed to start building. This got them thinking about the materials and in the end reduced the number of false starts with the construction process. That is not to say that each team had smooth sailing. Several found that the materials they chose were not suited to the task in the way they imagined. However, instead of giving up and starting over, the teams looked for solutions the problem their selected materials presented.
I was deeply impressed by the wide variety of solutions the different teams engineered. Not every group succeeded fully, but no one gave up. Even the teams that did mange to move all of the objects went right back to their tables and began the process of improving their devices.
Teams completed their recording forms, and then each student completed a Google Form reflecting on their work. I received a number of thoughtful responses lamenting the slippery nature of golf balls, the difficulties of working with a partner, and suggestions for reinforcing cardboard so it is not so "bendy". A new rotation starts Monday, and I am excited to see what the next set of classes creates!
Last Saturday I spent the morning at the School Choice Fair, and enjoyed the opportunity to share some of the amazing things that go on at Sinclair. A great many of the people who stopped by to talk to us were looking for Kindergarten and Pre-K programs. That got me thinking about what I have done with these grades in the past, and what I have planned for them going forward, so it seemed like a good week to write about the youngest engineers and computer programmers that I teach.
I will begin with Pre-Kindergarten. My schedule last year did not include them, so this is the first year that I have seen them in the lab. I teach each Pre-K class once a week (rather in than in a two week block as with the other grades), so they are not working on a themed unit like other grade levels. Instead, during each class period I guide them through a set of activities in which they have the opportunity to practice their creativity in a variety of ways. It is important to start children early with creating and making things so that it becomes a habit. There is also a great deal of research that children, especially the young, learn best when they are given the opportunity to explore and build, to "construct knowledge".
We start each class with a song or two. The first was "Twinkle, Twinkle, Little Star", which many students knew. Few of them, however, were familiar with the idea of a song that had hand motions. That was perfect because it allowed us as a class to imagine our own. I asked questions to get them thinking like, "What does something look like if it twinkles?" and "How could we show 'up above' with our hands?". After a few good minutes of conversation and practice, we had student generated hand motions for "Twinkle, Twinkle." (I was most impressed a couple weeks into the year when one of the students noticed that "Twinkle" is set to the same tune as "The ABCs".) We have repeated the process of creating hand motions now for "London Bridge" and "This Land is Your Land".
Next, we move on to some kind of hands-on creating. So far, this has included drawing images from the songs we are singing or activities we have talked about. Also, I have had them building with Unifix cubes. We are 5 weeks into the school year now and I am amazed at how much more complex their structures have become with a little encouragement and guidance. The first week, every student built the longest stack of blocks they could. Standing up, it was a tower, on the floor, it was a snake or a train. After a short class discussion about what bridges looked like, they began building some very exciting structures. It has been wonderful to watch them break away from the one dimensional train of blocks. In addition to bridges, they are now building houses, cars, and animals.
Kindergarten, who I see two weeks at a time, by class, began the year learning the basics of computer programming. They use a resource from Code.org designed for early readers in which students solve a series of puzzles using blocks that represent lines of Javascript code. The students create algorithms that navigate characters through sets of mazes or that draw pictures. The goal is to get them thinking logically about the steps needed to accomplish a task. As they progress, the students learn about concepts such as looping and debugging. Another important part of this unit is what is called "pair programming". In this, students work in teams of two with one acting as the "driver" and the other as the "navigator". The driver uses the mouse and keyboard while their navigator watches for mistakes and offers suggestions. A great part of this program is that both students are able to login as a team, so that both are earning credit for the puzzles they solve together.
I started using Code.org with my 3rd graders a couple years ago (when I was still a regular classroom teacher). They are now 5th graders entering their third year of computer science instruction. While it is anecdotal evidence at best, those students seem more skilled in algorithmic thinking than they might otherwise be. I have had subject area teachers tell me that they have seen the students make connections between the computer science skills I have been teaching them and the work they do in their classrooms. All of which is to say, I am excited to see what my current kindergartners and first graders will be capable of by the time they get to 4th and 5th grade. I suppose I am just hoping that I am able to keep up with them.
