Monthly Archives: February 2020

STEM adventure!

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I am really fortunate to have a principal who supports me in attending a national or regional conference every year. This year, my whole team got to go to the regional NSTA (National Science Teaching Association) conference, and I was really inspired to jump into STEM! I had dabbled before, but the conference helped me see how to take the next step. What I really wanted was something that tied to my required curriculum, and also intentionally taught my students about Engineering Design Principles. I was looking for something more than an opportunity for kids to play around with cardboard and gadgets. Here’s what we did.

Students built background knowledge with a Gallery Walk.

I decided to incorporate required social studies standards about Native Americans, required math standards about subtracting and multiplying decimals and required science content about climates. We began with a Gallery walk including maps and pictures of traditional Native American Homes. Students worked in teams of 4 to look at a group of 2-3 pictures and record things they notice and things they wondered. After a few minutes they rotated to a new group of pictures. We also read an article about the First Americans to arrive that focused on the land bridge theory and the ways different cultures adapted to different climates. I wrote the text at three different levels so that all of my learners could access the information. We used a close reading protocol , so spent three days working with the vocabulary and ideas in the text. You can get the text and the Gallery walk maps and pictures in my TPT store here.

After my fifth graders had developed an understanding that people have adapted to different environments by using the available resources, we learned about the Engineering Design Process. We had gone through it before, but I created these posters so that my students could begin to internalize the steps. (The posters are free on TPT!) Then I put my students in groups of three. (I use an Excel spreadsheet to randomize the groups.) Each group randomly chose a climate card and a lifestyle card. The climate cards match the standard climates (Mediterranean, Tropical, Tundra, Arid, Temperate). They have two choices for lifestyles: permanent and nomadic. The challenge is to build a shelter that matches the climate and the lifestyle. So, a group might be building a permanent shelter for an arid climate, or a temporary shelter for a Mediterranean climate.

After we had explored the challenge together, each group got additional research materials: a short description of the climate including some of the natural resources, an analysis of each available building material’s Pros and Cons, and a list of the cost of each resource. The cost varies by climate because some resources are more difficult to get in different climates. The groups took a day to take notes from their research materials.

Then I guided students through the Engineering Design Process using the Student Guide. They completed the first few steps together, and then I met in a five minute conference with each group. The conference is essential! I used that as an opportunity to make sure that each student was involved in the planning process and understood the essential content about the climate.

Many groups had designed a traditional native home based on what they had learned about, and had not taken into account the climate and/or the lifestyle. For example, one group had chosen the tundra with a nomadic lifestyle. They initially planned to build a tepee, which was great for a nomadic lifestyle but a tepee in the tundra is not a suitable match! By meeting with that group, I was able to ask questions that helped them uncover that difficulty and they changed their design. Flexibility is a key attribute that I try to teach my students any chance I get!

Then, it was time to build! I gave students one hour to create their shelters. The next day I gave them one hour to test their design and improve it. All of the groups improved their design, so I felt really good about that! The final day of the project we invited parents and key staff (like my principal – always good to let him know that his PD dollars paid off!) to come to our presentations. Two students presented while one student from each group rotated to see the other groups. Then we switched, so after 3 rotations, everyone had seen the other projects. Each student left feedback for the other projects and then the projects went home.

Each student turned in an individual reflection, budget and self-assessment of their Habits of Mind, which I used to grade the project. I did grade the actual shelter, although you could. I focused my grading and feedback on the individual analysis of the features of the building and the individual student’s assessment of the design.

Students came up with innovations like hanging leather on the walls to add warmth in a temperate climate, building a grass covered awning for shade over a tepee in an arid climate, and weaving saplings (pipe cleaners) combined with grass to create a rainproof roof in a temperate climate. None of these building techniques were taught to them.

My students really loved this project, and so did my parents and my principal. I loved the way we brought together essential content and Habits of Mind like flexibility, innovation and problem solving. I purchased or found these materials for this project: clay, pipe cleaners, styrofoam, cardboard, hemp string, leather remnants and glue. My total cost for the class was under $20.00. All of the resources you need to complete this project are available at my TPT store. If you try this project or have suggestions for how to improve it, please leave comments.

Poetry Slam

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One of my favorite fluency exercises is called Poetry Slam. It gives students a chance to read lots of great poetry AND practice their fluency at the same time. And kids love it, especially boys. Yep, boys love poetry. Here’s how to implement Poetry Slam in your classroom.

First, find a poem you love. Rhyme helps, but isn’t necessary. This year, I started with It Couldn’t Be Done by Edgar Guest. This is a great poem for teaching about perseverance and grit, so it was a terrific way to start off the school year. I read the poem to the kids, and then I spent some time teaching the kids about the poem. We talked about the stanzas, the rhyme scheme and the theme. This free Poetry Glossary might be a useful tool as you do that.

I then had the kids read the poem chorally. We generated a list of criteria for fluent reading. I then asked each student to take their copy of the poem and read it to the wall. This is a protocol I have the students use often. They spread around the room, facing the wall, and read. They don’t have to read loudly because the wall bounces their voices back to them, and they can hear themselves reading. Afterwards, I ask the students to reflect on their own fluency, and they write a goal for themselves on the bottom of the poem.

Then, I issue the challenge. How many times can you read this poem in the next two days? Five? Ten? Twenty? Every person that they read the poem to signs the back of the poem. They can get more than one signature from each person.

The next day, we read the poem again and talk about it further. Sometimes I have the students respond to the poem on the second day. They might answer questions or work with vocabulary. And, I energize them about getting more signatures! Usually, by that point in time, some kids have 3-4 signatures. A good poetry slam is ten signatures. I know that by the next day, someone will have fifteen or twenty.

This is such a fun activity, and it takes hardly any time. Many kids are highly motivated to practice, and they spend time reading at home, to their bus driver, to the cafeteria ladies…. Anyone who will listen. Little brothers and sisters are usually especially supportive, and it helps them hear some great poetry too!