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How Do I Organize All of My STEM Lesson Ideas? [ep. 24]

How Do I Organize All of My STEM Lesson Ideas? [ep. 24]

Organize my STEM Lesson Ideas

Check out the full episode on How Do I Organize All of My STEM Lesson Ideas:  

Subscribe to the podcast HERE on your favorite podcasting platform.

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


Episode Summary

STEM lessons are so much fun to plan, but they can be overwhelming. There are so many cool lesson ideas out there.

But how do you organize them all, especially when you teach Kindergarten through fifth grade STEM? How do you even fit it all in?

In today's episode, I'll be sharing with you my system to organize all of your STEM lesson ideas and help you choose lessons that will work best for your STEM space. 

In this episode, you’ll learn four ways to help you plan and organize your STEM lesson ideas:

  • Brainstorm themes
  • Research standards
  • Plug your lesson ideas and standards into your year-long plan
  • Fine-tune your lessons

Resources Mentioned:

Episode Transcript: 

Naomi Meredith  00:00

STEM lessons are so much fun to plan, but they can be overwhelming. There are so many cool ideas out there. But how do you organize them all, especially when you teach Kindergarten through fifth grade STEM? How do you even fit it all in? In today's episode, I'll be sharing with you my system to organize all your ideas and help you choose lessons that will work best for your STEM space. 


Naomi Meredith  00:56

I recently received an email from a fellow STEM teacher that inspired this episode, and I wanted to read that to you. “Hey, Naomi, I've been teaching STEM for a couple of years. My biggest challenge is being organized with all the resources I'm now finding more of, focusing on my plans for the year, and each grade is my biggest challenge. Doing themes would be ideal, but I seem to be all over the place. Any advice?” from Ban K. 


Naomi Meredith  01:24

Before I jump into my response, I want to make sure that I am best serving you with my podcast and answering your specific questions. I want to hear your voice. You are always welcome to email, but I also mean your literal voice. I have set up a special voice message system where you can leave me an audio message, hit record, ask your question, and even have the chance to be featured on the podcast. Think of it like one of those help columns that used to be in newspapers. You don't even have to use your real name if you don't want to. You can say things like struggling STEM teacher, or excited for STEM can be examples of names. I will link this voice message system in the show notes for today and all future episodes. I really can't wait to hear your messages and gain inspiration for future podcast episodes!


Naomi Meredith  02:27

Okay, back to the question from this email. I totally get it. I am definitely an ideas person. I am not one to be running out of ideas, whether it's podcast episodes, lesson plans, things to wear for my bachelorette party, you name it. I always have so many ideas swimming around in my head. If you want to get a peek inside of my brain, it's like when you have so many tabs open. I can only focus on one at a time. But I always have lots of things running in the background that I am constantly working on. I definitely understand how it can be overwhelming when you are seeing all of these cool ideas online, on social media, and in books, you read. You start wondering how you can organize all of these in a sequential way that makes sense for your STEM space so you're not just teaching a bunch of random stuff. 


Naomi Meredith  03:27

I'm going to be sharing with you my system for organizing all of these ideas and putting it all together so that it makes sense. There is a progression of learning. The first step is to brainstorm themes. This is the most fun part, and this is where you are going to start organizing all of those ideas. You don't need to be super specific about what the actual lesson looks like. This is all about getting it out of your head and putting it in a place where you can visually see what is going on. You can do this digitally or on paper. You can do it in any note tracking system like Google Keep or Trello, which is one of my favorites. But this is where you will brainstorm and add in all those ideas. You are going to organize these ideas somewhat so that when you get into the next stages of this system, it's going to make a lot more sense. You're going to set up a piece of paper, physical or digital, and each piece of paper is going to have a major STEM theme that you are planning for. You can definitely take a peek at my free K through five STEM year-long plan to give you some ideas and some major things that you definitely want to have in your STEM planning. 


Naomi Meredith  04:46

The themes that I am thinking of are coding, robotics, Makerspace, and 3D printing. You should have each of these listed on their own sheet of paper, and when you see ideas or you have ideas of your own, you learn something at a conference, you might even learn something from this podcast, add it to your brainstorm list and try to categorize them. This will actually help you visually see what types of lessons you have tons of ideas for and ones that you need more research on. Also, this will help you create a balance throughout your year, so you're not doing one or the other. You can create a whole bunch of experiences for your students. So this will be your first go to place to jot down any of those ideas, it doesn't mean you have to teach them. It's going to help you organize everything that's floating around in your head. 


Naomi Meredith  05:41

The next step is to dive in and do backward planning when it comes to standards research. When you think about it, your lessons really do need to be rooted in standards and have that connection to the NGSS or science standards in your state, Common Core, which includes English language, arts, math, and even those speaking and listening skills, along with the ISTE standards for students. Even if you want to think bigger and broader, the four C's, this is where you want to take a peek at your lessons and what types of lessons can really hit those standards. You might have to do some research on what would fit, what would not fit, and also which activities are more of a filler activity. There is nothing wrong with these types of STEM projects. They have a place for different situations. For example, I love those little filler activities, and so instead of me teaching those in the classroom, I see them as a great opportunity as sub plans for last-minute things when I am super sick and I have to pull that out. I also create take-home STEM kits, which I'm figuring out how to do an episode all about that. This is something that I'm actually experimenting with my own students right now. So it's definitely in beta mode. But think about how you can send home these ideas with students, where families can support them in this learning where it is more guided step by step and not as deep. So those filler activities definitely have a place, but they might not be with your really high-level instruction. 


Naomi Meredith  07:22

The standards research is going to help you pick and choose which lessons should be taught within your classroom. Also, when researching those standards, you might even see some common themes and standards that connect across the grade levels. For my video and audio production unit, I picked standards that went along with earth science and space science and how those all connected together within all the grade levels. Each grade level had its own video and audio production unit, and all the standards connected together, which made the planning a whole lot easier. I could see these connections as a teacher and also when I was creating those lessons for my students over the years to help them make those connections. So research those standards, get to know them, and put them in with that STEM twist. 


Naomi Meredith  08:18

Once you have researched those standards, it's time to plug them into your year-long plan. Back in episode 14, I talked about how to write your STEM year-long plan. So make sure to go and check that out that will really help you with this step. I dive more into detail right there. You have your brainstorm, you research the standards, then plug them in into your year-long plan where you can visually see that progression of learning that I was talking about. Again, this will also help you see the holes in what you're missing and where you might have to go back to that brainstorm stage and find lessons that will be high-level learning standards space that will work well within your classroom. You might have an idea of how you want to teach these lessons. But you don't have to be totally married to that right now. You are just plugging in those lessons and those standards to see where you need to fill in those holes. 


Naomi Meredith  09:17

Finally, step four is to really fine-tune those lessons and decide how you want to teach them. For all of my lessons throughout the whole entire school year, I use the Engineering Design Process as my base. I am always referring to this process and how it changes with all the different ways that we are creating and building to solve a problem that is always my base, every single unit from K through five. Now there are different ways that you can actually plan your lessons when it comes to the Engineering Design Process. So you can definitely mix this up for your students and make it work best for your classroom. First, we have the long-term projects that go into detail within Engineering Design Process. This will probably take about three to five days. 


Naomi Meredith  10:07

If you need help with the Engineering Design Process and you are unsure of what I am talking about or how you can actually plan using this, I have a whole bunch of episodes for you to go back and listen to. It starts with Episode 15, where I talk about what the Engineering Design Process is and how you can use it in your planning. From there, we skip ahead to Episodes 17 through 22, where I have a mini-series about each stage of the Engineering Design Process. Then it is finished off with a nice pretty bow with my first guest interview with one of my STEM teacher friends, and how she even does the Engineering Design Process with quick one-day challenges. Again, you don't have to plan with the Engineering Design Process, there definitely is a place for it within the K through five STEM space. There are actually standards that talk specifically about the Engineering Design Process when you go and take a peek at the Next Generation Science Standards. So you are backed up by standards, and you can definitely plan long-term projects. 


Naomi Meredith  11:10

Here are three other ways that you can plan your lessons. You can also think about how you want to integrate STEM stations. This is especially great when you only see kids once a week. You could do two stations per day. For week one, the kids could do two stations the following week. The students can do the last two stations, so you have four stations total, and maybe each one has a different part of the Engineering Design Process that is linked to the standards. Another way that I like to do stations is, especially with my younger students, Kindergarten through first grade, I might have a long-term project that lasts three days. I really zone in on those stages, and we get them done. The creation might even just take one day for my little babies. Then the last two days, I will have four stations. Again, they will do two stations one day and two stations the next day. Each station will go along with the theme for the week or that long-term project. Then each station hits a different letter of STEM. So one is the science station, one is technology, one is engineering, and one is math. So I have a whole balance of things. 


Naomi Meredith  12:20

Yes, it does take a bit more planning to have that variety of things for the little kids. If you have come from the classroom before being a STEM teacher, you know you need a lot of stuff for those little kids to keep them engaged and excited. It is definitely worth that extra planning, and you will have plenty to do for those little ones. Another way that you can plan is to have a challenge of the day. This could be related to a STEM book, fiction or nonfiction, or even thinking about those quick engineering design challenge sprint's that my good friend Jen Sevy discussed in her guest interview. There are four different ways that you could plan, which are multi-day projects, STEM stations, the challenge of the day, or planning them with STEM and stories. 


Naomi Meredith  13:06

As a recap, here is the structure you can use to help you plan and organize all of those ideas floating in your head and get them organized in a way that makes sense, which can eventually turn into your year-long plan, and then your standard-based lessons. First, brainstorm themes. Next, do your standards research. Third, plug them into your year-long plan. Fourth, fine-tune your lessons. Having plenty of ideas is definitely a good thing, and you have that growth mindset where you want to bring in all those awesome experiences for your students. However, you definitely want to organize them in a way that makes sense, so you're not just pulling out random STEM lessons, but instead, it all cohesively goes together, and you have a whole structure for all of those ideas. 


Naomi Meredith  13:59

In the next episode, we will actually be talking more in detail about those four different types of STEM lessons that I just mentioned. I think this will really help you when you get into that lesson planning stage and how you can make these experiences even more meaningful for your students. Also, don't forget to leave me a voice message using the link in the show notes. I definitely want to hear those questions. I think that'll be a really fun way for us to interact and have a community with this growing podcast.

Organize my STEM Lesson Ideas

Organize my STEM Lesson 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!

fall-stem-activities

5 Fall STEM Activities to Try [ep. 23]

5 Fall STEM Activities to Try [ep. 23]

fall-stem-activities

Check out the full episode on 5 Fall STEM Activities to Try:  

Subscribe to the podcast HERE on your favorite podcasting platform.

Watch the full episode

Episode Summary

Fall is in the air, and it is a great time to mix in some themed STEM challenges. These five fall STEM activities to try are perfect for one-day lessons, sub plans, or even class parties, especially since they are low prep challenges. 

In this episode, you’ll learn:

  • Apple and pumpkin lifecycle robotic coding
  • Fall-themed engineer inspiration boards
  • Pumpkin bridges
  • Pumpkin digital activities
  • Designing a harvest basket

Resources Mentioned:

Episode Transcript: 

Naomi Meredith  00:00

Fall is in the air, and it is a great time to mix in some themed STEM challenges. These five fall STEM activities to try are perfect for one-day lessons, sub plans, or even class parties. Let's jump right into these low prep challenges.  


Naomi Meredith  00:27

If you haven't learned this about me by now, I love a good theme. You heard all about how I themed out my first unit of the year back in episode four, Welcome to STEM Survival Camp. If you take a peek around my house, I have some fall decorations peeking in the corners on my tables. Of course, I have all of those fall-flavored candles. In turn, I don't always teach themed lessons in my class. It can be really fun to integrate these within your lessons, especially if you need something quick that works for one day. If you really want to extend it throughout the week, all of these challenges will work perfectly for you and across many different grade levels. So let's jump into these five ideas that you can implement in your STEM space.  


Naomi Meredith  01:40

The first fall STEM activity to try is apple and pumpkin lifecycle robotic coding. This is a great low prep challenge that you can use as a station, and students can learn all about the lifecycle of favorite harvest fruits like apples and pumpkins. You can do this challenge for anything, but these two are very popular during the fall season. All you need to do is have each stage of the lifecycle of the pumpkin or apple on different cards, and students will code in a variety of ways to help them learn more about those life cycles. So here are a few variations of this that you can use with the robots that you have in your classroom. This will work well with pretty much any type of robot that you have. The only one I think it might not work best with is Ozobots unless you have a special grid, you could definitely do this in a different way.  


Naomi Meredith  02:40

Speaking of grids, there are grids that you can purchase that are fancy for all of the robots. However, when you are on a budget like most of us, it is sometimes easier to create your own grid that the robots can move along is really helpful for students to visualize the steps that they need their robot to travel. Most robots for children have very specific movements when they are moving forward in one space. You can create your own mat by measuring the distance of one forward move for each robot. However, I have created a lot of these for all the smaller robots and RDS with all the measurements done for you. So you can just print, cut, glue, and create whatever size mat that you want. Of course, all of the challenges that I will be talking about and these gridlines will be linked in the show notes to save you some time with your fall theme planning.  


Naomi Meredith  03:35

So for this lifecycle coding, create a map or use one that you have on hand and have those cards that are about the lifecycle of that living thing. You can even have students be more involved in this creation process. They can create the cards that they will code for that specific lifecycle. Once all of these resources are created, here are variations that you can play with these cards. If you're creating the grid ahead of time, you can laminate the different stages of the lifecycle of the pumpkin or apple. Students will code to those different locations on the grid. Another variation of this challenge is students can be in partnerships. Instead of having the cards laminated on the grid, they can be movable. One partner can place the cards on the grid-facing app, and the other partner will code the robot to gather all of the pieces in order of the lifecycle, and then they can switch. The third variation would be having that partner system, but then they have to code the lifecycle backward. The fourth variation is they can either go backward or forward, but instead of the grid-facing app, they can have them facing down, and it can be more like a memory game.  


Naomi Meredith  04:53

So there are a lot of different variations to this and with the age of your students and their coding experience. It's fun for them to try these different challenges to practice their coding skills. The second fall STEM activity to try is creating one-page inspiration boards that follow along with any of the fall holidays you are discussing in your classroom. These could be things like the Day of the Dead, Thanksgiving, Halloween, or even for the whole month, such as what different things are typical for that month. For instance, for the month of September, October, and November, what are different items that people think of for that month? You can have different pictures on this one-page board that can inspire students to build, such as apples, pumpkins, baskets, you name it. You can have these visuals for students, and then they can build with any materials that you have on hand, whether it'd be items in your Makerspace or if you want to pull out LEGO bricks. I really like using this type of engineer inspiration board with my younger students, especially when a lesson might go quicker than expected. These are really great to have on hand that you can have printed at a station, or you can display on the projector or TV in your classroom.  


Naomi Meredith  06:14

The third fall STEM activity to try is creating a pumpkin bridge. Again, this can be a one-day challenge in your classroom, or, if you want to dive in deeper, you can extend this for the whole week and use the Engineering Design Process. If you are a bit unsure about what the Engineering Design Process is, fairly recently, I had a whole mini-series about the Engineering Design Process where I dove into every single stage of that process to give you ideas on how to teach this in your classroom. So make sure to go back and listen to those because that will help you extend your knowledge whether you use the Engineering Design Process already or looking to gain more knowledge about it. For this pumpkin bridge challenge, you can use any materials you have on hand. I like to use popsicle sticks, tape, and cups. Students will build one of the types of bridges that we talked about in class to hold as many pumpkins as possible. This is fine if you use the pumpkin candies that you can find at the store. You can also use unifix cubes as I have. I'll tell the kids that the pumpkins are square because they came right out of Minecraft. There's a whole lot of buy-in for that, and they don't mind that the pumpkins are different colors. You could do a whole lot of math afterward, like how many pumpkins could it hold, and compare the different bridges in the classroom. You could measure how long the bridge was, how wide the bridge was, or how tall. So there's a whole lot of math that you could do with this STEM challenge.  


Naomi Meredith  07:30

The fourth fall STEM activity to try is pumpkin digital activities. Now this one isn't as hands-on, but it's a great way to implement the T-technology within your classroom if you want something that is paperless and easy to assign. I have two different variations for the grades. So for K through two, I like to create a digital interactive activity that they can use on Seesaw or Google slides that are quick little tasks on each slide. These tasks are helpful for the students because they can practice their digital skills, such as dragging and dropping, drawing on the screen, and labeling a picture. All of those tech skills are important for any type of activity, not just pumpkins. You can create each slide that goes along with a theme, like pumpkins. They can do things like measuring a vine using digital unifix cubes. They can use the shape tools to decorate a picture of the pumpkin or even an alphabet match where students are dragging the letters to help them spell different words such as pumpkins. Having these slides with quick activities helps students be successful. They can work at their own pace and also help each other out when they get stuck. For the older students, you could do something similar, but I also like to give them digital interactive notebooks that help them explore other outside resources that are kid friendly. This is where I like to pull in other resources such as podcasts, videos, paired selections, and nonfiction and fiction texts, and they can respond within the digital interactive notebook. You could share just one slide a day. You could have it be differentiated where certain kids might have specific slides, or you can have it even open-ended, and kids pick the slides that are most interesting to them. So this is a great way to pull in those outside resources that you might have been collecting over the years and assign them to one digital platform.  


Naomi Meredith  08:01

The fifth fall-themed STEM activity to try is having students design a harvest basket. Now, this isn't a lesson that I have in my store yet, maybe by the time this recording comes out, it will be in there. But this would be another fun challenge that you can use the Engineering Design Process or even do it in one day. You can have tiny pumpkins or tiny apples, or even pretend if you're worried about them getting damaged, and students could use materials like straws, popsicle sticks, or string to create a harvest basket to hold as many of these fruits as possible. This will be a great collaboration challenge, and also learn different techniques when it comes to securing items and being able to hold weight. If you wanted to extend this challenge even further, you could have students weigh how many apples or how many pumpkins their basket was able to hold. Then you could compare the weights using greater than and less than place value, or even graphing, depending on the age of your students and the math standards that would tie into those.  

 

Naomi Meredith  09:04

This was a quick episode today, but just some fun fall STEM activities that you can try in your STEM space and bring the fall into your classroom. So let's go over those five different activities that you can try. First is the apple and pumpkin lifecycle robotic coding. Next, our fall-themed engineer inspiration boards. Third, are pumpkin bridges. Fourth is pumpkin digital activities. And fifth is designing a harvest basket. I hope you enjoyed these fall-themed activities and definitely share with me what you have done in your classroom. I would love to see how it goes with your students. 

 

fall-stem-activities

 

fall-stem-activities

fall-stem-activities

fall-stem-activities

fall-stem-activities

fall-stem-activities

 

Related Episodes/Blog Posts:

 

Connect with Naomi Meredith:

 

More About your host, Naomi Meredith

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

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

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

More About The Elementary STEM Coach Podcast

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

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

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

helping-students-improve-stem-projects

Helping Students Improve STEM Projects [EDP Series: Experiment & Improve, Ep. 20]

Helping Students Improve STEM Projects [EDP Series: Experiment & Improve, Ep. 20]

helping-students-improve-stem-projects

Check out the full episode on Helping Students Improve STEM Projects:  

Subscribe to the podcast HERE on your favorite podcasting platform.

Episode Summary

As students are building their STEM projects, are you unsure of ways they can improve their designs?

The experiment and improve stage of the Engineering Design Process is so important to teach kids that things might not be perfect the first time, and there are always ways to make them better. 

In this episode, I will be sharing with you strategies that you can use with your students to help them improve and modify their designs. 

 

In this episode, you’ll learn strategies to help students improve their STEM projects:

  • Using a modification checklist
  • Create a rubric for each STEM project
  • Give students opportunities to show what happened in their project

Resources Mentioned:

Episode Transcript: 

00:00

As students are building their STEM projects, are you unsure of ways they can improve their designs? When students come up to you, and they say, “I'm done,” do you say, “Oh, now go and just add more details.” In this episode, I will be sharing with you strategies that you can use with your students to help them improve and modify their designs. 


00:53

I can't believe we have already made it to Episode 20. It has been so much fun recording these podcasts and creating episodes that you can immediately apply to your classroom. I am excited about how far this podcast has come and what is in store for the future. Trust me, I have a ton of ideas brewing. So lots more fun to be had in the future. If you haven't grabbed it already, I have a free Engineering Design Process poster and planning guide that you can download for your classroom. You can grab that at Naomimeredith.com/podcastEDP. I'll also link it in the show notes. 


01:36

I know I've talked about this before, but I like comparing the Engineering Design Process to the writing process because there are a lot of similarities between those two processes. Being a former classroom teacher, that is just something that has stuck in my brain after teaching it for so many years before becoming a STEM teacher. The experiment and improve stage of the Engineering Design Process is similar to the editing stage within the writing process. It is the process for both of these things. A growth mindset that I like to teach my students in my classroom is that practice makes better, not perfect. Everything can be improved, even when you think you're done. This step in the Engineering Design Process is so important to teach kids that things might not be perfect the first time, and there are always ways to make them better. 


02:30

Here are some strategies that I like to use in this stage to make it more impactful and meaningful for students. These strategies keep me from rushing and running out of ideas for kids to make things better, or, after they build something, I don't just send them off to go do a fun activity. This stage in the Engineering Design Process can be very beneficial with some careful planning. 


02:54

The first way that you can enhance the experiment and improve stage is to use a modification checklist. Now, in my first year teaching STEM, I was completely lost on this. I was feeling probably like you are like I have no idea where to even begin with a checklist. I don't even know how the projects are going to turn out. Trust me, I was in your shoes, and I'm in those shoes whenever I'm starting new projects. So here's a little tip that has worked for me. When starting a new project, I will create an anchor chart of ways students can improve their designs as students are working. So with observations and how their projects are going, I will add to this anchor chart and list. I even get feedback from students as to what they would like to add to this list to help the future classes that I'm going to teach. Using the student feedback has been a game changer because I might think the project is going to go one way, but the way students are interacting with the lesson and the supplies are going in a completely different direction. I will always take their feedback when it comes to these checklists. 


04:03

In fact, when I was teaching STEM survival camp for fifth grade, the checklists for the build a shelter design was actually fully developed by my fifth graders. They had the checklist I'd given them, and they were writing all over it and adding in their own categories since I didn't design it in a way that worked best for them. So I recreated that checklist based on their feedback. My fifth graders really liked the layout because kids like them helped me create it. Now, years later, being in this position of K through five STEM, I have created my full year-long plan when it comes to engineering design challenges. Each challenge has different checklists included already, so you don't have to think about them. They are all done for you. There are even checklists for the little kids. 


04:54

For example, with my first graders for a unit, we were talking about Earthlight and light living things. What is that fancy word? Bioluminescent. The kids love learning this word and the meaning behind it. They sounded so fancy when they were sharing this with their teacher when they picked them up for the day. Students were to create their own living thing, either one that already exists or a living thing that would be enhanced if it did give off its own light and the reason behind that light. They were given a checklist the second day of creating, and there were just three lines in this checklist with a thumbs up, and a thumbs down that they could circle on the piece of paper or within Seesaw when I sent it to them digitally. These things weren't required for them, but I did say they had to do at least one of these three things when they were thinking about improving their design. On this checklist, those three things were does your living thing live in water? Does your living thing fly? And does your living thing eat other animals? So this was interesting for them to really think about who their animal was and even the purpose behind the light that they gave them. My example was that I would love it if my little dog Frederick's ears glowed. They had that bioluminescence, so when we're going on walks, he can see more clearly where we're going, and I can also see when I have to pick up his poop. Sorry, super gross TMI right there. 


06:30

Also, when I give checklists to my older kids, I give them those things on the checklist that they may or may not have to do. It depends on the project and the purpose behind the project. There's a space on the side where they can actually explain how the modifications made their design even better. When it comes to my 3D printing lessons, there are specific things they have to do within their project so that it will print correctly. Most of the things on the modification checklist have to be yes before they turn it in. However, there are other projects that we do where only a couple have to be a yes, and the rest are just ways that they can make their design even better. 


07:13

In addition to the checklist, another way that you can enhance your experiment and improve stage with the Engineering Design Process is the use of rubrics. You can use this instead of checklists or in addition to. If I were to use both, especially if I were to give grades within the STEM space, I would have students use the checklist when they are creating and experimenting, and improving. Then, when we are finished with the building stage, and this might even happen on the last day right before we share,  students are given that rubric, and they can reflect on the work that they did within this project. So they might even be done experimenting and improving, and they're thinking about how they really attacked those things. You can use a lot of the same things, even from the checklist, especially if you are planning with standards, which you should be anyway. But you can add some of those elements within your rubric. 


08:14

If I were to create a rubric for my STEM classroom, I would have it on a four-point scale, the one would be categorized as I am missing some things. This is if students really struggled in completing the project. Hopefully, they're not in that one category. Or maybe they were absent, so I would actually leave this part of the rubric blank so students could write in their responses, or I could add my responses. The two category would be I can do it with support. So those would be those qualifications that students were below grade level and had most of those things, but they have some holes. The three would be I can complete the project. So those would be all those qualifiers that are at grade level. They can demonstrate an understanding of the standard and the project. The four would be I can extend my learning. I also like to leave this blank. Or, if I know some ways students can extend their learning, I might write those in as well. So having that four-point scale would be really helpful, and have it written in student-friendly language, so it's not a surprise for them as to how they did on their project. This could be a great addition to the stage of the Engineering Design Process. 


09:34

Another thing too, when you're creating this rubric, I would think about the process first, then the product. I would have both within your rubric. So part of those qualifiers on your rubric you could talk about is did they demonstrate certain processes within the project. So learning a new skill when they are working on the project. The product could actually be how they demonstrate the state standard when attacking this challenge. Having a combination of both, which is really important in STEM. Are they understanding the standards? How are they learning new skills within STEM? Whether it's 3D printing or Makerspace coding, how are they demonstrating mastery within those? If you're interested in more things about grading, we could talk about that in the future. I will say I don't actually give grades in my STEM space. But this is the process I would use if I had to do that. So definitely something to consider and talk about when you're thinking about rubrics. 


10:38

Finally, the third way to enhance your experiment and improve stage is to give students the opportunity to show what happens. My two favorite platforms to use within the classroom, and especially in STEM classrooms, are Seesaw and Flipgrid. Both are very similar, but they also have differences. Having these platforms in your classroom is super beneficial for families to see what takes place within your classroom. We know that kids can't always take home the awesome supplies that they're using in STEM. Of course, they really want to, especially LEGO minifigs that go missing. Those never come back. But kids always want to share all the cool things that we did. These platforms are a great way for students to bring those experiences home through video, photos, and audio. Also, when you use these platforms, this is also a great way to keep kids accountable for the work and make sure that they are staying on task and completing the project. 


11:40

One of my first favorite ways is for students to use video during this improve and experiment stage. A big way that I used it with my fifth graders is when they were creating Rube Goldberg Ecosystems. Every time they were testing their design, I wanted them to take a video of inaction, whether it worked or not. It was great for them to have video evidence of their actual experiment. This was also helpful because they could go back and watch what happened the day before and set it up the same way or differently, depending on the results within their Seesaw journal. They had an abundance of videos to go back and reflect on, and this actually helped them when they came into the share stage when we talked about the project throughout the week. 


12:27

Another way that I've used video within an engineering design project was in second grade. They were working on animal migration Ozobots. Ozobots are those tiny little robots that read color codes when you color them with markers or use the stickers provided. Beforehand, students researched the migration patterns of different animals and understood why they were migrating and how that affected them. Students created the path of the migration within the maps that were provided. I wanted students to film the process of their code and action. It's so cute to see them filming this because you can see them experiment within the video when the code doesn't work. They'll pick up the robot and put it where it needs to go. Again, I wanted them to take more than one video so that if their code doesn't work, they could create a new coding sheet on a new map and then record it. So these are just two great examples of experimenting and improving within your STEM lessons. 


13:31

Sometimes video might not be the best fit to share. This is when photos are a great opportunity. Of course, you can have students take pictures of their work but if their invention is supposed to do something, consider having students take before and after photos. Again, in another second-grade lesson, I had students create an invention to help control the effects of water erosion. We actually tested this using dirt that we found outside, so there was a hill I took students out on, and I wanted them actually to test their invention with the water that we brought. Before taking the students outside, I had them take a picture of their invention before it got wet. Then some kids even went on to explain with audio how their invention was going to work. I then had students bring their inventions back into the classroom. After we tested them using the water and the dirt, they took an after photo and then explained what actually happened. I didn't want the iPads outside with the dirt, so that's why I had them bring the inventions back in. 


14:42

If there are before and after opportunities, consider taking photos. If you're doing projects that are all computer-based, there are some platforms that allow students to do screen recordings. This would be really cool if students are creating a code for a game or if they're 3D printing. They can actually film their screen in real-time and play it back on a hyperlapse to see the progression of their projects along the way. On the flip side, when you're thinking about teacher management, it would be great to keep kids accountable and ensure that they're staying on the screen that they're supposed to stay on. A great platform for students to use for screen recording is Screencastify. They have come out with a whole classroom set. You definitely should check that out because I love using Screencastify as a teacher, but it would be a cool asset to use for your older students when it comes to screen recording. Wii video is another platform that allows screen recording capabilities. So definitely check out those platforms and see how you can fit that in when students are designing digitally. 


15:49

As a recap, here are ways to help your students improve their STEM projects when you are in the experiment and improve stage. First, consider using a modification checklist. Next, create rubrics. Third, give students opportunities to show what happens. We have one more stage left in this mini-series about the Engineering Design Process. So thank you so much for joining me on this journey. Make sure to grab your free Engineering Design Process poster and Planning Guide, which is linked in the show notes and are also found at this direct link: Naomimeredith.com/podcastEDP.

helping-students-improve-stem-projects

helping-students-improve-stem-projects

helping-students-improve-stem-projects

helping-students-improve-stem-projects

 

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!

teaching-strategies-to-help-student-projects

Teaching Strategies to Help Student Projects [EDP Series: Create, Ep. 19]

Teaching Strategies to Help Student Projects [EDP Series: Create, Ep. 19]

Check out the full episode on Teaching Strategies to Help Student Projects:  

Subscribe to the podcast HERE on your favorite podcasting platform.

Episode Summary

The create stage of the Engineering Design Process is a fun stage and tends to be the kids' favorite stage.

Although a fun stage, it is easy for chaos to ensue during this stage.

In today’s episode, I will be sharing teaching strategies to help student projects so that you can have control instead of chaos in your classroom.

 

In this episode, you’ll learn three teaching strategies to help students with their projects during the create stage in the Engineering Design Process:

  • Create with controlled chaos
  • Manage the materials that stick (i.e., glue, tape, hot glue gun)
  • Have strategies for cleaning up and storing the projects

Resources Mentioned:

Episode Transcript: 

00:00

Kids love to create in STEM, and this is by far their most favorite stage in the Engineering Design Process. In this episode, I'll be sharing with you teaching strategies to help student projects so you can have control of chaos in your classroom. 


00:50

I wanted to start off this episode by reading another review that was left on Apple Podcast for this podcast. Here's what brownie 819 had to say. “I am looking forward to hearing your podcast. I am a K through two STEM teacher and love all your work that you do with engineering challenges. So many times, I put together an idea and hope children will have some success with it. I can't wait to follow along.” Thank you so much for your review. I am so appreciative of that. Speaking of engineering challenges, for this episode, I have a free Engineering Design Process poster and planning guide that you can download for your classroom. You can grab that at Naomimeredith.com/podcastEDP. I'll also link it in the show notes. 


01:41

Now let's jump into the Create stage in the Engineering Design Process. Not only is this a favorite stage of my students, but secretly it's one of my favorite stages as well. When I am planning and researching lessons for my K through five STEM space, I have a vague idea of what the project should look like in my head. My students always surprise me with their creative and innovative designs when it comes to solving the problem. Over the years, I've also noticed that my students have been paying more attention to the details they've been adding to their designs. Not only are they solving the problem, but they are adding intricacies to their designs that make them even better and look amazing. I always joke with my classes that, yes, I am their STEM teacher, but there's a little bit of a, a little bit of art. In the top corner of my whiteboard, I have a giant whiteboard sticker on one of my walls. So the entire wall is a whiteboard. In the top right corner, I have the letters STEM cut out in paper, and, in between the E and the M, I literally have a little a written. So I'm their STEM teacher with a little bit of a literally. I tell them that it's always good to have an element of art within your designs, add the beautifying piece and a little bit of style because your project should not only solve the problem but also look good. 


03:17

If you're an inventor selling your designs, people are going to want to buy them. I always give them the example of the car, the PT Cruiser, because, yes, it's probably a quality car, but it is super ugly. I'm sorry if you drive this car, but it's super ugly. It's not super popular because, well, people don't want to be seen driving that, at least I don't. Anyway, let's dive into these strategies that you can use within your teaching during this create stage in the classroom. The Create stage is right after the plan in the Engineering Design Process. We talked about that in the last episode, episode 18. So if you haven't given that a listen, make sure to go and check that out to get some ideas for enhancing the planning stage before the kids dive into create. 


04:27

The Create stage can get a little bit crazy very quickly. So let's talk about ways you can have students create within controlled chaos. I definitely thrive in a classroom when there is a lot going on. My ADHD kicks in, and it becomes my superpower because, for some reason, I know exactly what is going on with all the kids in all of their projects. Also, being the oldest of five kids, I am used to being in loud environments with a lot going on. So these two things definitely become an asset during this create stage and the Engineering Design Process. When students come in for the day, so this is typically day three for me after we have asked the question and did some imagining and planning, the students still come in and meet in our group meeting area. I still have a mini-lesson for them before they tackle their projects and work the entirety of the class. This is the time when I will review where supplies are located in my classroom. This depends on how long you have known the students, if things have changed, or if you have set materials out in a specific part of the classroom, which I will do for certain projects. 


05:32

This is also the time when I will talk about the Makerspace menu, how that process will work for the day, and where all those materials are located. If you're interested in this whole process of the Makerspace menu, I talked about this in episode six. So go back and take a listen. This management system helps with the controlled chaos. During this create stage, I let students build on the floor and at the tables by choice. I typically don't have assigned seating for this stage of the process; however, you know your students best. So if you do need to have assigned spots, don't be afraid to do so. When students are creating, I let them create in groups of one, two, or three. Sometimes they want to create groups of four. However, that gets a little bit crazy, especially since the projects are so small. There isn't usually enough for kids to do when they are in a group of four. So when that's the case, I tell kids to split up in two groups. They can work side by side and share ideas, but they're creating two different projects so that all the kids have a chance to work on something for the next few days. 


06:44

I also remind students that projects will need to be cleaned up at the end of class, and they will be put on our grade-level shelf. This is especially important to tell kids because sometimes they might want to glue or tape things to the tables. Then when the end of class comes, they're sad because they have to take it all apart. So this really enhances their designs because this helps them be mindful of creating things that can be moved back and forth over the next few days. I also like to have a timer up on the screen that all students can see during their work time. I did this as a classroom teacher during their independent work time just as a time management strategy. It's so interesting when I started implementing this with my K through five STEM students. Many of them started getting freaked out by the timer. I did have to have a whole lesson about the timer, and is that me making you rush through everything. The timer is more, for me as a teacher, to make sure that I am giving you enough work time and that when it's time to clean up, we have enough time for that. I tell them I have more students to teach throughout the day. I teach six classes a day, and I wish I could keep them all day. I need to have a timer so we can stay on track and clean up, and then the next kids can come in. 


08:10

Also, a little tip about the timers: remind students that it's not New Year, and they're not counting down when it gets to 10 seconds or less. For some reason, this has become a pet peeve of mine. When it happens 24 different times, you get annoyed pretty quickly. So add that little tidbit in there when you use a timer. My favorite visual timer to use in the classroom is the one from classroomscreen.com. If you haven't checked it out already, pause this podcast and go look at it. The website is named classroom screen.com, and it has all of these widgets at the bottom. There's not only a timer that you can pull up on the screen but there is a clock you can add. You can embed images, and Google slides that you can click through. All of these different widgets are up on the one screen. So you don't have to minimize and move different website tabs around so you can fit it all in. You can fit it in on this main platform. It is a freemium. So the free version won't save all the stuff that you have up on the screen unless you leave the tab open and don't shut down your computer. I believe the annual subscription is a pretty reasonable price. It actually might be worth the investment, especially if you are teaching many classes a day like I am during this mini-lesson. 


09:34

This is also the time where I will teach strategies to help them with their projects, but not necessarily teach them step by step how to do everything. I really want my students' projects to look different. They might have some similarities just because those similarities might all solve the problem. However, this isn't a step-by-step craft. It is a STEM activity. So their inventions should all look different. So here's what I mean about teaching a strategy. When I was doing a lesson with cardboard, students wanted some of their designs to stand up on their own. I noticed that they wanted to do this. So during my mini-lesson, I taught students how to create an L brace using cardboard. Some students wanted to use the strategy, some didn't. But it was just another way to enhance their designs and make them better without me showing them. Oh, you all have to do this, you all have to use this strategy. Another way that I like to do this is posting up on my screen. With classroom screen, I will add images of students' work from the past that I have taken pictures of, and also real-life examples, if it's applicable. These are just as guides as inspiration. The students probably have even seen them before when we were in the Imagine stage. But this is just a great jumping-off point, especially for students who are having a hard time visualizing what their projects should look like. So break out your camera while students are working, take pictures of their work, and save it to a Google Drive folder. This is a great way to store all of those examples and help you reflect as a teacher on how you can improve the projects or even notice which strategies you can teach the students in the future. 


11:25

The second teaching strategy to help manage the projects in your STEM classroom is managing the things that stick, and I'm literally talking about the things that stick: glue sticks, tape, and hot glue guns. It's kind of funny that I'm talking about this, but this is a hot topic in the STEM space and let me tell you. First are glue sticks. I like to buy the Amazon Basic brand, which is so similar to the ‘s glue brand, but a little cheaper. I will link these in the show notes for you. In Episode Five, I talked about the organization of materials in your STEM classroom. So go back and listen if you're unsure how to get things going in your space. With glue sticks, I like to have these in a simple plastic bucket on the tables and have a collection of scissors for students to use. I have a separate bucket for pencils and large erasers. At one point, I had caddies with all the compartments I would set out on the tables. However, I felt that having all those supplies available all the time was quite a distraction for kids, especially when it came to pulling out the scissors and cutting things that aren't supposed to be cut, like hair and pencils. So I like keeping the pencils out all the time. Then I pull out those buckets of glue sticks and scissors when needed. 


12:54

I actually don't use the white Squeezy glue in my classroom because with that many kids coming into my room, I feel like that would get messy really quickly. I know that the tops of the glue bottles get clogged, but there is a way to unclog them. That's just something I don't want to be doing with my time. So glue sticks aren't for me. I also have a little collection of glue stick caps that I keep available for kids if they happen to lose their caps. So that's really helpful as well, so we can keep those glue sticks as long as possible. When it comes to tape in my classroom, I am a masking tape-only girl. I do have clear scotch tape on the side when it comes to specific student requests. They might want the tape to not show in their design. But overall, we are here for the masking tape. There is a bundle of tape that I like to purchase on Amazon quite regularly. So I will also link that as well. Now, one of my favorite things to do when it comes to tape management is to create baby tape rolls. This is something that I started during COVID but has carried on because it's been quite a success in my classroom. What I do and also what I have also taught my students to do is to measure about 24 inches of tape on a yardstick, rip that off, tape it onto a popsicle stick and hold the side and roll it up to create a baby tape roll. This is great because this is all the tape that students can use for their projects. So it really helps them be mindful of how they use the tape. Then, in between those days, their tape is in their supplies throughout the week. So then they can have it readily available for them. 


14:40

As a review, here are the three main teaching strategies to help students with their projects during this create stage in the Engineering Design Process. First is create with controlled chaos. Next, manage those things that stick, and third, have strategies when it comes to the cleanup and storage. There are two stages left in this mini-series about the end scenario design process, and I really hope that you have been enjoying it. If you have any successes from these episodes, definitely tag me on Instagram or send me an email because I would love to see how I am helping you and your students in your classroom. Before you go, make sure to grab your free Engineering Design Process poster and planning guide that can help you thoughtfully plan all those amazing ideas you have floating around in your head and implement them in your class. You can grab them in the show notes for today or use them using this direct link: Naomimeredith.com/podcastedp


14:40

Last is the hot glue guns, and this is a specialty item that I have on my Makerspace menu. I don't use hot glue guns all the time for all projects. This is something that we work up to the second semester of the year for second through fifth grades. During that mini-lesson, I will teach kids about the expectations and rules when using hot glue guns. Your school might also want you to have a permission slip when using this type of tool. So ask your admin if that's something that you need to implement. We'll go over hot glue guns, how to use this inner space, and where they're located in our classroom. I do have a list of those safety rules up in my TPT shop and a simple, organized poster, which, again, I'll link for you in the show notes. The hot glue that I like to use is low temperature, and they are made for kids. So there are fewer safety concerns when they're used this tool, but it's also great for them to learn to use that as well because it does have some stronger capabilities. Then my sad little glue sticks. 


15:44

Finally, at the end of class, during this create stage, students have to clean up and store their projects. Again, this is why a classroom timer is super effective because this helps students manage their time and even work a little bit quicker since they know they're going to have to clean up at the end of class. I am really big on transitions, boundaries, and setting up systems and routines in my classroom. So make sure to go back and listen to episode nine because I talk to you about those tips and tricks that I like to use, especially when you teach six classes a day. When it comes to cleanup time, some classes are going to need more structure and routines than other classes. This also will depend on how long you have known the kids and the dynamic of the classroom. Over the years, most of my classes have been able to clean up independently. When the timer goes off, they clean up their supplies, and then they sit at their clean table. Here and there, I have to go over those expectations and break down the cleanup step-by-step. This also comes into play when you think about who their classroom teacher is and what types of systems or routines they have in their homeroom. That will be reflective within your STEM space. So keep that in mind that you might have to change it up for certain classes to help them be successful during this cleanup time. 


17:07

For classes that need more structure, I will actually have them pause, leave their materials on the table and then come join me in a group meeting area. I'll talk about what it looks like to clean up, physically model where those supplies go, and then send them back out to their seats. For classes that need even more structure than this, I will still have that tiny little mini-lesson. So about one minute long, they go back to their seats, and then we will clean up step-by-step-by-step. I just did this with first grade with their fishing pole lesson where the timer went off and it was time to clean up. I showed them how we're going to clean up and then we did each step together as a class. So I said okay, everybody put their fishing pole and their fish in their grocery bag and hold it in the air. So they did that and they had their bag in the air. I'm all great, good job. Okay, put your bag down and throw any trash in the trash can. So they did that. Then after that I'm like okay, check your glue sticks and scissors and then sit at your table. So some classes will need more guidance. Over time, hopefully they can be more independent during that cleanup time. Also, setting a timer during cleanup can be very helpful for classes that move slowly. Some kids do get sad when it's cleanup time. However, that's how it is. You don't have them all day typically, and so it's just part of the process when it comes to this create stage. 


18:35

Like I mentioned with that fishing pole, I have students put all their extra supplies in a grocery bag, along with their plan from the day before. I don't have them write on the bags. I don't pull out sharpies because their plans have their names on them, and they know which bag is theirs. When they grab it the next day, all of their plans will go into a big fabric box from IKEA. I click on the name of their classroom teacher, and then all of their projects that they're continuing to build go on their grade level shelf. The projects are fairly small, so everything fits pretty well throughout the week. When students are done cleaning up all their supplies and materials, they have to go back and sit at their clean table so I can double-check that everybody did their part and cleaned before they line up in the hallway and wait for their classroom teacher while they're sitting at their tables. This is a great time to review the objectives for the day and the next steps for this project.

19:45

As a review, here are the three main teaching strategies to help students with their projects during this create stage in the Engineering Design Process. First is create with controlled chaos. Next, manage those things that stick, and third, have strategies when it comes to the cleanup and storage. There are two stages left in this mini-series about the end scenario design process, and I really hope that you have been enjoying it. If you have any successes from these episodes, definitely tag me on Instagram or send me an email because I would love to see how I am helping you and your students in your classroom. Before you go, make sure to grab your free Engineering Design Process poster and planning guide that can help you thoughtfully plan all those amazing ideas you have floating around in your head and implement them in your class. You can grab them in the show notes for today or use them using this direct link: Naomimeredith.com/podcastedp

 

teaching-strategies-to-help-student-projects

teaching-strategies-to-help-student-projects

teaching-strategies-to-help-student-projects

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!

teaching-strategies-to-help-student-projects

Creative Ways for Students to Plan Designs [EDP Series: Plan, Ep. 18]

Creative Ways for Students to Plan Designs[EDP Series: Plan, Ep.18]

students-to-plan-designs

Check out the full episode on Creative Ways for Students to Plan Designs:  

 

Subscribe to the podcast HERE on your favorite podcasting platform.

Episode Summary

The planning stage in the Engineering Design Process is an important step.
 
How do we get our students to enjoy the planning stage as much as the create stage?
 
In today’s episode, I will be sharing creative ways to enhance the planning stage so that students enjoy planning designs instead of rushing through this stage.

In this episode, you’ll learn ways to boost the planning stage in the Engineering Design Process:

  • Discuss the importance of planning
  • Share the materials before planning
  • Provide a space for students to explain their designs
  • Think about trying creative ways to plan

Resources Mentioned:

Episode Transcript: 

00:00

The planning stage in the Engineering Design Process is an important step. Kids always want to jump into the Create stage, but the planning stage is just as important. In this episode, I will be sharing with you creative ways to use in the planning stage of this process and even help kids love this stage to. 


00:55

For this episode in the Engineering Design Process series, I have a free poster and planning guide that you can use to integrate into your lessons. You can grab it in the show notes or use this direct link Naomimeredith.com/podcastEDP. When I first started teaching STEM, I did have the kids plan their designs. When we got the plans, the kids would scribble their designs. They would legit scribble their designs. Within five minutes, they were all done and ready to create. I knew with my experience as a classroom teacher before being a STEM teacher that this probably wasn't a plan that was going to be helpful. I had to improve my teaching to teach the students how to thoughtfully plan and really make their plan an important stage in the process. In fact, the kids now love the planning stage just as much as the create stage. I'm going to be sharing with you creative ways to enhance this stage in the process so they aren't just scribbling their designs just because they need to plan but drawing something useful for them. 


02:13

The first way to do this is to discuss the importance of planning. Our kids want to know why we are doing this. I tell my students in the planning stage that if we don't plan, we plan to fail. Now failing is good in STEM; however, what I'm saying is if we just jump into the create stage all the time, we're not understanding the reason why we are doing things. It's just try as we go, which is also fine. The create stage is helping students to visualize and bring those ideas out of their heads and onto paper or the way that you want them to plan. I like to relate the Engineering Design Process to the writing process when I'm teaching students. There are stages to go in order for both processes, but you can always go back to a stage. Just because we did the planning stage and we move on to create doesn't mean that you can't go back and plan. This has developed over the years with my students, and I have had students create a plan, and design something, but it doesn't work, and then they really do go back to the drawing board. 


03:28

So teaching thoughtful plans is so beneficial. Classroom teachers will like this, too, because you're helping them with their teaching when it comes to the writing process and why planning is an important stage within this flow. I found a really great book recently that you can read to your students to help them understand the importance of plans. It is written by HDTVs Property Brothers, Jonathan and Drew Scott. It is such an adorable picture book. It's called Builder Brother Big Plans. It talks about them as little boys and how they had an idea and wanted to build something. So they dreamed up ideas in their heads and started making lots of different plans for their design. They finally picked a plan that they wanted to build. They got the materials and started building…well, I'm not going to tell you the rest. I don't want to ruin the ending. Definitely check it out. It is so cute and a great way to introduce planning within your classroom. This could be a short mini-lesson. It doesn't have to take the whole time, but I highly recommend this book. 


04:41

Also, with the planning process, think about having criteria for what their plans should align to. This has definitely been a game changer in my classroom. I'm not having kids scribble little things anymore. There is something for them to refer to improve their work. I have a four-point rubric that I post on my TV. You could print this out for students if you would like. I just have it posted. We talk about this for every single project we need to plan for. There are four different categories. The first category is a one-star plan. A one-star plan is just drawing your design. This is something that I expect out of my Kindergarteners and first graders. A two-star plan is drawing and labeling your design with one view. This is what I would expect from my first and second graders. Then we move on to a three-star plan, which is drawing and labeling more than one view. So if I was the inventor of a TV remote, I would draw the front of the TV remote and label all the parts, and then I would draw the back or maybe the inside and label all the parts as well. This is what I expect in second grade and up. A four-star plan to take it to the next level is doing everything in the previous three, including drawing and labeling more than one view and explaining what each part does. This has really helped my students understand how their plans can be more thoughtful. It helps them think about the components that will make up their design and the materials that they might use. This is also extremely helpful if you are implementing the maker menu, which we talked about in episode six, where they are thoughtfully planning their designs. Then they can create a shopping list to coincide with this plan. 


06:37

So if that is a process that you're implementing the maker menu, this is the time where you would talk about the menu as well. If you want younger students to focus on coloring, I also recommend using a coloring rubric. I don't make my older students color because they are trying to be thoughtful when drawing, labeling, and explaining. Coloring could be a great option for your younger students to help them think about the different parts that their plan or design would have. So on your coloring rubric, you could have three different categories. Then it could be stars or smiley faces, frowny faces, a medium face, I don't know how to call that but a straight line face, you know what I'm talking about, right? So you could have three points in your rubric. The first one could be coloring in the lines, colors that make sense, and no whitespace. You can help your younger students be thoughtful when they're coloring their plans. 


08:50

I also like to teach students that planning is a lot like creating a patent for an invention. Over the summer, I went to Chicago with my teacher honey, and there was this cool booth. They had all of these cool plaques that were burned in with different images, and one of them caught my eye. It was a patent of the LEGO brick. It was so cool because it showed all of the different layers of LEGO brick. It had all of these different labels, and it was just so thoughtfully planned. I now have this hanging up in my classroom. When I'm talking about plans, I take the plaque off the wall. I explain to my students that LEGO didn't actually have a patent before they were selling their bricks, and people were copying their designs. So a patent is important for inventors because they need to be extremely thoughtful about their plans and include every single detail. They even have a document that explains every single part that is labeled in their pictures so no one can steal their ideas. The kids are super enamored by this story. It's true, it's history. You can fact-check me, maybe I'm off by some details. But overall, it's pretty much true. So it's important for students to see those connections. When they hear the words patent pending, they know what it means now. So that's why discussing the importance of planning is important for students. So then they really understand that this is an important stage, and it's not all just about creating when we're using the Engineering Design Process. 


09:16

During the planning stage, I also like to have students be aware of what materials they will be working with. This influences your plan since you know what you're working with, and then you can design your drawings from there. You can have a set list of materials or a Makerspace menu. It's up to you and depends on the project, the time of year, and the amount of time that you have. I have a lesson that is a one-day project, sometimes two, but it's a spider poly, and I have very specific materials that I want students to use. They can use a string that is looped on a pencil that will hold the spider ring. So those little spooky spider rings, they have those materials, and then LEGO bricks and a spider web. I make students aware that those are the materials that they will be using, which influence their design. For younger students, if they're planning on paper or Seesaw, I like to have pictures of the materials if it's a set list, and students can draw lines to the materials list to their drawing. That's just another way that they can label. That way, they're not overwhelmed by writing the words. I'm not here in a writing class, although writing is important. But that's a creative way that you can have students plan if you have the pictures and the words of the materials already on their paper. 


10:49

Third, provide a space for students to explain their plans. Planning through drawing and labeling, in my opinion, is just part of the plan. Give students an opportunity to explain how they're hoping their design or invention will work. I would do this by having a question that students can answer through writing, an audio recording, or a video recording, like in Seesaw or Flipgrid. That way, you can see how their plan is getting to the lesson objective, which is ultimately tied to the standard. Kids love talking about their designs. You probably have kids coming up to you when they're done planning and telling you all about what they drew. So harness all that talking and put it into a platform for them, Seesaw, Flipgrid, or any other platform that you can think of where they can do this. This is great for them to go back and reflect. They can go back and listen to those recordings right before they start creating, so they don't forget all of these amazing ideas. 


11:55

Finally, provide creative ways to plan for students. Here are different ways I like to do this. Of course, drawing and labeling are super important. I have the kids' plan on paper, whether it's a specific graphic organizer I want them to use or scratch or graph paper, which are great options too. I love having the kids take pictures of their plans and posting them in Seesaw. So then I'm not keeping track of all their papers class after class. This really helps with the organization of materials. If I am using Seesaw as a planning tool for Kindergarten and first grade, I will have them draw directly in the app. This depends on the project and the day. I will also use paper for them, but I noticed that for Kindergarten and first grade drawing in Seesaw works out great for them because they're not as detailed with their drawings yet. Also, having an abundance of colors and different tools really helps the kids who are not as engaged during this part of the process, allowing them to produce something on their screen. 


13:05

Another way you can have students plan is to verbalize their plan. You can have students think, pair share, and talk to each other about what they are hoping to do. Back in episode 15, I provided this as an option for my fifth-grade students. They ended up drawing their plans anyway. So that was a great success story because they actually did want to be a part of the planning process. Verbalizing your plan is a great way to have students still be involved in the Engineering Design Process. This is a great option if you're short on time. 


13:41

Another way that I've had students plan is to have them gather their materials. Maybe they do have a paper plan. Maybe they don't, or maybe they just verbalized it. Either way, I have them gather their materials, and then I don't give them the tape or glue or scissors yet. They tinker around with what they have first and think about different combinations of how the materials can be put together. Then after a few minutes, I will give them the tape, glue, and scissors so they can manipulate those materials. That's a fun, hands-on way that students can plan. 


14:15

Another type of planning is something that I actually did the other day, and it was an on the fly moment. I hadn't planned this, it was just something that I needed to do to get this student engaged since they kept running out of the classroom. They did not want to draw. They wanted nothing to do with drawing or holding a pencil. We were doing the build a shelter challenge for fifth grade for STEM survival camp. If you want to hear more about STEM survival camp, go back and listen to episode four. He did not want to do anything, so instead of drawing and labeling, I asked the student if they wanted to plan their design using playdough, and they were thrilled to do this. I grabbed different colors of playdough, and they ended up designing their plan with the playdough. Then we took a picture of the plan and put the playdough plan in a bag if they wanted to look at it the next day while they were building their shelter design. They ended up building an entirely different design, which was totally fine. That's normal when it comes to planning. You may start one way, and then it goes an entirely different way, which is great. It was a cool way for the child to be successful in my classroom. The good news was they didn't run away, which I was so excited about. 


15:38

As a recap, let's talk about the ways to boost the planning process when it comes to the Engineering Design Process within your STEM space. First, discuss the importance of planning. Next, share the materials before planning. Third, provide a space for kids to explain their designs. Fourth, think about trying creative ways to plan. I'll be continuing to dive into the Engineering Design Process with this mini-podcast series. Don't forget to download your FREE Engineering Design Process poster and planning guide to help you along the way. You can grab that at Naomimeredith.com/podcastEDP, and it will also be linked in the show notes for today. 

students-to-plan-designs

students-to-plan-designs

 

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!

Stages-of-Engineering-Design-Process

Planning Lessons with Stages of the Engineering Design Process [ep. 15]

Planning Lessons with Stages of the Engineering Design Process [ep. 15]

Check out the full episode on Planning Lessons with Stages of the Engineering Design Process:  

Subscribe to the podcast HERE on your favorite podcasting platform.

Episode Summary

Have you tried using the Engineering Design Process in your STEM classroom? 

Maybe you’re wondering what the Engineering Design Process is and what its stages are.

Should you be teaching the Engineering Design Process in elementary STEM?

In today’s episode, I will be answering these questions about the stages of the Engineering Design Process so you can get started implementing it into your STEM lessons.

 

In this episode you’ll learn:

  • What the Engineering Design Process is
  • The stages of the Engineering Design Process
  • Why you should be teaching the Engineering Design Process in elementary STEM
  • How to implement the Engineering Design Process if you see students multiple days a week or once a week

Resources Mentioned:

Episode Transcript: 

00:00

Have you tried using the Engineering Design Process in your STEM classroom? What is it and what are the different stages of it? Why should you be teaching with the Engineering Design Process in elementary STEM? In this episode, I'll be answering all of your Engineering Design Process questions, so you can get started implementing it into your lessons. 


00:56

Before we dive into today's episode, I have a free Engineering Design Process poster and planning guide that you can download for your classroom. You can grab it at Naomi meredith.com/podcastEDP. I'll also link it in the show notes. A side note: EDP is short for Engineering Design Process poster. I may or may not use this acronym within this episode, but just so you know what I'm talking about, that's what EDP stands for. 


01:28

When I first started teaching K through five STEM, I actually had never heard of the Engineering Design Process. However, the more I started researching and developing my own curriculum, I quickly realized that this is a process that I definitely needed to be teaching in my STEM space. Today, I'm sharing with you how you can easily implement this within your lessons. 


01:51

First, let's go over what the Engineering Design Process is, and a snapshot of what it actually means. The Engineering Design Process is the real process that engineers use to build, test and create their designs. It's all about that iteration and testing it repeatedly. When you think about it, this process is the heart of trying lots of different ideas and failing, which is definitely something that we want to be teaching our students. STEM is a great place for it. So naturally, the Engineering Design Process has a perfect fit within your STEM classroom. And yes, this is applicable for Kindergarten on up. In fact, there actually are Next Generation Science Standards, NGSS, that are all about the Engineering Design Process. There is a set of these standards for K through two, and also a set for three through five.  If you use the Next Generation Science Standards, not only are classroom teachers going to be using the Engineering Design Process, but in your STEM space, you have the opportunity to use it too. 


03:12

I also get a lot of questions about whether or not the Engineering Design Process is replacing the scientific method, project based learning or PBL, and design thinking. In my opinion, you are not replacing those methods. Those are all different and important methods, which we can do future episodes on. I even have a few people in mind that can talk to you about some of those topics. The Engineering Design Process is its own thing, and has its own place alongside of these processes. It's definitely up to you if you want to teach with the Engineering Design Process all year long, which I typically do. Or maybe you want to mix it in with the scientific method, PBL, or design thinking. This is your call, or, if you're on a planning committee, what the committee wants to do, or what your administration is hoping for you to do. So this is just a another format and another way to teach these amazing STEM concepts to your students. 


04:18

Now, when you research the Engineering Design Process, there are a lot of different stages, but they pretty much are saying the same thing. So here's how I have broken it up into six stages for you to teach to your students. I'm also going to be talking about how you can teach with this method and give you a sample of how I break up these stages along with a sample lesson plan and how these stages are implemented along the way. The six stages that I have divided the Engineering Design Process into, which is in that free poster for you to download, is first ask what is the problem. Second, imagine what are the possible solutions. Third is the planning stage, so what could your solution look like? Fourth is the Create stage, so bring your plan to life. This is student's most favorite part. The fifth stage is experiment and improve meaning test your solution and make it better. Finally, the sixth stage is share what happened. 


05:23

Just like when you're thinking about the writing process, or even those other methods that I just talked about, these aren't one and done type of stages. These are things you can always go back to if something doesn't work or go back to a previous stage. I always tell my students this as well. I am teaching them in phases throughout the week. But if they're not done with this stage, they can continue in that place. Maybe they don't even get to that next stage? That's just where they're at in the process. Likewise, if a creation doesn't work, they can always go back to that planning stage, create a new one, and then go through the the creation and experimenting again. So these steps are not set in stone. They can't since they're very fluid. It is also good for students to have structure so they know where the project is going. It's not always just creating, which you can do. However, you are bringing more meaning into your lessons when planning with this process, and using the standards alongside it. 


06:31

Now that you have a basic understanding of what the Engineering Design Process is, let's talk about a sample structure that you can use in your classroom, and how you can teach each of the different stages. Currently, I teach K through five STEM five days a week with the same students for the entire week. I know in past episodes, like we talked about in episode 12, some of you teach STEM to all the kids in the school, but you only see that same group of kids once a week. You can break this up how it works best for you. So let's talk about sample structures for both. 


07:09

First, let's talk about if you'd see the kids five days a week in a row or something similar to that structure. On day one, I present students with the question. Now you can have students help develop this question with you, but I know in this special space, you are very limited for time. So I actually develop the question ahead of time based on the science standards that I want to target. If you're curious about how I actually get to the planning piece, make sure to listen to episode 14 where I discuss how to create your year long plan with the standards in mind. 


07:49

So we are in that ask stage and I asked students the question that we're trying to solve. Then we move on to the imagine. The imagine is where we are thinking of different possible solutions. This isn't actually their formal plan. This is the part where you want to tie in lots of different resources for kids to explore. This can be in the form of videos, websites, ebooks, like epic books, podcast, infographics, or real books. This is a time where students are exploring all of these different resources to help them gather ideas of what can work for their invention. This is also a great time to talk about the science behind the experiment. This can even be part of the research. So this is where you're really boosting up that background knowledge and getting kids excited for what they're hoping to create. On day two, this is where I might finish up some of that imagining, depending on the structure of how that's presented to kids. Sometimes it is more guided where I am sharing the information, and we are writing down our ideas together. But further along in the year, especially with the older students, the imagined stage is more independent, and they might have a graphic organizer where they're capturing their thoughts and accessing the resources on their own. 


09:16

Day two, we're finishing up that imagining and then we're really focusing on that plan. Plans can look different in various ways. We usually think of plans that can be a simple draw and label your plan type of thing. I recommend starting here. There are a lot of different ways that you can plan, which we will talk about in future episodes. So you can really build up the different planning methods when you use the Engineering Design Process. Day two students are working on that plan, maybe even have a shopping list, which we talked about in episode six where you're managing that maker money, and then they're ready when they come in on day three. See where they get into the create, experiment, and improve stage. This is where you can step back and see how kids are problem solving and trying to bring those plans to life. This is always our most exciting day. I always teach with the Engineering Design Process.  


10:20

Let me tell you how this paid off in my classroom. We were working on a STEM survival camp challenge, I believe it was fifth grade. We only had three days. I think it was something with this schedule where I only had three days with them. Anyway, I wanted to make sure they actually had time to create. So we did some imagining, and then I told them, okay, you can just talk about your plans totally fine. You can draw if you want. I'm not kidding you. Every single group decided they wanted to draw their plan. They were very thoughtful and were labeling. They were drawing more than one side, and they were really involved in that planning process. This was a proud teacher moment, I must say, because I didn't even force them to plan and they wanted to plan. 


11:11

Keep going, this process is a year long thing that you will continue to work on. You might get some whining at first, but you are the teacher, your job is to teach them and to help them research and gather ideas. STEM isn't just the creation part. There's some stuff you have to do before that, and hopefully your invention even makes sense. I feel like the creation part is the easiest part of your job. Getting kids to understand why they're doing things is going to make their projects even better. On day three, the kids are experimenting and improving. Moving on to day four, they're still creating and improving, but also consider giving them ways that they can improve their designs. Instead of saying, “Oh, just do this,” have a checklist that is related to the project, which can be very powerful. The checklist could be things they may or may not have to do, but it will help them think about their designs in a different way, which we'll talk about in the example lesson I have in just a little bit. 


12:20

Finally, on the last day, they are doing any finishing touches and sharing their work, which could be just talking to other groups about what they did. My personal favorite is to create videos and pictures within Seesaw, and having reflection questions where they can talk about what went well, what would they try again, and what was actually challenging for them. This is a great way to be reflective and really think about the entire process throughout the week. 


12:52

Now, if you don't see kids five consecutive days in a row, here's how I would break up the Engineering Design Process for you. Day one, you can start with a question, the ask, do a quick imagine stage where you are guiding, so it might not be as independent for the kids. But you're still providing that information for them to build some background knowledge, and then dive into the planning. That way when kids come back the second week with you, they have a plan that they've already started. You could watch another video to trigger their memories and then students can begin planning and creating. On day three final day they can finish creating their designs. They can of course experiment and improve when they're creating. Then they can share their work some of the ways that I discussed earlier. You're going to actually want to condense things even shorter, but you definitely can still fit this process in. It just takes a little modification and careful planning on your part. 


13:56

Let's talk about an example of how I actually use these stages with a third grade lesson in my STEM classroom. I picked third grade because it's right in the middle. You can definitely flex this lesson up or you can flex this lesson down. I do use the Engineering Design Process with K through five. So I want you to visualize how this could work in my classroom, but also in yours as well. We started off on day one with the ask: how can you create an invention that will reduce the impacts of flooding? This connects to the NGSS standard that is specific to this third grade unit. From there we went into the imagined stage where I had a variety of resources for kids to explore to see how flooding is actually a problem and different ways that people have already been able to and are continuing to solve the problem. Now flooding isn't going away, but there are some inventions already out there that I wanted kids to see. So I included pictures and videos for them to explore, to see what inventions are working and ways that they could maybe create something similar, but also trigger ways that they can improve those designs that are already out there. 


15:17

We also talked about what flooding is and how it can be a part of severe weather. I also provided them with links to some websites about different places in history where flooding was a huge problem, what the effects were, and success stories within those pieces of history. This was all within our day one. We completed some of the imagining on day two. On day two, once that imagining piece was in place, we focused on their plan. Students used the imagining information to help them develop their plan of how they could create the invention that will help reduce the impact of flooding. 


16:10

We did talk about reducing instead of stopping the impact.  We discussed how they could get it to where it's not ruining a home and how to slow it down. Students were thoughtfully planning their designs by drawing, labeling and explaining how it works. I had the kids still plan on paper for this project. But then I had them take a picture and add it to Seesaw where they could record their voice or type their answers to the questions I asked. On day three we dove into the create stage. For this project, they received a little house made of paper that they could tape onto a plastic block. They also received a plastic bucket that they could build their design in. When we experimented towards the end of the week, that's when we added in the water. 


17:06

This project also involved the maker menu that I talked about in episode six. So make sure to go and check that out because that is a game changer for this lesson. Day three is all about having that plan, grabbing and chopping materials and starting to create the invention and their plans. Day four is a little more shopping and more experimenting and improving. I also give them a modification checklist where they can look to see how they might want to improve their designs. This one is a little bit different because they are actually testing their design with water. So not only does it include different modifications that they can use in their design, but it also includes what their guesss is as to what will happen. There's another column for what actually happened. You don't have to do this for all of your checklists. But when it makes sense, having a before and after type of checklist is really helpful. Kids can think forward as to how their invention will respond to this situation. On the final day is our real experiment, so we add in the water. I do have the kids take a picture or video of their design again in Seesaw to show what it looks like before and after it gets wet. 


18:31

Students are having such a blast not only looking at their designs, but noticing how other designs work in the class. So it's some friendly competition. But it's just so much fun to see how their inventions work. When we're finished and clean up, there are some reflection questions. I use the same questions all year, so students are used to that format, but they have different responses because the projects change. The three questions that I like students to reflect on either through writing, typing, recording their voice or a video are: I am proud of; if I were to try this challenge again, I would change; and they explain something that was challenging for them. So within five days, we get through all of this content, we clean up, and there aren't any projects left in my room. But it's cool how we can zone in on the impact of floods, and go through the Engineering Design Process together. 


19:35

As a recap for today, we talked about a whole lot. Let's review everything we discussed. First, I explained what the Engineering Design Process is and each of its stages. Next, we talked about how you can teach using the different stages depending on when you see your classes. Finally, I shared with you an example lesson on how I use the Engineering Design Process from start to finish. 


20:04

Over the next few episodes of the podcast, I'm going to be diving deeper into those different stages of the Engineering Design Process, and share with you different ways that I like to implement each stage. This can really impact your planning and make it meaningful and it will keep you from doing the same thing for every single lesson. You're mixing it up and keeping kids engaged. Also, don't forget to grab your free Engineering Design Process poster and Planning Guide, which will be linked in the show notes so you can definitely dive on in and get started. You can grab that at Naomi meredith.com/podcastEDP.

Stages-of-Engineering-Design-Process

Stages-of-Engineering-Design-Process

Stages-of-Engineering-Design-Process

 

Related Episodes/Blog Posts:

 

STEM Favorites That You'll Enjoy:

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!

stem-curriculum-scope-and-sequence

How to Write Your STEM Curriculum Scope and Sequence [ep. 14]

How to Write Your STEM Curriculum Scope and Sequence [ep. 14]

stem-curriculum-scope-and-sequence

Check out the full episode on How to Write Your STEM Curriculum Scope and Sequence:  

 

Subscribe to the podcast HERE on your favorite podcasting platform.

Watch the video version on YouTube here:

Episode Summary

When you first become a STEM teacher, you most likely weren’t given any curriculum. This was my experience when I left the regular classroom and jumped into teaching K through Five STEM. 

Through trial and error, I have written a year’s worth of K through Five STEM lessons connected to the STEM standards.

In today’s episode, I share the behind-the-scenes of my method for creating STEM curriculum scope and sequence.

 

In this episode, you’ll learn the three major steps in how to write your STEM curriculum scope and sequence:

  • Review your overarching themes
  • Backwards plan and find relevant standards that connect to your theme
  • Brainstorm lessons related to those standards

Resources Mentioned:

Episode Transcript: 

00:00

When you're first walking into your STEM classroom, you are most likely met with zero curriculum. Like many of you, I left the regular classroom and jumped headfirst into my K through five STEM role with a handful of supplies and zero curriculum. Yet, through trial and error, I have written a year's worth of lessons for K through five connected to standards. I'm going to be sharing with you my behind-the-scenes method in this episode. 


01:01

Some schools are fortunate enough to purchase a specific curriculum for their STEM programs. If that is you, that is absolutely amazing, and I hope that works well for you. Now, based on teachers I have talked to on various platforms, most teachers in the STEM world have to write their own curriculum and start from zero. I know where you're coming from since that was me. So, through trial and error, I built a K through five STEM program that has a progression of learning and standards and a mix of different themes and topics that students learn throughout the years when they come into my STEM space. Now, I will say this isn't perfect. But, this is what has worked well for me in my classroom. I am constantly updating and trying new things with my students as the years go by to ensure that I am teaching relevant and meaningful lessons to my students. You can get a whole view of this year-long plan for free. This will be linked in the show notes. You can find it also at this link, naomimeredith.com/yearlongplan. 


02:18

I also want to mention that my first year teaching K through five STEM was all about building relationships and basic skills. The things my students do five years later compared to when I first started are completely different. I had to backtrack and build up the skills of my students, even when it came to basic technology like logging into the computer, learning how to use Seesaw to document their work, and how to collaborate with others, which collaboration is something we are always working on. So don't feel like you have to do all the things you plan in one year. You can build up to all these lessons and perfect them as the years go on. So this is the future you that we are talking about. But at least you will get a great foundation for your year-long plan and where you want your STEM program to go. 


03:18

When first starting your year-long plan, you want to brainstorm the overarching themes that all students K through five will be learning in your classroom. In Episode Two, we talked about what STEM education means in the elementary space. I highly recommend this episode to help you build your background knowledge on what STEM is and what STEM should look like in the elementary space. When thinking about those themes, I am talking about Makerspace robotics and Hour of Code. Hour of Code is a freebie, and there are tons of resources out there already that are free for you. So you might not have to do much planning on that theme, but add it to your year-long plan. Your overarching themes can also include video and audio production, digital citizenship, and LEGO education kits if you have the funds. When you purchase the LEGO education kits, they come with their own curriculum that is connected to standards. So, if you are looking for something to purchase for your STEM space, I would save all of your money for LEGO education and kits. Also, if you can, add 3D printing to your lessons. If you don't have 3D printing, you can still have students plan and go through the process of creating a 3D design online, but they might not have the opportunity to print it, which is okay. But, again, that is something to save your budget for, if possible. Once you have a well-balanced mix of those themes, plan them out for the month you will see kids or works best for you.


05:00

In Episode 12, I talked about creative ways to plan your lessons with students, especially if you see groups of kids one day at a time. When planning this year-long plan, I saw students five days in a row. This overarching theme can vary for you. I use the same theme for the whole month. But if you see kids once a week, maybe you want to keep the same theme for two months. But again, have an overall balance of themes you're going to teach your students. 


05:34

For the purpose of this episode, I'm going to be using my theme of maker month and earth systems as an example to help you see how I planned out this overall unit. I wanted students during the third month with me to dive into our Makerspace and use that space independently. This is where I taught students how to gather supplies, use our money system, and plan a budget. This is a big part of this unit when it is connected to Earth System standards. Also, go back and check out episodes five and six, where I talk about how to set up your Makerspace and how to use the money, menu, and system. So for this theme, in my third month of STEM, students use Makerspace. Once you have all of your themes planned out for the year and you have a balance of different topics, you will backwards plan and tie in those relevant standards. In my opinion, you're not going to teach all of the standards in your classroom. Most likely, you are an extension of the general classroom, especially regarding science. I don't think STEM should be a replacement for regular science lessons. In fact, science in the regular classroom is so much fun. That is something I do miss sometimes, planning a fun science experiment. 


07:01

Your role as a STEM teacher is taking the science standards, integrating other standards, and giving them your own STEM twist. Now, maybe your principal and district have a different opinion. This is just me and how I interpret what STEM should be when the students come into my classroom. When planning my lessons through backward planning, I like to use science as my base and build on my other standards. From there, I use the NGSS, the Next Generation Science Standards. You may use your state standards for this planning. Start with your base for science and then integrate your common core state standards, including English, language arts, and math. I like to look at the English and language arts standards when reading informational text. When students build their background knowledge and research, they use a lot of informational text in different formats to gather that information. Check out those standards that will help you plan those imagined stages in your lessons.


08:22

When it comes to your math standards, you may be using specific standards regarding geometry, fractions, and telling time. But you might also want to consider the mathematical practices recognized in your classroom. For example, there's a mathematical practice that talks about making sense of problems and persevering when solving them. That is a huge concept in STEM. So don't forget about those mathematical practices. They are very relevant in the STEM space. Also, when you're in those common core state standards, look at those speaking and listening skills. Again, there are so many things that you are working on in this STEM classroom when it comes to sharing work, participating in a discussion, and being able to collaborate with others. These are some great standards that you can target in your STEM space. 


10:19

I also like to integrate the ISTE standards for students. These are technology standards that have their own overarching themes. There is also one about digital citizenship, which you can easily tie into your digital citizenship lessons. They have their overarching themes and then little themes within those. Definitely become familiar with those. Those are also a must in your STEM space. Again, keep the science standards as your base, and then integrate the ELA, math, and ISTE within that to create well-balanced lessons. When thinking about assessing your students, when it comes to the standards, I would probably assess them how they show proficiency with the science standards. The other ones are skills that will help them to get there. But my assessment tool would be the science standards. If you are doing grades in your classroom, pick one or two that students can attack. You're zoning in on that specific standard in your STEM way. For this example, for my maker month and Earth Systems, I was looking for standards related to earth systems when possible and standards that talked about students demonstrating through building a model, creating, or building, which made the most sense to me for a Makerspace standard. Those connected well. I went through and highlighted those on my computer and then really brainstormed ideas from there. 


11:53

That leads me to my third part, which is to brainstorm your lessons. Now that you have your overarching themes planned for the months, you know which standards you want to teach each grade level. This is where you can bring all those ideas to life, all of those different things you have been saving on Instagram, that you have been pinning on Pinterest, and that you have been googling. This is where you are going to bring in those ideas that are connected to standards. If you don't feel like brainstorming, I have all these lessons made. It's in a growing collection in my TPT shop. It's also in my monthly membership where you can access the year-long plan lessons and other monthly lessons and resources to help you in your classroom. If you don't want to do this part, I know it's overwhelming for K through five; that's six different grade levels. I have it all set up for you. I'll link that in the show notes. When brainstorming your lessons, think about how you can bring a different experience to your classroom that is different from the regular classroom. You might have tools that a regular classroom might not have, so play upon that. Can you show lifecycles by using robotics? Can you use Makerspace to demonstrate a model that classrooms might not always have? Take those standards in another direction so you're not repeating the same ideas for students, and they get to explore differently. 


13:29

I'm going to be sharing with you two different lessons in this maker month and the Earth Systems lesson and how you can see how I approached this standard with a STEM angle while the teachers are still covering it within their science and reading instruction.


13:46

Here's what I did for the Kindergarten NGSS standard that discusses constructing an argument about how plants and animals can change the environment to meet their needs. I zoned in on ants. I was kind of a little unsure about talking about ants with Kindergarteners. I wasn't sure if they were going to like it or not. Now, if you know, you know, with Kindergarteners, they might love something or they might not. They're a complete mystery, and I love them. They're my favorite grade. I could do a whole podcast about Kindergarten. But we talked about how ants change their environment to meet their needs. It is amazing how ants build their whole colony underground and above ground that comes literally from nothing. When you look deeper at their colony, they have a space special for the queen, a different room for their eggs, a different place for the baby ants, and another room for their food. It is amazing how they change the environment from literally nothing to meet the needs of their entire colony. So as a class, throughout the week, we looked at different videos, books, and images about ants. Then students, in their own Makerspace way, built a cardboard maze that showed the different spaces that ants have in their colony and then had a little marble that would roll through the different rooms to go and check them all out. This was appropriate for Kindergarten. I knew that my Kindergarten teachers weren't talking about it specifically. They could still teach that standard while I taught it differently in my STEM classroom. For fifth grade, in this same unit, I picked two related standards that go together and how they could demonstrate their knowledge. It was the first NGSS standard that talks about developing a model to describe the movement of matter. The second related standard was to use models to describe that energy. For the standard within this Maker month and Earth Systems, fifth grade made a Rube Goldberg ecosystem. The students researched an ecosystem of their choice using the different tools I provided. This is a great opportunity to use epic books within your STEM classroom. Students researched their ecosystem and all the different components that come in it. Then we learned about Rube Goldberg machines and how it forms a chain reaction. With both of these pieces of information, students used materials from the Makerspace and other supplies I had on hand to build their Rube Goldberg machine to show the chain reaction of the movement of matter within their ecosystem. It was a very simple Rube Goldberg machine, but it was a great way for kids to be talking about that movement of matter and how different reactions should hit other or multiple chain reactions depending on what their ecosystem was. They were so excited about these Rube Goldberg machines. Many kids went home and started making their own and sent me videos that I could include on our school-wide news. 


17:09

These examples are two different ways, from the littlest kids to the oldest, we can take these science standards, integrate other standards within them, and have a progression of learning where they can show it in their own STEM way. As a recap, here are the three major things we discussed when planning your K through five STEM year-long plans. First, look at your overarching themes. Second, backwards plan and find relevant standards that connect to your theme. And finally, the super fun part, brainstorm lessons related to those standards. Of course, everything is linked in the show notes for today's episode, including the free year-long plan, the ultimate STEM resource library, and the lessons that I talked about, so you can get a better idea of how this can work best for your classroom and your students.

stem-curriculum-scope-and-sequence

stem-curriculum-scope-and-sequence

stem-curriculum-scope-and-sequence

 

Related Episodes/Blog Posts:

STEM Favorites that You'll Enjoy:

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!

5-different-stem-classes

Help! I Teach 5 Different STEM Classes a Day! [ep. 12]

Help! I Teach 5 Different STEM Classes a Day! [ep. 12]

5-different-stem-classes

Check out the full episode on Help! I Teach 5 Different STEm Classes a Day!:  

Episode Summary

Are you a STEM teacher that teaches 5 different classes a day?

Do you feel overwhelmed with figuring out how to structure your time throughout the day?

Teaching 5 different STEM classes a day is the equivalent of teaching the entire school.

In today’s episode, I share different ways to structure your STEM lessons when you teach different classes daily. Using these strategies to restructure your STEM lessons will help you feel more confident in the lessons you teach and less overwhelmed.

 

In this episode, you’ll learn:

  • Three ways to structure your STEM lessons when you see different classes daily
    • Challenge of the day lesson
    • Condense larger projects into 1-3 day lessons
    • Create STEM sessions where students have four total stations to rotate to but only do two stations a day
  • Examples of STEM lessons you can incorporate into your classroom

Resources Mentioned:

Episode Transcript: 

00:00

Help! I am a new STEM teacher, and I see five different classes a day with a total of 25 different classes for the week. I am feeling a little overwhelmed with how to structure all of this time. Any advice? 


00:17

Does this sound like you? In today's episode, I will be sharing with you different ways to structure your STEM lessons when you see different classes every day to help you feel more confident in the lessons you teach and less overwhelmed. 


01:03

Before we get started in today's episode, I want to read another review that I got on Apple podcasts. Like I said before, I read these reviews, which make me smile. You guys say the sweetest things, encouraging me to continue this podcast. This one is written by M Kircher 04. They said, “What a great idea. I can see myself growing my new STEM program now. Thank you because you always have fun and practical ideas.” Thank you so much for your review! That is so kind of you. Like I said, I do read all of these. So if you listen to me on Apple podcast or watch the episodes on YouTube, leave a review or comment.  I read these, and this helps encourage me to continue to create content for you that will be valuable in your STEM space. 


01:57

I've been talking to many teachers on social media and through email. Many of you teach STEM with five different classes a day, which equates to seeing all the kids in the entire school! I completely get it. In fact, within my five years of being in the STEM space, my schedule has been different and ever-changing all across the years. So let me give you a little snapshot of what my role has been in STEM. Currently, I see the kids five days a week, K through five, with a total of six different classes a day for 45 minutes. I see them Monday through Friday, the same classes, which I feel like I'm fortunate because I can continue and go deeper into those bigger projects. However, it hasn't always been like that. Actually, the year I first started in STEM, my first few days of the week, I was co-teaching with teachers in their classrooms to help them integrate technology and innovative practices.

Then, Wednesday through Friday, I would teach K through 5 again for 45 minutes a week. So my lessons were a lot shorter when it was only three days. Another year on Mondays, I would teach eight classes a day. I think it was about 35 minutes per class with no passing time. Then Tuesdays, I would co-teach in the classrooms. I would teach K through five STEM 45 minutes a day on Wednesday through Friday. So I've had a mixture, which means I totally understand when it comes to seeing a lot of classes in one day and not seeing them again for the rest of the week. 


03:42

When I had that schedule where I saw the eight classes a day on Mondays, it didn't always line up with the kids I saw Wednesday through Friday. So I treated my Mondays more as isolated lessons rather than combining them with my regular instruction. Because I felt like the times always didn't line up, and it didn't always just make sense. Oh, and not to mention, I have always been our technology lead at my school. We don't have a tech teacher, so that is me. So I completely get it when you feel overwhelmed with things because I sometimes feel it too. So that is real life, and I'm here to share with you some tips that have helped me in the classroom that I know will also help you. Here are three different ways you can structure your one-day-a-week class with kids, where it can still be a meaningful experience for students, be rooted in standards, and be meaningful with your short time with them. 


04:43

I feel like this first way to structure your lessons is the most common way to start with planning. I recommend you start with this, especially if this is your first year in STEM or your time has also been shifted. These are one-day lessons if you see the kids once a week. These lessons allow you to start and end on that same day. I like to call them a challenge of the day. So even though you have that one day, name it the something challenge of the day. So here are some ways you can plan a challenge of the day lesson. One way you can do this is by having a STEM in stories lesson. Now there are a ton of picture books out there that are geared towards STEM. For example, the questionnaires with Rosie Revere Engineer and Ada Twist Scientist fit perfectly in the STEM space. Also, consider other stories that aren't always used in STEM that could also have a place. So books that have a clear problem and solution are great to integrate into your instruction and allow you to hit those ELA standards in your classroom. Sometimes it is tough to get through a whole story, especially when kids are transitioning in, you're getting to know them, and they want to chat with you. 


06:06

So try this little hack when you are reading stories in the classroom. Of course, you could look up the story on YouTube. However, I think it is more meaningful when you, the teacher, are the one reading the story. I have a whole blog post about this. I will link this in the show notes, Different Ways That You Can Create a Virtual Read Aloud. I know you're in person, but still, use those virtual teaching tools in person. Here's what I mean by this, I recommend getting an e-book version of the stories you want to read or even taking pictures of the hardcover version and adding those to your Google Drive. Have digital pages of the story you want to read to your students, and then share that on your screen and screen record yourself with your picture and video in the camera. You can play that with your students. You will be surprised by how much more quickly you can read this when you are online instead of in person. This will help speed up the time when you have a really short time with your kids. I do this still even though I have 45 minutes with the kids. I still screen-record myself reading specific stories. They are not on my YouTube for copyright reasons. I save them in my personal Google Drive. I read the stories with my little dog Frederick, and I introduce him to the camera. So that's fun, too, for the kids to see. So I highly recommend recording these stories at home because you can add in your little pets, and the students can make that connection with you. Screen recording yourself reading the story can help speed up the time when you're planning a STEM in stories lesson.

When you plan your lesson, you might not always get to the part where they're planning and drawing their design. Instead, their plan could be talking to a partner about how they would like to attack the problem. Then they can build the solution using reusable materials like blocks, LEGO bricks, hashtag blocks, anything reusable that they can build, possibly take a picture in seesaw or Flipgrid cleanup. Then there's no storage at the end of class. So you are done with that whole thing from beginning to end: story read, the creation is built, they share in some way, and they are on their way. So this is a great way where you don't have that storage issue.


09:47

Another way to plan a challenge of the day lesson is to create it in a somatic theme. One way that I did this on Mondays with my eight classes a day is Dot Day, which is coming up. Now, we will have an episode about Dot Day. This is September 15ish. The website even says ish, but Dot Day is September 15. This is a great one-day celebration in the STEM space where you can have a quick activity; again, tie it into the book that the kids can do with you, have a short experience with STEM, and be on their way. When planning STEM and story or even thematic lessons, I recommend combining grade levels. So for Kindergarten through Fifth, you can combine lessons that can help you save on the materials you need to plan, shorten the cleanup time, and the amount of time it takes to prep things. This is especially helpful if you have a short transition time between all those classes. 


10:54

Another way to plan your lessons is by condensing longer projects spanning one to three days. In my K through five STEM year-long plan, I have a year of different lessons you can teach K through five. You can find this year-long plan at naomimeredith.com/yearlongplan. It will also be linked in the show notes. When I originally planned these lessons, they could span about five or more days. However, you can choose what works best for you and your classroom. I always provide more than enough content because I know everyone's situation is different, and you all have different needs for what you need to teach in your space. There are also digital materials included in the year-long plan. So you don't have to make many copies every time unless you want to. 


11:53

The other day, I was talking to a teacher about this on Instagram. We discussed how she has the year-long plan and is picking and choosing what works best for her within her first year of STEM. Shout out to her. This is a great way to save time when you're planning. When looking at a lesson that spans about five days following the engineering design process, you may wonder how you could do that when you have limited time with kids. The first day could be all about building background knowledge and doing some research about the challenge at hand using all of those different research tools that we've talked about in the past, like podcasts, videos, ebooks, epic books, to lots of different materials to get the kids excited and build background on the topic. During that same day, have students plan their designs. They can do that by drawing, labeling pictures, and possibly making a shopping list. In episodes five and six, I talk more about the management and setting up of your Makerspace. If you haven't listened, go back and check out those episodes. That will help you with your management for all these classes that you see. On day one, you have the background built, and then they create a plan the next week that you see them, day two, maybe three, this is definitely up to you. Day two can be looking at their plan, reviewing that information, and building their creation. I also recommend keeping those projects very small, so small enough to fit in a gallon-size Ziploc bag if you want to store them. This also helps you save on materials and all of that prep work. You can build day two, and if needed, keep them and go on to day three. Or you can even be done with building day to try it out. But that's not much storage for you over the long term, and you could fit it in over that week. 


13:53

The last way that you can plan your lessons when you have an interesting schedule with five classes, different classes, and a day is you can implement STEM stations. This strategy isn't something I would recommend starting immediately at the beginning of the year. As a classroom teacher, Stations are built up during those first couple months of school. As a STEM teacher, I recommend following that pattern and getting into the stations around the fall when students are used to routines and following multi-step directions. I like to use STEM stations with my K-One students. When I started my STEM role, I used stations with K through five. This helped me as a teacher learn how to use the tools and how things worked with different grade levels and test things out with minimal materials. Again, you can do this with K through five yourself or if you want to do this for the younger students. Definitely up to you. I recommend only having up to four stations and completing two stations a day for your short time. That way, you can have students complete two stations on day one and the following week, complete stations three and four. You could even carry on the following two weeks, three and four, or days three and four, and repeat those stations. That will help save you time on planning. You may get a little bored with explaining the directions 25 times, but it will be a new experience for the kids. 


15:33

Here's one way that I plan first-grade stations in my classroom. Each station follows each letter of STEM, so science, technology, engineering, and math. There is a station that goes along with each one. Of course, these are very integrated stations, so they don't necessarily have to be that letter. It's a good way to help remind students what station they're at and what STEM means. One station was constellation creations, where the students built different creations using geoboards. They had the images at their station and then a laminated sheet with a list where they could check off the ones they created that day. Another station was a space engineering inspiration board where students had different images related to space. They could build those different things with LEGO bricks. The third one was moon phase puzzles, where students had all eight moon phases cut up into puzzle pieces. They had to layer them on top of the full images of the moon phases and learn about them along the way. The fourth station was day and night robotic coding. So using robots, students rolled a dice, and the dice said day or night. On the grid they were coding on were different things that could be seen during the day, during the night, or during both, which was fun for them to think about those conversations and things that they have background knowledge about. At the beginning of class, I reviewed all of these stations and how to do them, then students had enough time to go to two stations the first day and then two stations the next day. If you're interested in these stations, these will also be linked in the show notes so you can check those out and modify those for your classroom. 


17:28

As a recap, here are the three ways you can plan your STEM lessons when you see different classes every day. The first way is the challenge of the day lessons. The second way is to condense longer projects into one to three-day lessons. The third way is creating STEM stations where students have four stations to rotate through two stations a day. I go into more detail about these lesson planning methods in my STEM teacher 101 course, and it has different examples for you to check out. You can get all that and all the links from today in my show notes for this episode. Thank you so much for joining me today. Let me know if there are other ways to support you, and I will chat with you soon.

5-different-stem-classes

5-different-stem-classes

5-different-stem-classes

5-different-stem-classes

 

Related Episodes/Blog Posts:

STEM Favorites that You’ll Enjoy: 

Connect with Naomi Meredith:

 

More About your host, Naomi Meredith

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

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

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

More About The Elementary STEM Coach Podcast

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

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

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

how-to-manage-transitions-in-the-classroom

How to Manage Transitions in the Classroom [ep. 9]

How to Manage Transitions in the Classroom [ep. 9]

how-to-manage-transitions-in-the-classroom

Check out the full episode on How to Manage Transitions in the Classroom:  

 

Watch the video version of the episode here on YouTube:

Subscribe to the podcast HERE on your favorite podcasting platform.

 

Episode Summary

Being a STEM teacher is so much fun, but going from teaching in a general education classroom to a STEM classroom usually means time goes by faster.

Your transitions between classes might only be a few minutes long or nonexistent. While you can't change the time that you are given, you can change how you use your time throughout the workday.

In this episode, I will be sharing with you strategies on how to manage your transitions in the classroom so you can accomplish what you have planned with your students and have those awesome STEM lessons. 

In this episode, you’ll learn:

Three strategies to help you manage your transitions in the classroom:

  • #1-Time management and boundaries as a teacher
  • #2-Setting up systems and routines
  • #3-Find ways to build student independence and responsibility

Resources Mentioned:

Design Your Digital Classroom Summit: Google Style

STEM & Makerspace Labels | 180+ Labels

Episode Transcript: 

00:00

Let's face it, being a STEM  teacher is so much fun, but you may have realized that compared to the general education classroom, time goes by even faster. Your transitions in between classes might only be a few minutes long or nonexistent. While you can't change the time that you are given, you can change how you use your time throughout the workday effectively.


00:26

 In this episode, I will be sharing with you strategies to help you manage your transitions throughout the day so you can accomplish what you have planned with students and have those awesome fantastic STEM lessons. 


00:48

Both behavior management and overall classroom management go hand in hand before even getting into the meat of your STEM lessons. Back in episode eight, we talked about behavior management in the classroom. If you haven't checked out episode 8, make sure to go back and watch or listen. 


01:29

Being a former classroom teacher myself, I was so surprised by how fast the time went in my classroom. I went from teaching third grade all day with all the subjects to being a K through Five STEM teacher teaching six classes a day, with only a few minutes in between each class to transition from one to the next. Everything flew by so fast, and I had no idea what had happened. 


01:59

Along the way, I have learned some tips and tricks and altered what I used in the general education classroom to make it work for the STEM space. Now, I am able to accomplish what I have planned for the most part in my K through Five STEM classroom. 


02:15

Here are three major tips that have helped me. I know that you're going to benefit from these tips, have an awesome year, and make what works best for you. 


02:25

The first tip for setting up effective transitions in the classroom begins with you as the teacher, and that is setting up your own time management and boundaries. I am a recovering yes person. I used to say yes to everything. I'm not saying that I am mean, but I have learned that saying no for myself is absolutely okay. So what do I mean by that? Well, first of all, I use my plan time to actually plan. I love chatting with people, don't get me wrong, I love my friends. I love getting to see everybody come through my room. 


03:04

Now, my planning time is so sacred to me. I use that time to research lessons that are coming up for the next unit, going through materials that I might need for a lesson, testing out robots, researching things, or planning my after school clubs. I'm really using that time to focus. 


03:24

With that, I am really lucky what time my planning time is in the day. Mine is first thing before I see any students. So I actually get to school really early before my contract time. That's just me. I'm not saying to do this. But I get to school really early. So the building is nice and quiet, and then it flows right into my planned time so I can get a big chunk of my work done. For me, at the end of the day, I am really brain dead. So at the end of the school day, I'm not as effective with my time. I will save things that I know I don't need a lot of brainpower for. Those first couple of hours of my day before I even teach kids, I get that stuff done so when it is the end of the day and the end of my contract hours, I can leave and feel successful for how I used my time.


04:12

When it comes to lesson planning, I really try to leverage digital tools in my classroom. No, the kids are not on technology all day, but I really try to think about how can I use technology to make my lesson planning and materials even easier. One tool that I love to use in my classroom is Seesaw. I use Seesaw K through Five to help students share what they're doing by taking videos, pictures, recording their voice and drawing what they are working on. This is also another great platform because I can share digital engineering design notebooks with them for each of the challenges and we will go through and work on those throughout the week. 


04:54

Another alternative, or one I might use sometimes as well, is Google Classroom which has a lot of similarities as Seesaw, but I feel like Seesaw in the STEM space can do a lot more since it has picture and video capabilities within the same platform. Another platform I also love to use when it comes to research is epic books. This is also a another free for teachers tool. I love using this because I can create collections with my students, share it with them digitally, and use it for each grade level. If you are going to use epic books with your students, create one class account and name all of the students in the epic books class with a number. So then you only have one class code to worry about. A lot of the classroom teachers have started using epic books as well, which is amazing. I don't use their class code. I just have students use my class code. It's a good skill for them to learn how to toggle between two different classes anyway. So that's my little hack if you want to try to use epic books in your classroom. 


06:02

Another boundary that I like to set in my classroom that has really helped with the transitions throughout the day is that the end of each class, I actually close my door. This is also partially a safety thing as well. I might need to go to the restroom in those couple minutes of time in between classes, so closing my door just ensures that I don't have students running into my room when I'm not there. There are lots of different materials that they can get into.  That way, if a class comes early, I still have that time to set up any last minute materials, change out what is on my screen and be ready to go as well. Sometimes you might also be speaking with another student for behavior, so just having your door closed can be really helpful. 


06:48

In episode one, we talked about things that you should work on when you're a STEM teacher. One of the main things we talked about was systems and routines. One of those routines is where do you want students to line up at the end of class. Now based on the layout of my building, what works with my classroom is I have kind of like a dead hallway right outside my door. I used to have students line up in my classroom against the shelves near the classroom door. However, this became a problem because when students needed to put their supplies and work away, the students who were all cleaned up were in the way so it just created a lot of chaos in traffic. 


07:25

Instead, I have students line up right outside my door in this dead hallway. There aren't any other classrooms right there, but they line up in this hallway, and they are ready to go for their teacher. They can be ready for the hallway, especially when I have an overlap of class, then the class who I just finished with is in the hallway and the new class can come right in. So this has really helped with the transitions, especially when teachers are early or late picking up the kids are in the hallway and they're ready to go. Really think about these time management hacks and different types of boundaries that you can set for yourself so that when you don't have students, you can really be productive in those pockets of time and not have to stress throughout the day because the bulk of your work is done. You have all these little tips and tricks to help you be productive. 


08:48

The second biggest thing to help you with the transitions in your classroom are your systems and routines. You are going to hear me talk about systems and routines all of the time because these are the backbone of my productivity in and outside of the classroom. I wouldn't say I'm the most clean person and if you know me, you know me. I am fairly organized when it comes to physical products and also digital things. This helps me do all the things as much as possible. The same is true in your classroom. 


10:09

In episode five, we talked about Makerspace organization. So even the way that you set up materials that are presented in your classroom can help prevent you from scrambling for projects. Once I have my Makerspace set up, I don't really touch it ever again. The only thing I have to do with my Makerspace is restock supplies when I receive them. So it is set up for the whole year. I can even pull out drawers for specific projects with specific things that kids might need. But this has really helped with those transition times where I'm not scrambling in my cabinets looking for specific things. I have everything out ready to go labeled with pictures and words. So being prepared even before the unit even happens, like a Makerspace, is extremely helpful along those same lines when you're thinking about planning your lessons. Yes, a Makerspace has a lot of materials, but think about your lessons going forward. How can you use the least amount of materials as possible? It eases up on your cleanup time with students and the amount of time you need to explain things for kids. Kids can be productive when they have to be creative with constraints, which is a really great challenge for them to learn. 


11:26

I like to give kids this example: when I bought my townhome years ago, I didn't have unlimited money or unlimited supplies to make it beautiful. I had to be creative with what I got. So that's a great lesson to teach kids. And again, it will really help with transition time. 


11:47

Also with those transitions, think about those routines in your classroom that will stay the same all year long. I have a lot of different units that I like to teach kids, which is the whole point of STEM: to expose them to lots of different areas of what STEM can be in their world. However, those routines that stay the same are how the kids enter my classroom and sit on the floor, how they go sit at their seats, how they gather supplies, and where supplies go at the end of class, and, of course, lining up. I keep these things the same throughout the year so we can be productive. The kids know what to expect in a general sense, and the only thing that is new that they have to worry about is the awesome lesson that they're going to attack. 


12:33

Finally, to help with the transitions in your classroom is how you can have students be responsible and independent within that time with you. You don't necessarily have to do classroom jobs. I know a lot of STEM teachers try implementing this in their room, which I think is amazing. For me that hasn't been super successful. I might have kids help me with specific projects for the time being, but as a whole, I really want students to be responsible within our space and create opportunities for them to be independent and have ownership over their work. So here are some ways that I like to do that. 


13:08

One big thing is to really keep my goals for my lesson at one or two things I want students to attain. It can get overwhelming in STEM very quickly and you will want to throw a lot at the kids. When you're throwing a lot at them, it's hard for them to manage what they really need to focus on. So when I have students at the beginning of class, we have our short mini lesson. I will show them the one or two things I really want them to focus on, review really quickly what we did the day before, if it's applicable, and then I'll go into our lesson and ask any questions. So keep that mini lesson really short. 


13:47

We can have future episodes about how I like to structure my STEM lesson and how I teach that. But for now, when you're thinking about how you are focusing your kids, and those transitions, have one to two goals in mind for that lesson. Also, for that student independence and responsibility, you want to have specific rules for specific materials. We've talked about this in past episodes as well. Again, a lot of these relate to each other. But if you have those specific things you want students to do when they're using materials like robots, for example, this is going to help students know how to use that tool successfully, and how to use it the right way so that other students in the future can use it and things aren't getting broken. 


14:32

Also think about things that students might be able to bring from the outside into your classroom to help with those transitions and the independence. My classroom, before it got remodeled, used to be a computer lab and there were a lot of desktop computers lining the classroom. Now I've told you before I was so lucky that when I got this job being a K through five STEM teacher, I was gifted a brand new classroom and a brand new job at the same time. I didn't have any computers left in my room once it was converted to a classroom. A way that I've been able to problem solve this, and it's actually worked really well with that independence, is students in second through fifth grade actually bring their devices from their classroom when they have STEM. We might use them, we might not, but it's really great to have kids bring those in, because they are used to logging into them. They know where their usernames and passwords are in their classroom. It subconsciously helps students connect that this same device that is used in STEM is the same one used in their classroom. These skills can actually transfer back and forth. STEM isn't really an isolated subject. It might feel that way, since they are going to a different location to learn the skills. This has just been a great little hack as well. 


15:47

Another thing that I like to do with the younger kids, and also the older ones, too, depending on what the project is, is I have a cart of iPads that I can use. You can use Kindles for the same thing. But I have a cart of iPads that I like to use when using Seesaw and specific apps that are related to maybe LEGO education or different coding apps or even robots. This has made logging in a lot easier when I use the iPads for Seesaw. With seesaw, you could use a QR code to quickly log in. This has also helped with that independence. If you can, try to use some tools that classroom teachers might be using because students might be familiar with those things back in their regular classroom. They can apply the skills in a new way. 


16:34

When I send my engineering design notebooks for the older kids, I like to share them in the form of Google slides through Seesaw. That way, students are still practicing their Google skills, but they're using it within the STEM space and they might actually learn something new that they can use back in their regular classroom. So really trying to make those connections within their other learning opportunities in your classroom can be so beneficial and really help with that transition time. This way you're not always reteaching something new. 


17:04

These transitions in your classroom are definitely going to take time as you figure out your students and how you like the flow of your classroom. These three major tips definitely are going to help set you up for success. If you are diligent with them, and really making them work for you, you are going to have even more time than you can ever imagine. 


17:27

So as a recap, here are those three big things that we talked about to help you with those classroom transitions: First, is time management and boundaries as a teacher. Next, is setting up those systems and routines. And third, find ways to build student independence and responsibility. Thank you so much again for listening to this episode. I can't wait to chat with you soon.

 

how-to-manage-transitions-in-the-classroom

how-to-manage-transitions-in-the-classroom

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!

makerspace-in-the-classroom

Managing Your Makerspace in the Classroom [ep.6 ]

Managing Your Makerspace in the Classroom [ep.6]

makerspace-in-the-classroom

Check out the full episode on managing your Makerspace in the Classroom:  

Watch the video version of the episode here on YouTube:

Episode Summary

Setting up and organizing a classroom Makerspace is half the battle. The second half is managing the supplies and ensuring students can be independent when using them in their work. 

Now that you’ve set up your Makerspace, how do you manage it?

In this episode, I will be sharing with you my Makerspace management hacks that have been a game changer in my Kindergarten through 5th STEM classroom.

Whether you are a STEM teacher, classroom teacher, or library specialist; this episode will make this process more manageable and easier for you!

In this episode, you’ll learn:

  • Management hacks for a Makerspace in Kindergarten through 5th STEM classrooms
  • Steps to complete before, during, and after implementing the Makerspace menu and money
  • How to incorporate math when implementing Makerspace supplies
  • How to make your Makerspace supplies last for more than one 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:

Introduction

Setting up and organizing a classroom Makerspace is half the battle. The second half is managing the supplies and ensuring students can be independent when using them in their work.

I will be sharing with you my management hacks that have been a game changer in my Kindergarten through 5th STEM classroom, which makes managing your Makerspace a lot of fun. Yes, the kids are very excited to build, but this system is so much fun, and the students get even more excited about this part of the Makerspace unit. I can't wait to share all these tips with you in this episode. 

Are you tired of running out of Makerspace supplies after one lesson with a class?

Are you wanting kids to be independent with their supplies but not sure how?

Or how can you add more of an element of math when implementing Makerspace supplies?

I totally get it. It can be a lot to manage with a small class of 25 or even all the kids in the school. 

Do you want to know my secret? It's having a Makerspace menu and money assistance!

In this episode, I will explain the steps you need to do before, during, and after the lesson using the Makerspace menu and money. This will answer all of those questions. And again, it is so much fun, and you're really going to love it too.

What to Do Before Teaching a Makerspace Lesson:

First, let's talk about what you'll need to do before teaching a Makerspace lesson and a little prep work before diving in. If you haven't already, make sure to listen to episode five, where I talk about how you can organize your Makerspace and gather materials for your space so that you are ready to go. This is a big part of ensuring you have enough materials.

Now when you're asking for donations, something that I like to ask for is grocery bags. You might already have a ton at home, making shopping for supplies much easier. Also, when in between classes, students will keep their supplies in these grocery bags along with their money, their plans, and the small things they have built. The grocery bags are going to go inside a big box. I like to use the IKEA fabric boxes.

The next time they come into your room, you just pull out the box, and everything will be right there for them. Of course, you're setting this up based on a lesson you want to teach using the Makerspace. I don't use this system for every single lesson. I didn't use the money system in my first Makerspace lesson, STEM survival camp – episode 4. I actually will only pull out the supplies that they need. So this is something that you probably want to work up to.

As you get started, it will take some trial and error, but again, you're setting this system up for success. You can use it for multiple grades and multiple times throughout the year.

About a week or month before the lesson starts, depending on your time, you want to print out all of the money and have those different denominations you want students to use. Now our money is all green in real life, but I like to print out the Makerspace money, the different denominations, in different colors. It's really helpful having those visual cues when students are counting things out.

When I'm counting things with them, we can easily see which money is what. It's almost like having Monopoly money in your room, but it's your Makerspace money, and they know it's fake, adding to the excitement.

Once I have printed and cut out all the money, I like to store all of the money in my bank, which is just those simple little photo boxes you can get at Michaels or Amazon. I have three: one for the $1, the $5, and the $10 bills. I pull those out when I'm ready and lock them up when I'm done. It’s just an easy way to have a bank account. I also would really love to have one of those waitressing aprons. I still haven't bought one, but that'd also be helpful.

You can have your bank out while walking around the classroom so students can pay you on the go. During these times, having a little apron could be helpful.

Next, set up a budget you want students to have when designing their project. I keep my budget around $25 to $35 per project. If students work alone, they will have a $25 budget. If they're working in a group of two or three, they must share the $25. So make that very clear with the kids. It can be a bit confusing initially but think about the budgets you want to make.

I like to pre-make their little wallets. Now again, nothing fancy. Just grab those little snack-sized Ziploc bags and make the wallets. You could also have an older student help you create these money wallets.

If you have the wallets created ahead of time, this will save you time the week of starting the Makerspace project and keep you from scrambling to put together money for your students. Also, in this setup project, edit your Makerspace menu based on the materials you have and want the students to use.

For certain projects, some kids might have specialty items. For example, during a first-grade project, they needed to have glow sticks to show their bioluminescent animals. I didn't want any other grades to shop for those things, so they were listed under specialty items for the first-grade class.

On your menu, you can have all the regular items from which all kids can shop. At the bottom of the menu, you could have a section discussing specialty items that only certain grade levels can buy. This is important because if you are planning your lessons with the standards, there are specific things that their projects may require.

I won't put specialty items in the regular Makerspace. I put the specialty items in a bin that I will pull out separately because they are special. Make sure you organize your supplies that way.

What to Do During a Makerspace Lesson

Now you are ready for the fun part.

How will you use this time with the Makerspace money and menu during the week?

Trust me, you're going to love this so much!

Of course, you have to have your project in mind. You're going to introduce the project to the students. We'll talk more about planning in other episodes.

Have the students build a background about the problem they’re trying to solve. They can research using different mediums, epic books, podcasts, videos, pictures, and books you have available in the classroom. 

Next, I will introduce the Makerspace menu. Even if we have used the Makerspace menu before, we will go over it again just to ensure we're clear on how to use it. I will talk to them about their budget, what supplies are on the menu, where supplies are located, what items are free, and which items are not available.

I include free items like paper, glue sticks, crayons, markers, and materials for cutting and designing. We'll talk about where everything is in the classroom so they know where to find it and how to use it.

Then they will ask any questions they may have. Part of that planning process is creating a thoughtful plan by drawing and labeling the design. The other part of the planning process is they need to create their shopping list.

The shopping list will help students think about how they want their project to look based on how much money they can spend. I use the same process for all my kids. I usually start this in Second grade, so second through fifth grade will use this system, and then I'll use a modified system for First and Kindergarten.

My students thoughtfully plan their designs and create their shopping lists. They have to write down all the items they would like to buy, how much of each item and how much it will cost. Then, on their paper, they're going to total up all those amounts and then write down how much money they might have left.

Once they have thought out their plan and shopping list, they must show them to me. You might have a better way of doing this, but this has worked well for me to make sure that there are some checks and balances in this system. This system ensures kids aren't just rushing into my Makerspace.

When taking things out, students will show me those things, and I'll give them some feedback. If they're missing things or not, I will always check their math right away. Once they come back with their supplies, we add up their items' costs.

Don't worry too much about the math; you can, but you’ll check what they're adding up anyway and even do more mental math with them. Once they're good to go, I tell my students, “yep, you have a great plan. Yes, you have enough money. Here is your shopping bag.”

Then the students will go into my Makerspace. Everything is at the students’ height and labeled with pictures and words. They will shop for all their supplies, put everything in their shopping bags and grab what they need.

Once they're done shopping, they will come back in line to wait their turn. I talk to my students about how real stores work, and you may have to wait your turn. I also remind them that they don't come and put things in my face.

Once they wait their turn, I'll take everything out of their bag. I make sure to have the Makerspace menu on the TV for them to view. If you use the same menu for the second through fifth graders, your students will start memorizing the prices, and there won't be a question about the costs.

I'll take everything out of their bags and then tell them their total. For example, I will tell a student, “you have two plates and a ball that cost five dollars and three dollars. So five plus three is…,” and I have them answer me. This allows us to work on a little bit of those fast facts and mental math.

Once they have added that up, they'll count their money and pay me. Then I'll put it in the cash register. They can always come back and shop for more items or make returns. While students are shopping, some kids may still be working on their plans, which is okay. This system differentiates itself and helps kids be independent and work on their needs.

It's really fun having this whole system in your classroom, where they feel like they're in charge of their projects. I am checking in with all of them to see and discuss their designs, which is exciting.

So the shopping part will take place at the end of day two. So let's say you have five days for this project; this will happen at the end of day two. Day three is the biggest shopping day, and kids might be returning a few things here and there on days four and five. Some kids might be purchasing a couple of things like a straw. That's why having a little apron helps.

There's this whole flow in the classroom. It's super exciting and energetic. The kids take charge as they get going with this project, and I’m not managing so much.

Students will always ask questions about returns. They will want to know if they can return something. I tell them yes, as long as the item can be reused.

For instance, if they bought a straw that has only been bent a little, it can be reused. But if they bought a straw and cut it into tiny pieces, they can’t get their money back. I also don't let them get their money back for tape or hot glue gun use unless they didn't use it. I don't give them their money back even if they use a little bit. But for most things, they can have their money back.

Tape and the hot glue gun are expensive items that they can purchase. They can have the option of buying a little bit of tape for $5. I don't think they actually can buy a little bit of hot glue gun. They can buy a small amount of tape for five dollars, unlimited use of tape for ten dollars, or unlimited use of the hot glue gun for $10. That's about half of their budget.

The kids are so funny! Some will not want to spend anything and only use free items. Nothing happens if they don’t spend their money. I could have an incentive, and some kids spend it all right away.

What's awesome about this process is when kids are in that planning stage. They will start bringing stuff from home as they build and want more things. I don't ask them to bring things from home. They don't have to since I have plenty of materials unless we need more grocery bags.

Some kids will even think about how they can use their breakfast trays. I had some girls who wanted a specific size bucket for their design, so they decided to use the bowls they used for breakfast that morning. They rinsed out their cereal bowl at the end of breakfast at school and brought it to class for their project. Your students may even get creative with the trash and recyclables they're using already.

What to Do After a Makerspace Lesson

On the last day of the lesson, make sure you leave enough time for kids to clean up all of their materials. That is part of taking care of the space and the whole process of the Makerspace menu. Give them about 10 minutes to put back any supplies they didn't use, return any money they didn't use, and any projects they don't want to keep.

They can take apart the unused projects and put back items that can be reused. Again, some kids will bring things from home, and they'll let me keep the rest, which is awesome because I'm restocked for the next group of kids. Having the students clean at the end must be added to the system. Don't say, “Okay, good job, you're done. Bye,” and your room is a disaster.

Part of the Makerspace experience is cleaning up. I tell my students, “I don't care if you make a mess, but I care if you don't clean it up.”

Conclusion

I know this sounds like a lot, so I wanted to make this setup even easier for you. I have made you a Makerspace bundle for getting started that comes with the Makerspace menu and money that I just shared with you about.

The bundle includes 180 plus supply labels with words, pictures, and different colors to match your classroom theme. The Makerspace bundle also consists of an editable donation letter, anchor charts, and getting started lessons. This will all be linked in the show notes, or you can grab it using this link Naomi meredith.com/tptMakerspacebundle.

Thank you so much for joining me today! I can't wait to hear how this system works in your classroom.

makerspace-in-the-classroom
makerspace-in-the-classroom

makerspace-in-the-classroom

makerspace-in-the-classroom

Related Episodes/Blog Posts:

STEM Favorites that You’ll Enjoy: 

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!