Bringing ART into the Elementary STEM Classroom

Tomorrow after school I am sharing a presentation over Zoom on, “Bringing ART into the Elementary STEM Classroom” for pre-service teachers at Kansas State University, taught by my friend, Cyndi Danner-Kuhn. (@EdtechksuCyndi) These are the slides I’ll be sharing, mainly talking about several lesson examples and strategies for integrating art vocabulary and skills into our third grade STEM classroom. There is a difference between “art enhanced” and “integrated art” lessons, where the lesson integrates specific art content, vocabulary and skills. Many of these ideas build on professional development I did with Oklahoma A+ Schools.

I’m looking forward to sharing these ideas with future teachers!

Adventures in Coding Summer Camp

One of my passions is helping students love coding. I love opportunities in the summer to lead camps which allow me to build relationships with students outside my ‘normal’ academic grade level (3rd grade) at Casady School. Last week, I led a camp for rising kindergarten, 1st and 2nd grade students, called “Adventures in Coding” through our “Casady Summer by The Lake” program. The majority of our camp activities were ‘offline,’ using BeeBot robots.

Our final ‘coding adventure’ for the camp was a “Pirate Adventure.” We used the PBS Scratch Jr. app to draw and animate our own pirate scenes. This is a 13 minute video tutorial I created in advance for my students to use in this activity, and I’ve added it to my YouTube playlist of Scratch Junior tutorials.

Invention Immersion day

On Friday, January 17, 2020, we had our second “Immersion Day” at Casady School. In our Lower Division (grades 1-4) we focused on “Inventions” and used the resources from the Invention Convention Worldwide website to provide students with a variety of opportunities to explore what makes something an “invention,” learn about invention history, and meet some current inventors from our local area as well as Florida via a special videoconference. Students also participated in hands-on activities like a “reverse engineering challenge.”

In order to get a larger block of time each day of the week leading up to Friday, our third grade social studies teacher collaborated with me to combine our instructional times. We used these longer class periods to learn about the design process, which includes brainstorming problems in our school and community and identifying possible ways these can be addressed.

A slide adapted from the Invention Convention Worldwide website

We challenged students to explore a topic they selected based on our brainstorming and discussions together, identifying what additional information they needed and where they could go for help with their ideas. In the Pic Collage image below, you can see some of the problems students brainstormed, as well as our brainstorming and research process in action in our classroom.

Friday morning started with a videoconference presentation and interactive Q&A with Florida high school senior Peyton Robertson. Payton was a 4th grader in Ms. Braun’s class in Fort Lauderdale, Florida, eight years ago. Today he has numerous patents for different inventions and has been both in the Oval Office of the White House sharing his inventions with then-President Barack Obama, and also was a guest on the Ellen Show. This was an exciting opportunity for our students to learn more about “what is an invention” and how someone can take an idea and make it into a real product others can use. This is a photo from our videoconference with Peyton, which we made using our school’s portable LifeSize videoconference unit and our BlueJeans Network conferencing room “in the cloud.”

After the videoconference to better understand what an invention can involve, students participated in a reverse engineering “take apart activity.” They had to take apart a small wind-up toy, identify its different parts and their functions, and draw and label what they learned. They attempted to explain how the wind-up toy moves based on their discoveries and observations. Here are two short videos of our students explaining what they did and learned, and how important it was to persevere and not give up!

The excitement our students felt and experienced during our Immersion Day activities come through very clearly in these videos!

The final event of the morning was a presentation by inventor, medical doctor, surgeon and engineer Dr. Jim Long. He is the co-inventor of an artificial heart pump which uses magnets. That specific pump was mentioned in one of our Amplify Science curriculum books. One of our students, whose father is a heart surgeon, knows Dr. Long and arranged for him to come share about his heart pump and his work as a medical inventor. This was an amazing and perfect way to cap off our exceptional Immersion Day!

In the photo below, the original heart pump designed by Dr. Long is on the left. The 2.0 version is in the upper right corner. The 3.0 version is in the plastic bag. They are still waiting on approval for this most recent design. Our students were amazed to see how much smaller the second and third versions of this heart pump are! It was also wonderful to hear the good questions students had, since they developed good background knowledge about magnets and forces in our STEM class activities this year.

It was wonderful to collaborate together with other teachers at our school to make this Immersion Day about inventions a big success! It will be exciting to see where our students take their STEM learning and invention inspirations in the years to come.

Coding Edison Robots with EdBlocks

Today in day 2 of our holiday robotics camp for 2nd through 5th graders, students started writing code for their Edison Robots using EdBlocks. Like Scratch Junior, EdBlocks is a simplified, block-based coding language which allows younger students (ages 7-12) to program and control a robot. Yesterday, students started by using Barcode Programming. By advancing to EdBlocks, students were able to create their own programs on iPads and download them to their Edison Robots via an “EdComm cable,” which is an audio cable that sends digital signals similar to the way “old school” modems worked.

One student group used the musical functions in EdBlocks to program the song, “We Wish You a Merry Christmas.” Another group used the “messaging” feature and infrared blocks to send messages between robots, so they could code a ‘dance party.’ I was very proud of all the student groups and the way they demonstrated persistence in problem solving various bugs and challenges in their algorithms.

We started our day with a design challenge, to design and plan a robot which would help our planet and environment. Students used Lego bricks to create a static version of their robot ideas. We then watched a clip from the movie, “Walle,” and did a “See, Think, Wonder” thinking routine. Students wondered about how the trash got so bad in Walle’s world, what happened to all the people as well as the other Walle robots which were not functioning, and thought about feelings and emotions which Walle had working on earth in that situation.

For this day, we used our iPads, and each student was able to build their own code. We shared the Edison Robots, and took turns downloading their programs into the robots. Students worked mostly in self-selected groups. It is interesting to observe the ways students choose to work in our camp, especially since we have a wide range of ages that is different from a “traditional” or regular classroom. I love this multiage aspect of our break camps because it allows students to share their ideas and expertise regardless of their age or grade. In a robotics camp like this, we are all learners and can all be teachers!

In this 2 minute video, one of our third grade girls explains how she coded her Edison robot to pick up trash. This was her first experience with coding and robotics. I was so pleased with how she developed her computational thinking skills and applied her creative imagination!

I’m looking forward to continuing to use our Edison Robots with my 3rd grade STEM students when we get back to class after our holiday break. This robotics camp provided a good opportunity for Michaela Freeland (@_mfreeland) and I to both get a better understanding of how some of our youngest students can both learn and apply their coding skills through robotics!

Winter Break Edison Robotics Camp

This Christmas break, my friend Michaela Freeland (@_mfreeland) and I decided to offer a two day, morning robotics camp for students in our lower and middle divisions. We opened registration up to 2nd through 6th grade students, and ended up with 11 students ranging in age from 7 to 11. 9 are girls and 3 are boys. Today was day 1 of our robotics camp, which we’re holding from 9 am to noon. Last summer we co-led two different robotics camps using Thymio Robots from TechyKids. For our winter break camp, we are using Edison Robots.

We offered this camp for several reasons:

  1. To provide students with opportunities for extended periods of time to play, explore, and engage in “design challenges “
  2. To develop computational thinking skills
  3. To develop collaboration and problem solving skills
  4. To have fun with friends, learning how coding and robotics can be both challenging and fun!

In third grade my students have been coding using both the iPad apps “PBS Scratch Junior” and “Scratch Junior.” This has helped many of them develop a strong foundation in coding. They have told stories, created animations, and made games. I love the creative ways my students apply the ideas we are learning in Science and STEM class, and represent them through coding in Scratch Junior’s “kid-friendly” block-based environment.

Our design challenge for day 1 of our winter break robotics camp was to use at least two of the Edison Robot “pre-programmed” bar codes to navigate a maze. Students had the opportunity to explore five different, pre-programmed bar code programs to introduce them to the possibilities of the Edison robot sensors.

In this 2 minute video, two third graders and one first grader explain how they developed a maze using the “follow a torch/flashlight” and “clap controlled driving” programs.

I am looking forward to seeing what our students will learn and create tomorrow, as we introduce them to the “EdBlocks Programming Language” based on Scratch Junior blocks from MIT. EdBlocks is web-based, so our students will be using iPads and the Safari web browser to create their programs.

Build a Snowman in Scratch JR

This is an 18 minute video tutorial for my 1st and 2nd grade coding club students, demonstrating how to use the draw tools in Scratch Jr (for iPad) and add some basic blocks to make characters (sprites) interact.

This is based on a lesson included in the book, “The Official ScratchJr Book: Help Your Kids Learn to Code” by Marina Umaschi Bers (@marinabers) and Mitch Resnick (@mres).

I added this video tutorial to a YouTube playlist which includes other PBS Scratch Jr. videos I’ve made along with my husband, Wes Fryer (@wfryer).

Commands for our Offline Coding Activities

Last year I taught several coding clubs for elementary students using “regular” Scratch, and those resources are available on my school teacher website: mrsfryer.casady.org/home/scratch.

I will introduce this snowman activity in Scratch Jr. this week to my 1st and 2nd graders. This is our third meeting. In the first two classes, I introduced coding vocabulary and basic movements through several “unplugged” (offline) activities inspired by Code.org’s “CS Fundamentals Unplugged” lessons. I also used these offline coding activities after Christmas break with my 3rd grade language arts students.

If you use this tutorial with your own students, have questions or feedback, please reach out to me on Twitter @sfryer!

Stopmotion Movie Making

This semester instead of coding classes, I am teaching two after school classes for 1st, 2nd, 3rd and 4th graders on creating stopmotion movies. We are using iPads for stopmotion. In this post I’ll share about the apps we are using and some of our lessons learned.

We have mainly used the iPad app KOMA KOMA to get started, since it has simple features and provides an easy interface to help students develop basic stopmotion skills. I wanted to eventually use an app with more advanced features, like green screen/blue screen effects and music, so we also tried StikBot Studio. Unfortunately, however, it crashed a lot when students would preview their movies in the app, and this was frustrating. The students really liked being able to add special effects and music, and learned to persevere and work around the crashing issues with StikBot. Hopefully an upcoming update will resolve those stability issues, because it really is a great app and it’s also free!

At our fall STEM night for parents and students, in my classroom we used KOMA KOMA to create simple stopmotion stories using a variety of different materials. This is a resource page of stopmotion examples I shared with parents and students for inspiration.

To help students in my afterschool club learn stopmotion skills, I challenged them to use different kinds of materials in their movies each week. These moved from simple to complex projects, and eventually included green/blue screen effects and music.

  1. We started with clay / Play-Doh
  2. We used candy (Skittles)
  3. We experimented with drawing using a dry-erase board
  4. We used paper cut-outs (some students drew, some they cut out of construction paper)
  5. We ended with using objects: legos, mini-figures, Matchbox cars, etc.

We have one class period left in our eight week session, and I really want to help my students share some of their favorite projects into Seesaw. This will allow them to share their learning with their families and classmates. It will also allow us to share our work with a wider audience!

What I love most about helping students create in this type of environment is the way they develop their collaboration and teamwork skills. Most students went home and got the apps we used in class, and this encouraged them to extend their creative learning beyond our after-school time.

If you have not yet introduced stopmotion moviemaking to your students, I encourage you to give it a try. Our 9th grade daughter used KOMA KOMA for some of the sequences in this 3 minute video she made for a Honors Biology project on Photosynthesis this month. It’s pretty amazing how creative and effective storytelling and communication can be using these tools and strategies!

This is another remarkable and inspiring Stopmotion example, created by an 8th grader who is a cousin of one of my third grade students. It’s about malaria and Youyou Tu, who was awarded the Nobel Prize for her work in developing an innovative treatment for malaria which has saved millions of lives worldwide.

Great Week of Coding Camps with Elementary Students

This past week I led two coding camps. Both were 4 day camps, which lasted 3 hours each day. The morning session was for 1st through 3rd graders, and the afternoon session was for 4th and 5th graders. A few of the students had participated in my Spring 2018 after-school Scratch Club, but most were new to coding. In this post I’ll share some of the apps and websites we used, both “plugged” and “unplugged” activities we did, and some of my lessons learned.

 

I’ve shared all the lesson plans I developed in this Google Drive folder.

I drew lessons from both Code.org’s elementary “unplugged” activities (“CS Fundamentals Unplugged”), and from PBSkids Scratch Jr. lessons. Direct links to those websites and resources are included in each lesson plan. All of these lessons and resources are available free.

 

One of the most important elements of the week was developing our coding vocabulary. Algorithm, program, debugging, binary, patterns, looping, repeating, and digital citizenship were all terms and concepts we learned about together. All of these terms came from the Code.org unplugged activities.

I love how coding can open the door to interdisciplinary and cross-curricular connections for students. One example of this was our coding of “The Very Hungry Caterpillar” by Eric Carle. I created this lesson as a remix /  modification of Code.org’s “Happy Maps” unplugged activity lesson model.

We began each coding camp half day for my younger students with an unplugged lesson. This was followed by coding activity stations, which included the Bee-Bot  and Bee-Bot robots, as well as the Osmo apps Coding Awbie and Tangram. Younger students used only iPads for their coding activities.  Each day we included a break with time to go outside for recess, and this provided an important brain break with unstructured play time outside. We also had a snack during our break.

This schedule and lesson sequence allowed students to engage in paired coding, which is strongly encouraged by Code.org in their CS Fundamentals courses. This past spring, I completed the Code.org teacher training with a face-to-face workshop in San Antonio as well as follow-up monthly webinars. Code.org provides free training for teachers who want to learn how to teach and lead coding lessons with their students.

After our break we used PBSkids Scratch Jr. lessons and design challenges. The lessons and videos provided context and inspiration for students to explore the coding blocks and create their own programs.

One of the things I love the most about bringing Scratch Jr. and the Scratch program to my students is how they use these platforms for open ended creativity. They love drawing, recording their voices, and making things disappear! These invitations to open-ended creativity provide a nice balance to the lessons of Code.org. Code.org lessons tend to be more scripted and puzzle oriented. Both are great, and can compliment each other. My students enjoyed both in our coding camps this week.

In the afternoon with my older students, our coding camp time started with open exploration. Just as we know from working with students using math manipulatives, students need opportunities to play and explore independently before participating in guided instruction. This lesson sequence worked well for my students. Instead of promising students “free time” if they finished early, every student had about 30 minutes at the start of our camp each day to play.

After open exploration and play time, each day we completed an “unplugged activity” which focused on vocabulary and building basic coding foundations. One of my favorite lessons was the digital citizenship video and conversation we watched and had our last day together. When I shared this video with my students, I played it from my lesson plan link using SafeYouTube.net, which removes (free) all advertising, comments, and related videos.

After the unplugged activity, our break and snack, we jumped into “Getting Unstuck” coding challenges using Scratch on our Chromebooks. Getting Unstuck is a 21 day challenge currently being facilitated worldwide by the Creative Computing Lab at the Harvard Graduate School of Education.

These challenges were great because they provided simple prompts that introduced my students to different Scratch blocks. We were also able to view many projects created by others, which were both inspiring and simple to remix. I loved the simplicity of these coding challenges! You can check out all of the projects my students created and shared in this Scratch Studio, which is a gallery of projects.

We ended each day by writing in our reflection journals, which is a strategy suggested by Code.org. I printed a Code.org reflection journal for each student, and this proved to be a wonderful way to wrap up our intensive half-days of learning. The reflection below was one of my favorites from the week. “Today I learned it’s ok to remix.” Indeed it is, and the Scratch community provides the perfect environment to learn both that lesson as well as many other important lessons we are emphasizing in our school’s Digital Citizenship initiative.

I recorded some wonderful videos of my coding camp students reading their code, explaining their thinking, and demonstrating their algorithms in action. I will share those here later, after I am able to contact the parents and get their permission to share them publicly.

If any of the ideas, resources or links I’ve mentioned here are helpful or inspiring to you, please share a comment or reach out to me on Twitter @sfryer. I can’t want to continue coding and learning with my students in the school year ahead!

Arkive.org Photos for 3rd Grade Animal Research

My third grade students have spent the last month on an animal research project. In addition to learning about their selected animal and the research process, it was important to me this year to teach students about documenting their sources and giving appropriate attribution to the information they use. Even at a young age, students need to learn that when we use someone else’s ideas or materials, we need to give them appropriate credit. This is important for digital citizenship as well as digital literacy.

 

This year thanks to my Twitter PLN, I learned about the amazing (and free) website Arkive.org. This website:

  1. Has great information about a wide variety of animals
  2. Includes images and videos about animals which are free to re-use, and also include attribution right on the photos and videos!

In the past, my students have used the Book Creator app on iPads to create books about their research. We published these eBooks by exporting them as videos, and posting them to our classroom YouTube channel.

This year for the first time, we used Book Creator’s online version (app.bookcreator.com) so students could create their eBooks using our shared cart of Chromebooks. This worked so well! Students were able to login using their school Google accounts, and could work on their books from home or anywhere at school.

Our workflow for this project was:

  1. Students selected their animal and begin to collect research from library books, magazines, and online sources which I pre-selected for them and shared on my classroom website. These are all kid-friendly websites or search engines. (It’s important at this age to NOT just “turn students loose to Google without guidance.” Arkive.org was one of the primary and favorite web resources my students used in this project.
  2. Students hand wrote (on paper) their rough draft / sloppy copy, and helped them with some preliminary editing.
  3. Students then typed their next revision into Google Docs, and we used Google Classroom (for the first time, for me and for them) to streamline this process. I loved this workflow, it made it so much easier for me to make comments and notes on student papers in Google Docs, and also keep track of where students were in the writing process.
  4. After students were finished typing their final version and completed editing in Google Docs, they copied and pasted their paragraphs into a book in my shared teacher library using Book Creator Online.

Check out all our finished eBooks by clicking on different book covers in this Google Doc. This is the document I’m sharing with parents so they can view their child’s completed book and other student books, using the shortened web link bit.ly/fryerbooks.

This Google Doc is also embedded on our classroom website.

More Similarities Than Differences

This summer I accepted  a new third grade teaching position at Casady School in Oklahoma City. For those not familiar with Casady, it is an independent school in northwest Oklahoma City, serving approximately 900 PreK through 12th grade students on a beautiful 80 acre campus. Casady is part of the ISAS (Independent Schools Association of the Southwest) , and teaching there gives me an opportunity to join my husband (who is the Director of Technology at Casady) as well as youngest daughter, who is a Casady 8th grader this year.

Teaching at Casady is providing me with a unique opportunity to work with students in a very different socio-economic situation compared to those I taught for the past four years at Positive Tomorrows. I am frequently asked the question, “How is teaching students at Casady different than it was at PT?” I have found more similarities than differences so far between these two student groups, and in this post I’ll highlight some of the things I’ve observed.

All students need to feel safe, both emotionally and physically. Students often express concerns and occasionally fears about being bullied by classmates. Maslow’s hierarchy of needs tells us that we must help provide for the psychological and safety needs of people first, and then attend to their need for love and belonging before we can effectively teach or learn about the curriculum.  My years of teaching at Positive Tomorrows helped me become much more aware of the socio-emotional needs of students, and the importance of being sensitive to their unique situations each day. My abilities to “read kids” and get a sense for how they are feeling emotionally have helped me at Casady just as they did at PT.

Students experience anxiety both inside and outside the classroom. The reality of these anxieties are evident in both groups of students, so “anxiety is not a money-thing.”  Anxieties are different, but they are present and important to recognize for all students.

One of the things I enjoyed most about teaching at Positive Tomorrows was the opportunity to set up my classroom with flexible seating and to provide students with choices about where and how they learn best. Casady has a more traditional classroom model than PT, but I have been able to create places in our classroom using carpet, pillows, lamps and other furniture items which provide some alternatives to student desks at different times of the day. I enjoy creating a classroom environment that feels like home to me and my students. I find that providing students with choices about where they sit and how they learn helps them become more independently minded and responsible for their own learning. Just today, I observed two of my boys who preferred to stand, but were working at their desks using poor posture. I gave them an opportunity to move to the back of our classroom and work on our storage spaces which are higher and allowed them to more comfortably stand and work. This may seem like a small thing, but I have found some students not only prefer to stand at times when they are working, but also learn better when they are given this choice.

Building classroom community continues to be a top priority for me. Finding time to have “class meetings,” to work on basic social skills, to build a classroom culture of respect, talking about character and the ways we embrace kindness by accepting each others’ differences are daily practices in our classroom. These themes are also strongly emphasized in our first novel study of the year, “The One Hundred Dresses” by Eleanor Estes.

I have used Seesaw with my students the past three years at Positive Tomorrows, and am excited to be a part of a larger school community using Seesaw through the “Seesaw for Schools” program. All of the teachers in both our primary and lower schools (PK-K and grades 1-4) are using Seesaw as a learning journal and digital portfolio this year at Casady. Even though the year is just a week old, we have already seen the power of connecting with parents and other family members with Seesaw.

Having taught in low socio-economic schools for most of my career, I am used to most of my students coming from single parent families. At Casady, however, most of my students have two parents at home and several have three or four parents because of blended families. Grandparents and other caregivers are also significant influences and supportive adults in the lives of my current students, so it is wonderful the “Seesaw for Families” app allows up to 10 connected family members to interact with each student’s journal.

To learn more about how I use Seesaw to build classroom community and connect with families, check out my 30 minute webinar from April 2017, “PD in Your PJs – Community Building to Support Learners.”

I am thankful to be starting a new teaching and learning adventure at Casady School, and look forward to continuing to share my journey with you and other connected educators!

I'm passionate about helping kids love learning