Give Them a Hand!

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!

Let the Making Begin!

This summer I spent a fair amount of time reflecting on last year, which was my first in the STEM Lab. Moving from the regular classroom to the lab required a tremendous shift in how I thought about planning and pacing my lessons. Instead of planning for one grade, I was planning for 6 grades. Instead of twenty-something students, I had five hundred. Overall, I feel like last year went pretty well, but there were also things that I definitely wanted to improve.

One revelation I had was that many of my students had great difficultly with tasks in which multiple outcomes were acceptable. For example, one such task was to build a vehicle that could carry 2 wooden blocks the length of the table. Most students had one of two reactions. Many seemed unable to believe that they had free reign over the design and kept asking if each element they added to their vehicle was OK. The others embraced the freedom and went all out adding everything and the kitchen sink to the vehicle, usually forgetting what the vehicle was supposed to be able to do in the process.

In order to improve their creative confidence and design thinking, my emphasis this year in the lab will be on making and creating. I have read a number of interesting articles recently about maker education and invention literacy which outlined the benefits to students when they are encouraged to to create rather than just consume. Most importantly for our work in the lab, making naturally draws together the skills needed for a deep understanding of science, technology, engineering, and math. In addition, making requires students to practice creative problem solving and other content areas can easily be incorporated as well.

So, after that lengthy introduction, how did we begin making? I adapted an activity from the Dallas Museum of Art's Center for Creative Connections. (It is a space at the DMA geared towards children and families that involves them in crafting and drawing with different materials.) Students were provided with a wide variety of up-cycled and reused items. There was cardboard, paper clips, fabric scraps, yarn, toothpicks, tissue paper, and so on. After giving a brief overview of the types of materials available and reminders to conserve as much as possible, the students were instructed to create something. Their object could be abstract or representational, based on a feeling or experience, fancy or minimalist. The only constraint on their creativity was time.

With the week only half over, I am amazed by the what I have seen so far. There have been challenges in generating ideas and making plans before cutting/gluing, but the students have done a great job persevering. Even more impressive has been the amount of cooperation and collaboration that has been displayed. The students are eager to share discoveries they have made about certain materials and techniques the help others to bring their visions to life. They are evening helping each other generate ideas about what to build. I overhead this exchange during a 2nd grade class: "I can't think of what to make!", "How about you make a boat? That's what I'm making.", "OK." And off they went, each building their own unique visions of a boat.

However, the best thing I have heard a student say this week was this: "I wish we did this every day at school."

Two Weeks To Go!

Ah, the last day of teacher summer. It's always a little sad to have to go back to setting an alarm that will go off before the sun rises, but it is so exciting to be heading in to a new school year! I have just returned from a couple of weeks in Germany which was a wonderful experience full of opera, art museums, medieval cities, and delicious food. Now, however, I am ready to get back to work. It is going to be a great year in the STEM Lab. I detailed some of what will be going on in the previous post on this blog.

Since my last post, I have added pages about UIL Speech and Academics, 3rd-5th grade coding team, and robotics team. The links to that information are located beneath the banner at the top of this page. I do not have exact dates for the start of these activities, but I will post an update as soon as I do. If you have any questions, please email me.

I am looking forward to seeing everyone at Meet the Teacher on August 19th, from 4 to 5:30!

Black Forest Cake at the cafe in Triberg, Germany that invented Black Forest Cake!

A New School Year is Coming...

It's almost the 4th of July! In another week, all of the red, white, and blue accessories in the stores will be replaced with backpacks, pencils, and school uniform displays. That means it must be time to get serious about planning for another awesome year in the Sinclair STEM lab.

So what can you expect in the 2016-2017 season in the STEM lab? For starters, students will continue to improve their computer programming skills with Code.org and Scratch. Programming, or coding, helps students develop critical problem solving skills that are vital across the curriculum. Code.org teaches basic programming concepts and Scratch allows students to create stories, games, songs, and much more using those concepts.

A sample Scratch animation. Click the green flag to start.





Students will also continue to work on their engineering skills using Lego WeDo and K'Nex building kits. We will also engage in some old fashioned cardboard, glue, masking tape, and chenille stick making. The emphasis in this year's building tasks will be on getting students to design and test multiple way of meeting the design criteria, and then selecting the best one.

Finally, students will learn to connect their programming skills to the physical world using tools like Makey Makey boards and the world's smallest programmable robot, Ozobot. A Makey Makey allows students to turn ordinary objects into keys on the computer. Anything that even sort of conducts electricity will work. The Ozobot can be programmed using color coded lines on paper or using a block-based Javascript language on the computer.

There will be so much more of course, but this preview will have to suffice for now. Check back often for updates about after school activities like our Schlumberger Coding Club and Lego robotics team. Also, this is where information about participating on Sinclair's UIL academics team will be posted.

Have a great 4th of July!

Build it!

Our engineering unit is going really well. The students are enjoying building models of bridges, buildings, and simple machines. We have also been continuing our work on computer science and programming.

Kindergarten and first grade have been learning about building materials, and about the design process. They used note cards to design and build towers and bridges. I amazed by the variety of forms they created. We also studied the basic bridge types and learned how they work. We sang "London Bridge is Falling Down" in its entirety and discussed the various materials used to build it up before it fell once more. Then, the students built models of different bridge types and tested them to determine the strongest design. Students used what they learned from their note card building to design a house. They tested the structural soundness of their designs by placing them in front of a fan that played the part of the Big Bad Wolf trying to blow their houses down. Most of the designs needed some work after the first and second tests, but, eventually, everyone solved the problem of making a stable structure. The classes have also spent some time making progress on their Code.org courses.

The second through 5th grade classes have split their time between building and experimenting with simple machines and taking their programming skills to the next level. Using K'Nex building kit provided by 8 generous patrons through Donorschoose.org, students constructed levers, pulley systems, and gear trains. They altered gear arrangements and discovered the effects that gear size and position have on the speed and power of the system. Using a model of a balance, they experienced the advantages conferred by using a longer lever to do work. We also constructed pulley systems and saw that more wheels in the mechanism make it easier to raise a load.

The upper grade students used the programming language Scratch to create games and animations. The main difference between Scratch and the puzzles on Code.org is the amount of creativity the students can bring to their projects. It is block-based like Code.org but far more versatile owing to the large variety of commands available.

This Saturday, 6 members of the chess/UIL team will be competing in their first meet. In addition to participating in the Chess Puzzle event, a few students are in the Number Sense competition and in Spelling. The next UIL meet is at the end of January and I will be looking to expand the number of students participating beyond the chess team. Follow the link to learn more about UIL in HISD and let me know if your child is interested in representing Sinclair in any of the events.

The coding club started using the text-based programming language Python a couple weeks ago. It really made them appreciate the blocks used in Scratch, but it was an excellent experience in careful attention to detail and debugging.

Below is a collection of pictures of what we have been doing. Check back again soon.

Cycle One Ends, Cycle Two Begins

We had a great first rotation in the STEM Lab! Every kindergarten through 5th grade student at Sinclair has started a course in computer programming through Code.org and I had 4 students complete their courses. I am so proud of the progress all of the students have made and their hard work to persevere through some challenging tasks. Students will continue working on enhancing their programming skills as the year progresses.

The second STEM Lab rotation will focus on engineering and mechanics. Kindergarten an first grade will learn about structures and the engineering design process by upcycling various materials to build solutions to a variety of challenges. The second through fifth grade classes will be building simple machines using K"Nex kits which I received thanks to the generosity of 8 awesome supporters via Donorschoose.org. They will experiment with different designs in order to determine the most efficient design for a job. The building unit will culminate with teams designing a compound machine that performs a specific task. In addition, 2nd through 5th grade will employ their new coding skills to challenges using the programming language Scratch. This will allow them apply their knowledge to designing and creating original programs.

The chess team, coding club, and robotics club are moving right along. I am impressed with the enthusiasm and creativity that the students bring each week. The chess team beginners are making great progress, those that knew the basics of the game are learning how to approach the types of puzzles they will see at the UIL contests. The coding clubbers are doing an amazing job of learning to create animations and drawings in Scratch. The robotics club is learning to program the robots to drive along a course, and, more importantly, how to work as a team.

Check back in a few weeks to see how the engineering unit is going. If you have any questions, or you would like your child's login information for their Code Course (I have given it to many students, but I know things get lost), please contact me.

Computer Science is Awesome!

Our computer science unit is going well. The students are doing an amazing job problem solving challenges of increasing difficultly. So far, about half of the classes have started their coding course via Code.org. By the end of the grading period every kindergarten through 5th grade student will have been introduced to the art and science of computer programming. Those students who have started the course are encouraged to take their login information home so that they may work independently even after their rotation in the STEM lab ends.

In the lab, students are working through a series of lessons combining computer-based and unplugged activities. Through these they are leaning about algorithms, programs, loops, and conditional statements. The learning goals were are working towards are increased computational thinking ability and creative problem solving. If you would like to get a look at the kinds of puzzles the students are tackling, go to code.org.

I am excited to begin hosting the Sinclair coding and robotics clubs. A note should go home with students in 3rd through 5th grade on September 22. Students may only participate in one of these clubs as each is limited to 22 students. Students must have the approval of their homeroom teachers in order to be considered. I am hoping to start the first full week of October, so get the forms back as soon as possible. If you have any questions, please contact me.