First Grade 3D Jewelry Design with Makers Empire

Each year, the art teacher and I collaborate on a 3D design and 3D printing project to accompany her art standards in 1st grade. Blokify has been a trusty 3D design tool that has served this project well due to its simplicity on the iPad. However, this year we hit a road block. Blokify is no longer available in the app store, and this was the year that our iPads finally quit supporting its functionality.

I began exploring alternatives.  There are so many 3D design apps and web tools out there, but the tricky part is finding one that is developmentally supportive to 1st graders.  The app I decided on was Makers Empire. This app has a lot of options for 3D design and also has some gaming built in, but it has a block based design tool called Blocker that works very similar to Blokify. This app is free to use but it’s not free to access the teacher dashboard and be able to download the STL files for 3D printing. It’s also not cheap, so we decided to test it out with a free 14-day trial and see how it served our project.

After tinkering with the app on my own, I decided on some steps it would take to get our 1st graders designing. Makers Empire is not an app you can just open up and start. There’s some setup involved, which I felt like was a bit of a barrier to our 1st graders. Ms. Foretich and I made a slideshow of steps to get students started, and we all sat in front of the screen to do these setup steps together.

First, students tapped on “new” to create new accounts. First, they create a hero. This is their avatar, but we didn’t want to spend much time on this so we just told them to tap each button and make a quick selection.

Next, students let Makers Empire assign them a random name and skipped the password step.

Prior to their arrival, I went into the dashboard and setup a class for each 1st grade homeroom. Students were able to select their class, grade, and type their real name so that I could easily identify their account in the teach dashboard.

This finally brought students to the screen where they were ready to create in Blocker.

At this point, we had students turn over their iPads so that they could see the steps needed to create a jewelry pendant for 3D printing. Since Makers Empire has so many things to click on, I really wish we had time for them to tinker first. However, we decided to focus them on a few buttons and promise them that when they finished their design that they could tinker with any of the other parts of the app.

In Blocker, we only needed students to use the add, delete, and view buttons to create their design, so we showed them these 3 buttons. We also talked to them about the requirements for a pendant. It needed to be one level tall. All pieces had to be connected by at least one side. There had to be a hole for string to go through. Students could design a specific shape or something abstract.

We sent them to tables with iPads and then rotated around to support students with any design questions or confusions they had. Once students were actually in Blocker, most of them had little to no trouble figuring out how to design. When students felt their design was done, they raised a hand for us to come and double check it. Then, they named the file with their name and moved on to tinkering with any part of the app.

Once students left, there were several steps for me to do. I loved that I could log in to the dashboard in Makers Empire and pull up each class, see their files, and download the STL file. This was such an easy step that was so much better than my experience with Blokify. I imported each filed into the Makerware software for our Makerbot and put about 8 files on each plate. On paper, I labeled each plate with student names so I knew which file belonged to which student.

Then, the printing began. Each plate took about an hour to print and there were about 3 plates per class. In all, it took about 12 hours to print the whole first grade’s files across a few days. As each plate printed, I put pendants in individual ziploc bags with the teacher and student name written on the outside.

When classes were finished printing, Ms. Foretich took the pendants to the art room for the final steps. Students colored their pendants with sharpie markers, placed string through the pendant, and added decorative beads to finalize their jewelry piece.

I loved seeing students wearing their necklaces around the school. They were so proud to show them off to me in the hallways.

Now, Ms. Foretich and I need to think through this tool, how often we might actually use it through the next school year, and whether it’s worth the lofty price tag. If you know of other 3D design tools that might be a good fit for this project and first graders, comment below.

 

Poem In Your Pocket Days 2019

We just wrapped up 2 days filled with poetry readings. For many years, we have been celebrating poetry month and national poem in your pocket day by hosting a poetry cafe in the library. During this 2-day event, every class in the school comes to the library for a 20-minute session. Students sit in a specially decorated area of the library filled with soft cushions, lighting, flowers, and a fancy microphone.

Every student has a chance to come up and share an original or favorite poem into the microphone and we celebrate each poet with snaps and quiet claps. This even is broadcast via Youtube Live so that family and friends can enjoy our poetry from afar. Ahead of the even, I setup each Youtube event and put the links to every class on a Smore page for easy access and sharing. As we broadcast each event, it immediately archives to Youtube and the Smore page.

One of my favorite parts of these days is that it is one time where every single student in our school has an opportunity to be seen and heard. While not every students chooses to get in front of the microphone, they all have the opportunity.

There’s always magical things that happen: kids who are shy have a friend who encourages them and stand with them, a poem is tucked away in a special place like a shoe, a student creates an unexpected poem that stands out in a beautiful way, a student reads a poem in a different language, a parent or teacher shares a favorite or original poem.

I invite you to listen to some of the student poetry by visiting the Youtube links on our Smore page. You can continue to leave comments for the students on Youtube or on Twitter by using the hashtag #barrowpoems

Happy poetry month!

Sharing Books Through Google Slides, Shelf Talkers, and Book Talks

I’ve been working with Ms. Hicks and a group of 3rd graders to think about our reading lives, how we talk about books, and how we share our reading with our local and global community. Over the past few weeks, we’ve been thinking more about our school community and what we can do to share new book ideas with them.

We started our journey by creating a rolling slideshow that could be displayed on a hallway monitor that most students pass at some point during the day.

Each student created one slide about their book.  Their goal was to write a short blurb about the book to inform passersby about the book they had read. They were also supposed to include an image of themselves with the book or the book by itself.  I published this slideshow to the web and set it to rotate slides every 15 seconds and repeat the show when it reached the end.

It continuously plays in the hallway until we update it with new slides.  Then, I’ll need to publish it to the web again.

Next, we talked about other ways we could share our books with the readers in our school. We brainstormed a list, and rather than asking everyone to do the same thing, students chose from the list what they wanted to create. They could create a shelf talker like you might find in Avid Bookshop, a poster to hang in a strategic spot in the school, or a book talk that could be shared on our morning broadcast, BTV.

To get ready, we looked at some mentor examples. A few years back, we Skyped with Will Walton at Avid Bookshop, and he shared tips from writing shelf talkers. We took a look at his video clip and a few examples from the shop. I made an example of a book poster on a Google slide and had students point out things they noticed. For book talks on BTV, we revisited our 30-second book talk Flipgrid videos and reminded ourselves about a good hook, a tease of information, and a recommendation.

Students made their selections and got to work creating. Ms. Hicks and I conferenced students but also encouraged students to share their work with one another for feedback.

For posters, I created a blank set of Google Slides, which Ms. Hicks shared with the students. Each claimed a slide, chose a background color, added a short book talk, and chose images from Google Explore that represented their book.

As students finished, I saved each slide as a JPEG and printed them in color.

Students met together to brainstorm strategic spots in school to place their posters. They decided to pick spots where people would have time to stop as well as spots that were visible. This was spots like the water fountain, the hand dryer, and columns in the rotunda.

For shelf talkers, students displayed the book that they wrote about near its genre section and taped the index card shelf talker underneath.

For BTV book talks, students wrote out their script and practiced. Then, they scheduled a day to come to our morning broadcast to share their book.

As a part of the book talk, each student shared which section the book could be found in in our library.

Our hope is that giving student these authentic ways to share their reading lives within and beyond our school will get them thinking about even more ways they might share the books they are reading. We hope that it raises the awareness of other readers in our school to want to also share their reading lives within their classroom and around our school. We are hoping that are small group explorations will put a spark back into grade levels to incorporate this more into the classroom culture.  I know that I want to be more intentional about getting student voice out into our school in regards to sharing our reading lives.

 

 

 

 

Storybook Celebration and Parade 2019

We continued Read Across America Week this week by having our annual Storybook Parade and Celebration.

We started our day with 2 guest readers in every classroom. They read favorite books from home as well as books from our library collection. It’s always a great way to get kids excited about trying out some new stories in our library.

Next, we held an assembly in the cafeteria. This was our chance to come together as a school for a story and to see each other’s costumes.

Dressed as Jarrett Krosoczka’s Lunch Lady, I read aloud Everybody’s Favorite Book by Mike Allegra. Since I was reading to 600 students, I wanted something that could be a bit interactive, and this book has some great moments for choral reading, laughs, knock knock jokes, and saying yes or no. I projected the book up on the screen so students could follow along as I read.

Next, each row took turns standing to show off their costume and faced the back of the lunchroom before sitting back down. This allowed us to get prepped to walk out the door for the parade.

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I kicked off our parade with our 5th graders as we marched down the sidewalks by our school, the UGA athletic fields, and Lumpkin Street. Students chanted “Read More Books” and added in some rhythm along the way too. We loved seeing families waving along the route as well as UGA students walking to class or cars driving down the road. It is a great way to make our school and reading visible in our community.

Our 5th grade stopped by the Dooley garden to have some lemonade and donuts while the rest of the parade passed by.  Many group photos were taken based on themes of costumes.

Once we returned to school, grade levels held their own activities in their classrooms. As with any schoolwide event, it takes a village to pull this off. This tradition is one that students always look forward too and remember for years to come.

Now as we head into spring break, our students can spend some time reading more books!

The 2019 Student Book Budget Orders Have Arrived!

After surveying our entire school, analyzing data, setting goals, meeting with vendors, creating consideration lists, and narrowing down orders to meet their budget, the hard work of our student book budget team has paid off.  All books from our 3 vendors have arrived and it’s time to get these books out into the hands of readers.

The book budget team met to unpack the books. Across 90 minutes, all of our books from Capstone and Gumdrop were checked on the packing slip, sorted into genres, labeled with genre stickers, and scanned into subcategories in Destiny. Every student on the team took a role in the process and I walked around to assist with questions and tricky genre decisions. I also helped students make sure they were sorting books into the right categories such as chapter book, picture book, or informational book.

Our books from Avid had to be cataloged so I “volunteered” to do this step for the students and some of our library volunteers have helped with getting the barcodes and plastic wrap on the books.

The book budget team met one final time to display the books for readers to see. It was hard for us to find a time to meet to get the books displayed so we all came one morning right after morning broadcast before our school day started. Students worked efficiently to get all of the books displayed in the windows, counters, and tables in the library. It was amazing to see all of the books out together and see all of our hard work pay off.

The real payoff comes when the book budget students get to check out some of the books and then see the rest of the school pour in to the library to check out books. It doesn’t take long for the tables full of books to be reduced down to a couple of tables and then a single table. These books are always popular with readers and I love knowing that our library collection truly is “our collection”. We build it together.

Bad Kitty Kitten Trouble: A Visit with Nick Bruel

We’ve been purring with excitement for the past few weeks as we geared up for an author/illustrator visit with Nick Bruel. Nick is currently touring to promote his newest installment in the Bad Kitty series: Bad Kitty Kitten Trouble.

Prior to his visit, we held an art contest in the library. Students in any grade could enter. Their task was to name a new Bad Kitty book and create a cover for that book. Winners in the contest received an autographed copy of Bad Kitty Kitten Trouble and honorable mentions received a blind bag Hatchimal.

Once again, students amazed us with their creativity in both titles and covers, so it was hard to narrow down to just a few top winners. All student artwork was displayed in the library windows to welcome Nick to our school.

Our 1st, 2nd, and 4th grade packed into the library to hear Nick talk about Bad Kitty. In the beginning, he introduced us to the newest book: Bad Kitty Kitten Trouble. He made the connection for students that it was inspired by the global issues around refugees and how we welcome them into our communities around the world (or not). Even though this Bad Kitty addresses a global topic, it is still a Bad Kitty book at heart with plenty of humor along the way.

Nick read aloud the first couple of chapters of the books, and it was fun to hear students chime in with the repeating lines that they quickly noticed.

Rather than go through his whole writing and creating process with students, Nick took a different approach. He made sure we divided the audience in half as they were being seated and he had each side think of pieces to an entirely new story. One side thought of a character, while the other side thought of an emotion. Then, he picked students to share their thoughts. Our story title became “The Happy Cockroach”.

With this title, Nick began asking questions to each side of the room. With each question, more of the story developed and more questions emerged. Why was the cockroach happy? ….because he was in a hotel full of food.  What problem might that cause?….he ate too much.

The questions and answers continued until we had created a story from beginning to end. Nick took time to retell the story from memory using every answer that students had given.

This brought us to the learn the secret of writing.

This was a perfect setup for students and teachers to take back to the classroom to continue writing workshop. Nick even gave them some activities they could try when they returned.

Students always love to see an illustrator draw, so Nick of course drew Bad Kitty for us. After that, he took time to reinforce the idea that simple changes to the same drawing can give your character different emotions. He did this by just drawing the eyes, nose, and mouth of Bad Kitty and making changes to show surprise, adorable, and crazy.

He finished up his time by letting students ask questions, and he even got some questions he had never been asked before. One of those questions came from a 4th grader: “On a scale from 1 to 10, how would you saw your writing and illustrating has improved since the first Bad Kitty?”  This question took some thought, and even though he didn’t have a number to assign, he did talk about how his work had grown both in writing and illustrating.

Before he left he signed pre-ordered books for students. Our PTA bought a copy of Kitten Trouble for each homeroom class library.  We also now have 6 copies in the library for checkout.  Thank you to Avid Bookshop for bringing another author to our school to inspire our reader and creators. Thank you to MacMillan Kids for continuing to send authors on tour to bookshops and schools.

This was our 4th author/illustrator visit this year, and each one brings a new piece of learning and inspiration to us all.

These visits connect us with a real person that creates just like we do in our classrooms and homes. These visits build excitement for books that some students may not have engaged with yet, and they create a shared experience that we can all continue to talk about throughout this year and in the future.

 

A Rock Exploration: Researchers, Photographers, and Poets

Our 3rd graders study rocks every year as a part of their science curriculum. This year, we brainstormed some new ideas to support this study and scheduled two 45-minute sessions for each 3rd grade class.

Session one focused on facts and observations. To begin, I asked student to put themselves in the shoes of a researcher and consider what someone researching rocks might do. They named things such as reading books, talking to experts, doing experiments with rocks, going outside and looking for rocks, and visiting websites and videos. For this session, students rotated between 3 stations. Each station lasted for approximately 10 minutes.  I didn’t want them to be slowed down by writing down facts, so this day was just an exploration to mentally gather as many facts as they could. Some students still chose to write things down but most took my advice of making mental notes.

Center 1: Books

I gathered multiple books from our nature section of library. Prior to this center, I reminded students how they might dive in to multiple books without reading entire books. We reviewed the table of contents, index, and captions. As students explored this station, the teachers and I noticed students talking about photographs that caught their attention so we jumped in to the conversation by directing students to text or captions that supported the conversation. So often, I see students chat about photographs and forget to read the text, so we tried to gently intervene to make sure the conversation was based in fact rather than speculation.  One of the biggest hits at this stations was learning about birthstones and making a personal connection to gemstones.

Center 2: Rocks

When I was growing up, my grandmother and grandfather took me to Cherokee, North Carolina to visit ruby and gem mines. My grandmother would save her money all year and then buy multiple bags of dirt containing gems and we would spend hours sifting through the dirt in a water trough. I saved the rocks from all of those trips and now they have become a part of my educator collection.

At this station, students used this mix of rocks to make observations and sort rocks in different ways. I included to large circles that students could use as a Venn diagram and compare and contrast rocks based on texture, size, shine, and more. All students worked together to sort as many rocks as time allowed.

Center 3: Websites and Videos

Amethyst is February’s birthstone and also Georgia’s state gem. This station focused on exploring amethyst through websites and videos using a Symbaloo. One of our favorite sites is Gem Kids because it allows students to see gems under a microscope, on a map of the world, and see photos of gems with captions full of info. Students also loved watching the Jackson’s Crossroads video from Georgia to see what amethyst looks like when it is found.

Day 2 of our exploration focused on creativity. We read the book A Rock Can Be… by Laura Purdie Salas and Violeta Dabija. At the conclusion of this poetic book, it says “go a discover what else a rock can be”. This invitation brought us to our next explorations. This time rather than rotating every 10 minutes, students rotated as they finished each step.

Center 1: Artistic Creations

Students once again found boxes of rocks that they could observe. However, this time, their goal was to use the rocks to create something new. They could create a word, shape, object, or anything their creativity sparked. Once they made this creation, they used an iPad to snap a photograph.

This center was fun to watch because every student had a different way of making something. Some had an object in mind already like a football, and they used the rocks to make that shape. Others found one rock that inspired them and they used that rock to form what came to their mind. This was also the station where we saw so many students shine. I loved that whether a student had an English barrier, a reading challenge, etc, this was a visual station that allowed so many voices to be heard in a strong way.

Center 2: Poetry

As students finished photography, they moved to writing in another part of the library. If students had a poem already forming in their mind, they could use a blank piece of paper to create it. However, if students needed some extra support, they used A Rock Can Be… as a mentor text. I had a simple organizer with a structure already formed for them with “a rock can be” and some blanks to create two-word lines in their poem.

The teachers and I did a lot of conferencing at this station to help students focus on the photograph that they created. Most students had their photograph pulled up on their iPad as they wrote. Some chose to focus more on rocks in their poem while others focused on whatever shape they had created.

Center 3: Recording

Students moved to quiet space in the library to put all of their creativity together in Flipgrid. I setup our grid to have a guest code so that students could scan a QR code, enter their first/last name, and start recording. They could record their face on the video or flip the camera and record their poem. During the final step, students imported the photograph of their creation and then used the Flipgrid stickers to add another layer of artistic expression. This final step was tricky because it was tempting to add lots of the fun stickers. However, I encouraged the students to think about what stickers added to their photograph and brought their rock to life. I loved seeing what some of the students chose from the sticker assortment.

Going into these 2 days, I was really unsure of how it would all connect together, but once I saw the flow, I really like what happened. I especially enjoyed day 2 and the creativity that came from our students. I need to do a bit more thinking about day 1. I think it was a great mix of modalities, but I do wonder about what I could do to keep the students more focused in the centers, especially the reading center. It might be as simple as drawing out a card that says “pick a word from the index to read more about” or “flip to a random page and read a caption”.

All in all, I’m excited about the creations we made. I invite you to visit our Flipgrid and view and like the student poetry videos.