Creating Life Cycle Models

This was a very fun filled STEAM activity! Our first graders are exploring the lifecycles of various plant and animals, so for this activity, we studied the lifecycles of a frog, a butterfly, a plant, and an apple.  I'm going to tell you how we  integrated technology, science and engineering all in one activity!

First I'll talk about how we integrated technology and science.  To start the activity, four stations were set up around the room; students were asked to scan  the QR code at their station. They were taken to either an online book or video which taught them about the lifecycle of the plant or animal at their station.

Engineering was easily integrated into this project… each student had their own play dough and were asked to construct each stage of the lifecycle for their plant or animal.Some students rushed through constructing each stage quickly in hope they would be able to “play” with the play dough, so I found it very helpful to continuously remind the class to take their time and to make each structure look as detailed as possibly.  Overall, this project was very successful, educational, and fun for the kids!

Full STEAM Ahead: Can you undo water pollution?

Can you undo water pollution?

First Grade Lesson Plan

Teacher: Mrs. Yandell

Date: 11/30/16

Overview & Purpose

The first graders continue to learn about different types of communities and community helpers.  In this activity, students will learn about water pollution and  how they can help prevent oil spills.  Students will have a hands on opportunity to see how oil and other pollutants affect our environment, and decide if you can truly undo water pollution.    

Education Standards

1. SS:N:1.4 The students will describe how the work that people do (police officer, fire fighter, soldier, mail carrier, baker, farmer, doctor, and teacher) benefits a neighborhood.

Objectives

1. How pollution affects our neighborhoods and communities?
2. How can we prevent pollution?
3. What type of community helpers research new ways to prevent pollution?
4. Can you undo water pollution?

Materials Needed

1. Garbage
2. “Oil Spill” book
3. Plastic containers
4. Water
5. Cooking Oil
6. Gloves, Strainer, Coffee filter

Verification

Steps to check for student understanding

1. Did your group work well together?
2. Were you able to undo the water pollution?
3. How can we prevent water pollution in our communities?

Activity

Describe activity that will reinforce the lesson

In this activity, we will start by reading the book “Oil Spill.”  We will discuss ways to prevent pollution in our community, and how we can be caretakers of our environment.  In groups, students will have a hands on opportunity to try and undo water pollution.  

Adapted by giron.life.blogspot.com

Can You Undo Water Pollution? Recap by Jessica Yandell

This STEAM activity was too much fun, but I must say it was a little messy! One of the first grade integrated unit topics is on community helpers, which is why I thought it would be a good idea to show the students how scientists work hard to protect our community from pollution.  After we read the story “Oil Spill,” we learned that we do not have to be scientist to help prevent pollution, but that we can be caretakers of our community just by throwing away trash in proper containers and by turning off our lights to save electricity.  I love that this lesson integrates literature, social studies and science all in one activity!  My suggestion is to do this activity outside if possible!

After trying hard to clean their polluted water, our kids realized it is almost impossible to get all of the oil out of the water.  They agreed it is our responsibility to be caretakers of our community and prevent pollution!

Full STEAM Ahead: The Value of Family STEAM Nights

As a new school year begins educators are faced with the age-old dilemma of “how do we get families to be involved?” It’s not a new phenomenon- parents work, siblings have after school sports events, children live in multiple households due to divorce- all of these things leads to a lack of connection between the school culture and the home culture. Every year educators scratch their heads wondering “How can we get them to read our email? Watch our video? Respond to notes we send home?”

We seek new and inventive ways to connect with families- through mediums like the use of social media, Remind texting, or mass phone calls. But the question remains...what would make these families want to be a part of the school community? Research shows ““When schools, families, and community groups work together to support learning, children tend to do better in school, stay in school longer, and like school more.” That’s the conclusion of A New Wave of Evidence, a report from Southwest Educational Development Laboratory (2002)” (http://www.nea.org/tools/17360.htm).

This year due to a generous grant from a benefactor, we have been able to increase the magnitude of our STEAM-based (science, technology, engineering, the arts, and math) curriculum at our school. So what we are trying at our school this year is to have one STEAM Family Night per semester. Getting families engaged early in the year and showing them the benefits of STEAM education is the goal. So why not create a family STEAM night that coincides with homecoming week?

We are sent out an invitation for a Family STEAM Night happening in October. Our focus was to prepare a float for homecoming that represents all the great things going on in the elementary school in regards to science, technology, engineering, the arts, and math as well as have some “take home options” for attending families. There were multiple rooms set up where students and their families had hands-on night of learning and creating. A parent was required to be present and participating with students throughout the evening.

Things to consider when having a STEAM night:

• Require parents to participate with their child. This may sound manipulating to get parent involvement but many STEAM activities are dirty, maybe even dangerous, if not done correctly. Having parents participate does two things: Gives extra sets of helping hands and creates a culture of belonging. When a student knows there is a STEAM night, they are going to want to come. As parents know, pressure from your child to do something is a powerful thing.
• Have a signup form for families. We have 400+ students in our elementary. That could mean 20 families or 300 families might show up for STEAM night. Creating a signup form allows you to spend time preparing adequately- without over preparing as well.
• Pick a theme. This first STEAM night will be based on the homecoming theme for our school “The Greatest Show on Turf.” Themes help to build unity for your evening, especially if you plan to have more than one STEAM night throughout the school year.
• Look for resources. There are plenty of great resources for STEAM Nights on Pinterest, makewonder.com, and there are many schools blog about STEAM night experiences as well. I personally use my Twitter account and search the hashtags #STEM and #STEAM to find resources.

Our plan was as follows:

Bolt Up room-

 Make lightning (didn't work well): http://www.learnplayimagine.com/2013/04/how-to-make-lightning.html?m=1

Binary Code necklace that spells “Chargers”: https://bycommonconsent.com/2014/10/19/activity-day-girls-craft-idea-binary-code-necklace/

Light Up Lifesavers: http://discoverykids.com/activities/light-up-lifesavers/
Learning more about Dash and Dot:    https://www.youtube.com/watch?v=XluvddnVqmg

Engineering A Float room -

Prior to the actual STEAM night all the pieces for the float will be cut and ready to put together waiting for student/parent help. The actual building of the float out of wood will take place in this “room” on STEAM night.

Motorized coloring bots: http://crystalandcomp.com/motorized-coloring-machine/.

(see this post regarding coloring bots)

Chromatography art for decorating float: https://www.pinterest.com/pin/26106872821004092/

Chargers room-

Dress up Dash and Dot robots as cheerleaders, fans, and football players (idea adapted from: http://coolmomtech.com/2015/08/dot-and-dash-coding-projects-wonder-workshop/)

Learn about Circuitry: Different Little Bits circuitry challenges were available

Create Steampunk robots out of old computer parts: https://www.pinterest.com/explore/steampunk-robots/

Greatest Show on Turf room-

(creation of tree and science experiments on grass)

Grass head: https://wizzley.com/kids-craft-grass-head/

Tree creation: http://inthechildrensroom.blogspot.com/2013/04/25-days-of-art-building-squares.html

Erosion experiment: http://www.schooltube.com/video/ea2193cab2adf9ef71d5/Erosion%20experiment%20when%20grass%20is%20planted

Glowing Water for decorations: http://www.growingajeweledrose.com/2012/02/glowing-water-uses-and-how-to-make-it.html

Green Screen Productions-

Using the app Green Screen by DoInk have students use photo booth props to create videos of themselves as Charger fans. https://www.youtube.com/watch?v=QlH3h19ablI

(See samples of end results here)

I think it is fair to say this was a successful STEAM activity. STEAM night allowed families to bond, created communication/connections and a sense of belonging and ownership in homecoming week. It also gave parents a taste of the great opportunities their students are participating in weekly in the classroom settings.

Five Senses: Observation by Touch with First Grade

Observation by Touch

Lesson Plan for 1st Grade

Prepared by Mrs. Yandell

OVERVIEW & PURPOSE

Students will learn the importance of using their senses to make observations.  Students will use only touch to identify characteristics of objects and will practice grouping things by their observations.

EDUCATION STANDARDS

Collaboration

1. The students will understand how God created us with the abilities to experience His creation.
2. The students will use their five senses to investigate, describe, and compare objects.
3. The students will use their five senses to enhance their writing abilities.
4. The students will use their five senses to describe an object.
5. The students will recognize how they interact with their environment through their senses

Graphing

1. Students will make comparisons
2. Students will be counting, adding and subtracting
3. Students will be organizing data in a systematic way in order to discover patterns

Sorting and Classifying

1. Students will observe similarities and differences
2. Students will make comparisons of size, shape, color and detail
3. Students will relate abstract ideas to their concrete existence in the real world

OBJECTIVES

1. Discovering the importance of our five senses
2. Discovering God’s desire for our senses
3. Learning to make observations using sense of touch
4. Learning the importance of observations to identify characteristics
5. Recognizing categories of living things vs non living things

MATERIALS NEEDED

1. Blindfolds
2. 10 Objects
3. Ipad
4. Seesaw app

VERIFICATION

Using the Ipads, Seesaw app… Make a video of each group

1. What did you do?
2. What did you learn?
3. What questions did you have?
4. What makes the objects living or non -living?

ACTIVITY

Start the activity by talking about the five senses that God gave us and why they are important.  After discussing the five senses, we will then discuss the importance of touch and how it is used in our daily life to make observations of things.  Talk about how touch can be used to describe characteristics of objects, and how we use the sense of touch to explore our environment.  

The students will work at their tables, and be given a blindfold.  The will be told there are ten toy objects on their desk, and they are to explore each object by only using one of their senses, touch.  While still blindfolded, the students are to group the objects into two piles, living and nonliving based off of the characteristics they identify while touching the objects.  When they have placed all of the objects into two piles, they can take off the blindfolds and see how well they did classifying objects by using only touch.  

Students will work in pairs, using the Seesaw app to video themselves responding to the verification questions; which are: What did you do? What did you learn? What questions did you have? What classifies the objects as living or non -living?

Recap written by Mrs. Yandell:

Over this quarter, the first graders are learning about using their five senses to identify things in our environment, classifying and grouping objects, and studying what makes something living or nonliving. Over the next five weeks, our first graders will be doing STEAM activities that explore one sense each week. This activity was a great opportunity for our first graders to explore the importance of our five senses and using our sense of touch to classify objects into groups without using their other senses.

Two weeks ago, our students explored the importance of our sense of touch and how we can use touch to identify things in our environment. The first graders had a blast with this lesson because they were given the opportunity to be blindfolded, which is a big hit when to this age group. Students were asked to name things that are living and nonliving and we then we discussed characteristics about each group.  The class was split into groups, and the students participated in an activity where they were all blindfolded and given objects to touch and were told to only use their sense of touch to decide what the objects were.  Then they were to make two groups, and place the objects they thought were living in one pile and the nonliving in another.  The kids loved this activity, but I must say it was challenging for a lot of them to keep their blindfolds on, or not to peek!

The first class that did this activity, I had the students use ipads and film what their groups learned using the seesaw app.  I realized this was not the best choice for this age group, because most of the students were too excited and started to be silly on their videos.  So I changed the lesson for the other classes, and had each group take two pictures of their living and nonliving piles and share those on their seesaw app.  This approach worked out much better!