Logo Design Project Using Functions

Grades: 12

Teachers: Roberto Borda
Subject: Math
Project Name: Logo Design
Resources: Logo Design Web Page

Projects and rubric

Scratch Unit for 4th Graders

Grade: 4
May-June Math Exploration Units
Project Name: Scratch Programming
Resources: ScratchEd

The setting: twenty-one 4th graders moving through a Scratch Curriculum that can be found on the ScratchEd community site for educators. There are an increasing amount of resources and ideas for using Scratch in the elementary grades including Wes Fryer's Scratch materials.

The backdrop: Last December we use the Scratch online activity to make holiday cards for the Hour of Code. Middle school students came and helped 4th graders with this introduction to Scratch and coding. In late May of this year I worked with the 4th grade team to develop explorations in math instruction; twenty-one fourth graders worked with me on Scratch for two or three days a week.

What it sounded like: The most common thing heard in the classroom each day was, "How'd you do that?". The spirit of communication, collaboration and creative exploration vibrated throughout the room.

What it looked like: Adapting the curriculum, I created folders of handouts for students to follow. The lessons and handouts are in this slideshow:

These photos and videos were captured with my cell phone as I was working with students so they are of limited quality, but they portray the activity and learning.

We started with the tutorial on the Scratch website as a review for everyone. Then they were charged with the task of "making something surprising" happen and share it.

Scratch learning is designed to support collaboration and students often worked in teams. With parent permission they were able to join the Scratch online community, upload their projects and view the structure of posted projects.

By the fourth class students were becoming experts at "debugging" scripts and moving on to making mazes, games and stories. At the end of each class students volunteered to share their projects and explain their learning.

This series of classes stands out for me as one of the most enjoyable, stimulating teaching experiences I've had. The students were engaged, sharing their learning and making progress from one day to the next. 

This quote from Howard Gardner was one of my inspirations for this Scratch activity:

High time for an example. We turn here to Scratch, a wonderful application created over the past two decades by Mitch Resnick, a valued colleague at MIT, and his colleagues. Building on Seymour Papert’s pioneering work with LOGO— a prototypical example of constructivist education— Scratch is a simple programming language accessible even to youngsters who have just reached school age. By piecing together forms that resemble pieces of a jigsaw puzzle, users of Scratch can create their own messages, be these stories, works of art, games, musical compositions, dances, or animated cartoons— indeed, just about any form in any kind of format. Moreover, users of Scratch can and do post their creations. Others around the world can visit these creations, react to them, build on them, and perhaps even re-create them in their own favored symbolic system. The genius of Scratch is twofold. First of all, it opens up a plethora of modes of expression, so that nearly every child can find an approach that is congenial with his or her own goals, strengths, and imaginations. Second, educational ends and priorities are not dictated from on high; rather, they can and do emerge from the child’s own explorations of the Scratch universe. In that sense, Scratch brings pleasure and comfort to those who believe in the constructivist view of knowledge. Not only are users building their own forms of meaning and constructing knowledge that they personally value, but they are epitomizing the claim of cognitivists that one learns by taking the initiative, making one’s own often instructive mistakes along the way, and then, on the basis of feedback from self and others, altering course and moving ahead. Howard, Gardner; Katie Davis (2013-10-22). The App Generation (p. 182). Yale University Press. Kindle Edition.

Lego WeDo Exploration

Grades: 3
Teachers: Grade 3 Team, Cathy Wolinsky
Subjects: Science, Math
Project Name: Lego WeDo
Resources: Yarmouth Education Foundation funding for materials and kits

Third graders are exploring the Lego Education materials called "Lego WeDo"during a set of class periods. The Computer Lab provides an open setting for students to work in pairs to select one of twelve projects. Working together they follow the directions to put together the blocks to make the project. Then they connect it to a computer so that the motor or sensor can follow a program students made using the Lego WeDo software.

This video shows the students working on their projects.

Math Faces Project

Grades: 11-12
Teachers: Todd Shaw
Subject: Math
Project Name: Faces

Final projects made with Grapher

How can Science, Math, or Engineering be used in a new way to make the world a better place?

Grade: 12

Students: Dan Keliher, Connor Fallon, and Sam Beaulieu
Teacher: Roberto Borda

Subject: Math

Project Name: How can science, math, or engineering be used in a new way to make the world a better place? (Sponsored by S.W. Cole Engineering)

Resources: Are You Ready to Dig in to Science?

Dig Into Science is a contest open to students in New Hampshire and Maine in grades one through 12. To enter, students must submit a two-minute video that answers this question: How can science, math or engineering be used in a new way to make the world a better place? Creativity counts; the video can feature one teacher and up to five students, but don't let that limit you. As long as you are not using copyrighted music or doing anything illegal in your video, the sky's the limit!

Educational Passages Miniboat Project

Grade: 4 Communications & Math Lab Groups

Teachers: Molly Smith & Cathy Wolinsky

Subject: All

Project Name: Educational Passages

Resources: Educational Passages Endeavor Wiki

A group of 4th graders who are in the Communications and Math Lab groups with Molly Smith (Talents grades 3-8) have taken on the task of following one of five drifting miniboats that were launched this spring. The boat was launched Saturday, May 12 by the crew of the State of Maine (Maine Maritime). The kids are in contact with the captain and they are working on latitude, longitude, rate of speed and some of the other concepts of navigation.

Based on a workshop session at a conference on Science and Literacy held at the Gulf of Maine Research Institute a few months ago we decided to look for a way for our students to participate in a "miniboat expedition". For more about this project, see the website and articles below:

• http://www.educationalpassages.com
• http://bangordailynews.com/2011/04/15/news/hancock/students-to-launch-tiny-sailboats-from-mma-ship/?ref=relatedBox
• http://bangordailynews.com/2010/07/26/news/miniature-boat-from-maine-completes-extraordinary-journey/?ref=relatedBox
• http://www.pointseast.com/template.shtml?id=EkllZkuEAyqFSjcWAp&style=story

This project costs about $1500 a boat, but the volunteers who run it (Dick Baldwin, sailor; Lyman-Morse Boats; Maine Maritime Academy; Midcoast School of Technology, etc.) do all the work for free and the cost to our school is $350 for the GPS unit that travels on the boat and a monthly fee to monitor it. There will be opportunities at YES and HMS for that small group of students to share the project with others as it connects to curricula, we bring in guest speakers, etc.

The GPS unit on our boat connects to a company that will show the track of the boats in the project (at http://www.nefsc.noaa.gov/drifter/drift_ep_2012_1.html). We don't know how many months to expect the boat to be en route, one boat arrived in Ireland after 5 months, another one took a year to travel from Puerto Rico to Portugal. The hope is that if a boat makes it to Europe the students can connect with the school that retrieves the boat.

As of May 30th the miniboats have been moved by hurricane winds are are all beached on the Carolina coasts. Today there was an article in the Hatteras newspaper about the people who found the Yarmouth boat on the beach and the next steps for getting it back out onto the ocean.

http://islandfreepress.org/2012Archives/05.29.2012-MaineStudentsSailboatIsLostAndThenFoundOnHatteras.html

Update: October 8, 2012 from the project Newsletter:

5 Maine Maritime Launches

The “State of Maine” training ship launched 5 mini-boats approximately 250 miles north of the Bahamas on May 11^th.  Within 10 days these boats got “battered” off the Carolinas by tropical storms Alberto and Beryll which blew all 5 boats across the Gulf Stream and on to the Carolina beaches.  A charter fishing boat captain told us in his 46 years he had never seen the seas so rough.  One of our boats was found by surfers on Cape Hatteras, two ended up on uninhabited islands and another went ashore on Myrtle Beach.  The 5^th boat stopped reporting several miles off the beach and probably founded coming ashore.  Four of the five boats were recovered undamaged with their rigs intact attesting to their solid construction and their ability to transit our world’s oceans.

        

Two boats were taken to Charleston, South Carolina and put back aboard the “State of Maine” to be re-launched off Cape Hatteras, another boat was re-launched by surfers, and the 4^th boat was released by the School of Coastal Studies on Cape Hatteras.  These 4 boats traveled up our east coast to Newfoundland where 2 made landfall and are currently being repaired and readied for re-launching in early October and the other 2 appear to be on their way to Europe.  All these boats can be monitored at http://www.ne fsc.noaa.gov/drifter/drift_ep_2012_1.html.

The Power of 1

Grade: 9

Teacher: Grade 9 Team

Subject: Social Studies, Science, Math, English

Project Name: Power of One Project

Resources: Power of One Website

Hunger and food insecurity impacts people in our own communities and around the world.  Students at Yarmouth High School will learn about the issues of hunger, and develop projects that can make a difference.  Projects are open-ended.  There is no one pathway for making a difference.  Through the work, students will:

• Collaborate with peers and adults
• Plan and implement a long-term project
• Engage in discourse around social change
• Model Yarmouth Core Values including caring and citizenship:  
• Caring - Caring people show concern for the well-being of themselves, others and the environment.
• Citizenship - Responsible citizens contribute to the community locally and globally in active, positive, and creative ways and encourage the participation of others through cooperation and contribution.

iPad Pilot in YES Classrooms

Grades: 3 & 4

Teachers: Rosie Lenehan, Nicole Colfer & Kate Parkin

Subject: All

Project Name: iPad Pilot

It seems like every day there are conversations buzzing about how we can support learning with the single iPads that are in classrooms at YES. The teachers whose classrooms received the YEF grant iPads are using them connected to the projector for whole class instruction, for individual student use and as a center for a small groups of students. Additional teachers are using iPads that are their own.

• One class recorded the field trip to the State House in Augusta by creating aVoicethread using the mobile app. The camera on the iPad made taking pictures easy and then students added narration with audio or video clips to describe what they had learned. The kids seemed to enjoy how easy it was to build the slideshow and the iPad made it possible to do everything on one device. 

• Students are using the ShowMe app to write math procedures and record their descriptions of what they are doing or teachers are creating blog videos for explaining an algorithm.

• Dragon Dictation is helping some students with writing as they can speak into the iPad microphone and the app turns their voice into text. This text can be emailed to the teacher who can help the student continue the document.

Some other thoughts for exploration are spelling apps, voice recording of reading fluency, math practice and TumbleBooks online. Also, we added an "eprint" color laser printer this week in the YES Lab for printing directly from the iPads.

There is excitement in the air as we explore ways to use this "touch" device in ways that supplement and expand the technology access we offer to students at YES.

(cross posted at http://ipadsyes.blogspot.com/)