Angry Birds Live!

I've not really been a huge fan of Angry Birds, but I see them all over our school.  Our students wear them on their backpack and t-shirts.  The girls even have Angry Birds headbands and bows.  I could see the value of the game to teach physics, but I definitely underestimated the student energy level when they found it loaded on the school set of iPod touches.  They will do quite a bit to earn the privilege of playing a few minutes of the game.  Now, I just need to get the iPods working on a more consistent basis, but that's another discussion.

I was also needing another way to work simple machines into my class.  I had been using a photo tour of the Dr Pepper bottling plant in Dublin, TX, but alas, it is no longer a part of the Dr Pepper family- another rant of mine. I could still teach the lesson with the bottling plant, but not while I'm in a rage over it.  I would only get off track and lose focus on the simple machine part of the lesson!

So, back to working in simple machines... I knew the kids were interested, but I wanted more than a slingshot for this experience.  My idea was to have the students come up with a new way for those Angry Birds to attack those pigs.  Since I want them to have a hands-on experience, they would build the simple-machine-based contraptions for a live action version of the game using recycled materials.  Each group's machine would become a challenge in our classroom Angry Birds game.  The little round birds and pigs easily transferred to old playground and tennis balls!

We began the project by, of course, playing Rovio's Angry Birds game on the iPod touch for about 10 minutes.  I felt we had to have a common experience to build from.  This was probably not necessary for the majority of the students.  2/3 of my students may or may not have had a personal electronic device (phone) on their person that already had the game loaded.  I did see ONE student showing another how to play, so it did catch them up!  After our timer went off, we discussed what the birds and pigs were able to teach us besides how to kill lots of time.

Then we listed the simple machines and began coming up with possibilities for new game plans.  After that, the groups were off.  Their job was to scheme, er, design and build.

After a CRAZY week with the project (good and bad), we had 6 challenge stations ready for our Angry Birds Live test.  The sixth graders made these, now they would play all the stations!

 

 

Next week, we bring Angry Birds Live to my fifth graders, who will play the games to begin discussions about force and motion!

Another Bulletin Board?

I have taken on several projects- the CSI Felix mystery with my sixth grade group, writing checkpoint quizzes for our fifth grade teachers, Survivor Science club, planning several science field trips this year, preparations for Space Night, a Gideon CSI project (writing this one for my church), a new Bible study, and several planning meetings.  Oh, and I have two young kids at home who claim a few of those hours!  I have plenty on my plate.

I also have lesson plans that cycle with a new group of students every 7-12 weeks.  All I really need to do with those is cut&paste and replay.  This is a time saver that allows me to take on the "extras" and to support my fellow science teachers the best I can.

Today, I had a water cycle lesson planned that I had taught many times over.  The plans were submitted.  The copies were ready.  The model was set up.  The students were ready to begin.

So, what do I do?  I try a new strategy- change the activity, approach the discussion differently, and came up with a whole new lesson.  The challenge was to connect the water cycle to other areas of science- weathering & erosion, river systems, temperature relating to solid, liquid, and gas, affects on light, and the list went on!

Then I stayed after school- not preparing tomorrow's lab or catching up on grading- but putting together a new bulletin board display.  I didn't even have a spare area to put it up.  I had to first take down a perfectly good display.

Why?  I'm not too sure.  At the time it seemed to be the most important thing to do, although there were many other things that one could argue were far more important.  All I can say is I managed to build this momentum with the students all day, and I wanted to share with everyone the great connections they made.  It's a validation to the students for a job well done.  Maybe it's also a way to keep me from getting too comfortable with the routine.

Teaching in the Great Outdoors

I've spent a great couple of days at camp with some sixth graders from my school.  I've attended with them several years, and I've managed to get to lead the nature hike more often than not.  I LOVED hiking with my Dad as a kid, and enjoy sharing the hiking experience with others.  To me, it's the ultimate outdoor education.

Once we got the kids settled into their cabins and playing outside before lunch, I had one another teacher show me the basic road for the hike.  Fortunately, she was game enough to head off on many of the side trails with me.  I'm definitely a road-less-traveled kind of hiker!  This first run gave me a chance to scope out points of interest and get my bearings.  Once I've traveled an area, I don't get lost.

After lunch, the real fun began- hiking with 16 kids.  I must say, they followed directions pretty well, and were pretty eager to follow me "off road" for a while.  Apparently, trail names like "Shady Maples" and "Jungle Trail" beg kids (and yours truly) to come explore.  Unnamed ones that curve into dark woods just demand it!  

We spent time looking at turtles, stick bugs, dung beetles, lichens, poison ivy (good to know), wild persimmons, a spider building a web, and a tree being strangled by a vine.  Of course, some groups were quite fascinated by the animal scat, which also led to some interesting discussions!  I love the more informal teaching atmosphere of a trail and the challenge of keeping up with a huge range of topic as students began noticing different things.  Knowing the kids and classes they came from meant I could link to specific experiences we had in common.  I led 6 different groups of students, and no two hikes were the same!

Today, I had a chance to try out some more of the trails, finding short cuts, hidden bridges, and some wildlife.  My first run of the morning was on my own, and it even included my devotion time.  Later, a small group of adventurous girls spent their recess/free time on another hike with me.  We even braved two overgrown trails, even though one proved to be impassible.  

The rain held off long enough to get all the groups through the trails.  My last group headed out a bit early with me, allowing us to arrive at the zip line before the rain.  My knee was also cooperative, holding out for the last group before "giving out" on me.  I'm relaxing with a hot drink and Motrin this evening.  I'm definitely feeling the aches right now, but look forward to next time!

Best of Intentions

I wish I could say I was flexible.  The truth is, sudden changes get me flustered.  Sometimes I even get stuck- I completely freeze up.  I cope with change by planning- planning for what I want to see happen, planning for every possible contingency, checking and rechecking supplies.  My hope is that when sudden change happens, I have the plans and tools I need to move forward.  

I had the best of intentions today, but I can't say I was prepared this time.

We’re on camp schedule this week, and this morning I had no sixth grade classes assigned.  Our special needs classes usually send a few kids to join our sixth graders, but they aren’t in the camp rotation.  My big idea?  I wanted to do an activity just for this group of students.  I recruited the art and computer teachers, and we planned to make Rice Krispy Treat Apples and to make apple prints.   We would have all of our students together (total of 9) in my lab.

I put a supply list together earlier, and we each gathered part of the list.  I forgot to include a knife for the apples, a large pot to heat the marshmallows (remembered the hot plate!), and a spoon for mixing.  This meant we had some extra scrambling to do as our guests were arriving.

Putting aprons on everyone and getting hands washed was quite an endeavor.  There’s definitely a reason this group of 9 kids had 4 teachers, 4 teacher’s aides, and student teacher/observer all involved in this!

I melted butter as our students measured the cereal and added the marshmallows.  Then the crazy part happened- the marshmallows wouldn’t melt.  They became foamy, but not melted.  They soon looked like a rubbery, brain-like mass.  The project wasn’t working, and our kids were now playing with Legos to fill their wait time (sitting still as 3 minutes turns into 15 just isn’t an option!)  Our art teacher also began the apple print activity which was looking to be the only fall apple activity we would get to do after all.

To say I was overwhelmed at this point would be pretty accurate.  Add to that my throbbing knee and lack of sleep because I stayed up late preparing soup for a potluck I put on the wrong day... So many changes attacking me all at once!  

In a last ditch effort to save our marshmallow mass (or maybe to see just how bad we could get it) we added the Jell-o powder (to turn our concoction red) and the rest of the stick of butter (5 tablespoons more than the recipe called for).  The color wouldn’t mix in evenly at all.  We dumped the cereal in.  We have nothing to lose at this point.  After a bit of stirring, it actually forms a mass that does look normal- except for the bright red color, but we were going for that look. 

We quickly formed balls and place them on wax paper.  We had enough for each student to have two “apples.”  We gathered most of our group back to the assembly area.  Some were still painting and joined us later.  It took some coaxing to get them to push their finger into the ball to make an indentation for the Tootsie Roll “stem,” but eventually it worked out for everyone!  One of our girls even tried to add more than one stem to her apple, as she really liked the Tootsie Rolls.  Our computer teacher helped pipe on a green frosting “leaf,” and our treats were finished.  (…and to think, we were only 30 minutes past what we said we would need!)  

As I said earlier- I had the best of intentions.  It just didn't turn out quite as I expected.  I can only hope that no one else felt as frazzled as I did at the end of the day.

At least clean-up was pretty simple.  We did remember to cover tables with butcher paper, so all the paint, apple parts, and marshmallow-sticky-stuff rolled up nicely to be thrown away.

I stopped by the group’s classroom at lunch time.  The kids were having a great time eating their treats, oblivious to the craziness involved in making them.  They also have some pretty cool artwork to bring home once the paint has dried completely.  

To the art and computer teachers:  Thank you for letting me steamroll you into this.  I could not have pulled this off without you!  Ready to go again in 2 week?

To the FALS teachers and aides:  Thank you for sharing your students with me, for putting up with schedule and room changes, for your patience with my efforts, and for laughing me through the rough parts.  You are truly amazing in your work with these special kids!  You really know how to see kids with God's eyes.  I hope to do better next time, and be less of a burden on you.

Organizing the Paperwork

I'm not too sure about the whole idea of giving advice on organization.  I don't consider myself an expert on organization, but I try to be organized so I can better focus on teaching, as opposed to hunting down missing papers as deadlines approach.  I'm happy to help others organize, but I also think this process works better when personalized.  Anyway, here's what works for me... for now...  until I find a better way!

I don't know anyone who went into teaching because they loved paperwork, but it's a big part of the job.  Teachers who are organized have an easier time staying on top of the paperwork (and focusing on the "teaching" part of the job) throughout the year.  A little extra time spent at the beginning of the year saves so much time later on.  This is a real value when you are balancing your time with school and family obligations!  I want to be able to honor God in how I manage my time.

Here are a few of the ways I've found to tame those piles of paperwork:


A teacher "control" binder- very important to having what you need in team meetings, etc. and you model good organization for the students!
1.  Gather supplies-

        1½-2 inch binder (the ones with the clear inserts for the cover!)
        School year calendar (free one from the local credit union)
        Pocket folders or sheet protectors (just a few needed)
        Zipper pouch
        Pen, pencil, highlighter
        Post-it notes
        Optional- scissors, tape, glue stick, notebook 3-hole punch (can be handy!)

2.    Label your binder- make a cool cover page with your name, room number, teaching assignment, and a personal touch.  This goes in the front cover insert.

3.    Put school events on calendar.  Add important items from the monthly staff calendar and personal items you need to remember (appointments, meetings, birthdays)

4.    Place the monthly staff calendar in the back cover insert of your binder for easy reference

5.    Label your divider tabs (adjust to fit your needs)

• Calendar (if you only have 5 tabs, just place the calendar in front w/out a tab) 
• Campus stuff (passwords, policy notes, etc) 
• Students (Rosters, seating charts, current grade summary, code SPED, ESL, and PreAP) 
• Parent Contact (Contact info and log of calls and emails) 
• Lessons (current week’s plans, TEKS, syllabus) 
• Projects (clubs, science camps, UIL- separate dividers for each is nice) 

6.    Put supplies in zipper pouch 

WHEN you have items you need to keep with you for easy access, place them in the appropriate section in your binder.  UPDATE student information often (at least every 3 weeks, but every week is better).  Lesson plans can be moved to another file/binder when you are finished- definitely clean out every six weeks so you aren’t carrying unnecessary clutter.

Desktop files- As a teacher, you will use some of your files almost daily.  These need to be easy for you to grab and put away AND available if a sub is filling in for you.  These are our critical desktop files.

Gather some plain or colored folders and/or pocket folders with brads and felt tip pens (I like color coding!)  Find or purchase a desktop file organizer (the kind that holds a FEW file folders vertically.)  You will use this to stand these on your desk for easy access.

Next, label your folders.  Possible files you may wish to use are:

• Advisory/Homeroom Class Pocket folder with current class list, monthly character trait packet, AVID lessons, and tutoring notes 
• Attendance Actually, I use folders with brads for these- a separate colored folder for each class- the attendance form is in the brads, my seating chart is in the front pocket, and modifications/IEP’s are in the back pocket 
• Content Mastery/Learning Lab Passes I include a master copy to use when my supply gets low. 
• Lab Safety Contracts This folder will include a roster on the front and will be used to collect safety contracts. It will be moved OFF your desk once all contracts are collected. EXTRA blank copies should be kept for transfer students 
• Progress Reports/Report Cards A plain folder is fine- you will collect/track signed reports, then file them in the team room. I just re-use the folder for the next batch of reports, 3 weeks away. I find it handy to keep dog dollar guidelines taped inside the folder and attach a class roster to the front.

There aren’t many of these files, but that will keep your desktop neat and uncluttered.  I also use my vertical file organizer to store my control binder when it’s not being used.

Keep extra folders in your lower desk drawer so you can make additional ones as needed, and feel free to move folders you aren’t using often to that desk drawer.

Desk drawer files- These are files you need close by, but not on a daily basis.  You may only use them a few times in the year, but you will know where they are when you need them!  I like to use hanging files in the bottom drawer on my desk.  You can label tabs for them, or label a manilla folder and just place it in a hanging file.  Possible files are:

• Absence from Duty- Blank forms for when you need to request time off AND copies of completed/approved forms for future reference- clear out each year 
• Back to School- checklists, schedules, activities, and plans 
• Birthday Certificates 
• Blank Seating Charts 
• Certification- I keep any continuing education certificates that I may need when it comes time for a renewal of my teaching certificate. 
• Class Syllabus- Extras for transfer students 
• Computer Help- Passwords, manuals, handouts from training 
• Counselor Referrals/Passes
• End of School- checklists, schedules, activities, and plans 
• Field Trip
• Lab Safety Contracts This file begins on your desk; and once contracts are collected, store them in the drawer OFF the desk. 
• Lesson Plans- I keep the current plans in my binder, and move them to this folder when they aren’t needed any longer. I have ALL my year’s lesson plans in one place (and in order if I add plans to the back of the folder) and available for reference in the future. I do all my plans on the computer and don’t use a “planbook” 
• Locker Assignments- Includes combinations and students assigned to each locker. This folder will actually stay on my desk for the first few weeks of school as students get used to the locker combinations. Then it moves into my desk drawer as it won't be needed too often. 
• New Students- Checklists of things new students will need, I keep this file near the ones for lab safety contracts, locker lists, syllabus, etc. 
• PTA Forms/Fundraisers
• Purchase Order Forms
• TAKS/STAAR- Information books sent from the state, benchmark data… 
• Textbook Inventory- Check this each six weeks to make sure students have their own book number.

EXTRA folders are great to have on hand when you get items you want to keep that need a “home”.  You can make new files on the spot as you get new papers in.  

The bottom desk drawer is large enough to hold the Faculty Handbook binder, too!

Student work trays- I label a tray for each class or subject area.  I do not have these on my desk- I need the work space!  I have a table for student materials, which includes these trays, as well as hole punchers, staplers, a tape dispenser... any items I want available for students as they prepare to turn in work. 
We also use journals extensively, and I keep a sturdy crate (usually color coded) for each class to use for journal storage.  These are usually stored under the student table and pulled out as needed.


When I've finished grading papers, I bundle them in a color coded binder clip to hand out the following day.


Follow-Up- Setting up an organizational system is only the beginning.  After actually filing everything in its new home, you'll need to maintain your system.  When new papers come in, decide if it is something you need to take action on now (has a deadline), file for later (may need again), or throw into the trash/recycling bin.  Make it a point to clean your work surface every day before leaving.  This means putting things where they belong, not hiding them!  I do leave out items I will need immediately the following morning.


These systems have been customized to fit my classroom needs, and I update them a bit each year.  What ideas work for you?


The time we are given is so precious and is truly a gift from God.  Being organized is a way to honor God by using that gift effectively.

Ironing Out the Details

I have just finished ironing a stiff, white, button-down shirt tomorrow.  I hate to iron.  I'd rather do almost any other chore than iron.  I check labels before I purchase clothes to make sure they don't need an iron.  So why am I ironing on a Thursday night, when there is a perfectly good Spirit Day (read "jeans and school T-shirt") tomorrow?

It has to do with the details in making a lesson really stick for kids.  You have to embed the lessons in their memory- and not just for the short-term.  It has to be meaningful.  The best ways I know to do this is to relate it to real life, or to make it highly emotional.

Whenever possible, I make a lesson relate to the real world, preferably a kid's world, but I want to make a point that they are preparing for their future, too.  Emotional events could be traumatic, touching, or really fun.  While all have played a role in the classroom, the "really fun" seems the most appropriate for most occasions.

My current lessons are tying 5th grade science skills with actual locations and activities that are in the state of Texas.  We "visited" Dinosaur Valley in Glen Rose to learn how fossils form and what they can tell us about past environments, the Gulf Coast beaches to construct models of erosion and lighthouses with working circuits, and Palo Duro Canyon to view evidence of erosion in canyons.  Our "travels" have meant using props- rock samples, slide shows, burnt tree bark, lenses, and costumes.

Oh, the costumes!  I have worn a Victorian-era dress, military camo gear, a kimono, a CSI vest, and much more in the name of teaching.

The costumes brings me back to this evening.  This white collared shirt will be worn with black slacks (not jeans), a red bow tie, a white apron, and 50's style white garrison cap.  I will become a soda jerk at the oldest Dr Pepper bottling company in Dublin, Texas.  I will describe how the bottling plant and soda fountain work through a slide show picture tour from a recent real visit I made.  We'll then see how the complicated system is really a combination of several different simple machines which work together.  Then we'll talk about how the simple machines are at work around us- from doors and flag poles to bicycles and car engines.

It's pretty silly, I know.  However, dressing in costume gets the kids attention and makes them curious to learn.  Clever connections to the real world get them thinking some more and asking more questions.  They notice the details.  They know I care.  They remember the experience- and the connected learning- later on.  It becomes a part of them, embedded into their memory.

I will make some sacrifices- mostly of my dignity and an occasional encounter with the ironing board- but it is worth it to see the kids learning!

Microscopes- A New View

Remember when microscopes were pulled out of the vault once or twice a year, reverently removed from their screw-mount wooden cases, and carefully set up using a level and probably a T-square?  We viewed them with a sense of wonder and talked about them in hushed tones, despite the fact that we couldn't see ANYTHING half of the time, much less what the teacher was expecting.  

When I began my teaching career, I was honored to carry on the tradition of the awe of the microscope, hoping I could handle this great responsibility; I'm also happy to say it's currently NOT happening in my classroom!

When I moved into this lab, I immediately set up two microscopes on a side counter.  Only a couple of the microscopes had their protective paper removed from the lenses, and I wanted to justify the time I spent peeling it off and preparing them all.  I placed items related to our studies in baskets and trays, and allowed students to head over after their assignments to explore.  I added to this collection of interesting objects throughout the year, as did my students.  They also added "between class," "before school," and "after school" to their viewing schedule.  I even had to mediate some student altercations regarding whose turn it was.

Before long, I had to put out four more microscopes to handle the daily demand for microscope use.  Instruction is pretty informal.  A student asks me to help them because they can't see anything.  I show her the basics, and with this one-to-one tutorial, she gets it.  Then she shows her friends, who show their friends...  By the time I actually used the microscopes for a class lesson, they all knew how to use the scopes and we focused on the lesson.  

Hmmm... more time to teach the concepts we need, less time running back and forth between groups and troubleshooting instrument issues.  This has to be more effective.

Of course, the "toy" digital microscopes have become a part of this phenomenon.  Not only do students entertain themselves by analyzing their nose hairs projected on a huge screen during indoor recess, but I can use them to give students a pretty good idea of what they are supposed to be seeing.  This is invaluable to students who, like me, didn't want to admit they couldn't see anything but a black pointer on a gray blob.

Today, my microscope cabinet has a few attachments and expired warranty booklets sitting on a shelf, but no microscopes.  They have ALL been in use every day, in almost every class, and sit out on a counter full time.  (The cabinet is now just a summer home.)  Students bring over materials they are using in current labs to get a closer look- no planning involved.  They know they are available as a tool and they are quite adept at using them.  

Did I mention that this is often the first experience many of them have with microscopes?  If only I had mastered them as quickly!

So, our microscopes have lost their mystique.  They get fingerprints on them and have to be cleaned more often.  One of the dust covers has even ripped, and we are using a gallon-size ziplock bag instead.   Sometimes I even have to remind students that running with them in their hands isn't a great idea.  (Hey, they were pretty excited about what they saw!)  I like the fact that I'm sending on a couple hundred students each year that not only think science is a really cool subject, but are confident they can do it.  Maybe that's even more awesome than the microscope.