Kindness Rocks

Third grade studies rocks and minerals in science.  Ms. Hicks, 3rd grade Spectrum teacher, is always dreaming up ways to extend and enrich the study.  We have collaborated together many times, and I always love leaping into something new.  In the past, we’ve Skyped with a jewelry studio and designed our own jewelry.  We’ve thought about climbing wall design and how the hardness of different rocks and minerals would support the design. Students even 3D printed prototypes of their climbing walls.  This year we once again worked together to add a new layer to this science unit.

I’ve been watching lots of people getting involved in kindness rock projects locally and globally. The idea of these projects is to spread words of inspiration in the world through randomly placed rocks and inspire people to create good in the world.

Our local Athens Rock Project

I’ve found a few of these rocks myself and know that it gives you a bright moment in your day just to know that someone cared enough to create a piece of art intended for good.

Be light in a dark world #rockpoetry #rock #paintedrocks

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Gretchen Thomas, UGA instructor, and I have been brainstorming the idea of weaving this project into makerspace, but we held off this semester.  I passed the idea on to Ms. Hicks and we decided to give it a trial run.

We started by showing images of rocks and asking students if they had ever found a rock like these.  I was surprised at how many stories were already in our small group of 15 kids.  From a rock in a stream to a rock in the park, students had stories of words and images they had found on rocks.

Then we watched this video to consider the meaning of a project like this.

We also read an excerpt from If You Find a Rock by Peggy Christian and Everybody Needs a Rock by Byrd Baylor. These books helped us think beyond a rock just being a rock but instead a symbol of something else.

Starting our rock project today with some 3rd graders #kindness #kindnessrocks #rock

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At tables, students used an index card to plan out their rock.  We wanted them to really take their time in planning so that they chose their words with purpose, so Ms. Hicks and I conferenced with students as they worked. They chose a word or phrase, wrote a short explanation of their choice, and sketched a design for their art.  Students also selected a rock. All of this took one class session.

In the next session, students used paint pens and paint to design their rock.  Most started by getting the word(s) onto the rock and then worked on design. If they finished early, they helped one another fan portions of rocks to get them dry enough to keep painting on.

Kindness rocks in progress #choosekind #rocks #kindnessrocks

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My wonderful computer technician, Allie, added layers of Mod Podge onto the rocks before our 3rd session. Here’s where this project is taking a different turn that many of the kindness rock projects.  We don’t really want to be random.  We want the person who finds our rock to know a bit more about it.

In our 3rd session, we used Flipgrid to record videos to tell the story of our rock.  Students talked about the reason they chose their word and even why they designed it the way they did.  We also brainstormed what someone would need to know in order to get to the video we recorded.

I took this brainstormed and turned it into an information card to put with our rocks.

Instead of randomly placing the rocks, we are putting them all in one container. We’ve talked with Avid Bookshop in Five Points and will be placing this container somewhere outside the shop.  Our hope is that people will select a rock, take an information card, watch the accompanying video, and hopefully leave a response video to the student.

It’s all a big experiment, and I’ve tried to be very open with students about that from the beginning.  Anything could happen.  We of course want every rock to be taken and for every person to leave a response, but we also know that might not happen.  Whatever happens, we’ll know that our rocks have gone into the world and caused at least one person to pause for just a moment and think about kindness.

Before our rocks go to Avid, we’re making a few more.  If your’e in the area, keep your eyes open in Five Points for a clear acrylic container near Avid Bookshop sometime this week!

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Share Your #Eclipse2017 Stories on This Flipgrid

The Great Eclipse 2017 is coming on Monday August 21, 2017.  It’s going to be epic.  It’s an event we are sharing all across North America.  I made a space that we can all use to share our observations, learning, projects, stories, or really anything eclipse-related.

Before, during, and after eclipse, this Flipgrid is a space we can connect student, teacher, and family voices to share this event. Even if you aren’t in school yet, this Flipgrid can be a place you can find out what your students did while they weren’t in school.

Simply share this link with anyone and everyone.  https://flipgrid.com/f8fc0d 

If you have the most updated version of Flipgrid on your mobile device or tablet, you can also just scan this QR code to instantly go to the topic.

Scan here with Flipgrid to share your eclipse story.

I also made a Google doc that you can print and give to classrooms to scan if they have devices available.

Click to access an easy Google doc

Once you are on the topic, simply touch the + and follow the prompts to record your voice and take a selfie.  Don’t forget to tell us where you are recording from.  I hope we can all learn from one another as we experience this unique event together.  See you on the grid.

 

 

 

Earth Day Environmental Centers

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Our school is a green school, so we do a lot as a whole school to learn about caring for our Earth throughout the year. Our third grade has some specific science standards that explore pollution and effects of humans on the environment. They are beginning a unit on this during science, and the opportunity aligned to allow us to explore the topic during the week of Earth Day. Each class came to the library for a 45-minute exploration of 5 centers. Students began on the carpet for a quick intro to the 5 centers. Students did not have to make it to all of the centers. Instead, I told them to prioritize which ones interested them the most and do their best to make it to those and save the others in case centers were full or they had extra time.

The classroom teacher, gifted teacher, and I all walked around and talked with individual students as they worked to see what they were discovering and assisting them if they had a question. Here’s a look at the 5 centers they explored:

 

Center 1: Books

I pulled multiple books from our collection about the environment, energy, recycling, water conservation, and more. Students were encouraged to find a book that caught their eye and spend a few minutes reading parts of that book or parts of several books.

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Center 2: Flipgrid

I created a list of authentic environmental problems that exist in our school. These included things like printing to copiers and never picking up the copies, throwing away recyclables, and trash in our parking lot after a UGA football game. Students were encouraged to pick an issue from my list or come up with their own observation. Using Flipgrid, they recorded a brief video identifying the problem and naming possible solutions.

 

Center 3: Observation and Poetry

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This center included multiple books by Joyce Sidman. She is a master of making observations in the natural world, researching those observations, and then turning them into poetry. Many of her books feature side-by-side poetry and the information that inspired the poem. Students were encouraged pick a book, find a poem, and see how the factual information that Sidman researched made its way into her poetry.

 

Center 4: Environmental Blackout Poetry

This center was modeled after the blackout poetry of Austin Kleon. It is  kind of found poetry where you find words in magazines, newspaper, websites, or books to arrange into a poem and you blackout the rest of the words on the page. I copied multiple selections from books about the environment and students chose one of those pages to create a blackout poem. It’s always interesting to see how students boil the words down to the ones that stand out the most in the article or page. This year, I made sure that we did our blackout poetry on top of a table cover so that they black crayon and marker didn’t make its way onto our tables.

 

Center 5: Environmental Online Resources

Using Symbaloo, I pulled together ebooks, websites, interactive sites, and videos about the environment. Students spent time on a few of the sites before moving on to other centers.

Now the students will use the topics and ideas that they discovered in this exploration as they continue to study these topics back in the classroom.

 

Using Makerspace to Extend Curriculum: A Geology Project

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Third grade studies rocks and minerals as a part of their science standards. In Ms. Hicks class, they have been extending their research of rocks and minerals to create their own Blendspace lessons to teach others facts about rocks and minerals. They are even including pre-tests and post-tests in their lessons. As a part of this Blendspace project, students started thinking about how they might design their own climbing wall for our school based on their research.

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Ms. Hicks asked me what tool we might use to design and prototype of a climbing wall, and I immediately thought of Tinkercad. We have used Tinkercad for other projects and have found it to be one of the better tools for 3d design at the elementary level. Students came to the library to learn a bit about how Tinkercad works.

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I gave them a very quick tutorial which basically showed them things like adding a work plane, dragging over geometric shapes, resizing shapes, and building up.

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I created two generic accounts that students share rather than creating an account for every student. Half of them logged in with one account and half with the other. Their goal was to tinker during the first lesson to see what they could figure out, but their tinkering was a bit more focused than usual. Ms. Hicks really wanted them to already start envisioning their climbing wall as they were tinkering. Some of them latched onto the tool and really got a jumpstart on designing, while others tried something and started over several times.

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One student thought we was being a bit silly by trying to design a chicken instead of a climbing wall, but we turned this into a learning opportunity. I thought about the climbing wall that is at our own Omni Club here in Athens. It is shaped like a giant bulldog, so I pulled it up on the screen to show that he could in fact design his rock all to look like a chicken if he really thought about how people would climb a giant chicken. Instead of shutting him down, his wheels were turning about what he might try, and he is in fact now designing a penguin rock wall.

Other students started thinking about which rocks and minerals would be the best choices for the climbing wall based on their strength and also their color. They referenced their research and the Mohs hardness scale to choose rocks and minerals that would hold up a climber. As they did this, they changed the colors and shapes of the climbing pieces on their walls to represent their different choices. Not all students were ready for this level of thinking, but when we found students who were thinking in this way, we encouraged them to share what they were doing in the hopes of giving other students ideas.

 

One student even let me record a snippet of his thinking about his own rock wall choices.

The students have worked on these designs for 3 work sessions. As they finish, they are taking screen shots of their designs and adding them to Blendspace with an explanation of their design. In the future, we plan to export their designs as .stl files so that we can actually 3d print their prototypes when they are ready to present.

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I loved this real world application of rocks and minerals because it showed students that there are actually careers where you might consider some of the facts that they are learning in science. There was so much higher order thinking built into this project, especially this design piece. I had some great conversation with students as they referenced their research to find the specific rocks and minerals they wanted to use. One conversation involved a student specifically wanting a rock that was yellow. He kept Googling different rocks he knew to see if they came in yellow. When he finally found one of the feldspar family that was yellow, he noticed that the website description referenced Bob’s Rock Shop. We had a great conversation about the importance of digging into the website to really see where the information was coming from, and he found that the information actually did come from a reliable source within that site.

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I hope that we can find ways to share the work that this class is doing in the hopes of inspiring students at all levels to apply what they are doing to really world experiences. It would be fascinating to actually see this climbing wall come to life and have o

Winter Around the World and in Athens, GA: Original Songs and Personal Narratives

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For the past few weeks, 2 classes have been involved in exploring winter right here in Athens, Georgia.  Even though we might associate cold and snow with winter, it isn’t always like that where we live.  Ms. Kelly’s Kindergarten class and Ms. Ramseyer’s 2nd grade class both participated.  You can read about the beginnings of their projects here.  Our work is all coming together with classrooms from around the world on a collaborative Google slide presentation.

Ms. Kelly’s class has been busy in their classroom dividing into groups and building a song about winter.  As a class, they worked on the base beat using beatlab.  Then different groups worked on parts of the song.  Singers created the words and sang them. Clappers used their hands to add rhythm.  Ukuleles strummed chords for another layer.  Instruments such as coffee can drums added even another layer of rhythm.

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Ms. Kelly wrote the words up onto a big chart paper with plenty of visuals for students to follow.  She saved their class beat in beatlab and pulled it up on the library projector.  I used Screencastomatic to record the beat along with our webcam recording the student performers.  Ms. Kelly used dry erase markers to make notes on the beatlab beat for specific groups of students.  She also used a cowbell and her voice to help students know when to come in.

We gave ourselves plenty of time to record multiple times, but we just loved our first take!

Even though we were in love with that version, we decided to try one more time with just an iPad so that we could get some closeup shots of students performing.  We love this version too, but we are including the 1st one in our global winter project with classrooms around the world.

We had some fun shout outs while we were working on our song, including some retweets from Kishi Bashi who was one of our inspirations for our song.

Ms. Ramseyer’s 2nd grade class split into groups of 4.  Two students were author and two were illustrators.  After starting their work in the library, they continued to write and draw in class to tell about personal experience with winter in Athens.  They featured things like food, clothing, school, and events in winter.

Each group came to the library with their finished work.  We spread their pages out on tables and took digital pictures of each page.  We then took these and added them to the collaborative Google presentation.

In Youtube, we pulled up the feature where you can record straight into Youtube with your webcam.  We placed each page in front of the webcam and students read their winter personal narratives and facts.  These videos were also embedded on the Google slides.

We look forward to seeing how the rest of the slides turn out as we learn about winter around the world!

 

 

 

First Grade Wizard of Oz Meteorologists

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Our amazing 1st grade team and students have been working on their Wizard of Oz unit.  I love this unit because they weave in so many content standards with Wizard of Oz as their guiding text. A part of this unit is the weather standards from science.  Students have to know various kinds of weather as well as how to dress in that weather.  Since this is a part of what meteorologists do, we decided to try something new this year by looking closely at the role of meteorologists.  The goal was for students to write a weather report for the Wizard of Oz regarding the cyclone and to record the forecast in front of our green screen.

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Students came to the library and we looked at a few videos of meteorologists reporting on severe weather. As we watched, students noticed things about the posture and speech of the meteorologist.  They also pointed out many of the weather words he/she used.

As weather words were noticed, we added them to a shared Google doc.

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This doc was shared with all classroom teachers to continue to add to and use in class.  We also looked at another student-made video and noticed how the student introduced himself in his weather forecast and pretended to be outside in the story.

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In the library, we also spent some time beginning the writing process of creating a weather report.  Students continued working on this in class during writer’s workshop.  The list of weather words continued to be used and added to. They also did a bit of rehearsing.

Finally, students returned to he library and one by one recorded themselves in front of the green screen with a tornado or other weather behind them.  As students were recording, the rest of the class practiced, looked at weather books, and searched for the current weather in our area using apps on the iPad.

They loved seeing the weather magically appear on our iPad using the DoInk app on the iPad.  We took all of the videos from the iPad and uploaded them to class playlists to share back with the class.

You can enjoy the variety of videos in each of these lists.

One of my favorite parts of this short project was how it tied to a real career and gave students experience with a real-world job related to the standards they were studying in science.  They were each able to be a bit creative in their forecasting, and each student had a chance to use a cool technology to make their voice heard at such an early age.

Recording wizard of oz weather reports #science #tlchat #weather

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Celebrating International Dot Day with Google Drawing and Cells

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We love Dot Day at our school.  We connect with classrooms around the country across the whole week.  Our students love reading stories and creating dots in creative ways.

This year, our 5th graders are studying cells in science at about the same time as Dot Day, so we decided to connect the two.  Each class came to the library and we spent some time talking about “making our mark” and what that really means.  We gave examples of students who are already making their mark this school year.  I tried to emphasize that a big part of this is trying new things and just seeing where it goes.  We never know when we try something new if it is going to lead us to something awesome.

After this quick mini-lesson, students had a chance to tinker with Google Drawing.  I showed them where it was within Google Drive, but really gave no instruction on how to use it.  They had about 15-20 minutes just to click on everything they could find and see what it did.  Some students found a groove and actually created something they were excited about while others gave themselves permission not to worry about what the page looked like and just get messy clicking buttons.

During the tinkering time, there was a group of students who suddenly started using Google Drawing to make their own emoji.  When I started asking them about their work, they were a bit shy at first because they thought they were in trouble.  However, I told them that new emoji are being created all the time, and they never know when their ideas and creations might lead to the next emoji on our phones.  They were eager to carry on with their work.  I saw other students designing their own jewelry and another creating a building design.

Mrs. Freeman, the reading teacher, and I transitioned students from tinkering into using Google Drawing to make a cell for Dot Day.  We pulled up some examples of animal and plant cells and then students referenced those as they drew and labeled their cells.

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One of the things I loved was walking around and seeing how unique each student made his/her cell.  One student talked about how the organelles looked like bacon so he actually imported a picture of bacon into his cell drawing.  Awesome!

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As we neared the end of our time, we took a moment to highlight various student work.  It was selected for many reasons, not just because it had all of the parts of a cell labeled.

We closed by once again revisiting the idea that by trying a new tool, we are opening up possibilities for future projects and creations that might lead us to making our mark on the world in some fantastic way.

Happy Dot Week!