Home » Elementary STEM Coach Podcast » Page 12

Category: Elementary STEM Coach Podcast

Top Tips for 3D Printing in the Elementary Classroom [ep.69]

Top Tips for 3D Printing in the Elementary Classroom [ep.69]

 3d-printing-in-the-elementary-classroom

Check out the full episode on 3D Printing in the Elementary Classroom: 

Subscribe to the podcast HERE on your favorite podcasting platform.

 

Have a STEM question? Leave a voice message for the podcast!

Episode Summary

Do you do 3D printing in your classroom or hoping to get started? 3D printing isn’t as complicated as you might think with young students. In fact, I do 3D printing lessons will all of my students K-5! In today’s episode, I’ll be sharing with you my top tips for 3D Printing in the elementary classroom.

In this episode, you’ll learn:

  • Using the right tools
  • Planning standards-based 3D print lessons
  • Creating a system to keep track of prints

Resources Mentioned:

Episode Transcript: 

 

3d-printing-in-the-elementary-classroom-pinterest-pin

Related Episodes/Blog Posts:

 

Connect with Naomi Meredith:

 

More About your host, Naomi Meredith

Naomi Meredith is a former classroom teacher turned current K-5 STEM teacher and coach. Her role not only includes teaching over 500 students in her school, but also leading professional development and co-teaching with teachers to help them integrate STEM & Technology.

With over a decade of experience along with a M.Ed. in STEM Leadership and STEM certificate, she helps teachers navigate the best practices, strategies and tools out there.

She truly believes that any teacher out there can learn how to use STEM & Technology in their classrooms effectively. She can’t wait to connect with you and be your guide!

More About The Elementary STEM Coach Podcast

Are you tired of scrolling online for your next great STEM lesson? Do you feel like there is no time to plan, research and test meaningful STEM lessons, so you throw together a hands-on activity and hope that it works? What systems and routines should you set in place to help students be creative, critically think, and collaborate? 

The Elementary STEM Coach is a podcast for K-5 STEM teachers, classroom teachers, GT specialists, and homeschool parents looking for actionable STEM solutions. Each week, Naomi Meredith will share tools, resources and lesson ideas that are actionable in your classroom and create highly engaging experiences with your students. You’ll learn systems and routines that will create control in the chaos and that will keep you organized all year long. 

Your mindless scrolling days are over! Your new STEM-best friend is now here in your ear buds!

chat GPT for teachers

Chat GPT for Teachers: 3 Ideas for STEM [ep.68]

Chat GPT for Teachers: 3 Ideas for STEM [ep.68]

chat GPT for teachers

Check out the full episode on Chat GPT for Teachers – 3 Ideas for STEM: 

 

Subscribe to the podcast HERE on your favorite podcasting platform.

Have a STEM question? Leave a voice message for the podcast!

Episode Summary

There has been so much talk about Chat GPT, but what in the world is it? How can we use it as STEM teachers? Is Chat GPT for STEM teachers? In this episode, I will be explaining what in the world chat GPT is and three practical ways you can use it in your classroom.

 

In this episode, you’ll learn:

  • What Chat GPT is
  • How you can use it in your classroom
  • Examples of searches I did using Chat GPT

Resources Mentioned:

Episode Transcript: 

Naomi Meredith  00:00

You’ve been hearing all of this talk about chat GPT, but what in the world is it? How is it even helpful for us as STEM teachers? In this episode, I will be explaining to you what in the world chat GPT is and three practical uses of how you can use it in your classroom. 


Naomi Meredith  00:51

First, let’s get a basic definition of what chat GPT is. Chat GPT is a type of AI or artificial intelligence software. I don’t know why it’s actually called Chat GPT, but think of it as another AI tool like Siri and Alexa. So it is a base where you can actually ask it questions, and it will answer you. In fact, I actually had chat GPT help me write a definition. I asked it. So you type your little question. I asked it to write me a definition to explain chat GPT to an elementary student. So here’s what chat GPT came up with, and I thought it was actually a pretty good definition. Chat GPT is a talking computer program that can understand what people are saying and can respond to them in a way that makes sense. It is like a smart robot that can have conversations with people and natural language, just like how we talk to each other. It has been trained on a lot of books, articles, and other texts. So it knows a lot of words and can use them to answer questions or have a conversation. I’m going to explain to you how I’ve actually used this in my STEM lesson planning. It’s actually pretty fun. As of now, at the time of this recording, it is a free tool. So look it up. It’s linked in the show notes. So when you go in there, you’ll just create a free account, and then it will actually save all the little conversations that you have with chat GPT. It’s almost like, in a way, if you remember Ask Jeeves, where you would ask a question, and he’ll come up with like a more conversational answer. It’s kind of like that with back in the day, if you know what I’m talking about. So it’s kind of like that it’s a little bit different than a Google search, where in a Google search, you’re looking for articles, blogs, podcasts, maybe podcasts like this one. But it’s, again, more in a conversational way, and it will come up with more of a conversational answer, which is pretty awesome. Of course, with any technology, there is a lot of pushback as to what the repercussions of this can be, especially since it is pulling from so many different resources. My worry is how is this playing into copyright and how much is it pulling for one source than another. So the ways that I’m using this in my STEM classroom it’s not so much to publish information but more as a way to really help with my lesson planning and more of a brainstorming idea. Kind of think of it like you’re bouncing ideas off of another person. That’s how I like to use it in my STEM instruction. Also, especially as a STEM teacher, and really any teacher in this world that we live in and preparing 22nd Century learners, we really need to learn to embrace new technology. Anyway, I am still learning what chat GPT is. So even after this recording, I’ll probably learn more. There are going to be some updates, of course. But it’s cool to try out new stuff and see how it can be helpful. You can always take a little bit of that, a little bit of this, a little bit of that, and see how it’s gonna work out. So, of course, it’s not a perfect tool, and you’ll hear from my examples of how it’s not, but it’s actually kind of fun to play around with. So let’s jump into these three ways how you can use chat GPT in your STEM teaching. 


Naomi Meredith  04:13

The first way that you can use chat GPT in your STEM classroom is to help you with lesson planning ideas. The other day, my friend Becca McMillan, who you heard on the podcast back in episode 40. We were chatting because we are really good friends, and we were chatting about different STEM station ideas for a specific standard that she was going to teach in first grade. At the time, I actually didn’t have a bank of resources for this particular standard. But I had some ideas in mind but also wanted to do a little bit more brainstorming as I was texting her. So to help me brainstorm some ideas, I went on to chat GPT and typed in Kindergarten hands-on lessons for the weather. I know I just said first grade, but it was actually for Kindergarten, and it was pretty cool. It came up with a list of ideas written in a conversational way. Some really weren’t for Kindergarten, some were so great, but actually, it made me remember Oh, yeah, that would be a really cool idea for weather or, Oh, I could modify this for my grade level. So it didn’t lay everything step by step by step, but it was just kind of like brainstorming ideas. There aren’t any pictures; it’s all words. So it was a really cool way to gather ideas for your STEM lesson planning. We figured out some ideas for her STEM stations, and she was able to take that back into her classroom. In turn, I kept those ideas to the side. So when I’m ready to teach at Stanford, I have those ideas ready to go. As I mentioned before, once you create your free account in chat GPT, it will save all your little conversations with the AI. So you actually can go back into that conversation, reopen it, you can ask the question in a different way, you can have it reworded, you can maybe change the grade level you’re looking for. So pretty cool that it’s all in this one little area, all organized for you digitally. 


Naomi Meredith  06:02

Another way that you can use chat GPT in your STEM lesson planning is to have it help you write kid-friendly definitions. This in the STEM space can be really tricky when you are explaining these high-level concepts to, well, elementary students. In a weird way, this is something I actually enjoy doing. Back in college, I worked at a preschool, and I worked with an awesome lead teacher. I was her assistant, and it was in pre-K. She was so so good at explaining high-level concepts to these little four-year-olds. I took a lot of the things that I learned from her and have applied them in my teaching over the years. But I still get stuck on ways to explain things to kids, especially since I have to know how to teach things to K through five. So sometimes I might know it at a fifth-grade level, but I need to explain it at a Kindergarten level. Because when you look at the standards, well, they have a repetition of things. So for this podcast, I asked chat GPT, to write a kid-friendly definition to describe what the water cycle is. It had a really great example that could definitely help me when I’m creating an anchor chart for my students. Here’s what chat GPT came up with for that definition, “The water cycle is the way that water moves around the Earth. It starts when the sun heats up with water and rivers, lakes and oceans and turns it into water vapor.” So I kept on explaining that water cycle, but it was a pretty good kid definition that, like, hey, that’s really helpful. I like that explanation. I can use that to help explain things to my students, so keep that in mind. If you’re getting a little bit stuck on how to explain these high-level concepts to your kids, check out chat GPT. It might give you some ideas of the wording of those things. 


Naomi Meredith  07:54

The third way that you can use chat GPT in your STEM planning is by creating lists. I definitely love lists. I use a list to help me plan this podcast. But it’s pretty cool how this can help you create a list based on ideas that you give it and questions that you ask. One way that I use chat GPT to help me with list creation is to create book lists for K through two based on STEM standards. Now I did use other tools to help me research, but again, I use chat GPT as a brainstorming tool to help me get some ideas for books that I probably forgot about or books I have never even heard of. When I am talking about books that I have never heard of, be careful with all of the knowledge that chat GBT gives you. It’s not always 100% accurate. It came up with some really cool book lists. But sometimes, when I looked up the books, some of them didn’t even exist. The title of the book sounded awesome. Sometimes it was actually a real author, but they weren’t things that went together. So that was pretty weird. But overall, it helped me as a starting point to create these book lists. If you’re interested in seeing those, those are all in my K-2 STEM virtual planning workshop, which will be linked in the show notes. But you can also jump in on the recording, and that’s at naomimeredith.com/primaryworkshop. It did help me plan out those book lists when creating STEM and stories and books that would really go along with those grade-level standards. So again, another jumping off point to create a list. Another way it is kind of like before when you’re thinking of lesson planning ideas, you could have it list out things to do with certain materials. So I asked chat GPT to make a list of things that kids can do with cardboard. So this could even be a fun after-school club idea. So here are some of the fun things that Chad GPT came up with. Kids can create a cardboard guitar, and it kind of gave me some directions. They said kids can create a guitar by cutting out the shape of a guitar and attaching a cardboard tube as the neck. They can then decorate it with paint or markers. Isn’t that cute how to explain it? It also gives me the idea that they could create a puppet theater using cardboard. They also suggested students could create a bookshelf, which that would actually be a pretty cool STEM challenge. Maybe kids could create a bookshelf and then have books in the library displayed and see how many books it could hold. Just making this up as I’m talking to you. This is how my brain works. So again, another cool way that you can use chat GPT to help you with all of these ideas. 


Naomi Meredith  10:41

As a recap, here are three ways that you can get started using chat GPT as a STEM teacher and implementing this in your classroom. First, you can use chat TPT for lesson planning ideas. Next, it can also help you write kid-friendly definitions. Finally, chat GPT can help you with creating lists. After listening to this episode, I hope you’re not as scared trying out this tool. Definitely check it out, and play around with it. It’s actually kind of fun as well. Just hearing the responses that it comes back with, just like when we were asking Siri and Alexa things, I know a lot of people were very wary of that same kind of vibes, but it’s also a lot of fun as well. So don’t be scared; try it out. Now I will say I wouldn’t recommend using this for elementary students yet because it is so new. It is just we don’t know what it’s going to come up with and when it comes to filters, but think about you as a teacher and how this can be helpful. Now if you want more help with your lesson planning and want me to pop into your inbox like your own personal chat GPT definitely check out my free K-5 STEM year lag plan, where I have the whole year mapped out for you and all of the connected standards and lessons that I teach in my classroom. So that will pop right into your inbox a lot like how chat GPT pops in the little box there with its answers. You can grab that at Naomimeredith.com/yearlongplan. And, of course, it’s linked in the show notes. Have fun with this new to you technology tool, and let me know how you end up using it. I hope to hear from you soon.

chat GPT for teachers

 

Related Episodes/Blog Posts:

 

Connect with Naomi Meredith:

 

More About your host, Naomi Meredith

Naomi Meredith is a former classroom teacher turned current K-5 STEM teacher and coach. Her role not only includes teaching over 500 students in her school, but also leading professional development and co-teaching with teachers to help them integrate STEM & Technology.

With over a decade of experience along with a M.Ed. in STEM Leadership and STEM certificate, she helps teachers navigate the best practices, strategies and tools out there.

She truly believes that any teacher out there can learn how to use STEM & Technology in their classrooms effectively. She can’t wait to connect with you and be your guide!

More About The Elementary STEM Coach Podcast

Are you tired of scrolling online for your next great STEM lesson? Do you feel like there is no time to plan, research and test meaningful STEM lessons, so you throw together a hands-on activity and hope that it works? What systems and routines should you set in place to help students be creative, critically think, and collaborate? 

The Elementary STEM Coach is a podcast for K-5 STEM teachers, classroom teachers, GT specialists, and homeschool parents looking for actionable STEM solutions. Each week, Naomi Meredith will share tools, resources and lesson ideas that are actionable in your classroom and create highly engaging experiences with your students. You’ll learn systems and routines that will create control in the chaos and that will keep you organized all year long. 

Your mindless scrolling days are over! Your new STEM-best friend is now here in your ear buds!

March STEM activities

3 March STEM Activities [ep.67]

3 March STEM Activities [ep.67]

March STEM activities

Check out the full episode on 3 March STEM Activities:  

 

Subscribe to the podcast HERE on your favorite podcasting platform.

Have a STEM question? Leave a voice message for the podcast!

Episode Summary

Do you need ideas for March STEM activities? In this episode, I share three lesson ideas that you can do in your STEM classroom that have a variety of themes and topics that go along with March and springtime. I have organized these lessons and done all of the research for you, so you have the materials you need to implement these lessons in your classroom successfully.

 

In this episode, you’ll learn:

  • 3 March STEM activities
  • An overview of the materials for each activity
  • An overview of how I implemented these activities in my classroom

Resources Mentioned:

Episode Transcript: 

Naomi Meredith  00:00

Need ideas for March STEM activities? In this episode, I will be sharing with you three lesson ideas that you can do in your STEM classroom that have a variety of themes and topics that go along with March and the springtime. Are you ready for them? Let’s jump on in. 


Naomi Meredith  00:28

I don’t know about you, but the springtime here in Colorado where I live is not really what you would think of typical spring times. In fact, our springs here in Colorado are actually really cold, windy, and we can still get a lot of snow. So when Spring Break rolls around, I don’t know if it’s going to be warm or if it’s going to be snowy. It could be either one. So these STEM activities are perfect for this time of year, again with themes that happen around the theme of March. But you can also do them any time of year as well. So don’t feel like you are limited to the time in March. I also tried to think of things that your students would love and also the types of materials that you have in your classroom. So let’s get into these lessons that you can implement with your students. Of course, I have organized these lessons, I’ve done all the research for you and put them together so that you have the materials to be successful. And those are of course linked in the show notes for today or you can find them in my TPT shop. Just search Naomi Meredith and they will be there for you. 


Naomi Meredith  02:03

The first March STEM activity to try is catapults for March Madness. This is a fun one day challenge. At the time of this recording, I actually don’t have this in my TPT shop. But this is definitely something that I should put together for you. Anyway, this is a one day challenge that I did with my students in collaboration with our PE teacher. At the time there was something going on in her gym, it might have been picture retakes. I’m not 100% sure off the top of my head. But we needed a quick one day challenge and they were actually doing basketball in PE at the time. So this sparked some creativity for me. I thought why don’t we do something that goes along with March Madness. So we came up with a catapult challenge for students to create and go along with the theme of basketball. We started off the lesson by watching a video all about March Madness. So there are a variety of videos you can find on YouTube that can definitely work for kids. So students had the background of what March Madness was and why it is a huge deal for basketball fans. From there students were given the materials to build their catapult, which were giant popsicle sticks, rubber bands, plastic spoons, and pom poms to represent the basketballs. I like to use pom poms because they are soft, and they don’t hurt anyone when they fly across the room. Whether it’s on purpose or accident, they are a good option to launch with these catapults. Students also created basketball hoops using pipe cleaners that I had on hand. Then we gave them a little bit of tape if they wanted to tape them somewhere in the room. To create the catapult, I had a video playing on loop on my TV that shows them exactly how to build the catapult with these simple materials. This is going to be embedded in the show notes so that you can use this in your classroom. When you right click on a YouTube video, you can actually loop a video. I do this all the time for processes that I am using constantly in my classroom. If I can, I will really think about things that I’m going to be teaching a lot. Even if it’s four times in a classroom, it is really helpful to film these hands on tutorials for students. Because again, you can play it in a loop. You can play it for kids who are absent. So just that little bit of prep work is super, super helpful for my lesson for fourth grade. Back in STEM survival camp, if you go back to Episode Four, students were creating a hiking backpack and there were different processes when it came to creating their backpack and showing their design. So there were a lot of videos in that lesson that I would play on loop for students. I could send them in Seesaw for them to watch. So it’s just a really great way for me being there in the moment and showing them again how to do something, but not physically being there. Also really great if you are a remote STEM teacher, or if kids are looking for opportunities to do things at home. Filming yourself during those hands on activities is really helpful. You can add your voice if you want, but you don’t always have to. Anyway, back to the catapults for March Madness. Students were building their catapults, and then they were building their little makeshift basketball hoops, where they could launch their pom pom basketballs into those hoops. Then they also thought of the different scoring systems. They could draw a basketball court to be more official to connect even more to basketball, and the different points that you can earn based on where you are on the court. Or they can just come up with their own scoring system, which really can work for some math or the M in STEM. At the end, I actually did not let students keep their catapults. I didn’t want that in their classrooms, it would actually use up a lot of supplies. So I handed out scissors and students had to safely cut the rubber bands that made their catapult and actually put everything away. Yes, they were sad for a moment. But did they ever bring it up again? No, they were okay. Students don’t have to keep everything that they’re making in your class. So don’t feel obligated that they have to walk out with every single project that they make. These are simple materials you probably already have. And there was high engagement in this lesson. Once all of the materials were put away and or while they were cleaning up, we played a video from SciShow kids, which you know, I absolutely love. It’s one of my favorite research resources, which I talked about in a past episode as well. But we watched a video all about levers and how levers are used in real life which a catapult has a lever. So a great one day challenge to connect it all together. As I said, you probably already have the materials in your classroom. 


Naomi Meredith  07:07

The second March STEM activity to try in your classroom is robot sleds for the Iditarod. Back in episode 44, I talked about different winter robot lessons that you can do in your classroom. But funny enough, this lesson is actually meant for March because the official Iditarod dog sled race happens in March. Surprise, surprise! So this is a really awesome activity where you can use any robot you have on hand. I prefer Sphero or Dash for this lesson. Students will build a sled for their robot where the robot is acting as the dog in this lesson. But the robot is pulling the sled through the Iditarod race. This is a whole Engineering Design Process that you can do with your students. It can last up to five days because you’re really getting into the design of the sled and how sleds are made, more information about the Iditarod and all of those components, and even how students can code their robots, especially if they have never coded with a robot before. So this is a very involved lesson that students, especially in the older grades, can definitely get into. Also, I provided students with a racetrack that mimicked the pathway of the actual Iditarod race and had all of the names of the stops along the way and the twists and the turns that the real mushers go through during this time. So there’s a printable cut out of this track that I printed for them. They put it together and we taped it on the ground. It was really fun to see students how they attack this challenge and how their robot changes in their movement based on the sled that is attached to them. That does make a huge difference with the coding. So it was really cool to see their Makerspace design and connect it to the robot coding. 


Naomi Meredith  09:02

And the third March STEM activity to try is lifecycle 3D printing. There is a standard in the third grade NGSS standards, the Next Generation Science Standards, that talk about how students can observe the lifecycle of a living thing. And also what changes it can go through what would change the actual lifecycle, which that is definitely an interesting conversation to have with students. The other day I started this project with my third graders, this 3D printing project. Also side note, if you don’t have a 3D printer, you can still do this project. You actually can use the platform Tinkercad for free, T-I-N-K-E-R-C-A-D, Tinkercad. Students can create their model but maybe you just don’t 3D print it, or maybe you have them design it using Makerspace materials. So you can still do 3D printing projects even if you don’t have a 3D printer. So it’s very interesting talking to my third grade students about life cycles of living things and what would change them for better or for worse. What if a predator eats them? Sadly, what if the animal doesn’t get enough food and its lifecycle ends? What if it gets an abundance of food and it lives for a very long time? What if it has the perfect conditions where it doesn’t have any predators, the weather’s great, and it just has a long, happy life that can change the lifecycle as well. What if it never finds a mate, and it just has a great life and never has babies? So there’s so many different things that can change the lifecycle of animals. So of course, we always show them those images of where it starts from all of those steps in the pictures. But really, there’s a whole lot of things that can happen with the animal life cycles. So after students finish researching their project, then they can create a model to represent the lifecycle that they researched. Then they can even share their designs further and make a video of their lifecycle project and talk more about it. So there’s a lot of different ways that I present this to students, but it’s a really cool way how they can have a different format to show their learning where it’s not always just drawing their designs. So this is a really cool 3D print project. They do take a while to print because there are a lot of details, but it is super exciting for them to see their design come to life through their work on the computer. 


Naomi Meredith  11:32

As a recap, here are these three March STEM activities that you could try in your classroom. First, we have the March Madness catapults. Next are the robot dog sleds that connect to the Iditarod. And third are the lifecycles 3D printing projects. Again, all of these are linked in my show notes to help you get started with these resources in your classroom. And you can also find them in my TPT shop, Naomi Meredith, where you have in depth resources to help you really explore these topics and dive into the themes that are in March.


March STEM activities

Related Episodes/Blog Posts:

 

Connect with Naomi Meredith:

 

More About your host, Naomi Meredith

Naomi Meredith is a former classroom teacher turned current K-5 STEM teacher and coach. Her role not only includes teaching over 500 students in her school, but also leading professional development and co-teaching with teachers to help them integrate STEM & Technology.

With over a decade of experience along with a M.Ed. in STEM Leadership and STEM certificate, she helps teachers navigate the best practices, strategies and tools out there.

She truly believes that any teacher out there can learn how to use STEM & Technology in their classrooms effectively. She can’t wait to connect with you and be your guide!

More About The Elementary STEM Coach Podcast

Are you tired of scrolling online for your next great STEM lesson? Do you feel like there is no time to plan, research and test meaningful STEM lessons, so you throw together a hands-on activity and hope that it works? What systems and routines should you set in place to help students be creative, critically think, and collaborate? 

The Elementary STEM Coach is a podcast for K-5 STEM teachers, classroom teachers, GT specialists, and homeschool parents looking for actionable STEM solutions. Each week, Naomi Meredith will share tools, resources and lesson ideas that are actionable in your classroom and create highly engaging experiences with your students. You’ll learn systems and routines that will create control in the chaos and that will keep you organized all year long. 

Your mindless scrolling days are over! Your new STEM-best friend is now here in your ear buds!

5th graders aren't motivated

Why Your 5th Graders Aren’t Motivated in STEM and How to Fix It [ep. 66]

Why Your 5th Graders Aren’t Motivated in STEM and How to Fix It [ep.66]

5th graders aren't motivated

Check out the full episode on Why Your 5th Graders Aren’t Motivated in STEM and How to Fix It:  

Subscribe to the podcast HERE on your favorite podcasting platform.

Episode Summary

So you’ve planned this STEM lesson. You’ve gathered the supplies, and you’ve made sure that the lesson is exciting. But your fifth graders just aren’t having it. In fact, they don’t even seem interested in the STEM project that you planned. In those moments, you’re probably wondering what’s going on. In today’s episode, I’m sharing why your fifth graders aren’t motivated in STEM and how to fix it.

 

In this episode, you’ll learn:

  • 4 reasons why your 5th graders aren’t motivated in their STEM projects
  • Strategies for fixing their lack of motivation
  • Tips for implementing these strategies in your STEM classroom

Resources Mentioned:

Some items are linked to my Amazon Affiliate account. When you purchase through my link, there is no added cost to you, but I receive a small commission in return.

Episode Transcript: 

Naomi Meredith  00:00

You’ve planned this STEM lesson, you’ve gathered the supplies, and you’ve made sure that the lesson is exciting. But your fifth graders just aren’t having it. In fact, they don’t even seem interested in the STEM project that you planned. What is happening? In today’s episode, I’ll be sharing why your fifth graders aren’t motivated in STEM and how to fix it. 


Naomi Meredith  00:27

The other day, I hosted a quick poll on my Instagram @NaomiMeredith_. Thank you so much for filling this out. By the way, it was very, very insightful. So the question that I asked was, how are your fifth graders’ attitudes about STEM: 22% of you said they are obsessed, 18% of you said that they struggled to stay motivated, and the majority of you said, at 60%, you said that sometimes they like it and sometimes they don’t. So what gives with these fifth graders? Maybe you even have upper elementary students and sixth graders. What is going on? STEM is supposed to be fun, right? Okay, so here is my take on this. Based on my experience being a K through five STEM teacher, where I came from the classroom for six years and then went into a brand new to me school and district, and really, the kids didn’t have STEM. And let me tell you all the things that I have seen and how you can combat this problem in your classroom. It isn’t an overnight fix. But there are some small changes that you can make so that everybody is having an awesome experience, just like you have planned in your head and like the younger students are having. 


Naomi Meredith  02:27

The first reason why your fifth graders aren’t motivated in STEM is that your projects are missing multimedia research. Think about the ways that you are building background on the projects that you’re doing in your class. Are you building background on the projects? Because students need to have some knowledge about the topic so that their work actually makes sense. Yes, we have all of the awesome building but when you’re really being thoughtful about your planning through the Engineering Design Process or another model, building isn’t the only step. Sure, you can have one-day challenges which I have definitely done. Especially when I had a Monday, one year when I taught eight classes in a row, I did still build some background knowledge. So think about how you’re doing this in your classroom. How are you having students build this knowledge while also having them research in different ways? So think about the tools that you’re using. Are you just giving them books to research? Are they just printed out articles? Is it a random Google search? I know that sounds super helpful, but that is a lesson in itself on how to teach with Google and how to search the proper way. If you’re doing that, awesome. But are you just saying Google it? Are you really showing them how to Google it? So think about the tools that you are having students use to gain information so that it can inform the projects that they’re building. Can you add video clips? There are a lot of great video clips that students can access that are not connected to YouTube on Epic books. Could you even play video clips that are on YouTube as a whole class to help spark the conversation? Maybe add in podcast episodes or clips from podcast episodes to hear another viewpoint. Maybe even adding infographics that you find or create your own, which I do all the time. That can be a way to gather information. Also, pre-researching and tailoring links can really focus students on what they are gathering at the time, and it doesn’t feel so overwhelming. Maybe you do have to write an article but can you add an audio component so it can meet the needs of all learners? It is so nice to have that audio option because then if there’s a word you’re not familiar with, you can listen to that piece. So really mixing this in your projects and helping students feel confident about the topic that they are going to build in is super important in STEM jobs today. In the future reading and gathering nonfiction information is happening, and it’s going to continue to happen. Even if you’re not in a STEM job, you need to know how to access information to inform your decisions. So are you adding in all of these different tools within your STEM classroom? Yes, in STEM, and helping students interact with the world in those ways. 


Naomi Meredith  05:23

The next reason why your fifth graders might not be motivated with your STEM projects is that they might not actually be ready yet. This was really hard for me to realize. As I said, I was new to the position new to the district and new to the school. I was given a brand new classroom with zero curriculum. I had all of these big ideas of what I wanted my students to do. I knew back as a classroom teacher, what I was able to have my third-grade students do and do amazing things in their classrooms. So why not? Can these students do it? Well, I had some lofty dreams, and I’m so glad I kept those dreams. But we were not ready yet. My fifth graders did not like my class. My fourth graders had a better time. I realized pretty quickly that my projects were honestly way too hard for them at this time. There were so many skills that they did not know, like typing in a website link or where their username and password were that I had all of these plans for these super advanced projects. But we actually had to get to the basics. And that’s okay. What I’m doing now, five years from when I started in STEM, is completely different. Because the way that I have planned my lessons has built students up with their skills to help them be successful. So by the time they are in fifth grade, there is more of that motivation, and they have the skills to attack those projects that I had in my head five years ago. Yes, I had to build up those basic skills, and it can be frustrating. The students might be a little bit frustrated, too, that they don’t know these things yet. But even paring down your lessons to make them more simple than you thought might just be where your students are at this year. And that’s okay. Let me tell you why this is okay. I recently had an online chat with our middle school tech teacher who most of our students feed into. She wanted to talk about how she can support us in the transition into middle school. So part of my role, I’m also the tech person. I don’t get paid extra for that. But I also manage our school-wide technology and all of that process. I’ve also co-taught in the past with the teachers. So I’m very familiar with what is happening in the building because I’m in charge of it. So we had a really good conversation. And this is actually really sad too. But it is extremely clear to her and the science teachers that these students have gone to school for elementary. The schools that don’t have STEM it is completely clear that they did not have STEM and that those skills are things that they haven’t been able to work on over the years. When they get to middle school, they’re really struggling. On the flip side, the kids from my school, it’s super clear that they’re from my school because they’ve had those opportunities to collaborate and be creative and try those skills. So when it comes down to it, they weren’t ready. In my fifth grade, my poor fifth graders who left me that first year were working on the basics, and I know I helped them. But really, thinking through your plans and how you can have a progression of learning over the years, you’re definitely going to have to adjust on the skills and getting to know your students. That’s what good teaching is, even as a specialist teacher, but thinking about the way that you are planning and giving them opportunities to practice these skills in a variety of contexts. With a variety of standards, they are standard space, that they are carrying those skills into future years, and that they can be successful and be excited about those future projects. You definitely do have to start somewhere. But hey, this is a great way for you to advocate why kids need STEM because sometimes it is those little things that can help you do those really big things. 


Naomi Meredith  09:16

Along with them not being ready is that I noticed my fifth graders were actually really scared of being creative. And again, this goes along with the relationship that I had with them and the culture of a growth mindset. I’ve of course been building this up over the years. But it is so different when you’re in this unique role, especially as a specialist teacher, because you don’t have them all day every day. The time it takes to build relationships can take longer, especially if you only see each class once a week. So it does take time. Being creative is a vulnerable thing. We’ve talked about that in other episodes. It’s scary for me to be creative here on this podcast and even have this conversation with you right now. And the same with kids, it’s not natural to want to be creative in a new space, even though we think our lessons are very exciting, which they probably are. But it is a lot to be creative and put your ideas out there and have them be different, especially when they’re at that age where opinions from their peers are starting to become very important. It’s not as much for the teachers as it is for everybody else and what they’re gonna think about their work. So really creating that culture where it can be safe to be creative and to have a growth mindset, it is going to take some time. But really having those smaller challenges and paring things down will really help as well. 


Naomi Meredith  10:39

Along with that, your students might not be motivated in your STEM projects is that they actually might need more structure than you think. Being creative within constraints is okay. It provides that safety net, that it isn’t a free for all. That is overwhelming for kids, especially when they have to be taught to be creative, that it’s okay to make mistakes, and it’s okay that it doesn’t work the first time. This is going to take some time, but they definitely need some more structure. So maybe that’s the way that you have materials in your classroom. Back in episode four, when I talk about STEM survival camp, which is my first unit of the school year, this unit is actually really learning about the Engineering Design Process in how you can be creative within constraints. I don’t give them a free for all with the materials in my classroom. And I don’t think that’s a good thing. They actually have only a few things from me on their project. And then the rest is from items outside the classroom, which also creates constraints because it might not be what they found. But then it also gives them the opportunity to talk to each other and for me to talk to them and build that relationship. So building up to that, maybe so and so free for all, it can be helpful. When you do a Makerspace project, do you have a money system? We talked about this back in episode six where you have that structure, and they have a certain budget of things that they can spend, where yes, you have all of the supplies, but you have to be really thoughtful about what you’re using. Also what that structure can be when it comes to working in groups. There’s a huge difference between saying to kids oh, you get to work in a group, and comparing that to, oh, you’re gonna work in a group, but you have very specific roles. And here’s what you’re going to do in these roles. And here’s how you are in charge of these roles. Because it gives them an explanation of the importance of what they’re doing. And they can’t slack off because the role is important to the job. And if they don’t do it, it’s not going to get done. Again, it goes back to that peer thing. They want to impress their peers, so they’re much more likely to be motivated. In the book Limitless Mind by Jo Boaler that I just listened to and highly recommend, hint hint will be in the future book club coming up in the spring. But she also has a part in there where it talks about kids don’t really enjoy working in groups because it is overwhelming and they don’t know what they’re supposed to do and somebody slacks off. And so all of those things that we hear about, definitely recommend that book and also reframing the way you have structure in those groups, but really the structure within projects overall, because that can help build that motivation. 


Naomi Meredith  13:16

And finally, the last reason why your fifth graders aren’t motivated to do the projects in your STEM classroom is that the projects don’t have enough empathy. Students, especially as they get older, they need to see why this project matters. I feel like a lot of times the younger students can actually really see why this is important. And it’s easier to convince them. But as they get older, there’s more like, I don’t really care. Why do I need to do this? Why is this important? And that’s a great challenge for you as a STEM teacher as to, “Well, yeah. Why are we doing this project?” I’m currently working on a 3D printing project with my fifth graders, and they are designing an invention that will help people to protect, prevent, or correct Earth’s resources and why that is a problem. And we’ve really been talking about why this is a problem. What are nonrenewable resources? Who cares? Why is this going to affect you in the future? Why should we be solving these problems and really thinking bigger than ourselves? This is the world that you live in, and we need to create solutions even better than the solutions out there because it’s not working. So really having them think about that empathy piece, and thinking about others and not always themselves. It could even be a school-based project. How can we help others in there? But thinking beyond themselves and giving them a purpose for their work can be really impactful and help again, with that motivation. They’re doing this project for a reason and not for Oh, my teacher is just going to see this project. Awesome way to go. Along with that, give students the opportunity to reflect and to see each other’s work. When we did podcasting, which I talked about that in a past episode, I do have students post their podcasts so that others can listen to their work and even comment on each other’s podcasts. They are super motivated by this, they could care less if I hear their podcasts. A couple of them, my little STEM buddies, really want me to listen to their podcast, but they really are more concerned about what other people think about their podcast, and what they did well, and what they can work on. With that giving students the opportunity to reflect on their work will really help them think through the process of that project. What can they do better and what can they work on? And how did it go? Well, and if they did a project like this in the future, what could they do again, so really giving those opportunities where it’s not just the building, but that their project has a bigger purpose, whether it’s for people in their school building, whether it is for people outside of the school, or even thinking beyond that what their futures might hold, will really help them connect what you’re doing in your classroom actually has a greater purpose. 


Naomi Meredith  16:06

As a recap, here are the four reasons why your fifth graders aren’t motivated with your STEM projects and how you can fix it. First, your projects are missing multimedia research opportunities. Second, your fifth graders might not be ready yet for this type of project. And the keyword in that sentence is yet. Third, they need more structure, especially when it comes to those creative opportunities. And fourth, your projects don’t have enough empathy. These are all things that you can continuously work on as a teacher and reflect on and get your students to that point where you are in that part where they are excited about projects all the time and that you’re not dragging their feet to finish them. Now, I know that it’s a lot without planning. And I am actually here to help. And I’m so excited about this. But I am hosting a live third through fifth-grade virtual workshop where you can join me and other STEM teachers to help with your planning in the upper grades, where we will look at standards where you can integrate naturally STEM projects. And really think through that process of the multimedia research that you’re giving them. The creative opportunities and opportunities for them to reflect and share their work. The info will be in the show notes. So if you’re not able to make it live, then it will be recorded. But the live piece is really awesome because you can ask me questions, and we can tailor a lesson that will fit your needs. So jump in on that third through five STEM virtual workshop. I would love to see you there. And how two hours of your time can definitely change the way that you plan for the rest of the year. And also set up a foundation where you can be the one talking in this podcast where your students are motivated and that they are excited, and that your lessons are really fitting what they need. So can’t wait to see you and that workshop.

5th graders aren't motivated

 

Related Episodes/Blog Posts:

 

Connect with Naomi Meredith:

 

More About your host, Naomi Meredith

Naomi Meredith is a former classroom teacher turned current K-5 STEM teacher and coach. Her role not only includes teaching over 500 students in her school, but also leading professional development and co-teaching with teachers to help them integrate STEM & Technology.

With over a decade of experience along with a M.Ed. in STEM Leadership and STEM certificate, she helps teachers navigate the best practices, strategies and tools out there.

She truly believes that any teacher out there can learn how to use STEM & Technology in their classrooms effectively. She can’t wait to connect with you and be your guide!

More About The Elementary STEM Coach Podcast

Are you tired of scrolling online for your next great STEM lesson? Do you feel like there is no time to plan, research and test meaningful STEM lessons, so you throw together a hands-on activity and hope that it works? What systems and routines should you set in place to help students be creative, critically think, and collaborate? 

The Elementary STEM Coach is a podcast for K-5 STEM teachers, classroom teachers, GT specialists, and homeschool parents looking for actionable STEM solutions. Each week, Naomi Meredith will share tools, resources and lesson ideas that are actionable in your classroom and create highly engaging experiences with your students. You’ll learn systems and routines that will create control in the chaos and that will keep you organized all year long. 

Your mindless scrolling days are over! Your new STEM-best friend is now here in your ear buds!

how can students record a podcast

How Can Students Record a Podcast? [ep.65]

How Can Students Record a Podcast? [ep.65]

how can students record a podcast

Check out the full episode on How Can Students Record a Podcast?:  

 

Subscribe to the podcast HERE on your favorite podcasting platform.

Have a STEM question? Leave a voice message for the podcast!

Episode Summary

In today’s episode, I share how I plan a student podcasting lesson about light pollution and how we figure that out through the Engineering Design Process. In this lesson, students explore what light pollution is, the effects of light pollution, and possible solutions. They then share all of this information through a mini-podcast. With their podcast, they take on the role of a citizen scientist. This lesson is a cool way for students to share their learning and learn a medium that they might not have heard of or tried before. 

 

In this episode, you’ll learn:

  • An overview of the light pollution podcast lesson plan
  • Tips for how students can record a podcast in their classroom
  • Equipment and software recommendations for podcast recording

Resources Mentioned:

Episode Transcript: 


Naomi Meredith  00:00Are stars in the sky disappearing? Why are human and animal sleep patterns disrupted? There is a type of pollution out there that isn’t always talked about, and that is light pollution. In this episode, I will be sharing with you how I plan a student podcasting lesson all about light pollution and how we figure that out through the Engineering Design Process. In this lesson, students will explore what light pollution actually is, what the effects are, and what are possible solutions while sharing all this information in their small mini-podcast. With their podcast, they are taking on the role of a citizen scientist. And it is a really cool way for students to share their learning and also learn a medium that they might not have heard about before or have even tried before. So I’m so excited to share this lesson with you and this episode. So let’s jump on in. 
Naomi Meredith  01:08

I never really thought about teaching students how to podcast. It didn’t really ever come up in my mind. But I will say this is one of my favorite lessons that I have taught to my students. Especially since I, obviously you’re listening, I have my own podcast. So it’s really cool to share with students what a podcast is and how they can create one and share their information with others. Now with this lesson, I did it with fifth grade. But don’t tune me out if you don’t teach fifth grade. You can definitely adjust for the students that you teach and see how this can work best for you. Now with other lessons, I do teach my students how to record videos and edit videos. So that’s something that they learned with me over the years. But I really wanted to teach students the other side of things with podcasting. Not all students are comfortable being on camera. I do record my podcast with videos simultaneously. I know not all people do that, and that is the joy of podcasting, where you really don’t have to be on camera. So this is great for students who have a lot to share. But they are more camera-shy. And that’s okay. Some of them even have a great narration voice. This is a great experience for students to be exposed to. When I introduced this to my students, I even compared it to YouTube since a lot of them aspire to be on YouTube one day. And it’s another way that is growing, that their voices can be heard, but also just have those opportunities in the future. So it’s really cool once we get going with this unit, that students really start to grasp the concept of podcasting and how it can be a beneficial way to share information with others. 


Naomi Meredith  03:22

There are a lot of standards that I use to connect this lesson, and I specifically picked light pollution. Because as I said in the intro, this is a type of pollution that isn’t often talked about. I found out about light pollution, to be honest when I was getting my master’s in STEM leadership. I probably had heard of it, but I never really thought about it before. But the more that I was researching about it for a project, I knew that this was something that my students needed to know about. So not only are they learning about podcasting, but they are learning about a type of pollution that is a problem. Specifically,  light pollution, and it correlates with the standards for the fifth-grade NGSS standard II SS 1-2. It talks about the patterns of daily changes in the length of shadows day and night. And there’s that part where it’s the seasonal appearance of some stars in the night sky. So I really focused on that section when it says the stars and the night sky because, due to light pollution, it really changes how we can actually see the stars in the sky. As I was researching this topic for students and pulling resources for them, I learned that there are some places in the United States that are protected where if you traveled to these locations, they are absolutely stunning and absolutely beautiful. It is like major diamonds glowing in the sky. I think there are some places in Colorado where I live, so that would be really cool to check out these places where light pollution is prevented. So we talked about the NGSS standard that is correlated with this lesson. And when it comes to the Common Core State Standards for ELA, when students are reading informational texts, that is a big standard that they will be hitting. So like I said, I pulled different resources for them that they will research through, that are vetted. They are legit resources. So students aren’t really doing a random Google search. I don’t have a whole lot of time for that piece. When I pre-research things and share those links with students, I know that they’re going to be able to find the information that they need, but they still have to read it. But it’s all set up for that right there. Of course, there are those writing standards where students are producing their work digitally. So yes, through the podcast, it’s being produced digitally, but also when they are note-taking, and again, accessing those resources. 


Naomi Meredith  05:47

Podcasting also really applies to those speaking and listening standards. There are those standards that talk about producing a digital piece and being able to share that information clearly. So a podcast is a really great way for students to be thoughtful about what they are saying instead of standing in front of the class reading off of a note card, their board, or everybody else’s board. The podcast forces the students to listen back to what they are actually saying and be mindful of that. And it’s really cute too. When you do a podcast project like this or any type of recording, the students are actually kind of hard on themselves. It’s very interesting. When they’re creating things with their hands, I feel like I really have to push them to make modifications. But when it comes to video and podcasting, they are so critical of how they sound and how they do things that they want to try it again. So it’s a really great self-reflection tool. For the math standards, this really connects to the mathematical practice where they talk about constructing valuable arguments and critiquing the reasoning of others. So they are gathering that information and being critical of what they are reading and then trying to figure out a way to produce it where it makes sense. And then also, when they’re collaborating in a group, they are also having that critiquing and reasoning of others of how they should actually plan out their show, which we’ll talk about in a second. There also goes along with that standard, when in fifth grade, students actually have to think about the timing of their podcast. So when it comes to the actual editing, and the time that it takes, also when they are adding elements of different sounds, and really thinking about how long the sound is, they are thinking about the decimals and how that is correlated with time. Because there are all of those seconds, they have to be mindful of. And especially if they are taking pieces out of their podcast, they are thinking about the time and how long it takes for them to speak in a part. 


Naomi Meredith  07:50

What time that they’re taking out of that? Are they including all the information that they need? So that telling time when it connects to decimals, there is a lot of math involved with that. So you might be wondering, what platform do they actually use when they create their podcast? How can you make this happen? I have heard of some teachers using a platform called Anchor, like the ship anchor, but I would definitely be mindful of that and the age of your students. I looked it up, and anchor is geared toward students who are 13 and older. So yes, anchor is very easy to use. But at the time of this recording, their target audience is not elementary school. So I actually would not recommend using that platform. Alternatives to this, you can do quite a few things. So these aren’t the only things that you can use, but these are three that I think that definitely can work and I have experience with. I use Wevideo, so w-e-v-i-d-e-o, and it has video in its name, but it actually gives students the chance to actually just record audio. It’s a very visual platform where there are different layers of things, they could add in the stock sounds that are there. So if they want to have a little bit of an intro with music, they can do it all on that platform. Wevideos also had some really awesome updates. So in this past year that I did the podcasting, there also is a classroom tab where you can assign assignments a lot like Google Classroom, you can create groups and students can collaborate within that group. It’s all web-based, so you’re not tied to one specific device. It just makes things a lot easier. Even though I have a Mac, I actually have been using Wevideo recently to do a lot of video editing because of that cloud-based feature. It doesn’t really slow down your device. Now if you have Macs available and maybe even iPads, you could do the same thing in iMovie so students can do the narration part. I don’t think iMovie is really that complicated for students. I just feel like the way that we have video setup it is a little bit more visual than iMovie, but iMovie is pretty easy too once you get the hang of it. I also think that on the iPads, a tablet, or phones, it’s a little bit more simple. So you can definitely use that feature. Students can take things and cut them out. Now if you’re really on a budget, I would actually recommend using Seesaw. So Seesaw has a recording feature, I think they can record up to 10 minutes, and students aren’t going to need 10 minutes, trust me, they only record maybe one to three minutes for their podcast, five on the longer side. They’re short, and that’s okay. I tell them that I actually want them to have a short podcast. But you can actually have students record in Seesaw where they open up a project, or you send them an activity. Maybe they have one simple picture that could be their podcast cover art and that could be part of the project. Then when they hit the microphone, they can record what they want to say and then click pause, regroup, and then unpause and keep recording. The limitation of this is that they can’t really edit. So if they mess up, it is what it is. But again, you have that audio piece, and it’s a safe website for kids. So if you’re really on a budget, you can definitely try that out. 


Naomi Meredith  11:08

Of course, if you don’t have any of this stuff, you could have them read it out loud and pretend that they did record it. But just having that element of that technology, T for technology in STEM, it really does make a difference if they actually can record and then it has that natural piece of them modifying their work. After students were researching light pollution, I had some guiding questions for them. They did have a note-catching sheet that had these specific questions I wanted them to understand, and that would go into their podcast. I gave students a script template. This is really important, especially when students are new to creating audio and video, they don’t really know the structure of how it should be laid out. Now, when I am recording this podcast, I’m not really reading a script, I have notes on the side. But I’m not really reading word for word, I just check out my notes and just start talking to you. But I’m not in fifth grade. So they actually need a little bit more support. So I give them a structured outline, and it has all the guiding questions I want them to include in their podcast. Whatever order they want to is totally fine, but it all has to be there. And then there’s also a part on the side where they actually assign the parts to the different group members. Now, before we even get into that recording or even writing the script, we actually listen to different examples of podcasts so they can kind of understand the different styles. I do share with them actually a little bit of my podcast. And then it’s kind of fun because they have a little bit more respect for me. And they’re like, oh, my gosh, you have a podcast, and I’m like, “Yes, people, I do.” So it’s actually kind of fun for them to hear my voice in that way. So we listen to a little bit of that. I also share with them different kid podcasts and just the different styles. Is it an interview style? Is there a host, a single host who’s sharing information? Is that a kid interviewing somebody else? Are the two hosts talking to each other? So we listen to those different styles. So then, they can figure out the style of podcasts that they want. That’s really up to them. I just want them to answer the questions, but then they can be really creative with that. So they have that background about light pollution, they understand the background of what a podcast is, and then the writing the script part actually takes a while for them. Just like this podcast that you’re listening to, all the work before the podcast and after takes the longest. The recording is the easy part, and I tell the kids that the recording they get done in pretty much one class time. So writing out the script, and making sure that it makes sense, takes the longest part. I also want to make sure that their wording is accurate. This is a really great writing activity as well because it’s really thinking about how they can be engaging in their writing, especially having a hook. So I will tell them, you might want to have some little stories, you can make them up. Nobody knows your life. Just make it up and see if it makes sense. Like, did you know like, for example. I was telling the kids that when I was on vacation, I was with all my girlfriends, we were in Florida, and when we were walking through the town, all the lights went off. But then there were red lights, and it was a little bit scary. The STEM teacher in me was like, “Oh my gosh, I actually know why the lights are red.” So I asked my friends, “Do you know why the lights are red?” They said no, I’m like, well, it’s to actually help the sea turtles. Because the lights in the sea are actually distracting and they can’t usually find their way out. It’s actually a big problem for sea turtles. The red lights don’t trigger where they need to go. So I told the story way better to the kids. But I was telling them something like that would be really good in a podcast because you have that story element and that can really grab your listeners’ attention. 


Naomi Meredith  14:59

So I was really trying to have them have that style, not just stating the facts like here was light pollution, here’s what it is, but really having some fun with this, then they really took off with it. It was so cute. When it came to recording, you can have microphones. There are some that I recommend that are really small. You can have USB microphones. You don’t even have to, it’s just the benefit, and they feel so professional when they have their microphones. Also, I use those big fabric IKEA cubes, those big giant ones that are square. What we do is we put the script inside of the box, they are holding the microphone, but then outside of the box the microphone is connected to the device that is recording. So what’s really nice about this is that their head is in this little sound booth, it looks super funny. But it actually helps block out the sound around them. I know that that can be really hard when you’re in a classroom and thinking about the situation with sound. This helps the whole time. I also try to spread out students the best I can. So some might be in the hallways, but it’s also not perfect. In a school, I tell them, your audio isn’t going to be absolutely perfect. A school is loud, even in the hallways. That’s just how it goes. So we do the best we can, spread out the best we can, and go from there. When it comes to the modifications, the kids will of course listen to what they have. But I also give them a checklist of certain things that they need to listen for. I also don’t expect it to be perfect, but there are just those must-haves that they really need to focus on, like, are they speaking clearly? Are they not talking too fast? Did they include everything that was from the checklist from our research? So very specific things that again, are tied to those standards that I talked about in the beginning. There are very specific things from that. If I wanted to grade them, then the checklist is reflective of a rubric that is again aligned with the standards is what’s really fun with students creating a digital piece is that you don’t have to sit there in front of the whole class and listen to all these podcasts. At the end, I show students how they can actually grab their podcast, download it and of course, add it to Seesaw. So they download that from the video. I show them how it’s going to process, then I show them the process of uploading that video to Seesaw, and then how they can actually tag all the group members in there, which is really great. Then I’ll go through on my phone really quick, have Seesaw open, and then I will approve those. The students can go and listen to each other’s work and give them feedback, which of course the feedback comes to me first. So they can’t just say good job. But they can talk about things that went really well for that group and things that they need to work on. So that’s a really quick thing that you can do. When it comes to giving feedback. I also give them the chance to reflect on their work, I always use the same question. So what went well for you? What was the challenge? And then if we were to do this project again, what would you try again and do differently? So this is a really fun project, and the kids get really excited about it. 


Naomi Meredith  18:04

Also,  in my fifth-grade class, they do something called Genius Hour, which is a whole other thing that’d be actually really fun to talk about on the podcast. I haven’t done a Genius Hour in STEM, but I know that’s something that you could do especially if you’re integrating STEM and GT. So I’ll write that down because I think that’d be really good. But anyways, some of the kids after this lesson for their Genius Hour and other projects went and created a podcast to share their work. So a completely different topic. So I know for this project, it was very guided when I gave them the topic that I wanted them to learn about. But then they had all that creativity within the project, learn the structure of a podcast, so then they can take that skill and run with it for future projects. So if you are interested in getting started with this lesson with your class, I have created all the work for you, researched all the links, created those templates, and modified it based on the way that the kids have interacted with it. So, of course, I have this lesson available for you. It’s all linked in the show notes. You can get grab it on its own and its grade level bundle, you can do a three through five bundle or the whole year-long plan for K through five. But this is just a really great lesson to get kids excited about podcasting and really provide them with structure so that they can be successful. Also, when it comes to lesson planning, you guys have asked, and I have definitely answered when it comes to your planning for third, fourth, and fifth, and you can even include six. So my virtual STEM planning workshop for upper elementary students is open, and you will learn how to plan two integrated lessons that are standards-based from scratch, has high engagement, and have resources that will support your project. If you are able to attend live, we are going to collaborate together and create something that you can take away. You definitely don’t have to be there live. It will be recorded, and I’m also adding a private podcast link, so you can listen to the audio on the go. So if you are here listening to the podcast, obviously you like podcasts. That will be available to you just like the K through two STEM planning workshop, the recording is already there. Then there also is that podcast link as well. So you can always do that option. The live is super fun. So we get to chat together and collaborate. But totally understand, I know you’re busy. But think about how two hours of your life can actually change the way that you plan for the rest of the year. So you’re getting the inside access and get to hang out with me and increase your planning. So there are so many options out there for you, I am here for you. And I am so glad that you have asked about this workshop and I’m able to provide that for you. So make sure to check out the link in the show notes where you can get that information. Go out and sign up so we can hang out and help with your virtual planning. So thank you so much again for being here. I hope that you try podcasting with your students, and let me know how it goes.

how can students record a podcast

 

Related Episodes/Blog Posts:

 

Connect with Naomi Meredith:

 

More About your host, Naomi Meredith

Naomi Meredith is a former classroom teacher turned current K-5 STEM teacher and coach. Her role not only includes teaching over 500 students in her school, but also leading professional development and co-teaching with teachers to help them integrate STEM & Technology.

With over a decade of experience along with a M.Ed. in STEM Leadership and STEM certificate, she helps teachers navigate the best practices, strategies and tools out there.

She truly believes that any teacher out there can learn how to use STEM & Technology in their classrooms effectively. She can’t wait to connect with you and be your guide!

More About The Elementary STEM Coach Podcast

Are you tired of scrolling online for your next great STEM lesson? Do you feel like there is no time to plan, research and test meaningful STEM lessons, so you throw together a hands-on activity and hope that it works? What systems and routines should you set in place to help students be creative, critically think, and collaborate? 

The Elementary STEM Coach is a podcast for K-5 STEM teachers, classroom teachers, GT specialists, and homeschool parents looking for actionable STEM solutions. Each week, Naomi Meredith will share tools, resources and lesson ideas that are actionable in your classroom and create highly engaging experiences with your students. You’ll learn systems and routines that will create control in the chaos and that will keep you organized all year long. 

Your mindless scrolling days are over! Your new STEM-best friend is now here in your ear buds!

build a city STEM project

Build a City STEM Project to Try [ep.63]

Build a City STEM Project to Try [ep.63]

build a city STEM project

Check out the full episode on Build a City STEM Project to Try:  

 

Subscribe to the podcast HERE on your favorite podcasting platform.

Have a STEM question? Leave a voice message for the podcast!

Episode Summary

How can you have students plan and build a community based on Earth’s features in an area? In today’s episode, I share an in-depth overview of the build a city STEM project. In this lesson, I tie in the concept of Geographic Information Systems (GIS) data. It also incorporates the Engineering Design Process. This is such a fun, Makerspace lesson that my students loved, and I know that yours will too. 

 

In this episode, you’ll learn:

  • An overview of the build a city STEM project 
  • An in-depth look at how the lesson went throughout the week when I taught it
  • How you can implement this lesson in your classroom
  • Where you can find the resources for this lesson

Resources Mentioned:

Some items are linked to my Amazon Affiliate account. When you purchase through my link, there is no added cost to you, but I receive a small commission in return.

Episode Transcript: 

Naomi Meredith  00:00

How can you have students plan and build a community based on Earth’s features in an area? Civil engineers and a lot of other STEM careers use GIS or Geographic Information Systems data to help them create a community that will work in the space that they are given. I’ll be sharing an in depth overview of the STEM lesson that I tie in using these concepts that you definitely don’t want to miss out on. Students will go through the Engineering Design Process and learn more about what GIS is, then they’ll be given different data of a fictional location that shows them the landscape of an area. From there, they will create the map of this data, they will build the physical features, and then they will plan a community based on these features, but also think about the way that their community works as a whole. Of course, they will make modifications to their design when things don’t work. This is such a fun, Makerspace lesson that my students loved, and I know that yours will too. 


Naomi Meredith  01:39

It’s always fun for me to record episodes when I get to talk about the lessons that I’ve implemented with my students. And I’m always taking pictures and writing notes when I am teaching these lessons with my students. And so when I’m preparing episodes like this, I love to go back and reflect on that experience. A lot of fun things pop up for me that I can’t wait to share with you. So for this episode, I’m going to give you an overview of just the nuts and bolts of this lesson and who I taught it to, a snapshot of how the lesson went throughout the week. I will also share some fun stories throughout, how you can get started with this lesson in your classroom, and where you can get all of those resources. Also, thanks to you for filling out the podcast survey a little bit ago. A lot of you really wanted to hear about lesson plans and how I taught them with specific grades. So even if you aren’t teaching that specific grade that I taught this lesson in, don’t stop the podcast. You can definitely get ideas on how this can best work in your classroom. So don’t write me off. It’s fun to hear about other grade levels, especially when you teach all of the grade levels. Even if you don’t need something for that grade level, it’s just good to hear a lot of different ideas. So think of this, like being in a workshop with me, but I’m in your earbuds this time. 


Naomi Meredith  03:03

For this build a city STEM project, I taught this with fourth grade. And of course, you could flex this to third grade, fifth grade, and beyond. There were a lot of different standards that I integrated in this lesson. Of course, the NGSS Next Generation Science Standards that talks about the Engineering Design Process, those were super apparent in this lesson. When it came to a specific grade level standard for fourth grade, there is an NGSS standard that talks about analyzing and interpreting data from maps to describe patterns of Earth features. When it comes to specific math standards that were integrated in this lesson, the mathematical practice was all about attending to precision. And as I am explaining this lesson, you’re gonna understand why students had to be really precise, when they are setting up the format of where their study was going to be built. There are also various math skills that are integrated throughout. I know some of you might think that I don’t integrate math in my lessons, but they definitely are there. Like I’ve mentioned in past episodes, I do like to use science as my base. But then all of the standards really are integrated in there. So I’m not handing out worksheets of this math standard and all that math is really embedded in all of these lessons. And sometimes the students don’t even know that at the time, which is okay. They’re using their math skills. It’s almost like when you are feeding kids vegetables that they don’t like and you’re sneaking them in like making zucchini bread and they really like it. What I have done in the past with my Teacher Honey who doesn’t like carrots. And so I bought mashed carrots, and thought he would be tricked and thought they were sweet potatoes but he wasn’t but anyway, there is math in this lesson. And so students are attending to a position with that mathematical practice. They’re also working on their math facts when purchasing supplies and yes, fourth graders still need this skill when using basic math skills. When we were purchasing supplies, which we’ll talk about in a little bit, this was super important for the kids and they needed that extra practice. Also, students will be graphing using data that is provided for them, and also creating the landscapes. They will have to use their measurement skills, and they are building the landscapes based on the measurement skills that are provided in the data as well. I didn’t do this step with my fourth graders just with the time I had. But for an extension, a great way is students can build a scaled model based on certain measurements that you give them, or they can make up the measurements. So there’s a lot of opportunities for math in this lesson that are definitely embedded all throughout the week. When it comes to English language arts standards, the students will be accessing a lot of nonfiction texts, when it comes to videos, articles, websites, all those nonfiction text features reading a map. And so those are definitely in that lesson and where they can gather information. And of course, don’t forget those speaking and listening skills. Oftentimes we think about there aren’t specific STEM standards as of this, as of now with this recording, totally true. But those speaking and listening standards are apparent in STEM. And so there’s a ton of collaboration and talking about their work in this lesson. Also, when it comes to the ISTE standards for students, students are being a knowledge constructor, and all of those various things that fall under that. So definitely check out the ISTE standards for students, if you’re not familiar with them. Again, another great way to integrate STEM and just planning and how you might want to assess your students. If that is an option or something you need to think about. I did teach this lesson five days in a row. But I know we all have different schedules. So modify what works best for you, take out the pieces that you need or don’t need. But I’m giving you an overview of how this went in my classroom. 


Naomi Meredith  07:06

To start off this project, students were asked the question that they were going to be answering throughout the week, how can you plan and develop a community based on Earth’s features in an area. So not only are students going to be planning and designing a community, they really have to be mindful of the features in the area, and where they can and can’t build things. We talked about how if there’s a muddy area in a landscape, it doesn’t really make sense for a house to be built there. There might be some issues with where the water is filtering, maybe it gets flash floods all the time, that might not be the best place for a house to be built. And there’ll be some issues. Likewise, if there is a river or a lake, typically houses aren’t built on there, maybe you have a houseboat. But having students really be mindful of the landscape when they’re making their decisions, and planning their community it was super good for them to think about. From there, we did some imagining. And students learned more about GIS, geographical information systems, and how they’re used in various jobs. We looked at different videos, different websites and examples of how GIS is used. Sometimes it’s even there to help communities with water. So real life examples of how this is used in our world, and even day to day as well, when we’re using maps in our real lives. From there, we also talked about different people who have jobs that will use data and work together to build and create a community, you have the architects who are really thinking about the design and the structure of the buildings. But then you have the civil engineers as well. And then all of the city planners and just how all those people can work together. There are some great videos out there on YouTube that even talk about this collaboration. And they even talk about words of how the engine, they don’t say Engineering Design Process, but they actually talk about how they collaborate and work together. They plan and have to revise their plan. They build their plan, and then they make changes along the way. They have to make decisions. So all those things that you’re doing in your class and how they are actually used in the real world. So students were really mesmerized by this. And it really brought up some great conversations with the students of how some of their parents or people in their family or people they’ve seen in movies have these types of roles and then they are asking them questions throughout the week when they were designing their projects. 


Naomi Meredith  09:36

If you’re a teacher who needs more of an extension or you are teaching GT or homeschool, or even a classroom teacher, you can definitely do this lesson. You can have students dive in deeper when it comes to the features that are in a city. Google Earth is a great resource for this and you can even create a scavenger hunt where students are finding different locations in the world and then they can notice the different features that a place might have, such as the human features, the cultural features, the physical features. And this can also tell a lot about a place and how people live, and why a city might be designed the way that it is. So that again, another great extension, another way to integrate a technology tool in your classroom, using those mapping skills, even pulling in a little bit of that social studies, and really helping them be thoughtful when they get to the planning of their city. Of course, there is more than enough information to dive in that background knowledge. And of course, all that knowledge really helps with the building. So take it or leave it, do what would work best with your students. I didn’t have time for the Google Earth. But if I were a classroom teacher, or any of those other roles that I mentioned, that’s something I definitely would integrate. Now, this project I did a little bit differently than some of my other Makerspace projects. Before students actually drew the plan of their city, they actually had to use the fictional GIS data that I gave them, and really figure out what their landscape was actually going to look like. I didn’t want them to create a city on something, they don’t know what the city is actually going to look like, what are all the land features, so that was important for them to do. Students got a grid, kind of like a bingo board in a way where one side had numbers and the other one has letters. Then they were given their fictional data, which I shared with them through Seesaw because then they could keep track digitally just by highlighting the data that they colored. And they work together as a partner to color in on their grid, the different landscapes. So let’s say these are the areas that are grassy, here is where a river runs through the city color it blue, here’s an area that’s muddy color at brown, here’s a sandy area color that yellow. So this took about a whole class time for students to collaborate and work together to create what their landscape looks like. Now, don’t worry, you might be saying, Oh, well, everybody’s looks the same. Yes, their map does look the same. I do know this. But once they get into the planning completely different, they needed to have some sort of base to build up off of, then when it came to the physical features of the place, I created clay, some homemade playdough at home that they would actually build on top of this grid, I just put the grids inside of sheet protectors or sometimes large ziploc bags so that the paper didn’t get soggy. And then their data actually told them in these areas that you felt, you need to build up the land to a certain height. So having rulers on hand was helpful, because then they had to actually measure how high certain places on the landscape was. Now side tip with the clay eyes somehow super messed up when I made the recipe. And I brought all of this and I found out all these different sensory needs I wasn’t quite aware of, because I definitely messed up on this playdough this clay that I made and it was extremely, extremely sticky. Kids were screaming, it was all over my floor, it was all over the computers, the trash can and maybe my hair, it was a disaster. So double check your recipe, maybe even buy some Crayola modeling clay, that would be really awesome. If you bought that because it doesn’t dry out. It’s super inexpensive. And then at the end of the project, you can actually have kids give you back all of the modeling clay, so that might be working out a bit better from there. 


Naomi Meredith  13:37

When students understood what their landscape looked like, then I actually had them plan out their city and oh my goodness, kids love this step. It’s very interesting with this project to get different kids like different parts of this project. And even more interesting because I’ve known these kids for a long time. There were kids who were like, they go through the motions, they do the projects, like cool, whatever they get into it or not. But those certain hard kids, I don’t know what it is about this project. They were super invested in it and they were all in. So that’s why I’m telling you having all these different types of experience in your classroom is so important because you never know what students are going to like and not like, but you need to mix it up. Because you can grab those kids at whatever lesson you don’t know when it’s going to hit them and just bring up this light bulb. So that was super fun to watch in the students. So when it came to this planning, they got super into the planning. Some kids even didn’t get to finish their building part because they love the planning piece, almost like creating a blueprint of their city, which is totally fine. That’s where they’re at in the process. So I’m glad that they were excited about it. With their plan, they had certain parameters that they needed to add to their city so I did want to have them specific things and things that most communities have some of those things, were having roads, a neighborhood, a way to cross the river. It could be however they want. It’s across the river. So I got some creative designs there. And yes, I did make the kids have a school, we weren’t doing online learning in this place in this fictional place. So there was some sort of school, a lot of kids also added targets, which was super funny as well. And I’ll even share some of the things that they added. After students created the plan for their city, then they were ready to build, they did not get unlimited supplies. So I did have my Makerspace menu and money out for them. And they had a budget of $25, where they would purchase the supplies for their city. If you want to hear more about exactly how I use Makerspace money and a menu in my classroom. Go back and listen to episode six, I explain the whole reason behind this, and how this actually helps with the materials and management in your classroom. When you are doing and Makerspace projects like this one. Along the way I shared with students a checklist of ways to modify and improve their design, and waves have, they can actually make it a lot better. This was also a great time, you can also have students think about the scale of the things that are in their city. Again, if you want to go even more specific about the measurements and drawing and creating things to scale, you definitely can do that. So just being really thoughtful about the designs and how everything works together as a community is super important when you’re a city planner, and using the landscape to design what you have in front of you. Students were so proud of their creations and they loved collaborating on this. In a lot of ways it was like having a hands on real life SimCity game. I don’t know if any of you ever played the Sims, I did play the human version where they had the houses, you build the houses, then you have the people inside. I also would play SimCity and RollerCoaster Tycoon and Sue Tonkin. So I’ve always had kind of that STEM background, even though I never knew I’d be a STEM teacher. But they loved this hands on thing they got super into it. There are some super cute things that I’m definitely going to link the pictures in the show notes because you definitely have to see what they did. One girl created a restaurant and it looked like a giant fry box with the fries sticking out of it. So a super cute design, and very creative. I love that. That’s very good marketing, if that was a business, you have the fries. 


Naomi Meredith  17:36

Also, another student 3D printed something at home and added that to their design and wanted it to be a wind turbine to collect renewable energy of the wind. So that was super cool that they had a moving piece in their design and that it actually spun around. I did take a video of that in action because they were just so cute. There’s also in the fictional data a muddy area of the town, one group decided to make this a dirt bike area where people could go and pay and ride their dirt bikes. Another group decided this would be fun to have a pig farm, and all the pigs will be rolling in the mud. So how cute is that. So again, all of their cities had the same landscapes, but their designs were 100% different. And they were so invested in their designs, they were so proud of themselves. When it came to the share piece, I highly recommended for them to take a video of their work, especially since they were working in groups, not everybody could take the project home. And so taking a video was a great way for them to share their work with their families. And you know, there’s families who just feel like, hey, we don’t need to keep this project. So a video is a really great way again, of course, I use Seesaw. But you could use another platform, like Flipgrid or something like that. With recording a video, they can take their work by taking a video. For students who finish earlier, if you wanted to extend this project even further, they could take a video of their work and then create a little commercial of why you might want to live in this city, and what are the features of this place and try to convince others of why you should live there. So as you’re listening, and even while I’m explaining this to you, if I was a classroom teacher, I can see all of these cross curricular connections. And you could do this whole thing for a while. You can have them in reading research about GIS and how that’s used in real life and new things that they learned and things that they’re wondering and things they want to explore more and social studies. You could have them explore Google Earth, and all of the physical features that have a place in the land and math and you could just combine Math and Science where they’re creating scale models of their buildings and then implementing that into their design. In writing. They could write a persuasive essay of the commercial of why you should enter this land. So see how it all came. connect together. When I was a classroom teacher, I was all about projects like this that could connect with everything and actually make your planning so much easier. So, so much fun. There’s so many extensions that you can do. So I hope, I hope that you enjoyed hearing more of a deeper dive of a lesson that I taught my fourth graders when it came to planning a city. And of course, I put this all together for you. So go ahead, implement it yourself, I would also love to help you out with the planning. So linked in the show notes is the individual lesson that you can grab for your classroom that has all the research done for you all the vocabulary, all the data, even student examples to get inspiration going with your students, they’re definitely going to be creative, they won’t meet need a whole lot because this one is a lot of fun. Or you can also see in my free K-5 lesson plan how this connects together with my whole K through five engineering units. So this was one of the many lessons in this case, or five, where students took on the role of being engineers and a lot of different ways. Of course, there are lots of different bundles to with this. So you can buy this individually. There’s a grade level unit, you can even look at the whole K through five bundle. Or even if you only teach upper elementary, there’s an option for three through five. So lots of different ways where you can integrate this into your classroom and bring that creativity where students are awesome city planners, civil engineers, even that element of being an architect and having that creativity with their building design, but it really opens up the world of just another way how STEM is used in their real lives.

build a city STEM project

build a city STEM project

build a city STEM project

build a city STEM project

build a city STEM project

 

Related Episodes/Blog Posts:

 

Connect with Naomi Meredith:

 

More About your host, Naomi Meredith

Naomi Meredith is a former classroom teacher turned current K-5 STEM teacher and coach. Her role not only includes teaching over 500 students in her school, but also leading professional development and co-teaching with teachers to help them integrate STEM & Technology.

With over a decade of experience along with a M.Ed. in STEM Leadership and STEM certificate, she helps teachers navigate the best practices, strategies and tools out there.

She truly believes that any teacher out there can learn how to use STEM & Technology in their classrooms effectively. She can’t wait to connect with you and be your guide!

More About The Elementary STEM Coach Podcast

Are you tired of scrolling online for your next great STEM lesson? Do you feel like there is no time to plan, research and test meaningful STEM lessons, so you throw together a hands-on activity and hope that it works? What systems and routines should you set in place to help students be creative, critically think, and collaborate? 

The Elementary STEM Coach is a podcast for K-5 STEM teachers, classroom teachers, GT specialists, and homeschool parents looking for actionable STEM solutions. Each week, Naomi Meredith will share tools, resources and lesson ideas that are actionable in your classroom and create highly engaging experiences with your students. You’ll learn systems and routines that will create control in the chaos and that will keep you organized all year long. 

Your mindless scrolling days are over! Your new STEM-best friend is now here in your ear buds!

innedco conference,

5 Reasons Why You Should Attend the InnEdCO Conference [ep.62]

5 Reasons Why You Should Attend the InnEdCO Conference [ep.62]

innedco conference,

Check out the full episode on 5 Reasons Why You Should Attend the InnEdCO Conference:  

 

Subscribe to the podcast HERE on your favorite podcasting platform.

Have a STEM question? Leave a voice message for the podcast!

Episode Summary

Are you looking for an innovative teacher conference to attend this summer? Well, I have the perfect one in mind that you don’t want to miss out on. This conference is perfect for all k-12 educators looking for fresh ideas, building their community, and exploring new innovative resources. In today’s episode, I’m talking about the InnEdCO conference and why you should attend this summer.

 

In this episode, you’ll learn:

  • 5 reasons you should attend the InnEdCO conference
  • What you can expect from this conference
  • My personal experience as a speaker at the conference

Resources Mentioned:

Episode Transcript: 

Naomi Meredith  00:00

What are you up to this summer? Are you looking for an innovative teacher conference to attend? Well, I have the perfect one in mind that you don’t want to miss out on. In fact, this conference is perfect for all k through 12 educators who are looking for fresh ideas, build their community, and explore new innovative resources. I’m talking all about the InnEdCO conference and why you should attend this summer. 


Naomi Meredith  01:01

Can you believe it? We have made it over six months of the podcast, and 62 episodes and counting. When I originally launched this podcast, I really had no idea how this would go and how I would be able to support you in your earbuds. But I am so grateful for all of you who have been along this journey and for many more episodes and months and years to come. In fact, I want to get to know you better as a listener and what content I can continue to create in order to support you most in the elementary STEM space. I have a quick survey if you wouldn’t mind filling this out. This will all be linked in the show notes. But if you fill this out, you’ll be entered to win a giveaway. And five of you will receive a $15 Amazon gift card as a thank you. You have until February 21, 2023, to fill out this survey, and the winners are going to be announced the next day. Your answers for this survey are actually for my eyes only. I literally just want to get a feel for who’s out there listening. I’m only going to use your email address to reach out if you are the winner. As I said, this link is in the show notes or you can fill out the survey, pause this podcast and go to Naomimeredith.com/podsurvey. P-O-D s-u-r-v-e-y. Speaking of creating things that you are interested in, you have asked and I have listened. I actually switched things up. I didn’t know if anyone was interested. But you guys told me that you liked the K-2 STEM planning virtual workshop and it was such a success, which you can still jump in on and watch the session and get all of the materials it was all recorded. So because of this, I am going to pair this with a three through five STEM planning workshop in a couple of weeks. So keep your eyes and ears out for that soon. Also coming up at the end of March, we will be getting started with our STEM virtual book club. I don’t have a fancy name for it yet, but we’re figuring that out. So make sure to get on the waitlist for that. I’m going to also be sharing the book list soon if you want to get a head start on reading. I typically listen to the audiobook first and then I go back and read the physical books. So I read each book at least twice. So this is a great way to build your STEM community, talk about the book, and innovative topics when you’re in this group. So you can join at Naomimeredith.com/bookclubwaitlist. 


Naomi Meredith  03:46

The first time I attended the InnEdCO conference, I was a classroom teacher, and I was absolutely mesmerized. I had attended other conferences in the past about various topics, and even a few conferences when I was on the yearbook committee in high school. So conferences weren’t a new thing to me. But there was something different about the InnEdCO conference that was really, really special. I felt connected. And I felt like I was in the right place. Also, it was really cool for me attending this conference. It was my first ever time presenting with my still longtime friend and she was my coworker at the time, and then somebody else that we worked with, and I did not do a great job. Let me tell you about it. I presented on Seesaw, shocker, and it was just a really cool stepping stone to where I’m at today and where I am headed. Don’t get me wrong. online conferences are great and you should still be attending them. They’re super convenient. I present at those all the time. But there’s something special about attending a conference in person where you are surrounded by other people who, I have in air quotations, get it. There’s so much to be said about that human connection. There’s something about this InnEdCO conference that has something special that I’m going to be sharing with you about. In fact, I have been an ambassador for InnEdCO. And now I am serving on the board. So I really believe in this organization. And I know that we believe in teachers and providing them with really great opportunities to connect and collaborate together. So of course, we have this conference. And there’s other things too. But let me share with you why this conference is definitely something you don’t want to miss out on. At the conference last year, there are over 150 different workshops, featured speaker sessions, and roundtables with more than 200 different presenters and co-presenters, who are primarily classroom teachers. So this is super special, where you get to be around people like you. So let’s jump into those five reasons why you should attend the InnEdCO conference this summer. 


Naomi Meredith  06:04

First, and super important is it is collaborative and engaging. Sure, you can just sit and get the information, like most conferences, and not talk to anybody. But even if you’re shy, you won’t be able to help not talking to someone. It just has this intimate feel when you are there. And you just get a lot of opportunities in the sessions to chat with people. A couple of years ago, when I presented, I did a whole session about STEM survival camp. And what was really cool about the venue that we had this conference hosted at is there was a big fire pit outside. So everybody at my session we met at the big fire pit, we didn’t have it on  since it was summertime. So just we had the feel of the fire. Everybody sat around the campfire, I presented about the session, the purpose behind STEM survival camp, what the challenges were, and all of that which you can go back and listen to episode four to hear all about it. And then teachers actually had the experience to try some of the challenges where I provided some of the materials. And then they had to go out into the woods, that were right next door to find things that would enhance their challenge. The teachers were laughing having a good time, they were taking pictures of their work asking me questions. So they did not have a chance to sit and get they were able to collaborate together, chat with me, chat with each other, and make new friends during this session. So there are so many other sessions that are like this, that give you the chance to learn from one another, which is so powerful. And that’s probably why you are here listening to this podcast, you want to have the chance to learn from others. And especially if you’re an elementary STEM, it can be isolating being pretty much the only person in your building who does what you do. So being around these other people who understand what you’re going through and you can bounce ideas off of, it is so energizing. I’m energized just talking about it. In fact, the vendors are so much fun to talk to too. It’s not all creepy, like oh, don’t talk to me, don’t talk to me, you actually want to talk to them. They want to hear your story and have you play along with the products, ask them questions. They don’t pressure you to buy anything but just gives you a chance to see other tools that you might not have in your school or things you might want to write grants for later on, or things that you could work up to with your classroom budget, or however you get funding for your space. So this conference is definitely super fun and super engaging, and you will be pumped up for the rest of the day. 


Naomi Meredith  08:48

The second reason why you want to check out the InnEdCO conference is that there are relatable and knowledgeable speakers. We are very specific about the people that we choose for you to learn from. And most of them are actually still educators in the classroom. So what better way to learn from people who are doing what you’re doing, can talk about their experiences, answer your questions, and be relatable? Because, really, how can you talk about teaching if you’ve ever been a teacher, right? Am I right? It’s like a whole secret world. Not only that, but with the sessions, there are some awesome, awesome keynote speakers that we have throughout the week. Again, super fun and super engaging. I always learn so much. These are actually keynote speakers that you don’t want to miss out on and go to your room and sneak a little nap or have lunch. You actually want to be a part of those. They are super, super fun. Again, totally worth your time. I always learn something new. And I just love being able to hear from people who are a teacher like me. 


Naomi Meredith  09:55

The third reason why you want to attend the InnEdCO conference is you have the opportunity to earn college credit. Not every conference can say you can do that. You spend so much time at a conference. And then yes, you have ideas. But wouldn’t it be nice if you could apply it towards renewing your teaching license or moving up the pay scale? That is really cool. When you are there at InnEdCO, you can actually get that all sorted out. We have a booth where you can find out that information and earn that college credit that you’ve worked hard for. There are other things coming up within InnEdCO besides the conference that will give you this opportunity. But that’s all I can really say. So that’s a little sneak peek for you, you can always email me later, and I can chat with you about that. But there is this conference where you can earn that opportunity and then more awesome things to come. 


Naomi Meredith  10:50

The fourth reason you should attend the InnEdCO conference is you feel valued. I’m really not making this up. I totally understand how it feels like you’re not getting noticed for what you do. You’re constantly spinning your wheels in the sand, you’re doing so much, and nobody really sees what you’re doing. Are you really making a difference? I completely understand that feeling. But when you are here at InnEdCO, it is so supportive, and you feel valued by the organization and by other teachers that you’re talking with all the really awesome conversations, just the whole day in itself just makes you feel valued. Even the little prizes and the little things that they have everywhere. It’s just so much fun that you’re like, What Why does my school do this? It’s just so cool. And let me tell you a side tip, the after parties and a happy hour are where it’s at. So you have your awesome sessions, and then you can continue the fun after the sessions. So I love how I always feel leaving this. It’s almost like going to a retreat. I just feel so valued and supported in this experience. And the conference really does a good job and making you feel that way. 


Naomi Meredith  12:15

And the fifth reason why you should head to the InnEdCO conference is that it’s located in Colorado. I know you’re wondering where it was, I saved the best for last. And I’m just kidding. All of them are the best thing. But it’s located in Colorado in Breckenridge. So if you haven’t been to this part of Colorado, it’s in the mountains but not very far. It’s not a hard drive. So if you’re not used to mountain driving, whatever, you’re totally fine. It is so beautiful in Breckenridge at this time of year, this is the time to go it is absolutely gorgeous. And you can make a whole family trip out of this, a lot of people actually do that. Even if their significant other isn’t a teacher, they’ll bring them up with them. And then the teacher who’s in the relationship will attend the conference. And then the family will hang out sometimes at lunch or even afterward. So your family doesn’t have to be excluded. Just make it a whole family affair, and have a wonderful time at Breckenridge. There is a lot to do, and the town is super, super cute. It is from June 12-14. You don’t have to go each day. I love it so much. I’m actually getting married a few days before this conference. And I’m still going because I love it that much. So if you end up going, come find me and let’s take a selfie together because you’re absolutely going to love it. 


Naomi Meredith  13:37

If the cost might be hindering your attendance to this conference, or really any other conference that you’re thinking about, consider reaching out to your admin or people who are higher up who can offer you a grant. Maybe they don’t even talk about their grant opportunities. But there’s always a way and if you need help, email me. I would be happy to help you out for free to write a grant so you can have an experience that will really impact your teaching in a positive way and help you build your journey and elementary STEM. But definitely think of that or even think about if I attend, then I can present to the staff about my learning. I have done that before when I attended a math workshop at Stanford for my school. Or maybe you can lead a district presentation or write something about how this experience impacted your teaching. So even if your principal or admin or whoever says that this isn’t possible, or they don’t even mention it, you mention it. There is that opportunity. And consider don’t go alone. Are there other teachers in your building who could come together and you can make a whole group experience out of this? There are special deals for group pricing and then the earlier you register, the better the deal that you get. So definitely consider that when you are thinking about this conference for the summertime. It’s a great way to kick off the summer and ignite that spark in you for the upcoming school year. 


Naomi Meredith  15:06

As a recap, here are the five reasons why you should attend the InnEdCO conference this summer. First, it is collaborative and energizing. Next, you have relatable and knowledgeable speakers. Third, you have the chance to earn college credit. Fourth, you definitely feel valued while you’re there. And fifth, it is located in Colorado. Ready to join in for InnEdCO 2023? You can register and find more information linked in the show notes or check it out using this direct link innedco.com/conference. I hope to see you there.

innedco conference,

 

Related Episodes/Blog Posts:

 

Connect with Naomi Meredith:

 

More About your host, Naomi Meredith

Naomi Meredith is a former classroom teacher turned current K-5 STEM teacher and coach. Her role not only includes teaching over 500 students in her school, but also leading professional development and co-teaching with teachers to help them integrate STEM & Technology.

With over a decade of experience along with a M.Ed. in STEM Leadership and STEM certificate, she helps teachers navigate the best practices, strategies and tools out there.

She truly believes that any teacher out there can learn how to use STEM & Technology in their classrooms effectively. She can’t wait to connect with you and be your guide!

More About The Elementary STEM Coach Podcast

Are you tired of scrolling online for your next great STEM lesson? Do you feel like there is no time to plan, research and test meaningful STEM lessons, so you throw together a hands-on activity and hope that it works? What systems and routines should you set in place to help students be creative, critically think, and collaborate? 

The Elementary STEM Coach is a podcast for K-5 STEM teachers, classroom teachers, GT specialists, and homeschool parents looking for actionable STEM solutions. Each week, Naomi Meredith will share tools, resources and lesson ideas that are actionable in your classroom and create highly engaging experiences with your students. You’ll learn systems and routines that will create control in the chaos and that will keep you organized all year long. 

Your mindless scrolling days are over! Your new STEM-best friend is now here in your ear buds!

self-care-techniques-for-teachers

Mindfulness & Self Care Techniques for Teachers in STEM with Jen Rafferty [ep.61]

Mindfulness & Self Care Techniques for Teachers in STEM with Jen Rafferty [ep.61]

self-care-techniques-for-teachers

Check out the full episode on Mindfulness & Self Care Techniques for Teachers in STEM with Jen Rafferty:  

 

Subscribe to the podcast HERE on your favorite podcasting platform.

Have a STEM question? Leave a voice message for the podcast!

Episode Summary

You may have read the title of today’s episode and thought, how does this relate to STEM? Friend, keep listening because this is a wonderful episode that every teacher needs to hear. Stepping into a new role like elementary STEM can be completely overwhelming. Many of you are like me and have transitioned from a classroom of your own with 25-plus students to teaching all the students in the school with little to no curriculum and lots of fancy tools.

Well, today’s guest completely understands that. Today I am speaking with Jen Rafferty from the Empowered educator. Jen shares about mindset as a teacher, different types of stress, setting boundaries, and self care techniques for teachers. You definitely want to listen to the end and also take notes because she has wonderful explanations of all the topics that we discuss today.

 

In this episode, you’ll learn:

  • The importance of a growth mindset as a teacher
  • Good vs. bad stress
  • Setting boundaries as a STEM teacher
  • Self care techniques for teachers

Meet Jen Rafferty:

Educator, author, and international public speaker, Jen Rafferty started as a middle school music teacher for 15 years in Central New York. She is known for bringing her energy, humor and expertise in her presentations while inspiring educators to stay connected to their “why.” Jen is a certified Emotional Intelligence Practitioner and is currently pursuing her Ph.D. in Educational Psychology.

Since its inception, the Empowered Educator has reached teachers and school leaders all over the world. Jen has been featured in Authority Magazine, Medium, Thrive Global, Voyage MIA, and was on the TEDx stage with her talk, Generational Change begins with Empowered Teachers. She is also the host of the podcast, Take Notes with Jen Rafferty, which is rated in the top 3% of podcasts globally.

Jen’s insatiable curiosity continues to make the Empowered Educator programs relevant and reflective of the most up-to-date research in mindset, leadership, and cognitive neuroscience. She is committed to inspiring teachers and school leaders to discover their voice and maintain a healthy longevity throughout their careers.

Connect with Jen:

Resources Mentioned:

Some items are linked to my Amazon Affiliate account. When you purchase through my link, there is no added cost to you, but I receive a small commission in return.

Episode Transcript: 

Naomi Meredith  00:00

You might have heard the title of this episode and thought, how does this all connect to STEM? Friend, keep listening because this is a wonderful episode that every teacher needs to hear. Stepping into a new role like elementary STEM can be completely overwhelming. A lot of you, like me, come from a classroom of your own with 25-plus students, and then you’re in a role where you are teaching all the students in the school with little to no curriculum, all of these fancy tools, and you’re just go go go all day. Well, the guest on my episode today completely understands that. Today I am speaking with Jen Rafferty from the Empowered Educator. The way that she talks about mindset as a teacher, different types of stress, and setting up boundaries is so beautiful and encouraging. You definitely want to listen to the end and also take notes because she has wonderful explanations of all the topics that we are going to be talking about today. Today’s interview is really going to help with your overall well being as a STEM teacher, a teacher in general and really in life. Educator, author and international public speaker Jen Rafferty started as a middle school music teacher for 15 years in central New York. She is known for bringing her energy, humor, and expertise in her presentations, while inspiring educators to stay connected to their why. Jen is a certified emotional intelligence practitioner and is currently pursuing her PhD in educational psychology. Since its inception, the Empowered Educator has reached teachers and school leaders all over the world. Jen has been featured on a variety of platforms and is also the host of the podcast Take Notes with Jen Rafferty, which is rated in the top 3% of podcast globally. Jen’s insatiable curiosity continues to make the Empowered Educator programs relevant and reflective of the most up to date research and mindset leadership in cognitive neuroscience. She is committed to inspiring teachers and school leaders to discover their voice and maintain a healthy longevity throughout their careers. 


Naomi Meredith  02:16

Well, thank you, Jen, so much for being here today. I’m so glad that we connected. I feel like your background and education, I know you’re going to explain this a bit more, but what your background is in education and teaching and what you’re doing now really have a great pairing for our STEM teacher audience. And so if you wouldn’t mind introducing yourself and how your teaching experience led to where you are today. I’m really excited to hear more of your story.


Jen Rafferty  03:15

Yes, great. Thank you so much for having me, I’d love to share it. So I began my career as a music teacher in central New York. And that was really the only thing that I thought I wanted to do my whole entire life, I felt it was really more like a calling than a choice for me to be in the classroom and specifically teach music and a lot of that had to do with my experiences in the classroom. And what I was really taught by my music teachers, and I wanted to share that with other people. And so I loved what I did, I was mostly a middle school choir teacher, seventh grade general music, I taught a little bit of high school modern bands and created a whole modern band program. And we can get into how and why of that if you’d like to in a little bit. And then I wrote a book that was published in December of 2019 about being a music teacher. And you know, a lot of teachers have read it who are not music teachers, it kind of just, you know, exchange the word STEM or art or, you know, science in there. And it’s relevant for you too. And it was awesome, because I was excited to share my work with new teachers. I was planning on doing some book talks. And then of course, in 2020, none of that happened. And we were all you know, kind of forced to pivot in a really big way. And part of that transition for me personally was also I had decided to get a divorce from my husband. And that same weekend the world shutdown. It was the same weekend that I had moved out of my house with my two kids who were five and seven at the time. So it was an incredibly big weekend. For all of us. And there was some extra special sauce that we were kind of dealing with in my house as well. And singing in of itself became really dangerous, right? I mean, remember, we didn’t know anything about COVID and singing killed people. That’s what we were told. And so the whole being of what I, the whole identity, I guess, is a different way to say this, the whole identity I had created for myself around, not just being a teacher, but being a musician, being a wife, the way I was mothering, my children, all of that changed that very same weekend. And so while there was a lot of crying and releasing and processing, it was also an incredible opportunity for for me to really think about, Well, what did I want to do in this world? What kind of impact do I want to make? And how can I do that maybe in a slightly different way. So lots of things happen in the next few months after that. But the highlights were, you know, I decided to take a semester off, or what I thought would be a semester off from school to homeschool my own two children. I started my PhD in educational psychology, I became certified as emotional intelligence practitioner, and really dove into the work of mindset myself, because I was on my own healing journey and figuring out how I wanted to kind of proceed with my life. And I decided that I wanted to do something a little bit different, while still very much being involved in education. So I resigned from my teaching job in 2021. And started my business which is Empowered Educator, which now I work with teachers and school leaders, and focus on the social and emotional well being of all of the adults in schools. And it’s been wonderful to pivot in this way I talk with teachers who are not just in the Encore classes that I used to perform. I do that also, especially those people who know that I’ve worked with encore classes kind of happy work with with them also. But now I really get to highlight and underscore the needs of the adults in these spaces. So we can better show up for our kids and really make the impact that we say that we want to make.


Naomi Meredith  07:10

Oh, totally. I mean, that’s a huge transition. I mean, you had a very, very big transition big monumental, I mean, even leaving teaching alone is huge COVID. And then all the things just happen at once for you. But I mean, even for us, as the audience, listening, coming in from the classroom into a STEM role is a big transition. So just transitions in general are a big deal. Even for adults, we always think about for the students that a transition is hard for them. But then as adults, it’s a lot of work as well. So that’s really awesome that through your experiences, and you obviously love teaching, you still love education. But that’s just brought you to where you are today. And it is important for all the adults in the building, we just give giving, giving give so much and it’s just so hands on with teaching. And so we just have to remember how we need to take a step back as well as adults and take care of ourselves, like you said, to make sure that we make can make a greater impact on our students. So I love that. It all linked together. And for high school and middle school. That’s a lot. There’s some teachers here who actually teach K-8. Can you imagine K-8? All the children? That’s a big transition.


Jen Rafferty  08:26

Yes, yes, it is for sure.


Naomi Meredith  08:28

So with the middle school, just a little side question, out of your middle school experience, what is your favorite grade when it comes to sixth, seventh, and eigth? 


Jen Rafferty  08:37

I just love Middle School, sixth, seventh or eighth to me, that whole age group is my jam. I mean, I, I will tell you, when I first got into the classroom, that was my first job, middle school, general music seventh grade general music was the gig and acquire also but I had more sections of general music. And that class is not something that you were very well prepared for coming out of college. And the thing is, you know, I went through my undergrad, and everyone was like, You’re doing great, Jen, you’re natural. You’re you know, you’re so good at this, you got this and I had all of this beautiful confidence about what I was going to be able to do in my classroom. And when I got there, I ended up I was really mad. I was so mad because I felt so unprepared. And I didn’t understand why. And a lot of it had to do with the fact that I actually didn’t know who my kids were because especially in middle school, these kids are going through profound changes. And I didn’t know anything about their development. So that was actually the catalyst for me getting really interested in cognitive neuroscience and in development of of adolescent brains, because I thought that if I understood where they were developmentally, I could be more responsive as their teacher and create probe ramming that reflected where they were at, instead of me coming at this new job, just like sharing the things that I thought that they needed to know, it was so backwards. And I think those conversations are happening now more and more. But you know, back then it just wasn’t what we were taught or told. So I’ve been really interested in brains and cognitive development my whole career. So when I started my PhD, it was kind of a natural progression. And now my research is a little bit more official. But I just love that age group, it is like the last best chance for these kids to really get on board with something that they’re really excited about. They’re creating their own identities, they are moving through physical changes, emotional changes, social changes, psychological changes, and it’s silly, you know, and I just, I just loved everything about it. And if you can be a catalyst in your own schools for change, to make sure that we can be responsive to these kids, you know, the better everyone experiences going to be.


Naomi Meredith  11:05

Oh man, if you can teach middle school, and you obviously loved it, you can teach anything. Middle school is not my thing. Oh, my gosh, I taught in the classroom for six years before getting into STEM. So I taught second grade for two years, third grade for four. And fifth grade to me was a big jump, I’m oh my gosh, these this is, this is pretty hard. And fifth graders in the spring, I’m all Whoa, they’re a whole other animal. But I felt the same way like you. I mean, I didn’t go originally go to college to be a STEM teacher. And most of us have it. So like, oh, this is what we’re going to do. And then coming into it, it’s super overwhelming. It’s not what you think. And then on top of that, you have the the lesson plans, getting to know your students, like you said, I mean, you had a ton of students, and then getting to know cognitively and developmentally, a whole range of students. So Middle School is its own beast, and like you said it for me their identities, but then even thinking about a little kindergartener, it’s their first experience in school. And so how can you meet their needs? Like we don’t pee our pants, but we do we do in Kindergarten, and then you have fifth graders who are growing and changing as well. So it’s a huge jump, and it’s super overwhelming. So when you’re stepping into a new role like this, what are some ways that you think that we could prevent overwhelm? Especially, it’s just so much during the day. It’s just a lot. Do you have any strategies for that?


Jen Rafferty  12:37

Yeah, it is a lot. There’s a lot and I think there’s a couple of things here, I think the the first piece is, you know, the expectations that you are putting on yourself is something that we just need to take a look at. Because oftentimes, when we step into a new role, we want to be able to put our best foot forward, we want to be able to show that, you know, we can do this, we’re capable, we are worthy of filling this role, we’re intelligent enough. And what happens is, when you get caught up in all of that, we are actually living in constant judgments of perceived expectations from other people. And it never feels good. It just doesn’t. Because when we come at our work in that lens, or through that lens, we are setting ourselves up for a consistent feeling of just not being enough. And so one of the biggest pieces in moving into a new role. And really just kind of putting on a new label of you know, your identity for a little while, is giving yourself grace. And coming from a place of curiosity, instead of judgment. Because as soon as you start hearing yourself, say things like, oh, like I shouldn’t be doing this, or I’m supposed to be this or I shouldn’t really be doing this. That is that is a judgmental place where you’re not going to be able to really grow into your full potential and have the impact that you said that you wanted to make in the community that you’re serving in this really cool STEM role that you have. So really getting honest with yourself of what do I want? How do I want to feel? How do I want my kids to feel when they come into my classroom and let that lead? It’s so easy to get caught up in the weeds of all of the how and like the stuff. And that’s what really bogs us down and really moves us further further away from our initial dreams and intentions as to why we even wanted to be in this role in the first place.


Naomi Meredith  14:44

Oh my gosh, I love that view. You guys need to go back and rewind that. I wrote that down because that is so powerful. Yes. And it’s really it’s the growth mindset of you as a teacher and we’ve talked about that on this podcast, but if you want to model this too for your students. You need to also have that grace and that growth mindset in yourself. Because you’re not going to know everything coming into it. It’s really impossible. It’s a journey, it’s a whole thing you and like you said, you have to give yourself grace. Because there’s a lot to learn: robotics, 3D printing, all the things, all the students, all the procedures. I did not know everything coming into this role at all. And I still don’t know everything. It’s definitely a journey. I love how you phrase that and having that curiosity, I think that’s super, super powerful. So on top of that, so thinking about just mindset in general, how does that why is that super important as a teacher? So we know we have to have that curiosity, but just how you said how it feeds into our classrooms. So how does that just all connect together? When it comes to that mindset?


Jen Rafferty  15:52

Well, your mindset is everything, because it’s literally the lenses in which you see the worlds, if you’re coming in feeling frustrated, and overwhelmed and totally stressed out, that is going to be not just your experience for the day, but your kids experience in being in your classroom and in your space and in your energy. Because the truth is, you know, the kids come in, and they feel your energy before you even open up your mouth. And so that all comes from your mindset as to you know, how do I want to? How do I want to showcase myself today. And here’s the thing where I think people get tripped up with mindset work. There’s two, two things here that I want to just address. The first thing is this toxic positivity of like, I’m feeling like crap, but I’m just gonna, like, sprinkle some rainbows and butterflies on it, and it’s gonna be fine, because it was think positive, and it’s all gonna be okay, that’s ridiculous. That doesn’t work. And it’s actually building up the stress and overwhelm, it’s getting, it’s getting louder, because we’re just trying to judge it down, and it doesn’t have any place to go. So doing that is not actually helpful that the fake it till you make it thing is only going to get you so far. And if you’re being really honest with yourself, your kids see right through that. So that’s the first thing. And then the second thing is the way to to navigate that is actually tapping into your body. Because a lot of times the mindset work falls short, because we’re not talking about your body. And that’s where the feelings are, you know, your mind that your mind’s only job, or your most important job is to keep you alive. That’s it right? It doesn’t care. If you’re happy, your mind doesn’t care if you’re thriving. Or if you’re learning or if you’re making strong connections with your kids. All it cares about is that you are alive. And if you’re listening to this podcast right now, my job like write anything. But what happens is, is that when we start to get into these lower frequency emotions of, you know, stress and frustration and overwhelm, or sometimes anger and sadness, and we just kind of stay there for a long time, your feelings happen in your body. And your thoughts happen in your mind, which means that you actually need to process some of these feelings, physically, and do things with your body. So this could be like going for a walk or going for a run, it could be shaking it out, it could be doing some deep breathing to get you back into a place of nervous system regulation. Because again, if your mind and your nervous system kind of going to use them interchangeably, thinks that you are unsafe and going to die, you actually can’t perform the way you want to. So we need to create that safety for your nervous system be like, hey, brain, I know you’re looking out for me, and I really appreciate this. But all I’m doing right now is teaching a new lesson. So I see you, I love you. But I got this and regulate physically in your body. And then that’s how you can continue to move forward. So why is mindset important? You are the coat regulator in your classroom, and you are the one that your kids are going to be looking to and actually feeling to know that it’s safe for them to learn.


Naomi Meredith  19:09

Yeah, I totally agree with that. It’s super high stress. We actually had a staff meeting at my school and it was kind of similar to what you’re talking about, but just taking care of yourself very pared down like 20-30 minutes thing. But just really for myself really recognizing and this STEM role, it is super high stress and its own way because kids are feeding through five minute transitions if that and you’re just always on that top stress level all day and I can physically feel it in my body. And it’s like running a birthday party six times I talked about that on here. It’s like being the cool and you just have to like, get it all hyped up. You have a new group of kids so definitely taking that step back like lunch, decompress all of that going on walks I walk my little dog Fred raglan. Listen to other podcasts, sometimes my own before the episode airs, but you’re so right, because it’s just like high energy all the time. And then if you just don’t have a way to release it, it’s gonna pick back up again, and you’re gonna burn out for sure. And I know you talk about burnout, with all of the things you talk about. So we don’t want to burn out.


Jen Rafferty  20:21

No, and the thing is, you want to maintain a healthy longevity in this career. And you don’t want to get to the point. And we all know teachers like this, who are counting the days till Friday and counting the years until retirement, because we just, you know, we’re so burnout. And that’s not a narrative that’s sustainable. And that’s not how we maintain a high standard of education for our kids, either. They deserve better, and you deserve better. But I do want that say something too, because of what you said about being on and like the cool and the birthday party, because there’s something here that’s really important. Not all stress is bad stress. Yeah, right. That’s true. Or when you are on right when you are when you are, like turned on right, even right now. Like, I’m not chillin, right now I’m having this beautiful conversation with you to, you know, really get some juicy nuggets from the two of us about really important things in education, like that requires a certain amount of cortisol, which is a stress hormone, to run through my body. So I can actually show up and do the thing. And being that role, which you were just talking about. And showing up does require a certain amount of adrenaline, it requires a certain amount of stress. However, it’s the context, and the consistency, and the levels, and being really aware of how it feels in your body. Because good stress that gets you up and does things makes you feel good, right? I’m a singer, every time I get on stage and perform, that’s good stress, I show up. But I definitely need to release afterwards, either, you know, I’m not, I’m not actually a runner. But I will, I will dance it out, right, I will, I will shake, I will do some breathing if I need to, you know, sometimes just punch a punching bag sometimes. So just get out some energy, you know, that also has to happen. Stress doesn’t always have to be bad or negative. The difference is really being cognizant of what it feels like in your body. Because if it’s feeling constricted, then that’s the stuff that we really want to work through in a different way or if it’s feeling expansive, and that’s the good stuff. And we still need to release it. But there’s just a little bit of a different experience with that kind of stress.


Naomi Meredith  22:40

I love that explanation. I think that’s really good to point that out for people and what they’re feeling. So when you’re in your classroom, what kind of stress are you feeling? And really recognizing that and take a step back if and then reassess. So you had great strategies of releasing it. Are there other just in this type of role and teaching in general? Just do you have any productivity tips? I can’t say that word didn’t have enough coffee today. Productivity, tips, boundaries, or even just strategies, just keeping that mindset regulating the stress, any other things that you would recommend?


Jen Rafferty  23:17

Sure, I think we can talk about boundaries a little bit, I think, especially as an Encore teacher, it can be really easy to be very agreeable to everybody all the time, right? It’s like, oh, can I just like borrow the 3d printer for this one little thing that I’m doing? And you’re like, Yeah, okay, sure. I don’t want to say no, because I want to, like maintain a good relationship with this teacher, right? Or like, oh, you know, can I just get those markers that, you know, mine ran out? Can I have them? And so the thing is, when that happens, and it doesn’t feel like a full body, yes, that’s actually another source of stress. And so a lot of the pushback that people get about boundaries is like, we don’t want to make anyone feel bad. We don’t want to make anyone feel uncomfortable. We don’t want to make waves. And a lot of these also come from teachers, if you identify as a woman like that, that is another layer to all of this too. You don’t wanna rock the boat, we want to be agreeable and nice and you know, make sure everyone’s okay, but the thing is when you are consistently putting other people’s comfort before your own, that is actually something that’s going to continue to perpetuate the feelings of depletion until one day you’re going to be like that’s it I’ve had enough and then we’re done you know and then game over. So you know if you’re really focusing on again, who you want to be the kind of feelings you want to feel the kind of feelings you want to foster for your kids. That gets to be the place where the boundaries come in. Right? Because boundaries are love. Yeah, boundaries are love for you itself. Love boundaries are also love and an honoring of a relationship. Because when you give Someone access to the 3d printer even though you don’t really want to, and you give it to them with resentment, that doesn’t feel good either. And that is actually betraying not just yourself, but also that relationship. And so are people going to push back when you put boundaries in place? Absolutely. Because the people who will do that benefited from you not having them in the first place. But you know, it takes practice. And even something as simple as you know, I hear you that you need this thing for me, and I really wish I could help. However, I’m just not available to do that, at this time. And if things change, I will let you know. Or thank you for asking me to be a part of that committee. I appreciate that. You think I’m such a valuable member of our school community. But I’m no longer doing any after school activities without monetary compensation. Thank you. Done, yes, there isn’t anything else. And because that’s coming from a place of love. Because if you want to continue to feel the way you want to feel, then you have to be able to navigate the world in which you live to live within those guideposts which you set up for yourself and, and boundaries, I don’t think of as walls I think of as doors, you know, if you can abide by the boundary, like come on in, like, Let’s hang like it’s a party. But if you can’t, then there’s the door. And like, that’s cool. But we don’t always have to make everyone feel good all the time at the expense of ourselves.


Naomi Meredith  26:32

I love that so, so much. And for me, setting boundaries has been like a lifelong journey. And it still is, but I even had a past episode about this. And I think sometimes as teachers, we’re scared to set boundaries and this role, especially in teaching all we’re teaching all the students in the school, we’re interacting with all the teachers, even my role is also like technology management. So on top of that, and then yes, the after school clubs and everything committees. So I think that is so important. Because if you’re saying yes to all the things, you’re saying no to other things, I can’t do it all like I wish I could and we all can’t do it all. And I love that so much. You just said boundaries are love. And that’s just a great, great explanation for that. It’s okay to have boundaries. Absolutely. It’s not a bad word. It’s a good word. It’s a hard word. It’s hard to say have boundaries. But I will pride myself and my team actually says I’m really good at boundaries. And they watch me so yeah, it’s good. It’s good. Wouldn’t that be great? If


Jen Rafferty  27:39

the conversation changed? Then I’m like, Oh, wow. You know, Naomi makes really amazing boundaries. You know, let’s talk about that here in this safe space with our team, right? Like, how do you make boundaries? How do you you know, what kind of boundaries are you feeling? Because part of the reason why we perceive it as being hard, it’s not hard, we perceive it as being hard. Yeah, is because we don’t talk about it. So we don’t have the skill set to actually articulate our needs, let alone and this is like a whole nother episode of podcast. But let alone even come to terms with being able to want something and desire something and use our voice to express the things that we need. Because we’re givers, right? And givers are selfless and shouldn’t need anything. So you know, that is a whole nother layer to all of this too. But one of the things that perpetuates it is the silence around it. And by continuing to tell the story of like boundaries are hard. They’re not, we perceive them as being hard. Yeah. Which is a whole nother way of looking at them. Because now we provide an opportunity for growth.


Naomi Meredith  28:47

But that’s why I think this whole conversation is so important because like it isn’t talked about, and I think some people probably even saw the title of this wrong. Hmm, that doesn’t seem like it’s STEM related. But it is it’s all the cohesive thing just as a teacher, you have yourself to take care of the of the lesson, it all goes together. And so this does fit in it does have a place for what we have in this role. 100%. And if you don’t think you have boundaries, we’ll maybe set some up. So it’s a good, it’s good. It’s like you have permission to set this up listening to that. Listen to Jen, listen to her podcast, she even gives even more. I know you go more into detail about all of this on your podcast as well. But I know that we could definitely talk all night we’ll have to do another episode.


Jen Rafferty  29:35

There’s so much to talk about. And you know, you’re right. Like this isn’t just about any specific role as a teacher but you know, the thing is for for those of you who are stepping into this role as a STEM teacher as a STEM educator, in order for you to do that, well, you have to do this. Well. You can’t show up the way that you want to and I know I’ve alluded to this this whole time, but what you’re doing in your school communities is huge. You’re providing them with a gift of a beautiful opportunity for them to see a world that doesn’t yet exist. That is tremendous. And in order to really, again, make that impact, you have to take a look in the mirror and take care of yourself first.


Naomi Meredith  30:24

Yep. You gave me chills. You gave me chills, like, yes, this lot. This is why we’re here. I love that I my hairs, I shaved my arms, but the hair that I have is standing up right now. Like, appreciate your time so much, Jen. And if you wouldn’t mind sharing where teachers can find you also the name of your book, I don’t think I caught the name of your book, but I’m sure they might want to go by that as well, but where they can find you and all the things?


Jen Rafferty  30:51

Sure, well, the easiest way is to go to my website at empowerededucator.com. If you head over to the Resources page, there are tons of free resources there for you hop on my mailing list, because you’ll be able to find all of the new content that’s available. I show up a lot in my Facebook group. And that’s empowered educator faculty room. And the other place like you mentioned is my podcast, which is called Take notes with Jen Rafferty, which is really about how to human as a teacher, right, and, and then as you asked, the title of the book is a place in the staff finding your way as a music teacher, and you can find that on Amazon.


Naomi Meredith  31:29

Awesome, but I think you guys could all read it based on how the way you talk about things. I bet we would definitely benefit from that as well. 


Jen Rafferty  31:36

Oh, absolutely. Yeah, you really just replaced the word music with STEM and you’re good to go.


Naomi Meredith  31:42

Well, thank you so much. Again, I appreciate your time. And I know that a lot of our listeners are gonna go out and find you. Thank you so much again.


Jen Rafferty  31:51

Thank you so much for having me was a real pleasure talking with you today.

self-care-techniques-for-teachers

 

Related Episodes/Blog Posts:

 

Connect with Naomi Meredith:

 

More About your host, Naomi Meredith

Naomi Meredith is a former classroom teacher turned current K-5 STEM teacher and coach. Her role not only includes teaching over 500 students in her school, but also leading professional development and co-teaching with teachers to help them integrate STEM & Technology.

With over a decade of experience along with a M.Ed. in STEM Leadership and STEM certificate, she helps teachers navigate the best practices, strategies and tools out there.

She truly believes that any teacher out there can learn how to use STEM & Technology in their classrooms effectively. She can’t wait to connect with you and be your guide!

More About The Elementary STEM Coach Podcast

Are you tired of scrolling online for your next great STEM lesson? Do you feel like there is no time to plan, research and test meaningful STEM lessons, so you throw together a hands-on activity and hope that it works? What systems and routines should you set in place to help students be creative, critically think, and collaborate? 

The Elementary STEM Coach is a podcast for K-5 STEM teachers, classroom teachers, GT specialists, and homeschool parents looking for actionable STEM solutions. Each week, Naomi Meredith will share tools, resources and lesson ideas that are actionable in your classroom and create highly engaging experiences with your students. You’ll learn systems and routines that will create control in the chaos and that will keep you organized all year long. 

Your mindless scrolling days are over! Your new STEM-best friend is now here in your ear buds!

guest speakers for school events

How to Get Guest Speakers for School Events with SAM Labs [ep.60]

How to Get Guest Speakers for School Events with SAM Labs  [ep.60]

guest speakers for school events

Check out the full episode on How to Get Guest Speakers for School Events with SAM Labs:  

 

Subscribe to the podcast HERE on your favorite podcasting platform.

Have a STEM question? Leave a voice message for the podcast!

Episode Summary

Wondering what it’s like having a guest speaker for school events who connects with your STEM content? In this episode, I was interviewed by Shauna Douglas from SAM Labs for their STEAM and Sip video segment.

During the interview, Shauna asked me how I scheduled an industry expert for my school and what the entire process entailed. I also discussed other creative ways to have industry experts speak in your classroom. Check out the checklist for connecting with industry experts I created in collaboration with SAM Labs. This is linked in the show notes.

 

In this episode, you’ll learn:

  • My process for scheduling an industry expert to speak at my school
  • My experience with having an industry expert speak to my school for a virtual assembly
  • Examples of other creative ways to schedule industry experts to speak at your school

Connect with SAM Labs:

Resources Mentioned:

Episode Transcript: 

Naomi Meredith  00:00

Wondering what it’s actually like having a guest speaker that connects with your STEM content? In this episode, I had the pleasure of speaking with Shauna Douglas from SAM Labs, where she interviewed me for their STEAM and sip video segment. She asked me how I set up an industry expert for my whole school and that entire process. I also talk about other creative ways you can have industry experts come and speak in your classroom. There’s also a checklist that is mentioned that I helped create with SAM Labs where it guides you through connecting with an industry expert. This will all be linked in the show notes for you to check out. Likewise, if you haven’t already, make sure to go back and check out episode 59 where I share three classroom guest speaker ideas for STEM. Thank you again for being here and enjoy this episode. 


Shauna Douglas  01:20

Welcome Naomi Meredith to STEAM and sip. This is our I think officially second STEAM and sip. And we’re so excited to be able to talk to you today about seem outside your classroom walls. And I’m gonna have you kind of talk about yourself and the things you do in your position. And I didn’t write this question down. So I might throw you but oftentimes we say seem STEM, it’s all the same. And so I always want to make sure that that’s clear as we’re using them kind of interchangeably today. So thank you so much for joining me. First, can you explain your role as a K five STEM teacher in Colorado?


Naomi Meredith  02:03

Well, thank you so much for having me. I feel like we’re at a coffee shop right now and just having a good, good to chat. So hopefully, those of you who are watching have your coffee as well. But yeah, I am a former classroom teacher turn current K through five STEM teacher. And I wear a lot of hats in this role. So I will say my classroom experience definitely helped prepare me to be a teacher of 500 plus kids. So I do see all the students in my building. I will I see them five days a week, once a month. So I have the same students K through five, Monday through Friday, and then my rotation switches three more times. So it’s a lot like Groundhog Day where my lessons repeat which I get really good at it by the third lesson. And then by the fourth time, I’m kind of tired of it, but no, it’s all good. Um, so I do teach all the students in my building. But my role has been very different throughout the years and what my responsibilities have been, which has also been a really awesome experience. So when I first jumped into this role five years ago, the first part of my week, I was actually co-teaching and co-planning with all the other teachers in my building. So I had the opportunity to be in the classroom. So I was just out of being a classroom teacher. And then I was in this role and a brand new to the district brand new to me school brand new position. And it was a really great way to get to know the kids in their classroom setting and also get to know the teachers and what their needs were and what they were looking for when it came to STEM in innovation. So that was really fun. With some hiring changes, that’s when it went to me being five days a weekend STEM. So the projects have definitely changed. Since I have more time I have double the amount of time I’ve known the kids for a lot longer. So that has been really awesome. But likewise, I am also the technology support person. So there’s no tech person in my building, that is me. So I’m the one doing all the technology. With that I also run a tech committee and innovation committee for my teachers. So we meet once a month to talk about things that are happening in the district, happening in our building what they’re looking for which that’s actually an A go along with what we’re talking about later in the topic. And then I if not busy enough, I do run some after school clubs for my students to help them explore their passions further. And then I also collaborate with other STEM teachers in my district and have I’m on committees with them to help them with professional development and event. So like I said, I have a lot of hats and roles in this position during the school day. So just really excited and passionate about this and how to help other teachers as well.


Shauna Douglas  04:49

I love it. You must have endless energy. I don’t even know if I remember when I had that much energy but maybe I do. Well, the reason we kind of got in touch with each to other to start was recently you set up a school wide speaker, that was a community expert. So can you tell me a little bit more about that? Who was why you selected them what they spoke about? And just kind of how it worked in general?


Naomi Meredith  05:14

Yeah, this was a really cool opportunity. And I had posted about it, and then you were messaging me. So I’m like, Oh, I’m glad that this is a relevant topic. I think I put something out there, would you guys be interested in learning more. So I’m so glad we’re talking about this, because I think it can be overwhelming for teachers to talk to a expert in the community. But literally, it’s not as scary as you think. And actually, it was like a lot of fun. I actually got an email that was forwarded to me by someone in the district, not sure where I got it, and basically said, if you wanted to sign up and connect with somebody from the US space, force a mom, sure I’ll put my name in, I don’t know what to expect and what this means. So I put my email in, didn’t really know. And then we eventually got connected with an expert, who works at the US Space Force, which is pretty cool. Since it is a newer branch out there. They’re only a couple years old. And so I learned a lot as well. And it was really awesome to because yes, it was a random email. But I was also teaching about space in my classroom, K through five. So I didn’t want to just have some random person come talk to my students, but it was connected to the content. So we were exploring space in different ways, with video and audio production. And so eventually, when I scheduled it, the timing of it was really, really awesome, because we just finished the unit, and then he was able to talk to the kids. So the timing was really great. So anyway, I connected with him. And this was his first time to actually do a presentation with elementary. So he hadn’t actually spoken with high school before. So we were emailing back and forth. And then I offered to meet with him over zoom. And since he said it was his first time with elementary, so he was actually nervous, and I was a little nervous. So sometimes these experts aren’t always around kids. So just keep that in mind. They want to get involved in sometimes they don’t always know how to get involved. And so we actually collaborated together on what the topic would be and how it would be relevant for K through five. And then we talked about it and we met again, we went over his presentation. So he ended up talking about space rovers, and how they’re sent off to space. What this US Space Force is, what his role and then also different jobs within NASA or the Space Force and how people collaborate together. So that was really cool to see. Like, there’s engineers, there’s geologists, there’s scientist, he was explaining all of those roles. And that was really cool for kids to see, like not just hearing it from me, like, I mean, they love STEM, but just hearing it from somebody else who’s in the field who’s actually experiencing this every day. And so that was really exciting for them. So the way that I set this up with the kids, so him and I had come in collaborating for probably about a month and setting up a time we actually funny story, we had a time setup, and then I got an email that or something in the mail, but I had jury duty. So I actually had to change the day and I’m so grateful it worked out because it was the same day I would have jury duty. But that’s aside now. Anyway, he’s since he lived a few hours away, I actually set it up as a school wide virtual assembly. And thinking that too with post COVID. A lot of our students haven’t been in a school wide assembly K through five since then. And so I was really worried about the behaviors of how they would act in a space where it’s all 500 Plus kids together. And this Yeah, so it actually worked out really well. Kids are familiar with virtual. Most people are familiar with it. The teachers actually were fine with that. I know we’ll talk more about their reactions, but we set it up a school like virtual assembly, my school has an assembly schedule. So that’s something we already had set in place. So I was promoting this a lot set up a lot of reminders, talked about in the committee have pumped it up in class. Like I said, I run a lot of after school clubs. One of them is a our school wide news. So I do a video school wide news. So we would talk about it kind of like a commercial like this is coming. So there’s a lot of like buy in with the kids and getting them pumped up about it. And so the actual session he did have presentation slides, video clips, I said the more pictures the better. The kids will love that. And he did he followed through on that he did awesome. So it was about 30 minutes with him and then at the end we set aside 10 minutes of q&a time so the younger classes needed to drop out. Just they are in their classrooms watching with our classroom teacher. They could but there’s some really great questions from the kids he answered. Those and it was a great end of the day it was before winter break. So I highly recommend doing these before break. But it was really awesome is a really positive experience. So a lot of behind the scenes, I would say before the actual presentation, but I think that prep work is really worth the time.


Shauna Douglas  10:17

Excellent. Oh, I love that. And I think the prep and the promoting it within your own students that you see. And on the announcement, that is brilliant, because they’re gonna get so much more out of it when they have that buy in. So it was very smart. Very, very smart. So next question, how did the students and the teachers respond to this speaker.


Naomi Meredith  10:42

So I will say, at my school, the teachers were skeptical at first, because we had a virtual assembly earlier in the year, but it wasn’t really set up to be virtual, it was our spelling bee, and it was a little awkward. And there is just some negative connotations behind what a virtual assembly could be. So there was that skepticism. However, this was set up in a way I was very intentional, where we’re creating this and he’s at home, he has presentation slides like this is made to be virtual. And then the structure of having the teachers in the classroom. So just me even talking about in a positive way, the reason why behind it because as teachers, we want to know, what’s the purpose of this? Why are we doing this? And also getting the buy in from my admin, they were totally OK with it. So really explaining the why is important, why are you having this person come in mind was to connect it with the content and having a person instead, the kids first, they didn’t really understand what I was talking about, I had to explain to them the difference between the US Space Force and NASA to them, because they don’t all know. And so they were getting excited. And like I said, it was just a lot of marketing. If you think you’re a teacher, you don’t do marketing. If you want to do something like an event, you really have to promote it in a lot of different ways. So I was creating images, like I said, the news, talking about it, and class talking about it word of mouth to teachers, the ones who I know who would be excited. So I really had to keep repeating myself for like a month just to get everyone excited. But they were really, teachers came up to me after the event. And they said, Thank you so much. That was really awesome. The kids loved it. They were taking pictures during the event and sending them to me. So overall, it was a really positive experience. And I think they’re excited. They’re hoping to do more of these with me later on in the spring.


Shauna Douglas  12:43

Fabulous. It’s anytime we can make those STEAM careers STEM careers relatable, and be able to show them a real person that does that I think is so powerful. What do you feel are the benefits of showing students experts in STEM and STEAM in your elementary school?


Naomi Meredith  13:03

Well, exactly what you’re saying, when I was getting my master’s in STEM leadership, there was so many articles about this, that kids need to see people like them, to help them dream bigger. Now I’m a girl, a girl teacher in STEM, which is not always very common, even in elementary, which is awesome, I can be a role model for them. However, they also need other people who are real and doing these things. And so even if you don’t have a STEM class or a STEM teacher, and I know a lot of schools don’t have that it doesn’t mean you can’t have these opportunities. So these are ways to actually connect with the content that you’re already doing, having multiple perspectives. And it’s also bringing that content to life. And likewise, a lot of kids and even kids in my own building, they say they don’t like science, because they all they do is read about science. So I know I was a former classroom teacher, it’s hard to fit in for fit in science. It’s one more thing, there’s more materials, but keep doing it. I know it’s more prep. But think about ways how you can bring it to life. So having these experts, it’s different. Oh, cool. We’re reading about it. That’s great. Do that. But also add in is there somebody who can come and talk about this with kids, even if it’s 10 minutes, it benefits something virtual, because this is going to help them really understand Oh, this is actually a real thing. Like maybe this is what I want to be when I grew up. I never knew the Space Force didn’t exist five years ago. And now here it is. So whatever you’re doing already think about ways that someone could come in and chat. Also, it might not even be somebody you connect with personally, I just recently did a webinar and had the chance to interviewing NASA scientists. I know it’s all space. It doesn’t have to always be space. But there are lots of people out there who are connecting experts and providing those resources. So even look, keeping an eye out for those and, and tuning into those opportunities can be really helpful as well. So that way, you don’t even have to do all that back end work that I just talked about. Just even setting aside the time, a lot of these are even pre recorded anyway. So you might even watch the playback. So those are other ways to bring in experts as well. And maybe you can email the person afterwards. And they could answer your question. So let’s say you watch the recording can email them. So people are more familiar with video calls, it can be someone locally, but also with virtual people are more used to it. So there’s so many things out there. So it’s just a really cool thing to bring into your classroom.


Shauna Douglas  15:44

It is definitely one benefit of having to go virtual is now so many people are just better at it, they’re more comfortable with it, including inside my own school when I was in the school setting. We knew how to do all that because we can go and it does make something like this a lot easier. So I do appreciate that a lot. I want to make sure that I mention the elementary STEM coach podcast that you do, you’re going to do an episode on this as well. So I will make sure wherever we put this video that we also tag that so that we can hear even more details about it. Another way to experience seeing because we said this is about outside your school, our field trips, and it might be virtual or in person. Is that something that you’ve done?


Naomi Meredith  16:33

Yeah, this actually has been something I’ve done, I did this actually a lot as a classroom teacher, because we didn’t really have a STEM class. And we know that real field trips can get expensive with bus prices, there’s a lot of management. I know with COVID at my school, we weren’t allowed to go on field trips for at least a year or two. So there’s just like some great options out there. Even because of COVID, a lot of virtual field trips were actually developed to actually have families experience. So those things are still out there. Off the top of my head. I know Google Earth has some so you can explore the like lots of different places, they have a lot of different virtual field trips. And then I know Nearpod has some as well, with some interactive lessons. So those are just a few off the top of my head. I have a blog post I’ve written about this. So I’ll send this to you. And we can link on the page. I’ve just different things. I know a lot of museums do this one I really love doing with my younger students in STEM. It’s the San Diego Zoo kids live animal cameras. And they have cameras and not all the animals. The zoo is wonderful. I love that Zoo. But they have cameras in some of the exhibits and the kids can actually see what the animals are doing right that second. And one time. During Sam, we were researching about animals in their habitats. And we noticed in I think it’s like a vulture I think it’s called a candy bar. I’m sorry if I’m wrong. But we saw in the video, there was an egg. And this mom kept going in checking in on the egg. And then when the kids came back four weeks later, I see them one week at a time the a cat hatched, and there was a baby the next time we checked.


Shauna Douglas  18:21

Fabulous, and I’m still talking about that. Yeah, I like that.


Naomi Meredith  18:27

Yeah, it’s so it was so cool, because like we had seen this little egg and then we had this ugly little bird hanging out. And it’s nests. So that was really cool. And really quick. So that’s completely free. And actually it’s not on YouTube. So it’s not blocked by most filters. When it comes to people in person. Like I said, science can be overwhelming. But think about how you can bring people in. If you search for it. There’s people out there who want to get connected. And so we had a geologists come in when I taught third grade, and they talked to them about rocks and minerals and how to identify all the different rocks and minerals. And then they actually all the kids got their own bucket of sand with different rocks and minerals. And they actually had to identify them using the test. And they had a little sheet that they would check off. And they actually figured out which of the rocks and minerals were and they got to keep them at the end. So that was so much fun. The kids loved it. The lady was awesome. She was so great. Like she even had fluoride, which glows under a blacklight. And the kids got to test if the mineral was quartz or fluoride. So that was really really cool. So and we didn’t have to bring any of this stuff. So that was she did all that. I think a lot of states have this but we also had a local four h person who talked about chickens and their development because we were learning about life cycles. And they came in talked about that and brought us our chicken eggs. So we had the incubator. We have a little chicks in our class and then they came back halfway. through and talked more about their development, they did a candling session. So they have the egg and they hold the flashlight underneath. And we could check on the little embryos if they were still alive. And then they hatched in our classroom. And they came back and talk more about them as chicks and took the chickens back to their home. So super, super cool. And funding is an issue. I don’t remember how much we paid for these. But this was a really neat, it was a field trip. It was just down the road, our local meetup Middle School, our feeder middle school, they actually did a Science Showcase at the end of the school year. So they had the middle school kids and their science class, create a science presentation. And then we were the audience. So we went traveled to different rooms in the middle school. And the middle school kids were teaching our third graders their science lessons. So there was slime, there was a hovercraft station. So really, it was STEAM and STEM just at the time, it wasn’t called that. But there was even a room where the GT students created a whole classroom, that was a Rube Goldberg machine. And we got to watch it a few times. So it was so cool, because not only it benefited the middle school kids, because they were the experts about that station. And some of them were nervous, but my third graders aren’t scary. Maybe some of them were but then I might middle school, or my third graders really excited to hear about big kids and what they were learning about. So I don’t know if that’s something you could do. If you are like, if you don’t know how to get started, you can definitely collaborate with older classes, even in your building. That could be a great way to have a some sort of field trip, or even the middle school or high school. So those could be even types of experts as well in your area.


21:43

That is such a great idea. And I think about those students probably were like, they couldn’t wait till they got to middle school. So then could do the same thing for younger students. I mean, we know teaching, teaching other students is so powerful. So I love that idea. These are all such amazing suggestions. And I so appreciate you taking the time to be on semen soap with us today. And I look forward to picking your brain. I feel like you’re gonna be my person. This Yeah. Because you’re always thinking and it’s fabulous. So I’m excited about all the things you mentioned. And thank you so much for your time. 


Naomi Meredith  22:27

And thank you so much for having me. We’ll chat soon.

guest speakers for school events

 

Related Episodes/Blog Posts:

 

 

Connect with Naomi Meredith:

 

More About your host, Naomi Meredith

Naomi Meredith is a former classroom teacher turned current K-5 STEM teacher and coach. Her role not only includes teaching over 500 students in her school, but also leading professional development and co-teaching with teachers to help them integrate STEM & Technology.

With over a decade of experience along with a M.Ed. in STEM Leadership and STEM certificate, she helps teachers navigate the best practices, strategies and tools out there.

She truly believes that any teacher out there can learn how to use STEM & Technology in their classrooms effectively. She can’t wait to connect with you and be your guide!

More About The Elementary STEM Coach Podcast

Are you tired of scrolling online for your next great STEM lesson? Do you feel like there is no time to plan, research and test meaningful STEM lessons, so you throw together a hands-on activity and hope that it works? What systems and routines should you set in place to help students be creative, critically think, and collaborate? 

The Elementary STEM Coach is a podcast for K-5 STEM teachers, classroom teachers, GT specialists, and homeschool parents looking for actionable STEM solutions. Each week, Naomi Meredith will share tools, resources and lesson ideas that are actionable in your classroom and create highly engaging experiences with your students. You’ll learn systems and routines that will create control in the chaos and that will keep you organized all year long. 

Your mindless scrolling days are over! Your new STEM-best friend is now here in your ear buds!

classroom guest speaker ideas

3 Classroom Guest Speaker Ideas for STEM [ep.59]

3 Classroom Guest Speaker Ideas for STEM [ep.59]

classroom guest speaker ideas

Check out the full episode on 3 Classroom Guest Speaker Ideas for STEM:  

 

Subscribe to the podcast HERE on your favorite podcasting platform.

Have a STEM question? Leave a voice message for the podcast!

Episode Summary

It’s important to have guest experts speak with your students in the STEM space. While the experiences that they are having in your classroom are powerful, you can bring another dimension to their learning by hosting guest experts. In addition, students should be exposed to role models who are different from them so that they respect the ideas, abilities, and potential of others. I’m sharing three classroom guest speaker ideas for STEM in today’s episode.

 

In this episode, you’ll learn:

  • Three classroom guest speaker ideas
  • Tips for setting up and implementing these guest speaker ideas
  • Tips for involving parents and other community members

Resources Mentioned:

Episode Transcript: 

Naomi Meredith  00:00

It’s important to have guest experts speak with your students in the STEM space. While the experiences that they are having in your classroom are super powerful, you can bring a whole other dimension to their learning by hosting guest experts. In fact, there are studies on this. According to an article written by Invent.org, children should be exposed to role models who look, sound, or learn like them to help them gain confidence in their own ideas, abilities, and potential. They should also be exposed to role models who are different from them so that they respect the ideas, abilities, and potential of others. In today’s episode, I share three classroom guest speaker ideas for STEM.


Naomi Meredith  01:16

A couple of quick things before we get started. If you are loving this podcast, make sure to go ahead and write a review. I definitely want to share these on the show and hear how this podcast has been making an impact on you. This helps other teachers know if this podcast will be a good fit for them and help them along their STEM journey. In fact, here is a recent five-star review by Kay Kinner teach, always fun I need for my STEM lab. Naomi’s podcasts are exactly what I need for helpful tips and tricks in the STEM lab. Every episode is full of great advice for a new STEM teacher. She continues to inspire me to try new things. Thanks so much for your review. Kay Kinner teach. Also if you’ve missed out on the K through two STEM virtual workshop, don’t you worry, the whole experience was recorded. When you sign up, you get access right away to that recording and all the resources that we used during that time together. This will be linked in the show notes for you so you can definitely enhance your instruction for the little ones. Also, coming up in March, I will be starting a monthly virtual book club as a way for you to connect with STEM teachers monthly. Make sure to get on the waitlist at Naomimeredith.com/bookclubwaitlist, so you know when it is going to be launched, and it will be just in time for spring break and summer. So even if you don’t read the book, you have access to all the materials each month. You can still join in when we do our live zoom sessions to connect with other teachers and talk about STEM topics. Of course, we’ll talk about the book a little bit. But we’ll also talk about things that are related. So it’s okay if you don’t read the story. So I’d love for you to jump on then when that is live. 


Naomi Meredith  03:13

To help you through the process of connecting with a guest expert. I have collaborated with the EdTech company Sam Labs, and we created a checklist to help you through that process. So that way, you don’t have to miss out on any of the important details when you are connecting with a guest expert that would be perfect for your STEM lessons. It definitely simplifies the process. These are the exact steps that I use when I set up a guest expert in my classroom, and I want to help you out with that process, so you’re not overwhelmed. So make sure to check out the link in the show notes where you can grab that, and there are also some fun goodies when you click on that link that you definitely don’t want to miss out on as well. With that in mind, here are three classroom guest speaker ideas for your STEM classroom. It really does break down the walls and barriers of having these experts in your STEM space. It really doesn’t have to be boring. So the kids don’t just have to sit and get the information, you can definitely make it interactive and really fun and tie it into your experiences. I will be going into more detail about some of this in the next episode. So just make sure you go and listen to that. In the next episode, I chat with someone I know who had a really cool guest expert experience. So hopefully I can get them on the show, and they can chat with you about that. 


Naomi Meredith  04:37

The first classroom guest speaker idea for STEM is to connect it to your class projects. This can be done in a few ways, and you can definitely use this for long-term projects or short-term projects. So maybe you are working on a project that lasts a whole week. Maybe you are working on something that lasts for the whole year, or you’re building up to something for the whole year, a guess expert is a great experience for this. I know in a past episode, I was talking to the co-creator of Rock by Rock that we talked about guest experts quite often and how they use that in their curriculum. So make sure to go back and check out that episode because it was a really powerful episode. And just some cool guest expert ideas that you can use in your lessons. When you have these guests experts, and they’re connecting to your lessons, you could have them come at the beginning of a lesson to help students build background about the topic. So we talked about in the Imagine Stage when we’re doing the Engineering Design Process, or a similar type of process, where you want students to build background about the information. So it will inform their decisions when they are planning and creating their design. It’s not just some random, let’s build whatever thing, but their design is purposeful. So having an expert talk about their experiences and having a related project they might have done and what has worked well, what hasn’t, and maybe some research they are currently working on that will relate to the project. These will be some cool ways to really engage students and ask questions of somebody who is currently in a similar type of role. Another way you could use an expert, it could even be the same expert, is to have them come in during the experience when students are building. So students might have researched and built background a different way informed with their decisions. Then you can have this expert come in during that time, which is a really great way for students to engage with that person. They might even have a different perspective than you as a teacher because they are working in a field that is similar to this. So that might even help bring a really cool perspective on how students can improve their designs, and it might even just improve the overall project. Finally, another way that you could use the same expert or a different one is to have them come in at the end of your experience and give students feedback on their designs. So this is a great way where students can share their work with a real life audience. That expert can share, “Wow, this would work really well. Or I like how you thought of this design in this way. And here are some ways that you could definitely improve your design.” And here’s why based on my experience, this would be really powerful for kids to hear this type of feedback. So they’re not always hearing it from their peers or always hearing it from you as a teacher, but someone who really legit understands what is going on. That would be just a really neat experience for students to have in your classroom. 


Naomi Meredith  04:37

Another classroom guest speaker idea for STEM that you can try is to have a STEM career day. This is something that I am in the background working on and hoping to host at my school in the spring. It really came up very organically and randomly. I had a parent who volunteered at our school who subs for us who’s super great. And she came in, and we were chatting for a little bit. She told me that in her past career, she was actually a packaging engineer. So they thought through the process of how things can be packaged in really purposeful and systematic ways. She asked if she could come in and chat with the kids about her career. I told her oh my gosh, I would love to have you, logistically, it might be a little tricky, because I want all the kids to hear from you. We were talking a little bit more, and we came up with the idea of how cool it would be to have a STEM career day where it would be an in-house field trip experience for all the kids in the school. Now last year, we actually had to have a last-minute inside recess day. The PE teacher actually set up a really good rotation schedule, where all the kids still got to participate in Field Day, but it was inside the building. So I asked the PE teacher for that schedule because she already set it up. She has rooms that are assigned where kids would rotate through. So I thought that this would be really helpful when I get to planning the STEM Career Day. Logistically, that way all the kids can experience this and hear from a ton of different experts in STEM in one day. The reason why I’m also wanting to do this in the spring as we know the spring can get pretty crazy, and it can also be a little tricky. As a STEM teacher, you don’t always get to go on field trips. So you can bring the field trip to your school, and a really awesome way to have community partners and parents be involved in this experience. Also, if you are doing this during the day, this can guarantee that more kids can attend. It’ll probably be free. You don’t have to worry about buses. You don’t have to spend any time let’s say in the nighttime setting this up, and people are coming back to school because that might not always be a possibility for all of the kids to attend. So that’s why doing this during the day would be really awesome. When planning this, kids can rotate through 10 or so different careers in different rooms, where the presenters can share a little bit about their jobs and how it relates to STEM and even have a quick engaging activity that they can do with the students. So again, another cool way where kids can learn from their parents and each other’s parents, see role models that are relevant and current in STEM fields and help students even maybe dream of jobs that they never thought that they would have before. So stay tuned for future episodes, I’m definitely going to work this out and figure this out for my school. I think it’ll be so much fun. I will figure out the process and figure out the kinks for you. Then we will chat about it in a future episode. 


Naomi Meredith  10:54

The last way of having a classroom guest speaker for your STEM space is to host a school-wide virtual assembly. Again, this is another great opportunity where you can have all classes involved. I hosted a school-wide virtual assembly for my school this past winter. I’m definitely going to set another one up. Virtual was awesome. You could definitely do it in person. But we did virtual for a couple of reasons. The person I had talk at our school lived a few hours away, and logistically the weather was bad. So we just planned it as a virtual event. Also, behavior management was way under control. I don’t know about you, but my students haven’t been to a lot of assemblies since COVID. We’ve had a few here and there, and they were absolutely chaotic. There are a lot of parts of them that have been a waste of time. So when you do something virtual, you can jump right in. The way that we did this is I was in my classroom, I didn’t have any students. But I was handling all of the technology. So I was watching the chat. I was texting teachers who were having trouble getting into the Zoom. I had the presentation of the presenter pulled up just in case it wasn’t going to work, and then I could jump in and do that. Or I could fill in if there was a weird technical issue. So I was all on the technical side of this and had this all set up for my school. Then the students were in their homeroom classroom, and they were watching this event live in their classroom. So again, this really helped with the behavior management of their students who needed a little bit of a movement break. They could do that. The first grade and Kindergarten, I believe they watched the whole time. But if they needed to drop off at the end, when we got to the question and answer session, they totally could do that. There were even a few classes that were combined during this time. So if there was a sub for the day, they could combine classes, or I think just some classes combined anyway, to make this experience. We also have two different assembly schedules at my school. So if this isn’t something your school has just logistically, it’s nice to set up. So I didn’t really have to manage all the times per se, we already have this type of schedule set up. So I just let people know, hey, this is coming up, I was promoting it. And we’re going to have an afternoon assembly schedule. And here’s where you’re gonna check-in. I’m going to talk more in detail about this experience. And then the next episode. And this was really, really awesome for my school. It was with a US Space Force captain. So a very new field in our world. And he’s actually a computer engineer. So that was really awesome for the kids to hear from him. Now, if you’re having a hard time finding people, then you can definitely think of other opportunities that are out there that are hosting live webinars. In a past episode, you actually heard the audio from a live webinar that I was able to participate in. I got to be the host of this live webinar and interview an engineer at NASA who worked with the space rovers Spirit and Opportunity. That was actually her lifelong dream in middle school. She’s also still working at NASA working with the current space rovers. This was an awesome opportunity. It was live. But it also is pre-recorded. So all that information will be linked in the show notes if you want to show this to your students. And I believe that this platform has other past webinars that you could check out. So this would be another cool way that you could bring this experience to your school. You could set it up as a virtual assembly, maybe even record the one that you’re doing so you could use it for future years or a last-minute sub-plan. So it was a really awesome thing that I got to do with my classes. Very low behavior management, the teachers and students really liked it. At the time we were actually learning about Earth and space. So this was actually a good connection with my K through five classes. It wasn’t completely random. It was something that we were currently learning, and so it really tied it all together at this virtual assembly. Also, bonus points on this, if you do this a week before a break, like spring break, winter break, or a long weekend, your classroom teachers are gonna love you even more. So I highly recommend this and definitely going to do this again for my school. And just again, another cool way for kids to learn from people in the STEM field. 


Naomi Meredith  10:54

As a recap, here are three classroom guest speaker ideas that you can use in your STEM classroom. First, you can have experts come in to build connections to class projects that you’re working on. Next, you can host a STEM career day. And third, you can set up a school-wide virtual or in-person assembly. I hope that all these ideas are getting your wheels turning and that you can make these bigger connections and experiences for your students with the projects that you’re hosting in your class. Again, I don’t want you to feel limited by all the details when it comes to setting this up. It’s not as hard as you think. That’s why I co-collaborated with Sam Labs. We created that checklist for you to help you get set up with getting an expert in your class, the whole process from start to finish, and really bring these experiences to life. So grab that checklist in the show notes. Also, make sure to listen to the next episode, where I am getting interviewed by Shauna Douglas from Sam Labs. We’re going to talk more in detail about how this expert experience was set up at my school and other cool and relevant opportunities that you can do in your classroom. So I will see you there in the next episode.

classroom guest speaker ideas

 

Related Episodes/Blog Posts:

 

Connect with Naomi Meredith:

 

More About your host, Naomi Meredith

Naomi Meredith is a former classroom teacher turned current K-5 STEM teacher and coach. Her role not only includes teaching over 500 students in her school, but also leading professional development and co-teaching with teachers to help them integrate STEM & Technology.

With over a decade of experience along with a M.Ed. in STEM Leadership and STEM certificate, she helps teachers navigate the best practices, strategies and tools out there.

She truly believes that any teacher out there can learn how to use STEM & Technology in their classrooms effectively. She can’t wait to connect with you and be your guide!

More About The Elementary STEM Coach Podcast

Are you tired of scrolling online for your next great STEM lesson? Do you feel like there is no time to plan, research and test meaningful STEM lessons, so you throw together a hands-on activity and hope that it works? What systems and routines should you set in place to help students be creative, critically think, and collaborate? 

The Elementary STEM Coach is a podcast for K-5 STEM teachers, classroom teachers, GT specialists, and homeschool parents looking for actionable STEM solutions. Each week, Naomi Meredith will share tools, resources and lesson ideas that are actionable in your classroom and create highly engaging experiences with your students. You’ll learn systems and routines that will create control in the chaos and that will keep you organized all year long. 

Your mindless scrolling days are over! Your new STEM-best friend is now here in your ear buds!