Home » STEM lesson planning

Tag: STEM lesson planning

STEM Lesson Plan Auditing

The Power of STEM Lesson Plan Auditing [ep. 106]

The Power of STEM Lesson Plan Auditing [ep.106]

STEM Lesson Plan Auditing

Check out the full episode on The Power of STEM Lesson Plan Auditing:  

 

Subscribe to the podcast HERE on your favorite podcasting platform.

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

Episode Summary

If you want to create lessons that are meaningful, engaging, and aligned with the standards, then STEM lesson plan auditing needs to be part of your classroom strategy. In today’s episode, I break down the importance of STEM lesson plan auditing and give some tips and strategies for conducting your own lesson plan audit.

 

In this episode, you’ll learn:

  • How to set up your STEM lesson plan audit
  • Tips for conducting your STEM lesson plan audit
  • How to review your STEM lesson plan audit

Resources Mentioned:

Episode Transcript: 

Naomi Meredith [00:00:00]:


One of the most time consuming tasks as an elementary STEM teacher is planning lessons. While planning lessons is one of my most favorite things to do as a teacher, it does require a lot of work, especially if you are teaching multiple grade levels. How do you keep track of it all, not to mention make sure that you are adding in the necessary content for the year along with grade-level standards? If you've taught STEM for even just a year, it's important to take a step back before you just dive into your lesson plans and see what you have taught so far. How I like to do this is by conducting an overall lesson audit. And what do I mean by the words lesson audit? In this episode, I'll be sharing with you how important a STEM lesson audit is and what this means for you and your future planning. If you are listening to this episode as it is coming out, I am so happy to be back. So I've had a bunch of episodes still come out in the month of June. Shout out to my podcast manager, Andrea. She kept the podcast running like she always does, but she's amazing. And we made sure that two episodes a week were still coming out for you while I was getting married and then going on my very long honeymoon. So I apologize if I'm a little bit rusty in this episode, but I'm just so happy to be back. It was the most memorable month of my entire life. And now here we are back in action when it comes to all of the STEM content and all of the goodies and things that I have planned for you and help support you in your STEM space. In fact, while I was on my honeymoon now, I didn't do a whole lot of work, but here and there, I would check-in. I got this really sweet message from one of you out there, and I wanted you to take a listen. 


Kelly [00:02:36]:


Hi, Naomi Meredith. I just wanted to say that your podcast is absolutely awesome. Thank you so much for making it so many awesome resources for students. So excited to just keep listening and implementing some of your ideas into my second-grade science classroom. Thank you so much, Kelly Babb from Murphysboro, Tennessee.


Naomi Meredith [00:02:55]:


Thank you so much, Kelly, for your kind message. It absolutely made my day. If you want to leave a message like she did, or even if you have a question for me, you can do that. It's absolutely free. Super easy to do off of your phone. If you go to Naomimeredith.com/voice, you can leave a voice message just like that one. 


Before you jump into your researching and brainstorming and STEM lesson planning, it's always great to take a step back and reflect on how the year went. And oftentimes, because we are so busy with our hands in so many baskets and planning the lessons, going to the meetings and running the after-school clubs, and cleaning out our rooms for summer, we don't necessarily take the time to actually do this and think about our overall year and how everything went. And if we don't take a step back and actually do this, we might even find ourselves in a space just like before, where you are rushing from lesson to lesson. You don't know if things are working, but you just made sure you had a lesson go out there. But it might be a little bit random. And then it's this vicious cycle, and you just never feel like you can catch up. So taking the time now when lessons are fresh in your mind, doing a STEM lesson audit can be extremely valuable. Also, when it comes to this, this is really going to make sure that the lessons that you have taught are actually meaningful. STEM class should be really fun. Okay, don't get me wrong, I absolutely love it. It is an absolute blast. However, it still needs to be meaningful. You can still have these really fun lessons for your students that are also high level and even work on collaboration, creativity, critical thinking, and also are tied to standards. It does take a bit of pre-planning on your part, but let's take that time now to do that lesson audit to really think through those lessons. 


So when you are planning, you are keeping all of these important factors in mind. I sometimes get messages from you over on Instagram at Naomi Meredith underscore if you're not already following me over there, but I get a lot of messages over there. And many of you have admin who aren't super supportive of what is going on in the STEM space. Trust me, I absolutely get it episode to come in the future. I've had non-supportive admin before when it comes to STEM, but there are a few factors that can come into this, and there are some things you cannot control, but some things you can control. And more often than not, it's the curriculum that we're teaching because we are walking into these spaces that have limited supplies and zero curriculum. So instead of just going for that wow factor like, oh yeah, let's play with robots today. Oh, let's play with Lego bricks today. There are some ways to use these awesome tools but still be meaningful with them. And I talk about this all the time, and again, I know it's a lot of work. I've done it. I totally get it. But my goal here, especially with this podcast, is to help you be successful and prepare you with these tools and tips, and resources so that you do have high-level lessons and you do have an amazing space that your admin is extremely proud of and wants to tell everybody about it. I know that you love what you do. Almost every STEM teacher I talk to absolutely loves the position that they are in. But let's be real. 


Think about your lessons. Are your lessons just fun and fluffy but really don't have anything to back them up? Or are your lessons still fun but have really highly engaging learning experiences that are cross-curricular and standards-based? So this lesson audit that I'm going to walk you through in this episode is really going to give you that deep thinking and reflection so that if there are adjustments, you need to be made, which is okay because that's part of teaching. You don't get it right the first time. I never did. So this is all part of the teaching and learning process and just how you can prepare going forward with your lesson planning. To do this audit, first, you need to set it up so you can do this. I would prefer digital. That way, you can link things. Sure, go ahead, do this on paper. But I would just say do it digitally. And then you have unlimited room. But anyway, create a table or a spreadsheet. And on that spreadsheet, you're first going to have major categories when it comes to STEM themes. So those things that I am thinking about are Makerspace, digital citizenship, 3D printing, coding, robotics, those major themes when it comes to STEM, those big major things that you are going to teach your students, you're going to have those big categories and have different sections. You could create a different spreadsheet for each of these, or you could just have them all on one page. Then you're going to have different columns for things that you are going to analyze for every single lesson that you taught your students and for every single grade. So like I said, you probably want to do this digitally because there are a lot of things you're going to analyze to make sure that you are teaching these high-level lessons. So what are those things that you need to look for for each of these lessons? Here are some indicators that you want to add to your columns. The type of lesson that you're teaching, is it a multi-day lesson? A one-day lesson? A STEM station. What kind is it? Are you seeing patterns? Are you doing the same type of lesson teaching? How long is it taking you to teach that lesson? If you are doing a project, what kind of structure if you are using when it comes to your lessons, are you doing too many structures? Are you using the engineering design process? Are you only using it one time in the year, and then you're frustrated that kids don't know it? Keep track of these things. Also, look at your lessons from year to year to year. Is there a progression of learning, or are your lessons really random? Are they not building off the year after next? They don't have to. But when it comes to having the same kids year after year, is there a way that you can have your lessons build off of each other? Yes or no? Also, keep track of the standards that you taught. This might be a little bit annoying and frustrating. Maybe if you're not planning with standards, you can also hear little Frederick in the back squeaking his ball. So I apologize for that. But this is very important. Even though most of you don't have STEM standards currently, your lessons need to be rooted in something. It's not just some fluffy random lesson. I'm going to say that probably a lot, but keep track of all of these things. So for every lesson, as I said, that you teach all of your students and all of the grades, you're going to go through all of these indicators and just keep track of the things that you have done or maybe you haven't done them yet. 


Again, this is more of an audit, not so much a plan. So if you have some holes and gaps, that's absolutely okay. Leave them blank. You don't have to fill them in quite yet. That's when you're done with this audit, you'll actually get into that lesson planning. Once you're going through and conducting that audit, this will really help you organize your whole entire year. So you have that spreadsheet set up. You've gone through every single lesson that you've taught kids. Then comes the part where you're actually reviewing the audit. So you have filled in this information. What are you going to do with it now? So here are some important things that you should definitely think about. Which STEM topics are you really strong at? Are you really strong at doing those maker space projects? Is that something that you are doing in your classroom all the time? Are there other areas that you would like to try or that you haven't even touched in your classroom? Maybe you've been a bit wary about 3D printing, but you do have a 3D printer. Or maybe you don't have a 3D printer, and you still can do 3D printing. Side note, I do have a whole playlist about 3D printing. So I have actually categorized all of my lessons based on the topics that I've talked about here on this podcast. So if you go to Naomimeredith.com/podcastplaylist, you can see all of those categorized playlists, and there's one all about 3D printing. 


So with this audit, think about those big major themes. Are there things that you are really heavy in, and are there areas that you are a little bit less than or you haven't even taught yet? Also, compare grade levels when it comes to this. All grade levels can do all of these topics. It's just going to look differently for their age. So are you doing some things more than others? So there are a lot of different questions when it comes to even just those major themes in STEM. Also, look at what types of lessons you are teaching. Are you doing all whole group the entire year? It's easy to start off with a whole group, and I actually recommend that as you get to know your students. But there are a lot of different structures that you can use in your classroom if you prepare students to get to these structures and you keep practicing them, they are extremely successful, just like STEM stations. That was something I was scared to do, but it was absolutely magical in my primary classes. So look at the types of lessons you are teaching that also go into whether you are teaching a lot of one-day lessons or multi-day lessons. Sure, maybe you'll see the school for an entire week, and you don't want to manage multi-day lessons. But at the same time, you are planning week to week to week because you have to have a brand new lesson every single week. So think about that. You can mix it up, have a variety of multi-day lessons and also one-day lessons. There is value in both, but this will actually help you look at, oh, that's why I'm feeling rushed. I have to plan a brand new lesson every week. Fun fact you don't it's okay to repeat things with kids and help them feel confident in their skills. They're probably not doing what they're doing in your class at home, and it's okay to do it again. So don't feel like it has to be a brand new surprise every time it is okay. Think about a classroom teacher. Most of us here were classroom teachers before we set up those systems and routines with kids. And they might do a lot of things over and over and over again every single day of the school year. So same with you in a STEM classroom. It's okay to repeat things a major thing too. When looking at your audit, are you teaching standards? Are you only planning with some standards? Are you only planning with your science NGSS standards? Have you even touched the math standards or the ELA, or even the ISTI standards for students? Yes, there are many standards to look at but become familiar with them, and then it will be automatic. This is really important to add in your audit whether or not your admin looks at your lesson plans. It's good to keep track of those standards that you're teaching, especially when you have all of these grade levels. You want to make sure that you hit most of those things in your classroom, and you're like, oh wait, we've already done a big unit about this, then let's do something else. So here and there, I get an idea. I'm like, oh, I've already taught a lesson like that. I can save this for code teaching or vice versa. 


And also, I mentioned this before. When you're looking at your audit, do you have a progression of learning with your lessons? This is a little tricky in filling out the puzzle pieces. Where do you want your students to be in kindergarten and then all the way up to fifth grade? Or do some of you even have up to 8th grade? How do you want them to progress through their skills over the years? And this might change a little bit too. When we talked to Jennifer Mayhan in her episode, when she was talking about grant writing, we had a lot of similarities where we saw in our programs the first couple of years, the students were all around the same level when it came to their skills. But over time, we needed to progress their learning and really build off year after year so that students were building up their skills, and as they were learning, they were getting better, which is great. That's a good thing. That's really good. So think about your lessons. Are you always doing the same thing, k through two? Or can you start adding in that progression of learning as students become comfortable with their skills and diving in and learning more as a recap? Here is how you can have your powerful STEM lesson audit to help prepare you for your next set of lessons. First, set up your audit. So do that digitally and create a spreadsheet with those different categories and columns. Next. Well, actually do the audit. This might take some time to search through, and this will help you get organized too when you do start implementing your year Alum plan. 


And finally, it can be a little bit scary, but review your audit. You do want to go through and draw some conclusions because this is really going to help you be more cohesive with the lessons that you're teaching your students and, again, make you feel like you're not rushing with all of your things but you're being prepared for the entire year. Now, this spreadsheet is actually a template I have already created. This was one of those things that was floating in my mind for such a long time, and then I had to draw it down. I have all these notebooks I carry with me, but I had to actually draw them and then create them. And this is actually part of the beginning of the STEM into summer group coaching program. So this is actually what my students are doing in this program where they did a whole year-long plan lesson audit, and I gave them feedback and along with that a supply inventory. So this was super cool for me because I got to see behind the scenes in these teachers' classrooms. I got to see exactly how their years have gone so far, the materials that they have on hand to give me that background of, oh, okay, here's how your program is and what you're doing with all these grade levels so that I have been able to prepare lessons that we're going through each week to then build up their year-long plan. So this is, again, a really great way to put together where your program is at and how to build for the future. 


So this template is all in my STEM into Summer group coaching program. You can actually still jump in. It's not too late. So, again, if you're listening to this in real-time, it is July 2023. You can still jump in. It'll be at a discounted price. So check that out at Naomi. Meredith.com STEM into summer. And I mentioned this here before, I'm really excited about this, but the elementary STEM coach is coaching. So I have group coaching, and a lot of you have reached out that you have been interested in working with me one on one. So maybe a group setting isn't your thing, but you want to spend some time with me. And so now that I'm all married up, back from my honeymoon, I have spots available as well when it comes to working with you one on one. So there are different levels of time that we can work with. So it'll be for the short term overall, but there are different amounts of time that we can work together. So whether it is this lesson audit, if that's something you want to work on, we can work on that together, give you the spreadsheet for that, or if it's even something else that you would like to learn and explore, maybe you want to create a whole robotics unit with me, then that is something we can also work on. So whatever your needs are, I'm the coach. I'm your guide to help you along the way. But if you are interested in that, you can go to Naomi Meredith.com Coaching. Again, thank you so much for having me back here on the podcast. And I am so excited to help support you with this other layer that is here in this whole elementary STEM coach world and online space, and so thrilled to have this opportunity to work with you, live and be with you every step of the way. So thank you so much again for being here, and I will chat with you soon.

STEM Lesson Plan Auditing

 

Related Episodes/Blog Posts:

 

Connect with Naomi Meredith:

 

More About your host, Naomi Meredith

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

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

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

More About The Elementary STEM Coach Podcast

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

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

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

STEM lesson planning

Are You Complicating Your STEM Lesson Planning? [ep.89]

Are You Complicating Your STEM Lesson Planning? [ep.89]

STEM lesson planning

Check out the full episode on Are You Complicating Your STEM Lesson Planning?:  

 

Subscribe to the podcast HERE on your favorite podcasting platform.

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

Watch the video version on YouTube here:

Episode Summary

Do you find yourself wanting to implement all of the cool STEM lessons you see on social media or hear about on this podcast? Do you feel the pressure to try to implement lots of new STEM lessons in the hopes you will keep your kids engaged in STEM? In today’s episode, I’m breaking down things you may be doing that are complicating your STEM lesson planning and sharing what to do instead.

 

In this episode, you’ll learn:

  • 3 things that complicate your STEM lesson planning
  • Why these 3 things complicate your STEM lesson planning
  • 3 ways to simplify your STEM lesson planning to reduce your overwhelm

Resources Mentioned:

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

Episode Transcript: 

Naomi Meredith  00:00

Are you complicating your STEM lesson planning? Teaching elementary STEM is such a highly creative subject to teach. But it can get overwhelming very quickly. With all of the cool ideas that you're seeing all over social media, or maybe even things that you are hearing on this podcast, you might be getting a little bit of FOMO or fear of missing out, you want to teach it all. Trust me, I was like this too, especially when you first are getting started teaching STEM, you feel like you have to do all the cool ideas that you see, or your students aren't going to get a great STEM experience. But guess what this could actually be contributing to your STEM, overwhelm, and making your lesson planning a lot harder than what it should be. So let's the solution. In this episode, I will be sharing with you the things that are probably contributing to your STEM, overwhelm, and some solutions to combat this.


Naomi Meredith  01:17

If you are listening to this episode live when it comes out, the doors are open only for a little short while to the STEM into summer group coaching program. With me as your coach, you will have 16 weeks with a hands on experience, along with other STEM teachers who are doing what you're doing. But also create a scaffolded STEM lesson plan that will work best for your space. Be prepared for the whole year, along with lessons that are actually going to work along with templates and lesson plans and resources that will help you along the way. Along with that you will have access to me with video messaging and weekly video calls. So you definitely want to book your spots before they all run out and really be prepared for this upcoming school year. You can jump on in and get started at naomimeredith.com/STEMintosummer. Also for being a podcast listener, you can get an extra 25% off, make sure to use the promo code STEMSUMMERPOD to get your special discount. As soon as you sign up, we will set up your bonus one to one video call with me so we can get to know each other and set you up for success. So join me and other STEM teachers at naomimeredith.com/STEMintosummer. 


Naomi Meredith  02:49

When I jumped into the K through five STEM space from being a classroom teacher for six years, I absolutely fell in love. And I was spending all my weekends doing the lesson planning going into my classroom, staying late at night and getting there early in the morning. And definitely I felt a ton of overwhelm. And the biggest thing with that not to mention teaching 500 plus kids and six classes a day. But it has a lot to do with the lesson planning. What's very different that I have found from being a classroom teacher to being a STEM teacher is you really don't have any curriculum to work with like not really even a little bit. A lot of different programs come with things to get you started. But then it's so hard to make everything fit and everything pieced together and make sure it's not random. Or maybe you are making things random, but having it all go together cohesively. So you are not rushing around from class to class and not knowing what to teach when you show up or not even feeling prepared. And it can get overwhelming very, very quickly. So let's take a deep dive into your lesson planning habits in your STEM space. And let's see if you are doing these things that are probably overcomplicating your STEM lesson planning. It is hard, however, it doesn't have to be that hard. And let's see if we can refine those things and make this end of the year and going into the next school year a lot smoother for you. 


Naomi Meredith  04:23

The first thing that is probably complicating your STEM lesson planning is you are doing too many ideas at once. That is actually a good problem to have. But it can make it very complicated. Maybe our lessons look like this. Let's say you are teaching all about landforms the first day you have kids doing robotics. The next day you are going to have them do a mini Makerspace project. The next two days you have a another Makerspace project. And then the last day is some free choice time Whoa, that was exhausting even explaining that, yes, all those ideas are probably cool, but you actually don't have to do all of them. Well, these are all awesome STEM lessons to teach, they are really all over the place. Back in the last episode, Episode 88. I talk a lot about this. So make sure to go back and take a listen. But this is really probably contributing to your overwhelm. You are rushing from lesson to lesson a lesson you are making sure, okay, we're gonna do this this day and do this this day. That's a lot of planning to keep up with. Likewise, you might not even be realizing this, but your students might also be feeling rushed as Well. So not only as you as a teacher, you're rushing from lesson to lesson a lesson. But so far your students, and they might not find that they are finding success, because they have to do something new every day. And you might be feeling as a teacher, “Well, I am the STEM teacher, I do need to make it fun.” It's like a party every day. It kind of is like a party. But it doesn't have to be something brand new. It's okay, if you are not implementing every single fun thing that you're seeing all over Instagram. You don't even know with these teachers if they taught this lesson five years ago, and maybe they're just posting an idea to give you some inspiration. You have no idea what's really going on behind the scenes, it really is a highlight reel. So don't feel like you have to change it up every single day to keep your kids entertained. In fact, this is something that I did when I first got started. And this is what was really taking up my weekends, coming up with new ideas every day. However, when I switched it to having more long term projects, where we were working on the same thing throughout the week, or throughout the days that I saw them if it was once a week, then what the new things that I would be implementing is the new things using the Engineering Design Process, or the process that we were using at the time. So students were able to improve and really think about the project that they were doing. Rather than switching from project to project to project to project. There's a book that I have read years ago that I highly recommend it is called the Talent Code. And it shows these case studies of famous people who are experts in their craft, athletes, people who are sharing content, artists, and it shows that they are more successful because they have more repetition and more ways to practice. So think about that with your projects. If you are rushing from project to project or project and they're all completely different, sure, you might be giving them some awesome exposure, but they're not really getting the time to really go deeper into that process, and really improve what they are working on. So in the long run, they aren't really refining what they are doing. One way that can really help with this too, is to take a supply audit, look at the materials that you actually have in your classroom. And this is actually going to really give you a big picture of how you can use these things in more effective ways with all of your different grade levels. Also think about are there things that are in your supplies that are outdated, maybe you need to replace a few things, maybe you will have things that are actually better suited for older students or an after school club. So understanding all of the materials and supplies that you have in your classroom can really help with this lesson overwhelm certain supplies. And I've talked about this in past episodes before, certain supplies can actually be used again, over and over again within the same grade level, or even multiple grade levels, but you're switching out the content, and they can practice it in a different way. So it all doesn't have to be brand new every day. That's exhausting. thing about being a classroom teacher, you don't always have to do brand new every day. So why do you have to as a STEM teacher, just because you're the STEM teacher. So thinking about that whole supply audit will really, really be helpful. In my STEM into center group coaching program, I actually have created a template, the same one that I used, when I looked at all of my supplies to really think about what do I have on hand? What do I need to get donations for what could be something I could write a grant in the future years, or what kind of human purchase with the limited budget that I had. So this will help you again, make that big picture and really help you not have to rush through all these different things, but zone in on the topics that you want to teach your students. 


Naomi Meredith  09:46

The second thing that is probably contributing to your STEM planning overwhelm, is all of the grades are doing different themes. So we just talked about how you're planning all these different lessons for one class, think about what you're teaching all the grade levels. Maybe you're teaching all different themes. So possibly first grade, you're working on animals, maybe fourth grade, you're working on space, third grade, you are working on fossils, that's a lot of content to track. You found all these cool project ideas, and again, you want to teach them all and keep track of everything. But then you have certain supplies for one grade level, and then you're switching it out for another, you need robots for this one. And then you're going over to 3D printing, you have all of these different things going on. It's not even controlled chaos, it's chaos, and you have all the supplies out too. That's a lot. You have Makerspace things out, you're charging all this stuff. What's happening in all there, it looks like a tornado hit your room. So what is actually the solution for that? Think about can you plan in your grade level theme? So let's say you have K through five, or K through eight? Can you plan in content themes. So if you are going to teach robotics, can you do robotics for everybody, K through five, they could be learning different standards within those robotics lessons. But that way, you're only worrying about robots at the time, maybe you have a handful of different kinds, that you can switch out throughout the classes, the robots will actually hold a charge better than you think I have tried it. So definitely try it out. But when it comes to your planning, if you are planning within that same theme, and maybe you also have that same, let's say you have earth science, and then robotics, you are doing this whole umbrella within the earth science and the robotics, and then this is going to get you in the mind as a teacher to find lessons and really think through those lessons that will work in that theme. This is also going to help you with supplies, some of you actually go into the classrooms and have to bring your supplies with you. So if you are planning within this whole consistent way, then you're not switching out things as often that you have all the things in your mindset, but also ready to go. So you're not switching out from Makerspace, through robotics to 3D printing, you have a whole consistency and differentiation within all of those different grade levels. So a great way to do this is having that big picture of your year long plan, and then taking an audit of the lessons that you are going to teach or the ones that you have taught for each grade level. And think about how long that lesson is going to go. What standards are going to apply to those lessons, what materials are you going to need, and really think through every single grade level in this way. And it's really going to help you with that progression of learning. And again, help you beat that overwhelm and that complicating of all the lessons, this is something that I actually did one summer, I used to have a little bed and my home office and me and my little dog Frederick would cuddle. And he loved all this time it took me because he got extra cuddles while I was lesson planning. But this is exactly what I did to help create my STEM year long plan. And this is something that I am also constantly updating as there are more materials come out and other ways to look at standards. So taking that time really sitting through during the summer. And this is something that I will definitely help you with and you're in the STEM into summer group coaching program is giving you that template with spreadsheets with drop down menus that will really help you think through those lessons. And this is also a really great time to to think about, oh, is this lesson even good? Or is this just a fun activity kids could just do for fun, but it's not really getting getting to the standard at all. So that will be part of the first thing that we will really take a look at in that first month together is the supplies and also your lesson planning so that you can be set up for success and then go from there and actually create the year long plan. 


Naomi Meredith  14:14

And the third way that you might be complicating your second lesson planning is planning the same way for all your grade levels. So I was just talking about how you can use those same content themes and STEM ideas for the grade levels. But when it comes to the actual lesson planning for each of those grades, are you planning everything the same? Or are you really keeping in mind the ages of your students and their capabilities? When I first got started, I kind of really didn't. I did and I didn't. I was really planning the same way and I was really getting so frustrated as a teacher because I felt like I was a failure. We weren't finishing the projects at all, especially With my younger students, we weren't finishing them. There wasn't any motivation of the students, I wanted to do a cool project over the course of five days. By day four, and five, they were super over it, and then didn't want to do it anymore. They just didn't have the stamina. Likewise, when it came to my older students, I actually was making the projects way too hard. “Nothing is impossible. Everything is figureoutable,” as Marie Forleo says. But the way I was planning things I had too much going on, I was changing up the process I was using each time the way that they were taking notes, adding in too much digital or even too much paper things. I was making things way too hard. I was too ambitious. And likewise, I was kind of planning the same for all the grade levels, and that wasn't going to work. So again, after taking that audit of my lesson plans and thinking about the materials that I had, this is when I actually figured out the hack when it comes to planning for K through two, and then three through five and above. And I kept that same system up for those grade levels, just changed out the content, change that the themes. And it was like magic. My planning was so easy. And also the way that I was teaching made it easier. The students knew what to expect. They weren't complaining about brainstorming and planning their ideas anymore, because they knew this was part of the process. This is what we do in the projects. I had my younger students begging me are we doing STEM stations today, I'm like not today we're doing our projects, like, okay, it sounds great. But really thinking through the way that I plan for my littles is helping prepare them for when they get to the older grades. And likewise, the ways that I was planning for my older grades was something that they were actually ready for, and not feeling overwhelmed. Once I figured this out for myself, I was way less stress coming into the classroom, I felt prepared, even if I was teaching something new I've never taught before, like 3D printing. And I think I've said this before, 3D printing is weirdly one of my favorite units to teach. There's quite a few I really like I really like video and audio production. I also really like 3D printing. Even if it was something new I haven't actually taught before, I still felt really prepared. Because I was using this same process of planning, I was just plugging in those content themes and thinking about those standards and creative ways that all the tools would come through, it would actually start working out those are just little troubleshooting things that as a teacher, that's what we do. Anyway, we're not going to know every single tool every single time. But it was exciting to try this new stuff. Because the structure of my lessons were very consistent. And again, for same for my students, the structure was consistent, but the other things would change out. So then they didn't feel stressed out overwhelmed, probably because I was stressed out and overwhelmed. Planning and engaging lessons is literally one of my most favorite things to do as a teacher. Even as a classroom teacher, I loved doing this. And I think sometimes my teammates would get annoyed with me, because I had all these creative ideas. But I think they were a little annoyed because I actually could do them. And they're like, Okay, I guess we'll do this. But it makes it so much fun. Come on you. If you're having fun as a teacher, so are the kids. So it's all for the kids. Okay, part of my role. Also, in this case, your STEM teacher position is also being a co-teacher and co-planner with the classroom teachers in my building to help them implement innovative strategies. So I was working with our first grade team, and they had an upcoming insect unit. And they had a whole system of things that they would do in the past, but they really want to make it more hands on and engaging, which I was so excited that they were on board with this. And we came up with a whole thing for students while they were with our classroom teacher. They were researching more about insects and all of the things on their anatomy. So we're thinking about their antennas, their segments, their eyes, they have six legs. So all of those things that insects have. And then they had to pick their favorite one. And they came into my space. We got donations from the parents. So this was something that we did. We played up to this. So parents had donated things. And they came into my space and they had the opportunity to build their insect or a new insect. And they had to make sure to include all of the parts that An insect has. And their little things that they came up with were absolutely adorable. And I gave them some strategies have different things that they could actually use to put on the insect. How could they represent the antennas? How could you represent the eyes? What could you use for the legs? So we'd talked about those different strategies, and then they had the opportunity to build. So this really beefed up their projects, they were actually just drawing things before great way to plan. But then we went from there and created this whole experience for the students that they were so proud of. If you are actually interested in this lesson, you can find the whole Makerspace lesson that uses the Engineering Design Process in my TPT shop, I will link that in the show notes. But this was a really great lesson, especially for the end of the year, getting those little hands busy. 


Naomi Meredith  20:35

Also, in my STEM into summer group coaching program, you will actually have a similar experience by being able to audio message with me, where maybe you have this idea for a lesson or maybe you have a standard, that you're not quite sure how to take it to the next level. Oh my gosh, this is my jam. And I love brainstorming with people. You can hear it in my voice. I'm like so pumped up about it. So this is something that we'll be able to do over the summer, it gets feedback on chat back and forth. We also have the live calls with the other teachers where you can feel successful and not feel like you're planning alone, because that can definitely help that can definitely contribute to the overwhelm as well is you are doing this all alone. And I didn't list that as one of the three ways because that's not really always in your control. You're not the one hiring other seven teachers usually. But there are options out there. And there are teachers I know who are feeling that same way. So let's support you this summer is a great time to feel inspired, you have the sunshine, you are ready to go. And I would love to be in your back pocket where we can chat with each other and really think about things that will work best for your classroom and the time that you have with kids. 


Naomi Meredith  21:52

As a recap, here are the three things that are contributing to complicating your STEM lesson planning. First is you might be doing too many ideas at once. Next, we talked about how all the grades might all be doing different themes. And third, that might be complicating things is that you might be planning the same way for all the grade levels. Like I said, STEM is such an exciting thing. And it's such a great opportunity that you are bringing to your students, and you are really getting their creativity and collaboration flowing. But it doesn't have to be as complicated as you might think. And again, I am here to support you here with my podcasts and all of my resources. And we'd love to be in your back pocket where we can actually chat and almost like bringing this podcast live a live elementary STEM coach, but I would love to chat with you this summer and join me in my STEM into summer group coaching program. You can reserve your spot so we can get started in June 2023. You can find that at Naomi meredith.com/stemintosummer

STEM lesson planning

 

Related Episodes/Blog Posts:

 

Connect with Naomi Meredith:

 

More About your host, Naomi Meredith

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

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

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

More About The Elementary STEM Coach Podcast

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

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

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

chat GPT for teachers

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

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

chat GPT for teachers

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

 

Subscribe to the podcast HERE on your favorite podcasting platform.

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

Episode Summary

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

 

In this episode, you’ll learn:

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

Resources Mentioned:

Episode Transcript: 

Naomi Meredith  00:00

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


Naomi Meredith  00:51

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


Naomi Meredith  04:13

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


Naomi Meredith  06:02

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


Naomi Meredith  07:54

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


Naomi Meredith  10:41

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

chat GPT for teachers

 

Related Episodes/Blog Posts:

 

Connect with Naomi Meredith:

 

More About your host, Naomi Meredith

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

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

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

More About The Elementary STEM Coach Podcast

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

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

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

how can students record a podcast

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

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

how can students record a podcast

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

 

Subscribe to the podcast HERE on your favorite podcasting platform.

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

Episode Summary

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

 

In this episode, you’ll learn:

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

Resources Mentioned:

Episode Transcript: 


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

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


Naomi Meredith  03:22

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


Naomi Meredith  05:47

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


Naomi Meredith  07:50

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


Naomi Meredith  11:08

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


Naomi Meredith  14:59

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


Naomi Meredith  18:04

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

how can students record a podcast

 

Related Episodes/Blog Posts:

 

Connect with Naomi Meredith:

 

More About your host, Naomi Meredith

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

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

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

More About The Elementary STEM Coach Podcast

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

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

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

k-2 STEM planning

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

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

k-2 STEM planning

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:

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.

k-2 STEM planning

 

Related Episodes/Blog Posts:

 

Connect with Naomi Meredith:

 

More About your host, Naomi Meredith

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

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

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

More About The Elementary STEM Coach Podcast

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

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

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

November-stem-activities

4 November STEM Activities to Try [ep.37]

4 November STEM Activities to Try [ep.37]

November-stem-activities

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:

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.

November-stem-activities

 

Related Episodes/Blog Posts:

 

Connect with Naomi Meredith:

 

More About your host, Naomi Meredith

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

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

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

More About The Elementary STEM Coach Podcast

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

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

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

how to teach a STEM lesson

How to Teach a STEM Lesson [ep.35]

How to Teach a STEM Lesson [ep.35]

how to teach a STEM lesson

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!

Watch the video version on YouTube here:

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:

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.

how to teach a STEM lesson

how to teach a STEM lesson

Related Episodes/Blog Posts:

Connect with Naomi Meredith:

 

More About your host, Naomi Meredith

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

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

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

More About The Elementary STEM Coach Podcast

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

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

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

SEL in elementary

Ideas for SEL in Elementary STEM with Jill Loesch [ep. 31]

Ideas for SEL in Elementary STEM with Jill Loesch [ep. 31]

SEL in Elementary

Check out the full episode on Ideas for SEL in Elementary STEM with Jill Loesch:  

Subscribe to the podcast HERE on your favorite podcasting platform.

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

Episode Summary

SEL is quite a buzzword in the education community, but the overall concept isn't new. In fact, no matter what subject or grade level you teach, there's always room for integrating social-emotional learning, growth mindset, and developing soft skills in your everyday teaching.

Today, we have a special guest, Jill Loesch, from the Self Nurtured Teacher, and she is going to be talking about just that. She'll explain what SEL means to her, ways that you can embed it into your STEM and hands-on learning, and a variety of resources for teachers and students. This episode is packed full of actionable tips and resources.

 

In this episode, you’ll learn:

  • Jill’s definition of SEL
  • How to incorporate SEL into your elementary STEM classroom
  • SEL resources for teachers and students

 

Meet Jill Loesch, The Self Nurtured Teacher

Jill has been an Elementary teacher since 1997. She's taught PreK-2 classroom, K-6 literacy specialist, and PreK-6 instructional coach with a focus on differentiation, SEL, and mindset.

Jill specializes in creating and implementing systems and mindsets that integrate everyday SEL for students and teachers with little to no prep.

She is a certified life coach focused on redefining self care for overworked women. She has created SEL and self care specific card decks that are used by teachers and women looking for everyday self care. Jill runs a TPT store focused on K-2 SEL resources, coaches women through her Self Care Society, and owns a fitness studio with her husband.

Jill is also a mom to 2 adult kids, Max and Elliana.

In her free time she loves to lift weights, take walks around the lakes, go on scooter dates, and spend time with family and friends.

Connect with Jill: 

Follow Jill on Instagram: @theselfnurturedclassroom

Check out Jill’s Blog: selfnurturedteacher.com

Jill’s Free K-1 SEL Year Long Guide 

Jill’s TpT Shop and other SEL Freebies

Resources Mentioned:

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

Episode Transcript: 

Naomi Meredith  00:00

SEL is quite a buzzword in the education community, but the overall concept isn't new. In fact, no matter what subject or grade level you teach, there's always room for integrating social-emotional learning, growth mindset, and developing soft skills in your everyday teaching. Today, we have a special guest, Jill Loesch, from the Self Nurtured Teacher, and she is going to be talking about just that. She'll explain what SEL means to her, ways that you can embed it into your STEM and hands-on learning, and a variety of resources for teachers and students. This episode is packed full of actionable tips and resources. I know you're going to adore Jill and her thoughtfulness, her sweet soul, and a plethora of experiences. 


Naomi Meredith  01:18

Well, thank you so much, Jill, for being here. I am so glad that we connected through a mutual business friend of ours, Molly Wheatley.  I did a training in her group and then you were there and you were smiling. You were so excited about the topic, and then we messaged a bit. Then I said, “I think you would be really great on this podcast with your expertise.” I really liked the sound of your voice. So I'm so glad that you're here. I know our listeners are really going to benefit from what you have to share today, as it relates to SEL and STEM and hands on learning and all of those awesome things that are so important for our kids no matter what age level they are. So to help us get to know more about you tell us about yourself, your teaching background, and how you stepped into the role as the self nurtured teacher.


Jill Loesch  02:10

Thank you! I am so excited to be here and love making these online connections with other educators. I think for those people that are listening to this podcast and other education podcasts, we can feel so much in silos sometimes. It's kind of nice to be able to find people that align with us that don't necessarily geographically live by us. So thank you for having me. My education started really, as a child, both my parents are teachers. So I grew up around education. I just remember being in my dad's classroom, from really little on and then I had the amazing opportunity to attend the school that he taught at and had him for my fifth grade language arts teacher. I come from a long line of teachers, which is great. Along with that also come some of the things that many of us teachers struggle with, right, the all in the at all costs as it pertains even to our ourselves. Flash forward to my teaching career, which started in 1997. So I've been teaching for for a while. Mostly I'm an elementary teacher. I'm also licensed preschool. So in Minneapolis, where I live and taught in, I've taught classroom, pre K through second grade, but also was a literacy coach for K through five and an instructional coach for K through five teachers and students. I did a lot of parents things with that, too. 


Jill Loesch  03:49

So I think, the biggest shift for me, and what brought me to the Self Nurture Teacher, which is where you'll find my website. And that is me as a teacher to overworked women, not necessarily just teachers looking to create opportunities for everyday self care. Self care and SEL are very tied together and understanding that and when I was diagnosed with Addison's disease in 2017, that's a life threatening illness. I have no adrenal gland function. So it really it created a different shift that was necessary for me to be able to stay alive and teach. It really was taking the systems and the structures that I was so good at and putting into place with students, and the procedures and all that, those kinds of things, but into my own planning time, and energy expenditure. I realized that what I was doing at that time was really benefiting my colleagues that I was working with and received all kinds of feedback and thanks like, “Wow, thank you for showing me this and allowing it to be okay to do my best but not put myself in harm's way as terms of health and mental health.” So that's where I am. That's how that's how I got here. The resources I create for teachers is like a little extension that's teacher specific. That is the self nurtured classroom. So it kind of embodies that idea of you nurturing yourself, your students, your energy, your environment, all the things that we have control over because there's many things that we do, but most things that we don't have control over.


Naomi Meredith  05:38

I appreciate your story, and just thank you for being vulnerable and sharing that like, that's a lot. I love how I can tell you're just a very positive person and just how, like you that's. I can't imagine how you've taken that as a positive experience and just have really been, ” Okay, I have this going on, but how can I help others.” You're just an amazing lady to be doing all of this and like you even just sharing your story. Who knows how you have helped someone. That's so amazing. Also, your passion for education, your experience is so valuable, like, I am so glad that you are here today. You are amazing. So when it comes to SEL, and how it relates to elementary, how would you describe that? What research do you use to refine your practice?


Jill Loesch  06:30

So for me, SEL is a 24/7 way of being human. So just kind of a back step of this, like, I started teaching prior to No Child Left Behind where SEL was just kind of best practice and what kids did in school, and then the large, like pendulum swing to the academic push. Don't get me wrong, like I'm all about taking these academics and taking the potential and moving them. But at what cost, right? So SEL is not new to me. It's just kind of how I've embodied my teaching. As a licensed early childhood educator, that's what we did. We looked at the whole child providing hands on experiences, and nurturing the confidence in students, just who they are as a person and where they are in their academics and where they can go. So I just like to, like preface that it's 24/7; it's not a 15 minute lesson. It's not something like “Oh, I'm doing SEL!” It's really how your day, your class if you're a classroom teacher, if you are a special teacher that are focusing on STEM, it's how you structure your entire time with those students. When it comes to the mindset, the way your class is organized, everything is set up for them. SEL in education for me is providing numerous real life experiences and opportunities for students and ourselves to practice within our space and to grow within that together to really become just a well rounded person and community member. I mean, that is the ultimate goal for me.


Naomi Meredith  08:25

I appreciate that, and that is so true. I feel like SEL can be a buzzword. I don't know if you would think that. But it isn't something new, and I actually taught preschool when I was in college. It was such a hard decision to choose between going into elementary or early childhood. You're so right, it is about the whole child, which we do that in elementary, but I feel like we're missing that sometimes. And it is so like this 15 minute lesson, but it really is 24/7. Do you have any specific resources or research that you've used or things that have helped you? I know your experiences are the best research of what you've done with kids.


Jill Loesch  09:06

I know that I have that listed down, like I had a write down. I'm like, Yeah, and that's like, Oh, yes. And then this and then this, because I think sometimes, you know, we think research and these articles, which that's a part of SEL, that's a part of everything. Then it's teaching there's the art and science of it. Being a human there's like the book smart paper on paper looks great. Then there's the reality and it's somewhere in the middle right is where the magic happens. So yes, I have over 25 years of hands on experience, trial and error of that, right, like, oh, and then each kid is different too. So it's understanding this strategy or that I would never do this strategy with this kid because that would just shut them down. Whereas you kind of have to navigate that you start with a base and then you can kind of see which way we can tap into the potential for each student. Most of my practice is really rooted in Responsive Classroom. I have level one and level two training, and I have had the great fortune of teaching alongside two national trainers. So we had all kinds of opportunities with that. 


Jill Loesch  10:19

So that can absolutely be brought into a STEM program for people that are teaching that as you know, a standalone content area, as well as if you're the one responsible. For me, in my classroom, we were responsible for our science and STEM. So if that's you listening to this, like, there are some really simple ways that you can tap into that. Responsive Classroom is a great way to just utilize that in just everyday structures without even necessarily a specific STEM lesson, so to speak. In addition to that, ENVoY, which is a nonverbal classroom communication management. I taught with a teammate that was a national trainer for ENVoY. So just really, you know, understanding how to tap into capturing engagement with kids. That wasn't just kind of some of the management, which is a part of SEL. I have two different trainings in IB PYP program. I'm not sure a lot of people recognize IB PYP from an high school standpoint, but the organization has an accredited elementary program, which is highly rooted in profiles and attitudes, which are directly correlated with SEL. 


Jill Loesch  11:46

Again, just being a human, being a risk taker having empathy being responsible. There's like 20 of them between the two, that paired with just growth mindset, Carol Dweck's work looking at a lot of that, and having training as an instructional coach. Minneapolis brought in trainers, and we had lots of training around that as it pertained to working with adults, and coaching adults through that to get students and then I personally did numerous things around that with parents. In the one school where I was the coach, I focused heavily on advanced differentiation. Many people might call it gifted and talented, we call it advanced differential differentiation. And so really looking at a preventative parent workshop to look at how do we approach with a growth mindset. Because when you have gifted or advanced learners, they tend to really fall into a fixed mindset, which is kind of hard for people to hear like, “Oh, they're so smart.” It's like, No, we don't want to be saying that to them. We want to really go into some depth and complexity. So I have lots of training around advanced differentiation. That was part of part of my my job. I will always be looking to Castle for what they say best practices around SEL.


Naomi Meredith  13:06

I think that's such a well balanced mix of things. So in my role, I teach all the kids in the school and you said what works for one kid might not work for another. And so just being any teacher, you have to be prepared for what comes your way. I see K through five, 500 Plus kids, a lot of stuff teachers do even if you're a classroom teacher, you have different kids every year. So just keep on refining your practice using these resources. Obviously, your experiences in training are gold, no one can take those away from you. But I think this is really helpful, especially when people are feeling stuck, or they need a refresher. I'm glad you mentioned growth mindset because I'm going to have an episode coming out real soon about that because it's so important. We see that, especially with the gifted kids, but even when it comes to STEM, it's so interesting. 


Naomi Meredith  13:59

I thought my first year kids would be all excited about building, which they are but they aren't if they are not given those experiences all the way. They're like, “Well show me what it's supposed to look like, and how am I supposed to do it? Oh, it didn't work. I give up.” Like lots of tears, lots of crying. But I've really had to work on growth mindset, year after year with all the grade levels and the kids are used to me by now and they're excited. They now know, if I failed, I have to try it a different way or here, look at this strategy I did or look what I did. But it's just taken a long time, literally years since I don't see them every single day, I see them five days a week for the month. All of those components that you mentioned are enormous in the STEM space or any hands on learning anything that when you're creating it's just such a vulnerable thing to create something, it's scary. Even this podcast can be scary. It's creating. I think that's super helpful. I wrote those all down so we'll link those on the show notes for people so if they're interested so they can check this out even further. So speaking of that, with the hands on learning, how do you see this relating with SEL? So how do you think STEM and hands on learning go together? We talked about growth mindset, but what connections and skills do you feel this helps build?


Jill Loesch  15:18

Yeah, so STEM activities, and the learning structures that come with with STEM are actually just a really natural opportunity to practice every day SEL, and those five Castle competencies which are self management, self awareness, social awareness, relationship skills, and responsible decision making. So those are the five components that kind of embody SEL, from an individual level to even families and the community, everything is kind of connected with that. So when you're talking about STEM, for instance, like self awareness, really discovering, identifying and understanding of students emotions, and just their personal strength areas and their areas for growth is, I mean, think of all the all the things that happen there, right. Typically, then when it comes to self management, there's lots of different emotions, and the emotional roller coaster kind of how you just just talked about with growth mindset happens and are pretty high when students are faced with challenging situations. 


Jill Loesch  16:24

In STEM, and from just my inquiry background, because IB PYP is based on inquiry, it's very challenging, when you're just posing questions and kind of facilitating, when there's not just like, step one, step two, you know, and it can create those emotions. So giving, and having some different structures and systems in place for students to regulate those emotions to manage the stress and the impulses and the just shutting down. I mean, it's a process, right? So when you first do this, you're gonna feel like why and then it's about staying the course, right? It's kind of, like when you start working out, and like, I'm not seeing the results and like, just keep going, it will happen, it will happen. When it comes to self awareness, just two big components of self awareness are other people's perspectives, or just, you know, multiple perspectives in general, and then being able to empathize with other people. So being able to be aware of that, and a lot of STEM things happen in collaboration. It's not just an isolated thing all the time. 


Jill Loesch  17:30

So kind of understanding how that works. And that moves into the relationship skills is that in the classroom, and then if someone let's say, you know, they grow up, and they have a STEM job, teamwork is a big part of that, and so being able to communicate to listen, knowing how to handle conflicts is just really important. So that plays out in many STEM activities. Then the responsible or the, yes, responsible decision making that Engineering Design Process is just like an overall great guide to understand how your decisions can identify and solve problems and the consequences of doing this or this and then having to go back. And so I think, when it comes to a STEM lesson, but really, this is just a great process to to approach for just life, right? Like, oh, there's this problem, how can I solve it? Like what we did in my Kindergarten classroom, and like I said earlier with my fellow co-teacher, we did a pictorial input chart, which is a GLAAD strategy on the Engineering Design Process. And so really, like had the pictures up and walking through and doing some specific charts around that, because they were inventing something they were there was specific to the project and the unit we were doing, but also, we connected that then to oh, how does this connect with how we approach things in the classroom? 


Naomi Meredith  19:07

I am so glad you mentioned the Engineering Design Process. We've been talking about that so much on this show. I even had a whole mini series, and I broke down each step for teachers. So there's an episode about the ask, there's an episode about the imagine. So it's not something new. It's not new. And you were doing this in a Kindergarten classroom, not as a STEM teacher per se. It can be anywhere. And you just saw the importance and how they are building upon those soft skills. And I'm so glad you said like, oh my gosh, you're so great. This is awesome. Yeah, so definitely those soft skills. That is what STEM is all about. And I tell the kids that all the time, like it doesn't matter what tools that you're using. You're here to build on skills that you're going to use the rest of your life. The tools are just a way for me to help you practice these skills. They're going to change you're not going to have these robots when you're 25 But This skill is how you can collaborate and work together. and problem solve, you need to have those skills, whether you're in a STEM job or not, you need to be able to do these things. So I'm so glad you said that, because that is like a huge, that's like, probably the biggest why I am in STEM is like all that all those soft skills, you get to be creative, but you're really building up yourself as a human. That is like the whole goal of my class.


Jill Loesch  20:24

Well, you know, it was kind of eye opening, it's hard for me to say, because it's been already so long, since I started my IB PYP, like career. It's like, Ah, it just feels like yesterday, but it's not. But I just remember being very awestruck, in that time where it was, like, you know, no longer is education, the place where it used to be people come because that's where the knowledge was. But with just the technology advances and the information at people's fingertips, we need to create critical thinkers to understand processes and work together, because the kids that you're teaching right now, the jobs that they are going to have haven't even been created yet. I mean, even five years ago, would we have been like, Oh, someone can be a social media manager and make a really good income with that people would have been like, what that is ridiculous. And so we don't even know what they're gonna end up doing. So we really want to prepare them to handle challenges and be prepared for those really unknown situations.


Naomi Meredith  21:29

Oh, I didn't know I was gonna be a STEM teacher, I didn't originally go to college for this. I knew I wanted to be a teacher, I went to school to be Elementary Ed. And then through experiment, like kind of like the kids like, Oh, I was really like hands on. I've always loved hands on learning in science, let's be real. I've always loved that. But then STEM was coming up. I'm like, I think I can do this. And now I have a master's in that and went back to school and everything. But even for just teaching there's so many new roles out there. And even having a teaching podcast, like who knows, like, you have no idea what is going to be out there. So if we as adults can figure it out, then like, hey, we can totally get our kids to do it. We just have to be they're cheerleaders by giving them those skills to be successful. You mentioned the pictures for the Engineering Design Process, which I think that's amazing. That's awesome. Are there any other ways teachers can easily implement SEL into their instruction like top ways you're like, “Oh, definitely do this, or this has worked really well?” No matter what they're teaching, what would you recommend? 


Jill Loesch  22:35

Well, I have lots of ideas because just like students, teachers are on their own path, and not everyone's going to be in the same place or not everything's going to feel comfortable. Before I give the ideas, I would just say, really, think about your own growth mindset, it's really hard to have students tap into that. And they can smell it if you aren't tapping into that. So getting out of your comfort zone and starting with the next small thing that feels doable. So when I say that, um, you know, just think about your own schedule where you are, because really, I am all about using the schedule, you already have to determine where would be some appropriate times and good fits to implement aspects of the five Castle competencies. For example, I love Responsive Classroom, morning meeting as a part of that. If you are in the classroom, you can kind of bring in some STEM things if you're teaching STEM. I was in the classroom, if you are like you, Naomi, and you're doing that you can take maybe just five minutes, like a real condensed and one part of a morning meeting to start building the community. Because here's the thing, your learners in order to be risk takers in these things need to feel safe in that space. That's not going to happen day one, it's not going to happen day seven, it's not maybe going to happen for some students until maybe the end of the year. 


Jill Loesch  24:14

So really recognizing that risk factor and providing low risk opportunities as you start. So for instance, at the start of the year, it may be simple like, “Hey, I'm going to introduce you to my to my friends,” and the teacher says everyone's name and getting to know everyone's name and then maybe doing a name game and then maybe having a would you rather that's really revolved around the unit that you're doing, you know, would you rather X or Y and then y and then starting to get them comfortable with really using their voice because if you don't do that, the rest of your amazing lessons and everything you have on paper, it doesn't matter. It doesn't matter. Good on paper means nothing if you cannot implement it in a way that brings kids to the ultimate objective, because the lessons you're creating are not about you. They're about the students. And if the students aren't in a space where they can feel heard, valued, vulnerable, they're not going to explore those challenging things. And they need to know that it's okay to do that. So I would start with that. After that, really, there's so many so many ideas, differentiation is key, you're gonna have kids, just as when Naomi and I were talking like a big range sometimes, and understanding where those kids, those kids that can do it, they need your support just as much as the kids that are really struggling. And that can be tricky. But what I like to use are the prompts of depth and complexity, those are really great entry point. Their icons, you teach them to the whole class. 


Jill Loesch  25:49

But let's say you have a group that's gone ahead in the unit or a project you're doing, you can say, “Oh, okay, now, I want you to look for patterns in your findings, “or whatever, and just have that up there. And it's a really easy way for you to differentiate without planning. The idea isn't that you're planning all different lessons, you're teaching to the same standard, with the same kind of idea. It's just getting kids that need to go deeper, going deeper into it. So that's a really great way. I kind of addressed this already, but really scaffold your year and your units from that low risk to high risk. And don't assume like, well, it's January, we've gotten to know each other, and it's a really challenging unit, don't assume that they're just going to jump in with like, Whoa, yeah, I'm really ready to fail, like, don't assume that just start low, low risk. And you can use engaging text to support thinking or concepts. Really, there's so many amazing texts out there. 


Jill Loesch  26:50

I wrote some books down, like my class LOVE THE MOST MAGNIFICENT THING. The Andrea Beatty books. There's one that I just recently came across. I've not used this in the classroom, but there's three, maybe you know, about these, Naomi, what would you do with an idea? What do you do with the problem? What do you do with the chance? They're really good? Yeah. So I mean, just really utilizing that and taking a step back, like go slow to go fast. So what if you take the first day of a new unit to look at a book that has concepts that they're going to be encountering, or mindset ideas that, you know, like, hey, they're going to really struggle with, you know, this emotion, perhaps when they're going through this. So I'm going to start with a book that's going to address that. And I would say, do a beginning of the unit SEL questionnaire about the content and subject, find out where the kids are in their feelings about it, that will give you so much information, and that they're feeling validated. 


Jill Loesch  27:51

Like it's okay to say that I'm scared about this, or I'm nervous. I don't know about this. Finding out where they're at, not just from a content standpoint, but from where they are in terms of how they feel they're going to do with it. And then having some exit slips that include a self evaluation or reflection. And you can do that after certain lessons or at the end, especially. And that will give you good information. Every class and every year is different. But you can take some common things to like, “Oh, I think I want to tweak this for the next time.” I have not done this, but I thought about this, when I was doing this, I think I'm going to put this in, I'm going to make this for my TPT store. But I would have an Emoji check in system before, during, and then the completion of the projects. And there's lots of different ways you can have that you can literally have them printed out. And you can just go with like kind of three or four basic kinds of emotions. And even while they're working, they could just, you know, put like, I'm confused. And if they put that there as you're walking around, or whatever. It's just a real easy way that's low risk. They're not having to be like I don't know, and then a way for you to check in with either that individual or group. Then even creating just some posters of strategies, of course that you go over of how to deal with your feelings when you feel like you're out of control or confused or you want to just give up.


Naomi Meredith  29:27

Every single thing you talked about, I've talked about. Yes, you know, you're a great coach. I wrote all of these down for people. So we'll link all of this, all the books that you mentioned. Teachers can do all these things that you're mentioning. You're like, oh, or maybe they're like, I already do that. Or oh, that's a cool way to do it. So those are just like you said, you can implement it in your teaching everyday no matter what you teach, even if you do teach all the kids in the school. I want to go back to when you were saying where you really need to create a space where students are feeling safe and they are filling welcomed, that is so true. It's so hard when you're a specialist, and that's a big thing. Going from classroom teacher to specials, I feel like is you have your same kids, when you're a classroom teacher and you see them every day, you know them, you can tell when they're in the best mood or the worst mood. You just really know who they are. I used to do The Five Love Languages quiz for kids when I was a classroom teacher, and it was so eye opening and interesting to see how they felt the most loved. One of my most neediest class, their love language was primarily quality time, which made sense. They always wanted lunch with a teacher for a prize. But as a specialist teacher, that was huge and was probably one of the hardest things going into this role is I don't have them all day. And so I'm here year five, and I know them pretty well. But it's just taken a long time for them to get to know me and I get to know them. Also, creating a space where they do feel safe, that they want to take risks, they want to have those challenges, they are feeling comfortable communicating, collaborating, and it's so different too. I don't know what they do with their classroom teachers, like some are really strong about these strategies. Sometimes STEM is there only a time of the school year where they get to work together. So it's just so interesting with those classroom dynamics and just being in this role. But no matter what you're teaching, these are just all important things, for sure. So I feel like people are gonna walk away with so much knowledge from this episode. And I'm so, again, so grateful that you are here. Are there anything, freebies or anything you want to let teachers know about? And how can they find you and connect with you?


Jill Loesch  31:44

Yes, so if you go to my Instagram, my handle is the self nurtured classroom. I have a link there for a year-long SEL guide. Right now it's just K through one, but I'll be adding to that. I'm adding things to it all the time and updating, but it includes book lists, and questions that are aligned to the five Castle competencies. Some of those in there, again, may not be directly STEM related. But when you're building that, like just what you said, you know, prior to this, I would venture to say, and it's hard because there's pressures from different ways. I would rather take the first six weeks of school and that's less time when you're not seeing everyone every day all the time to build those relationships because your return on that time investment is going to be like 100 fold, it can feel like oh, I should be doing this content right now. But if you don't get those relationships in that space, you're going to be battling that all year. But if you just take the time in the beginning, then it's amazing. It's amazing how that goes. So you can grab that for free. For more adult SEL, again, not teacher specific, although I do have many teachers that you know do this, my website is selfnurturedteacher.com. So there are some free things there for adults, and you can just kind of check it out.


Naomi Meredith  33:21

Awesome, well, thank you so much again for your time. And I know that this is such an important episode. Very timeless, it can last forever. And this is a year-long evergreen thing that we always need. It's just such a great refresher. And I learned so much! You should definitely see my desk right now with all of my notes. I learned a lot here, and I'm excited to implement a lot of the strategies you talked about. So thank you so much again, Jill, and hopefully, we can have you back another time. You're great.


Jill Loesch  33:50

Yeah. Thank you. I would love that.

SEL in Elementary

SEL in elementary

Related Episodes/Blog Posts:

 

Connect with Naomi Meredith:

 

More About your host, Naomi Meredith

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

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

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

More About The Elementary STEM Coach Podcast

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

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

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

examples-of-student-learning-outcomes

What are examples of Student Learning Outcomes (SLO) in STEM? [ep. 29]

What are examples of Student Learning Outcomes (SLO) in STEM?[ep. 29]

examples-of-student-learning-outcomes

Check out the full episode on What are Examples of Student Learning Outcomes (SLO) in STEM?:  

 

 

Subscribe to the podcast HERE on your favorite podcasting platform.

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

Episode Summary

Writing a student learning outcome or SLO can be a little bit tricky, especially when you teach all the grades in the school K through five STEM and beyond.

You may be wondering, “Where do I even begin?” I felt the same exact way when I first became a STEM teacher.

If you are looking for examples of student learning outcomes, in today’s episode, I share three SLOs that I have written over the years that you can use for any grade and the type of evidence you need to collect to gather the data.

 

In this episode, you’ll learn:

  • Using the Engineering Design Process as your base
  • Find ways that students can problem-solve and use resources
  • Use self-reflection as an assessment tool

Resources Mentioned:

Episode Transcript: 

Naomi Meredith  00:54

Looking for ideas for student learning outcomes or SLOs in STEM? Based on my experience as an elementary STEM teacher, here are three examples of SLOs that have worked well in my classroom that you can use in yours. 


Naomi Meredith  01:39

This episode was inspired by common questions I was seeing in a Facebook group that I'm a part of. With that being said, I want to make sure that I am answering your specific questions and want to hear your voice, and literally, I want to hear your voice. I have set up a special message system where you can leave me an audio message, hit record, ask your question, and even have the chance to be featured on the podcast. I'll link this voice message system in the show notes for today and all future episodes. Can't wait to hear your messages and inspire future podcast episodes! Writing a student learning objective or SLO can be a little bit tricky, especially when you teach all the grades in the school K through five STEM and beyond. You may be wondering, “Where do I even begin?” I felt the same exact way. 


Naomi Meredith  02:32

Here are three SLOs that I have written over the years that you can use for any grade and the type of evidence that you need to collect so you can gather the data. Let's jump on in the first SLO that you can write. This SLO is all about the Engineering Design Process. If you've been listening to this podcast for a while now, there are quite a few episodes that go along with the Engineering Design Process. So those will all be linked in the show notes for you to go back and take a listen, so you can enhance this experience in your classroom and plan lessons that are designed around this process. There are even standards that go along with the Engineering Design Process for K through two and three through five. So this is a perfect connection when you are writing your SLO goals. 


Naomi Meredith  03:19

Here's how I wrote this SLO goal. Students will demonstrate growth when applying the Engineering Design Process by using self-assessment in a project. I created a self-assessment with my STEM PLC team. This was all wrapped around students being able to self-assess during each stage of the Engineering Design Process using a four-point scale. At the beginning of the project, they used this rubric to see where they were at in each stage of the Engineering Design Process. We did it in the middle of the project and also at the end. This same rubric was used for three different projects throughout the year so we could collect the growth on how they use the Engineering Design Process and how they applied it in a lot of different projects. This was also a great SLO goal to write because you really could use this for any grade level, and my PLC teammates and I didn't actually have the same projects going on. But we could compare similar data because we were using the same self-assessment and talking about how this was being applied and different types of projects. 


Naomi Meredith  04:28

Something that we noticed is that students' results were different based on the project. Some students were really strong at the Makerspace projects but oftentimes struggled when things were more digital, or vice versa. This was great evidence to see how we can improve our teaching, get better when using the Engineering Design Process, and the stages that we weren't hitting as well. This was a time when I actually started improving my planning stage because I would just say, “Okay, draw something.” So really refine my practice, and that has really been a great base for my teaching, understanding how students are able to understand the Engineering Design Process, how they're able to self-assess, and then, in turn, it really improved my teaching. If I wanted to, I could even use the same self-assessment on the teacher side, and students are rating themselves. Then on another sheet of paper, I could rate where I think they are at and then compare the data that way. Again, this would be a great start, especially K through five, and having it in a kid-friendly language would be very beneficial. It'd be really great to see that growth in how you use this process within your classroom. 


Naomi Meredith  05:41

The second SLO goal that I have written over the years is about how students are problem-solving and using their resources. This is the SLO that I wrote in my fourth year of teaching STEM because I had known the kids since it was their fourth year of me knowing them, and I wanted to see how they were using the resources that I was providing them to be successful. Here's how I wrote that goal. Students will be able to problem-solve and be independent in their work by using available resources and strategies. Just like anything that you teach as a teacher, you are going to build up resources and strategies for ways to attack a problem. This is a lot like when I was teaching writing as a classroom teacher. There were a lot of different strategies that I taught the kids, including going back and checking their work and checking their spelling. I did the same thing for math and for reading. Likewise, this is also very helpful in the STEM space for students to have go-to strategies when they get stuck during any type of project, but also providing resources that they can rely on that are project specific. 


Naomi Meredith  06:53

For example, I have go-to troubleshooting techniques that students can use when they are faced with a technology problem. Things like refreshing the page, restarting the device, closing out the tabs, and reopening them. Those are things that they can use all the time, no matter what website tool we are using. When it comes to specific materials, I will have specific rules and also tips, and tricks to help them use that resource. One way I have done this is with my Sphero sleds robotics unit, where I teach students how to use the robot and how to connect to it. But I go a little further than that. There is an anchor chart to remind students of key things that they need to press. There are also videos that they can scan with a QR code that they can rewatch if they are a little bit stuck. Students even have the strategy of asking three before me so that they can really work on their communication skills and ask for what they need. Instead of following me around like a baby duck and asking me for help with every single issue. 


Naomi Meredith  07:57

For this SLO goal, I wanted to see what strategies students are using and how many. So at the beginning of a project, I asked students the question, “When you are faced with a problem in STEM if you don't know the answer, what strategies do you use?” There were some kids who said nothing. Some kids did say ask three before me, some said to ask the teacher. A lot of them were actually teacher based ask the teacher, ask the teacher. Throughout the week, we were talking, and I was very specific about these strategies that I'm teaching you to help you be independent and problem-solve with this project. In the middle of the week, I had a check-in, and they had to write down the strategies that they might use. Then I would count how many, and then we also did this at the end, a lot like the Engineering Design Process goal. This was something that we did for different projects throughout the year. Then I could track their progress and how they were applying similar or different strategies based on the project. This was a really great one. Again, this was my fifth-grade students. But I recommend doing this with third through fifth grades to see what strategies they have been learning with you, how they're applying them, and then also how you can improve your teaching. So students are using those strategies that you're teaching them, and they can be successful. 


Naomi Meredith  08:28

The third SLO goal that you can write for your classroom is all about self-reflection. You may have noticed all of these goals are centered around the student and how they can really have their metacognition or thinking about their thinking and really be reflective on their experience. I am there as their guide on the side. I'm not their sage on the stage. My goal is to help students build those soft skills in my classroom. It's really not about the cool tools. None of my goals are about how to use a robot. Some kids might be successful, some might not. But the goal is, “Are they problem-solving? Are they collaborating? Are they critical thinking?” So really think about how these goals that you're writing can work with multiple projects throughout the year so that they're really dealing with those soft skills. For this goal for self-reflection, I wrote it as students will be able to improve and reflect on their work by using self-assessment tools. The longer that I have been in this position, the more I realize sometimes students have a hard time going back and improving their work. They finish it, they are one and done, and they're ready to move on. But we, now as inventors, as engineers, as problem solvers, that we're always going to go back and improve, and everything can be improved. 


Naomi Meredith  09:45

Practice makes better, not perfect, perfect doesn't exist, is one of the growth mindset things that I tell kids. So it really is a practice to help kids self-reflect and be thoughtful when they are creating. Some ways that I can collect data on this goal is by using self-assessment checklists that are related specifically to the project, and peer feedback, so they can compare their answers to others based on the work that they have provided. I can even assess them using that same reflection checklist as well. Rubrics are another great way for students to self-assess if they are written in kid-friendly language. Back in episode 26, I talked about how I plan a STEM lesson, and there was a part where I talked about how I structured a rubric for students that are in kid-friendly language and how you can do that on a four-point scale that can be effective when you are grading and also when students are reflecting on the work. Another way that students can reflect is by having the same questions that are used throughout the year. So students are used to these types of questions since their questions will change. When you're collecting evidence, you can use evidence from all these rubrics, maybe you count up how many responses they get, especially if you have a rubric. This would be really helpful because you can base it on the number of points that they get or the overall score. 


Naomi Meredith  11:08

As a recap, here are the three different examples of SLO goals that you can write for your STEM classroom. First is using the Engineering Design Process as your base. Next, find ways that students can problem solve and use those resources. Third, using self-reflection as an assessment tool. I hope this helps you think about the lessons that you are teaching throughout the year so you can gather data no matter what project that you are using and you can see that growth in your students, even if you see them for a short amount of time. As a reminder, don't forget to leave me a voice message. I would love to hear your questions or comments and how I can best serve you on this podcast.

examples-of-student-learning-outcomes

 

Related Episodes/Blog Posts:

 

Connect with Naomi Meredith:

 

More About your host, Naomi Meredith

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

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

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

More About The Elementary STEM Coach Podcast

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

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

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

teach-digital-citizenship-in-the-classroom

How Do You Teach Digital Citizenship in the Classroom? [ep. 28]

How Do You Teach Digital Citizenship in the Classroom? [ep. 28]

teach-digital-citizenship-in-the-classroom

Check out the full episode on How Do You Teach Digital Citizenship in the Classroom:  

 

Subscribe to the podcast HERE on your favorite podcasting platform.

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

Episode Summary

Digital citizenship is an important topic to discuss with students of all ages, even in the elementary classroom.

With a world of technology constantly growing, we need to equip our students better to be able to adapt and respond online when different situations arise.

In today's episode, I'll be sharing with you how to teach digital citizenship in the classroom with a STEM twist. 

In this episode, you’ll learn:

  • Google’s Be Internet Awesome Resources
  • BrainPOP and BrainPOP Jr.
  • Common Sense Media digital citizenship lessons
  • Digital citizenship books
  • STEM challenges to highlight these concepts

Resources Mentioned:

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

Episode Transcript: 

Naomi Meredith  00:00

Digital citizenship is an important topic to discuss with students of all ages, even in the elementary classroom. With a world of technology constantly growing, we need to better equip our students to be able to adapt and respond online when different situations arise. In today's episode, I'll be sharing with you how to teach digital citizenship in the classroom with a STEM twist. 


Naomi Meredith  00:25

During the month of October, there is an official digital citizenship week. If you are listening or watching this in real-time, this week is October 17-21, 2022. This episode is coming out just in time for that. Likewise, I want to make sure that you download the free guide I put together for you when organizing all of your digital citizenship resources. This is a breakdown of how I use the resources in my K through five STEM classes throughout the week that I'll be talking about in this episode. You can grab the free download at naomimeredith.com/digitalcitizenguide. 


Naomi Meredith  01:06

Yes, there is a digital citizenship week. This is a topic that should be talked about year after year and throughout the entire school year. Some of my students come in, and they're all, “why are we talking about digital citizenship again?” Well, I tell them the same thing I just told you. This is something that is not going away, how to interact online. We need to be prepared for those situations and not be blindsided when something happens. We know how to be prepared upfront during the situation and even after. So let's dive into those resources that you can implement in your classroom. 


Naomi Meredith  01:45

The first one is Google’s Be Internet Awesome Resources and Interland. Over the past five years, these resources have really blown up. You can see why once you go and check out this free resource for teachers. It is geared towards grades third through middle school. It is an amazing resource that adds gamification to the lessons that you'll teach in your classroom. This is an awesome addition that they've added to these lessons within the past couple of years, as they have created Pear Decks to make the slides interactive with your students. Not only are the slides created, but they have specific questions where students can collaborate and respond and share the responses. I am so glad for this update because when I first used these lessons, when I first started teaching STEM, I was trying to make them interactive in my own way and creating Google forums for all the different discussion questions and scenarios that they have for each of the topics. Now it is so much easier with these Google Slides and Pear Decks that you can bring this experience to life within your classroom. 


Naomi Meredith  02:54

During the pandemic, I used these slides online, and it was perfect because students were at home and they were able to interact with me using these slides. I know some of you still teach online, do I definitely recommend this resource if you teach those grades that I mentioned. Something that I also like to do when I use this resource and the other ones that I'm talking about is I will supplement with other videos that are related to the topics that they're talking about. For example, one of the lessons is about sharing information, and they talk about AI-Artificial Intelligence. I found a video on YouTube that is quick and to the point and helps students understand the very basics of what AI is and how we use it in our everyday lives. Also, the biggest draw to this Google the internet awesome is Interland. My students are absolutely obsessed with playing this. Since I've had the kids now in my fifth year of STEM, the little kids are, oh, I've seen my siblings play this at home, which is awesome. I am so glad that they are practicing their digital citizenship at home through the games that are on this platform. This game doesn't require a login or anything for you to set up. Students' scores won't be saved after they play, so something to keep in mind when you're using this tool in your classroom. 


Naomi Meredith  04:17

The second resource that I love to use when teaching digital citizenship in the classroom are the videos and resources on BrainPOP and BrainPOP Jr. Some of the videos offered are free, and hopefully, your school purchases this subscription for you because there's a lot of great content for all subjects. BrainPOP is constantly researching and improving its videos to make sure that they are relevant to what we're teaching our students, and they have definitely stepped up the game when it comes to digital citizenship resources to share with your students. A lot of these videos I will pair with the Google Be Internet Awesome lessons and the other ones that I'm going to talk about in just a bit. Not only are the videos engaging and amazing, as we know that BrainPOP is, but I definitely recommend checking out on the side of the videos all of the activities and resources that you can do as a whole class, or you can even assign to students. This is a great way for students to reinforce those skills in an interactive way, and it's already done for you. Definitely check those out with any BrainPOP video because it's worth your time, and they really try to make these engaging for your kids. 


Naomi Meredith  05:32

The third great resource to use in your classroom and teaching digital citizenship is the Common Sense Media  Digital Citizenship lessons. These are always being researched and constantly updated to make sure that they are relevant, especially the lessons for primary students. They had things before where it was grouped K-5, but now, in the past few years, they've broken down these lessons where it's specifically for Kinder, specifically for first, and so on. This is an amazing resource, and you can use all of these things. Like I said in that free guide, I have all of this organized for you. In the free guide, you can see a breakdown of my week, how I teach digital citizenship, and my K-five STEM space. So make sure to grab that free guide because this will help you make sense of all of this cool stuff. In the Common Sense Media lessons, there's way more than you can get through throughout the week. So if you are a classroom teacher, dive into these and go through them with your students because they have great lessons that you can talk about all year long. 


Naomi Meredith  06:40

For my K through two students, their absolute favorite is these little guys called the digital citizens. They are these little characters who have different physical features that are exaggerated to help students remember of the lessons that they're learning. For example, one of the characters' names is legs, and it has really, really long legs to help students remember to stand up to bullies online. There's another character who is literally a giant head with feet, and its name is head, as you guessed. Head's job is to help students remember to think about the lessons that they learned and be smart when they're online. A lot of the lessons that are linked for each grade level have different videos and songs that the kids can sing along with, and they absolutely love them. Secretly, I love them too. I start dancing along and singing because, as you know, as a special teacher, you teach things a lot. You start memorizing some of the stuff, so I start singing and dancing, and I get weird looks or laughs, or both. So definitely check those out. 


Naomi Meredith  07:48

They also have slides ready to go for your lessons and worksheets that you can pair with the lessons. For many of those worksheets, instead of printing them out, I put them in Seesaw for my students. I might even add in some interactive pieces so students can respond digitally, and I don't have to print out a ton of paper for them. This is especially helpful again if you teach all the students in your school that they have this right at their fingertips, unlimited colors, and they might be a little bit more engaged in the lesson. A little side tip about these lessons, they have some older videos that relate to digital citizens on their YouTube channel. So go and search on YouTube Digital Citizens Common Sense Media, and you will see some older videos that are still really awesome. You can fit them into what you're teaching for the week and all year long. 


Naomi Meredith  08:39

The fourth resource to use when teaching digital citizenship in your classroom is to check out some digital citizenship books. There are a lot more books being made about this topic to make this not as overwhelming for students but age-appropriate, and we know students K through five love hearing a good read-aloud. I talked about this in a past episode, but I highly recommend pre-recording yourself reading any picture books to your class, doing a screencast, or reading it on the computer. Bonus points if you do this at home and you have your little pets. But this will actually help you save time when you have limited time with your students. They can still see your face, and you can set up any materials that are needed for the lesson. There is a whole bunch of digital citizenship books out there, but here are the top ones that I love to use in my class that relate to the lessons that I am teaching that week for each grade level. These will all be linked in the show notes with all of their full titles and author names, so you don't have to pause and write these down. All of that work is going to be done for you. 


Naomi Meredith  09:46

For media balance, these books are really great: Good Night iPad Tek. It's spelled t-e-k, and the book is actually shaped like a giant tablet, which is super cute; If You Give a Mouse an iPad. This book is not written by the same author who wrote If You Give a Mouse a Cookie, but it has a similar style, and it is a little bit funnier too. For online privacy and sharing private and personal information, I really like reading Chicken Clicking and #Goldilocks: A Hashtag Cautionary Tale, or Being Kind and Sharing Information Online Nerdy Birdie is a great one, especially for those older students. There's a little bird and a vulture who are friends, and they like to tweet, literally tweet like tweeting birds, but also tweeting. So it's a cute little story. So definitely mix up these books throughout the week. But from there, I use these books, along with all the lessons that I'm talking to you about, for some STEM challenges that I created that go along with all of these lessons to make it more hands-on. If you're a specialist teacher, you're hoping that in the classrooms, they're talking about digital citizenship, and it's okay that you overlap some, but you also want to give the lessons your own STEM twist and do something that you know they're not doing in their homeroom classroom. 


Naomi Meredith  11:07

Here are the lessons that I like to use for K-five that integrate all of these topics and make it more hands-on and engaging in a different way. In Kindergarten, we talk about media balance. Students create their own balance using some simple supplies, including a clothing hanger, pipe cleaners, and small cups. We discuss what the word balance means. After they create their balance, they put different items in their balance to see which side weighs more than the other and test different materials to see how their balance will work. They also have a sort that I can do digital or paper, and they have different items that are screen-free or screen related. They have to sort the items to make sure that their paper and digital balance is well balanced. It also has different activities that they can refer to. For first grade, we talk about different types of websites that are out there because the internet is a huge, scary place. There are things that are green means go websites for a first-grade age, yellow means slow down for things that are meant for bigger kids, and red means stop which is for things that are meant for adults. We talk about these different kinds of websites. We even explore a few like the NASA kids website or the San Diego Zoo kids' live animal cameras. Then students create their own internet traffic light using construction paper or small cups. Then they have different types of websites or apps that are explained. We color each of those things together, and then they sort them on the internet traffic light using green, yellow, and red. 


Naomi Meredith  12:50

For second grade, we talk more about the information that is safe and not safe to share online, the private information that we need to keep to ourselves, and personal information that can be general and pretty much be true about anyone and that is generally safe for kids to share. We talk about different examples of those, and students will create their own paper laptop that shares their personal information that is safe to share. The ultimate goal for this little laptop is for the information to spin around, so it looks like the screen is actually changing. You get some really cute and interesting designs for what they think computers look like. Many of the kids like to draw the little keyboard, and they always write it in ABC order, which is so funny because keyboards aren't in ABC order, but they come up with some really cool designs. 


Naomi Meredith  13:42

For third grade, we talk about private and personal information in more detail. Students create a coding unplugged game where they have all of the safe personal information as game pieces and the general topics when it comes to private information that needs to be kept to themselves. They have a game board with different game variations that they can play to collect information before they get to the end. For fifth grade, I do the same project, but they have a different topic that they need to relate their creation too. They are taking on the role of a Digital Designer, and they create a sticker that will be shared with other kids their age to help remind them of the lessons that they learned about during the week. 


Naomi Meredith  14:25

For fourth grade, their sticker is for talking about ways that they can be kind online, and I make sure that my students' stickers don't say Be Kind online. Instead, I have them put what they can do to be kind online. Likewise, the fifth-grade stickers are about online privacy and safety, and the different types of things they should look for and not fall for. I have students create their stickers digitally using Google drawings. You could use a similar platform, but they have that one-page digital sheet in Google drawings where they create their digital sticker, and it can be shared digitally. Or if you have a machine that can cut out items, like a Cricut machine, I have students share their design with me in a Google forum that has all the different colors of sticker paper, their name, and what color sticker paper they would like. I end up actually cutting out their sticker design that is from that Google drawing in the Cricut platform. I have found having students create this way instead of creating within the Cricut program has been a great way to integrate this lower cost tool in the classroom because that way, I don't have to create a Cricut account for all of my students. They also get the benefit of learning how to use Google tools when it comes to digital design. You can use similar platforms like Adobe Spark, Canva, or PowerPoint. My students have Google accounts, so that's what has worked best in my classroom. 


Naomi Meredith  15:50

As a recap, here are ways to teach digital citizenship in your classroom. First is Google's Be Internet Awesome resources. Next are BrainPOP and BrainPOP, Jr. Third are the Common Sense Media digital citizenship lessons. Fourth, integrate digital citizenship books, and the fifth, STEM challenges to highlight those concepts. I know that this seems like a lot, and it's a lot of great resources to tackle. That's why I have that free guide for you that you can download to see how I structure my week integrating all of these resources within my K through five STEM spaces. You can grab that free download in the show notes, or you can also grab it using this direct link naomimeredith.com/digitalcitizenguide

teach-digital-citizenship-in-the-classroom

teach-digital-citizenship-in-the-classroom

 

Related Episodes/Blog Posts:

 

Connect with Naomi Meredith:

 

More About your host, Naomi Meredith

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

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

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

More About The Elementary STEM Coach Podcast

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

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

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