the energetic tiny tornadoes
Do the work of scientists
Investigating images from the real world
Investigations on life cycles, plant parts that are edible, the importance of flowers, and animal pollinators help students start to understand the cause of their garden problem.
We learned that all living things have a life cycle. Students investigated the different parts of plants that we eat: roots (potatoes, onions), stems (asparagus, celery), leaves (lettuce, spinach), and flowers (strawberries, apples, squash, etc). Through this investigation, students realized that all of the plants in their garden produced fruit from flowers!
Students were left with the question of why are our flowering plants' life cycles stopping at the part where the flower grows.
Building models and engaging in a simulation
After observing images of animals that were frequently seen around flowers (animal pollinators covered in pollen) where fruit had emerged, students started to realize these animals must have something to do with growing fruit. It was time to set up a simulation of an animal pollinator!
Pictured is an activity from Mystery Science that helps students understand the part animals play in pollination.
The students loved building their flower and bee models, and then turning into nectar-collecting bees. As students moved from flower to flower, they began to notice that pollen was collecting on the fuzzy parts of their bee AND it was transferring to the other flowers.
There were four different colors of pollen (cocoa powder, chili powder, baby powder, corn flour) so students could tell pollen from other flowers had transferred to their own.
understanding the problem
The last part of uncovering the garden problem was to do a little research on how flowers turn into fruit. We watched some videos from SciShow Kids and read some books on Epic!
Finally, students uncover the answer. Our flowers are lacking pollination!
do the work of engineers
Hand Pollinator Criteria
Hand Pollinator Criteria
Hand Pollinator Criteria
Designing hand pollinators was our final step in this STEM adventure.
Students think back to what they have learned about animal pollinators to help the class create criteria for a man-made hand pollinator.
selecting materials
Hand Pollinator Criteria
Hand Pollinator Criteria
Thinking about the criteria, teams must discern which materials would be best for their design..
I encourage students to develop a personal design plan and share it with their group prior to the creation of a collective team plan. This approach promotes engagement from all students, even the quiet ones.
Testing designs
Hand Pollinator Criteria
Testing designs
After a team plan has been established and materials have been selected, teams build their hand pollinators and test them.
DON'T STOP HERE! You'll miss out on all the good stuff!
peer feedback
Testing designs
Allow students to walk around and check out the amount of pollen each team was able to move. This is the perfect opportunity for peer evaluations and feedback!
redesigning and retesting
kick it up a notch with a budget
Let teams redesign their pollinators and test them again. The more you do this, the more they engage in critical thinking and creativity.
kick it up a notch with a budget
kick it up a notch with a budget
Want to kick it up a notch? Price the materials and give the kiddos a budget!
start with code.org
Directional coding from 1st grade
Directional coding from 1st grade
Directional coding from 1st grade
It can take some work getting kiddos from arrow coding like this to block coding with words. The biggest change is the addition of the forward block and the terms left and right.
block coding with words
Directional coding from 1st grade
Directional coding from 1st grade
When students first begin block coding with words, you're going to hear a lot of "I don't know how to get my character to go up." or "I don't know which way left and right is". Sometimes starting with unplugged coding can help!
dash coding challenges
Relating blockly and code.org
The primary coding blocks in code.org and Blockly, Dash's coding platform, are quite similar. However, students will discover new features while using Dash: they can adjust the angle at which Dash turns and code exciting elements like lights and sounds.
We make several practice codes before I let the kiddos get their hands on an actual Dash.
Partner coding challenges
In this project, students are required to work together on a single computer. This setup can present its own set of challenges, but throw in that they will need to choose whose computer to use, it creates a whole other complication. I've discovered that allowing students to select their partners helps to alleviate both of these issues somewhat.
Completing challenges
As pairs complete coding a challenge and testing it with their Dash, they will raise their hands for me to come check. If the program was coded successfully, I will check it off, and they will move to the next challenge.
Earning a dash driver's license
Once pairs complete their set of challenges, they get their very own Dash Driver's License!
Want to try Dash Coding challenges with your students?
grab this resource from my store!