For many, study of the human body starts in second grade with an introduction to what’s inside that stretchy, durable skin that coats our bodies. As students progress through school, they dig deeper into concepts of body systems, organs, cells, diseases, and the importance of good health. Whether schools classify these topics as ‘health’ or ‘science’, the importance of understanding the processes that allow us to survive can’t be overstated. Prove this by asking students for personal examples of health problems that upended their lives. For some, it’s as normal as a broken arm, but for many more, it ends in hospitalizations and orphan diseases.
When teaching about the human body, start with a tool students are familiar with: the fill-in-the-blank worksheet. I see you roll your eyes, but bear with me as I drag this tried-and-true stalwart into the 21st Century. There are good reasons why worksheets have been the backbone of assessment for decades:
- Students write or type the information (and get the benefits of note-taking).
- Students read what they type (and get the benefits of reading).
This lesson plan, though, adds a few digital native twists. First, students create their own template in one of several ways:
- draw it using the school’s drawing tool
- take a picture of themselves with the iPad camera (or another digital camera)
- use an avatar that has basically human parts (like a robot). This has the advantage of tying into class discussions on digital citizenship (why use avatars rather than the real picture?).
Next, students digitally label their ‘human body’. To do this, you might need to review the digital drawing tool (like Doodle Buddy or ScreenChomp), image editor (like Canva or PicMonkey), and/or the annotation tool (like iAnnotate or Notability) being used. Besides learning about their bodies, this integrates technology transparently into student learning, as a process rather than a product — as a tool used to complete their project.
Whether you teach habitats in second grade or Middle School, understanding how animals survive in their corner of the world is critical to a well-rounded perspective on life on planet Earth. Animals evolve or disappear based on their ability to adapt to the environment.
Here are eight resources to encourage discovery of the amazing and varied worlds that surround Earth’s animals:
This interactive, colorful site gamifies the process of creating a habitat that suits the selected animal. After reading brief instructions (including the definition of habitat), students select the animal, the habitat, the vegetation, and the precipitation level. Then, the site calculates how compatible their choices are to the animal’s survival. For example, if the student places a beaver in the desert in a downpour, the compatibility thermometer will be low.
This game is part of the popular Switch Zoo site where students can mix-and-match body parts to create their own favorite animal. It is available on computers, Chromebooks, and in a limited edition as an app.
C-STEM Studio is a California A-G approved curriculum and turn-key solution for teaching science, technology, engineering and mathematics through computing and robotics. This web-based scalable program is available for elementary through high school students and can last anywhere from four weeks to a year. As Professor Harry Cheng, Director of the UC Davis Center for Computing and STEM Education who offers this program, states simply: “Our goal is to get kids interested in math and robotics through hands-on computing and robotics.” In fact, the C-STEM Studio algebra curriculum is fully aligned with Common Core state standards in mathematics.
- Linkbot–students write a simple program to complete a function that is then uploaded to a robot–in this case, a Linkbot. One feature I found in this program which I rarely saw in others: It’ll point out syntax errors in programming. This is well-suited to younger students.
- RoboSim–students program a virtual robot of their choice (by picking from among Lego Mindstorm and others) in a virtual environment.
- RoboBlockly–a web-based robot simulation using a drag-and-drop interface to program virtual Linkbot and Lego robots. The RoboBlockly curriculum includes a student self-guided Hour of Code activity as well as teacher-led math activities that meet Common Core state standards for fourth to ninth grade.
- ChArduino–students use Ch programming (kind of a simplified, easier-to-learn C+) and an Arduino board.
To assist teachers, UC Davis offers professional development that lasts between two days and a week on how to roll out the lessons and/or curriculum in their classrooms as well as a C-STEM Conference to share ideas and stories with other educators. For students, there are CSTEM camps and competitions to showcase the robot wizardry of programmers from elementary through high school.
To evaluate C-STEM Studio, let’s look at three questions:
- so what
- who cares
- why bother
One of the most pressing and timely issues facing the education community nationally is how we can address teaching math, science, and engineering concepts to the K-12 population. C-STEM Studio does that with a compelling and thorough software program which trains both students and teachers to use robotics as a superior vehicle for learning math.
I’ve had a lot of questions in the last few months about STEM (Science-Technology-Engineering-Math) in the classroom. Ask a Tech Teacher contributor, Sara Stringer, has a great article that will help demystify this topic:
STEM is the acronym for Science, Technology, Engineering, and Mathematics, and covers an immense range of subject areas. Across the nation, STEM is of the greatest significance due to the function these particular topic areas perform along with the extraordinary influence they possess at many levels of society.
Scientific research thrives off the exploration of chemistry and biology, in addition to climatic initiatives such as sustainable and nuclear power. It is hard to come across an area of contemporary society not connected to these themes in some way.
Labs Lost to Educational Rigidity
Businesses such as Pacific BioStorage specialize in providing support to pharmaceutical companies, universities, federal research labs, and hospitals across the nation. The niche has grown in response to the needs of the laboratory industry.
Redefining the lab tasks that high schoolers conduct can be a significantly helpful response to the lack of interest in science in some schools. Revamping lab work can raise the affinity for scientific investigation and learning.
High school lab studies typically concentrate on solely the scientific method. A scientific, logical progression of procedures brings the student to the findings and engages them. Illustrating the complexities and logistics of science and research is a stronger approach to bringing students into the scientific community.
Given that a great many of these STEM business sectors link themselves to our federal and state governments to some degree, it is safe to assert that our country depends on them to keep running. Schools across the nation are making an effort to develop a more robust curriculum based in these subject areas.
Convincing students–and teachers–of the importance of keyboarding can be daunting. Youngers find it painful (trying to find those 26 alphabet keys) and olders think their hunt-and-peck approach is just fine. Explaining why keyboarding is critical to their long-range goals is often an exercise in futility if they haven’t yet experienced it authentically so I’ve resorted to showing–let them see for themselves why they want to become fast and accurate typists. To do this, I rely on a system they already know (or will be learning): the Scientific Method.
Let me stop here and point out that there are many versions of the scientific method. Use the one popular at your school. The upcoming steps easily adapt to the pedagogy your science teacher recommends.
I start with a general discussion of this well-accepted approach to decision making and problem-solving. If students have discussed it in class, I have them share their thoughts. We will use it to address the question:
Is handwriting or keyboarding faster?
I post each step on the Smartscreen or whiteboard and show students how our experiment will work:
- Ask a question: Is handwriting or keyboarding faster?
- Do background research: Discuss why students think they handwrite faster/slower than they type. Curious students might even research the topic by Googling, Is keyboarding faster than handwriting?
- Construct a hypothesis: Following the research, student states her/his informed conclusion: i.e.: Fifth graders in Mr. X’s class handwrite faster than they type.
- Test hypothesis: Do an experiment to see if handwriting or typing is faster. Pass out a printed page from a book students are reading in class. Have them 1) handwrite it for three minutes, and then 2) type it for the same length of time. Each time, calculate the speed in words-per-minute.
- Analyze data: Compare student personal handwriting speed to their typing speed. Which is faster? Discuss data. Why do some students type faster than they write and others slower? Or the reverse? What problems were faced in handwriting for three-five minutes:
- pencil lead broke
- eraser was missing
- hand got tired
- it got boring
Each student compares their results to classmates and to other grade levels. What was different? Or the same?
- Draw conclusions: Each student determines what can be decided based on their personal test results. Did they type faster or slower? Did this change from last year’s results? Did some classmates type faster than they handwrote? Did most students by a certain grade level type faster than they write?
- Communicate results: Share results with other classes and other grade levels. At what grade level do students consistently type faster than they handwrite? In my classes, fourth graders write and type at about the same speed (22-28 wpm) and fifth graders generally type faster than they write. Are students surprised by the answer?
Students complete three projects in two weeks to aid understanding of architecture, design, and three-dimensional thinking. They’ll experiment with spatially laying out a three-dimensional structure on a two-dimensional paper. When completed, they’ll discuss with neighbors while practicing good listening skills learned in class.
Start with a discussion of design. This includes size, shape, texture, proportion, scale, mass and color. We will apply these to rooms, buildings, and neighborhoods. Encourage students to think and analyze critically as they engage in learning.
In figures below, ask students which are two- or three-dimensions? How do they know?[gallery ids="50170,50171,50172,50173,50164"]
Design the Classroom
Visit Classroom Architect and demo how to design the classroom with drag-and-drop pieces (see figures below). Take suggestions from class on layout. Students must think about where tables and storage are relative to other items. This is an active learning lesson that encourages visual thinking. Develop a sample based on class input and show how to make corrections if necessary.
- Earthquake simulations
- Earthquakes for Kids
- Natural disaster videos
- Natural disasters—National Geographic
- Natural disasters–resources
- Tornadoes II
- Volcano Underwater
- Volcano videos
Videos, games, and more–preview them and pick what works for your age group:
- 17 Minutes of Terror--Curiosity landing on Mars
- 100,000 stars–simulation
- Build a Space Station
- Earthrise–the first time it’s recorded; a video
- Land on the Moon
- Moon around
- Moon—Garfield teaches the Lunar Cycle
- Moon—We Choose the Moon
- NASA City
- NASA For Kids
- Solar System in 3D
- Solar System Video
- Space in 3D
- Space Sounds
- Space station game
- Space Websites
- Space–explore it
- Stardate Online
Jacqui Murray has been teaching K-8 technology for 15 years. She is the editor/author of over a hundred tech ed resources including a K-8 technology curriculum, K-8 keyboard curriculum, K-8 Digital Citizenship curriculum. She is an adjunct professor in tech ed, CSG Master Teacher, webmaster for four blogs, an Amazon Vine Voice book reviewer, Editorial Review Board member for Journal for Computing Teachers, CAEP reviewer, CSTA presentation reviewer, freelance journalist on tech ed topics, and a weekly contributor to TeachHUB. You can find her resources at Structured Learning.
Space units are always exciting. Part of it’s the history, but a lot is that space is our final frontier, a wild untamed land that man knows so little about. I have a list of over 20 websites I use to support this theme for K-8. Here are 10 of my favorites:
100,000 Stars is an interactive visualization of the stellar neighborhood showing the real location of over 100,000 nearby stars. You can zoom in on 87 major named stars including our Sun. There’s a brief introduction and a longer tour students can take to get acquainted with the program. From there, it’s intuitive to use with many of the same browsing tools students are used to from other programs.
100,000 Stars is programmed by space enthusiasts at Google. The introductory music is mesmerizing. Put your headphones on and fly.
Kids love field trips. They’re out of the classroom, get to travel by bus with lots of kids and not enough adults. What’s not to like?
A few items come to mind: Cost, staffing, potential for disaster. And that’s just off the top of my head. There’s a way to provide the field trip experience with few of the risks, no cost, and a fraction of the time away from what is likely an overstuffed education day:
Virtual Field Trips, via the internet.
There are so many options for real-time webcams, conversations with experts (via Skype and Google Hangout), and the opportunity to visit locations that are otherwise inaccessible that classes have embraced this new approach to seeing the world. This enthusiasm has encouraged a cottage industry that often is far from the exciting, realistic experience teachers want for their students. When I search the internet, it seems any site with a camcorder and multimedia resources calls itself a ‘virtual field trip’. Truthfully, many of them are a waste of time. Sure, I like the pictures and the movies, but I don’t feel like I’m there, immersed in history or geography, with a life-changing experience that will live in my memory for decades to come.
Intellectually, I know there are good ones out there. Finally, after wearing through my favorite virtual shoes, I have a list to recommend. These next nine virtual field trips cover topics from geology to history to the human experience. See what you think:
What’s not to love about a website that starts:
Welcome to Earth! It’s a planet having an iron core, with two-thirds of its surface covered by water. Earth orbits a local star called the Sun, the light of which generates the food supply for all the millions of species of life on earth. The dominant species on Earth is the human being, and you’re one of the six billion of them! Humans have iron in their blood, and their bodies are composed of two-thirds water, just like the planet they live on.
Enjoy your stay, and try to stay calm.
360 Cities contains the Internet’s largest collection of uploaded panoramic images. Let’s pause here for a moment. Panos–those wide pictures that cover up to 180 degrees left and right. Right?
360 Cities does panos differently. Let me show you. Here’s one from my iPad:
Here’s one on 360 Cities: