I’ve been reading Antoinette Portis’ book, Not a Box, to my kindergarten classes. Before reading the book I tell them I hope they brought their imagination with them. I ask them what imagination is and there is usually one or two who can articulate what imagination is. They really enjoy this book. After reading the book I explain that they will be receiving a “box” (small square cut from grocery bags) that they will glue onto their paper and make it whatever they want it to be. After the first class I decided that I needed to brainstorm with them what their box could be as they mostly drew objects that were in the book. After brainstorming I got a few more varied ideas, but still some just drew what was in the book (race car, rocket ship, building).
It’s a pet store.
It’s a building.
It is a store.
Acting Out the Story
After the finished their drawing each student got inside a box. I would ask them, “Why are you sitting in a box?” They would reply, “It’s not a box. It is a ____.” I placed all their responses into a Google Slide presentation and shared it with their teacher. They got a huge kick out of sitting in the box. Lots of smiles and giggling. Ah, the simple things.
Videotaping students in a box.
In their IB Unit of Inquiry: How We Express Ourselves, the central idea for our first grade students is “Our creations persuade, inform and entertain us.” I looked for ways for the students to express themselves. We read Daniel Manus Pinkwater’s book, The Big Orange Splot.
I gave them a paper with a quote from the book, “My house is me and I am it. My house is where I like to be and it looks like all my dreams.” I asked them to design their dream house. I just stood back and was amazed with their creativity and ideas.
Our first grade classes are inquiring into the basic needs of plants and animals. I’d run through most of my standard read-alouds about plants and animals when I saw a post on Instagram where a librarian had the students design a garden after reading Beatrix Potter’s The Tale of Peter Rabbit. Bingo….never reinvent the wheel when you can borrow a good idea!
The Tale of Peter Rabbit
I wasn’t surprised that most of our students had not read/heard this classic book, although several said they had seen the movie! They were very engaged and were anxious about Peter getting caught.
After the first class I realized that we needed to brainstorm ideas of what they could include in their garden. I just used a white board to record details they recalled from the text. Then I turned them loose with the LEGO baseplates and LEGOS.
Fun with LEGOS
This is Mr. McGregor with his hoe!
The most enjoyable part was circulating amongst the students and asking them about what they were creating. They had all sorts of good ideas and were very articulate about what they were making. One had a “video camera” (like a Ring) so Mr. McGregor could see if animals were coming into his gardent!
We read Karen Williams’s book, Galimoto about an African child who builds his toy galimoto from wire he has collected. After designing on paper the students created their galimotos using 10 pipe cleaners. This activity was a good way for students to use creativity and work on those fine motor skills. Some of them had a more difficult time translating their two dimensional drawing into a three dimensional object. We also see that some children need more opportunities to practice and develop their fine motor skills (twisting wire, using scissors, etc.).
Students used Flipgrid to describe the process for viewers. Creativity and engineering on display.
For some crazy reason I decided we needed an afterschool makerspace club! It meets every Tuesday; a different grade level each week (Kindergarten through Third Grade) for an hour in our school’s dedicated makerspace. The first time the grade met they helped develop Essential Agreements for the space and had the opportunity to explore and rotate through the different areas (LEGOS, KEVA, magnets, Ozobots).
At their second meeting each grade will have a challenge and for Kindergarten and First Grade it will be building a boat. First we read Pamela Allen’s book, Who Sank the Boat?
LEGO Animal-Step One
The students had to create their animal which will sit in their boat. They used LEGOS to make their critters.
Boat Construction-Step Two
I have been collecting a bunch of “junk” over the last year or so and sticking it in the library storage room; things like old CD, bubble wrap, styrafoam, etc. Students took turns “shopping” for one item at a time. They had unlimited access to a few things such as masking tape, popsicle sticks, rubber bands, yarn.
After completing their boat, they tested them in the “bay” without their animal, just to see if it would float. If they were successful they placed their animal in the boat.
Testing the Boats-Step Three
We added pennies to the boat to see if they could handle the extra “animal” weight. If they were still seaworthy we added waves!
They had so much fun!!
Our kindergarten classes are exploring jobs and I read the classic, Caps for Sale by Esphyr Slobodkina which is about a job that is no longer, a peddler. The students love this book, especially the part where they get to be monkeys-copying the peddler as he shakes his finger at them, etc.
Cap Design-Art in the Library
I drew a cap so that the students could design their own cap with their favorite colors, objects, designs. The sky was the limit and they really enjoyed it.
Check out the smiling face!
His favorite thing is sharks!
I started an after-school makerspace club for students in Kindergarten through 3rd grade. Each grade meets once a month for an hour and at their first meeting it was exploratory time at each section: LEGOS, magnet wall, KEVA Planks and Ozobots. At the second meeting they will each face a specific challenge.
Third grade students were challenged to create a house for their pig (a stand-up paper pig) that could withstand the big, bad wolf (hairdryer with ears and eyes) using only the KEVA planks.
Plan, Design and Reflect
First I read Paul Galdone’s version of The Three Little Pigs. These days you can’t rely on every student being familiar with traditional folk tales.
Then each student recorded what the problem was and how they would solve the problem and drew their design.
Building, Adjust and Test
It was interesting to see the process of the building, adjusting, borrowing of ideas.
When they said they were ready I brought out the “wolf” and began blowing, getting progressively closer and closer. If there was structural failure most of them decided to make changes to see if they could improve their design.
Afterwards they wrote about what worked and didn’t and how they might improve the next time.
They had such a good time. Lots of conversation, sharing and laughing. Next week second graders will take up the challenge.
I try and touch on website evaluation every year with fourth and fifth grade students. So many topics and so few weeks!
I created a poster using Kathy Schrock’s 5 W’s of Website Evaluation to use as a visual as we cover the different points. Sometimes I use the old State Farm commercial with the two young people talking and the young lady says they can’t put anything on the internet that isn’t true. Sad, but some students do believe everything on the internet.
Fourth grade students start to learn how to be effective users of websites by evaluating those websites as a source of information following Kathy Schrock’s 5W’s of website evaluation (who, what, when, where, why). They looked for the places where the reader can find information about the website, the header and footer. They also examined URLs for clues about who created the website.
At a second meeting, working in teams, students turned into website detectives to look for clues about the who (who created the website) and the where (where is this organization located and can we contact them?). I use as many local organizations as possible for the examples so students can recognize and relate to the websites.
You know it’s going to be a fun time when the fifth grade students cheer on entering the library when they see LEGOS spread down the center of the tables. The last week before Christmas break is tough and I decided we needed some fun!
Fifth grade students demonstrated their creativity, problem-solving skills and the IB learner profiles while creating a maze for a jingle bell. Students had to consider things such as width of the bell, angles, and corners when they assembled a maze in which they rolled a jingle bell from the starting point until the bell exited the maze. Trial and error and grit played a part of the student’s success.
I borrowed this idea…not my original thought!