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Placing an object in the path of a beam of light

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Mrs. Gomez teaching a student how to give the Bee-Bot commands

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One student programmed the Bee-Bot while another student wrote the algorithm.

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Testing shadow puppets

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Provide evidence of energy transfer by constructing a closed circuit that produces light

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The first pair to construct a closed circuit!

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They wrote an algorithm that made their sprite run across the court and jump to slam dunk a ball

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Feeling proud they were able to construct a closed circuit

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He and his partner did it - they constructed a closed circuit!

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Mrs. Najar-Robles' class constructs models of a bioluminescent animal - a firefly!

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Exploring the effects of placing an opaque material in the path of a beam of light.

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Exploring an alarm unit - Should they attach it to the circuit?

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Mrs. Veach's class construct closed circuits to explore energy transfer

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Exploring different units and conductors in order to construct a closed circuit

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Created an algorithm by placing commands in order  - no bug this time! Woohoo! They programmed the Bee-Bot correctly!

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Creating a closed circuit with a diode and coin cell battery for the center for a paper marigold.

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Constructing a marigold with a closed circuit, so it will light up!

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Our paraprofessionals rock! Helping a student construct a model of a firefly. 

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Students create a marigold with a closed circuit that lights up 

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In pairs, fifth graders create models of marigolds.

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Mrs. Sorenson helps a student program the Bee-Bot. 

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The student redesigned the algorithm, and the Bee-Bot reached its destination. 

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Third Graders  program their Bee-bots to race one another to the destination point.

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Third Graders write algorithms to reach a destination on the grid map.

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Ms. Vega's students role play the firefly flying to a source of light you may find in their homes. They learned fireflies communicate with their light.

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This pair of students decided one person builds the circuit, while the other folds the tissue paper.

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One of the first teams to complete the STEM challenge. Feeling proud!

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Mrs. Veach's Fourth Graders make lit up marigolds to place on Day of the Dead altars.

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Our youngest students practiced programming the robot on a table. 

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Bee-Bot came back to him!

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Third Graders learn how to change their sprite, add a background, and write code to make their sprite move.

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Completely engaged with their coding challenge.

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These students created multiple sprites and coded each one to move differently as they told a story. They had so much fun!

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In pairs, students program Bee Bot around a Turkey Habitat. 

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Exploring buoyancy. This 5th Grader was the first student to make her vessel float. 

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Students practice thinking like a scientist by identifying the cause and effect

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Students role play a firefly attracted to sources of light

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She is familiar with a jack o' lantern as a light source

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Trying to mold a vessel in such a way that it floats

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78% of students in Grades 1-5 participated in Hour of Code through Kodable

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Students are given 4 claims - one on each corner of the room. They move to the claim they believe is accurate.

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Let your feet vote! Making Claims about Animal Adaptations

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Let your feet vote! Making Claims about Animal Adaptations

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Sustained attention for a very long time building an arctic habitat

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Students walked around the room looking for the student who had the matching family

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Designing a Poster About An Energy Source

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Designing a Poster About An Energy Source

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Presentation from a Scientist at UC Davis

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Presenting our findings about biodiversity

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Presenting our findings about biodiversity

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Students was asked, "How do I know you made a spider?" Student counted the legs on her model, and discovered she needed to add legs.

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4th Grade Posters about Different Sources of Energy

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Communicating Ideas about Energy Sources

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Communicating Ideas about Energy Sources