Punkin’ Chunkin’: A Halloween Makerspace Event

Our makerspace sessions this year have been following a month-long theme, but for Halloween, we decided to have a one-time special makerspace.  In the past, we’ve done a “design something spooky” challenge where kids designed haunted houses, ghosts, etc and used littlebits to give them lights, sound, and movement.

This year, Gretchen Thomas from UGA suggested pumpkin catapults, and it was the perfect suggestion. Ahead of the session, students signed up on a Google doc with their teacher for a 30-minute slot.  As students arrived, they checked in with a UGA student and sat on the carpet in front of the projector.  While we waited on arrivals, they watched a video of the Punkin Chunkin event in Delaware.

We chatted about observations. Many students noticed the different styles of catapults that were made and we wondered about how many times they had to work on their inventions before they worked the way they wanted them to.

Next, I muted a video showing students working on a smaller scale pumpkin catapult.

While the video played, we talked about the day’s challenge. Students were challenged to design a catapult that could launch a candy pumpkin across the library. They used the video to name some of the materials they would need: plastic spoon, popsicle sticks, rubber bands, tape, and a pumpkin. Students also saw in the video that there were many designs of catapults and that adjustments were constantly being made to improve the catapults.

When they were ready to take on the challenge, students gathered their initial materials from a supply table and made their first attempt at a pumpkin catapult. Some jumped right in while others went back to watch the video again. Some chose to work together, while others chose to work alone.

As first attempts were finished, students picked up a candy pumpkin and moved to our launch zone. This was a crucial piece of the experience. I wanted a designated area for launching in order to contain the mess but also to keep students safe from flying projectiles. We launched pumpkins in the back of the library toward our green screen wall.

Most students had mediocre first launches, so we chatted with them about what they thought might improve their design.  Students went back and forth from the launch zone to the building areas.  UGA students spent most of their time at tables assisting students who were stuck or needed an extra hand. Some of them also helped with keeping students safe from flying pumpkins in the launch zone.

Even with pumpkins flying in the back of the library, this was a surprisingly peaceful makerspace. Students were very focused on their designs, especially as we moved higher in grades. Pairs of students worked well together and students were for the most part safe when launching pumpkins. I loved seeing the many different designs. Some were very simple and some attempted to make very elaborate catapults.

This experience could have many extensions if we had more time. I would love to add a measurement component to see which catapult threw pumpkins the farthest. We kept things very open-ended, but you could also establish some boundaries as to what elements of the catapult were required, how many materials could be used, etc.

With the time we had, this was the perfect setup. Students had plenty of time to make a catapult that had some type of success and they were able to take what they made with them to continue working on or exploring.

Making Inferences Through Picture Books

Our 5th grade recently spent some time in the library exploring places in texts where the reader must make an inference in order to know the full story. This is a standard that our 5th graders work on in the first quarter.

ELAGSE5RL1: Quotes accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

To prepare for this lesson, I spent some time reading several picture books as well as exploring what other educators have done with inferences. This post by Pernille Ripp was especially helpful.  Anytime we work on language arts standards, I want a good portion of our time to be spent actually reading rather than just practicing a specific skill.  With picture book month approaching, I thought this experience would be a good time to reiterate with our older readers that picture books are for all readers and to give them time to read at least 2-3 books during our time together.

Here are the books I decided to pull for this experience:

  • The Skunk by Mac Barnett
  • We Found a Hat by Jon Klassen
  • Shhh! We Have a Plan by Chris Haughton
  • Mr. Peabody’s Apples by Madonna
  • The Rough Patch by Brian Lies
  • Julian Is a Mermaid by Jessica Love
  • Rules of Summer by Shaun Tan
  • Voices in the Park by Anthony Browne
  • The Other Side by Jacqueline Woodson
  • After the Fall by Dan Santat
  • Duck! Rabbit! by Amy Krouse Rosenthal
  • My Lucky Day by Keiko Kasza
  • Boats for Papa by Jessixa Bagley
  • Unspoken by Henry Cole

For each book, I made a folder with instructions and a guiding question. Inside the folder, I placed some blank post-it notes.

As students entered the library, we began our time on the carpet. I launched right in to talking about a picture book author, Bethan Woollvin. I let students know about her subversive, fractured fairy tales and also that she leaves some of her story to the reader to figure out.  In each class, there was usually a handful of students who mentioned that this was an inference. If they didn’t then, we talked about how we would need to make inferences when we read her stories.

I read aloud Little Red.  We paused a few places to talk about inferences we must make as the reader:

  • When the wolf makes a plan
  • When the wolf climbs into Grandma’s bed looking completely ridiculous
  • When Little Red makes a plan
  • When Little Red is wearing a wolf costume at the end of the book

This whole read aloud experience was setting students up for their own task. With a partner, students chose one of the picture books I had pulled.  Their goal was to enjoy the book together. While they were reading, they were invited to think about places in the text and illustrations where the author/illustrator left the story up to the reader to figure out.  Any inferences could be written onto a post-it note to add to the folder for future readers to read and consider.  As more students read each book, more post-it notes appeared in the folders and readers could compare their own thoughts to those of others.

The teacher and I were able to sit with pairs of students and listen to their reading. Sometimes we read aloud with them as well and became a natural part of the conversation on inferences.  What I loved the most was looking around and seeing so many 5th grade readers engaged with a text and having a genuinely good time reading them.  The inference part was low key enough that the enjoyment of the book was the more central part of their time.

We closed our time by having any pairs of students who loved a book do a short book talk for others and highlight where that book could be found in the library.  My hope was that this would be a spark to our picture book month challenge where students are encouraged to read a picture book from each genre section of the library.

 

Making with a Cause: Cardboard Awards

One thing I’ve been very interested in with our makerspace is “making with a cause”. I see so many posts on social media where someone has done something amazing for someone else by using skills and materials often found in makerspaces. From 3D-printed shells for turtles to scarves for the homeless shelter, there are so many ways we can give back to our community through making.

I love that my friend, Gina Seymour, has created a whole book on “making with a cause” and I look forward to my copy arriving in the mail.  Her book, Makers with a Cause: Creative Service Projects For Library Youth, has a whole section on getting started and another section with examples of projects from animal welfare to health/wellness to community service.

For this month’s theme of cardboard, we asked students to think about someone who deserved an award. What would the award be? What would it look like? Why would the person receive the award?  Students designed their awards out of cardboard.  Some made medals to hang around necks.  Others made trophies or even booklets. The only requirement was to use cardboard.

We asked students to start by brainstorming ideas on paper, and then they transferred those ideas onto cardboard. Using Makedo saws, scissors, and canary cardboard cutters, students worked with UGA mentors to cut out their award designs.  They embellished these with duct tape, string, washi tape, and other supplies from our makerspace supply cart.

As students completed their cardboard awards, they came to me at the computer to print a certificate to accompany the award. I found an easy certificate generator called Certificate Magic.

It allows you to choose the type of award you want to print and then fill in the details in a very simple form.  Then, you can download your award as a PDF and print. Students named their award, identified who they were giving it to, and chose a reason for the award. I loved hearing who they were giving the awards to and why.

A few examples included:

  • A T-rex award given to someone’s sister for acting like a dinosaur
  • A Golden Bracelet award given to someone’s sister for being a good sister
  • A Golden Butterfly award given to someone’s whole family for supporting her
  • A Football Trophy given to a dad for being a supporter of the Georgia Bulldogs
  • A Butterfly Necklace award given to a friend for being a good friend

There was even a special surprise award for me.  Somehow this student kept his award details a secret until he gave me the award.  He even asked if he could have privacy while he filled in the Certificate Magic form.  My award was called “Read More Books” for being a great librarian.  He even made the cardboard award look like a book with the award details inside.

I’m loving this component of our makerspace so far this year and I look forward to seeing what people end up creating for others in the coming months.

 

Makerspace Begins: Themes and Options

Our makerspace has once again cranked up for the 2018-19 school year. Once again, I’m collaborating with Gretchen Thomas and her class of over 30 undergraduates from the University of Georgia. Every year, Gretchen and I meet to think about what our open makerspace time might look like, ,and every time we make some changes and try something new.

Our idea for this year is offer specific themes around materials or tools rather than try to squeeze in so many different things in a short amount of time.

For September, we’ve chosen cardboard as our material.  Across 3 weeks, we hope to offer 3 short-term challenges using cardboard.  One of those challenges will be a “making with a cause” challenge.

  • Week 1: Design a hat. This can be interpreted however students want.
  • Week 2: Making with a Cause. Make an award. Students will choose someone who deserves an award. Make the award. Give the award to that person with an explanation of why they deserve the award.
  • Week 3: Make a puppet. Use cardboard tubes to create unique puppets and hopefully begin storytelling with them.

For the second open makerspace, we know that there will be students who aren’t interested in the short-term options and want to branch out to their own projects that take longer than 1 or 2 sessions. For these students, we will offer them a space to plan, design, and create their own inventions that have a purpose.  We wanted to keep this option open ended, but encourage students to develop something using cardboard that actually has some sort of function/purpose.

In each Tuesday/Thursday session, groups of UGA students come to work alongside students. They come in 30-minutes waves so that each round of students has me and UGA students to support them. I’ve put a bit more structure on the front end of makerspace this year. Students check-in with a UGA student and then sit on the carpet. I offer a quick intro to what we are making and connect it to a book. For cardboard, we used Cardboard Kingdom by Chad Sell. Then, students move to tables to do some planning before they start grabbing cardboard and cutting.

This week, we launched into the first challenge of making a hat. Students had access to cardboard, Makedo safe saws, scissors, duct tape, and coloring supplies. Students sketched hats onto cardboard and started sawing.  There was a learning curve on the best strategies for sawing. Some students were more patient than others with the cutting process. Be warned! It was very loud and very messy. All adults circulated around to support as many students as possible.

At the end of session 1, students labeled all of their pieces of cardboard and we stored them in the makerspace.

For session 2, we spread all of the pieces out so that students could locate their cardboard to start again.

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Our hats continue. #makerspace #barrowbuddies

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I loved seeing the hats that students came up with in such a short amount of time. At dismissal, I could see the cardboard hats parading down the halls and lots of students were curious about where they came from. Many students needed more than 2 sessions to finish. Some chose to take the materials with them to finish at home. Others left their hats behind to continue working on next week.

I have a lot of questions about how this is all going to work. It’s fast-paced and a challenge to get one group finished and cleaned up before the next group comes in. It’s also a mess of cardboard dust and bits, and I hate leaving that for our custodians. However, we’re pressing forward, expecting the miraculous, and making changes as needed along the way.

Wolf in the Snow Puppets and Storytelling

In just 2 weeks, we will welcome author/illustrator Matthew Cordell to our school. Small groups of our Kindergarten students have been coming to the library to work on a special project. This project came about because our Kindergarten classes are unable to attend our regularly scheduled makerspace times. I wanted to offer them some special opportunities throughout the year because of this. Thankfully, I now have a high school intern, Andrea Arumburo, who is collaborating with me in the library most afternoons. Her focus is art, so I knew she would align perfectly with Kindergarten makerspace opportunities.

For this first round of classes, groups of 5 students from each Kindergarten class came to the library to create puppets based on Matthew Cordell’s Wolf in the Snow.  We began by refreshing students’ memories on what happened in the story with a quick flip through the book. Then, Andrea talked with the students about creating characters on paper plate circles. She offered that they could replicate the characters in the story, or they could design a character that looked more like themselves.  She had several examples to show them.

Next, students moved to tables and sketched out their characters on paper plate circles and colored them. We placed examples on each table as well as a copy of the book. As students finished a puppet, they glued a tongue depressor stick onto the circle to create the puppet. Most students chose to make a 2nd character so that they had one human and one wolf.

Once students finished, we sent them to spots around the library to practice retelling the story. Kindergarten talks a lot about 3 ways to read a book: read the words, read the pictures, retell the story. This was a great opportunity to practice retelling.  Some students referred back to the book. Others remembered every detail. Others used their artistic license to completely change the story and make it their own.

After practicing, they found a partner and shared their puppet show story with a partner.  For many, this was the stopping point in our time limit of 40 minutes.  However, a few students were able to come over to the green screen and practice retelling their story in front of the camera.

In one session, we decided we didn’t have enough time to film anyone so instead, we all sat on the carpet with our puppets and we walked back through the pages of the book together. I told the story and students used their puppets to act out the story.  I loved watching them hide puppets behind their backs when that character wasn’t in a scene.  This unexpected closing was actually something I wish I had done with the other groups because it made a connection between the puppets and the story.  I think it would have helped students in making their own puppet shows.

Our hope is that Andrea and I can continue to offer these opportunities throughout the year. Some will be low-tech, high-tech, or a mix of it all.

2018 Barrow Maker Fest

In addition to having regular makerspace sessions every Tuesday and Thursday in the spring, students also have the opportunity to work on an individual project to showcase at our annual maker fest.  To participate, students fill out a Google form sharing their possible project topics and whether they will complete the project at home or in our makerspace during school hours.  They also have the option of working alone or having a UGA mentor to help them.

I collaborate with Gretchen Thomas at UGA College of Education. I love seeing the relationships that my students develop with the UGA students, and they thrive knowing that they have a mentor to visit with and work with while they make their creations.  In the spring, she divides part of her UGA students to support our Tuesday/Thursday makerspace sessions while the other part supports students working on individual projects. My maker students don’t always meet with the same UGA student, but they have someone every Tuesday/Thursday who can support their work.

When students begin preparing for Maker Fest, we meet with them individually to see what type of project they are thinking about.

This year, I offered several categories for them to think about:

  • robots
  • cardboard
  • makey makey
  • littlebits invention
  • duct tape creation
  • 3d design
  • Scratch program
  • finger knitting
  • origami
  • strawbees structure
  • stop motion video
  • magic tricks
  • puppet/puppet show
  • magic tricks
  • something else! (This category meant students might explore our many craft books for ideas on projects to create)

Once students decided, we gathered the materials they needed and stored each project on the shelves in our makerspace storage room. This part is hard to manage and it feels a bit chaotic until we have the materials that each student needs.  Each Tuesday/Thursday they come for a 30-minute work session, gather their materials from the shelves, and work with me or a UGA student.  Some students complete their projects at home.

During the actual Barrow Maker Fest, we created a schedule so that every student who made something had two 30-minute windows to showcase their work.  There was also a schedule for classes to sign up and come to view the projects.  The entire UGA class came as well so that they could view the final projects as well as help students at tables.

In the end, 26 students showcased creations on a variety of topics which included:

  • a cardboard Earth robot
  • mason jar lights
  • a robotic arm
  • a cardboard pirate game with secret codes and a spyglass
  • a Python computer program similar to Google Translate which translated English to Pig Latin
  • a shadow puppet theater
  • a Littlebits throwing arm and car
  • Lego scenes and building station
  • 3D slinkies, Rubik’s cube, and Minecraft swords made with 3D pens
  • 3D action figure designed in Tinkercad
  • a cardboard robot suit
  • a cardboard tower
  • a car made from a mail tube
  • a stackable jewelry holder
  • magic tricks
  • Merge cubes
  • Osmo

They were so excited to share their work, have an authentic audience to entertain and ask questions, and see that their work inspired other makers.  Several students who came said they wanted to make something next year.

You can see many of these projects along with projects from other K-12 schools in the Clarke County School District at our CCSD Maker Fest.  It will be Saturday April 14 2-4PM at Clarke Central High School.  It is free and open to the public.  We hope to see you there.

 

It’s Time to Vote for the 2018 Barrow Peace Prize: Who Will Win?

Our 2nd graders have been hard at work learning about 4 civil rights leaders and preparing a project that has become known as the Barrow Peace Prize.

A few details about what has happened before the final products you now see:

  • After learning about people who have won the Nobel Peace Prize, students brainstormed a list of character traits that are needed in order to win the Barrow Peace Prize.
  • Students researched 1 of 4 civil rights leaders using a Google doc from Google Classroom, Pebble Go, Encyclopedia Britannica, Destiny Discover, and books.  All research was done in the library.
  • In art, students created a watercolor image of their civil rights leader.

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Barrow Peace Prize works of art are finishing up.

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  • In writing, students crafted a persuasive essay about why their civil rights leaders should win the Barrow Peace Prize (named after our school).
  • Using Flipgrid, students recorded their essays and art.

Now, the students are ready for you!  They need you to visit their videos, listen to & like their work, and most importantly vote on which of the 4 civil rights leaders should win the 2018 Barrow Peace Prize.  In late February, we will connect with Flipgrid via Skype and announce the winner.

Please share this project far and wide so that we can get as many votes as possible.  All videos and the voting form are linked together on this Smore:

https://www.smore.com/dk4z8-2018-barrow-peace-prize

Voting ends on February 23, 2018 at 12PM EST!