Materials Needed

• Tablets (or computers or smartphones) with internet access
• Website: www.treebenefits.com
• Large balls of yarn or twine with scissors
• Tape Measure (or another measuring tool) that can measure 4.5 feet
• Pencils
• Value Of a Tree Handout (below)

Procedure

1. Ask students if they know the names of any of the trees they see around school.
2. Tell them that today they are going to learn facts about the trees around the school. Using their school’s zip code, species of tree and its size, they will learn the environmental and economic value trees provide on an annual basis.
3. Distribute handout (click here for printable version).

The post Arbor Day STEAM Lesson Plan: The Value of a Tree appeared first on Inventionland Education.

DO add STEAM to any class

You may not see the correlation immediately, but it’s there. If your goal as a teacher is to help students apply what they’re learning to the world around them, then a STEAM-integrated lesson plan is a natural fit. If, for example, you’re an English teacher working on the sometimes-dreaded Shakespeare unit, let your students engineer a scaled version of the Globe Theatre or research how modern technology may have saved the doomed lovers’ lives if this happened today.

DON’T only consider high-tech advancements as a STEAM integration

Contrary to popular belief, STEAM isn’t just about advanced technology. It’s about integrating the arts and sciences into a lesson in a way that encourages creative and critical thinking. There are many ways you can do that that don’t involve rocket science (although if you’re comfortable teaching rocket science, go for it!). Whether building a propeller-powered car or making their own Mondrian or engineering innovative packaging, you don’t need the most advanced technology to teach STEAM-based classes.

DON’T use every letter of the STEAM acronym every time you integrate

Go ahead and breathe a sigh of relief…a STEAM lesson plan doesn’t have to be a “STEAM” lesson plan. It can be a “SAM” lesson or a “ME” lesson or even an “A” lesson. It’s okay (and even encouraged) to only focus on a few parts of the acronym at a time. Your goal, after all, is to have an overall classroom environment that regularly uses these areas over the course of the school year…not a 45-minute class period that crams it all in every once in a while.

DO look for STEAM supplies in unusual places

Making your classroom a STEAM classroom with top-of-the-line equipment might not be possible on a teacher’s salary. You can, however, ask for donations using sites like Craigslist or NextDoor (just always pick up in a public, well-lit location). Contact local universities or hospitals to see if they would donate anything. Send a letter home to parents…they may work in for a STEAM company that donates supplies to schools. The options are endless. Check out the graphic below for more ideas.

DO attend continuing ed workshops

Keep your eyes peeled for innovative workshops you can attend. You need them to keep your license up-to-date, and they’re a great way to let you learn first-hand about STEAM innovations you can bring to your classroom.  Inventionland® Education offers Day of Innovation workshops where teachers can learn hands-on how to add STEAM lessons to their units. Keep an eye on our website for an up-to-date calendar.

DO ask for help

Team teaching is a great way to integrate STEAM into your classroom. If you teach a specific subject, talk to other teachers to see what units they are introducing in the semester and see if you can work together to create a project. Find the overlap or create one yourself.  A math lesson that transfers into a history lesson (or science lesson or art lesson…) creates memorable learning moments and gives students a chance to see how content really does apply to their everyday lives.

If you are an elementary teacher, talk to other teachers in your grade level about collaborating on a grade-wide project. You can have a penny boat challenge that doubles as a fundraiser for your school. You can make models of famous landmarks and host an “Around the World” night. Bringing students together for a large product creates a sense of community, encourages teamwork, and gives students a chance to show off their work on a larger scale.

And remember…you don’t teach because you know everything there is to know about your content area (although that may be true). You teach because you are passionate about your job. Even if you don’t know how the latest and greatest technology works, you want to help students. Don’t be afraid to learn new technology right alongside them and don’t be afraid to let them know you don’t know everything. It’s your passion for teaching and learning that will help you successfully teach any part of your STEAM curriculum.

The post Six Tips to Overcoming STEAM Fear appeared first on Inventionland Education.

Sometimes the best-laid plans…are for subs

First, if you are the one that is sick, make sure you set your sub up for success.  There are a lot of ways to ensure that your classroom will still run smoothly just because you aren’t there. I know we like to believe we are the only ones who can execute a lesson, but there’s also something to be said about leaving lesson plans so incredibly detailed that your sub can deliver the lesson flawlessly as well.

Re-visit your future lesson plans

Next, look at what you’re teaching in the immediate future. If you have a hands-on activity scheduled that normally takes an entire class period, but your class has been reduced to a 30-minute block of chaos, you may need to re-organize your week. Is there a future lesson you can switch with today’s lesson that may work better with the shortened time? If you were supposed to do a lab, can you do any of the prep work or initial calculations today? Collect background information? Make predictions?

Be aware of the amount of time you (really) have

Remember, if classes have been shortened to thirty minutes, you’re not going to have your students’ attention the full half hour. There will be late students because some teachers are determined to fit a 50-minute lesson into 30 minutes, or because the time between classes has also been reduced and there’s no way a student can get to your class on time from the other side of–or a completely different–building. There will be more small talk than you’ve ever had with your students about weather, roads, and disbelief that they even had to come in that day. Your 30 minutes is likely closer to 25 minutes (minus two minutes at the end of class because they’re going to pack up early even if they never do. Shortened schedules are so hard for students to wrap their heads around, and they’re anxious about getting to their next class on time.)

If you had a test scheduled, reschedule it.  Even if you think students will have no problem completing it and you planned to begin a new unit that day anyway, it’s not fair to the students. If a class has been shortened, they will come into class feeling anxious and worried that they won’t finish in time. If a large chunk of students are missing because they’re sick, the students who are there will air their concern that it’s not fair that the “sick kids” get an extra day to study. Use the day for an extra review or give a sneak preview of the next unit. But, no matter how much they beg you to take it, wait until they are on a regular schedule again before you give them the test.

No sniffles left behind

If most of your class is home sick with the flu,  have an activity on hand for smaller class sizes. Make it something fun–you don’t want to “reward” students who made it to class with a worksheet. No matter how much fun you think your crossword puzzle of anatomical terms is, kids want to stand up and move. And no, working with a partner does not make it more enjoyable. It’s still a crossword puzzle of anatomical terms, no matter how many people work on it at once.  Can you play a game? Take the anatomical terms crossword puzzle and make it a game where students get to write on the dry erase board. Pictionary with anatomical terms? Now we’re getting somewhere…

What’s your emergency plan?

One last tip: create emergency lesson plans for yourself. Yes, it’s extra work and we know many teachers don’t enjoy making them, but if you can create different lesson plans for different circumstances, you’ll be much better off on days that aren’t quite typical. Find a 25-minute hands-on activity that will get your students out of their desks and moving around the room. It should still be related to your content, but if you have a basic skeleton of a lesson plan that can be applied to different units, you’ll be ready for whatever scheduling curveball is thrown your way.

The post Teaching When Your Schedule Changes appeared first on Inventionland Education.

“I’m thankful for having an administration that supports risk-taking and for students who aren’t afraid to try new things.” –Heather J., English/Language Arts, Grades 9-12, Bellevue, WA

“I am thankful to work in a classroom where students’ parents are highly involved.”  –Corrin M., pre-K, New Orleans, LA

“I am thankful for knowing during the school day my kids are loved, have fun and are able to be themselves. I am thankful I am able to make a difference in their lives.” –Jessica A., Special Education Math, Grades 9-12, Penninsula, OH

“I am thankful for the MANY people (family, friends, colleagues, educational partners) that support my ambitions and share my vision to remake learning!” –Mandy F., Instructional Designer, Burgettstown, PA

“I am thankful that every day I get to change lives. I am thankful for the ‘ah-ha!’ moments with my students when I see it all come together. And I’m grateful for free coffee in the teachers’ lounge.” –Christopher W., Algebra and Geometry, Grades 9-12, Winston-Salem, NC

“This year, I am grateful for my loving husband, caring family, loyal friends, supportive colleagues, and dedicated teachers and educators who devote their lives and talents to nurturing the curious minds of children.” –Alyssa M., STEM Project Coordinator, Pittsburgh, PA

“I am thankful for a grade level team that supports each other both in and out of school. In addition, students who challenge me daily and somehow still find a way to make me smile.” –Jolie B., 4th Grade, Hendersonville, TN

“I am grateful to teach ESL and ELA to students how have emigrated from countries such as Nepal, Yemen, Iraq, China, the Philippines, and Mexico! It is my great privilege to witness the growth of their English-language proficiency and to share the cultural exchanges that happen naturally in the classroom.” –Melody B., ESL/ELA, Grades 9-12, Cuyahoga Falls, OH

“I am thankful for my teaching team. We collaborate on big projects and our students get a chance to see teamwork in action.” –Shannon J., 6th Grade, Tempe, AZ

“I’m grateful for the opportunity to be a part of the foundation that shapes a student and their school experience. I’m also grateful to all of the parents who trust me with their children.” –Erin B., Intervention Specialist, Grades 3-5, Westerville, OH

The post Teachers Tell Us What Inspires Them appeared first on Inventionland Education.

And if you’re teaching in a STEAM classroom, you are also teaching students how to use new equipment and creating a hands-on environment that not only gives students a chance to create on their own…but is so because it’s carefully monitored. You’re teaching, exploring, creating, and troubleshooting one class period at a time.

But eventually….you’re going to need to take a day off and that means you’re going to need a sub. While many teachers try to leave subs instructions with an “easy” lesson of showing a video or giving students a test, it’s actually these hands-off lessons that cause the most problems. And if you’re teaching in a STEAM classroom, chances are you’re on a tight schedule to get a project completed. Students may have to sign up in advance to use different equipment, and if they can’t use it because you’re gone, it may throw the entire semester off.  That’s a lot of pressure.  

So how do you prepare for a sub when you’re in a STEAM environment?

Have a little faith in your sub

For many school districts across the country, substitute teachers need to not only have a bachelor’s degree but also have a teaching license in order to work. That being said, if you know you are going to have a sub who is a trained professional, give them a little credit and an opportunity to use their teaching chops. If there is a handbook for using equipment, leave it out for them. If there is no handbook, consider working with your school to create one that explains how to use the equipment easily; it could even be a good class project. Substitute teachers don’t just want to sit back and play solitaire for eight hours. They want to teach. Let them. 

Overplan your lessons

If you normally teach in 45-minute blocks, give subs enough activities for a 90-minute class. This way, if the class breezes through each mini-lesson, subs don’t have that awkward 20 minutes of letting students “talk quietly as long as they stay in their seats” (This is just asking for trouble!).

Develop relationships

Find your go-to sub. Seriously. The most jarring part of having a substitute teacher is that it messes with a student’s idea of routine. If students enter your classroom and see a substitute teacher that they’ve had before, it helps with that transition. New subs take a while to warm up to students. But subs that have been working in your school district awhile are worth holding on to. Also, if you teach a specific content area or age, look for subs that specialize in that area as well. If you are teaching in a STEAM classroom, find a teacher with a background in education technology. 

Revise your emergency lesson plans

Yes, they’re usually due before the first day of school, but it’s always a good idea to revise them once you know your students. Maybe a worksheet and video were what you started with, but as you get to know your students, you learn that they enjoy creative writing or scavenger hunts. You already know that one-size-fits-all lessons don’t exist, and that applies to your emergency lesson plans, too. Once you know students feel comfortable with the technology they are using in the classroom, make sure to incorporate that as well.

Tell your co-teachers

Whether your co-teachers are by grade or by department, let at least two of them know you are going to be out. They can check on the sub to see how it’s going and also make sure students are staying on-task. At the very least, let the teachers who teach next to you know you are out.  Also, if you have teachers use the same technology in their classroom that you do, see if they can help the sub out when needed.  If a 3D printer suddenly isn’t working, then make sure your sub knows who to call. 

Have a backup plan

Any lesson involving technology needs a backup plan.  Whether students are using high-tech equipment or conducting research on the internet, you need to have a backup plan. 

Talk to students about expectations

Let them know what behaviors are allowed and what the consequences are for not following classroom rules.  Also, if students are going to work in groups, go over expectations with students for group work BEFORE you have a sub. The first time students work in groups should never be when you’re not present. If you’re in a STEAM classroom, students should feel comfortable using all of the equipment on their own. In the same vein, never let the first time someone uses a piece of equipment be when you’re not there to help. You can also check to see which students excel with different pieces of technology and assign them as “helpers.” They may know how to troubleshoot tech better than adults do. By giving students responsibilities in your classroom, you are helping to build their self-esteem and creating leaders.

Welcome subs to your class

Leave a note with expectations as well as a teacher’s name they can contact if they have any problems. It can be scary to walk into a classroom as a substitute teacher. It can be even scarier to walk into a STEAM classroom filled with technology they’ve never seen before. But if you set them up for success and let students know your expectations, you can set the bar higher for your subs and your students. Then, when you finally DO have to be away from the classroom, you won’t have to spend the day worrying about what’s going on in your absence. After all, every teacher hopes to come back to a positive note from their sub accentuated by smiley faces, not an all-caps account that was written in frantically-illegible handwriting of how the day went.

The post How To Properly Prepare Subs For a STEAM Classroom appeared first on Inventionland Education.

Chances are, you’re at least one or two weeks into the school year by now. Have you spoken to all of your students’ parents yet?

Although it might seem like an overwhelming task–especially in the upper grades when you may have contact with over one hundred students every day–establishing lines of communication with parents/guardians is a great goal for the beginning of the school year. We firmly believe, however, that it’s a good idea to voluntarily speak with parents before you have to contact them for what may be a less-than-wonderful reason.  While phone calls might seem old-fashioned, they allow you to have two-way communication which is important when you’re trying to establish a rapport. Here are a few ways you can make the conversation more meaningful:

1. Before making that first call, have students tell you a little about themselves. This can be via icebreakers, an essay, or a handout. When you talk to parents, you can mention things you’ve learned about their child. Whether you learn about where they went on vacation or something that may be troubling the student, it is good for parents to hear that you are taking an active interest in them as human beings.

2. Send a form home for parents to fill out and then discuss this with them as well.  Ask them what they think their child’s greatest strengths are, their concerns about the school year, and what they remember about being in the grade you’re teaching. You want parents to feel like you are working together, not battling it out. Giving parents a chance to talk about their child’s strengths is a great way to make that happen. 

3. Communicate about homework. It’s a necessity for learning, but can also be a parent’s worst nightmare. Talk to parents about your expectations with homework, how often they will have homework, and how to communicate with you if they feel their child is being assigned too much homework.  This last piece is key. Even if your student has six other classes, with six different teachers, when a parent feels as though they can talk to you about the workload, you are establishing that teamwork rapport that you need in order help their child succeed.

3. Contact parents who DON’T attend open house/curriculum night. Introduce yourself. Let them know you look forward to working with them during the year and that they are always welcome to contact you. If you gave out any handouts during curriculum night, ask them for an email address to send them over.

4. Contact parents who DO attend open house/curriculum night. Let them know it was nice to meet them and that you look forward to working with them this year.  Remind them they are always welcome to contact you. It’s a nice one-on-one follow up that is great for parents, especially in the upper grades as they may not have had an opportunity to speak with you individually. At the end of the phone call, ask parents for the best way to reach them. It may be with phone calls, it may be via emails, it may be by texting. You want to keep the lines of communication open; be willing to help make it easier on them. If you’re worried about privacy and using your cell phone for texting, free apps such as Remind: School Communication will let you send text messages out without giving out your phone number.

And remember…nobody likes getting bad news. You don’t just have to call parents when a student is not doing well in class. You can also call parents to celebrate successes or simply to touch base and see if they have any questions for you. Just don’t be surprised by long pauses of confusion, however, when parents realize you’re calling them with for a good reason. Hopefully, by the end of the school year, you can change their expectations of what parent/teacher collaboration should feel like.

The post Initiating Parent Contact appeared first on Inventionland Education.

When you were working on your teaching degree, the teachers’ lounge may have come up in conversation and it’s very likely your professor told you to avoid spending time there at all costs. Citing it as a place where teachers “let out their frustrations” about students or gossiped about one another, it was a negative space and the longer you stayed away had a direct correlation with the satisfaction you’d feel about your job.

And while that may be true in some schools, the teachers’ lounge is also a place to celebrate successes and find unique ways to help your students succeed. It can be a place to encourage educators and praise students. It’s up to you to set the tone.

Avoid Gossip

Gossip is a guilty pleasure. And while it does add a little drama and excitement to the day and may give you insight into your coworkers’ personalities, more than anything it hurts those involved. If you don’t hear something straight from the source, it’s gossip. The best way to stay away from gossip? Stop it in its track. If someone starts telling you “privileged” information about a student or coworker, politely tell them you don’t want to be involved.  Any time gossip enters the workplace, it spreads negativity. If you want to build a positive community in any work environment, you have to let go of the gossip. 

Don’t Settle For Bad Advice

If a teacher wants to talk to you about one of your students, make it very clear you don’t want to hear anything negative. Perhaps you teach fourth grade and this student had major personality clashes with her third-grade teacher. The third-grade teacher seeks you out so you are prepared. What if over the summer this student decided to change her outlook on learning and is ready to be a top student? Is it fair to her for you to come in with preconceived notions?

If a teacher tries to give you some “insider information” about a student, steer the topic towards positivity. Ask what works to keep the student on task. What units did he or she like the most? What were the best interactions they had? By focusing on the positive, you’re not only helping to set the student up for success you’re also reminding the teacher that their student wasn’t nearly as bad as they remembered.

Be Constructive

That’s not to say you shouldn’t be able to air frustrations in the lounge. After all, your fellow teachers understand your situation better than anyone else. Just be constructive about your venting. Complaining doesn’t solve anything. But stating a problem and working for a solution does.  For example, if you have a student who never completes homework, ask your coworkers what they do when students aren’t completing homework. If you are struggling with classroom behavior, find out what’s working in other classes. It’s when teachers work together to bring out the best in their students that magic starts to happen in the classroom…The more you do this, the more the tone of the lounge will change…and who knows?  It’s that little attitude shift that could mean the difference between oatmeal raisin cookies and double chocolate chip.

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