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Students were challenged to design and build a robot that could solve a problem. The learning objective included all 4 Cs. After watching videos about robots (real-world) and careers in robotics, students used their newly acquired knowledge about equal parts to share a piece of paper (interdisciplinary) to design and describe their robot and the problem it is solving. Then students communicated the details of their robot in SeeSaw after uploading their pictures.

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After reviewing the posted learning targets (which included the 4 Cs), students watched a reading of Cloudy with a Chance of Meatballs. Ms. Wood used SOS: Pause and Play at important points in the video to have students identify the weather words (interdisciplinary connection) they were hearing and to find evidence identifying the story as fiction or non-fiction. Students were given time to communicate their ideas through the turn and talk strategy. Then Ms. Wood shared a DE video on weather and challenged (problem-driven learning) students to be meteorologists (career connection) to describe an image using weather words to record in See Saw (combining technology, pedagogy, and content).

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After reading The Three Little Pigs, and reading today's learning targets (4Cs included),  students watched a DE video on types of houses. Students collaborated in small groups to communicate their learning of the types of houses in the video. Ms. Wood used the SOS: XO, Let's Go for a whole-class review of the types of houses. Students were challenged to be architects an build houses based on the version The Three Little Javelinas. Prior to building, students were given blue paper and chalk to simulate blueprints as a way to incorporate a career connection and to serve as the first step of the engineering design process. Students then collaborated to build using materials representing what might have been available to the javelinas. Then their buildings were tested against the huffing and puffing of the Big Bad Wolf.

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After reading today's learning target, which included specific reference to collaboration, students were given the opportunity to think "like scientists" to determine what their mystery metal was. Students were encouraged to experiment/explore around the room to see how their mystery metal behaved. Then students gathered in groups and communicated their findings. Ms. Wood used a version of  SOS: 4 Corners to have students answer questions about the behavior of the mystery metal. Then students guessed what the mystery metal was. Students used SeeSaw to read text on magnets, then sorted objects by their magnetism. Ms. Wood asked students to "think critically" to share real world uses of magnets.

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Teacher launched lesson with DE image of the sun. Students shared what they knew about it. They used the Snowball SOS to share types of light and heat energy. They watched DE video on shadows and connected it to blocking the sun's light. They collaborated to create questions about shadows and then recorded their questions on SeeSaw.

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Ms. Wood helps students understand the 4Cs by including them in her daily targets.

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After reading learning targets that included the 4 Cs and a brief whole-group lesson, students collaborated and communicated to demonstrate solving real-world problems for missing addends on digital whiteboard. Mrs. Sanders was able to monitor progress using reports that came to her iPad.

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Mrs. Sanders had students pair up to discuss countries they might research today. Then students used Pebble Go and iPads to research facts about their chosen country in this interdisciplinary lesson (social studies, reading, writing). Students had to write 2 complete sentences from their curated facts. Standards written on her board indicate evidence of prior discussions including the 4 C's.

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Mrs. Sanders discussed today’s learning target, which included the word “collaborate” in an effort to draw attention to the 4 Cs; she explained sos strategy gallery walk; students wrote or drew on sticky notes to review what they remembered as they visited each of the images of African American Changemakers posted around the room; Mrs. Sanders explained research expectations using Pebble Go to find name, job (career connections), and change they made; students took screenshot of image to put in to Chatterpix Kids in order to record information learned in research from perspective of the person in the image. Immediate application of previous day’s professional learning about TPACK/STEM; social studies/ELAR integration across time boundaries; shares cool jobs during daily calendar/morning meetings;

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After discussing weather forecasting symbols, Ss watched actual weather forecast (real world) from local news channel (idea inspired from Tuesday’s PL session). Mrs. Sanders helped students make career connection: meteorologists and scientists; Students also connected their math learning with “high” and “low” temperatures. Mrs. S gave directions for student created forecast on SeeSaw, emphasizing and projecting  the elements of the 4 Cs that would be addressed in this project; Her learning targets included the 4 Cs (I can communicate to describe the weather using science vocabulary). Students wrote practice scripts to prepare for video. Mrs. S was able to monitor scripts and adjust/clarify as needed.

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Prior to my arrival, Ms. Sanders led whole group discussion on using senses to describe Chicken Noodle Soup. Then students collaborated using the Paper Chat strategy to list sensory details according to the chart they had. Charts rotated so that students had the opportunity to add details for each one. Learning target even mentioned collaboration. Students were able to connect use of senses to authors and scientists.

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Students watched Discovery Education video on careers that use math and science, then used SOS Snowball Fight to share thoughts on video. Students took turns sharing comments on snowballs. Mrs. Sanders made explicit reference to thinking critically and referred to her students as mathematicians. The 4 Cs are also included in her learning targets written on her board, and she shared them with her students before beginning the math lesson.

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STEMformation Visit #1 (10.18.18-- added as STEMformation Innovator one round later)

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STEMformation Visit #1 (10.18.18-- added as STEMformation Innovator one round later)

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Today's learning targets make specific reference to the 4 C's that will be included in the lesson activities. Mrs. Sanders showed video (Wishy Washy Washer Woman) to teach alliteration. Mrs. Sanders modeled and had them practice polite communication with their buddy pairs as they shared what they noticed about the words in the song. Students accessed an alliterative story on their personal iPads. In collaborative groups, students used SOS strategy Paper Chat to add alliterative words to poster, then completed Gallery Walk to view all posters. Then students wrote alliterative sentences using the words on the posters.