Tag: stem classroom

Essential Google Tools to Improve STEAM Instruction [ep.102]

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Episode Summary

Google tools have helped me so much in my teaching journey. They have helped me streamline my workflow and create more consistency for my students. The audio for today’s episode is from an online summit where I did a presentation on Google tools to improve STEAM instruction. In this episode, I am sharing four of my favorite Google tools and sharing some fun and engaging ways you can incorporate them into your classroom.

In this episode, you’ll learn:

4 Google tools to improve your STEAM instruction
An overview of each Google tool
Tips and strategies for incorporating these Google tools into your STEAM classroom

Resources Mentioned:

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Grab the video, presentation slides, and other resources for this episode here: naomimeredith.com/pdreplay

Episode Transcript:

Naomi Meredith [00:00:00]:

The first time I ever used Google tools was when I left my second-grade teaching position across town and started teaching third-grade in a new district. I was so confused by these tools, and I absolutely hated them. I'm actually a pretty techie person, but I didn't understand them at all. But I did give them a chance, and I am so glad that I did that. I fell in love with all things Google and how they help me streamline my workflow and help me be more productive. In fact, I am still using Google tools to help my teaching instruction and also for a whole lot of parts for producing this podcast. While the audio from this episode has never been heard, been heard, been heard, been heard, been heard, been heard, been heard, been heard, been heard, for on this podcast. This is a presentation I did in the past online summit. One sad trend that I have seen since teaching during COVID is that a lot of online tools are being ignored.

Naomi Meredith [00:01:00]:

In a lot of ways, I've seen tools being used less than they were before COVID even happened. I get that using technology can be overwhelming to introduce to the students. I hundred percent get it. I did it all day with a hundred and 50 kids a day, k through 5, whether or not their classroom teacher was integrating tools. It can be really, really frustrating. However, we owe it to our students to help them be problem solvers and creators with technology. I know that the tools are going to change over time, and I even tell my students this. But the more practice they have with resources in meaningful ways, the less stressful it is to try new technology in the future.

Naomi Meredith [00:01:46]:

In this session, I'll be sharing with you 4 examples of Google tools and how they can enhance your stem or steam teaching to help you rethink these resources as a teacher. Hey there, and welcome to this session, the essential Google tools to improve your STEAM instruction and make it easier on YouTube. I am your presenter, Naomi Meredith, and this session is geared towards elementary teachers of all levels k through 5 STEM and STEM teachers, library teachers, and homeschool parents. If you would like to use more Google tools in your classroom, and you don't necessarily have to have a Google account for all of these that I'm gonna talk about, then this session is perfect for you.

Naomi Meredith [00:02:59]:

As I said, I am Naomi Meredith. I am a former classroom teacher turned current k through 5 STEM teacher and coach, and I have over a decade of experience teaching in the classroom along with a master's degree in STEM leadership. My goal inside of the classroom and out side of it is to help teachers like you navigate STEM and technology in the K35 classroom. I am also the host of the new podcast, The Elementary STEM Coach podcast. So make sure to go and check that out on your favorite podcasting platform, and also run my website, neomy marinates dot com. You can see in the picture my cute little family and that little guy with the big ears, not my fiance, that little brown guy is Frederick, and he is a 10 pound little doggy full of tons of love. So if you follow me on Instagram, you probably will see him all the time. He is my 10 pound shadow.

Naomi Meredith [00:03:50]:

You're going to see this link in the corner of every slide in this presentation, but I've put together a free resource free guide for you to use. And there is also a worksheet included in this summit that you can follow along. It's I also put the same worksheet within this PDF for you. There are some tips and tricks in there to help you keep track of all of your learning and ideas that you wanna apply after this session. So you can grab the add naomimeredith.com/steamgoogletools. We're gonna talk about 4 different Google tools today. Some of you may have heard of them but haven't thought of how to use them in your STEAM or STEM space, and some might be completely new to you.

Naomi Meredith [00:04:30]:

So for each tool, we're gonna talk about what the tool is, just a brief introduction, why you should use that tool, and how you could use it in your steam space. So some example lessons that you could try out. The first one is Google Jamboard. Now this is a newer Google tool, and this is so amazing. And I wish that they created this a long time ago. Google Jamboard is awesome. It has all of these slides, and it's very similar to a tablet. If you've used a tablet in the past, it's almost like having a giant whiteboard that you can add sticky notes on top of it.

Naomi Meredith [00:05:05]:

What's really great about Google Jamboard is that you can add different elements on top. It uses a lot of the same Google tools, and it is a very interactive experience for you. To get Jamboard, it's within all of your Google tools. So once you log into the Google app as a teacher, you can create a new Jamboard just as if you were creating a Google Doc or Google Slides. It looks like this. It's a giant whiteboard and has all of the limited tools on the side. And, again, it is really easy to share with students. So if you change the share settings just like you do with the other Google tools so anyone with the link can edit, you could make a QR code and share the link with students that way so they don't have to log in to their Google account to respond.

Naomi Meredith [00:05:48]:

You could also share the link with students in a platform like Google Classroom, so you saw whatever LMS you actually use. And that way, it is easy to get access to. One little quick tip. This is not a Google tool, but you're gonna thank me for it later. It is called classroom screen, also a free tool, not Google related, as I said, but you can actually create a QR code on there and use other widgets on your screen. Super helpful tool. So as you can see, it's a really easy to use platform, and students can interact in a variety of ways and have simple response tools. This is a great chance to give students a voice to respond and reflect on a variety of different questions and prompts that you may have for them.

Naomi Meredith [00:06:31]:

You can also save the responses and refer back to them later. So this is helpful if you have a slide deck for each grade level, for each project, and you can compare and contrast responses. At the very top, you can even add more slides. So this is really great. You can go back to the responses later. When you want to use Jamboard in STEAM, here are some ways that you could integrate this into your lesson. First, you can use Jamboard as a connection piece. Maybe you set up questions beforehand, and have them listed on the Jamboard.

Naomi Meredith [00:07:02]:

You can even change the background. So if you don't want students to delete things, you can create an image separate from Jamboard. Save it as the background so it's not movable. But you could have a stem warm-up for the day. It could be a question of the day related to the content they're gonna learn about. STEM topics that are happening around the world, like current events, or even just random questions that you want to get to know students. This would be great for all classes, especially if you teach multiple classes in a day. It's really hard to get to know kids.

Naomi Meredith [00:07:32]:

And see all those unique things about them. So this could be a really cool way as students come in. They answer the question, you talk about the responses, and then move on with the lesson. You can also use Jamboard as a Wonderwall. This goes back to the similar concept with real paper and real sticky notes by your digitizing this, this could be a way where you can assess students about prior knowledge about a topic. So maybe you have the topic as what you're gonna learn about for your STEM project. Maybe you're going to learn about ways to help the environment, and then students can write questions, wondering about things that they know. And they could add all those little digital sticky notes.

Naomi Meredith [00:08:11]:

And this is a great way to assess what they know, what they don't know, and the direction you might wanna take the lesson. If they need more support or not. So this would be a cool way to keep progress in starting off the lesson. You can also use Jamboard as a way for students to share at the end or during a project. Students could take pictures of their final work, so you saw that there's an add image button. They could add images that are already saved in their Google Drive. They could take fresh pictures, and this would be really cool to have a final collage that you could share with the class. If you wanted to, you could even present the collage of students' work at a back-to-school night or an open house opportunity, a STEM night. And these are all pictures from the student's perspective.

Naomi Meredith [00:08:55]:

You can also have students share a strategy that worked well with them during the project and also help others keep going throughout the week. So maybe before students clean up for the day, they add a quick little group sticky note or response on there. What work went well for you? What do you need to keep going? What questions do you have? And then, you could discuss this at the end of class or the beginning of the next day, so this will give strategies for students to keep going on their projects. Again, you can use this even more as a reflection tool, so I like to use the same questions for every STEM challenge throughout the year. So students are used to the questions, but their responses are going to change because the projects are so different. The questions I like to use are I am proud of If I were to try this challenge again, I would change, and then something that was challenging for them. No matter what, there's always gonna something challenging, so it's good to reflect on those things. So having those same questions every time, students could put that on a jam board.

Naomi Meredith [00:09:55]:

Maybe even each group has a slide on the GM board, and they reflect that way or each student. So it's just a cool way to keep things organized and have the experience be interactive where every student gets a voice, it's easy to share, and the tools are easy to use as well. The second tool that you definitely want to use in your STEM or STEAM place is Internet Awesome. Now I might also go call this Google Interland. It's the same thing. The technical term by Google is Internet Awesome. And this is a free digital citizenship curriculum developed by Google. Available for upper elementary and even a little bit of middle school.

Naomi Meredith [00:10:35]:

Why would you want to use this? It is so much fun, and the kids beg for Google and Interland all the time. So we're gonna talk about when you could use this. So it definitely engages the older students in tough digital citizenship conversations. It can also integrate well with the common sense media curriculum. I do use a combination of both because I feel like both have very important messages for students and ways to talk about those things. And it also gives that sense of gamification. As you can see on the screen, there is a game for every major lesson that students can apply their learning. And so it really makes a hard topic more fun and interactive.

Naomi Meredith [00:11:18]:

There are also digital resources for lessons. This is a fairly new feature of the Internet Awesome. It integrates Pear Deck. So Pear Deck is a Google extension with Google slides where students can interact with the slides. So this curriculum actually has the slides already created for you. You can edit them for your needs, so make a copy and edit them in Google Slides. And then, if you add in that extension with Pear Deck, Pear Deck is a freemium. So there are free tools and then premium tools.

Naomi Meredith [00:11:49]:

So once students add in that code, they can interact with the slides and respond that way. So I'm not gonna go too much into Paratek in this presentation. Pear Deck is a cool Google tool. Definitely write that down if you haven't heard of it. It's a great interactive piece as well. I actually used this Be Internet Awesome curriculum when we rent remote in the fall of 2020. Spring 20 20 was so different. But in the fall of 2020, I used this. And I didn't feel like I lost it in learning because I knew I was gonna use this in my STEM classroom anyway, and we had access to the resources as soon as we were able to respond and be reflective.

Naomi Meredith [00:12:25]:

There is a lot to this curriculum, so I would suggest picking 1 topic. For that grade level and then carry it into the next year. You don't have to do it all at once. Now if you're a classroom teacher, you could use this as your whole curriculum for the whole year. Digital citizenship isn't just a one-month, one-day thing. It's part of our real world, part of being a good citizen online. It is needed starting in kindergarten for sure. So definitely use this as a tool to help with those conversations.

Naomi Meredith [00:12:57]:

Here's how you can use it to enhance your steam instruction. Again, you are promoting digital citizenship, which is needed all year, and it's those home resources are really helpful, too, especially with how to communicate with parents. As teachers, especially, we see why digital citizenship is important for our students within the classroom outside of the classroom and how technology is used for academic and fun purposes. There is a purpose for both, but we just need to have that good digital citizenship all year. Sometimes parents don't always know how to have those conversations with students or what may or may not be a problem. So this is a great stepping stone into those resources to share. You can also use Google Interland as an academic behavior incentive. Maybe you have a technology-free day that your class is trying to earn.

Naomi Meredith [00:13:46]:

So this is a cool option to add in there for kids. This is way better than the cool math games, and we all know cool math games are not really math, and kids will sneakily play that. So If they're gonna play a game, how about they work on their digital citizenship? This is also a good way if you need last-minute sub plans. I am not a huge proponent of having kids just sitting on the computer and doing nothing. However, if you need something last minute, it is something productive for them to work on. And kids really love playing it. And then, of course, we could have this as an early finisher. You could add this to a digital choice board. This is something that I will do for the second of the year.

Naomi Meredith [00:14:25]:

Some of the teachers actually use my digital choice board as just an extension of their homework if that's something they wanna work on at home. You could even have Interland be a station rotation if you don't have a lot of devices in your classroom. Maybe you have a few set up in a station, and students can choose to go to that 1. So there's a lot of possibilities of using it once you've used those core lessons and taught through that just to help them keep learning and applying the lessons. You can use this throughout the year. The third tool out of the 4 is Google Drawings. I feel like Google Drawings doesn't get enough attention that it deserves. In fact, this is way better to start kids off instead of starting with Google Slides, which we will talk about Google Slides. But it's really great because it has all of the same tools that Google Slides does, but it is way less overwhelming.

Naomi Meredith [00:15:19]:

The way that I like to think about Google Drawings, it's like having a sheet of paper. So you have 1 slide, 1 sheet of paper to worry about. You can change the size of the Google drawings. So if you know you're not going to print it out, you can even make it a square so that students have more room on the side to create with. You can even change the size 2 a sheet of paper that will get printed out. If you know, that's going to be an option as well. Again, it still practices the same tools as Google Slides, but students are going to get lost resolving the pages. If your students don't have a lot of experience using Google tools, I recommend starting with Google Slides or Google Docs first.

Naomi Meredith [00:16:00]:

Google Docs isn't as much creation. It's more of that text editing. But if you want students to be creating more, definitely start them in Google Google Drawings first because they get familiar with how the tools work and how to use them. What's really great too, and this will help with some of the examples and projects, is that you can create PNG. So that's an image file type that can be downloaded with a transparent background. You can actually do that in slides also, but this is a quick way if you need to create something that doesn't have a background. You wanna layer it and, on top of something, create it in Google Drives. Now thinking about how to use this in your stem classroom, There is that vocabulary development. You can use the drawing tool, and I don't think it'll play from the beginning on this slide, But you can actually use the drawing tool.

Naomi Meredith [00:16:51]:

At the top, there's, like, the different pens, and there's 1 that's like a polyglot polygon, like a tracing type of pen. Students can actually trace images that they insert into the slides and help them understand where different parts of things are. I went to a session, and there was a session about Google and all of the updates. At a conference recently. And this lady, when she was a teacher, actually would trace maps and end up having students trace maps. And was able to create little PNG images that could be used for different things. So then eventually, she had students trace the maps digitally. They were talking about the place and understanding what it looks like, and this actually helped with their geography skills. I'm even thinking about how you could use this for labeling different parts of students might have an image of the life cycle of a butterfly, and maybe they have to trace part, and this can help them with that vocabulary development and also create a digital image and help them be successful with digital drawing, which some students actually might really enjoy.

Naomi Meredith [00:17:54]:

Can also have students create an infographic, and so this could help them synthesize information about a topic that they're researching, which later they can use that information to help them with their project. Maybe they make an infographic about the topic. You print it and then work with a makey makey, which is a little tool that looks little, but it does a lot. A little tool that has clips that you can connect to things. And then, when you touch a clip or when it's touching something connective, it will then perform the task that's coded on the computer. So there is some coding. So you could have them make an infographic that's interactive. So when it's clipped to different parts, when you touch a clip, then it's going to say something of the computer about that piece.

Naomi Meredith [00:18:38]:

You can also have students create video graphics that they could layer within their videos. So maybe they're creating backgrounds for a green screen. So if they're designing something for your school-wide news, maybe they are doing a little project. Maybe one group is in charge of creating the backgrounds within Google Drawings. You can download that and then insert that into the video. Maybe they want to create characters for a stop motion video, and they create the characters within Google Drawings, download them as a PNG so everything excludes together without a background, and then they can create a Google Slides stop motion animation. I've also used Google Drawings in a way for how I can use I have 2 cricket machines. Crickets are those, and I might be saying it wrong. But crickets are those machines that cut out things with l razors, so it reads the image off the computer, and then it cuts it onto paper or sticker paper.

Naomi Meredith [00:19:32]:

I have 2 of those in my classroom since I think it's a cheaper way to go for that type of 2 d cutting. So I've had student students create images for their design using Google Drawings, then I was able to download them as a PNG and insert it into the cricket platform. And then cut it from there. This is a lot easier to do because cricket isn't really known for being made for the classroom setting. So that way, I didn't have to create an account for every single student. We already have Google accounts for the kids. They could easily share their image with me within Google Forms. And then choose the color they wanted.

Naomi Meredith [00:20:11]:

So we did this for digital citizenship. So on the left, you can see some of the final designs that were cut on sticker paper. And our goal was to create an actual one, and we used Google Interland for part of this lesson to build the background. So they had to create a sticker that could be 1 to keep and 1 to give away, so cut out 2 for them that talked about the digital citizenship lessons throughout the week. So we really talked about how to layer designs, how to use thick and chunky fonts, and how to create something that would make sense that could be cut out. So there was a lot of layering involved, and so their digital stickers look exactly like they would when it's cut out, which was really important to think about the future and how their project would actually work. And the last tried and true favorite, which you probably already used, but here's how you can use it in your theme space, is Google Slides. So this, I feel like, is more advanced for students once they have more experience using some of the Google tools.

Naomi Meredith [00:21:13]:

They could definitely get live within slides, but it is so powerful and definitely needed in a STEM space. So why would you wanna use this? Well, it's definitely great for long-term projects. You can have students work on specific slides for the day. So let's say you send out a whole engineering design process notebook that they will be using throughout the week. You might have specific slides that they're going to work on instead of printing everything out. Now when you're thinking about creating your slides, add those movable pieces to make it more interactive. How can you make this even better than paper? You see, here I have QR codes that students can watch videos. They are connected to YouTube.

Naomi Meredith [00:21:52]:

Sadly, in my district, YouTube is blocked for elementary, so I can actually watch it as a teacher. So I'll play the video, and then they'll respond. But think about how you can make it more interactive. Can you add audio? Yes. You can add audio to Google Slides. I'm gonna link in that resource for you actually how I create audio and add that to a Google Slide. You can also embed videos.

Naomi Meredith [00:22:18]:

Maybe it is YouTube if your school doesn't have it blocked. Maybe you create a video using Screencastify and embed that video as well. So make it more interactive how can your slides do more than a piece of paper? Likewise, students can make their slides more interactive too. They can insert their photos throughout a project, so maybe when they have the planning section, when they go to the planning side, you have them draw on a piece of paper. Then take a picture of their design and put it on there so they always have their plan. Maybe you have them take a video and insert that on their slide where they talk about what their work looks like. Maybe they add a photo.

Naomi Meredith [00:22:56]:

This is really great too when students are working in groups who really wanna encourage collaboration, but they have a chance to keep their project by way of photos. Some kids actually don't even like keeping their projects, especially if they're made out of cardboard. They're not huge fans. So that way, they can document their work, and then they can't get rid of it or take it apart or have someone else in the group take it. And again, when you think of Google Slides since there are more advanced features compared to other Google tools, students are continuously working on those digital skills and ways that they can showcase their work. So when thinking about using this in your room, again, this is a great way to have a digital notebook that can do even more than a piece of paper. I teach over 500 kids in the course of a month, So this is definitely my go-to. Once I have my slides set up for the week, they have that digital notebook.

Naomi Meredith [00:23:45]:

I might send them other resources along the way that I forgot to include. But this is really helpful for them. We also talked about Paratek. So Paratek is an extension that you can add on. Oh, sorry. It's not an extension. It's an add-on that you can add within Google Slides. So that can make those slides more interactive, definitely check out Pear Deck. They have templates already set up for you, and they have a ton of different stem ones as well.

Naomi Meredith [00:24:10]:

So that's a great resource to have in your toolbox. You can also have students create stop-motion animations using Google Slides. There are a ton of free resources and things on YouTube out there to help you get started. And then you could also have Google Slides in the stem space via digital portfolio. So after I have a blank digital portfolio document. So or your slides or maybe something that's a template that you share with them at the beginning of the year, and they could keep adding on. So maybe after each project, students can take pictures, and add to their experience. Maybe they even have 1 slide per project, and this would be really cool for students to share at the end of the year with their families.

Naomi Meredith [00:24:49]:

Or even at parent-teacher conferences to help that parent communication. A lot of kids really thrive doing these STEM projects. This would be a cool way to document throughout the year. So again, if you haven't already grabbed it and you haven't noticed the link at the bottom, you can grab this resource, where you it'll keep track of things for you and have some fun goodies in for you. Thank you so much again for coming today. Please reach out to me if you have any questions or concerns. I have my email contact Naomi Meredith at Gmail dot com. Check me out on my website, Naomi Meredith dot com, Instagram at Naomi Meredith underscore. It's also the same for Twitter and 10 talked.

Naomi Meredith [00:25:26]:

I use Instagram a bit more. And then my TPT shop, Naomi Meredith. And then I didn't put it up here, but like I said, go and check out my podcast. It's pretty new, so super exciting, The Elementary STEM Coach podcast. Thank you so much again, and I hope to hear from you soon. Good luck with all your Google tools. This presentation had a ton of visuals, and I bet you are dying to see all of the examples and handouts. You can grab the video recording of this episode, the video slides I reference throughout, student examples, and bonuses for only 5 dollars.

Naomi Meredith [00:26:02]:

That's less than a fancy coffee drink. This will all be linked in the show notes, and you can check it all out here at naomimeredith.com/PDreplay.

Related Episodes/Blog Posts:

Connect with Naomi Meredith:

Check out more inspiration on her website: naomimeredith.com
Connect with her on Instagram: @naomimeredith_
Watch this episode on her YouTube Channel: Naomi Meredith
Join the Facebook Group, The Elementary STEM Coach Community | Technology & STEM for K-6 Teachers

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!

3 Ways to Get Free Materials for STEM Projects [ep.78]

Check out the full episode on 3 Ways to Get Free Materials for STEM Projects:

Subscribe to the podcast HERE on your favorite podcasting platform.

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

Episode Summary

Struggling to gather STEM supplies for our classroom seems to be a common theme for STEM teachers. There are many ways to gather materials creatively and for free. In today’s episode, I share three ways to get free materials for STEM projects.

In this episode, you’ll learn:

3 methods for getting free materials for STEM projects
Tips for successfully using these methods to gather materials for your STEM classroom
Examples of how I used these methods to get free materials

Resources Mentioned:

Episode Transcript:

Naomi Meredith 00:00

Many of us struggle to gather STEM supplies for our classroom and really any type of supplies as a teacher, let's be honest. However, there are a variety of ways to gather materials creatively and for free. In this episode, I'll be sharing with you three ways to get free materials for your STEM projects.

Naomi Meredith 00:53

Before we jump in, I wanted to give a special shout-out to my newest members of the STEM teacher bookshelf membership. Shout out to Audra R., Susan E., Laurie D., Julianna S., Georgia L., Tracy Y., Janessa D, Amy R., Jackie B., Megan B., Kandi S., Jackie M., Stacia A., Kelly H., Beth S., and Jacqueline F. I am so excited that you are all in this community with me and it is growing, and I love adding your name to my little bookshelf image. This is a community where we talk about STEM professional books and STEM topics that are important to you, have that space to connect with one another, and a live monthly Zoom call and, of course, opportunities to win the next month's book. It's only nine bucks a month. You can have your name read out loud and your name put on the bookshelf. You can join at naomimeredith.com/stemteacherbookshelf, and if you are part of the first 50 teachers in this membership, there are a few spots left, then I will send you a handwritten note in the mail along with a special, exclusive STEM teacher bookshelf sticker. So I'd love to see you in there.

Naomi Meredith 02:13

Now for this episode, when we are talking about free STEM supplies. They don't call me a maxxinista for nothing. I am known for being someone to shop on a budget, and these are all strategies to get things for free. Some will actually have a cost to them, but I'm all about it. I graduated with both of my degrees, my undergrad and my graduate degree, 100% debt free. So I paid my way through college both times, so I have never had any student debt. I'm all about saving money and finding good deals when it is possible, especially if they are good deals that are free. So let's jump into these three ways that are definitely actionable that you can start tomorrow. If you are unsure of what you should actually be collecting for your classroom, and you might not get it all in the first year, but what should you be looking for, I've created a free spreadsheet inventory, which is actually based on my classroom. You can grab that naomimeredith.com/classroominventorylist. Of course, it'll all be linked in the show notes.

Naomi Meredith 03:21

The first way that you can get free STEM supplies for your classroom is through outside donations. Now I have some creative ways for you to do this, so it's not your typical ask, and you shall receive blah, blah, blah, but actual creative ways. I feel like the more creative you get when it comes to asking for donations people haven't heard about it before, and they are probably more apt to tune in and donate rather than the typical giving tree and all that. That's super cool too. When you hang up something, people grab something as well. I talked about that, actually, in my Back to School Night episode. But here are some other creative ways to gather supplies. First, you could do a one-grade level at a time, asking if it's specific things that you are looking for in a project. I've explained this over the course of this podcast a lot. But my role teaching K through Five STEM has been very unique. There was a point where with our budgeting, I was able to co-teach with the classroom teachers in my building to help them implement STEM and innovation in their classrooms. I did a really cool project with first grade one year during the springtime, and we were talking about insects. So that was something that they were studying in their classrooms. I wanted to help them with this project, so we came up with them building their own insect and adding in all of the elements that they talked about that insects have. We did this by using Makerspace supplies. Now we know these consumable products that can run out very quickly, and especially if you're creating an insect, you want some things that are pretty colorful, and there actually is a reason why they have all of these colors. So we reached out to the parents of just first grade with a very targeted list of things that would work really well for this project, such as pipe cleaners, tissue, paper, toilet paper rolls, googly eyes, pom poms, and a lot of these things people had laying around in their homes. What I took upon myself is that I actually organized all of the supplies. I love using those pop-up fabric cubes, you can get the ones at IKEA that are really large or get the smaller ones. I have some green ones, actually a set of 24 that I use for all sorts of things. They were actually intended to be small green screens. But then, when I'm done with that project, I actually use them for other things. Anyway, I use those to organize all the materials. Then when I was co-teaching with students, they would come into my space when it was their time. Then we would do the lesson together. Now what was another great benefit of this is that all the extra supplies the classroom teachers didn't have room for, they let me keep it and put it back into my Makerspace, which was awesome and didn't cost anything.

Naomi Meredith 06:06

Another quick and easy way is to have a donation box in high-traffic areas. When it comes to families entering your building, you could post a letter of typical things that you wouldn't mind seeing all year, and parents can donate to this box. This has been highly successful. I've got just the most random things in this box. I will collect all of it. Some of it, I will recycle. If it's too big, you know, my feelings about projects that are too big, they take too long, too many materials. But anyway, I will collect these items. And it's just so helpful to get these things year-round. I do have a donation letter template that is 100% editable, besides the cute little pictures. But all the content is editable for you, which you can get linked in the show notes and in my TPT shop. Back in episode 76, I talked to Jennifer Mahin, and she gave some awesome tips when it came to grant writing. Now when we were done recording, we were still talking off the air, and she actually had two tips that she said were okay if I shared, and I said I would give her credit because these are really good ways to get donations for your STEM classroom. The first one that she mentioned is posting any specific donations that you are needing on your school's social media pages, such as a Facebook page or Instagram. Maybe your school has a school-wide PTO or text messaging system, that could be another way that you could reach out to families. Again, this could just be things that they have sitting around, and they're not quite sure what to do with. Another cool idea that Jennifer mentioned is around the springtime, you typically are creating those classrooms supply lists for all of the grade levels. So if possible, try to see if you can add a couple of items to each of the lists and have different ones per grade level. So it could just be a small donation, and it would just make a huge difference. So maybe something like batteries, maybe rechargeable or not. If you have specific items that still use batteries, playdough, and maybe magnets, kind of thinking about those things, they're a little bit pricey, but not too much of a cost. Even if they donated one or two, think about if every kid brought one in that would make a huge difference in your space. So I thought those are some really creative and interesting ideas to get donations from outside sources and into your classroom. This one is kind of out of your control, but in a way, it kind of is in your control when it comes to donations. It's all about creating partnerships with the parents. So, especially if you're a specials teacher, it is hard to connect with the parents and have them get to know you. So just try to get involved in different ways that you can. Hosting after-school clubs is a great way to do this. But I randomly will get parent emails asking me if I would be interested in specific items that are not Makerspace related. I've been donated Snap Circuits that somebody has grown out of Duplo blocks, which are those larger LEGO bricks that a family didn't want, colored Dominoes, marbles, and just really random stuff that I can definitely use, which has been so amazing. So again, a little bit out of your control, but those are like hidden gems. Those are awesome when that happens to you.

Naomi Meredith 09:17

Another way to gather free supplies for your classroom is to have a donation box in your teacher's lounge and make this donation very specific. I'm doing a project with our art teacher. It's a collaborative art project where the students are going to build something in art, and then when they come to me in STEM where we're going to do the electronic components. Now this is a new lesson for me that I have never done. That's all I really going to share because I don't know what is going to happen next. I actually have to learn the technology myself. But we need a lot of thin cardboard, like cereal box cardboard, so we put a donation box in the teachers' lounge next to the microwave. So when teachers are opening up their microwave meals that are Oh So Delicious, then they can put the cardboard in there, and then we can use it for our projects. So just a quick and easy way. They're gonna throw it away anyway, but we can give it new life in our project. You could do this for other things like K-cups, the coffee cups, and maybe some bubble wrap when people get orders in. So just think of typical things that are in your building already that end up in the trash or recycling. But you can have one little hub in the teachers' lounge to gather those things. Likewise, the spring and back-to-school time is an awesome way to go garage saleing in your own building. When you're thinking about the new curriculum that is being developed, or if those storage spaces need to be cleaned out and there are things that teachers don't want anymore. Put out a radar in teachers' minds that you are happy to collect all of those things for your STEM classroom. So you need science, technology, engineering, and math items. I have gotten so many things this way: unifix cubes, balances for measuring, and rulers. I got a huge bucket of wooden blocks one time dropped off at my door. So I'm always looking for these items, those non-consumable things. Again, it might be too old, or they have just duplicates in their classroom, they just want the newer version that was sent to them in the curriculum, and they don't have places to store the older stuff. Well, this is a great chance for you to take it upon yourself. I have a guest coming out sometime soon on this podcast, and she did this exact thing and had a cute story about this. So definitely a good way to get some free stuff. Another quick and easy way is just to send out a staff email. If you have an upcoming project and you need something specific, send out an email and see what people say. When I'm doing projects where students are building things and when they're saving their work over time, I like them to save their work in grocery bags because everything fits inside and they can tie the top. So certain times during the year, I just send out an email blast, and people will bring in grocery bags for a week or two. It's just super helpful and, again, gets it off of their hands. It's another great way to get free stuff.

Naomi Meredith 12:03

The last way to get free stuff for your classroom, and this isn't always just Makerspace supplies, is writing grants. There are two past episodes that I've had before this one that you definitely should check out when it comes to grant writing. One is from Jennifer Mahin, to talk about the tips and tricks when writing grants. She's been very successful with that. Also, if you're a little bit more nervous, check out the one from DonorsChoose. They lay things out super, super easy, and they even handle all the purchasing for you. I know that they have a spring incentive coming up. So this is a really good time to try it out. I know that it's scary and it is a little bit of extra work, but you do get better with it over time. But again, this is a really cool opportunity. You're going to feel so proud of yourself when you do get a grant funded. There are times, as I've talked about you do need higher-level products to do higher-level things. Yes, you can do Makerspace all year, there is nothing wrong with that, if that is the class you teach, hey, that's awesome. But if you're thinking about adding in more variety, or you're just seeing that your kids are stagnant or need more engagement, having some of those higher-level things that can be reused for multiple grade levels is definitely worth checking out. So check out any local grants in your area. Any national grant or statewide grants DonorsChoose, again, is another great place to check this out. But try writing a grant and make that your goal at the end of this school year or going into the next school year when you're thinking about summer planning. Set a goal for yourself that you want to write three grants, and hopefully, one of the three can get funded. So definitely try it out. Everything new is hard at first, and, like I tell my students, it's definitely worth your time.

Naomi Meredith 13:49

As a recap, here are three ways to get free materials for your STEM projects. First, check out different ways to get outside donations. Next, get creative with those in-school donations. And third, make it a goal to try out some grant writing. If you want to dive in more when it comes to gathering materials. And when it comes to grant writing, which will be something new, I will add in the upcoming future. Definitely join me in my STEM teacher 101 course, this is a section to get you started for the school year. So if you're thinking about going into the summer, this is definitely something great for you to jump in. And I do have a private podcast for this course. So you can actually listen to all of the modules on the go. You will get forever updates and all of the things inside of there. So definitely jump on in you can get some credit when it comes to professional development, credit, and definitely all the help that you need to set up a good foundation for your STEM space. Thank you so much for listening, and I will chat with you in the next episode.

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More About your host, Naomi Meredith

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!

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STEM Grant Ideas for Teachers with Jennifer Mahin [ep.76]

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Episode Summary

For many of us, when we first enter the elementary STEM space, we are tasked with doing innovative activities with our students, but we are given zero curriculum or zero budget to do so.

In today’s episode, I interview Jennifer Mahin, who has received over $32,000 in grants to buy supplies for her STEM space. Jennifer started out like all of us, with zero curriculum and no budget. In this episode, she shares STEM grant ideas that she has implemented to receive funding. She provides great tips for successfully getting grants and encouragement for those times grants are denied.

In this episode, you’ll learn:

Jennifer’s journey to becoming a STEM teacher
How she got started with writing grants
STEM grant ideas to help you get started with writing grants for your STEM classroom
Tips and tricks for writing good grants

Meet Jennifer Mahin:

Jennifer Mahin is a K-5 STEM teacher and technology integration specialist at East Elementary School in Belleville, KS. Jennifer is an MIE Expert, a Flip Trainer, a Pear Deck Coach, and an Ozobot certified educator. Jennifer is a blogger who is passionate about rural education and the importance of STEM and CS in the K-5 classroom.

Connect with Jennifer:

Resources Mentioned:

Episode Transcript:

Naomi Meredith 00:00

There's something that I find super interesting in the elementary STEM space. Oftentimes, we are given these amazing spaces and we are tasked to do amazing and innovative things with our students. But we are given zero curriculum and zero budget to do so. Don't get me wrong, you can do a lot of awesome stuff with recyclable materials, but you definitely want to level up when it comes to those amazing resources that we want our kids to get their hands on. I know that you are feeling it too. A little while back, over 70 of you filled out my podcast survey. Thank you so much for doing that. I got a lot of great insight as to what you're feeling right now and what you're needing, and to help me plan future episodes just like this one. There was a common theme when it comes to gathering materials in your space, and how this is definitely a struggle for you. Some of you even said that there is an issue with the budget, gathering materials, planning activities that won't break the bank, and very little resources and materials. I completely understand and that's why you are definitely going to love today's expert, Jennifer Mahin. We have been chatting over the years over on Instagram, and I noticed that she was getting a lot of awesome supplies through grant writing. In fact, over the years, she has gotten funded over $32,000 worth of supplies, and combined grant writing to build up the space for her students. Yes, you heard that right, $32,000, not all at once, but just a bunch over time. She was a lot like you. She was given a brand new classroom with zero curriculum and zero tools to do these amazing things in STEM, so she took it upon herself to do all of this awesome grant writing. Jennifer Mahin is a K through five STEM teacher and technology integration specialist at East Elementary School in Kansas. Jennifer is a MIE expert, a flip trainer, a Pear Deck Coach and an Ozobots certified educator. Jennifer is also a blogger who's passionate about rural education and the importance of STEM and computer science in the K through five classroom. You're going to get a lot of information in this episode when it comes to gathering materials for your space, and some tips and tricks when it comes to grant writing. I hope after today's episodes that you feel inspired and that you can start writing grants for your space, so that you can gather those awesome supplies that you know that you want your students to get their hands on, and really have them be a 22nd century learner. I can't wait for you to listen.

Naomi Meredith 02:54

Thank you so much, Jennifer, for being here. Okay, this topic that you're going to talk about, I'm so excited about because before we hit record, you said a lot of people ask you about this topic. A lot of people ask me about this too. And I knew that you would be the perfect person for this when it comes to getting supplies for your classroom and writing grants. I've done a few over the years, but I know that you have a lot more experience. I know it's really hard when we as STEM teachers are creating a program pretty much from nothing. It's pretty rare that everything's handed to us. We want to or expect to do all this cool stuff and then we don't have stuff to do the cool stuff. So I'm really excited to hear all about that today. But before we jump into that, if you wouldn't mind telling us about yourself, your teaching background, and then how you stepped into your role as a STEM teacher.

Jennifer Mahin 04:18

Yes. So my name is Jennifer Mahin. You can find me on social media @jennasuarustech. I feel like that's usually what I'm known by. My name is actually Jennifer. I am in my 10th year of education, my fourth year of teaching STEM. Prior to that I taught fifth grade math and social studies for three years. I also taught special ed for three years, two years, severe profound disabilities sixth through ninth grade and then one year of just second through fifth grade special ed. I honestly never pictured myself as a STEM teacher, maybe like, I don't even know like looking back from when I started teaching to where I am now. I'm like how did I get here? But I loved integrating meaningful technology into what I was teaching. I went to tech conferences and things like that, and I kept learning about STEM and learning about computer science. As a fifth grade teacher, I started integrating coding into my math curriculum. And my social studies was so boring. Like, if you don't know, fifth grade social studies, it is like up to, I believe the 1800s.

Naomi Meredith 05:21

Oh, that's good.

Jennifer Mahin 05:23

It's like math. So what I did is I started integrating STEM into that and trying to make it more hands on, more fun, and just getting that cross curriculum in there. And that's kind of what got me interested in STEM. And I was also getting my master's in instructional technology. So like, all of these things happening at once. And that's how I ended up here.

Naomi Meredith 05:43

So I feel like I stories are very similar. And I think we've talked about this over the years. Also, I did not know you taught special ed. I had no idea. That's super important too. I mean, teaching all the kids in the school, you have all the needs, all the IEPs that we still have to meet. So that's actually really valuable experience in your STEM role. So I think that's actually really common with a lot of STEM teachers listening. Whereas, oh, we like technology, we like STEM. All right, I think I'm qualified to be the STEM teacher. It's kind of how it goes. That's how it was for me for sure. So I don't know how I'm still qualified. But here we are. Full of them. So when you stepped into your space, was there a STEM program before? Or was this something brand new to your building and your district?

Jennifer Mahin 06:36

So I'm really like the only STEM program in our district. Now we have a little bit for sixth grade, but like, there's not much in our high school, literally at all.

Naomi Meredith 06:45

Whoa!

Jennifer Mahin 06:46

It blows my mind. Like we have such a huge Makerspace and a STEM program here in our elementary, so like not to barely have it. And we have it in sixth grade, but not beyond that it's like, mind blowing.

Naomi Meredith 06:58

Oh no! That's sad.

Jennifer Mahin 06:59

I know, I know. I've been helping and working with that teacher to write some grants and get that one. But so I when I was teaching fifth grade math and social studies, you know, it kind of all started in a few different ways. We had a keyboarding teacher and kids, that was one of the specials, they would go to keyboarding, like twice a week. And that's literally all they did was keyboarding in those 30 minutes. So at the time, I knew I wanted to start integrating more like STEM based stuff. So I also knew there was potential to be that a STEM program could be coming with tech integration. So that's kind of like I wrote a grant, in hopes that this would be a position we were creating. And if we weren't going to create it, I was just going to be this fifth grade teacher with like, the coolest STEM stuff. So it definitely, like we had nothing. And I'm from a small rural school district like, we have 250 kids in our preschool through fifth grade.

Naomi Meredith 07:57

Whoa, small!

Jennifer Mahin 07:58

Like our town is so small, like I live in a town of 297 people. Yeah, the town I teach in is probably like, I don't know, I would say like 1800. So again, not a lot of people.

Naomi Meredith 08:09

Oh, wow!

Jennifer Mahin 08:10

We did not have money for this program. So I was kind of like thrown into this program with literally nothing. I think they gave me like a stapler. And unlike the keyboard covers, but I mean, there was there was like nothing, except for maybe what I brought from fifth grade and teaching special ed but like I had, I had nothing to start a STEM program.

Naomi Meredith 08:32

Oh my gosh. And I think that's very common. Sadly, that's so true. It's like, Hello, welcome to your job. But you don't have curriculum, nothing. Yeah, you have to teach all the children with your imagination. I don't know. It's like pulling out of the Barney bag. Like what's in it today? I don't know if you know that song.

Jennifer Mahin 08:55

It's so accurate, though. Because it's like you're being thrown in. And that's I think when people talk to me, it's like, how did you do what you've done? Because so often we're thrown into this position with minimal STEM experience and, like, make magic happen with yeah, here's $250. But now you teach every single kid and not just like 40.

Naomi Meredith 09:16

Yeah, yeah, you're like good luck. Okay, thank you, like $200 can barely buy one LEGO Education Kit.

Jennifer Mahin 09:24

It can't. Prices went up.

Naomi Meredith 09:28

They have gone up. That's true. So that's why I asked you to be on here because you have stuff now. And so what successes have you had with writing grants over the years? So it's your fourth year in STEM. I know you have a lot of stuff now. So what things have you been able to purchase and you can even just start from the beginning kind of the process of what you've done, because it's really awesome what you've done.

Jennifer Mahin 09:52

Yeah, so that May I wrote a grant for $5,000. Like yeah, if I get the STEM program $5,000 I'm gonna, it's gonna be awesome. And then I got $5,000. And I'm like, I need more. I mean, $5,000 didn't even cover what I wanted or needed, or thought I needed. And then, so that would have been May. August, I wrote another one for $5,500. And luckily, I was awarded both of those. And then after that, I kind of kept writing grants. But I learned the hard way that you know, I didn't always get them. And I didn't always maybe research enough of what I ordered, so that I get some things and I'm like, looking back, I wouldn't have ordered those things. But you know, as a new STEM teacher, I didn't know what I would need, or I didn't know what would like how, okay, those kids I started with in Kindergarten four years ago are now probably smarter than I am. And I need to push them.

Naomi Meredith 10:49

Yeah, that makes sense too. Yeah, because the gap. That's another thing. I don't know what I mean. What were some things you regretted purchasing. We're not throwing any companies under the bus. But you're like, oh, this wasn't great.

Jennifer Mahin 11:01

So Well, I have like LEGO essential LEGO prime. We do 2.0 Brickey motion. I love all of those. Yeah, in the beginning, I ordered the LEGO boosts robot. Oh, yeah. It's a great robot. If you're like a child at home, ah, really lesson based as much as it is like coding, super fun to build, but it wasn't conducive for our space. Like it took way too long to build.

Naomi Meredith 11:28

I see. Yeah.

Jennifer Mahin 11:30

And the other one that I wouldn't purchase again, would be I think they're like, Jimu robots.

Naomi Meredith 11:36

I don't even know what that is.

Jennifer Mahin 11:38

They're really neat. I went to a tech conference. And they were like, Oh, these are great. And I was like, Oh, they're great. But at the time, they didn't have like a curriculum or a way to save student progress and things like that. And for me, that was important. And I also wouldn't order things with 9000 batteries again.

Naomi Meredith 11:56

Yeah, yeah, that makes sense.

Jennifer Mahin 11:59

But I also think it's hard. I think, like, as a new STEM teacher, you see STEM teachers who have a lot of followers, and a lot of people who kind of promote things. So I saw some things that teachers were promoting, like, oh, my gosh, I need that. And then I realized afterwards, I think it was an ad and not something, you know what I mean, they're actually using. So I have like, these little critter robots, which I wouldn't.

Naomi Meredith 12:25

I've seen those. Okay, Well, that's good to know.

Jennifer Mahin 12:29

The reason I wouldn't order them again, is because you know, your Bee bots, your robot mouse, they all turn like an angle. The critters go for like a y turn around. It's so different than what you're teaching and coding and things like that. So definitely research things before you purchase it. And if you see someone cool sharing it doesn't mean you need it. Yeah, absolutely.

Naomi Meredith 12:50

I know. And I'm very, I think I've talked about on here various times, picky about specific things that I'll buy, because I've had the same thing happened, like, Oh, why did I buy that? Or there were things that were kind of leftover in my classroom that were cool, but they were for older children. So like, I had things that were made for like middle school kids that were left in my classroom, like I tried. I tried with like, a GT class, they couldn't even do it. And like, this isn't, I can't use this. Like, I was so bad. And I donate them to our middle school. But I think that's good to keep in mind. Yeah, definitely want to research. So when you wrote the grants, did you have to list out what you were going to buy? And like, how did you find these grants? Because that's a lot of money to ask for. Like, how did that all work out?

Jennifer Mahin 13:41

So altogether, I probably have been awarded over $30,000 over four years, which is a huge amount of money. But I started our STEM program, I started our Makerspace program, and now I've helped our sixth grade, kind of get like a STEM once a week thing. I'm trying to help them get it up and going. So at the time, Well, I don't say at the time, but like my husband, he at the time, his role was economic development. So he kind of knew some grants too like a direction to steer me and he doesn't do economic development anymore. But I mean, he's still helped me with grants. Yeah. But where I'm located, we have like, it was called Dane Hanson. And it was a local foundation, like Republic County Community Foundation. You know, you have Donors Choose, you have some, like Bayer fund, large STEM grants. There's so many different things like Duclos foundation for me personally, I think, looking like if I'm giving advice to people, I always tell them look at what your local community foundation is, look at what your local groups are, because there's so many groups wanting to give money to education, especially if you're doing technology or STEM or something hands on. Like if you're showing how it's real world connections. People want to support that. And I will say I definitely didn't get all those grants and how was like heartbreaking Yeah, I remember I wrote a grant for $8,800 and Then when you write a grant, like if I want these 15 robotics kits, I have to list every one. Like, you know, when you're writing grants, it does take time. So when I doing that, I don't get them. I was so. But I had to really stop and look like, okay, my first few grants were super easy because I was building a program. But now when I wanted to do a Makerspace, it was like, Well, you don't need this. Why should we give you the money? So I really had to stop and think, Okay, I live in rural Kansas, What sets me above other people that's going to make you want to give me money. And for me, it was our fifth graders were going on a STEM based field trip, and they were driving two hours away to Manhattan, Kansas. Oh, and no school at the time, within probably a 45 minute drive, even has a STEM program. So showing, hey, this is a need, you know, yeah, we're in rural Kansas, but I want our kids to be able to compete with bigger towns, I want them to like, make connections with industry here. Because you know, you can work remote, you can do so many things. So once I really keyed in like, Hey, this is what I want to do. Why I want to do it, I'm going to share it with other community members, like Hey, bring the Girl Scouts bring the four h people bring in other schools for free, because Alright, a grant for them to come do cool stuff. Like, that's a good idea. When you identify your needs, it definitely plays plays a role in making it work more.

Naomi Meredith 16:26

Yeah. So instead of saying I need this stuff, like, here's how it's gonna make an impact. And that would be specific. Yeah.

Jennifer Mahin 16:35

Yeah, say, and for me, it was really tying in. I want my students in rural Kansas to have the same experience as kids in a big district. You know, I don't want them to be held back because of where we're located. And I don't think so once I really played up that part. Yeah, play it up. And for me, it was even tying it into our industry. We have a lot of, like manufacturers here. But this is preparing students for the real world. This is how I can tie it in. And even some of those businesses will like donate to schools and donate to certain things like that. So I'm like, Hey, I'm writing a grant, so that my kids can work for you in the future, if you want to give me money. I'm gonna take it. Yeah,

Naomi Meredith 17:15

Yeah, like you said, they are looking for connections. Sometimes those companies don't even know how to reach out. Like, it's like where it's opposite. We're scared of them. Like, oh, we don't want to ask, but then the company is like, we don't want to ask, we don't know how to ask. So it's like kind of a two way street. We're just kind of like, I don't know where to start. So when you found the local partners, did they have grant opportunities already? Or did you reach out like blind like on an email like, Hey, I would like to write a grant. Here's what I'm thinking, or was it kind of a mix.

Jennifer Mahin 17:46

So the the majority of the ones I've done like Dane Hansen, Donors Choose or republic County Community Foundation, they're all local. Dane Hansen's over a larger space in Kansas, but they were all ones that it was like a republic county is twice a year. The Dane Hansen's once a month, the Duclos is like twice a year. So I knew I kind of researched it and found those. Like, when I saw the Bayer fund one that was maybe like, once a year or something, but certain people, like I reached out to them, or if it was, like some of them, you could just find them. Okay, so googling.

Naomi Meredith 18:20

Okay, so just like even Googling, that's a good point. And, and yeah, you never know, when you asked are there? Do they ever give you like a template that you have to fill out? Or do you have, like a specific format that you use when you write a grant that works? So obviously, the storytelling and how it makes an impact? What do you do for that when you actually write it?

Jennifer Mahin 18:41

So for grants, so far, everything I've done, it's like, you create an account. And then it's like specific questions like, what's your impact? And how is this going to impact your community? What are your goals? How are you going to reach your goals? How are you going to tell us if those goals were met? What's like, what makes your air like what how do you stand out more in your area or something like that? It was very, like a template that they're providing for you. And I just had to sell myself in 250 words or less sometimes,

Naomi Meredith 19:10

Okay. So that's helpful having that template, because that's hard to know where to start. Like, I don't know what to write. And you can probably reuse some of them stuff, too. If you save it in like a Google doc on the side, I would totally reuse that.

Jennifer Mahin 19:24

So that's what I do for most of them is I type them all out in Google Doc. And then I copy and paste them that way. You know, a lot of my answers I can reuse or even like, I have a lot of people who asked me for grant advice and like, Hey, here's what I've done. And that way you're not seeing like my school's EIN number, you're not seeing like our diversity or our you know that we're a title one school so I'm not sharing that with like, those specific people or whatever they're trying to find out.

Naomi Meredith 19:49

Yeah, exactly. So for your grants, you mentioned you did like a Makerspace one and then some other things. Do you typically be like I need all this random stuff? Or now are your grants like I would like to do something like more focused? How do you format all of that?

Jennifer Mahin 20:08

So my very first, I would say two were building my STEM classroom. After that it was building my Makerspace classroom. Following that one, it was more of like, Hey, this is what we've done. And it's great, and we appreciate you. But now I have these kids who are here, and the stuff that I have is like to hear. So I need something to still push those kids and challenge them. So I kind of just use that approach now. Or it's just been something specific, like, this is what we would like. And this is why.

Naomi Meredith 20:40

Yeah, that's a great way to put it. And that's good, too. Like, if you already have things, where where are your kids going to be? Because I totally agree with you. It's my fifth year instead, what my kids are doing now is way more advanced than than what they're doing. At the beginning. I had fifth graders who could not log into their username and password. They did not know what to do. I can relate to that so much. Yeah. So now they can do it. Like yes, we can do this. So hooray. But totally different. Like the LEGO we do. 2.0 was hard enough for my fifth graders at the time, because they weren't used to collaborating in that way. Now, it'd be like, Oh, piece of cake. like, Where's, where's the next thing? Where's the next thing, but so important that what you're doing? Because, like you said, you're you want them to compete with other schools. And that's so important. And some times we do need some cool stuff to do it. Like, I can't do I mean, yeah, you can do cardboard every lesson that if that's where you're at, that's where you're at. But it is really nice to have some of the fancy stuff, too.

Jennifer Mahin 21:48

And especially for me, like in the beginning, you know, I didn't know what I was doing. I didn't make a chart or like a map of my curriculum that first year, because it was fine, because everyone could use the same thing. But now it's like, okay, first grade has to do this second grade, you know, does this and it definitely different has to differentiate. Yeah, and I mean, I have things that I use, and I try to find things that I use with all the grade levels, that it like, breaks it down. Like I don't know, if you have the spike, essential.

Naomi Meredith 22:14

I do. And I just bought more. I love them.

Jennifer Mahin 22:17

I love them. And I don't think they have like 20 lessons for groceries. 20 lessons for second grade, some that are third through fifth like that. They know what they're doing with that kit, because Oh, yeah, it was so many grades. And I mean, I love the LEGO we do. But it's so I feel like it's so much more advanced now, because you're using with more grade levels, and it's challenging or easy. And it's, I love it.

Naomi Meredith 22:40

You actually get that look, it got tougher. I agree. I totally get that kit. People don't believe me. I'm like, No, it's like multi grade. Like it really actually. It's like, how am I I don't know, they just like really thought through this.

Jennifer Mahin 22:53

It's all standard base. Like it's not just literacy and computer science. But it's also like, I think it's NGSS science to you, which is great, because then you can get that buy in from other grade levels and other teachers like, Hey, I'm doing this for a purpose.

Naomi Meredith 23:05

Oh, yeah, you're like, we're not just rebuilding, it's actually like, really actually doing something. So that's good to keep in mind too, when you're writing your grants, like finding things that can be used for more than one grade. Has that helped you in your grant writing, I'm sure like it can be used for this great blah, blah, blah.

Jennifer Mahin 23:20

Yes, I think I think my grant writing from year one has evolved so much now like I still will do like Donors Choose and some of those things, or even like a local one every now and then. But in the beginning, I was asking for like five to $8,000 every time. Now, I'm like, can I just get like $1,000 a lot, or, you know, I'm asking for more of like a specific, like, I just got the spike essential at the beginning of this year. So which the price went up. And they were kind of expensive, but it's like I just needed something new to add. So probably for me, I'm at the point where if I just add one thing new every year, I'm gonna be happy. I mean, I don't have to, but I really like to.

Naomi Meredith 23:55

I know. And there are new things that come out. And we want the kids to kind of experience that to not kind of we want them to experience that, too. So it is important to kind of just keep your eye out of not every bright and shiny item like you said like not everything's good. There are some staples that you really want. But yeah, with the upgrade, like we know LEGO education kits are good. And so they this upgrade is worth it. So just kind of being mindful and talking to STEM teacher friends and podcasts or whatever and doing all that.

Jennifer Mahin 24:26

And save money for storage containers because you never think of that you can use for all of the stuff you're about to start to buy. Yeah, I'm gonna be like, where do I store this? I don't have a container and go for the expensive ones because they're better.

Naomi Meredith 24:38

Yes, they are better. Dollar Tree containers don't work. Wow. They break. That is really good advice. Actually. Speaking of advice, so you've went through the process. Is there anything else like kind of like a checklist like what you should do when you're writing your grant and like things you would recommend?

Jennifer Mahin 25:00

So one thing that I have learned is things that work across grade levels, definitely minimum batteries, or at least a rechargeable battery, align it to other standards. So teachers don't think you're just playing. And the last one is probably my favorite, I look for things with replacement pieces for free, like Osmo is fabulous. So we do that a lot. Or like teachers use it in stations. But if you if something like breaks for them, they replace it for free. And that's fabulous. Because when you're investing in some of this stuff, like I don't want the spare pieces, I don't want to spend 50 bucks to buy something that just breaks in wear and tear, or like Snap Circuits. Sometimes they'll replace pieces, things like that. So I would say definitely look into replacement parts, or like what's the replacement plan is for education before you purchase it, because that I mean, that helps me sway a little bit. Like, if you're if you have good customer service, and you're going to support educators, I'm gonna give you my money.

Naomi Meredith 25:59

That's a really good point, like the longevity of a tool, I would never have thought about that like that you could do right that in your grant, like, I know that they have this replacement plan.

Jennifer Mahin 26:10

I have. Like when I was doing 3D printing, I kind of put in there, you know, I'm choosing this 3d printer, because it has someone who does every single thing is everything every single Thursday, they'll do like a two hour zoom. And if you hop on you hop on and they'll help you and if not me who had no knowledge of 3D printing or how to fix them. And obviously, I've we've chatted about 3D printing before.

Naomi Meredith 26:35

I thought you built your printer. Didn't you build that to build them?

Jennifer Mahin 26:38

I had to build these three massive 3D printers, like had no idea what I was doing, and then making them work. I mean, I knew how to print but I did not know how to assemble, fix to do all the things. So that's important, like find you a company who can help you when you're stuck. Like if you send them an email, and they don't respond to you. Nope, move on to a new company.

Naomi Meredith 27:02

Yeah, it's true where, like, that's something people don't think about in this role, is you're not trained to do anything. And there's all these different products that some have support, and some don't. And so were responsible of learning how to use that tool. So that is great to add to your grant. Like I live by this because they have support my 3D printers came with teacher training for you. I can't remember I did not have to build them. I remember watching you like on Instagram, like Oh, no. Or you like you brought them home?

Jennifer Mahin 27:35

Not because I brought them home. Because I was like, I don't even understand these directions.

Naomi Meredith 27:40

It's like ultimate IKEA, like, oh, no, it's like AP, IKEA building.

Jennifer Mahin 27:45

What was so great, though, is like later on when I had issues with them, which were issues that I just didn't know how to like fix, or I put something together wrong. They they were like, if it's a time, because the Thursday time didn't end up working for me. Sometimes they're like, we'll meet with your kids, we would actually love to train your kids to pull this for you. So you don't have to be like so let's meet with your kids. Let's do this. And I'm like, yes.

Naomi Meredith 28:08

Did it work?

Jennifer Mahin 28:09

Yeah.I mean, they met with my kids wants and helps me fix it. And after that it was more of me, like logging on in summer trying to just do some stuff like that. But it was nice having to meet with my kids and trying to fix it with them and troubleshoot and like talk about the skills they learned from that.

Naomi Meredith 28:25

Yeah, and that's like stuff, that's real STEM actually, that's like for fixing the 3d printer. That's real life learning that in the grant, like if it breaks, the children will learn how to fix it. And if they don't, then they have to stay with me another year. But anyway, anything else that I missed when it comes to grant writing or anything else you want to share? Because I think this is so so insightful, and also encouraging that you have done this, you are a teacher, you have done this and it has worked.

Jennifer Mahin 28:58

Thank you. I just think the biggest thing is like, you're not going to get every grant and that's okay. But don't get discouraged. Because you know, I got two and then I didn't get two, I got three and then I didn't get one. You know what I mean? Like, definitely identify your need, and you have to prove why you need this why it's important. So identify your need and just don't give up like you're not going to like instead keep trying.

Naomi Meredith 29:23

Yeah, I think that's great. That is super great advice. And probably like it sounds like to spread your wings don't do just one. Put your feelers out there from multiple because you never know.

29:34

Reach out to other STEM teachers on social media because they're gonna help you like I that's that's a question like you said, you get a lot. I get a lot. I get emails about it all the time. And you know, I think that's what's great about St. Peters is we're so willing to help. And we want like we want to tell you what works and what doesn't work because we went through it and like learn from our failures.

Naomi Meredith 29:52

Yep, yep. 100% Yes. Maybe don't get a printer you can build. I'm just kidding. Maybe it worked out. It worked out. Don't get them Jimmy robots. Yeah, I guess those were some of the I don't know what I've bought those bad. I'm sure I'll think about I have bought some bad stuff. Oh, you know what I did. I did a grant for video production tools. So I bought tripods super cool. All this other stuff. And I added in like costume props, because they had a vision, like the little kids could be like community helpers in the videos. But like, The costumes were so tiny. They're like for a two year old. And like, nobody can wear them. It's super awkward and like, weird stuff. I was like, Why did I put that in there? This is so dumb.

Jennifer Mahin 30:39

I love that. I'm glad I'm not alone. But I think mine was more expensive.

Naomi Meredith 30:44

I don't know, those costumes are extended. I think they're in my closet. They make me mad every time I look at that.

Jennifer Mahin 30:50

You have to leave them there. Because obviously you got them. Look at them. And think about that when you you know, apply for money next time had like.

Naomi Meredith 30:58

Maybe if I teach pre K STEM, they can wear it? I don't know.

Jennifer Mahin 31:03

But good luck with pre K STEM if you teach it.

Naomi Meredith 31:05

Let's say I don't know, maybe? Well, I appreciate your time and all your knowledge. And I'm sure people will use you mentioned your handle at the beginning. But where can people find and connect with you?

Jennifer Mahin 31:18

Yeah, so definitely I am on Twitter, Instagram. You know, I think my week looks the same. It's all Genesis tech, very responsive. And I like to help others because you know, people have helped me along the way. So reach out, find me there or you know, jennasaurustech@gmail.com. I am available.

Naomi Meredith 31:34

And she's super helpful. We've chat over the years. Yeah, she's great. I'm so glad and she is knowledgeable about a lot of other things too. So definitely check out his stuff. Yeah. Well, thank you so much again, and I appreciate your time, and hopefully everybody's grant writing is way better off now.

Jennifer Mahin 31:56

Yes, thank you so much for having me. It was fun.

Related Episodes/Blog Posts:

Episode 3: What Do You Need for a STEM Classroom?

Connect with Naomi Meredith:

Check out more inspiration on her website: naomimeredith.com
Connect with her on Instagram: @naomimeredith_
Watch this episode on her YouTube Channel: Naomi Meredith
Join the Facebook Group, The Elementary STEM Coach Community | Technology & STEM for K-6 Teachers

More About your host, Naomi Meredith

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

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3 Hacks for K-2 STEM Planning [ep. 53]

3 Hacks for K-2 STEM Planning [ep.53]

Check out the full episode on 3 Hacks for K-2 STEM Planning:

Subscribe to the podcast HERE on your favorite podcasting platform.

Episode Summary

Are you struggling with how to structure your STEM time for grades K-2? Well, these little friends in our STEM space can often have a lot of energy, but they also have a ton of creativity that they can bring into this environment.

In today’s episode, I am sharing with you three hacks for K-2 STEM planning to help you make the most of your time with these little ones.

In this episode, you’ll learn:

3 hacks for K-2 STEM planning
Examples of the types of materials I use with K-2
Examples of how I structure my time with K-2

Resources Mentioned:

Join the K-2 STEM Planning Virtual Workshop: naomimeredith.com/primaryworkshop
Free K-5 STEM Year Long Plan: naomimeredith.com/yearlongplan
Day and Night Lesson Plan for First Grade: Robot Coding (Please note that the Sun & Shade Lesson mentioned in today’s episode is not available in the TpT store.)
BeeBots
Osmo Coding Kit for iPads
Osmo Coding Kit for Kindle

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

Episode Transcript:

Naomi Meredith 00:00

Are you struggling with how to structure your STEM time for K-2? Well, these little friends in our STEM space can often have a lot of energy. They also have a ton of creativity that they can bring into this environment. Planning for K-2 is often one of my most favorite grade levels to plan for. I am going to be sharing with you three hacks to make the most of these lessons for these little ones.

Naomi Meredith 00:40

I know that I have been starting these episodes with some announcements and things to keep your eye out for, but this time, my special announcement is going to come at the end. So make sure you listen through all the way and not miss out on this special thing. I am so excited and have been working behind the scenes for a while on this for you, so make sure to check that out, you definitely don't want to miss it. I've mentioned this before in past episodes, but when I was in college, I was really thinking about getting my degree in early childhood education. I've always loved children. I've been around children my whole life as the oldest of five, and babysitting all the kids in the neighborhood. I am just so used to being around little kids. So I was really close to getting my degree in early childhood education. I was working at a preschool at the time, but ultimately, I went with elementary education. I'm so glad that I did. But I still have a special warm spot in my heart for those younger students. Before I became a K through five STEM teacher, I taught second grade for two years, and then third grade for four years. All those student teaching experiences, those were also in the primary space. So I definitely have a love for this, and I can always see that potential of what those littles are able to do. I feel like they have even more creativity sometimes than the older students. So let me share with you three hacks that I use to manage these little guys in my classroom, and really go forward with the planning. So I think you're really going to enjoy this one because I know a lot of you struggle with younger kids. There is no shame in that whatsoever. I think that this is going to really help you out with your planning. So let's jump in.

Naomi Meredith 02:58

One of the biggest game changers that has been for me with my younger students is how I structure my week. The way that I plan for my little ones, mainly K and first, but sometimes second grade, at the beginning of the year, is a lot different than how I plan for my third through fifth graders. This is super, super important. I was planning the same way for everybody, but then I realized that wasn't working out. So let me let you take a behind the scenes of how I actually structure my week when I'm making my plans for my younger students. Now, I see my same students, so I have K through five, and I see my same six classes for five days in a row. So you can modify this schedule that I'm going to explain to whatever works best for you. I know a lot of you actually see different kids every single day, which is a lot. But this structure can definitely work out for you as well. So I will switch up the order. So what I'm going to talk about in a second, I might not always start with the same thing on the day one. It really just depends on what's happening in the school, and with breaks and everything. But here is how I actually plan a unit for my younger students. So in general for all of my classes, I plan with a unit in mind. So there is a progression of learning for all of my students. If you want to take a peek at this, I actually have my FREE K through five STEM year long plan that you can access for free. It'll be linked in the show notes or you can find it at Naomimeredith.com/year long plan. So I have this same theme. So if I'm doing 3D printing, everyone is doing 3D printing. If I am doing LEGO Education building kits, everyone is doing that. So that way you can actually see that progression of learning and it actually makes the planning a whole lot easier. So start with that. Of course you're integrating the standards, so there are past episodes that I have as well to help you with the actual planning. So I'm just talking more about the structure of my week. So I have my overall theme, I have the standards that I want to attack, and then I have a special structure for these little ones.

Naomi Meredith 05:17

For two or three days, depending on the project, I will do a mini Engineering Design Process project with the kids. I will go through all of the steps with the students, but it won't stretch out for the full five days. We know that with the little ones their stamina is not as great as those bigger kids. In some ways, the bigger kids don't have great stamina either when it comes to work time, but they can dive in deeper, and they have a lot more when it comes to their projects. So my projects for the younger kids still follow along the Engineering Design Process. But we will go through all of the steps a lot quicker. There is no rulebook that says you have to do a different thing every single day. I like to do that, but it doesn't really always work out for the younger students. So we will go through the process really fast. Sometimes even the creation of the project is one day and that is plenty. So here's how I go. Let's say I'm starting off my week with this mini project. So day one would be to explore the question to gather research and to do a plan. Sometimes if we have enough time, depending on the class, I might even have them gather their materials, and hold on to that. So then the next day, day two of the project, we can jump right into the building, and they're usually fine with one day of building. Then if we extend it one more day, day three, then students who still need to finish can finish their projects. This also gives them the opportunity to share, which often in my class is taking a picture or a video of their work and sharing that through Seesaw.

Naomi Meredith 07:00

So they're happy with this structure, and sometimes it's even two days. So we might not get to the final share piece. By day two, they're pretty much done with their projects, and then they can even take them home. So we don't need a whole lot of time. It does take some careful planning and having all of those resources and things ready to go. But once you have it, and you have a project that works, it's so nice, and you get it done a lot quicker. So let's say our project in a five day week, is three days. Then the next two days, I like to do STEM stations that are still going along with that overall theme and standards. So let's say for my project, let's say for first grade, the beginning of the week, we were working on the 3D printing project, which is about animal babies and their adults and the traits that they have on their bodies that make them similar and different. So that would be that main standard. There's one in the NGSS I can't think of it off the top of my head, but that's the 3D printing project that we do, not counting the printing time. Obviously, that takes more time, but the creation and the digital platform, we get that done. Then the next two days would be STEM stations that are related to that standard. So I like to plan my stations with the four letters of STEM, so science, technology, engineering and math station. So they will go through two stations a day. So that makes for and then we will even start off with a video that is related to the content. So it really is great where kids aren't rushing through all four stations, but they can actually take their time, and it gives me time to explain them.

Naomi Meredith 08:37

The second day I'm even able to re-explain them. There's always those kids who say I already know, and I'm like, well, there's kids in here who might have forgot, or they just showed up today. So I will do two days of STEM stations. Now if it's a weird week, I might do one day and then there's two stations, so then they can flip flop. So that doesn't happen very often. But that's just another structure that you can do as well. What's also really great about STEM stations is that you're not always doing whole group instruction all the time, for every single day with the little kids that can get really exhausting. They are way more independent than you think. Think about what they're doing in their regular classrooms. More than likely they are doing station rotations with their teachers because they don't teach in front of them all day every day. Maybe some do. But most of the time, they're doing stations as well. So take what they're doing in their regular classroom and put it into yours, it will work and the kids are really good at it. So be very clear with your expectations, and you're going to have just like a sigh of relief. The kids love STEM stations, they asked for them all the time, and when we're not doing them they actually get a little bit sad. So again, take some careful planning, but it is a lifesaver. So that would be five days. So if I did three days with a mini project, and then two days with STEM stations that would take up five days. However, I like to have a backup plan just in case if the project goes a lot faster, or if I need a sub plan in a pinch. So I always plan on the side a STEM and stories lesson that is related to the content. Again, it could be a fiction or nonfiction book, and they have a quick one day challenge that they can go through using Makerspace materials or even reusable things like blocks, LEGO bricks, or whatever you have. So it's always good to have this on the side. Again, if you plan this all out, you can use it year after year, obviously, with some modifications, but then you are really creating things, a structure that kids are getting used to and looking forward to.

Naomi Meredith 10:47

The next hack, when it comes to my K-2 planning is having low prep materials. There are a lot of reasons for this. This goes with the many projects is STEM station, STEM and stories, all the things that you're planning, you want some low prep materials, and here is why. First of all, less materials means there is less to clean up. That is the biggest thing, you always want the kids to clean up on time. Well, if you have a 5 million things out, they're not going to be able to clean it up in time, it's just not going to happen. You always have the stragglers, and then the ones who are always cleaning up the most. So that's not going to happen. So less materials, less cleanup time. Sometimes with things like if the kids are going to cut, glue, and color, I won't even get all the materials at once. I'll have kids get the buckets of crayons, and then they'll color. Then maybe five minutes later, they can get the scissors and then five minutes after that, get the glue. Then slowly, we'll put the crayons back, they've slowly put those scissors back and slowly put the glue back. So it's a gradual release of the materials and a gradual release of putting them back. So less materials, the better. Along with that, when it comes to you and your instruction, if you have 5 million things going on, then it's going to be a lot harder to explain. Also when in turn, it's going to be harder for kids to remember what they're supposed to do. So having maybe a maximum of five different materials that they're going to be using at the time, that is easy to remember. It can be repeatable. So keep that in mind when you're using the different materials. Also, with these low prep materials, think about how you can reuse things. This can include Makerspace items, and even blocks, bricks and all of those things. Sometimes when I have kids build something, they might use the items from my Makerspace. But they aren't using tape, scissors or glue, they just get to use those things to build their creation for a one day challenge. For example, in Kindergarten, we were talking about shade structures. We did a one day challenge where students were building shade structures in the classroom and using flashlights as the sun. We use some blocks to help them build, and then I also pulled out some things like coffee filters, cupcake liners, paper plates, that they could build within their design. But then they couldn't cut them or glue them. So I integrated those materials. Then we also put those back. So using less materials, but also any creative way can be really helpful when you're planning for your younger students.

Naomi Meredith 13:26

And finally, you might think I'm a little bit crazy on this one. But with those K-2 students integrate more technology. Yes, I said it. Now in my role, I have taught K through five throughout the whole week. But I've also done a lot of co-teaching with the teachers in my building as well. Those little ones can do a lot more than you think. It takes a lot more explicit instruction and a lot of strategies and all of that. I have a blog post that I'll link in the show notes where I actually talk about how I structured teaching technology, specifically integrating it in the classroom. So we'll link that for you. But integrate more than you think. They are really, really fast learners with whatever you do, they're really fast. So they will catch on, and they are even more eager to help out each other. So it's really good to integrate the technology, they want to use it, they're excited to use it. So use it more in your classroom. It doesn't always have to be engineering and building challenges, you can integrate more technology. Here are some ways that you can do that. So think about how you can use the same tool over and over again like k one and two, but you change out the content. One way that I do this is I love the Bee Bots more. I upgraded to the Blue Bots. Same little guys or code and go mice. You know how I feel about those, but using those robots with different grade levels, but we changed out the content. So I had first grade first and we were learning about things that you can see during the day and during the night. So using the Bee Bots, they were coding to different pictures of things that can be seen during the day, during the night, and both. Sometimes you can see the moon during the day and the night. So they use the Bee Bots for that challenge. Then I actually had kids take out the cards for me, I had mats that have a clear cover sheet, or you can laminate whatever works best or whatever you have. Then I had different cards for Kindergarten, same robots, but they were coding to different shade structures or coding to the sun, because we were talking about the sun in the shade. So really ask them because first grade had some background knowledge of how to use the robots from Kindergarten. But the whole challenge was completely different, the content was different. They were also adding more components to their codes, they were doing more multi-step codes instead of one thing at a time. So it's also really good to help them have that progression of learning. Along with that, for that progression of learning, think about technology tools that have multiple pathways, and ways that can differentiate or get harder and harder. Another tool that I love using with the primary students are the Osmos. If you haven't seen Osmos, these are super cool. These are specific for iPads or Kindles. When you purchase these, just make sure that you get the version that is applicable to the device you have. There are different versions, they have the same components, but it just fits the device and works with the device in the way that it should. So what's really cool is you have your tablet, and there is an attachment that goes over the camera, the front facing camera. What it does is this attachment has a mirror, and it's reading the manipulatives that come with the kit that the kids are using on the table. So with the corresponding app, let's say it's a numbers app where they have to combine dots to create the number on the screen, they have the little manipulatives. What it's going to do is let's say there's a five, they have to get on the screen, they're going to use the little chips, the little manipulatives on the table, they're going to make a five, so add up all the dots. Then the attachment is going to read what they make with their hands and then send it back to the application. Then it's going to self correct. So it's going to let them know if it's right or wrong. What's awesome is these apps have so many different ways to differentiate. The kits are a little bit pricey, but they're really sturdy, and there are many levels. So I can do the numbers game K-2, because there's a lot of different things in math that they can learn. What's also great too is yes, you can start them off at the same level. But once you get to know your kids more and their needs, you can differentiate for them within the app. So there's some really cool ones, the ones off the top of my head, there's a tangrams app, which is great for spatial awareness and problem solving. There's a numbers app, which helps them with those different progressions of math learning. So counting with dots, I'm doing the subitizing. I'm probably saying those wrong, but you know what I'm talking about. So have the different progression of learning with math, and then it also moves into that numerical form. There's also a coding kit and the coding one actually has three separate apps, which is super cool. I've been playing around with that one for the younger kids. There's different ways to code with that. So definitely think about tools that have these differentiation options. Back to those Blue Bots, I upgraded to those specifically, because the kids can code without a screen. But then with the older kids, my second graders, they can actually code the robot using the tablet. So think about those multi-use tools and ways that you can use a progression of learning with that technology. Another thing for technology is thinking about tools that you can repeatedly use over and over again. Bonus points if this is a tool that they're already using in your classroom. The one that I am thinking of that you guys probably know what I'm going to say is Seesaw. They get a lot of free publicity on here because I love them. I used it all the time when I was a classroom teacher and I use Seesaw K through five because it works for everybody. There's great differentiation options for all learners. Anyway, the students in some classes use Seesaw as a way to show their learning with their homeroom teacher. So I might as well use it in STEM because the skills I might show them might be a little bit different than what their teachers are showing them. They might be learning things in their classroom that I don't know yet. So vice versa, they're using a tool that is repeatable, that they are familiar with, and then they can showcase their learning, of course and STEM. You're going to do things that are different and that's okay that is kind of the whole point of it also, but think about those tools that you can use over and over again. Maybe it is Google tools. If you have to for the littles you can definitely do that. I prefer Seesaw, but there are very similar things. Also, Epic Books is another great one when it comes to research. So think about those tools they might be familiar with, and then give it that STEM twist, because kids can definitely be successful with that. They're just using it in a different way to showcase their learning.

Naomi Meredith 20:18

As a recap, here are the three hacks for planning for your K-2 students that we talked about in this episode, and then we have the special announcement that I have for you. The first is to create a structure for your week. Next is think about having low prep materials. And finally, you might think I'm a little bit crazy on this one, but trust me, integrate more technology. Okay, this is the moment you've been waiting for, and I get so many questions about this. So I'm so excited to finally be sharing with you that the doors are finally open for my first ever live workshop, and it is a K-2 virtual planning workshop. So you get to spend two hours with me live and with some other STEM teachers around the world. We're going to tackle that planning for K-2. I shared with you some great hacks, but we're actually going to plan out a unit for one of the grade levels. I'm going to show you exactly how I plan for my students and give you the tools to be successful. You probably feel so confident and so good about planning for your older students, but when it comes to the little ones, it can definitely be overwhelming. But I'm going to be here for you where we can tackle this together. During those two hours, we're going to plan some STEM stations, or mini projects and a STEM and stories that you can directly take back to your classroom, that is also standard space and encourages creativity and engagement with your students. Now, if you aren't able to attend live, or if you are listening to this way off in the future, don't worry, it will all be recorded. So you definitely can get access, rewatch it, and work at your own pace. The benefit of joining us live is you can ask me questions in real-time, and I can answer you. You can also interact with the other teachers who are going to be there. So I'm so excited about this live virtual workshop. It's awesome. It's a two-hour commitment, you get a certificate of completion when you're finished, and then you get a whole bunch to take back in your classroom. So it's very actionable. The key is workshop. So it's not a sit and get kind of thing. It's something that you definitely can benefit from. Don't feel overwhelmed anymore. I'm here for you, I hear you. So this is definitely created for you to be successful so that you have this unit planned. But then, you can also apply this same model and strategy to all the other units for the rest of the school year. So this is definitely going to build that base for you. So all of this is going to be linked in the show notes for you to join in, whether it's live or access the recorded version. I would love to have you be there. And definitely jump on and get your hands on this. The doors are open, and I can't wait to see you there.

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More About your host, Naomi Meredith

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!

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From Classroom Teacher to STEAM Teacher with Kelly Hogan [ep.45]

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Episode Summary

In today's episode, I chatted with Kelly Hogan from mathematically enthused.

Kelly shares her journey from classroom teacher to STEAM teacher and provides tips and tricks for strategies and activities she has incorporated into her classroom.

In this episode, you’ll learn:

How Kelly became a STEAM teacher
Kelly's favorite part about teaching STEAM
How Kelly structures projects with her students when she sees them once a week
How Kelly stores her students' projects
What surprised Kelly about being a STEAM teacher

Meet Kelly Hogan:

Kelly Hogan is a former classroom teacher turned K-6 STEAM teacher on Long Island, NY. Kelly loves all things Math and is passionate about bringing practical, functional Math skills into STEAM lessons. Kelly is a Level 2 Google Certified Educator and loves helping other teachers simplify their day through the use of Google Technology. When she's not teaching, Kelly loves working out and hanging out with family, friends, her husband, and Rowdy, her puggle.

Connect with Kelly:

Resources Mentioned:

Episode Transcript:

Naomi Meredith 00:00

In today's episode I am chatting with Kelly Hogan from mathematically and I have been chatting with Kelly a bunch on over on Instagram over the past few years when she had a different instagram name and throughout her different teaching positions. Kelly is a former classroom teacher turned K through six STEM teacher in Long Island, New York. She loves all things math and is passionate about bringing practical and functional math skills into her STEM or STEAM lessons. She is a level two Google certified educator and loves helping other teachers simplify their day through the use of Google technology. When she's not teaching Kelly loves working out and hanging out with her family friends and her husband. And of course, her little Puggle rowdy, this episode was so much fun. And Kelly has such a great experience from being in the classroom and into the STEM space that I know you're definitely going to connect with. And she even has some awesome tips and tricks of what she has done in her classroom that I definitely want to use and mine and I'm sure you definitely want to use in yours. I can't wait for you to listen to this interview.

Naomi Meredith 01:07

Well, Kelly, thank you so much for being here. today. We're chatting a little bit before this. And you and I have talked over the years and we message each other all the time. And you're so sweet when you tagged me in your stories. So I knew I had a hat? Well, I asked you a while back, I think when I was first launching, well, you'd be a guest. You're like, yes, so they finally got it all together, I figured out how to invite guests, blah, blah, blah. And then I'm just so excited to chat with you and your position because I think your story and I don't know all of it. But I think your story will really resonate with a lot of teachers, because most of us have been teachers who are in the classroom, and then we get thrown into this role. So tell us more about yourself and your background and just how you stepped into your STEAM are STEM will probably say both, but how you stepped into your role.

Kelly Hogan 02:29

So for those who don't know me, I'm Kelly Hogan and mathematically enthuse on Instagram and Teachers Pay Teachers. And to tell you my full STEM STEAM story. I need to go back like way, way back. So before I was in college, I was looking to Yeah, I was looking to be a teacher from as long as I could remember. And I was preparing to go to school for music education. So I was focusing on being a music teacher and being heavily involved in music ensembles that were curricular and extracurricular. But when I got to college, I realized that that was not necessarily the best fit for me. I loved doing music and being part of ensembles. But I realized that as a teacher, I'd be kind of limited in what I was doing with students and impact was important to me. So I graduated from college in 2005, with my bachelor's in elementary education, and in New York State Teachers are required to get a master's degree. Oh, I didn't know that. Yes, after a certain amount of years now. But the time when I graduated, there was no limitation on how many years you had. I think now, once you graduate, you have to have your masters within about three years. So choosing the Masters was hard for me because at the time in 2005, the big push was reading and literacy. And I knew definitively that I didn't want my masters in reading and literacy. So I shopped around for a while. And at Hofstra University where I got my masters from at the time they had a program that was elementary maths, science and technology. Oh, basically. Yeah. So it was Elementary, MSP, and it was lots of integrated projects. One of the things I remember very distinctly about that program was that I had to make a scale model bed for a stuffed animal of my choosing. We had to make board games, we had to write papers about the process. I actually fell in love with math through that program, which is kind of interesting. But I had friends who after we graduated, were getting jobs as the science teacher in schools where science was a push in, or where they were just specializing departmentalized at the elementary level. STEAM and STEM wasn't a thing. It wasn't a job at the time. And I was just kind of using it to enhance my toolbox and my work in my classroom with my kids. I have taught every classroom grade except for second. It's So at some point in time, I have taught everything from K through six. And I was happy in the classroom. And then I ended up teaching math as for about a year and learn that that was not my thing. love math, did not love math is. So I was kind of looking around and thinking about where my next career move would be, what would my shift be. And the district right next door to mine had an opening for an elementary scene teacher. And I read all the ballpoint bullet points on the job and was literally floored. Because I was like, that's the job. That's that's the job I won. So they interviewed in April, I was offered the position a couple weeks later. And then I was appointed in May of 2021. And I have been in that STEAM mindset ever since I've never looked back. But the irony is that if I go back to my high school experience, I always did want to be especially right here. So it was kind of looping back to what I wanted to do without knowing exactly what I wanted to do. So I definitely am in the right space right now. I love my job. And even on my worst days, it's so energizing. So it's the right place for me to be

Naomi Meredith 06:17

Oh, yeah, well, I guess I think really, you're it's a very creative space. And I think your experiences definitely lead us into the STEM position. Because I thought about that, too. Like I had a class. In middle school. I wasn't called STEM because like that term is so new. But it was called technology. But all this stuff was STEM based. So you had all these stations, there's robotics, there was stop motion, there was like these laser cutter things and like, I've always loved science and the hands on stuff. So it just makes sense. Like, so probably stay with you like, oh, this makes sense why I'm in this role, and your masters pretty much is STEM.

Kelly Hogan 06:56

So yes, that that program has evolved. And it's actually now called masters in elementary STEM education. So it's it's really interesting, but I was also always a very love science and technology. So it just, it was the right hat to put on. And it kind of found me at the time that I needed it to find me so I could not be any happier than I am right now.

Naomi Meredith 07:18

Oh, good. I'm so glad. I'm glad it was like a it's a hard but fun transition.

Kelly Hogan 07:23

Yes. Yes, definitely hard. I would yes, definitely describe it as hard. It is.

Naomi Meredith 07:29

Yeah, it's hard. I think being a classroom teacher though before I bet you see those two is super valuable. Because you know how to plan you've obviously taught all the grades. So I think having that experience instead of there's nothing wrong with just jumping into sand. But I think having that background and education and classroom management and planning a lesson and figuring it out really, really helps in your role a ton. I see that a ton for myself.

Kelly Hogan 07:54

100% 100%. I can't imagine coming out of a teacher education program into STEM without having a little bit of classroom time first, because it is amazing how much management it takes.

Naomi Meredith 08:08

Oh, yeah, I that's like the biggest thing. I'm like, Oh my gosh, it's like, wow. It's like sometimes I'm the mean, and I'm not the nicest. Most mostly nice, but sometimes mean. What have been your favorite parts so far? Because I mean, I know you love it, but like, what are your favorite parts about it?

Kelly Hogan 08:31

I don't want to be too cliche and say everything. But to some degree. Yes, it's everything. But the most important things that I would stick with is that every day is exciting. My students love to come into the STEAM lab, I would say that out of the 360 students I serve. Maybe I have two students who aren't engaged when they walk into the STEAM lab a week, which is outstanding, and the energy that they bring in really energizes me. So that is a huge part of it. The 40 minute periods are lovely. They're I actually they're a blessing and a curse, kind of like what you were saying about being me. And it's great to have 40 minutes when it's a tough day for a certain class and you're just trying to muscle through it. And then you get to send them back to their teachers. Like you're being the fun auntie, right. But I also only get to see my students for 40 minutes a week. And that's the downside is that there's so much I always want to do in STEAM that I'm always strapped for time. And then I think seeing every kid at school so I teach all the kids in my school K through six, which means I have a relationship with all the kids in the school I have relationships with their siblings, and so far I've only been there for this is my second year but I'm already really enjoying seeing kids grow from year to year and how they change. And it's really just it's amazing how I was concerned about the show worked periods not being able to build relationships with my students, and you have a different kind of relationship. But it's so long term. And I love that.

Naomi Meredith 10:08

It's so true. Like I was talking to my kids by fifth graders. And I think my first year with them for a second, I'm counting on my hands. Second, third, fourth it, so I knew them since first grade. And it was cool. Like, they're like, We don't remember the person before. I'm like, Well, that's nice. But it's just like, cool to see them over the years. And I have like pictures of them. And it's just like, that is something you don't get always get as a classroom teacher, unless you loop with them, which I don't know why you want to do that. But yeah, it is so cool. I love that. And I didn't know you only taught was that once a week. So how do you structure your projects? That's a big, a lot of people do that. Like that's hard.

Kelly Hogan 10:51

Yes. So to add on to that, I see them 40 minutes a week. And I have one minute between classes.

Naomi Meredith 10:58

What? Yes. Oh, yeah, I need to know what what do you do?

Kelly Hogan 11:02

Which normally means I actually have students waiting outside my room as I'm releasing them. Because as teachers, most of us are on time, if not early. So structure was really important for me. And I knew that in order to be really productive with all grade levels, my structure would have to vary a little bit only seeing them for 40 minutes a week. So my k one, two lessons, especially in the beginning of the year, they get an instant build when they come in, and I have short challenges up on the board where I give them some free build time I give them a material, I try to rotate materials, so they get a new material, usually every month. And they'll have about three problems they need to solve by building something with their materials, then they get a quick brain break, because my little guys need movement. So if I can beam it with what we're doing for the day, I theme it with what we're doing for the day, then I usually have a short video or short read. And then we go back into a challenge. The second half of the year, I stretch out the lessons more to be like one week is our background and plan. And then the next week is our built, then with three through six is a little different. So obviously a lot faster pace because those kids are doing more in depth projects. So they kind of come into a do now and they do now sometimes it's just as simple as get your materials from last week and chat with your group about what your next steps are. And then I do a mini lesson I know I was just listening to I'm not sure if it was your most recent episode, but your structure of your classes, I was doing like the same thing. I'm thinking about the pie piece, right. So you have the the large IPS is not really teacher time. So I do about five to 10 minutes, some weeks, it's honestly just reviewing what we did last week and reviewing hot glue safety because that comes down again and again. And then they'll have about depending on how much talking I do 2020 to 25 solid minutes of building, and then five minutes of cleaning like crazy. And I tried to get them in line early. So really, my time on teaching is about 35 minutes with the cleanup with everything else that's going on. So the Do Now time is super valuable for me in my structure, because it gets them moving and doing something from the moment they walk in the door. And it helps me transition because I only had one minute on the clock between classes. So sometimes when I'm really desperate, I'm very behind with my littles all instead of reading them the book that we're working on problem solving from, I'll play it on YouTube, just to give myself time to set materials as much as I love to read to them. I do sometimes just need the time to swap over from my kids to my little kids, because sometimes my Thursdays especially today happens to be a Thursday when we're talking to each other. And my Thursdays are I have fourth, second. Sixth, second, fifth. So it's a lot of flipping materials all day. And then yeah, yes, yes. So if I could choose, I would love to have all of my fourth grades one day and my sixth grades and other day, but that really wouldn't work in our school. So yeah, so it's similar structure to what you're doing. But my pacing, obviously a little bit different, very similar to your structure. However, our projects from whatever do you talk about on the podcast and seeing you share is that your projects last about a week where my projects my student, my fourth graders finished up their mini golf design project and it took them about probably eight weeks, but it was one session per week. Yeah. So I really have to I have to backwards plan a lot. I have to really think about what I want the end of the project to be where I want it to land. So my sixth graders right now are making playable winter winter carnival games for the week before our holiday break. And they have to Have you done without a doubt by Thursday, December 15? Because we'll start on Friday, December 16. So I really had to count back. And I'm, I'm hoping we'll make it because I gave them more time than last year. We had Veterans Day on a Friday, and we had our school fundraiser on a Friday that the kids were in all days a lot like Field Day. So when I lose a week with them, it's it's a big hit. It's a big Yeah.

Naomi Meredith 15:22

Oh, yeah, it totally is. It is. But I'm glad I appreciate you like explaining that. Because I think, like I said, your situation is more common. Seeing the kids once a week. And I think some teachers, you might have experienced this struggle with like doing a longer project with the older kids just like how do you structure that. And of course, it's not perfect all the time. And you just have to figure out how it will work out. And it's okay, if it takes long. But I think if you have natural breaks in the project, it's probably really doable, carrying it on every week. It's not ideal. But you know, your older kids can handle it, too. So how do you store everything? I'm sure people are asking.

Kelly Hogan 16:04

Goodness gracious, I that is my biggest, I would say the biggest pit in the peach, right. So I have a classroom that prior to my arriving there was converted from what used to be our computer room and a very small science lab into one STEAM classroom. So I have a lot of space, I have about 1300 square feet, which in theory sounds like a lot of storage space. Yeah. However, I do have cabinets, and the cabinets are chock full of stuff from science kits and stuff from donations and storing is really hard. And what I learned last year in my first year was that if I'm having kids do cardboard projects, there needs to be one grade level doing a cardboard project at a time. I learned last year that one of the things that I can't do is have multiple large builds going at the same time. So my fourth grade does a large build the first part of the year, when they're done, my sixth grade right now is doing a large build than my fifth grade will do a large build next, because I have about three or four storage cabinets that I can use for student storage. And beyond that I don't really have storage space. So we do a lot of what I call with the little guys deconstruction project. Yeah, put it up for a day, take it down, we're using paper towel tubes, and we're taking them back down and putting them away. So that really helps with the space management and the project storage. Last year, I made the mistake of doing a couple of cardboard projects at the same time and I was literally buried in cardboard in the lab and I was miserable.

Kelly Hogan 19:20

So I made that change because I just couldn't live like that. I am not comfortable with clutter. And that's been my biggest point of growth in this job is that it is cluttered all of the time. Yeah, my brain is healthy clutter. Yes, it's healthy clutter, and I generally know where things are. But to the untrained eye, it looks like a hot mess.

Naomi Meredith 19:44

Oh yeah, minus two. It's like what I'll say make mistakes get messy and like my room crashed. Like I will say like I have like a big room but also like no storage. So there's just stuff everywhere. Like I have my wife Lillian, you know you're good. Getting a wagon soon. I have a wagon just chillin. I have like, all my stuff I have like I'm cutting. I have my Cricut machines out cutting sticker like that's it's trashed all the time. But it's very, very organized. Is there anything else that surprised you? I mean, the storage your time, like what like coming out of the classroom getting into this, you're like, Whoa.

Kelly Hogan 20:25

I touched on it a little bit earlier. But honestly, it was the amount of classroom management that I took. Because as a fairly established classroom teacher, when I left the classroom to go to AI s already had about 12 years under my belt. And then when I went into STEAM, so now I have 13 years, and I thought, Alright, I have systems, I know my systems pretty well, I feel very comfortable with them. So I thought I had it on lock. And I was just going to walk in and my systems were going to work, and some did, and some didn't. So what I didn't realize was how many more systems I needed last year. And this summer, I spent a lot of time just thinking about systems that would help class run smoother, and create a common experience with clear expectations for my students. So I have even more systems this year than I have probably ever had. And could I use a few more? Probably yes. But it actually it feels a lot better in my classroom this year with more systems. So I would say I have at least twice the amount of systems in place that I did when I was a classroom teacher and I didn't expect it to be that much more.

Naomi Meredith 21:35

Yeah, yeah, I agree. Yeah, I felt the same way. Because I'm all about classroom management. Ever since I started teaching. I was like the biggest thing I had to work on. So I'm like, huge on that. And I had, there's so many things I did so wrong. My first year like I've had, I think I talked about this, like the crayons, I had a big bucket of crayons, someone ate them and spits them out. Like a lot didn't work. That's not good. But yeah, I totally agree with you. And it just comes with time and how things are moving in your room? And it depends on the project. Sometimes I think I've noticed that for sure. Like, oh, or the grade some grades, do certain things. And some?

Kelly Hogan 22:16

Well, and I was just going to say that. And I think yes, some grades can can manage a lot of materials, some grades can't manage as many materials. And also from year to year. Sometimes the grades are not the same personalities. They're not the same kind of maturity. And I've had to adapt and change some things even from last year that I did, because they just didn't fit with the incoming group. And not because they couldn't meet the expectations. But because the constraints have had to be modified a little bit to require less materials to be used or to simplify some of the building that we were doing or be really specific about how to use scotch tape. Yeah, is something I never thought I would have to teach anyone had to use scotch tape because I I remember using scotch tape as a kid. I am shocked at how many young hands need explicit direct instruction about how to use a tape dispenser. I did not expect that last year, but this year I'm rockin and rollin.

Naomi Meredith 23:16

Yeah, it's like dangling everywhere. Like no, no. Oh, my goodness. Oh, no,

Kelly Hogan 23:20

We were just making parade balloons today was second grade. So I was teaching them that. If we can't rip the tape off, we can use our scissors and we can cut the tape off the dispenser. Because otherwise we'll be there all day trying to take things

Naomi Meredith 23:34

Oh yeah, it's so funny. You said that was one girl I interviewed as Jen, we were talking about tapes. It's a real thing. I never thought seriously. I'm all about the tapes.

Kelly Hogan 23:46

I did last year too. That was one of my other big shockers was masking tape kids who couldn't physically rip the masking tape without like closing it. Like it would just be a string of close tape. And that didn't even dawn on me as a muscular skill until kids started doing it. And I was like, Oh my gosh, I need to teach them how to rip the tape.

Naomi Meredith 24:10

Yeah, we're in the business of life skills right here. If any, they don't learn anything from us, at least they know how to use tape.

Kelly Hogan 24:16

Oh, how do you see they'll be able to wrap a present like you won't believe Oh, yeah,

Naomi Meredith 24:20

Actually have a lesson. I've done that. And the kids got so mad at me. It was like, they had to find the area and perimeter of the wrapping paper that they were doing and how many pieces of tape. They did choose a method and the kids did not like that project like how to give most kids had it like oh, well this is good life skill. I haven't done that in a while but it was interesting. Yeah. Oh, I'm

Kelly Hogan 24:47

sure it was.

Naomi Meredith 24:49

I'm so I know because you okay, you leave the nicest feedback on my TPT store. I always know it's Yeah, and it's just so kind of Yeah. I like oh, you remember Did you realize someone the other day, but I'm thinking other resources, I know you've used what have been some of your favorites of mine, that you've seen success in your classroom.

Kelly Hogan 25:10

I've used a lot of them. My my favorite, honestly, this year is the Makerspace menu. I know you also have an episode that where you talked about that. So I'm gonna plug you for you, people should go back and listen to that episode if they're interested in this. So the Makerspace menu has been a huge time saver for me. When I took the same role. Last year, I always had STEAM budgeting on my mind, and my kiddos thinking differently about their tasks and having some strong constraints in place. And in my mind, I was going to create STEAM lab money thing out, and then I heard you talking about it. And I was like, why am I going to sit down and build this all out myself when I can just get the resource and give myself peace of mind. And it's actually been really great because you have the front of the menu page where you have all of the items set already. So I go in and take out things that I know I either don't have a lot of that I know it's in the past have not used in a way that made sense for the material, or something that just doesn't fit a certain project. And I just have it out. And right now in my classroom. Just this week, I set up like a $1 $2 and a $3 drawer that they pull out of a cart. So that's cool. And what my kids shot like that. So that's been huge for me. And like I said, I've used a lot last year I use the spider web.

Naomi Meredith 26:45

Oh, yeah, you sent me a video. I remember you tagged me the spider polies.

Kelly Hogan 26:49

Yes. So I did that with my Kindergarten last year Kindergarten this year is not quite ready for that. They're very young. They're Yes,

Naomi Meredith 26:56

same.

Kelly Hogan 26:59

Five and six. They're not ready for that just yet. But when we did push pull, we did that last year that was super fun for them. And my students do a board game project and we use a lot of the materials from your seam survival camp board game unit, but what I do is we don't use exterior outdoor materials because we do ours in the winter. Oh, perfect. And the thing I've been using a lot lately is your Google Classroom Google Suite posters and your hot glue gun holsters. So I use them when I'm teaching my students have glue safety because they don't really know a lot about a part of the hot glue gun. And so I have them in Google Classroom for instruction but then I also have them actually framed and hanging up in my lap.

Naomi Meredith 27:42

Other frames.

Kelly Hogan 27:46

Listen, they're printed on cardstock with color they need to stay nice

Naomi Meredith 27:54

Framing the poster that's adorable. Get to so frame.

Kelly Hogan 27:57

Yes, I will frames and command strip frame hangers are like Velcro. Yeah.

Naomi Meredith 28:06

That makes me so happy like I'm so all these like things have helped to save time. I love them, then you tell like that i i was playing around with it for years. And then I was like, How can I make this makes sense for other people. And I just added an update. I don't know if you've used it yet. I just added it like a few weeks ago. But it's like a table. So they have to write down like the items how many and then the the total costs which your your math brain would love and I just added it and my kids are like, Oh, I like this update. I'm like perfect.

Kelly Hogan 28:40

I'm chuckling listening to you because I made one really quick because I want them to have a budget ledger. So my kids have been using a budget ledger with I'm gonna download. I'm gonna download the update because I didn't know it was there.

Naomi Meredith 28:52

No, like they had like a few weeks ago. I'm like, I should probably have this in there. So that's so funny like, well, you. I'm glad I made you proud with my mask.

Kelly Hogan 29:01

Yeah, I was like, oh, we need a budget ledger. Yes. Because it's, it's easier for them to kind of track what they're spending. So that's awesome. I'll download that as I just been printing all of mine from a single project I made for the kids instead of actually adding it to my resources. Not so yeah, so I'll download that. Yeah, I love the menu. And it's great. I love what I love about it. And what I love about having budgeting as a constraint in STEM and STEAM is that having done it without the budget last year going to using the budget this year, the change in the conversations and gathering materials is so powerful and so impactful because they're really evaluating what they actually need versus I'm just going to take it because it's there. And I find that we're creating much less waste because of that as well as as a human being but also as a STEAM teacher waste is really important to me and I'm trying to reduce reuse as much as I can. It's inevitable because we do build out of recycled materials. But I like to think that before we recycle, those materials are kind of getting a second life before they actually become actual recycling or trash. But I do try to reduce waste as much as possible. And the budgeting has really changed that piece.

Naomi Meredith 30:18

Oh, I see that too. And you probably say this, you don't have to restock as much. And it keeps them super independent. Like they have their little list and they're very thoughtful. They're like, Oh, I don't have enough money for this. And like, while you're gonna have to make a choice, like that's how it is, if you're remodeling a house, you don't have unlimited money. That's just, you have to be creative with what you got. I love it, too. I'm like, obsessed, and they don't have the kids laughing like, I'm the banker, and I'm the cash register. I am all the roles, and they just start laughing.

Kelly Hogan 30:51

When I when I framed it for when I started budgeting with the kids was when you decide you grew up, and you might want to be an engineer. Engineers do have constraints like this when they're working for companies to engineer video games. They have a finite budget for that video game, maybe? Yeah, they pitch their idea. And their idea, oh my gosh, it's kind of like my mom. They pitch their idea. And their bosses love it. But then they say, okay, yeah, you can make a mock up for $3,000. And if you can't do it for $3,000, then you can't do it. Yeah. So I'm trying to drive home the message that for those who already know, they have an engineering mindset, and they want to be engineers, that it's not all sunshine and roses, and just making what you want, you have to actually budget and plan. And just think about what you're doing. And that is part of the Engineering Design Process. But and you you might like this, too. So part of my process for them is, after they budget, I also have them write up a plan, I have them write up from third through sixth, they write the first five steps of their plan. So as a group, they'll write what they're doing. And we talked about how we're not writing, get the materials, but we're writing attach cardboard, a cardboard. So after they write the first five steps and their budget, because I am working like one week at a time, they'll submit it to me, I bought a stamp that says building permit approved from Zazzle. It read through their plans, I look at their diagrams and labels. And I look at their budget and just check that their math was right. And I stamp them for approval. And then the next time they come in, they get to shop and they can get whatever change they need and all that kind of good stuff. And it has been so much fun for me honestly, even with the stamp, but it's really changed the way projects are flowing to have those, you know, and some kids for some kids, yes, they don't want to work with a plan in front of them. They just kind of want to dive in and go. So that's why I only said five steps because after those five steps, they are going to dive in and go. But I want them to have something to start with. Because often I found last year that when they didn't have a place to start definitively. There was a lot of I don't like this anymore. I want to start again. And I don't see that as much this year,

Naomi Meredith 33:12

saying, but how does Yeah, cool. I've never thought of having it's almost like writing a how to I never thought of that. That's so smart. And especially carrying it on the weeks for them. They're not Oh, I remember I was going to do this like, oh, that's what I was working on. That is so that is a cool way to plan. That's like that's really good.

Kelly Hogan 33:33

I was in part from hearing the I heart STEAM podcast, she had some ideas that were similar to that and my own thinking about it and then the stamp I just kind of got the idea in my head so I it just really took off and that stamp was not cheap, but it was worth the money.

Naomi Meredith 33:53

Yeah. Well on YouTube everyone so you'll use it a ton. Yes. Well, I appreciate you sharing all this stuff and I'm so excited for I'm no other teachers are gonna want to reach out to you. Because I'm sure that your story is so much like, they're like mine. But do you Where can they find you and do you have anything you want to share with them? Just that they would love?

Kelly Hogan 34:20

Cool. I am mathematically enthuse, which is a really long handle, but I'm mathematically enthused on Instagram. I'm mathematically enthused on tick tock though I don't post as much or interact as much on tick tock, but I consume a lot. And mathematically enthused at Gmail. I do have a blog that I am slowly building at mathematically enthused blog.net and I am super responsive on Instagram. So that's really the best way to get me. But I'm happy to answer any questions that anybody has, especially if they're considering making the change from classroom into STEAM as I'm sure you are and your role is As someone who's also a STEAM coach, so I anyone has any questions anyone wants to figure out how to turn a math lesson into something STEM or STEAM just to put some energy into it. I will talk to anyone I also happen to be an extrovert. So there's, there's no wrong way to contact me. I'm good.

Naomi Meredith 35:21

Well, I love chatting with you. I appreciate you so much. And I'm just excited for this episode and just where your journey and STEM is going to be. So thank you again for being so excited today.

Kelly Hogan 35:35

Thank you for having me. This was a blast.

Naomi Meredith 35:37

Good. We'll chat soon.

Kelly Hogan 35:40

Yes, yes.

Related Episodes/Blog Posts:

Connect with Naomi Meredith:

Check out more inspiration on her website: naomimeredith.com
Connect with her on Instagram: @naomimeredith_
Watch this episode on her YouTube Channel: Naomi Meredith
Join the Facebook Group, The Elementary STEM Coach Community | Technology & STEM for K-6 Teachers

More About your host, Naomi Meredith

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

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

5 Robot Ideas for Winter Time [ep.44]

Check out the full episode on 5 Robot Ideas for Winter Time:

Subscribe to the podcast HERE on your favorite podcasting platform.

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

Episode Summary

Looking for some fun robot ideas for wintertime?

In this episode, I will be sharing with you five winter-themed robot lessons that you can teach in your classroom.

These are lessons that I have taught my students that they have absolutely loved, and I know that yours will too.

In this episode, you’ll learn:

5 winter robot ideas
How to implement each of these ideas in your classroom
What the children learn during these activities

Resources Mentioned:

Episode Transcript:

Naomi Meredith 00:00

What are some fun robot ideas for wintertime? In this episode, I will be sharing with you five winter-themed robot lessons that you can teach in your classroom. These are lessons that I have taught my students that they have absolutely loved, and I know that yours will too.

Naomi Meredith 00:48

Before we jump on in not a whole lot of announcements today, but I have one very exciting one. So in 2023, I'm going to be hosting live virtual workshops. I definitely don't want you to miss out on all the fun. So it will be a great time to learn and connect with other STEM teachers about various topics. Again, I don't want you to want to miss out on that. So you can join the waitlist here, and you'll be the first to know when they are open. You can join the waitlist at Naomimeredith.com/workshopwaitlist.

Naomi Meredith 01:26

For all of the lessons that I'm going to be talking about in this episode, I use various specific robots and a variety of robots in my classroom. However, don't be so stuck on the robots that I'm going to be talking about for each of these lessons. You can definitely mix in whatever robots you have on hand. For example, if I'm talking about the Sphero robot for a specific lesson, you don't necessarily have to use it. So it can definitely work with whatever robots you have. Also, I'm just sharing with you a snapshot of how I taught these lessons. For second through fifth grade, I went through the whole Engineering Design Process throughout the week, so this wasn't a one-day challenge. You could, of course, modify it to be a one-day challenge, but we really went through all the stages of the Engineering Design Process for each of these lessons, besides the Kindergarten and the first one that I will be sharing at the end, the one for Kindergarten and first grade was for a STEM station. So it was one of many activities that we did throughout the week. So just keep that in mind when you're hearing about these lessons. They're way more involved than what I'm really talking about. I just wanted to give you an idea for winter theme robotics lessons that you can use Well, of course, during the wintertime, and help spark creativity with all of these fun, different themes.

Naomi Meredith 02:48

The first robot idea for wintertime is Sphero sleds. As I said, don't get too caught up in the type of robot that I used. For this lesson. I was inspired by the Iditarod, and I'm not quite sure why I got inspired by it. But I was inspired by the Iditarod, and I'm so glad I picked this topic for this lesson because where I'm at in Colorado, most kids actually don't know what the Iditarod is. Now once I started talking more about it, they had a little bit of background based on maybe some movies that they had seen. But overall, most kids had no idea what the Iditarod was. In general, if you can pick very obscure topics, that's going to really help with the engagement. So not only were the kids engaged in the topic of the Iditarod but they were also excited to code and integrate some engineering challenges as well. So a whole lot of things to be engaged in. So basically, the Iditarod is a dog sled race, a very famous one that takes place in Alaska in March. That's a basic snapshot for you to look up, but the kids are super into it. Of course, if they love animals and dogs like me, like my little dog, Frederick, he could definitely not do a dog sled race, that would not be happening. He doesn't even like going outside when it's sprinkling water outside. He will avoid sprinklers when we go on a walk so he would not be an Iditarod dog. But the kids love seeing videos of this. There are a whole lot of great things out there.

Naomi Meredith 04:24

The Iditarod website is awesome for research. They can research a musher and learn more about that and their sled race, all of that. So students will research and learn about the Iditarod, and then they will design a sled for the robot to pull through the race. So depending on the type of robot, this could definitely vary your materials. When I did this in my class was Sphero. I had red solo cups or similarly shaped cups that they could cut and manipulate plastic straws, paper, and tape, and that was actually it. Those were all the supplies that students had to work with, so they really had to be creative. This actually helped that the weight of the sled wasn't too heavy so that the robot could pull it while it was being coded. Then students would have to code their robot through the Iditarod race. So I have a race track that has all of the checkpoints that are actually listed in the actual race. Students can learn about that pathway and how treacherous it is, and how there are so many different angles to go through. It's really fun, too, because depending on their sled design, it really changes how the robot moves and how it affects the race track. This is a really fun challenge. The kids are super engaged and super excited. Then they get to learn about something that they may not have heard about before.

Naomi Meredith 05:46

The second robot idea for wintertime is Sphero snowflakes. Again, use whatever robot you want. I did this lesson with the fourth grade. Students learn about different types of angles, lines, and symmetry. This is really well represented in snowflakes. There are some awesome videos out there when it comes to the math behind snowflakes and how they have all these different things. It really helps students build on that vocabulary when it comes to lines and angles and even how to measure angles. Depending on the type of robot that you have. You can even code the robot to go in certain angles, which is really helpful as well because we know this is a very hard math concept for students to grasp. So why not implement it within your STEM classroom? After students learn about the math behind snowflakes, they will create their own snowflakes that will be taped onto the floor. In my classroom, I have tiled floors, so I actually have pulled out the sidewalk chalk, and the students will sketch out and measure their snowflake designs on the floor. They were going absolutely nuts that I let them draw on the floor like it's just chalk is totally fine.

Naomi Meredith 06:57

So again, there's some engagement, but students would draw their snowflake design on the floor, and then they would cover it up using masking tape. It's so much fun too because it looks like Buddy the Elf decorated your classroom for Christmas or the holidays. So you have these fun snowflake designs for the week, and then students can pull them up when they are all finished. You could build your own snowflakes, but it's way more fun to have the kids build the snowflakes, and they get so creative with their designs. Now, if you get really strict with a snowflake design, where it's not just a free build, and you really have students measure using protractors and yardsticks, they can actually have a snowflake that is legit symmetrical. They can have parts of their code where they can actually loop the code because there are identical lines at angles. So this, again, is a great application of their math skills and putting it in a concrete way. So this was so much fun for the kids. It really differentiates itself based on its snowflake design and what they create.

Naomi Meredith 08:41

The third robot idea for wintertime is Winter Games robot mapping. This is a lesson that I did with third grade, and we talked about the Winter Olympics and all the places that they have been located within a certain amount of time. We used Google Earth to explore all of these places and learn a little bit more about them and just some cool facts about the Winter Olympics in general. Students placed them on their maps. Likewise, we realized that the most current Winter Games are all located above the equator, and we talked about the reasoning behind that. So this was a cool integration to actually expose students to Google Earth. Noticing those tools and even practicing their mapping skills, and where things are located on a world map, from there students coded their Ozobots, their little tiny robots to travel to each of the places where the Winter Games were held in the order when they happened. When the robot landed on that location on the map, then it had to perform an action. So this also helped too, where they had to code in chronological order, and in some places, they had to go backward. So it really helped again, really notice the pattern of where things are located in the world. If you did this with larger robots, you could use the same map template that I used, and you could blow it up even bigger. If you Google ways to print a PDF on multiple pages, you could print the map and make it very ginormous. Then you could laminate it if you wanted to and then use larger robots. So don't feel limited if you can't use the Ozobots. I know at the time of this recording, those are actually hard to get your hands on. So you can use a variety of different things as well. So it was just a really cool connection to think about the Winter Games, what they are and where they're located in the world.

Naomi Meredith 11:37

The fourth robot idea for wintertime is winter animal migration robots. This one was for second grade, and we did mapping in a different way. We talked about different animals, the reasons why they might migrate, and how there are a bunch of animals that decide to migrate during the wintertime. Students are given articles about specific animals that migrate during the winter time that I pre-researched and wrote articles for them, shared the articles in Seesaw, and recorded my voice. So they had all of that information for them. They chose an animal out of that selection that they were most passionate about. Then they had to code their animal with the migration path that it takes during the wintertime on a specific map. So I had all this created for them, they had the specific maps, and they had an idea of the locations of where the animal migrated to. But then they actually had to create the path and where it stopped at different locations. Again, the robot had to perform an action. So this was super engaging for them. We even made the little Ozobots be the animal that was migrating. So I have little pictures that they could tape to the robot, and it was super fun for them to even record the robot in action on Seesaw, I didn't mention this with the other ones. But I actually have students record a video of their robots in action with Seesaw, which you could do with Flipgrid or whatever you use. But this is a great way for students, I have air quotations, to take their work home because sometimes it's hard for kids to really talk about what they did in STEM class because we use such obscure things. So I highly recommend taking photos and videos of their work. So then it feels like they are taking the work home, I say you're taking the work home by taking a picture, it doesn't always have to be a physical object. So it's just super fun for this winter animal migration project and all the other projects for them to share the learning with their families.

Naomi Meredith 13:38

The final robot idea for wintertime is build a snowman robot coding. This was part of a STEM station rotation out of all the different winter-themed STEM challenges that I did throughout the week with the younger students. So this was one of many where we didn't go through the full Engineering Design Process. Students were given different images of fun snow people and characters that had different accessories on them, they had a full image of that character, and the cards that they were given had all the different parts that would make that specific snowman. From there, students had to code their robots. I use Beebots but again, definitely up to you what robots you would like to use. But students would code their robot to collect the pieces to build that snowman character in the order of how they thought it should be built. So this even included the round ball at the bottom of the snowman, the middle, if there was a middle, would you put the eyes on first before the glasses or would you not so it really helped them with that sequential order of how things are being built. So it's almost like that reverse engineering where it actually is taken apart for them, and they have to think of what order would it be to build that snowman character. So it was super fun for them. They could definitely take turns, they can take the cards off the grid as soon as they collect them. You can even add in more snowman stories if you would like. But this was a really fun and engaging STEM station. It was quick, it was engaging, but there was plenty for the students to interact with.

Naomi Meredith 15:16

As a recap, here are the five robot ideas for wintertime that you can implement in your STEM classroom. First, we had Sphero sleds. Next are the Sphero snowflakes. Third are the Winter Games mapping, which I used Ozobots. Fourth, the winter animal migration, again with Ozobots. And fifth, build a snowman coding. I hope you enjoyed all of these different fun winter-themed robotic lessons. Of course, mix in the robots that work best for you, what you have on hand and the age level of your students. If you're interested in grabbing all these lessons and getting them in full detail, I have them all packaged together nicely in a bundle in my TPT shop. Or you can even purchase the lessons individually based on the students and the needs that you have. But that way, it will save you some time, and then you can see the engagement in your classroom that I saw and mine.

Related Episodes/Blog Posts:

Connect with Naomi Meredith:

Check out more inspiration on her website: naomimeredith.com
Connect with her on Instagram: @naomimeredith_
Watch this episode on her YouTube Channel: Naomi Meredith
Join the Facebook Group, The Elementary STEM Coach Community | Technology & STEM for K-6 Teachers

More About your host, Naomi Meredith

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

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

Best STEM Toys 2022 for Your Classroom [ep.39]

Check out the full episode on Best STEM Toys 2022 for Your Classroom:

Subscribe to the podcast HERE on your favorite podcasting platform.

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

Episode Summary

The holidays are creeping in, and it's a great time to look for deals to purchase new items for your STEM space or even start creating your wish list of must-have items.

In this episode, I share five of the best STEM toys in 2022 for your classroom.

In this episode, you’ll learn:

Sphero Indi
Items to improve video and audio production
Osmo Genius Kit
Lego Education Spike Essential Kit
3D Printer

Resources Mentioned:

My Exclusive Black Friday Deals for 2022: naomimeredith.com/blackfriday22
My STEM Holiday 2022 Shopping Guide: naomimeredith.com/holidayguide22
Video and Audio Production Projects for the Classroom | Bundle
Robots in the Classroom | Bundle of Posters for STEM and Technology
3D Printing Lessons for Elementary Students | K-5 STEM Bundle
Makerbot Sketch Classroom, Two-3D Printer Set-Up **also check it out on the Makerbot website
Sphero Indi **also check it out on the Sphero website
Osmo Genius Kit
Portable green screen
Mini Microphone
Tablet Tripod
LEGO Education Spike Essential Kit *also check it out on the LEGO Eduation website
Tinkercad

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

Episode Transcript:

Naomi Meredith 00:00

The holidays are creeping in, and it's a great time to look for deals to purchase new items for your STEM space, or even start creating your wish list of must-have items. In this episode, I'll be sharing with you five of the best STEM toys in 2022 for your classroom.

Naomi Meredith 00:49

Before we jump into all of these goodies, I have put together an extensive holiday shopping guide for 2022 that you can download for free and created some special Black Friday deals for you to check out and up your game and your STEM classroom. You can grab all of this at Naomimeredith.com/black-friday-22. Now the products that I am going to be sharing with you in this episode, I am not currently sponsored by any of these companies. But if you would like to, you can definitely hit me up. My contact information is below. But these are just some things that I have definitely seen success with students in my classroom or in other classrooms that you definitely want to get your hands on. So let's jump right in.

Naomi Meredith 01:35

In no particular order, the first STEM toy to check out is the Sphero Indi. Now, most of us are familiar with the Sphero robot that is shaped like a ball, rolls around like a ball, and is coded. Well, Sphero has come out with a product that is fairly recent that is better suited for K through three. It is chunky and durable, which we love as STEM teachers because we know when we see a lot of kids, we want things that are going to withstand a lot of hands. This one is really cool. Think about it like the Ozobots, which are those really tiny robots that read colors to create actions. It's similar in the sense that this robot looks like a little car. There are colored cards that, when the Sphero Indi drives on top of the colors, will perform the action, the colors can go in next to each other, or they can be spaced out. Then students can problem-solve to see where the Sphero Indi is going to go based on the color that it read. Now it seems simple, but as I said, it does take a lot of problem-solving. Even your third graders might have a hard time with this at first. The cool thing about it is that it is geared towards the primary. So this is another great robot that you can add to your collection. They have different options for you to purchase these robots. They have class sets that you can buy individually. My recommendation always for robots is to start with four to six, you do not need a class set, the whole goal is to have students collaborate, and we all know that we're on a tight budget. So if you can even have a station rotation that students can go to test out the Sphero and that would be an excellent start.

Naomi Meredith 03:20

The next best STEM toys for 2022 are a collection of items that I love to use with students to improve their video and audio production. When I first got started with video production with my students, I only used iPads in my classroom, which is an excellent start. But if you keep doing some videoing with your students, they're going to want to up their game, and you are, too, as a teacher. So these are some tools that I love to use in my classroom. Again, they're very versatile from K through five, so you will get a lot of use of them. And these tools that I'm going to mention aren't very expensive in terms of STEM tools. First are portable green screens. There are a lot of different options for these, the ones that I have really loved kind of look like a tripod where they pop up, and they have a long bar at the top, and then it comes with a big thick piece of fabric that is green on one side blue on the other, and you can clip on the side that you would like students to use. It is the perfect color green and the perfect colored blue. And it is so nice to set these up wherever you want students to record. We know it's a little bit hard to find a quiet space so it's nice you could spread kids out in the hallways or other areas in the building, but then you can clean them up and easily store them when not in use. Likewise, I like to use pop-up tripods in my classroom. Again, these are portable, easy to set up, and broken down if needed. I actually keep mine up all the time on the tripods because I do a weekly school-wide news that is pre-recorded. It really helps the improvement of students' video production because the camera is steady and not shaking around and making you feel like you're on a roller coaster. When you watch, I highly recommend if you have any tablets in your classroom and you're hoping to do video production, having tripods are an absolute game changer. Now we also know the sound quality can be a little bit iffy. And I realized the other day that, again, finding a quiet spot to record is very difficult to do in a school. When I moved kids around with the tripods and the green screens, I wanted to have the option of their sound to be even better. So I tested out these tiny microphones. And I mean tiny, they're about the size of your thumb. And you would think, Oh, that's just gimmicky. They don't work. No, they're actually really, really good. And the cord is really long, which is helpful because when you have the tripod a bit of ways, then the student can still hold the microphone. And the sound quality is superb. I was super impressed. And I was so excited because I could hear their sweet little voices. And I just know that our videos are going to improve immensely. I'm also going to be using these when I'm doing podcasting with my fifth graders again, it will improve the sound quality a lot. This is a side bonus when it comes to video and audio production. If you have any of those fabric cubes on hand, those big giant ones from Ikea that pop up, I like to lay those on their side. And when students are recording their voices for a video when it's not showing on their screen, I have them put their heads in the box with the script. And then they have the microphone, and it creates a little sound booth for them where their voice is echoing out. And it's really soaking in that sound inside of the box. It looks a little bit awkward, but it helps a ton. So that's just a little side tip, go ahead and invest in a few. But really investing in these video and audio tools, they definitely can be reused so much and really improve the quality of these things that you're creating with your students.

Naomi Meredith 07:11

The third STEM toy of 2022 to try in your classroom are Osmo Genius Kit. I am so impressed by Osmo. And this is a tool I recommend to families all the time who have primary students, they are such a cool tool. And it creates this Augmented Reality experience where it is a self-checking app where students are using real-life objects and the Osmo. This little attachment, it's like a mirror that is reading what is being done with these little hands-on tools. And when they're in the app, it will self-correct and then read what they are doing with their hands. It is so amazing. And the kids aren't really staring at the screen, they're really focused on the materials in front of them. There are a ton of different Osmo kits to choose from. Just make sure that when you are purchasing, if you have Kindles, you can buy the Kindle Osmo. And when you have iPads, there's an iPad Osmo. They are different, they're not interchangeable. Pretty sure they have the same kits for both, you just have to make sure you buy the right one for your device. The kit that I have is the genius kit, which includes a number of tiles that students can add using the actual numeric form or the Dot version, there is a tangrams game. And then there's also a spelling game, which I still do in STEM, I think it's super important to have literacy within your STEM instruction. I have those three options. I use this as a STEM station, I have about five or six Osmos. And I love to use this with my primary students. It's super engaging, it differentiates itself. And again, it's self-checking, again worth your investment. The little tiles and pieces are super user-friendly. They're fairly durable, and they come in some nice containers as well. When you're done using them, you can keep it all organized, I highly recommend checking out the cosmos, I know that there's a kit that has some hands-on coding. So if you need some more coding elements, that would be a great addition to your space.

Naomi Meredith 09:13

The fourth best STEM toy in 2022 to try in your classroom is the LEGO education spike essential kit. There are a couple of different versions of the spike. So there's spike prime and their spike essential I have this spike essential K I have a few of these kids, and I am utterly impressed and obsessed. If you love LEGO, we do point out you're gonna love the LEGO spike essentials even more. They're even more versatile than the LEGO we do to point out I'm not getting rid of those kids. I just like having a variety for all grade levels, so I try to build up my LEGO education kits every year. That's usually what I spend most of my budget on, to be honest. So these kits are really cool. There are so many challenges for Are first through fifth grade, they're completely different that use the same kit. That is pretty amazing. There are not a whole lot of tools out there like that. And so I highly recommend getting your hands on some of these because you're going to be super impressed. Like LEGO, we do point out there are coding elements, there is the option of picture-based block coding for the younger students like LEGO we do to point out, but for the older students, they have something like Blockly or Scratch where they have the words and more complicated coding for their level. So it's super cool. And the little hubs that are connected don't use batteries, they are rechargeable, like a cell phone. So I know that it can be really frustrating when you buy STEM toys when the tools aren't rechargeable. These are, and it's amazing. I am so excited to keep trying these with my students because they have so much potential. And the parts are a bit different. They're usually LEGO parts that kids don't often see in their own LEGO kits. This is a really great addition to your classroom if you're looking to buy more LEGO kits for your room.

Naomi Meredith 11:07

And finally, the fifth best STEM tool to try and 2022, if you can swing it, is to invest in this pair of 3D printers. There's so much talk about 3D printers and what to buy, there are so many complicated options. I've seen teachers on Instagram who have received 3D printers, and they have to build the 3D printer. Girl, I don't have time for that I can figure it out. But I'm all about like, let's open the box and be ready to go. I researched and found this pair of printers, I actually received them a week before the shutdown in the spring of 2020. So I was able to take the 3d printers home and play around with them. And I was actually printing some projects that kids were completing with me online. But I love these printers that I got. The brand is MakerBot, which you may or may not have an opinion about that. But I love this. It's the MakerBot sketch classroom. And I am not kidding you. You get two printers for under $2,000. But on top of the two printers that are plugging go, you get six ginormous spools of filament that will last you forever, I have so much filament left, I haven't really had to buy any since then you get six giant rolls you've also got a teacher training, which is so helpful because we don't always get that when it comes to STEM tools. And there's student training. So if you're thinking about having an after-school club, they can go through this as an after-school club and learn with you. So that would be a really cool club to do. What I love love love about these printers is they are cloud-based, you do not have to set up a device and have it chillin by your printer while it reads the prints. You don't even have to plug in a USB drive, you can have the option to send it all through the cloud-based system. So I can literally sit at home and log into Tinkercad. So Tinkercad is what students would create their 3d prints in, I download the prints at home if I wanted to. And then put it into the MakerBot platform, the cloud-based printing, and I get all of my prints queued up and ready to go. And then, when I log into my work computer, everything is there, and I can print and feed everything throughout the day. I have print 1000s and 1000s of prints for my students. And I have not had one single jam are any issues whatsoever. I am very picky about the filament I am still using their MakerBot brand filament. I haven't bought any other off brands off Amazon. I'm really iffy about that. But I'm telling you, I print things for K through five every single student creates a project, and I have been absolutely impressed. They aren't anything fancy. So I'm not doing overly complicated projects before in elementary space. They are wonderful. They are quiet. They're these cute little clear boxes like you can see everything that's happening. And so, coming from someone who had zero experience when it comes to 3d printing, I am super impressed. They should literally sponsor me for this because if you're not going to buy the 3d printers after listening to this, I don't know what you're gonna do. But I recommend these to everybody who's looking to upgrade the 3d printers. They are so so so so easy. Perfect for elementary, I'm telling you, so good.

Naomi Meredith 14:35

As a recap, here are my recommendations for the best STEM toys of 2022 that you should definitely get for your classroom or just put on your wish list. We have the Sphero indie robot Osmose all the awesome video recording tools, LEGO education spike Essentials Kit, and the MakerBot sketch classroom 3d printer combo When it comes to shopping for items, I am all about how I can use things for multiple grades for multiple years and things that will age out super quickly. I am very, very picky when it comes to the things that I buy from a classroom, and I'm all about durability. You can even go back and listen to a past episode, I have a whole episode about purchasing things for your classroom. But I have seen great success with these tools. And I know you well, too. Now don't forget I have that free holiday shopping guide I put together for you like a beautiful magazine side. Now I always wanted to work for a magazine company when I grew up, aside from being a teacher. So when I'm creating things for you guys, that's just like the magazine editor and me, the creator, that I just love doing this. So make sure you go and check out that free guide and all of the special Black Friday deals that have going on for you. They've been going on, and they've been open up and early, but you definitely want to check those out, so you don't miss out. So make sure to grab that free guide and all of the awesome deals at Naomi meredith.com/black-Friday-2022

Related Episodes/Blog Posts:

Connect with Naomi Meredith:

Check out more inspiration on her website: naomimeredith.com
Connect with her on Instagram: @naomimeredith_
Watch this episode on her YouTube Channel: Naomi Meredith
Join the Facebook Group, The Elementary STEM Coach Community | Technology & STEM for K-6 Teachers

More About your host, Naomi Meredith

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

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

Hour of Code Ideas for Elementary STEM [ep.38]

Check out the full episode on Hour of Code Ideas for Elementary STEM:

Subscribe to the podcast HERE on your favorite podcasting platform.

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

Episode Summary

Are you looking for Hour of Code ideas for elementary STEM?

There is an abundance of free resources available, but it can be overwhelming navigating them all and finding what will work best for your classroom.

In today’s episode, I break down how to navigate Hour of Code resources for K through five, review devices you can use and options for unplugged coding, and provide instructions on how you can set up the Hour of Code in your classroom.

In this episode, you’ll learn:

How to navigate the Hour of Code resource
Examples of device-based coding and unplugged coding and how to implement each
Tips for structuring your time with station rotations, whole group exploration, or a mixture of both
How to utilize extra resources on the Hour of Code

Resources Mentioned:

K-5 Core Year Long Plan Lessons: https://naomimeredith.com/k5stem
- Exclusive Code for $30 off the bundle Podcast Listeners: PODCASTK5
Free Hour of Code Guide
Hour of Code Website
Computer Science Education Week
Code.org
Scratch
Activity: Binary Coding Beads
Activity: Cup Coding
Human Robot Coding
Donut Coding Unplugged
Paper Tablet
Coding Vocabulary
Robot Coding Bundle
Makey Makey
Brain Pop & Brain Pop Jr.
Sci Show Kids
Google CS First Curriculum

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

Episode Transcript:

Naomi Meredith 00:00

Looking for Hour of Code ideas for elementary STEM? While there is an abundance of free resources out there, it can be overwhelming navigating them all and finding what will work best for your classroom. In this episode, I will break down how to navigate the resources for K through five, what devices you can use or not use, and instructions on how you can set up the Hour of Code in your classroom.

Naomi Meredith 00:55

Before we jump right into this episode, I have created a freebie for you to help capture all the learning that you're going to have throughout this episode, and all of the resources and how to get that all organized for K through five STEM. So you can download that free resource at Naomimeredith.com/tpthourofcode. This will also be linked in the show notes, so you don't have to memorize this. I love the Hour of Code. This is an excellent unit to implement into your K through five STEM classroom. Or, if you are a classroom teacher who's interested in STEM, you can definitely jump right in because most of the resources I'm going to be talking about are absolutely free. To get me in the mood for this episode, I am wearing my create with code shirt that I got from Target a little while back. So it's super fun. You all know by now I love a good theme. So, of course, I have a coding shirt or two in my closet that I pulled out during this time. I will say that the Hour of Code is one of the few units that I actually don't write or create everything from scratch. This is because there are so many great resources out there that I personally know I don't have as much experience as the people who are creating them. And it's always changing. I want to make sure that my students are exposed to these materials. That is why I have that free guide for you that helps you sift through all that information. But again, these are things that I'm not always creating from scratch because there are so many coding languages out there, even for kids. I want to make sure, again, that kids have access to those.

Naomi Meredith 02:32

Now, if you have never heard of the Hour of Code, that is okay. I am so glad that you are here! The Hour of Code started in 2013, and it was a way to get kids exposed to the world of coding at a young age. It was initially to be an hour in your school and to get kids pumped up and excited about computer science. It is also hosted in conjunction with computer science week, which they have its own website as well. The official Computer Science Week for 2022 is from December 5 through the 11th. and the Hour of Code is usually hosted around this time. But you can do coding at any time of the year. So don't feel like you have to do it this week. The first time that I was exposed to the Hour of Code was in 2013, my first year teaching third grade as a classroom teacher. I remember it was just so amazing seeing my students code the Angry Birds to get the little piggies. I had never seen anything like this, and this was my first real exposure as a teacher to seeing children coding. In hindsight, this could have been one of the many sparks that I had to get me into K through five STEM now. But at the time, I thought it was so amazing, and I still think that it's amazing to see kids being able to write a language using blocks to control what is happening on the screen. This was way more problem-solving than just clicking arrows and playing a video game passively. The students were collaborating and problem-solving. I loved the excitement that they had when they completed each of these challenges.

Naomi Meredith 04:13

If you haven't done the Hour of Code, either, you're gonna see the same excitement in your students. It is just so much fun. Because there are so many different options out there where students can explore again, a lot of different coding languages that work best for their grade level. At the time, my students, they had the Hour of Code as an actual hour where we went into our computer lab, and they got to play around with the different coding languages that were available at the time. So you could still do this as a school-wide promotion. You could do this as a week-long STEM unit. You could start it in your STEM classroom and then keep promoting it within the classrooms or at home. There are so many different possibilities. So don't feel like you have to limit yourself to one hour or one unit. There are just so many different ways that you can do coding and the Hour of Code throughout the year.

Naomi Meredith 05:03

So first, let's talk about navigating the Hour of Code website. This is going to be your hub for finding the different coding activities that will work best for your classroom. As I said, this can be overwhelming at first, and over the years, they have been making the navigation of the website so much easier. The first thing you're going to want to do is to sign up to host your Hour of Code event. This is absolutely free. I feel like this is a way for them to keep track of how many kids are participating. They will also send you some free resources or things to get you excited leading up to the official Hour of Code week. So make sure you sign up, put in a little bit of information, and then you are on your way to navigating the Hour of Code website. You're going to see that there are different types of coding activities that are organized by grade level, which are the main types of navigation. Over on this side, you can get even more specific with the types of coding activities you would like to have your students exposed to. Some of these categories that are listed are the types of devices that you have. There's even an option if you have slow internet. You could filter out the activities that would work best for that on the devices. If you're an iPad-only school or vice versa, a laptop-only school, you can click on that filter, and then you can search through the activities that way. If you don't have access to devices at all, which we're going to talk about this in a bit, or you would like to have a station that is screen-free or unplugged coding, you can search for those options.

Naomi Meredith 06:41

But it gets even better with these filters. You can filter by the length of the lesson if you do want it to last an hour or if you do want it to last for over a week. You can search through the different accessibility options. Play around with those filters. As I said, it can be overwhelming at first. I actually don't have students jump right into the Hour of Code website because they can get lost pretty easily. As a teacher, you want to pick through and play around with the things you think will work best developmentally. Then you can make a simple one-page choice board. I like to make mine in Google slides that are view only. Then there are clickable links for the students. Or you could just send the links along to students in whatever LMS system you like to use or even create QR codes that the kids can scan. Definitely try to play around with the devices that you have, and see what is going to work and not work. Then you can go from there. I like to share the website, the Hour of Code website, with students after we completed the unit, so they can play around and explore at home. But I always want them to jump right in and get to the task at hand. So that's why creating those very specific links for students is helpful. This helps prevent decision fatigue. Then you know that those specific links are going to use on the devices or, if you're not doing devices, the materials that you have students to use.

Naomi Meredith 08:08

At the very top of the Hour of Code website, there's also a promote tab, so play around with that. There are some posters that you can print that have some diverse and even some famous people on there. My fiance's favorite is the Shakira poster. He loves Shakira. So he likes that Hour of Code posters on there. But there are some really cool posters and handouts that you can print and send home with families or teachers. There are some email templates, there's even a sticker template that you can print out, and students can proudly wear a sticker saying that they participated in the Hour of Code. There are also some really awesome videos that you can show your students where they are talking about the Hour of Code and the importance of coding. Again, some famous faces are in a lot of these videos. These are really awesome resources to check out and really dive in to get kids excited about computer science and coding. I mentioned this a little bit ago, but you have the option when you're doing any type of coding with kids, you can have device-based coding, which is what most of us are accustomed to when students are coding on the computer. Or you can do coding unplugged. Both have a lot of value. Even if your students have experience with computer coding, having the ability to code unplugged and being able to problem solve in that way can be very valuable. In fact, you are really working on computational thinking and having students be able to really think through those problems. They might not always have that instant gratification from what is on the screen, but it's going to help them slow down and really think through if the information that they are moving or writing down is correct. You can even pair unplugged coding with device-based coding and have students write down some of the things that they're hoping to do in the program, and then they can apply it to their learning.

Naomi Meredith 10:08

Here are some of my favorite coding unplugged activities that can work for a variety of grade levels. One really fun one is to do binary beads. I'm pretty sure Hour of Code has a lesson related to this. You teach students about binary code, the language that computers use to talk with the zeros and the ones. Then there is a binary code alphabet. Students can have little pony beads, different colored beads to represent the different codes and the binary code chart, and then spell their name or a word that resonates with them. This is a really great one. Then students have a physical takeaway from the actual project.

Naomi Meredith 12:24

Another fun one that I did when I was teaching third grade for computer science training is we did cup coding. With this activity, there are different pictures of combinations of cups that are stacked in a lot of different combinations. The goal of this is you have a programmer, and then you have the robot. So the goal of the programmer is to write the code out using the language of this cup coding program. So up means to hold up the cup one cup length to a turn would be flipping the cup over at 90 degrees. A down would be putting the cup down at a cup length and so on. There's a cup coding language for this activity. As the programmer, you are writing the code that will match the picture of what the robot needs to complete, then the robot has to read your code with the arrows and the turns. And hopefully, they are able to complete the picture without seeing the picture and only reading the code. Again, this is a great computational thinking lesson and a great problem solving challenge.

Naomi Meredith 13:36

Another one that is very similar and really popular with younger students is to do human-robot coding. You can have different cards that have arrows that have different meanings, forwards and backward. You can add in a jump, or a spin, whatever you would like. I have this all created for you in my TPT shop. Again, you have a programmer and a robot, and the programmer writes the code using the cards, and then the human-robot actually has to perform the action. This is so much fun, and the kids like to have control of each other. But it really does get their body moving. It helps those younger students with directional coding and understanding left and right, and forwards and backward, which they can apply to a lot of the computer-based programs or even when you do robotic coding.

Naomi Meredith 14:24

Another coding unplugged option that I like to do is having a paper grid or even a digital grid. There are different markers in the grid that students need to collect using a code. They can write down the code again using arrows, or you can have your own coding language written out, like block-based coding. Block-based coding is when you see the blocks with the words written inside, and then you drag the blocks over. Usually, read it from the top to the bottom, and the robot or the program will read it from top to bottom with those different blocks. So this is like the in-between of more complicated typing programs. Anyway, with this coding unplugged option, students can write the code using arrows, or they can write using their own language of block-based coding to collect the different tasks on the paper. Again, I have a lesson created for this already, it's all about donuts. There is a lot of fun and different challenges within this that are all completely device free. You can have students complete it together. There's even a fun one where students have to complete it like battleship. So that is a goodie, but an oldie, and it's fun. It's all donut themed.

Naomi Meredith 15:33

When thinking about adding other devices to your Hour of Code time, a fun tool that you might have in your classroom, or you can invest in Makey Makey. These are really cool because they connect to the very popular program, scratch, and students can explore conductive and not conductive materials. Basically, how the Makey Makey works is you have different clamps with wired connections that go into this hub, and the hub is connected to the computer. On the computer, you have the coding program, Scratch, open, and then you play around with the Makey Makey options. Then you can connect the clamps that are connected to that hub to different things that are conductive. When those conductive things are touched, then it will trigger the code that is written for that actual connection. It sounds like a lot, but very simple when you see it in real life. Trust me, I saw something very similar in real life, and the STEM teacher in me got really excited. One year I went to Meow Wolf in New Mexico, and they have a part of the exhibit where it's this big mammoth with ribs showing. When you touch the ribs, it makes a sound. Well, in my mind, I knew exactly what was happening when it came to the coding and the connections because of the Makey Makey. It's like the raw version of it. So Hour of Code is a great time to implement those physical materials as well.

Naomi Meredith 17:05

Another thing that is really fun to teach students during the Hour of Code is the difference between hardware and software, especially for those younger students, but older students will benefit too. Younger students really like to understand the difference between the two because there is a difference. With my younger students, I have created a paper tablet where they get to color and add in the different apps, the software. Then when they open up the tablet, there are different pieces of hardware, which is a very basic version. I knew that they would love it. They were literally obsessed with having their own paper tablet and just wanted to play with them. Definitely recommend a lesson like that talking about computer hardware and software because that's also valuable when it comes to coding and understanding how our computers work in our world.

Naomi Meredith 17:51

When it comes to structuring your time, I mentioned some different options of how you can get your school involved or even classroom teachers, or you might even be the classroom teacher who's getting involved. When I first did our code, I had students three days a week. So I did station rotations and had a lot of different options when it came to coding unplugged and different websites that were appropriate for their grade level that I navigated from the Hour of Code website. Now I have students for five days. So again, I still like to implement those coding unplugged choices. But I also have the option where students are exploring different coding languages. They can try those out. I like to give them a variety, whether it is block-based coding or it is coding by typing or coding with arrows. I like to give them that choice and see what languages that they're really connecting with. I also like to start off my lessons, whether it's the station rotations or it is with whole group instruction, with different videos that are related to coding, which I'm going to talk about in a second because it's good for students to hear the explanation where I'm at. I'm not the ultimate expert when it comes to coding. I am a great facilitator when it comes to elementary STEM coding, but by no means am I an expert on this. I realize that not all students are going to be computer programmers, but you never know who's going to be. So I always want to expose kids to a lot of different things in general when it comes to my STEM class. So this is a really great time to do that.

Naomi Meredith 19:23

Me personally, I do robotics as a whole separate unit. I don't really do a whole lot of robotics during my Hour of Code unit because I want to dive deeper when it comes to robotics. So for me, I like to start with Hour of Code. I do typically teach this around December or January. Then my unit immediately after is my separate robotics unit. That way, students have a background when it comes to different coding languages. Then they can really play around with those languages when it comes to the robots that we're using and see the output of what the robot's task is going to be. That is a personal preference. But what has worked well in my STEM classroom, it's definitely up to you. I know people also like to implement robots in their Hour of Code. So do what works best for you and the time that you have with the kids. As I said, in this Hour of Code unit, I don't create a whole lot for it because there are so many great things out there. This even includes a ton of video resources that I love to show my students when it comes to computer science and coding, BrainPOP and BrainPOP Jr have a lot of great videos. They have added a lot more over the years. When it comes to learning about computational thinking, different ways to code, such as looping, or even parts of a computer and coding in general, definitely check those out.

Naomi Meredith 20:44

In the free guide, I even break up which videos I like to use with each grade level so you're not always repeating the same ones. You also know that I am a huge fan of SciShow Kids, which I talked about back in episode 17, where it's all of those different resources I like to use for imagining. SciShow Kids also has some great videos when it comes to teaching about robots and the parts of a computer. If you want to dive in even deeper when it comes to coding, some of you might even be a technology teacher and not necessarily STEM. Code.org, separate from Hour of Code, has more extensive materials, actual units, and a progression of learning when it comes to coding in your classroom. This is also great to look into if you're thinking about a different after-school opportunity. You don't need to go and create anything because there are so many things on there that you can just plug and play, especially for those kids who really are getting obsessed with coding. Again, another great after-school activity with very minimal prep. One of my favorites for after-school activities is the Google CS first curriculum. There is a whole theme and a different challenge that they have to create. They're always improving this curriculum and really making it self-guided, and kids can access the information at home. So definitely recommend checking out that resource.

Naomi Meredith 22:03

As a recap, there is so much to do for Hour of code, but it is such a fun unit to implement. It should be your least stressful unit out of your entire year because most of it's already done for you. You just have to go in, explore and check out the free guide that I have for you because that's going to help you really wrap your head around all the different things that you can do during this time. We first talked about navigating that Hour of Code resource. So definitely play around with those filters that can help you with your experience. Then we talked about how you can have a mixture of device-based coding and coding unplugged or unplugged coding. Then also think about structuring your time if you want to do station rotations, a whole group exploring, or a mixture of both. Then really utilize those extra resources out there, especially when it comes to videos, where you can see coding that is relevant in their real lives. Again, make sure to check out the Hour of Code freebie that I have created for you to help you organize your time with your students. This will be linked in the show notes, and you can also grab it at Naomimeredith.com/tpthourofcode.

Related Episodes/Blog Posts:

Connect with Naomi Meredith:

Check out more inspiration on her website: naomimeredith.com
Connect with her on Instagram: @naomimeredith_
Watch this episode on her YouTube Channel: Naomi Meredith
Join the Facebook Group, The Elementary STEM Coach Community | Technology & STEM for K-6 Teachers

More About your host, Naomi Meredith

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

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

4 November STEM Activities to Try [ep.37]

Check out the full episode on 4 November STEM Activities to Try:

Subscribe to the podcast HERE on your favorite podcasting platform.

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

Episode Summary

Looking for easy November STEM activities to try?

In this episode, I will be sharing with you four ideas that you can implement in your classroom right away.

There is a lot to celebrate during the month of November, so these STEM challenges that I'm going to be sharing with you aren't tied to a specific holiday or celebration.

These fun ideas will help you harness the crazy energy during this month and put it into productive use with these STEM challenges.

In this episode, you’ll learn:

STEM & Stories: Great Turkey Race Activity
LEGO Corn Mazes
Engineer Inspiration Boards
People in STEM with a green screen twist

Resources Mentioned:

K-5 Core Year Long Plan Lessons: https://naomimeredith.com/k5stem
- Exclusive Code for $30 off the bundle Podcast Listeners: PODCASTK5
The Great Turkey Race by Steve Metzger
STEM & Stories Lesson: The Great Turkey Race
Turkey Catapult Video
LEGO Basic Bricks
LEGO-Like Base Plates
Engineer Inspiration Boards:
People in STEM Digital Graphic Organizer
Person in STEM Green Screen Video Example- Mae Jemison

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

Episode Transcript:

Naomi Meredith 00:00

Looking for easy November STEM activities to try? In this episode, I will be sharing with you four ideas that you can implement in your classroom right away.

Naomi Meredith 00:40

There is a lot to celebrate during the month of November, so these STEM challenges that I'm going to be sharing with you aren't tied to a specific holiday or celebration. I tried to mix it up for you so that you could do this all month long or really any fall month. As I said, they're not Thanksgiving specific or any holidays specific. So let's jump into these fun ideas where you can harness the crazy energy during this month and put it into productive use with these STEM challenges.

Naomi Meredith 01:15

The first STEM Challenge is STEM and Stories, which is one of my favorite things to do in the STEM classroom. It relates to the story, The Great Turkey Race. As a class, listen to the story or read the story out loud. You know that I love pre-recording read-alouds for my students. So if I know I'm going to be doing this book, a lot of times, I can have the video recording of me reading it, and then this gives me a little bit of extra time to set up any materials that I need for the lesson. Either way, you're going to be using The Great Turkey Race, and spoiler alert, there are some turkeys who are going to get eaten, and they want to escape the farm. Your STEM challenge is going to be related to this story, and there are a couple of different things that you can build for this challenge. You can have students build both things that I'm going to mention or one or the other depending on the time you have and the age of your students.

Naomi Meredith 02:14

First, you'll have students create a simple catapult that will be used to launch the turkeys over the fence, which we'll talk about the fence in a second. There are a lot of different ways that students can build catapults. One of my favorites that I will link in the show notes is a simple video that I created. There are popsicle sticks, rubber bands, and a plastic spoon. The way that we will create the catapult is students will wrap a rubber band around the popsicle sticks. I like to use the big fat ones since they give you more leverage within this challenge. They will wrap the rubber bands around the popsicle stick to hold the plastic spoon, and they will create basically the letter V. So, think about you have a popsicle stick with a spoon on one popsicle stick. Then there's a bottom popsicle stick, and at the tip of the V, you're going to wrap one more rubber band to connect the two, and this will create the letter V, which you will put a stack of popsicle sticks in between that are also secured with rubber bands that will be the fulcrum. This will allow the spoon to be able to be pushed down and eventually launch the turkeys over the fence.

Naomi Meredith 03:25

What I like to use for turkeys are pom poms. You can even glue pictures of turkeys to bring the story to life. Of course, we have the fence that the turkeys are trying to get over, and students can build their fence using a lot of different materials. My favorite for this challenge is to use raw spaghetti and Crayola modeling clay, which doesn't dry out. It's super inexpensive, and students will use those two materials to design a fence that the catapult will launch the turkeys over. If you're doing this challenge with younger students, the catapult might be a bit tricky. So you can have catapults pre-made before doing this challenge. The younger students may not be able to create the fences. One hack to this so that you're not the one building all of the catapults. If you do this challenge the day before with older students, they could be the ones in charge of the catapults and then save them for the younger students. I don't usually let the students keep the catapults after this challenge because I don't want to be responsible for other objects that will be flying in the classroom. So if you aren't going to save the catapults, I have students cut the rubber bands or untwist the rubber bands, and then we put all of the materials away. They are a little bit sad, but I tell them these are very simple materials to get at home. You can make it the same way or a different way, but we're going to reuse the materials as much as possible. So this is definitely a fun STEM challenge that you can do within the month of November.

Naomi Meredith 04:57

The second November STEM activity that you can try in your classroom is LEGO corn mazes. I don't know about you, but have you been in a corn maze, especially a haunted corn maze? I have! This was maybe six or seven years ago, and I distinctly remember it was a haunted one, and I was there with some of my friends. My one girlfriend and I were holding tight to each other, and I was so scared. I said, “Becca, I was like, Becca, we're gonna be okay, I'm so scared,” or something like that. In the haunted part, all the employees were saying, “Becca, Becca.” So we're a little bit traumatized. After that experience. I haven't been in a corn maze ever since. Luckily, for this challenge, it's not as scary. Again, this only uses a few materials that you might already have in your classroom.

Naomi Meredith 06:32

All you need are some big LEGO base plates and LEGO bricks and marbles or any small balls that are similar in size. There are some really great LEGO-like base plates on Amazon that work just as well as the original version. Definitely recommend taking a peek at those, and I'll link those in the show notes for you. I don't recommend using non-LEGO brand Legos since those don't have the same effect. They just don't hit the same way. So students will create their own LEGO corn maze. You can even print out different things that the marble can roll to, like a scarecrow, pumpkins, just different little images that they can attach to their designs. This is fine because this won't take very long in the classroom, and students can test one another's designs. You can even add that last piece where they can count how many dead ends they have, and how long it takes to get from the start to the finish, they could find the average time where they have multiple trials. So you can really extend this project if you would like or if you need a simple one-day challenge. You can do that as well.

Naomi Meredith 08:35

The third November STEM activity that you can try in your classroom is to create a one-page engineer inspiration board. I love creating these boards, and I have them created for all of the months of the year and all of the major holidays throughout the year. Some of the things that you can celebrate in the month of November are Dia de Los Muertos, which is November 1, Thanksgiving, and you can even have a board that represents Veterans Day or even just the month of November in general. With this one-page board, you can have real images or icon images of things that represent that holiday or that month. This gives students inspiration to build it however they want. This works great for a soft star if you were starting off your day with STEM station rotation or if you need something for a substitute. These engineer inspiration boards are great for that because students can build with whatever materials they have on hand, whether it's Makerspace items, blocks, playdough, or a combination of all those things. Then they can even share their designs by taking a picture or video of their work on the platform that you choose.

Naomi Meredith 09:47

Finally, the fourth November STEM activity that you can try in your classroom is to create green screen videos that go along with people in STEM that you are thankful for. This is a great literacy and STEM connection because students will do some research about people in STEM who have made an impact. They might already know about some people, or there are so many different things to look up in Epic Books, which is my favorite research tool for students. If you want to hear more about other research tools that I love to use with my students, make sure to go back and check out episode 17. And, of course, I list Epic Books. But there are some other favorites that I love to use in this STEM space as well. Students can research their favorite inventor that they know about or another person instead and find out information about them and how they have made an impact in the world of STEM. You can, of course, have students create a bulletin board of their findings. But I also recommend making this even more interactive. Remember those talking heads that we used to have students do where they colored a picture of the person that they researched? They might even cut out a big hole where they could put their head within that poster board. Or sometimes we have them dress up as that person. Then you have something like a wax museum. Well, take that idea, and let's bump it up a notch. You can have students create a script or a presentation about that person. They can pretend to be that person but use a green screen. If you have students wear a green shirt that matches the green background that you're using or a blue shirt that matches the blue background. My personal favorite, I will say kids with super, super blonde hair, when you do green screen, there's sometimes a tint of green in their hair, just the way the color of their hair is they have more yellow in it, and sometimes their hair will disappear. So I do like using blue because, with blue, I have had fewer issues when it comes to editing. But again, definitely your preference. Have students wear a colored shirt that matches the background, and then they can read their script and pretend to be that person. When you're in the editing app, you can overlay a picture of the real person, but instead of their face, it'll be the student's face. One thing I have done, I don't think it always matters, but you could use a green circle to cover up the person's face that they're talking about to make sure that it's not showing, but I don't think you'd necessarily always have to do that. But play around with it and see what you can do. I have a video example of this linked in the show notes. I remember doing this with my students, and I gave them no prior background. I just pressed play. When I recorded the video, I accidentally didn't press stop right in time. So my head kind of floated off the screen, and the kids started screaming. So make sure to watch my video example. It's pretty fun. But it's a cool way to get kids excited about people in our world that have made a difference in the STEM community or just in our world in general and people that we should definitely be thankful for.

Naomi Meredith 13:05

As a recap, here are the four November STEM activities that you can try in your classroom. First is the STEM in stories challenge that goes along with the great Turkey race. Next, our LEGO corn mazes. Third, our engineer inspiration boards, and fourth, people in STEM that we're thankful for with a green screen twist. I hope you enjoy these fun, themed challenges. You know, I like a good theme. But I also love lessons that are rooted in standards and have a purpose in mind. It's definitely good to mix these all up because there is a lot of STEM to teach. Thank you so much for joining me today, and I'll see you in the next episode.

Related Episodes/Blog Posts:

Connect with Naomi Meredith:

Check out more inspiration on her website: naomimeredith.com
Connect with her on Instagram: @naomimeredith_
Watch this episode on her YouTube Channel: Naomi Meredith
Join the Facebook Group, The Elementary STEM Coach Community | Technology & STEM for K-6 Teachers

More About your host, Naomi Meredith

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

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

How to Teach a STEM Lesson [ep.35]

Check out the full episode on How to Teach a STEM LEsson:

Subscribe to the podcast HERE on your favorite podcasting platform.

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

Episode Summary

Struggling to find a structure and a flow when teaching your STEM lessons?

In today's episode, I'll be sharing with you how to teach all of my K through five STEM lessons.

This method has allowed me to get through the content. Students are able to have enough work time, and it even saves a little room for cleanup at the end.

In this episode, you’ll learn:

How to teach a STEM lesson using the workshop model
What the workshop model is
Each stage of the workshop model

Resources Mentioned:

K-5 Core Year Long Plan Lessons: https://naomimeredith.com/k5stem
- Exclusive Code for $30 off the bundle Podcast Listeners: PODCASTK5
Engineering Design Process Poster
Classroomscreen.com
STEM Station Rotations Digital Slides
Free STEM Station Planning Guide
Technology Troubleshooting Posters

Episode Transcript:

Naomi Meredith 00:00

Struggling to find a structure and a flow when teaching your STEM lessons? In today's episode, I'll be sharing with you the exact format that I use to teach all of my K through five STEM lessons.

Naomi Meredith 00:11

This method has been a game changer for me during the past five years as a STEM teacher, and it has allowed me to get through the content. Students are able to have enough work time, and it even saves a little room for cleanup at the end. Let's jump right in.

Naomi Meredith 00:59

I originally taught in the classroom for six years before I landed my role in K through five STEM. I was in a brand new district with a brand new remodeled classroom, limited tools and zero curriculum. It was super overwhelming at first. But I knew that my time spent as a classroom teacher for six years before this role was definitely an asset. I even talked about this in episode 11 of the podcast, why classroom teachers make great STEM teachers. So go back and take a listen if this is a role that you have tumbled into, and you just don't know where to begin. Overall, this is why I created this podcast. This is something that I wish I had, so I am giving back to you. We know that time goes by super fast as a teacher, especially as a specialist teacher. I'm going to be sharing with you the exact model that I use to teach all of my lessons in my classroom. This is a structure that I didn't invent. You might be a little bit surprised by what I'm going to be sharing with you, and I'm ready to spill all the secrets. Do you want to hear what the model I use is? It's the workshop model, not new, but I use this structure in my K through five STEM space for all of my lessons. I'm going to break down for you exactly how I use the workshop model.

Naomi Meredith 02:22

In my classroom, I use the workshop model when integrating the Engineering Design Process with my projects and with STEM stations. I know that you can too. It will definitely give you the structure that you are looking for, and you don't have to change it up every day. If you keep it the same every single day, students will know what to expect when they come into your classroom, and it will ease the stress of your teaching. It will definitely help you with time management with all of the things going on. Real quick, here's an overview of the workshop model. If you haven't used this method of teaching, think of the workshop model as a circle of a pie chart. So literally, your time is in a circle, you are going to break it up into a few different sections. I have my classes for 45 minutes, K through five. So depending on the time that you have with kids, you will adjust accordingly. I'm also not including the transition time that I have in between classes because that is separate from this workshop model. So keep that in mind as well. Within the workshop model, you have it broken up into three parts, but not three equal parts. You have a medium slice, a big slice of the pie, which is most of it and a tiny slice at the end. First, our medium slice is the mini lesson. For me my mini lessons are between five to eight minutes. After that you have the practice time. This is when students are collaborating, they're working independently, or maybe they're in station rotations. For me, my practice time is between 25 to 35 minutes. Finally, the tiniest slice of the pie that is between two to five minutes is your share, reflect and clean up. I structure all of my classes this way, and it just brings a ton of consistency.

Naomi Meredith 04:12

But let's really talk about what each of those timeframes look like, depending on the lesson that I'm teaching. Throughout the year, my second grade students come into my classroom often with their classroom computers. I don't have a classroom set of computers in my room. So I have set this up from day one, that for 90% of the lessons that I'm going to teach students will carry their classroom computer with them to my classroom, we may or may not use it, but it's just great that they have it. I also like to connect the lessons to what they're doing within their class, even just by the simple fact of logging into their student computer. This gives them that extra practice. Yes, it might take longer sometimes, especially with the younger students, but I just want to set up the expectation that we will sometimes use tech now as a tool, not as a toy to help us with the lessons that we're teaching. When students come in with their computer, their role is computer on the table, sit on the floor. When they sit on the floor, they are in my group meeting area and they're ready to go for the lesson. If they don't have their computer or if they're younger students, they're only one step direction is sit on the floor. One hundred percent of the time, I've talked about this in past episodes, I don't have students sitting at the tables when I teach. My room is ginormous, and I don't talk very loud. I know the kids aren't listening to me when they are spread out along the room. Yes, K through five, my big kids do this as well. I don't feel bad because in PE and music, they don't have chairs either. They have to sit on the floor. So don't feel bad at all. They are okay. They're sitting on the floor in front of our group meeting area. That's where I have my TV and all the materials ready to go to teach the lesson.

Naomi Meredith 05:55

Another great way to maximize your time is on the screen, have a warm up question related to the project that you're going to be working on. Or even have the slides that you will be teaching from ready to go have student examples, something related to the lesson that will pique their interest and get their mindset ready to go. I am very big on using every moment wisely. So even just the act of having something on the screen for students to look at and talk about with the people next to them is extremely valuable when I am teaching with the Engineering Design Process. All of my Engineering Design Process notebooks are digital. I actually don't create separate slides to teach from. I teach from the student slides that I assigned to them. I will typically assign them in Seesaw, sometimes in Google Classroom, but I will be physically logged in as a teacher opening up the slides within that class I am teaching from so they can see me interact with the slides just as if they were as well. It's great to connect the two together and the kids know they have access to everything that I am showing them. So nothing I am showing them is a surprise. If you are curious to hear more about the Engineering Design Process. I talked about this and a lot of my episodes, but more specifically in Episodes 15 and 17 through 21. So go back and take a listen. I break down each stage of the Engineering Design Process and how you can use this within your space.

Naomi Meredith 07:28

When I am teaching the mini lesson, it is very short. It is a mini lesson and I am able to include everything I need to within the short amount of time. If you forget anything, you can pause the class during their practice and work time and remind them of the next steps. There is nothing wrong with that. The goal of this is when students are sitting down ready to learn, they are getting the bulk of the information from you. You are the teacher, you can keep teaching throughout the class time. When I'm teaching with the Engineering Design Process, the mini lesson is when I am introducing each step very specifically. Day one is when I would do the ask, imagine, and have students to start planning their designs. Day two is when students will be finishing up their designs and begin to create what they are hoping to design. Day three and four is all about more creation, experimenting, and improving. I might even introduce a modification checklist so the can see how to make their design better. All of my mini lessons are going to be really focused in on each of these stages. The final day is more experimenting, improving, and how students are going to share their work.

Naomi Meredith 08:41

When I was a classroom teacher, I always taught with a workshop model anyway, and I am always teaching the next step. Some kids might not be ready for my lesson, but they know where they're going. They can look back in their digital Engineering Design Process notebook from the week and see what they missed and what they need to keep working on to get to where I am teaching for the day. Again, I'm always teaching the next step and I tell my students that it's okay if they're not there yet. I'm teaching them where they are headed so they can be successful and know what to work on. This is also a time where I will build a background and the science behind what we are doing. This can be day one, but I will also do this during the week as well because students can always modify and change their design. So there's nothing wrong with doing background information a little bit each day. This might be a related video that I found, a website, or an article. Again, these are all linked in their Engineering Design Process notebooks. I often have to show the class the videos at the same time because they are linked to YouTube and my district blocks YouTube. So that's the only way that we can watch them. The kids know that they even want to watch it at home. They have access to these links as well for more specific lessons during this mini lesson.

Naomi Meredith 09:53

If I'm doing a Makerspace project, this is where I would talk about the Makerspace menu and money system. If I am doing a technology project, this is also when I would talk about very specific things on how to get connected to the technology. For example, if I am teaching robotics with a Sphero, or a Dash robot, this is where I will physically show them how to connect to that robot. I also have visual directions that I will post after my mini lesson. I will refer to them when I am teaching. So I will model how to get to that specific technology. But then that digital anchor chart will also be posted with visuals to remind students how to do the steps that I just talked about. I highly recommend making these anchor charts digital and not cluttering your walls with all of them. Unless you're using the same tool K through five, I don't have a whole lot of wall space. I'm very specific about the things that I hang up. I want everything to be purposeful in my classroom for all classes. That's why I will make a lot of these anchor charts digital, of course, they're linked to my TPT shop. But that way, I can pull up what I need. It's very specific for that class, and I don't have to print a million things. I don't have the time for that either.

Naomi Meredith 11:07

If I'm doing a station rotation, the mini lesson is also the time where I will build the background knowledge and have a related video about the topic. I will also show students how to complete each of the stations. I will do the same process for both days of stations. I do for station rotations, when I do stations with my younger students, I will have a station for each letter of STEM. They will complete two stations a day. Same process. I don't assume that they remember how to do the stations. Some will and some won't. Some kids are absent, some kids were new for the day. So I always will review those expectations for my classes who have a hard time with behavior. I will also, during this mini lesson, go over the specific ways of how they can earn their class incentive and refer to each of those expectations as well. This mini lesson is when I am the star of the show. Going over those very specific things I need them to do during their work time. I am not up there for very long. So I really have to get the most bang for my buck during this time. Because the majority of class time they are going to be working on their projects, whatever it is that we are doing for the week. I do realize that it can be tricky when you are using technology as one of your main sources of tools. Then you want to show them how to use the technology. Then you want to show them how it's going to connect to everything. When this happens, this is usually for me when we are doing a coding platform and Engineering Design Process notebook.

Naomi Meredith 14:14

If that is digital or even logging into 3D printing, I will break up the mini lesson and the practice time that's student work time. Often I will get their excitement, build a little bit of background, then I will show students how to connect to the tool or how to log in how to get that all set up. So I tell them we're getting our materials ready first, and then I'm going to show you how to use that. I will show them those steps have the visual directions backup for them. They will go get their materials ready, leave them ready to go and then come back to the floor for students who need a lot more support. There's only one of you and a lot of them. I will show them all the steps and let's say it's a Engineering Design Process notebook I want them to get to, I will have the visual steps on one side and then the page I want them in their engineering notebook ready to go. I will tell them when everybody at your table has their screen matching mine, you will come to the floor, nothing in your hands. So that means that all the kids have to help each other at their table. They can't do it for them, they have to be the YouTube tutorial and show them how to do it by pointing. Then when everybody is ready to go, then they can come to the floor. This has really helped where students are being more independent and helpful when it comes to technology, and not always relying on me for every single troubleshooting issue. This also frees me up for the students who really are having problems that none of the kids can solve. I'm not running around fixing everything. There are usually at least a couple of kids at each table who can be successful and who are happy to help.

Naomi Meredith 15:47

From there, I will finish off the mini lesson where the kids are on the floor, the materials are ready to go. I'll show them how to use it, how it relates to the lesson. Then we will move on to that practice time because everything is set up and ready to go. So this is a great way to break it up where the kids aren't sitting for 20 minutes. You're kind of merging that mini lesson and that work time together. Now we are officially moving on to that practice time when it comes to the workshop model. And of course, I have all the helpful tools posted up on my screen ready for kids to access. My favorite that I have mentioned before is classroomscreen.com, where you can upload images. There's timer widgets, there's a text box where you can type things, you can have everything displayed all nicely in one place. You don't have to minimize your tabs and make them fit perfectly. Everything is all there for you and I highly recommend checking that out if you haven't used classroomscreen.com already. I will almost always have a timer up on my screen during the student work time. So students are aware of how much time they have to work in my class. During station rotations, I actually don't only because I do stations with Kindergarten and first grade. I kind of have to gauge what is going on in the classroom. I will typically set a timer on my watch, and I will use that as a guide noticing if groups are a little bit squirrely. Or if they need a little bit more time, they sometimes will ask me how much time they have left, I will always tell them.

Naomi Meredith 17:21

But this actually worked well for station rotations just based on the class and their experience with station rotations and how they're feeling that day with the materials at hand. When students are working, they usually want to work with others when it's on station rotations. I allow them to work in groups of one, two or three. Our projects are usually really small. I'm really big about having small projects because they're easier to store. I tell them if you want to be a group of four, just do two and two, that way, you have more of a chance to work on everything. This has worked really well. I used to do bigger groups in the past, but I realized not all kids had a chance to participate, there wasn't enough for them to do. So keeping groups smaller really helps with the collaboration they had can have a voice during their work time and feel like that they are involved in the project. During this time, I will be roaming the room assisting as needed. I'm really big about ask three before me, especially when it comes to troubleshooting or what questions they have. Again, I am the guide on the side, I am not the star of the show during this work time. I am during the mini lesson, trust me, you should see me in action. But during this work time, it's all about them getting all the work done that they have at hand.

Naomi Meredith 18:36

Finally, the last part of the workshop model that is the smallest and that is the share, reflect and I added in that clean up. For me this is about two to five minutes, it is quick, and I am able to get my classes to clean up very fast here and there. I will have a class who are very, very slow cleaning up, they might need more time. I keep that in mind and balance it all out. But for the most part, most classes can clean up in about five minutes. When it comes to station rotations, they will clean up before they rotate. So again, I'll have that mini lesson we have the video building background, I show them how to do the stations, they will work in their stations, then they will clean up and stand at their clean station. They're not allowed to go anywhere. They don't know where they're going. They have to be cleaned up before they're able to rotate. After all the stations are cleaned up, I will have them stand there I will go to that station, I will stay in there with them and show them how to point to their next station. When everybody's pointing to their next station, they will walk to the next one and work on what they have at hand.

Naomi Meredith 19:39

Again, when the time is up, they will clean up they'll stand up their clean station and then they'll come and join me on the floor and we will learn and then we will reflect on the learning for the day. For an Engineering Design Process project we will clean up and then they will either sit at their tables or they'll all join me on the floor depending on where we're at with that cleanup. I like to use the same reflection questions that are in their Engineering Design Process notebooks at the very end, what went well? What was the challenge for them? If they were to do this project again, what would they work on? I might even ask them what went well, what would you recommend? So for kids who are going to be on that next stage tomorrow, what advice would they give them. So questions like this are really helpful to talk about as a class, and to really close up everything that happened for the day, you can also make a digital check in a lot like what Jill mentioned in her guest interview and a past episode, but you could do a digital check in as to where they're at in the Engineering Design Process, or how they are feeling and that part of the process. You could create this in a Google slide or a Google jam board, and there is a little circle that has the kids classroom number, and they can move that little circle as to where they are feeling. A lot of different ways to reflect, you don't have to go overboard with this. But it's good to have some sort of closure, where it's not just clean up, run out the door. When we're all done for the day, I will let the class know if they earn their classic incentive, and then they will go line up in my green hallway so they are ready to go for the teacher. Again, I don't have them lineup in my classroom because if the teacher is late or if another class is early, then they are all in the hallway, and they're ready for that teacher. Then I can clean up any last things prepare any last materials before my next class comes for the day.

Naomi Meredith 21:22

As a recap, here is how to teach a STEM lesson when using the workshop model. First, we talked about what the workshop model is, then you move on to the mini lesson to start it all off. The bulk of your work time is that practice time, then you piece it all together with the share, reflect and clean up time by creating a predictable structure for all of your lessons K through five, not only will this be helpful for you as a teacher, it'll create that consistency for the students. So when they step into your space, they will always know what is going on with the actual content, but the structure is always going to be the same. This is going to help with your classroom management, behavior management, and even help you get through all of the content, no matter how much time you have with kids, and how often that you see them.

Related Episodes/Blog Posts:

Connect with Naomi Meredith:

Check out more inspiration on her website: naomimeredith.com
Connect with her on Instagram: @naomimeredith_
Watch this episode on her YouTube Channel: Naomi Meredith
Join the Facebook Group, The Elementary STEM Coach Community | Technology & STEM for K-6 Teachers

More About your host, Naomi Meredith

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

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