Digital Breakouts

MedfieldDLD Promo

A few weeks back I attended a conference in a neighboring district, #MedfieldDLD (Medfield Digital Learning Day!) It was a day filled with lots of great conversations & lots of learning.  Sessions I attended included: Hyperdocs; NEW Google Sites for Digital Portfolios; Homework: Shifting the Perspective and BreakoutEDU.  While I plan to incorporate ideas from all of these in my classroom somehow I was able to start immediately with the help of this BreakoutEDU slidedeck that Kerry Cowell presented.

Kerry's Box

BreakOuts are a game where "players use teamwork and critical thinking to solve a series of challenging puzzles in order to open a locked box." Literally, the box is locked with several different types of locks! (Number locks, key locks, word lock & direction locks)  Kerry's Breakout was related to the "Back to the Future" theme of the day and very challenging. As we worked through the clues, my team and I felt what it would be like for the students to solve such a puzzle since we had no idea of the answers.  It took some creative thinking and collaboration.  (On the BreakoutEDU site there are plenty of games of all levels for you to consider for your class.) 

Since I didn't have a box or locks I decided I would try the  DIGITAL BREAKOUTS site that Kerry shared during her presentation.  The next day I decided to have my students participate in our first Digital Breakout, "Open the Pool. " Pretty much all I did was explain the premise to the kids and then we started looking for clues.  They were hooked!!! Since that time we have participated in 4 others. 

Partnering Up!

It takes about 20 - 40 minutes for the ones we have tried (hardest has been a level 5). I have broken it up over a several days (10 minutes each day). In this way it gets the students excited and their minds in the mood to think the rest of the day!  To place the students in teams before the breakout, I created some grouping statements (around the topic of the breakout). Students had to find their partners without my help. Here's an example of the ones I used for the National Park Digital Breakout.  (This is almost as interesting as the breakout as the students think and work to find their partners!)

Once a breakout is completed there is a little sign or even a little prize.  But the point is not to get the prize, but rather it's the idea to "get to" the prize (if that makes sense).  I have created little stickers to give out at the end of the Breakouts for students to collect, which makes them happy! (But not necessary - their fist pumping shows it was worthwhile!)

Success! 

One suggestion I'd make, while mostly I tell the students I don't have the answers, I do TRY the breakout before having them complete it so I can give out "ONE" hint.  There is one clue I don't know the answer to in the current breakout. Students take that as an extra challenge to get it before me! 

I can't say enough about the thinking that takes place and the teamwork needed to work through the Digital Breakout. I can't say enough about how much the students LOVE it.  When someone says, "can I do this at home" you know you're on to something!
Let me know if you decide to try one! Good luck!

Stem in the Classroom - Part 2

After our initial experience with Building a Sail Car (read about it here) my students (and I) were HOOKED with these building challenges! I knew I had to capitalize on their enthusiasm and determination and continue this type of learning!

However, changes had to be made to make sure it was a true and balanced learning experience.  This means starting with a REAL plan.  It just so happened that I stumbled across (while actively searching for appropriate & challenging STEM-type activities) this great resource geared for students in grades 4-8: Bridges: An Integrated Stem Teaching Guide provided by Elmer's in cooperation with STEMfest The Works.    It provided a lot of the structure I needed to proceed: Objectives, Discussion Questions, Research Activities & Hands On Activities.

Activate Prior Knowledge: To begin, I read the story: Bridges Are to Cross by Philemon Sturges with stunning illustrations by Giles Laroche.  This quick but engaging book shared different types of bridges (from ones that carry llamas loaded with firewood to covered bridges that are located in a neighboring state!).  Students were quick to share stories and make connections: "I've been to a bridge like that when my family went skiing in New Hampshire!" "My dad's been to the London Bridge!" "I know that bridge is in California - I've seen it in movies!"

Students also read selected passages from "ReadWorks.org": Building a Bridge (fiction) and it's paired reading text: Building a Better Mousetrap.  Because these were geared for fifth grade, the students used the "Partner Reading Strategy."

Share the Challenge: After reading the book I told the students that they would be building bridges in the classroom!  Lots of excitement, fist pumps & oh yeahs went around the room.  Many assumed we would be using craft sticks.  I waited until after the research to share the news that they would be building PAPER bridges!

Research: Students were asked to discover the different types of bridges.  They were given a handout with 4 different pictures and were asked to identify the type as well as the strengths and weaknesses of each!  Students were given the mnemonic: BATS to further interest them. (Beam, Arch, Truss, Suspension).  I found several websites that provided great information for the students. Some of the students found even better resources and shared with the class! Talk about student leaders!! (This wouldn't be possible without our recently "donated" Chromebooks to help out! If you'd like to help us further please visit my Donor's Choose page - we appreciate any/all donations on our newest project - it makes a difference EVERYDAY especially in activities such as these!!)

The Challenge: The first challenge in the Elmer's Guide is 'Building a Paper Bridge' that can hold 100 pennies! The parameters included using only 2 pieces of paper, no tape only glue (after all this was promoted by Elmer's!) and certain dimensions for width and span. Impossible you say? Students thought so too! 

 


Planning:  Before building could start, students had to PLAN their designs.  Reminding them about the Sail Car Challenge I mentioned how many said they wished they took more time to plan.  I also mentioned that they would be getting 4 pieces of paper which meant that they REALLY had to plan carefully as resources would be limited.  Sharing the "Engineering Design Process" with the students helped them formulate, plan, create, improve upon and redesign if necessary.  Students used this graphic organizer.  One student even made 'secret' Blueprints!! Students were instructed to record their design changes.  (This is where I need help to make it easier for them to do this. I think a journal next time would make it easier.)

The Activity:  The day finally arrived and students began discussing, designing and building. A gentle reminder that only 2 pieces of paper could be used.  Rulers were gathered and measuring began. The bridges' piers were set in place.  More discussion, more measuring...."I think we should make an arch bridge because it's stronger." "How can we make this paper stronger?" "Don't forget it has to be 3 inches wide." "Let's ask if we can use tape!"  After about 20 minutes we had to stop to attend music.  Students wanted to leave things set up and try again after.  We spend about another 20 minutes after music and still hadn't finished. I've learned you can't RUSH these things.   We decided we would pick up again the next day and try again.

Post Activity: After day 2 one student successfully completed the challenge as her bridge held 102 pennies! Unfortunately, students didn't finish before we went on vacation.  So this activity will be resumed.  Students will complete a reflection (using Google Forms) and we'll gather as a group to talk about why the designs worked/didn't work. We'll again go back to our research and discuss the different types of bridges. We will also discuss ways to improve upon the Design Process.  More research will be conducted and other challenges to complete.  The other challenges include: the Bridge Tower Challenge, The Truss Bridge Challenge & the Toothpick Bridge Challenge.  Hopefully, the students will continue to be excited about these different challenges and learning opportunities.

While this activity was frustrating for some (as they wanted desperately to complete this challenge) I saw some wonderful learning happening.  Students from different groups helping each other with their designs - sharing what they thought would work or why the design might not work.  Referring to research websites and using great vocabulary while discussing the bridge in relation to the weight of the pennies.  Lots of measuring was happening during the challenge.  Students working on "attending to precision and persevering in problem solving" (these are 2 of the Standards of Mathematical Practices we've been working on in math!).  So many areas of the curriculum accessed in this one challenge! You gotta love it! WE DO!

Challenge for YOU: What ideas or suggestions could you make to help students record their design changes?

Resources Used:
Easy Science for Kids - Bridge Facts
PBS: Building Big - Bridge Basics
PBS: Building Big - The Bridge Challenge (Interactive)
KidsKonnect - Bridge Facts & Information
eHow: Advantages & Disadvantages of Types of Bridges
IKNS Bridges: A Wikispace - Strengths & Weaknesses 

Resource found by Sarah, a Girl Scout studying Engineering: Historic Bridges

STEM in the Elementary Classroom

Materials Used in Creation of Sail Car

Back in February I received an email from Catherine Logue, Associate Editor, Scholastic Instructor asking if I'd be interested in reviewing a STEM product.  Of course I jumped at the chance!  As I waited for the supplies to arrive, I tried to imagine what exciting materials would be shipped to us.

When the box arrived I couldn't open it fast enough.  Peering inside, I was less than thrilled!  Seriously, I was disappointed!  Inside were about 400 notched craft sticks, many clear straws,  6 inch long, thin dowels, elastics and some large and small cardboard wheels.  As I looked at the lot, I wondered what the students could possibly do with this collection or ordinary items.  Then I noticed there were directions for a "Sail Car" provided by Pitsco Education (Try This Engineering: Sail Car).

 
http://youtu.be/nks-7De7Au8


As I gave my word I to review the product I decided to forge ahead and give it a chance.  When I presented the project to the students the fist pumps and 'oh yeah's' showed their eagerness to begin. Some parameters and basic directions were shared with the students.  They were allowed to work with a partner, small group or independently.  Students were asked to plan/sketch up to 4 designs on an organizer.  In their fervor to get started their drawings were crudely thought out and drawn.  (I purposely didn't give them the direction sheet as it had a picture of a completed car depicted on it.  My thinking was that they might copy this car & not create their own.)

Students worked steadily for about 40 minutes.  When it was time to "shift gears" for other instruction the room erupted with a loud "AWWW!"as students shared their displeasure at the interruption.

During indoor recess almost all the students worked on their cars...not because they HAD to but because they WANTED to! This alone speaks volumes of using STEM type activities in the classroom!  It took some more class time to finish the car (over a couple of days).  It was rather a trying experience as students had difficulty attaching the wheels - had I read the directions carefully, I could have saved them some frustration (but in the process I learned a bit about engineering too - Thank you Nancy F. for helping!).  Of course throughout the building process discussions were being held about things that were working, not working - students collaborated between groups and were happy to share their successes. At one point, we even examined a "lego" car that a student made during recess one day so we could compare the wheel structure! Great ideas coming from these 10 year olds!

The day arrived that we were ready to test the cars to see which one would travel the furthest.  A START line was created and several tape measures were secured to the floor!  Students were only allowed ONE blow through a straw - then the distance was measured.  Each car had 3 tries.  Students all lined up along the start line and awaited their turn.  It really was fun.  You could hear the students discussing why someone's car worked well or didn't work as well.  The cars' distances ranged between 6 inches and 60 inches! Huzzah!

To wrap up the project students all discussed what they learned and wrote a "Sail Car Reflection".  “Awesome! Fun! Confusing! Hard! Challenging!” – these are the words my students used to describe the project.  They loved being able to “create something using their own ideas.” "Next time I'll take time to make a better plan." "I liked the materials because they were simple to use." 

This is only one example of STEM in the classroom (and not a very overly planned activity).  The next activity will involve research - as students need some foundational skills or at least the background knowledge.  What's the next activity???? I'm not sure, but I do know that IT will happen again and SOON!  

I would love to hear your ideas about STEM in the classroom and how you manage it! Feel free to share in the comment sections below!

Use of Thinking Blocks to Help Solve Math Problems

More and more we are asking students to solve complex math problems.  Along the way we do a lot to help them become successful.  We incorporate the use of many tools during the math classroom.

One of the tools we are using this year in the classroom is called, Thinking Blocks".  This website (there is even a 'free' app for the thinking blocks) poses problems around different types of models.  As a warm up before the regular math lesson this week we practiced solving addition and subtraction word problems using the "part whole model with two parts" and the "part whole model with 3 parts".

As a group we watch a quick 3 minute tutorial, practice several problems and then break off with a partner.  Using chrome books, students access the Thinking Blocks website and begin solving each new problem by first checking for understanding and then manipulating the blocks.  Working with a partner also gets the students used to 'talking' about math problems.  It's great listening in on conversations as students help one another understand why something is working or something isn't! The Thinking Blocks site also provides "feedback" when students are solving incorrectly.  It guides them so they are successful.

These Thinking Blocks help students identify the known and unknown quantities. Using these models students will gain confidence in solving problems while developing strong reasoning skills. They are also a great tool for students to use to 'discuss' math and explain their thinking. They also are a great way to incorporate many of the Standards of Mathematical Practices as students are learning to reason and make sense of the problems and persevere in solving them while using concrete models and appropriate tools. 

Eventually, students will be solving problems by creating these types of models on their own.  But for now, it's a great tool help attain understanding.

What types of models are you using with your students to help them solve problems?

End of the Year Activity - Roller Coaster Unit

Desperado, Nitro & Goliath are just a few of the roller coasters students learned about on the last 2 1/2 days of school.   This thematic unit (designed by a teacher, Lovin' Lit,  from Louisiana as a 7 hour plan for subs) included activities that related to all areas of the curriculum from reading non-fiction articles, recording and analyzing statistics, using map skills, to comparing and contrasting kinetic & potential energy.

Videos and pictures of roller coasters were used to engage students.  Sharing their war stories about being on a roller coaster helped them make connections.  Then following directions students slowly created a lap book using the information about the roller coasters.   They made bar graphs, learned about energy through this song.  The final activity was to build their own roller coaster using simple materials.  The designs were unique and many worked.  I believe if we had more time - ALL of them would have completed the challenge.



 As the temperatures remained high during the day, so did the level of engagement.  At the end of the activity, students were encouraged to visit our eBoard site to design their own roller coasters via these internet program:

Build A Coaster - by Discovery Kids

Design  Your Own Roller Coaster  - by Annenberg Learner (Part of the Amusement Park Physics)

Roller Coaster Games - by Roller Coaster Games Online (ads on this site)

It was a great way to end the school year.