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messy. I had been responsible for purchasing the materials, and I did
not do the best job of estimating our supplies. Because we were short
on materials, we had to think on our toes and make the most of what
we had. All things worked out fine, but students were upset that they
could not eat the marshmallows.
Overall, I think there were many things I could take away from
Space Day. Planning is key when being a teacher. While plans may go
astray, a teacher needs to have potential structure for her classroom.
Having engaging activities and lessons for students is also important
for teaching. A teacher can give information to students all day long,
but this does not mean they will retain that information. Our students
watched a video that presented the information in an engaging way,
allowing the students to be more involved in the teaching. Not only
should things be engaging, but they should also be fulfilled to the
fullest. We had the students do a KWL chart. If we had more time, we
would have been able to have great discussion with the students about
their questions or what they learned. Because we were not able to truly
discuss this chart, I do not feel like it was utilized to its fullest effect.
Because Space Day creates such a fun atmosphere, I was able to enjoy
myself with my fellow peers and the students of Trace Crossings
Elementary.
Going into the Young Authors Conference I did not know exactly
what to expect. By the end of the day, everything came together well,
things were accomplished, and students enjoyed their time. I was able
to participate in the group rotation for Rules. The group I was placed in
worked well together and accomplished our tasks efficiently.
Throughout our mini lesson for the students, we allowed them to share
rules that they hear every day in their lives. They were also able to
create rules of their own that they would like to make for their own
room. Hearing these students rules was entertaining, because many of
them are rules that have not changed over the years. While many of
the rules were traditional ones, some of them were rules that are not
usually heard when listing off rules. These rules all had a story behind
them and were very personal for each student. Overall, I think the
students enjoyed their time in each of the rotations while learning
about newer pieces of literature. Through this rotation time, I
recognized how important it is for teachers to encourage students to
read and love literature. Making the stories come to life and become
personal can influence students positively. Allowing the students to
come to Samford for this conference not only exposed them to new
books, but it also gave them idea as to what a college campus can be
like. Several of the students responded to the survey saying they want
to come to college one day, and I feel like that is something that is
very important for them to begin to think at such a young age. After we
time changes were noticed before they needed to take place, allowing
us to have smooth transitions and flexibility. In one rotation there was a
student who could not write in English, but he could speak English. One
of the Samford students assisted him individually on the craft while the
rest of us continued to walk around the room having conversations
with the students and assisting them in any way needed.
Google 20%
For our Google 20% project, we created a Boat Launcher for
Trace Crossings Elementary Schools Maker Week. Our goal for this
project was to unite Trace Crossings in a STEAM initiative. Because of
this, we wanted to include as many elements of STEAM into this one
project as possible. We believed that this would engage students in a
cross-curricular, hands-on learning experience. We wanted to design an
activity that students across all grade levels could participate in and
gain knowledge from.
The boat launching activity was designed to incorporate many
aspects of STEAM. The week before Maker Week, the students used
materials provided to design and create a boat. For the older grades,
the students were presented with a challenge to create a boat that
would travel as fast as possible down a ramp and make it to the edge
of the pool without sinking. This challenge was simplified for the
younger students who wanted their boats to float and make it to the
edge of the pool. The materials provided for the students were all
recycled materials. The base of the boats were milk cartons, primarily
coming from the breakfasts and lunches the students had. This design
challenge incorporated science, engineering, and art, which were
aligned to grade level standards.
During Maker Week, the students completed their boats and
were able to launch them. Each time the students boats were
launched they were timed. If they did not make it down the ramp, the
students went through a scientific process of asking why and how they
could improve their boat before retesting. Math was incorporated to
this project when the students recorded their data on one of the
graphs.
Through this project, we saw students were truly engaged and
enjoyed testing their boats. It was extremely successful. We would love
to incorporate something like this into our classroom or school one day.
From this experience, we realized how practical it could be to
incorporate something like this into teaching. This project was created
with little cost. Much of the material was recycled and donated. It
provided students with a meaningful learning experience that
extended beyond one subject. If we were to do this project again, we
think it would be great to provide teachers with extension activities for
the classroom. This way, it applies to work done in the classroom, and
meaningful discussion could occur.
Because of the nature of the project, it was hard to collect data
from every student. To measure our success of this project, we looked
at student participation and engagement. Each class participated in
this project, which was a huge success. The students were all very
excited to launch their boats to test their results. We also asked
students what they took away from this experience. One student said,
I really like how we got to build our boat however we wanted. And we
could make changes if it didnt work. Another student said, I wish we
could do this more! Finally, another one said, This doesnt feel like
school or learning science. I really like it! Overall, we saw students
unite as a school and gain a deeper love for the STEAM initiative.