#Eclipse2017

Anyone out there still working on their plan for The Great American Eclipse? In my area we have the opportunity to see about 90% of the total eclipse and I am TOTALLY nerding out! North Carolina just rolled out a new science standard for first grade 1.E.1 – Recognize the features and patterns of the earth/moon/sun system as observed from earth. This means #Eclipse2017 fits in my standards!!!! I’m just now getting my details worked out and thought I would share them. Please share yours in the comments section!

Wonder

One of my goals this year is inquiry based instruction. I’m going to begin our day by collecting questions my firsties have about the eclipse. I’m sure they have heard people talking about it and I want to gather what they know and wonders. This may require some last minute scrambling to make sure I address misconceptions and questions I’m not prepared for.

Video

Discovery Education has gathered some great video and image  resources for the eclipse. I’ll start with the one titled “Solar Eclipse.” We’ll watch it once and then I’ll have my firsties write one thing they learned on a sheet of paper. We will use the DE Spotlight on Strategy (SOS) Snowball Fight to review our learning from the video. Students will crumple their paper into a ball, throw it in the middle of the circle and on my cue pull one sheet of paper out and read it. We’ll then watch the video again. After a second video, students will pull 2 snowballs from the circle and add an idea from the video to their friends’ snowballs. We’ll then have some share time to discuss what we noticed from the video. You will probably be able to find a few good videos on You Tube if you don’t have access to Discovery Education.

Article

Reading A-Z has some great science content on Science A-Z. Their July issue has a short 1 page article I’m going to have my firsties read in pairs. After reading, they will use Flipgrid to share a selfie video of the most interesting thing from the article. If you don’t have access to this great resource, they offer a free 2 week trial! Also, Front Row is free and they have a few different short, leveled articles about the eclipse you can share.

Model the eclipse

I have a handful of flashlights and quarters I’m bringing to school tomorrow. Students will use these materials to work in groups of 3-4 to make a video of what they think will happen during the eclipse. They will post this video on Seesaw.

Eclipse Observation

I have this amazing observation sheet from my EDU buddy Bill Ferriter. I have made 5 copies for each student. We will go outside to observe for about 30 seconds. Then we will come inside to work on our observation sheets. We will go out for observation 5 different times during the eclipse so my firsties can see the changes in the sky and environment. Each time we come inside to reflect on observations, we will discuss what we saw and make a prediction of what it will look like next. I’ll have a student share their drawing  and together we will draw our predictions on a portable dry erase board.

Extras!

I just bought a Google Cardboard and they have a Virtual Reality App for the eclipse. It costs $0.99 but I think that is worth it! I only have 1 cardboard so they will have to take turns. I’m doing this before the eclipse will help curb their desire to look at the eclipse outside.


Discovery Education also has a bunch of other videos I can use for my firsties to gather more information. They are also streaming the eclipse live on the Science Channel if it is cloudy or something happens that we can’t go outside. We can also view this when the eclipse is over as we reflect on the experience.

If we have time, we will make this to help us act out the movements of the earth and moon around the sun and try to make it show a solar eclipse.

Mystery Science also has a great activity with all the content you will need!

Reflect

I’m going to use another DE SOS for students to reflect on their experience. I’ll have them recreate the eclipse with art materials then tell about it with the “3 truths and a lie” SOS. I’m going to have them start with 1 truth and 1 lie and add to it time permitting. We’ll write the truths and lies flipbook style so we can hang them in the hall and others can guess which is the truth and which is the lie and flip it up to see.

I also have other reflection ideas so this may change or, better yet, I’ll give them a choice. It’ll depend on how everything goes tomorrow.

  • SOS 6 Word Story
  • Another FlipGrid
  • Chatterpix
  • Seesaw

Note: It is NEVER safe to look directly at the sun! I have parent permission and NASA approved eclipse glasses for each of my firsties. We are going outside to view the eclipse. I will (obviously) be very strict about making sure they know the damage that can be done if they do not leave their glasses on their eyes. I’ve done my research and know that if they look with a naked eye they won’t feel pain because the retina doesn’t have pain receptors and they will have blurry or even lose their vision permanently. I’m going to be very up front and honest with my firsties and I trust them to follow my directions.

PS – I’ll take pictures tomorrow and edit this post after!

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#FailForward with paper airplanes

Today was a hectic day. Track 2 tracked out and needed a home base for the day so the track 3 teacher could move into her room. So the track 2 teacher and I decided to #innovate4littles! We planned a paper airplane STEM challenge. It was hard. It was fun. It was dramatic. It was challenging. It was busy. It was engaging. It was amazing. It was innovative!

First, we watched this video. (Don’t judge the weird voices. It was the best we could find on short notice.)

And then we challenged them! We asked them to make a paper airplane that could fly far and not catch on fire. 😜 We showed them a paper airplane book (which a friend called out to identify as a how-to book! 🤗#elaKW2 #innovate4littles)

Then we gave them the rules:

  1. make an airplane
  2. write your name on the airplane
  3. the only material you can use for your airplane is paper (no tape, no glue, no scissors, no paperclips.)

We told them they could use youtube kids to search for how to videos, use the how-to books we had or teach each other if they already knew how to make paper airplanes. The kids immediately broke into their own working groups to build some airplanes. We walked around and called out what we saw for some of the lone roamers to find a group. “Chloe is teaching this group how to fold a paper airplane.” “Ian found a video on youtube kids.” “This group is following the how-to book.”


The room was buzzing with students folding paper. I won’t lie, there were tears. A LOT of tears. Teachers sat down with the stressed out kinders to slow down the steps, model, provide extra hands to stabilize paper being folded, and pause videos at the right moment. Coaching, scaffolding, good teaching.


Then they were ready to test their creations. We went outside to fly them. (We didn’t measure distance this time. That will come soon though!) Kinders teamed up to see who could fly theirs farther than the other. They made sure to start at the same standing spot to be fair. They struggled again because the wind blew the airplanes in crazy directions. (#scieKE1 #ssKG21)

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Finally, we brought them together to debrief. We discussed how it was hard for everyone. Almost every kinder had to use more than one sheet of paper to make a successful airplane. One kinder even used 13 sheets of paper before getting a flying airplane! We talked about how you can learn from something not working. How you change to make it work. How struggle makes your brain grow. How even though it was hard everyone who kept trying made it work. How paper airplanes are like reading, writing, and math. Because mistakes are good, not getting it the first time is good, struggle is good. Then we watched a video on Class Dojo about Growth Mindset. And discussed how it connected to the paper airplanes and learning.

Sometimes you need to take a break from your pacing guide and teach life lessons.

Please share a time when you switched gears and tried something like this with your class.

 

#wakeTLC #PBLitsnothard

#WakeTLC was an amazing opportunity provided to me and other teacher leaders by our district. They were looking for teacher leaders to embark on a self/team guided professional development journey. We were given the agency to choose from Instructional Design, 4Cs, and Project Based Learning (PBL). My group of amazing educators (Kara Damico, Betsy Archer, Rachel Gates, Gloria Butler, Ashlee Wackerly, and Kim Collins) decided to focus on PBL. We entered this journey from all different experiences and background knowledge about PBL. We ranged from not even really understanding what PBL is to others who had dabbled a bit in PBL. Together we dove in to the world of PBL and made a pact to each try one in our classroom before putting together the “deliverable” the district asked us to create.

Because sometimes the universe aligns perfectly, Hacking Project Based Learning was published near the beginning of our work together and it gave us just the jump start we needed to reach a common understanding of PBL and begin planning. After reading the book I was inspired to design a flow chart based on chapter 3. At one of our #wakeTLC sessions we used my flowchart to design a self-guided, differentiated, interactive digital resource for teachers to begin the PBL planning process. Please check it out and leave feedback!

#PBLclouds – the reflection

STOP! This is a reflection post! If you haven’t read the story about what happened during #PBLclouds. Click here to read it now!


My favorite thing about doing a PBL with my weather unit is that my students took ownership over their learning and I only needed to provide them with the time and space to discover. Since this was my first PBL, there are definitely some things that went well and things that totally tanked!


BIE was a great starting point for me. It provided a great outline for my PBL. From there I tweaked some things because their unit was for a first grade class and I’m working with kinders. What I found the most interesting about planning with the BIE resource was a lot of the things I had done in this unit before were in the PBL plan! They were just done a little differently.

I’ve always read Little Cloud by Eric Carle and done a painting activity. The difference was I did it at the end as a culminating art connection. This time I did it as an introduction and launch! The other difference is that before I did the painting ink blot style. Where you dab some paint in the middle of the page and then fold it in half and open it to see what it looks like. This time I let my kinders paint the cloud in the shape they wanted. This changed the perspective. Instead of looking at something that was nothing, my kinders were able to intentionally paint a cloud in the shape they wanted it allowing them to connect to past experiences of seeing clouds.

I’ve also always done the cotton ball clouds activity with my kinders. The difference again is that I used to do it at the end of the unit as a calumniating activity. This time we did it in the middle. I used to have to direct the class in how to manipulate the cotton balls to make them in the shapes of different clouds, this time they worked collaboratively and helped each other problem solve to model different types of clouds. My kinders took what they learned from watching cloud videos and we’re able to stretch and pull the cotton balls apart to make the cloud models. They made models of 6 different types of clouds where in the past I was pulling my hair out to get 4 types!


Both of the above activities were improved through the PBL approach. Allowing children to be intentional and connect their learning to their experiences allows them to see the connection. It was hard, but letting go of the reigns for the cotton ball cloud models and allowing my kinders to problem solve and communicate made it a huge success.

My favorite task I designed for this PBL is the YouTubeKids mission. My kinders have been trying to watch videos on YouTube all year. They know they aren’t supposed to because the content can be inappropriate for school but they do it anyway. They got on in the computer lab, they got on in the classroom on computers and iPads. Rather than fight with them about using it for entertainment, I decided to teach them how to use it for research and and a source of information. Because of content, I decided to use YouTubeKids with them. It blocks much of the inappropriate content. Molly Harnden came to help as extra adult hands with my 6 groups. We talked about what would make a good teaching video and what would be just for fun. We talked about what words to use for a good search. And then they were off. The room was a buzz and it was AHHH_MAAAAZIIIING!!! This went so well that I no longer ban the use of YouTubeKids with my kinders. They know how to use it to find information and are not just watching mindcraft videos!


I was thrilled to get this feedback from a parent after all the hard work we put into learning about the types of clouds and the weather associated with them:

facebook

Isn’t that kind of connection to real life and retention of information what all teachers dream about?

 

At the start of the PBL we took a pre-assessment so my kinders could rank their current knowledge of clouds and weather.

The plan was to do it again at the end and let them compare the 2. We’ll we got into this and busy with that. Before I knew it, it was time to track out! I never did a post assessment! Next PBL I’ll be more careful about wrapping up BEFORE track out! This kind of reflection would have been amazing to observe as my kinders realized how much they learned through discovery.

 

I was really proud of my kinders’ use of the Do Ink Green Screen app to create their weather report videos. But it could have been SOOOO much better! We outlined what meteorologists say, show, and do in their reporting. They discussed with their group what they wanted to say. I SHOULD HAVE had them write down their lines and practiced. We SHOULD HAVE done a few takes of the video and viewed and provided feedback with the whole group prior to publishing. I know I SHOULD HAVE done these things because I got everything from this

​to this:

​Another lesson learned: TV meteorologists are SUPER busy! I didn’t have any luck getting a local news meteorologist to come as an expert visitor. I’m SUPER grateful for a parent contact with the self-employed meteorologist that did come as our expert visitor. I learned something from him! Did you know that meteorologists are important for golf tournaments? Me neither! I also didn’t realize they had specialties like his – predicting lightening. Pretty cool!

Questions or comments about our PBL? comment below!

 

#PBLclouds – the story

In January I participated in a twitter chat #hackingPBL and was so inspired I bought the book Hacking Project Based Learning by Ross Cooper and Erin Murphy. I had learned about Project Based Learning (PBL) in college at SUNY Frediona from Dr. Mira Berkley. I already knew PBL is good for kids. If you don’t know what PBL is read this. I’m not going to get into that now. I want to tell the story of the first time I tried a PBL in my kindergarten class. I reached out to Erin on twitter for a little idea bouncing because she has experience with the logistics of PBLs with kinders. She was very supportive! Fast forward to February. I am a member of the Wake County Teacher Leader Corps (#wakeTLC). We meet 5 times a year to improve our own instruction as well as support other educators in our schools. This year’s focus is a self guided group project. I knew back in November at Fall Convergence #WonderWake I wanted to get into trying PBL in my room. So I joined a group working on PBL. At #wakeTLC in February we listened to Erin Gannnon talk about PBL and she introduced me to a resource bie.org. I began searching right away for ideas to get me going on my first PBL. I found one on weather and clouds. A perfect fit for the weather unit I had just begun. So it was time to change gears! It took me about 2 weeks to wrap my brain around it and plan for it. I decided to photo/video document my learning process and my kinders’ learning process on twitter using #PBLclouds.

Day 1: I launched the PBL reading Eric Carle’s Little Cloud and then let my kinders paint a cloud. I of course forgot to take photos on our first day!

Day 2: After launching, I needed to teach my kinders how to collaborate. We created an anchor chart together.

Day 3: Next, we took a pre-assessment of what they already know about clouds and weather.


Day 4: I strategically grouped my students taking into consideration kinders who bring devices from home and tried to balance my talkers and my thinkers. Their first task as a group was to decide on their roles.

Day 5: I invited our school technology facilitator, Molly Harnden, to come collaborate with me because I was about to give my kinders a mission I had never tried before. I asked my collaborative groups to work together to find a video that teaches about the different types of clouds. The task included using YouTubeKids to find 4 different videos about the types of clouds and deciding together which one was the best. This was a very involved task and required my kinders to be critical of the information they found as well as reaching a group decision. Each member of the groups had a role and each role had a specific task for this mission. Leader – listened to each member’s opinion of the best video and decided which video got the most votes. Recorder –  wrote down the title of the video they chose. Digital leader – worked the iPad to show videos. I chose this mission because my kinders were using YouTube already for entertainment. So I taught them to use a safer version – YouTubeKids and how to use it in an effective way for learning.


Day 6-8: Each group shared the video they chose and why they picked it with the whole group using Reflector 2. This took 2 days longer than I anticipated. I had to learn to be flexible!

Day 9-14: We went outside to observe the clouds. Each group kept track of the clouds they saw using a graph. There were protocols for each role during observations. Leader – listened as every shared and decided what the recorder would record based on what they heard. Recorder – recorded on the graph.  Noise Monitor – used a pointing protocol to make sure that the group members were taking turns to talk.

Day 9-10: The groups built models of the cloud types we learned about with cotton balls. I had done this activity for the last 4 years but this year was different! In the past, it was very teacher directed and I had to tell them what to do with the cotton balls to make each type of cloud. This year, they worked with their groups and didn’t need my help at all! They were even able to model 6 types of clouds where in the past we only did 4. The groups even came up with a way to color the clouds black for the storm clouds!

Day 12: This is where karma was on my side! We scheduled a Science Fun for Everyone field trip at the beginning of the year. The theme was meteorology! I was so proud of my kinders being able to answer the scientist’s questions and make connections to what we were doing.


Day 13: We watched a few videos of TV meteorologists and made notes of what we noticed. We watched each video 3 times. The first time was just to watch. The second time I asked my kinders to think about what they saw in the video. The third time I asked them to pay close attention to what they heard the meteorologist say. We made a list.

Day 14: We went over the list we made the day before then the groups decided on what they were going to say in their video and who was going to say it. Each group took a video using a green screen for their weather forecast. Molly was a big help teaching my class to take videos!

 

Day 15: Groups used Kiddle (another great resource brought to us by Molly!) to search for images to use behind their Green Screen video. Molly and I taught the groups how to use the DoInk Green Screen App to create their video and the groups shared their finished products. We critiqued each video using the list we made on day 13.

Day 16: I was able to get a local, self employed meteorologist to come talk to all 100 kindergarteners at #WeAreBrierCreek! Big thanks to Josh Nagelberg for coming out to talk to such a big group of kids! They loved seeing the connection between what they are learning and a real life meteorologist!

Stay tuned for future posts on this PBL. My plan is to write one as a reflection of how #PBLclouds went, another as a reflection of lessons learned from #PBLclouds and Hacking Project Based Learning, and another with my next steps and where I’m going in my PBL journey!

Questions or comments on #PBLclouds? Post below! Thanks!

Hacking PBL – book reflection

I wanted to compile my books snaps and other creations after reading Hacking PBL in an easy to see format. 

Hack 1


Hack 2

https://padlet.com/embed/wxjheok9dr7ohttps://padlet.com/embed/wxjheok9dr7o

Made with Padlet

Hack 3

Displaying Is it PBL worthy?.jpg

Hack 4

Planning PBLs

Things I’m doing that are in the same family as PBL: STEM/STEAM, Genius Hour!

MUST be flexible!

Hack 5


Hack 6

Assessment

On my todo list- try shifting the ownership of assessment to the students. It will look different in kindergarten but I think it can be done. #innovate4littles #kindersCAN

Hack 7

Feedback

Things I’m doing:

2 stars and a wish – students do this with parents at student led conferences but I can shift the protocol to be used by them to eachother. Students share 2 positives or compliments and 1 thing they want to do better.

glows and grows – I use this protocol when reflecting with my class as a whole group. Since they are familiar with it they can use it with peers. I ask for or  share things in a lesson or activity that glowed and things that can grow.

Hack 8


Hack 9

Student understanding can be measure by more than a standard test. Student performance can measure understanding in a deeper way than a standard test. Your assessment should look and feel like the instruction. Understanding shouldn’t be measured 1 way 1 time.

Hack 10

Students should be sharing projects with the world because realistically that’s what people do. This is a good time to harness the power of social media. It’s important to help children build a positive digital footprint early. When using social media it is importanto teach digital citizenship frequently.

My Knowledge of Content Knowledge

Here I sit on an airplane on my way home for the holidays and all I can do is reflect on my teaching. It’s the end of December the universal time for reflection. It’s hard not to end the year and prepare for the next and not reflect on life in general. My professional resolution this year is momentum. I want to continue the momentum from #wonderwake and all that I learned and challenged myself to begin. I’m ending 2016 with a blog post and I’ll begin 2017 with another. 

This post was meant to be me reflecting on Standard 3 of the NC teacher evaluation standards. But, as I started to type it turned into my talking about a math lesson I taught in the hallway the last day before winter break and a track out. However I think this lesson I ramble about is a great example of how I meet this teaching standard. 

I started out on my plan to dissect standards :

Standard 3 -Teachers know the content they teach – align to standard course of study, content appropriate to teaching specialty, recognize interconnectedness of content areas, make instruction relevant 

My curriculum is based on the North Carolina Standard accursed of Study based on the Common Core State Standards. I am tasked with teaching 5 year olds to read and write, to understand how numbers work, basic science concepts (animals, weather, and properties), basic social studies concepts (citizenship, economics, cultural similarities and differences, and maps). I love that the standards I teach were written vertically. You can choose any strand and follow it all the way up through high school. I think this is so important for the students. It gives a purpose for every small piece I teach. Everything builds on the grades before and challenges students to learn more and think deeper. 

Here’s what I’ve learned about my curriculum- basic is not basic at all! Teaching a child to read and write in 9 short months is nothing short of a miracle! There are times I’m not even sure how it happened! Students in kindergarten come in with the widest range of background knowledge than any other grade level! (Here’s where the ramble begins) For example- my current unit in math is geometry. Yes geometry in kindergarten! We learn 2 D shapes, 3D shapes, Positional words, comparing and building shapes. I have students who have not had any experience with any shapes and others who know basic shapes (circle, square, triangle…), and others who know it all already! Here are 2 of my students explaining. How they are exploring shapes. My friend in green took the lead. My friend in red is a little embarrassed to be on camera! 😄


My job is to take what they know and teach them what they need to know. If they already know it I need to teach them a deeper understanding and how to use their knowledge to teach others. Tasking students with tutoring a peer who struggles is a great way to deepen their understanding. Teaching another student requires a child to think about it in a different way. 

This lesson took place in the main hall at my school. We are a year round school and on our track out days I end up with out a physical classroom and need to be creative and flexible about where and how I teach. This was a shape hunting lesson- look for shapes in your world around you. How do they make up real things? (eh hem – engineering) pretty things? (errr – art) etc. My challenge is to not only have students who don’t know shapes to find and identify them but for students who do know shapes to describe, compare, and teach them.

In the video above Green was peer tutoring Red in shapes. He learned so much from her in 10 minutes that would have taken me at least 2 small group sessions to teach him. As they hunted for shapes they took videos using Chatter Pix Kids and SeeSaw (2 of my favorite apps to smash – if you don’t know them you need to explore!) Here’s Red’s post on SeeSaw after Green helped him hunt for shapes.

What do you think? Was my lesson here relevant? Connected? Appropriate? Aligned to standards?