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Our group of 6th graders has explored the art of puppetry through crafting a variety of puppet mediums--stick puppets, sock puppets, and shadow puppets, as well as exploring pre-made puppets.  They have traveled regularly to meet with a class of JK students in Ms. Pat's class, with each 6th grader taking leadership in being a "Puppet Pal" for a JK student. We have sung songs, engaged with the puppets, read stories, and engaged in various forms of play.  Most recently the JK traveled to visit us where we hosted a shadow puppet show and, very exciting, the JK students got to operate the shadow puppets as well with their Puppet Pal.  The students have enjoyed the simple tactile projects of building and playing with puppets. They have also gotten to spend time with much younger students and explore how they are role models and how to best welcome and encourage their new young friend.

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We watched scenes from many movie classics including Citizen Kane, Casablanca, Wizard of Oz, Rear Window, Star Wars, Forrest Gump, and many others, with an eye toward the movie making process. We learned about basics of cinematography, including lighting and perspective, as well as visual effects and movie "magic." As the Fab Lab progressed, students were able to understand more sophisticated methods that directors use to craft a film and tell a story. For the last few sessions, students will apply various techniques to film their own scenes. They have been coming up with some creative ideas as they go around to film their scenes. During the last session, groups will share their short films and describe the techniques they used.

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Fifth graders had the opportunity to think creatively, explore, build, and persevere through challenges as they explored the Fairies Fab Lab.  Students created their own designs, many times working with partners to create a palace (or house, pool, clothes, etc) fit for a fairy!  As students' vision conflicted with the reality of building, they worked together to help their vision become a reality.

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Students wanted to learn more about chemical reactions and why they happen. As a whole group, we brainstormed different chemical reactions to investigate. We chose to investigate how chemicals react together to make textured slime, glow in the dark slime, elephant toothpaste, and mentos/coke explosions. The students followed the scientific process as they made predictions, recorded the materials and steps needed to conduct the experiment, and lastly recording their observations/conclusions about each chemical reaction.

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We have been thinking about our playground design. Students went for a tour to think about what aspects were their favorites and what they would like to change. They made a plan to reflect their favorite parts and what they would want to change. After chapel on Tuesday, we investigated Bennet's village and ARC park to think about how our playground design are inclusive of all people. Students began to redesign their playground with that in mind.

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Students in this group were interested to learn more about the wildlife in Virginia.  As a group, we came up with some guiding questions regarding wildlife. Next, we worked together to decide what we would do with the information once we learned it. The students decided to make games about the animals to play with other students. They plan to teach other students facts about the animals that live near us through hands-on activities. Each student choose at least one animal, and have conducted research, hiked around the campus looking for signs of animals, and will be traveling to the Virginia Wildlife Center to learn more about his/her animal.

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Students in this group (6 total) have been investigating different forms of dance and music. Some have focused on the origins of hip hop and used the book, When the Beat Was Born: DJ Kool Herc and the Creation of Hip Hop as inspiration. They have learned various kid-friendly moves that have been incorporated into routines they have practiced. Another partnership has explored various Spanish dances, and how they compare and contrast to one another. The group has also discussed how these forms of dance and music impact surrounding cultures.

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A great read aloud, The Sandwich Swap, got us thinking about why different people like different foods. The kindergartners came up with a variety of answers (age, gender, our tongues, where we live, etc.), and together we've gradually investigated/tested out/researched each one.  Eventually our inquiry got us thinking about our class' favorite foods (chocolate chip cookies!), and we were able to meet with and interview a local baker to find out (and taste!) more about her famous cookie recipe...which then got us wondering more about our own cafeteria kitchen.  Recently we toured our STAB kitchen with Chef Holt, and the investigation continues...

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This group wanted to have access to the salad bar during lunch. As a group we learned about healthy recipes, such as smoothies and salads. We had a presentation from the American Heart Association about the benefits of eating healthy foods. Chef Holt set up a salad bar in the commons, where we proved our patient and respectful behavior. We worked with this group to come up with their 10 reasons for a salad bar. This was sent to Ms. Monty, Chef Holt, and grade level leaders to vote on. It was decided that 2-4 would have access to the salad bar every other Wednesday.  K-1 get a tasty salad on their plate when they go through line! Then our group shared the news at chapel for an important announcement.

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Our group of 19 students have really got me thinking about how we are going about developing self-initiated learning. What needs to be in place and what actually interferes with this purpose. We began with students choosing Google 20% as an option, we interviewed the students to hear their plans for this time, and then narrowed the group to those who really had a sustainable idea or a willingness to adjust and go deeper with their ideas. During the first few meetings we had students write out their plans & goals, create a timeline for the project or learning, work with teacher-created think tanks to discuss and brainstorm, and finally, to get to work. After several classes of this structure, students would enter the room and ask if they could just get started with their work. The structure began to hinder us. They began to naturally select others to try out their ideas with or get feedback. They adjusted their daily plans as needed. Everyone could clearly state their plan for the day and their goals for their project, but we began to not have the formal share outs. The level of the work varies as much as the students vary. We have two students making a cardboard replica of a gymnastics gym and one student creating an hydraulic claw machine. Two students created a lesson on Space and taught 4th graders. One student researched cycling and shared his learning with his dad, who then went on to make adjustments to his bike and cycling routines. One student created wall posters about megalodons that she posted around the school. I think the beginning scaffolding was needed to shape what was to happen next, but letting go of it was also just as important.

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In our Change Your Mind FABLab we did a lot of different things. At first we thought the FABLab was about how to see the other side of things and evaluating various perspectives. As time went on, we starting coming up with ideas of our own, we decided we wanted to debate the topics. We would research a topic even if we didn’t believe it and then we would debate. Then we decided to debate more serious topics. We would research for one whole FABLab and the next FABLab we would debate. I think I have learned a lot about debating and perspective through this FABLab.

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I saw STEM in the Gym shared on twitter and had wanted to try it out ever since. Luckily, Leah joined me in offering as a FABLab in the Spring. We wanted to get the students making on day one, so they explored the MakeyMakey by turning the T-Rex Runner game into an exercise. Next a group discussion was had about what exercise is and how gamifying it could make it more engaging. Ideas were brainstormed and then planned out with the bulk of time spent on prototyping. I actually missed quite a bit of this FABLab due to injury, so it was nice to come back on the final day to see the results and the joy students had in sharing with their classmates!

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Design Challenge (2 days): Use MakeyMakey to design a controller for T-Rex Runner that incorporates exercise. Brainstorm (1 day): Together as a large group List of all the exercises we can think of...

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This spring we started investigating bees and wasps. Wondering what is the difference is between the two insects. This investigation started when a student found a part of a wasp's nest on the playground and brought it into the classroom to share. We wondered which insect created this nest. The students thought to ask an expert, Ms. Wilson. She showed them a full size wasp's nest and also planted flowers with them, which is great lead for learning more about pollination and how bees help us have certain foods. The students have been observing bees on the playground during their recess.  After finding so many dead bees outside they now are wondering what might be causing them to die and what we might do to help them? The next step is to gain the perspective of the bees and learn more about why they are dying and why they are so important.

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4th Grade Build and Create FABLab Fall 2018

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4th Grade Build and Create FABLab Fall 2018

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This fall Leah Montgomery and I facilitated a 4th grade build and create FABLab. We initially struggled with some of the proposed projects and working with students to manage their time, so asked Michele to come in and work with our group. Together we developed a protocol for FABLab that worked REALLY well. We found that gathering as a group at the beginning of FABLab to share intentions for the day, give and receive feedback and make a plan, and then setting aside time at the end of FABLab to come back together to share what worked, what didn't work, and what we would do differently the next time, was very helpful in making sure that kids were holding themselves accountable for what they said they were going to do.

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For the final project of the year 4th graders have been working on their own projects. Topics include The Northern Lights, American Sign Language, The Incas, and How to Make an Encyclopedia. Students were asked to think in their project proposals about how the project could help them or make the world a better place. It has been really neat to see the progression of FABLab throughout the year, and how the students are able to work so independently on their individual projects.

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Here is a photo from our SEL FAB Lab presentations including: board games, posters, SKOLA ideas, and calendars for group activities to do during morning meeting.

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We kicked off our time together exploring game design by hacking board games as well as playing and reviewing video games. Next students were introduced to 2 game platforms: Scratch and Twine. Finally, students picked a game design platform and made a game plan. They are currently working on their original games and we'll hold a Demo Party the last FABLab day to share and play each others games. The FABLab is pretty much running itself now as the ownership in the work is high. There are a couple students struggling with the gap between their game design plan and the time/skill they have to complete it.

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More resources Demo of cloning & collision detection for projectiles in Scratch Demo changing levels in Scratch Demo of keeping track of health in Scratch Day 5 & 6: Game Platform Twine: Choose...

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Students have been designing and creating their own escape rooms in the library for their classmates. They have created clues and used spaces to send classmates on a journey. They have written stories to go along with their designs.

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Started watching Alfred Hitchcock’s ‘Rear Window’ today. The film will take another session and a half to finish. I would expect discussion of perspective, tension and voyeurism to take place at the end of the film. It will be of interest to see how much they take in...

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Third graders have been working on a variety of relationship and behavior issues. They've brainstormed and identified some "problems" like taking things too far, telling secrets, being picked on, blaming others, etc. Individuals or pairs took an issue, came up with some examples of it occurring, suggested some ways to deal with the issue, and created some way of sharing those suggestions (e.g. BookCreator, Wheel of Options, etc.)