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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:  

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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

 

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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,

 

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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!

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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]

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

 

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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

 

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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!

black history month stem activities

3 Black History Month STEM Activities [ep.58]

3 Black History Month STEM Activities [ep.58]

black history month stem activities

Check out the full episode on 3 Black History Month 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

In honor of February being Black History Month, in today’s episode, I'm sharing three STEM activities that you can do with your students to celebrate this time. Of course, these are activities that you can do all year long to help students learn about important people that have made an impact on history and impact in the present. Whether you’re a STEM teacher or a classroom teacher, these activities are great for sparking creativity in your students.

 

In this episode, you’ll learn:

  • 3 Black History Month STEM activities
  • An overview of the resources and materials needed to implement each activity
  • Tips for implementing each activity in your 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

February is known as Black History Month and today I'm going to be sharing with you three STEM activities that you can do with your students to celebrate this time. Of course, these are activities that you can do all year long to help students learn about important people that have made an impact on history and impact in the present. So let's jump in.


Naomi Meredith  00:53

Before we jump into these fun STEM activities, a couple quick announcements for you to keep your eye out for. First of all, if you are loving this podcast, I appreciate all of the DMS that you keep sending me so keep sending them my way. But also share out loud by writing a review. This will not only help me know if this podcast is making an impact for you, but also help other teachers to find this podcast as they're browsing and if it's a good fit for them. So if you're on Apple podcasts or if you're not, login and write a quick review. I would love to read those out loud on the show and to get your voices be heard. Also, if you missed out on the K through two STEM planning workshop, that is okay. If you weren't able to attend live, this is also available as a recording. So the whole session was recorded and together we created a whole cohesive unit where we created a mini project, planned out STEM stations, and assembled stories that would work well in your classroom. So you can jump on in! The link will be in the show notes or you can also jump on in on that workshop at Naomimeredith.com/primaryworkshop. Also, when thinking about the community of us in this elementary STEM teacher world, I am hosting an upcoming monthly book club for you to jump in on. So the coolest part I think is we'll be able to meet together monthly and chat throughout the month about STEM and innovation as a community. Of course, there will be a book that we'll be reading together and some fun little freebies and things along the way. So jump in on the waitlist so you don't miss that when it launches because that's coming up really soon, actually just in time for spring. So again, that'll be linked in the show notes. Or you can find that at Naomimeredith.com/bookclubwaitlist. So if you just head to my website, you can find all this stuff. But super fun things coming your way when it comes to the elementary STEM community. 


Naomi Meredith  02:54

A lot of you might see on my Instagram, but my Teacher Honey and I love to travel. This has been something in our relationship from the beginning. And we travel all the time, especially during the holidays, that's something that we enjoy to do, instead of giving each other's gifts. In December of 2019, we actually traveled to Washington, DC, where they have all the national monuments and all of these amazing museums that you can go into. Most of them are free, which is pretty awesome. But our favorite museum, by far was the National Museum of African American History and Culture. I think it is a fairly new museum. But it was absolutely beautiful and inspiring. We spent practically all day there. We just kept saying how we wish that we had a museum like this where we live in Colorado. So maybe in the future that will happen. But we also wish that this was a museum and an experience that every single state had, and that all students were able to attend because it was just really cool. Learning about American history through this lens and we wish that this was the lens that we were taught in. It was just very impactful for us, and just was so amazing. We just learned a whole bunch. Of course we couldn't get to everything, even with the amount of time that we were there. So definitely a museum, we definitely want to go back to if we're in Washington, DC, again, and I highly, highly, highly recommend going. So if you have to wait in line, wait in line, it is worth your time. We really loved it. So I think you're really going to enjoy these black history month activities that you can use in your STEM classroom. Or even if you're a classroom teacher, you can implement them, but they're definitely a spark for creativity. So let these inspire you where you can think of even more activities that you can integrate in your classroom. 


Naomi Meredith  04:56

The first one is inventor robot coding. During, and when I was getting my master's in STEM leadership, there was a whole bunch of assignments. We were talking about how students need to see role models who are like them, and also unlike them to help inspire them to be things that they never thought imaginable. So there's a huge lack of this I have found in my research when it comes to elementary STEM. So this is a project I have in the works, something on my vision board, to help bring people in STEM to life for children. A really good book to spark this, there are so many more out there, but one that I really love is Have You Thanked an Inventor Today? by Patrice McClaren, and she actually has a few other books in her series. This one is super cool, because it is illustrative but it also talks about inventors from history and in the modern day of inventions that we use in our daily lives, but you might not always know who invented them. So this one is super fun and super engaging. It has some great conversations. And of course, read this book out loud to your class. If you want to get your hands on the book even faster, it is a great price if you get the Kindle version. One hack that I like to do with ebooks is I will screen record myself reading the book for my students and I have my little dog Fredrick in my lap, and I'll talk to him or whatever. I don't post these on my YouTube channel. This is just for classroom use only. But it's a great way where if you're going to read the book over and over again, it is technically you're still reading the book, but then it gives you a little leeway when kids are coming in and all the behaviors stuff. So highly recommend doing that. But this is an awesome book. And so how you can integrate this in your classroom is you can have pictures of the inventors, pictures of the invention they invented, and students have to code and match the inventor to the invention. So if you don't feel like making this, I have this as a forever freebie in my TPT shop. So definitely go and check that out. It connects to the book. And then you can even have students create their own cards if you're learning about other people throughout the school year. And you can keep adding to that robot collection. So really fun way to integrate that robotics in your classroom into learn about people who have been impactful in their daily lives. So just a lot of fun things that you can do in relation to this book, or other books when it comes to important inventors in black history. 


Naomi Meredith  07:28

The next activity that you can do in your classroom to help celebrate Black History Month is having an interactive bulletin board with black women in STEM. So again, learning about people who have been impactful in modern day and in the past. But I have again, another forever freebie for you, where I've done a lot of research about these amazing women. And it includes a short little bio about the person just a little bit about their background to get to the position that they have, or had in STEM, a picture of the person. And then there's a matching card where there are video links, and maybe a website about them, maybe other little things to help you learn more about that person. And you can create an interactive experience for the students. A couple of ways that you could do this in your classroom is of course you can print them out, hang them up on your wall, and then this could be a STEM station that your students traveled to, to learn more about these amazing women. Another way that you could do this is you could have this displayed on your projector or your TV and your classroom. And you can talk about a new person every day, and learn about the cool things that they have done. When I was creating these cards I even found about jobs and people I had never heard about which was so much fun for me. And again, something that is definitely needed in the classroom at the elementary level. So that's why again, these are free for you to use to help you get started with those conversations. And of course, I made them cute for you don't get me wrong, they're very cute. So definitely check those out, add them to your collections of things for this month. 


Naomi Meredith  09:08

And finally, the third way that you can celebrate Black History Month when it comes to STEM activities is having green screen talking heads. I talked about this activity a bit in Episode 37. So go back and take a listen. This is a green screen of variation when it comes to having that talking head project. You probably know what I'm talking about where you have students color and draw the body of a person that they researched about. Then they cut out a hole for their head and they hold it up to them and they pretend they're that person. I am not great at drawing. I wish I was. Some of my siblings are actually really great at this, mine are not the best. It's just not a skill I have developed yet. But a way you can have this variation is students can reasearch about important people in black history. Some great resources for this is Epic Books, of course, love me some Epic Books, and even BrainPOP has some really cool videos that you can use with your students as well as a resource. You can have them research about these people, and then when you go to the green screen recording part, students will wear a solid shirt that matches the background they're recording in front of. So let's say you are having a green screen, you have matching green shirts. And this will actually make the students body disappear. So in the green screen video, their head is actually floating. I have an example of this, I created a video about Mae Jemison, who was her famous astronaut and black history for NASA. I have the video linked in the show notes, check it out, it was my first go around. So I didn't edit out the end. So my head kind of floats off the screen at the end, and the kids got a little bit scared and started screaming. But overall, the content is great. So they can create a script to talk about and just be like this person and represent them and all the things that they learned about and the cool things that they had made an impact in the world and in STEM history for the background. So you have your head that's floating, you can find pictures of those people. And then you could just have make sure you move the students head in front of that image on the screen, do a little configuration, and then it works out it's super fun in a cool way to have an interactive experience. You could save all these videos, create QR codes for all of them, and have an interactive museum that students can travel through. This would be be even cool if you had this in the hallways. And then classes came through throughout the month or multiple months. And they travel through this interactive in house museum field trip. So that's a cool way to get kids moving, especially during the cold winter months we have to get a little bit creative. So that'd be a really cool way for students to learn about other people impactful in history, see their peers who are telling them about it. And it could just be really collaborative that way. If you need a template when it comes to graphic organizer to organizing all their thoughts, I have a template for you. It's just about STEM inventors in general so it can be reused for a lot of different purposes. But I have a little template for you that can help guide the research for this fun green screen project. As a recap, here are three Black History Month STEM activities that you can use in your classroom. First is the inventor robot coding. Next are the black woman and STEM interactive bulletin board or you can make this digital and finally the green screen Talking Heads. Of course, as I said, Don't feel like you have to be limited to the month of February. These are just a jumping off point to help your students learn more about black history through the lens of STEM. But definitely again dive in deeper and use this as a way to spark those conversations and help them learn of how people who have made big impacts in their lives and in our world. Thank you so much for listening to today's episode of the elementary STEM coach podcast. I would love to connect with you over on Instagram at Naomi Meredith underscore or send me an email to elementary STEM Coach podcast@gmail.com. Also, make sure to check out my website Naomi meredith.com. To see all the show notes from today's episode. Again, check out my K through five STEM resources. Any questions you have needs for resources or ideas for episodes, get in touch. I'll talk to you soon.

black history month stem activities

 

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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!

GOOD NIGHT OPPY

The Mars Rover Project and ‘GOOD NIGHT OPPY’ with NASA Engineer Bekah Sosland Siegfriedt [ep.57]

The Mars Rover Project and ‘GOOD NIGHT OPPY' with NASA Engineer Bekah Sosland Siegfriedt [ep.57]

GOOD NIGHT OPPY

Check out the full episode on The Mars Rover Project and ‘GOOD NIGHT OPPY' with NASA Engineer Bekah Sosland Siegfriedt:  

 

Subscribe to the podcast HERE on your favorite podcasting platform.

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

Episode Summary

Today's episode is special because I had the opportunity to collaborate with Wonder Workshop, the robotics company, and EdWeb to interview Bekah Sosland Siegfriedt, a current flight director at NASA's Jet Propulsion Laboratory. She was one of the featured team members in Amazon Prime's GOOD NIGHT OPPY and got to work with space rovers Spirit and Opportunity.

This episode was a live webinar; the video replay is available and linked in the show notes. At the end of the conversation with Bekah, the moderator for this webinar, Bryan Miller, the Senior Director of Global Strategic Outreach at Wonder Workshop and was a guest on the show last year, asks Bekah some great questions to close out the webinar.

I learned so much in this interview. I am so grateful for this opportunity and so excited to be able to share this with you today. I know you're definitely going to enjoy it.

 

In this episode, you’ll learn:

  • About Bekah’s role at NASA
  • Bekah’s experience working on the rovers
  • Behind the scenes insight into The Mars Rover Project and GOOD NIGHT OPPY

Meet Bekah Sosland Siegfriedt:

GOOD NIGHT OPPY

Bekah Sosland Siegfriedt grew up in the small town of Fredericksburg in the heart of Texas. From an early age, she would lay on a blanket gazing at the dark night skies wondering if she was alone. Her interest was piqued in middle school after visiting McDonald Observatory in West Texas and watching Opportunity and Spirit land on Mars. She didn’t let the lack of females in her tech-oriented high school classes deter her passion, and she applied to the Aerospace Engineering department at the University of Texas (UT). While at UT, she had internships at Johnson Space Center, SpaceX, and the Jet Propulsion Lab (JPL). Now, as Flight Director at NASA’s Jet Propulsion Laboratory, she applies her sense of curiosity and her problem-solving skills to the tasks at hand daily and has many stories about Oppy and Spirit’s adventures to share with future space explorers and engineers.

Connect with Bekah:

Meet Bryan Miller:

GOOD NIGHT OPPY

Bryan Miller is the Sr. Director of Global Strategic Outreach at Wonder Workshop where he works with schools and districts around the world to help implement coding and robotics into their curriculum using the award-winning robot Dash. He is a former teacher and school administrator and is an international keynote presenter.

 

Connect with Bryan: 

More About GOOD NIGHT OPPY:

This documentary tells the inspirational true story of Opportunity, a rover that was sent to Mars for a 90-day mission but ended up surviving for 15 years. The film follows Opportunity’s groundbreaking journey on Mars and the remarkable bond forged between a robot and her humans millions of miles away. Now Streaming on Prime Video.

Resources Mentioned:

Episode Transcript: 

Naomi Meredith  00:00

This episode is a longer one, but a special one. I had the opportunity to collaborate with Wonder Workshop, the robotics company, and EdWeb to interview Bekah Sosland Siegfriedt, a current flight director at NASA's Jet Propulsion Laboratory. She was one of the featured team members in Amazon Prime's GOOD NIGHT OPPY and got to work with space rovers Spirit and Opportunity. This episode was filmed live, it was a live webinar. So if I mess up, forgive me, I didn't get any redos on this one. You'll also hear at the end of the conversation I have with Bekah, the moderator for this webinar, Bryan Miller, the Senior Director of Global Strategic Outreach at Wonder Workshop. He also was a guest on this podcast and his episode was awesome. So make sure to go back and give it a listen after this episode. In the video version of this conversation, he gives an awesome introduction at the very beginning, and also encourages you to check out the Wonder League Robotics Competition, which I also highly recommend. This episode you can actually listen to with your family or students, as well as watch the documentary GOOD NIGHT OPPY, which we referenced throughout the conversation. Even check out the video replay of the interview too. You could show this to your students because it's a super awesome opportunity even if you weren't there live. This will all be linked in the show notes so you know where to get all this information. I learned so much in this interview. I am so grateful for this opportunity and so excited to be able to share this with you today. I know you're definitely going to enjoy it. 


Naomi Meredith  02:18

Well, thank you, Bryan, for that awesome introduction. You were an excellent emcee. But I don't expect anything less. Thank you Bekah so much for being here today. I know that I was so excited for today. I even wore one of my NASA sweatshirts in honor of you and have some space earrings as well. So very excited. I know all the kids and schools out there are probably equally as excited. It's not very often where you can hear from someone who works at NASA. So this is a really big moment for a lot of students out there and shout out to my school in Colorado, and then Cimarron in Colorado as well. But thank you again for being here. So if you wouldn't mind, we got a cool introduction about you. But I want to hear a little bit more about what your role is at NASA, and what is the coolest part about your job?


Bekah Sosland Siegfriedt  03:14

Thanks, Naomi. Thank you for having me. I really look forward to our conversation today. So yes, what I do at NASA. So I actually I started off at NASA back in 2013. I started working on the Spirit and Opportunity mission, so Opportunity was my first rover there. I jumped right into mission operations. That's what we call it. And if you can imagine this, imagine a room where there are many desks. At each desk, there's a person that's responsible for a part of creating the rover sequences that day. So we get all the data down for the Mars vehicle through the Deep Space Network. It's a series of antennas placed around the earth. All the data comes in, we see it, we analyze the data, we look at the images, and then we decide based on that what we want to do that day with the rover. And in the room, half the room is scientists, half the room are engineers. The scientists are saying, “Hey, we really want to go over to that rock or go down that steep hill because that stuff's really interesting.” And the engineers, which is what I do, we have to make sure to keep the rover healthy and safe. So we try and do what the science team wants to do. But a lot of times we have to say I can't do that. But we can do this instead. And so once we've decided on what we want to do that day, I am responsible for coming up with a part of the commands that we send to the rover along with other people in the room. We put those commands together to come up with the recipe of what the rover should do that day. Now we send it up to the rover and let her execute that while we sleep. And then we come in the next day and she sends down all the data and we repeat the process.


Naomi Meredith  05:02

That sounds like there's a ton of collaboration in your job, which is super important for all you kids out there. But it sounds like there's a lot of high energy to with your job as well. You have all of these different roles, and I can see by the excitement in your face that it's a very exciting job. I'm sure, there's a lot of things that happen that you don't expect, which we might get into in a little bit. So for the kids out there who don't know what a space rover is, it's a little bit different than the robots they might have in their classroom. So they might have a Dash robot in their classroom. But what exactly is a space rover? And then tell us a little bit more about Spirit and Opportunity, the little twins? And what makes them so special.


Bekah Sosland Siegfriedt  05:45

Yeah, sure. So when we develop robots to send to other planets, it's really important that we try and make them as human life is possible. And that's because as humans, and as there are scientists out there, special scientists called geologists and geologists look at rocks and try and answer questions about the planet. So we have Martian geologists. And we want to make the rovers as human like as possible, so we can literally get down and look with a little microscope at what the rocks were like a human would do or us. So we need to use hands, we need to be able to rover, like move around on the planet, we need to be able to see. So the robots look a lot like people, we actually have two cameras, like a pair of cameras for all the cameras that we have on the vehicle, there's two of them. And what that allows us to do much like our eyes as human beings, we use to to have depth perception. So we know how far away a rock is, that's really important. We have an arm to be able to like I was saying, look at things or pick things up or scoop things. And we also have six wheels, like our legs that let us rove around on the planet. So that's why they're special. They act a lot like humans, because we need a human like thing to be on these planets to help us investigate and answer the questions that we have. And what makes Spirit and Opportunity so special. So history of rovers. So we sent a Martian rover Sojourner, and that was our first Martian rover back in the 90s. And Sojourner was about the shape of a microwave oven. And it was really a technology demonstration to figure out, can we send something that can rove around on the planet? And we were able to answer that question. Once we did that, we said, “Okay, now we know we can rove a rover on Mars. So let's make them bigger and let's build two of them for redundancy.” So redundancy means if one fails, we have a backup. So it's like a backup plan. So we sent two rovers, two twins Spirit and Opportunity. So we had a backup plan in case one of them didn't work. They both ended up working. So it was awesome, because we had two rovers on two  different parts of the planet, answering different questions. But Spirit and Opportunity's roles were really to answer the question, did drinkable water ever exist on Mars? That was because at the time our big question was did life ever exist on Mars, and at the time, we were trying to follow the water, follow the water in the solar system, because as we humans, we need water to survive. In fact, life needs water to survive ,plants, different things you can think about if things are alive, they need water. So we were searching the solar system for water. And that's what Spirit and Opportunity were trying to do was follow the water. Then the next rover mission we built was Curiosity. Curiosity was trying to answer was that water habitable? Was the Martian environment ever habitable? Meaning could life have existed on Mars? And we're trying to answer that question. And Curiosity was able to answer that question, too. And then the final rover that we're at today, it's not the final one, but it's our current rover. The latest one is Perseverance. That's actually the mission I work on today. And Perseverance is actually trying to answer did life ever exist on Mars? Ancient life, so we are cashing samples and tubes, and I can talk more about what our mission does. But each rover has a mission, a goal, and something that we're trying to get to and they all are a bit different, really trying to march towards answering the question, did life ever exist on Mars?


Naomi Meredith  09:37

Well, that's super cool, too. Because there's, I'm sure you guys are just hearing and you can see all of this in the movie GOOD NIGHT OPPY, and how the rovers work and how they interact. So there's just a great depiction of that to really visualize what you're talking about. But I could see why you would be really excited because there's just so much going on and all these different challenges and tasks and it was really exciting to that the twins, Spirit and Opportunity were beyond successful. They were successful, but then they just kept going and going and going for years, which is you saw them when you were in middle school, and then you had the chance to work with Opportunity. So amazing to really live out your childhood dream. And not a lot of people can say they did that. But that's so amazing that you got to actually work with Opportunity. What surprised you the most when you were working with her? Is she a girl?


Bekah Sosland Siegfriedt  10:32

Yes, she is a girl. Yeah. So I mean, you hit on it, it's the opportunity. Both Spirit and Opportunity were designed to only last 90 days on the surface. And we thought they were going to only last 90 days because of the amount of dust that we had observed when Sojourner went to Mars. But we had our new best friend, these little dust devils come by and clean off the solar panels. So they were actually able to last longer, and they lasted a lot longer. So Opportunity was only designed for a 90 day mission, and she lasted almost 15 years on Mars. So for me, I think what surprised me, the biggest is number one, like holy cow. In eighth grade, Spirit and Opportunity are what inspired me to go into space, I never thought I was gonna get to work on them. They were only supposed to last 90 days. So to get to work on Opportunity was definitely a dream come true. So I think that was probably it. Maybe that's like a cop out answer. But that's probably the thing I was most surprised by. But another thing I learned that I was also surprised by is as the rovers age, there are more problems to solve. And you might first thing like, “Oh, the rovers are aging, they're problems. That's a bad thing.” But for an engineer, what surprised me the most is like every time we had a problem to solve, every time we got data down and the rover didn't quite do what we wanted her to do, I got really excited, which was a surprising reaction for me. But I realized that I'm an engineer, I like to solve problems. I like to figure out. That's how I work. When everything goes well all the time, it's kind of a boring job for an engineer because we don't have any problems to solve. So I think that was another surprising thing for me was the excitement I felt when there was a problem to solve.


Naomi Meredith  12:27

Okay, you hear that kids, problems are a good thing. And Bekah has an excellent growth mindset. This is a life skill right here. Look at you! You are a great example for all the kids watching out there. So that is so good. So with your mission currently, you said you're working on Perseverance. So what are the things that Perseverance is working on? Is that similar to Opportunity? Or are there some different challenges as well?


Bekah Sosland Siegfriedt  12:55

Yes, Perseverance. So Perseverance, for the first time now, actually has three mission goals. So you know, in the past, we've really just aimed for one, but NASA said, “You know what, y'all are doing great with meeting your mission objectives, let's just throw three in there this time, why not?” So we have three objectives. Number one, is to try and find ancient life on Mars. So this would be really old past life, not necessarily human, or like Alien life, but microbial life. So like plant based simple life. So we're looking for that. The second goal is to cash samples on Mars to bring them back for a future mission. So we are going in and coring the surface of Mars, all different kinds of rocks and different things that we see. And we're putting those in test tubes, we're sealing them up, we're dropping them on the surface. And then Mars sample return, the next Mars mission is already underway, planning out how we're going to go back to Mars, capture those samples and bring them back to Earth, which is huge. This will be the first time we've ever had like an actual Martian sample in our hands to analyze, which when we actually have things here, we can analyze, we have a lot more instrumentation, a lot more that we can do with those samples instead of what we're limited to on the rover. So that's going to be a big thing to answer the question, did life ever exist on Mars. And the third goal is to prepare for humans. In fact, humans like all of you out there, because if you look at the timeline of when we're trying to send astronauts to Mars, your generation, everyone in middle school and high school right now and even elementary school are the perfect age for the first humans to be on Mars. So we have some instrumentation onboard to to try and create oxygen. So pulling the carbon dioxide out of the atmosphere. And for those of you who've learned this in science class, carbon dioxide is C O two. We'll be splitting apart the carbon and oxygen molecules, where you're just left with oxygen. And oxygen is really important for humans because we use it to breathe. But we also use it, if we combine a hydrogen molecule on there, we can have water. So oxygen is really important. That's an example of one of the instruments we're using to help us prepare for humans on Mars.


Naomi Meredith  15:23

That's super amazing. And I love how you guys just added on more challenges and see how it goes. How long has she been up there already? 


Bekah Sosland Siegfriedt  15:33

Yeah, so she has been up there officially, as of like, a few days ago, one Martian year, which is about two Earth years. So on February 18 2023, coming up in about a month, she will have been up there for two Earth years, which is awesome.


Naomi Meredith  15:52

Yeah, that so good. So some of you might have even watched the launch of when she got sent up there, because that wasn't very long ago. So some of you might even know when that happened. Thinking about all the tests that these rovers do, do you have to do any testing here on earth to make sure that they're working correctly? And how do you test them? Because you're not on Mars, so how do you know that they actually are going to do what they're supposed to do when they're far away from you, you don't have anybody you can send to go fix the rover if they have to solve it themselves. So how do you test what they do here on Earth?


Bekah Sosland Siegfriedt  16:30

Naomi, that's a great question. I'm really glad you asked it, we actually build another version of the rover. So with Spirit and Opportunity, we had a third rover, and with Perseverance, we have a second rover. And that's the earth version of the rovers. So if you saw one, which I have a picture of somewhere, but you can also Google it, we have, I mean, it looks exactly like Perseverance on Earth. And we have what we call the Mars yard at NASA's Jet Propulsion Laboratory, where it looks a lot like Mars. And so if we're ever in a situation where it's the first time we're doing something, or we're in an anomaly situation, not like a problematic situation, we will recreate what's going on on Mars on Earth. And we'll have the rover on the ready. And anything that we're about to send to Mars, we'll do it on the earth testbed first on the rover on earth, to make sure that what we're about to send to Mars is actually going to work. So we do that all the time. The testbed is like constantly active, testing out different things. But we also make sure we build the rovers, knowing that we can't repair something. So for example, if you notice on the rovers, we don't have rubber tires on the wheels. One reason for that is, number one, it's really cold on Mars. So when rubber gets really cold, it can break. And if we went over a rock, and we had a flat tire, there's no way we can do anything about it. So they're made of metal, they literally just rove on metal wheels. And so we think through these things, and we build the rovers in a way, knowing that we won't be able to fix anything. So we try and make them really robust.


Naomi Meredith  18:17

So in the movie, they showed, I wonder if it was that same play yard, but Spirit got stuck up there and you put cake flour on the test to see how spirit could get unstuck. So you just see all of these scientists, just like covered in flour and testing out the rover. So definitely check that out. Because it's, I mean, you guys figured it out, which is amazing. 


Bekah Sosland Siegfriedt  18:44

Yeah, that's exactly right. We took really close up pictures of the material that was under Spirit, because on Mars, not everywhere, is that cake flour material. Sometimes were on like pretty rocky terrain, or sandy terrain. But this was like really fine stuff that we were in. And that's why we got stuck. So we took really close up pictures. So we could recreate that material in the testbed, but you're exactly right. In the movie you get to see the testbed. Now the testbed looks a bit different, cuz we have bigger rovers in there. But it's basically the same idea. But it's really fun when you have problems like that to like, try and recreate them on Earth is a lot of fun.


Naomi Meredith  19:25

But would you say every day is pretty consistent for you. So what would be a typical day? You're at the office, you're working together as a team, you have a rover up in space. What are most days like and then do the times actually change as to when you can explore the data?


Bekah Sosland Siegfriedt  19:45

Yeah, great question. So no, not every day is typical. That's one of the things that I really like about my job is every time we drive someplace new, and sometimes we're in the same place for a few days, and maybe those days are pretty typical. But anytime we do arrive to a new location. It's like a whole new mission, because we don't know what's around the corner. That's why we're exploring. We don't know what we're going to find. We're very reactive, you know, we can't always plan for everything. But a typical day as a mission operator would be to come into work. We have no idea what we're about to see, data hits the ground. So I kind of talked about this earlier, but did its ground, we analyze it. And that analyzing part sometimes takes a while because there are conversations that need to be had with the science team. And there's a lot of back and forth, you kind of see that in the movie to the engineers, and the scientists are always like, you know, having fun conversations with each other. But that is a pretty typical day. And then once we have, we're on a time budget, like we have to radiate the commands to the Mars Rover at a certain time, because that's the only time she'll be listening for our commands. We have a window, we have to make that window. So a lot of times Steve Squyres in the movie, or the equivalent on Perseverance, our lead scientist has to kind of put their foot down and say, “Okay, this has been great conversations. But this is what we're doing today.” Because we don't have time to have any more banter or conversation. And we need we need that sometimes. We need someone to just step in and make a decision. So that is a pretty typical day. And then Naomi, you asked me another part to that question, and I forgot. 


Naomi Meredith  21:28

So your typical day and then the timezone. Is the time on Mars on the same timezone as us on Earth? Or does that change things as well?


Bekah Sosland Siegfriedt  21:40

That's exactly what it was. So no, the Martian day is about 24 hours and 40 minutes. So it's pretty close to an Earth Day, it's only 40 minutes off. But that 40 minutes really is hard for human beings. Because let's say, if we're on Mars time, which we are for a good amount of the beginning of the mission, and let's say we come in to work at 8am. Then the next day, we come into work at 840. Then the next day, we come into work at 920, then 10am. And it shifts by 40 minutes every day, because we're on the rovers time and we radiate the commands up to the rover. Her day starts at the same time on Mars every day. So that that can be really hard on a human being, especially when it's like okay, now we come in at midnight, and then 1240 and then 1:20am. And especially when you have little kids like I did with Perseverance when we started mission operations. You know my kids expected me to be there at certain time, I had a little infant, so I'm waking up at night with her. And then I had an infant on Earth and an infant on Mars, and managing all of that got a little crazy. And I'm sure teachers out there that are parents can kind of understand what I'm saying. But yeah, it is. It was a very interesting time in my life trying to keep up with the Martian time being on Mars time.


Naomi Meredith  23:07

Yeah, that's not a timezone you typically see when you're in the airport, when they say it's this time in Denver, this time in New York, they don't typically have it's this time in Mars, but maybe they should. So for kids out there, they're probably really pumped and excited, and you're inspiring a ton of kids and adults. For any students who want to get into a job like yours, or into STEM or NASA, what advice do you have for them? There's just so many opportunities out there, there's jobs out there that don't even exist yet. You're like you said, living out your dream. So what advice do you have for kids who want to be like you?


Bekah Sosland Siegfriedt  23:48

Okay, great. So I'm glad you asked this question. First, if you want to work at NASA, let's just say that's your goal. First, I would sit down and ponder, do you want to do the science side of things? Or do you want to do the engineering side of things? And to help you answer that, that would be questions like, for the science that I want, and maybe you learned about this in your class, but forming a hypothesis, asking a question, did life ever exist on Mars? Does life exist in the solar system today? Those kinds of questions and looking at data, images and pictures, and trying to answer that question, if that really inspires you and like gels with you, then maybe you want to be a scientist. Or maybe you want to solve problems. You want to take the problems that the scientists or the goals that they're trying to reach and build something that will help them achieve and get that answer. So maybe you like putting things together or taking things apart and looking in the innards of like electronics or something or maybe you want to try and something happens with your computer, your iPad or whatever it is, your phone and you want to like solve that problem. So those are kind of two different routes you could take to work at NASA. There are actually many, many more, but those are two general ones. And then what I would encourage is for you to pay attention in math and science classes, really anything STEM related. And it's okay, if you're not good or not great at math and science yet. There are people out there that can help. And I think for me, that was the biggest lesson I learned really not till college, I wish I had learned it earlier, ask for help. It's okay to ask for help. I was not very good at math, actually. And people always said, “You got to be good at math and science to be an engineer.” That's not true. I wasn't very good at that, I got a tutor. And once I got a tutor, and they sat down with me for a whole year and took me step by step, I had to relearn a lot of stuff. It all of a sudden made sense to me. And then I was able to like keep up with my homework and do well on tests. But it's okay to ask for help. So I think that's another thing. Also, doing things like building robots, or getting into a robotics club or something like that can also really help you try and understand how math and science apply to real world problems like building robots and stuff. So I think all of those things are really helpful to line your pathway to get to NASA.


Naomi Meredith  26:28

I think that's a really, really good advice. And I appreciate your vulnerability. And I love how you also use the word yet. It takes baby steps to get to where you're at, and all the things that you've done when you're young, and you've made mistakes. And here you are today, and you're still growing as a person. So there's always new challenges out there. So that is excellent advice for any kids who want to get into NASA or even any STEM related jobs out there. So with what you're allowed to talk about, because we know NASA is a very confidential place, but what you're allowed to talk about, is there any cool things that you guys are working on or a project? You talked about Perseverance, but anything going on, that we should keep our eyes and ears out for?


Bekah Sosland Siegfriedt  27:14

For sure. Yes. So a couple of things, the current rover that we have, so Curiosity, still roaming the planet doing fantastic science. And then we also have Perseverance, the most current one, Perseverance took a little buddy with her, a helicopter named Ingenuity. So keep your eye out for Ingenuity, which is still going on. Ingenuity was only supposed to last five flights, the little helicopter, but she is still going on almost two years of the planet. So that's huge. Keep your eye and your eye out for Ingenuity and Perseverance findings on Mars. That's a really, it's really exciting right now what we're seeing on Mars, and then yeah, keep your eye out for Mars sample return. That's our next mission. We're in the process of designing the mission right now. So it's in the very, very early stages. But it's, it's really exciting. And it's going to be probably the mission leading up to humans on Mars. So all of those things, if you think you want to be an astronaut someday, that's also a really fun project to follow, because we're just getting one step closer to that to


Naomi Meredith  28:20

Super awesome. Well, we will keep checking that out. Okay, so now, those are the questions from me. But we have a ton of questions from our audience out there. And they are very curious and want to hear what you have to say about these. So I'm going to try to put them in order, but they might not make sense in the order I say them. But we're going to do this together. So from Steve Kedi, how much from the original team, so I'm assuming the original team from Spirit and Opportunity, still work at NASA?


Bekah Sosland Siegfriedt  28:56

Yeah, that's awesome. Okay, so a lot of them have retired. But pretty recently, I would say they have started to retire. But Jennifer Trosper is in the movie a lot and she still works at NASA. I would say probably, I mean, it's hard to put a number on it. But I would say probably 75% of people still work at NASA. I think what what we find at JPL and NASA is people tend to stick around. I know there are careers out there where people jump from job to job a lot, which there's nothing wrong with that either. And staying in a position for about five years is, you know, typical, but at JPL and NASA people stay around for a really long time. So you'll see that a lot. And I would say yeah, probably like 75% of the crew, the original crew is still at JPL.


Naomi Meredith  29:44

Awesome. That's that's really good stats. Wow, it's pretty amazing. Okay, so this next one is from Samina and I apologize if I say your name wrong. And their question was, what did it feel like to be able to see Mars? So when you're at NASA, and what did it feel like for you, when you actually could see Mars through those photographs and videos?


Bekah Sosland Siegfriedt  30:06

Oh my gosh, yeah, that, especially when I first started working there, that was like, a giddy moment for me when those images would come down. And I was the first person to see these images, or our team was, it was a feeling unlike anything I can really describe. And also like coming into work and trying to reorient my brain from Earth, and then to Mars and like, think about all the things I needed to do when I get to work, which was all on another planet. Yeah, you kind of have to pinch yourself sometimes. But yeah, the feeling is incredible.


Naomi Meredith  30:42

I'm sure. I mean, it's uncharted territory. And you said Mars is really big. So there's a lot of places that we haven't seen yet. So that's so exciting. All right, this one is kind of similar to a lot of the questions. So do you have to speak a different language to be an astronaut? So that's by Larry.


Bekah Sosland Siegfriedt  31:03

Yeah, good question. Um, there are some. So there are Earth languages and then there are robot languages. So let me answer the robotic question first. So with the rovers, we actually speak to them in a different language we speak to them in what we call binary, and binary is really just a series of zeros and ones. And we have computer programs that translate binary, the language we speak to them to English. And we do talk to like we start typing in English. Even for all the instruments that are around the globe, we use English, but we have programs that were written by people to help us translate from English into binary. So the rover speaking binary, if that that's one question. But to be an astronaut, there or like to be in the International Space Station, if there are astronauts that are working heavily with the Russian cosmonauts, or the European Space Agency, there are sometimes reasons to speak other languages, but going through the NASA or the astronaut program, they'll tell you and train you appropriately. 


Naomi Meredith  32:14

That's super cool. I always tell my students that coding is learning coding languages, you're learning languages, there's a lot of opportunities to learn a language.


Bekah Sosland Siegfriedt  32:25

In college, we're required to take a foreign language at the University of Texas. But in engineering, computer programming counted as our foreign language. So we didn't have to take another foreign language. It was our foreign language.


Naomi Meredith  32:39

And it's probably one you wanted to learn anyway. All right, this one is this is actually a really good question, because the rovers are just hanging up out there. So is it possible for the rover batteries to die? And if so what happens? And that's from Nicole King.


Bekah Sosland Siegfriedt  32:59

Yeah. So, Nicole, so if you think about your phone, your phone battery needs to get charged, right? So when you say die, we keep a really close eye on the batteries to make sure they don't go all the way to dead. But even if they did, we have ways to charge them. So in Spirit and Opportunity we had solar panels, so the sun would charge them. But as you saw, or might seen in movie, when we have dust storms, or reasons why we can't get sun on the solar panels, there is no way to charge the battery. And yes, batteries will die. And that's bad day for the rover. But they do you know, eventually, sometimes you might find with your phone or your parents phone or whatever. Eventually, over time, that battery isn't able to hold a charge anymore. The battery itself dies and there's no way to recharge it. And that is what we have found at least with Opportunity and that ends up being one of the reasons one of the ways the rovers could stop communicating with us when the battery dies. And the batteries eventually will. They are lithium ion batteries. They're not perfect. They're really great. But um, yeah, they will run out of charge someday.


Naomi Meredith  34:10

That's pretty amazing Spirit and Opportunity. Their batteries lasted a really, really long time to hang out up there on Mars for a long, long time. So they have really good batteries. Yeah, yeah, along with that, since they use the sun to recharge is there any other type of weather on Mars other than dust storms? So that's by Lisa white.


Bekah Sosland Siegfriedt  34:33

Great question. So there isn't really rain, at least not where the rovers are because we don't have water moisture in the air. I'm saying really because at the poles is a different story. Dust storms are a big thing. Wind is a big thing. But other than that, it's usually just pretty sunny because we don't really have clouds or the Martian atmosphere is only one percent of the Earth's atmosphere. It's a very, very thin atmosphere. So there's not a lot of opportunity for there to be more weather than than wind storms and dust storms.


Naomi Meredith  35:10

Very different. But they're figuring that out for us to get up there. Alright, so this one is from Steve Keti. And this he asked, Do you still play wake up music? So in the movie, if you guys haven't seen it, the rovers have a song, a wake up song every day. And I'm going to add on to that. Do you have a favorite wake up song?


Bekah Sosland Siegfriedt  35:32

Great. So we do still play wake up songs every morning. Not on Opportunity, unfortunately anymore, but because she's passed away. But on Perseverance we play a wake up song every morning to wake the team up. And in the role that I was in on Perseverance, as a flight director, I was able to pick wake up songs. So I actually picked, well, I picked a lot. But there were some of my favorites that I personally picked. But I would say my favorite wake up song, and maybe this is cliche, but personally, my own opinion, my favorite wake up song had to be, I'll Be Seeing You from Billie Holiday. And I think a lot of that had to do with that was in our last week of song on Opportunity. And if you haven't seen the movie yet, I really encourage you to watch GOOD NIGHT OPPY. You'll see why that would be my personal favorite wake up song. But it was the last week of song for Opportunity. Steve Squires and our lead scientist, he never picked the wake up song, but we let him pick the last one. So I think that will forever always be my favorite because it's such a meaningful, emotional part of my life.


Naomi Meredith  36:43

Aww it's really sweet. I got emotional watching that and I felt very connected to the rovers in the song played and I got emotional. So I can only imagine how you were feeling when that was playing. Okay, so let's get a little positive. This one. So how long does it take to get the rovers to Mars and a few classes asked that so Stephanie B. and Jessica A., we're wondering.


Bekah Sosland Siegfriedt  37:09

Great. So it depends on how the planets are aligned and the gravitational pull on the rover trying to get there. But on average, it takes about nine months, eight, seven to nine months to get the rovers to Mars. And so that's like physically getting them there. And then we have to communicate with them. So we communicate at the speed of light. And depending on where Earth and Mars are in their orbit, that can be anywhere from like six minutes to 24 minutes of how long it takes for us to get a signal to the rover and back. So two different things. And not that you asked that particular question, but I just wanted to make sure and point that out communicating with the rovers is the speed of light, and it's anywhere from six minutes-ish to 24 minutes-ish. But getting the rovers to the planet physically, we have our propulsion system to help us with that. And that takes anywhere from seven to nine months.


Naomi Meredith  38:07

Okay, so that's actually probably a lot shorter than a lot of people might have guessed. Oh, that's not terrible.


Bekah Sosland Siegfriedt  38:14

No, as long as it takes for a mom to be pregnant and have a baby. Okay.


Naomi Meredith  38:22

So there's some reference for you guys. Um, have you ever dreamt about traveling to space? So St. Pius X fifth and sixth graders were wondering, and there was a couple other classes that were wondering that too.


Bekah Sosland Siegfriedt  38:36

Yeah. So I would love to go into space, but I get really homesick. I always have. So and I would miss my kids. Like if the question was would I ever go to Mars, the answer would be no not really because I love Earth. Earth is the best planet and my family is here and so I would miss them too much if I went to Mars, but I would love to go into space for like a day and come back and even better I'd love to take my family and we all go to space for like a day and come back. I'd love to see what it's like to be weightless.


Naomi Meredith  39:12

Do you get on like motion sick?


Bekah Sosland Siegfriedt  39:16

I do. I also get motion sick. Yeah, I would definitely need to take whatever that medicine is to help me not be motion sick.


Naomi Meredith  39:23

So that's same with me so I don't know how that would go. I might be here on Earth by myself but we'll see. Um, so with rovers they have some really cool names some really inspiring names and Javier A. was wondering, how do you all give the names to the rovers?


Bekah Sosland Siegfriedt  39:41

Oh, awesome. So there is a naming contest that happens about six months before we launch the rovers, so keep your eyes out when we have the next rover launch. Because we get you guys to help us name the rovers. We opened it up and kids write essays on what they think the rovers name should be and why. And then our team we get to read, we split the essays up, but we read through all the essays and pick out our top and we narrow it down and we finally pick the name for the rover. So there was a kid named Alex who named Perseverance. And his essay was awesome. Um, you can go read it if you go Google his essay entry on the internet, but um, yeah, so you guys help us name the rovers. That's how they get their names.


Naomi Meredith  39:41

Oh, did you name Opportunity? Was that you?


Bekah Sosland Siegfriedt  40:33

I wish, but no. It was another kid, Clara named Curiosity. Trying to remember who named Spirit and Opportunity. But another student. I think she was like, in middle school, helped name both Spirit and Opportunity.


Naomi Meredith  40:47

That's so cool. Okay, um, speaking of Spirit and Opportunity, we are at our last question. There was over 200 questions. So thank you for submitting. So hopefully we answered a bunch of those. So for Spirit and Opportunity, are Spirit and Oppy going to stay where they are? So they're still up on Mars? Are they going to stay there? And that's from Thomas Heart Academy.


Bekah Sosland Siegfriedt  41:10

Yes, they're going to stay there. They will forever be there until or unless a human goes up there and moves it or brings it back home or something. But we probably won't bring them back home, even if we could because they're heavy. And everything we bring back costs money, but there might be reasons that they try and repair them on Mars someday or something, but they will forever be where they lie today. 


Bryan Miller  41:37

Hi, guys, this was an awesome conversation. I mean, I've been smiling, like my cheeks hurt. I've been smiling from beginning to end. Because these kids have asked all the questions that I too wanted to ask. And for those of you that may not have had your answers, or your questions answered, I've been watching all the questions come through. And I can tell which people have not yet watched GOOD NIGHT OPPY because there are so many questions in there that the movie answers for you. So I suggest if you had a question, go back and watch GOOD NIGHT OPPY because those questions will be answered within the movie's timeframe. And if not, NASA's website has unbelievable information for you, as students or teachers to access and use in your classroom. I used to teach fourth grade space, and I used NASA's website literally for my entire curriculum. So they have so much available for you. So Bekah, I have a question for you. And it is around the distance that the robots travel in a day, because in the movie, it says some days the robot has good days. And as the robot aged, it got arthritis, right. And some days it had better days and got far. And in the movie, they make it seem like it was able to get from the one crater to the other in movie magic time. But in real life, how long does it take for a rover to move in a day? Or how far can it move within a day usually?


Bekah Sosland Siegfriedt  43:23

Yeah, great question, Bryan. So on average Spirit and Opportunity, on average would travel about half a football field, if you want to think about it that way. So like 50 yards ish, we use meters. But let's fold it in half a football field, on a good day, potentially a football field 100 yards. And that's about how fast they can go to. It's their limitation of the motors. Perseverance can drive a little faster, but not much faster. So that's that's about how long they take to rove on any given day.


Bryan Miller  43:59

Very cool. And I mean, it's amazing what movies can do to speed things up. But in reality, you're all sitting there watching and sending that signal, which takes as you said, minutes or 24 minutes to get to it to say, Okay, do this. And you know, you guys are doing all your other work that you have to do and watching this all come to life and actually happen. So I think that that's just so remarkable the planning stages that go into just what a day's mission looks like, let alone the lifetime of mission and going from a three month mission to a 15 year mission. Right? I mean, it's just absolutely incredible. And I'm sure it was magic for all of you to continue to push the boundaries of what you were exploring and coming up with new missions on the fly, I guess. I mean, the ultimate mission was to find pH water in the existence of Mars, but every day was probably like okay, what do we want to do with it today? And I loved hearing, like talking about wanting to do drag races, how fast they can get motion can get from one place to the other. I mean, it's, it's stuff that I as a person on earth would want to do with robots that I had sitting here in my room. And you're doing this with robots that are controlled by, you know, NASA. And I think that that is just so much fun. What's one of the like, the things that really is, like memorable, like a day that was memorable to you, you know, besides, obviously, like them going to sleep for their final time? Is there anything that stood out as like a memorable moment?


Bekah Sosland Siegfriedt  45:33

Yeah, for sure. So I think for me, personally, there was a time and I talked about this in the movie too. But there was a time when Opportunity was losing her memory. And I happened to be the person appointed to, we call it the tiger team lead, but really, it was like the, the lead to solve the problem. So I was leading the team to help solve the problem. And we worked really hard to figure out a workaround for Opportunity to figure out how to like help with these memory problems. And this part is not talked about in the movie, but it took months of me going into the testbed there, like version of the rover, and testing different things, I would be calling up people that were on the mission from the very beginning that were in the movie and like the old footage, but aren't on the mission anymore, I'd be calling them up and being like Tracy Nielsen, like all these people that I had, didn't know, but they were like legends in my mind, because I saw them on the TV when I was in eighth grade. But I'd be like, I'm gonna call Tracy Oh, my gosh, like she's a legend. But I'd call her up and be like, Look, I have this problem. I don't know. Anyway, they would help me. So I think one of the most memorable times was we came up with a solution to our problem. And I tested the testbed many times. And then I finally got to implement the solution on the vehicle, and Steve Squyres was there, and we were waiting for the data to come down. And we saw in the data that it works. And now it's like, that was a huge thing for me in my career, and just personally, but also getting to report to Steve Squyres, Dr. Squyres that like, it worked, and he was excited. It was just like the best day of work for me, probably. But I think my favorite thing about working on the rover's is the fact that I work with so many different kinds of people, so many different people, not only like the instruments themselves are from all over the world. So it's like, it pushes our barriers down and our borders down. And we're all like, people from France, and Norway, and whatever countries are coming together for this common goal. And there's no politics and there's no because we're all really in it to help answer this question. So I love working and learning from people from all walks of life, all backgrounds, all cultures, it's really rewarding to go into work everyday for that reason.


Bryan Miller  48:11

Oh, I mean, we thank you  for doing all this and, and continuing to research and help us learn about our existence here on earth through other planets. This was an amazing conversation. I wish we could go for much, much longer. But we know that you have a very busy day ahead of you and other meetings to attend to. Naomi, is there anything that you'd like to say last thoughts to wrap things up?


Naomi Meredith  48:35

Yeah, thank you so much for letting me chat with you. And just being an inspiration for my own students selfishly, but just students around the world because you never know who you're going to impact out there. And just hearing from experts who are in the field, especially a woman in STEM is just so amazing and powerful. And your story is just super important. And just keep up the awesome work.


Bekah Sosland Siegfriedt  49:01

Thank you so much, Naomi, and Bryan and everybody that's helped put this together. It's been a pleasure. Thank you so much.

GOOD NIGHT OPPY

 

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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!

stem teacher boundaries

3 STEM Teacher Boundaries You Need Now [ep.56]

3 STEM Teacher Boundaries You Need Now [ep.56]

STEM teacher boundaries

Check out the full episode on 3 STEM Teacher Boundaries You Need Now:  

 

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Episode Summary

Stepping into a K through five STEM role is equally exciting and overwhelming. If you were a classroom teacher before, like I was, you were thrown into a whole bunch of new teacher responsibilities.

Without systems and boundaries, you can quickly drown in everything you have to do, and you might not get anything done. In this episode, I will share with you three STEM teacher boundaries that you need to start now to be productive and not overwhelmed.

 

In this episode, you’ll learn:

  • 3 STEM teacher boundaries
  • Why each boundary is important
  • Tips for implementing each boundary

Resources Mentioned: 

 

Episode Transcript: 

Naomi Meredith  00:00

Stepping into a K through five STEM role is equal parts exciting and overwhelming. If you were a classroom teacher before, like I was, you were definitely thrown into a whole bunch of new teacher responsibilities. Without systems and  boundaries set in place, you can quickly drown in all of the things that you have to do, and you might not get anything done. In this episode, I will be sharing with you three STEM teacher boundaries that you need to start now, so you can be productive and not overwhelmed. 


Naomi Meredith  01:08

Before we jump in, I have a couple quick announcements for you. So the doors are open for my K-2 virtual STEM planning workshop where you can join me and other teachers live to create a unit plan for one of your primary student grades while also building up, like we're talking about in this episode, systems and routines to help you with your K-2 STEM planning. It can be very overwhelming planning for the younger students. But within this two-hour timeframe, you are going to be productive and be filled with so many ideas that you might have more than what the school year even has for you. So definitely check in the shownotes for the link. As I said, you can join live, and it will be recorded. So if you can't be there live, still join in that recording, which will be sent to you and you can work on it in your own time. So definitely worth a two-hour investment where you can set this up for you to be productive for the whole rest of the school year. Likewise, I have an upcoming STEM virtual book club that I would love for you to join. I know it can be a lot reading books as a teacher throughout the school year. But there's lots of ways that you can implement it throughout your day. I will even have pacing guides for the book that we will read that month. I'm not picking anything super huge anyway. But as a STEM teacher, you always need to continue to learn and promote a growth mindset in your own life and for your students. So what better way to do that with this book club. So the doors aren't open yet on that one. But make sure to check out the waitlist so you will be notified as soon as it's open. And we can start reading together or just join for the community part because we know in clubs you don't always read the book anyway. But it's good to have those discussions. So definitely want you to be a part of that this year. 


Naomi Meredith  03:02

I've talked a little bit here and there on this podcast about my role as a K through five STEM teacher. But as my first year in this role, it was a new position and district, so I had a lot of hats that I had to wear. On Mondays I would teach GT science. Yep, gifted and talented science to students who are identified in science. And then Mondays and Tuesdays the times I wasn't meeting with my group of students, then I would co-plan and co-teach with teachers in my building to help them implement STEM innovation into their regular instruction. Wednesday through Friday, I was part of the STEM specials rotation where I would see students K through five, my same six classes for those three days in a row. And then it would start all over again. On top of that I was, and I still am, the point of contact and technology person in the building. So there's no other person in her building, who's the tech person for troubleshooting. That's all me. And yes, all of these things I don't get paid extra for. So with the funding and who we have in our building, how I split the week with the specials rotation, I now teach K through five STEM and I am still the tech person. So with all of these different things, and I know as a teacher you have a whole lot of things going on too, so setting boundaries is super, super, super important no matter what your role is, because you really need to protect your time. I've said this before, teaching K through five STEM is like throwing a birthday party six times. It is a very high energy position, and you need to make every moment special and exciting for all the classes because STEM is important and you love it. I know you do, you're in this position. But you definitely need to have these boundaries in place so you can actually plan during your plan time. I hardly take work home and that is because I have a lot of boundaries and I use my plan time to plan. Now, if there's something I need to research and learn more about, sure, I'll do it over the weekend. But that's pretty rare. I'm not doing that very often. So when it comes to actual planning and work, I don't do it outside of school, I do things like this for you. And I gave you a thumbs up. This might sound really strict with the things I'm going to be sharing about. But just a little bit of insight about me, I grew up as being a yes person. I didn't have any boundaries. I just always said yes to things and then it just made me very anxious. I just thought, that's what nice people do. That's what a nice girl does. Well, I have been really growing in this area as a person. I'm being vulnerable on here. But setting boundaries is a good thing. It's taken me a long time to realize that, and not just in your job, but in life in general boundaries are okay. It's okay to say no, I'm not perfect at this. But I'm definitely going to be sharing these strategies that have really helped me, as a STEM teacher. Even as a teacher in the classroom, this is very helpful as well, where my boundaries in the workspace as a STEM teacher helped me to be successful, but also the people around me, it helps them be successful as well. I can't be in 10 million places at once, even though I tried to be in a lot of different ways. But setting these things up can really maximize your time and your space overall, and even just make this STEM teaching more enjoyable, which is the thing that we love the most. So here are the three boundaries that I use that I think you can do as well. 


Naomi Meredith  06:46

The first boundary to set in place is starting and ending your class on time. This one's hard and easy. There's a lot of tricks that I have for this one. But my reasoning for this is that you need to build respect for yourself. If you're not starting or ending on time, how can you expect the classroom teachers to bring their students to start and end on time? I of course make mistakes. There's times that I'm like, oh, no, I didn't realize it was a different schedule today. But overall, I'm pretty good at starting and ending on time. And yes, it does take time being in your space to understand the flow of the classroom and how you're going to set that up, which we talked about a lot in past episodes, specifically check out episode eight and 12, where I talked about management, behavior management and classroom management. Even thinking about the structure of your lessons that's going to help you with the time management in general, if your classroom feels like a hurricane every single day. Since there's no system, it will be hard to start and end on time. So really get that in place. Here are a few tricks that I do that for the students. I like them to visually see how much time they have to actually work. Just setting up a timer on the screen is extremely helpful. This will help them in the long run to to set up their own boundaries. So see how we're helping each other. I like to use classroom screen.com, my absolute favorite free online tool. You can buy the paid version, and I think it'll save all your screens. I don't 100% know, but I absolutely love it. And a fun new background pops up every day. For myself, even in conjunction with that classroom screen, I will set timers on my watch all day. I am always talking to my watch, like a spy kid, where I'm like, Hey, I'm not going to say it out loud, because my watch actually might do it, I'm wearing it. But I will tell my watch to set a certain number timers and it does on my hand. So that's really helpful for my class time. Also, for my transition time, I have five to 10 minutes and between classes, which I know is very lucky not everybody gets. But even for that transition time. As soon as the class leaves, I set a timer on my watch, which is going to help me with starting the next class on time. Likewise, I have set up in my Google Calendar. That is my preference. I think you can do this in Outlook, if that's the calendar you use. But I have set up a recurring event for my whole STEM schedule of when my plan time is when I see each class when my lunchtime is. So I have that set up in my calendar as a recurring event. So when you look at my calendar, it always looks like I have a lot going on. But I have it all set up connected to my watch where I have all the times pop up on my watch and I know my schedule for the day. I will even go in if we have a delayed start and change the time so the correct times will pop up so I'm not referring to an email and all of that. So this sounds very type A I have been type A in the past or qualities of either type A but I'm actually more of a B-plus kind of person. But there are some things that really help with that time management when it comes to the end. have class when students are all cleaned up and ready to go, I'm very thankful for this setup where my classroom is, but I actually have students line up in my hallway, this may or may not be an option for you. But the students are in the hallway and they are ready to go for their teacher. The classroom teachers don't like it when they're in the hallway very long, because they get start getting loud and noisy. I'm not I'm not going to manage that. So the classroom teachers will actually almost always show up on time, because they know I'm going to end on time and their kids are going to be in the hallway ready for them. So this has actually helped teachers finish up their playing time. I know playing time is precious, I was a classroom teacher to my time is equally as precious as well. Those in between times, I will have to use the restroom, get water be an actual human, set up something really quick for a transition, I might even need to talk to a student privately, or a teacher might have a question for me privately. So that little bit of time and not just sitting there with my feet up on the table will not be nice. But that's really important. I've worked at schools where specialist teachers who don't end on time, the classroom teachers will end up showing up late and it just creates this whole cycle. So build that trustworthiness, really starting to end on time. It's such a good boundary, it can be really hard, you will mess up, I still mess that. But overall, it's just a really good thing to set in place. 


Naomi Meredith  11:24

The next STEM teacher boundary is to own your email. I'm awesome. At my work email, I'm trying to get away better with my work email. I'm just figuring out how the common themes and everything. But with work email, I'm so good at it. This has always been a good hack for me. And I know email can be overwhelming, but own it, you can definitely own it and make it work for you. I really try to have at least 15 or less emails in my inbox. That means I'm constantly reading my emails when they pop up on my phone. I am hardly ever sitting down and answering emails during my plan time or when I get to school. I feel like that is a big waste of time. And a lot of the emails are things that are quick and that can be answered or just need like a one or two sentence reply. So I am reading my email all day. I know as a classroom teacher, that can be hard when you have parents who are emailing you. So that is definitely up to you. Maybe your school policy, you're not allowed to check your phone. But I am looking at my email all day I have a popup on my watch. I can't respond on my watch at this time. But I'm always reading it. And I'm always deleting emails, replying back and sorting them in folders. So I have a ton of different folders set up where I am organizing things constantly, so I can refer back to them when I need them. It is such a big pet peeve of mine when people don't read their emails, even if I don't answer right away. I read it. I read things right away. That also includes my work email, I'm reading it right away. Sometimes I need to think about the answer or do some research about it. But I read it all the way. And so that can be really frustrating to when I email and people ask me the same question. So oftentimes, I will reformat things that I have said before, in just a nice way. It's like kind of like will read your email. So be an adult on your email, read it. But definitely checking it throughout the day helps a time, it will give you back a lot of your plan time. Likewise, with that, I told you that I am the tech person. And so I will have teachers email me if they have a specific technology issue, I actually can answer them a lot quicker. And then if they come into my room and interrupt me when I'm teaching, I'm teaching just like they're teaching, I don't want to go and interrupt them. So an email can be way quicker, I can oftentimes take a screenshot of the solution. 


Naomi Meredith  13:44

Before reading an email I sent to another teacher who had a similar issue, I can type it out pretty fast. And so it's not as disturbing. Trust me, I'm not on my phone all day, I don't get that many emails. So don't picture I'm in my classroom. I'm on my phone constantly. But I'm just saying just answer them as they come. And it will help you with that technology management. I also like to send calendar invites, I have Outlook for my work email, but you can do this any Google calendar as well. But I like to send invites, if I am meeting with teachers one on one, because that way it will pop up in their calendar as well. I don't have to send a reminder email, it will do that for them. And also for me, I have it in my calendar as well. So then it can definitely keep me organized. So that's a nice hack as well. Finally, when it comes to emails that you are sending all the time, you're like, Ah, I send this all the time. I'm always saying the same thing like bring your devices to STEM in my classroom actually don't have a computer lab, the students actually bring their classroom devices and bring them to STEM. I've done that for the whole five years. I've been in this position and it's good for student responsibility of their devices. But if I know they're going to bring their devices for a unit I will actually set add up my emails to pre send for that unit the day before at 3pm. So if a teacher does happen to see it on a weekend, I don't expect them to, but it'll be in their inbox in the morning when they come into work. So they know students need to bring their devices. So it's nice to have these all set up and pre scheduled. So I'm not scrambling, oh, no, they need their computers or the classroom teacher is not scrambling. So that's really helpful as well. I will also do this for my after school clubs, I have a whole bunch of clubs that are going on and multiple groups. So I will sit down, yes, this takes some time. But then I don't have to go and think about it later. I will schedule reminder emails of when they are meeting that day, what time they need to be picked up. And so that is all set up for my whole rest of school year, I have my email scheduled all the way till the end of the school year. So that way, that's not an email, I have to think about, like I said, and it is all ready to go. Finally, with the email also set up notification timers. This is something that I have played around with on my phone, but I have my email setup on my phone where it will turn on notifications during the workday. And it will also turn off when the workday is over. It won't turn on during weekends, I will also manually turn it off when I have a day off of work, or if it's a holiday, because you'd want me to answering email outside of school. Yes, I'll answer during the day. But there's usually nothing that important that I need to be looking at and reading when I'm not at school. And if I'm staying on top of it, there's not much that's happening outside of school anyway. So that's just really protecting my time, you could even delete the app during holiday breaks if you want to. But that is your time. And I think that's super important. So play around with your notification settings, that can be really helpful. 


Naomi Meredith  16:50

The final boundary I have is for technology management. So if you are like me, you are the tech person or you collaborate with a tech person in your building. These are some strategies and boundaries that I have set up in my space and in my building, because there weren't any before. So this took a lot of work and growth mindset for me and for the classroom teachers as well, to make sure that we can be successful. So if you don't manage to type technology also listen in this might also actually help you with your classroom as well and how things are managed. Even though I am the designated technology person, STEM isn't and shouldn't be the only class in the building where students use technology. So there might be mixed opinions of this in your building. But this shouldn't be the only time they're using devices. We are living in a digital age and students should be interacting and using technology in different ways throughout the day. We do as teachers, we don't just use it to type a word document, althoughwe're hopefully using it as a creation tool and a teaching tool. And we have to teach our students that. So likewise, if teachers are using this in their classroom, they also have to learn how to troubleshoot and do all that this goes back to growth mindset. I didn't know any of this stuff, I knew little things here and there coming into this role, but I didn't even know the Wi Fi password for two weeks in this role. So there definitely is needs to be a growth mindset. I know you can't tell people that but also giving teachers the opportunity to troubleshoot on their own and try it and giving them the tools to be successful, will also help you out as well with the boundaries. 


Naomi Meredith  18:32

A couple of ways that I do this is I will talk to the staff at the beginning of the year of what my role is and ways that they can get support with technology help. So a lot of teachers who are new in the building don't even know what STEM is. So I'll even explain that and how that's different than a technology class. You might be lucky and work in a building where you have STEM and technology I know of teachers who've had that even to showing the difference between the two and how tools will be used in your space. So that will help teachers with their lesson planning. Also, I provide them a back to school technology checklist. I will link this in the show notes. It'll be completely free. So you can check it out, modify how you need it. But it is a digital checklists I'll send out a couple weeks before school starts. They can look at it when they need. But I will not only have a checklist of things they need to set up in their room on their teacher device for student accounts during that work week. But I will also link videos and helpful guides that will help them through that process if they don't know how to do it. Likewise, they really encourage us for you before me for the teachers to really help each other out. Often I will see teachers asked me a question but then their teammate just asked me the day before the same question I went in and help them so it really helps encourage them to talk to each other to problem solve the problem. Also, if you're in a similar position and even think about the technology that you have in your classroom, if there is not a system in place, set one up, out was in charge of assigning all of the devices in my school and when we became a one to one district, so that meant every student in our district would have a device that was assigned to them like a library book. And this change came maybe a few weeks before school started. And I was in charge of assigning all of them to 500 plus units by myself. So there was no system set in place. So that is something that I set up that is repeatable by me. Or if there was anybody else who was in my position or helping me with that would be so lovely if I had help, but that way that it could be repeatable as well. 


Naomi Meredith  20:35

So setting up this system for any tool that you're using in your classroom is really helpful so that others can understand the process as well. And it will help you wrap your mind around it. Also, any way that you can get students and teachers involved in the process. For us students will use the same device every year for four years, and then they'll get a new device. And so that means students end the school year their devices are in their cart, and then they have to go with them to the next grade. Well, that's a lot on one person to assign out. So what I'll do is, I'll put all of the carts in our library, and then teachers will come bring their classroom to the library to get their last year's device, after they've talked about digital citizenship and handling their device. And then they'll bring it back to the room and then I'll deliver the classroom cart. So that's a good incentive as well, because if they don't pick up their device, they won't have a cart that I can reassign. So it also gets that buy in as well, where it's also not all on me, but it's helping with that responsibility too. As a recap, here are the three STEM teacher boundaries that you can set up to really help maximize your time and your productivity. First, we talked about starting and ending your class on time. Next is owning your email. And finally setting up systems and routines when it comes to your technology management. Like I said before, setting up boundaries is okay and it can be hard at first finding things that will work for you. But in the long run if you are being consistent with yourself and consistent with others. It will really help preserve your time and get you to the part where you are teaching the kids doing what you love and making a big impact in your classroom. Thank you so much for listening to today's episode of the elementary STEM coach podcast. I would love to connect with you over on Instagram at Naomi Meredith underscore or send me an email to elementary STEM Coach podcast@gmail.com. Also make sure to check out my website Naomi meredith.com To see all the show notes from today's episode, and Chapman K through five STEM resources. Any questions you have needs for resources or ideas for episodes, get in touch. I'll talk to you soon.

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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!