Incorporating Purposeful Movement into Science Content Instruction

I think most people would agree that when we exercise, blood flow throughout the body increases. But did you ever stop to think that the blood also flows more to our brains as a result of physical activity? With this increase of blood flow to the brain comes more oxygen which enables our brains to perform better.

Shift to the classroom setting where much of the day (especially in upper elementary and middle school classrooms) is spent sitting at a desk listening and/or taking notes. Why not find ways to incorporate movement into instructional activities in an effort to improve student comprehension and overall concentration?

Although there are many opportunities for students in my STEM class to participate in hands-on activities or move around the room as they collaborate, there are also days when the lesson is pretty teacher centered. I have had to be creative when I plan for these lessons so that I can get students up and moving and refocused.

One strategy I incorporate regularly is the Kagan strategy Mix-Pair-Share. In this class building structure, students "mix" around the room while I play music. When the music stops, they partner up with the person closest to them and share their ideas or answers to a question. I love how this gets my students thinking, moving, and talking to each other about topics that we have been learning about. It also ensures that each student has a chance to share their ideas. Everyone is engaged in the discussion instead of just a handful of students.

A second way I incorporate movement is through the use of hand signals or body movements as a way for checking for student understanding. If I have students respond to a multiple choice question, they may walk to a corner of the room designated as A, B, C, or D based on their answer. Sometimes I simply have them stand up to agree or choose a side of the room. During a review of examples of potential and kinetic energy, I posed several simple scenarios for students to classify. To show me their response, they stood up to represent potential energy (because they are higher above the ground and thus have more gravitational potential energy) and they waved their hands above their heads to represent kinetic energy (because going down the first hill of the roller coaster involves kinetic energy of motion). They got a chance to move AND show their understanding.

I also like to have students complete SCOOT "games" - basically another way to check for understanding - by placing various questions around the room for students to scoot to and answer on a sheet of paper. Rather than a basic independent worksheet that is completed in class, students answer similar questions while moving around the room. I've even had them make observations and identify the physical properties of matter while "scooting" around the room.

Finally, every teacher recognizes that students aren't able to focus on content learning every second of every day. Even as an adult, I find my mind wandering and my attention drifting during especially long meetings. Using physical activity breaks in the classroom helps students get ready to learn and remember information better.

I use the activities in this set of Brain Breaks for Bigger Kids to get my students up and moving. To refocus them. To encourage them to think in a different way. To reward them for good behavior. I will even leave the cards for a substitute teacher as "filler activities". (My students LOVE that if they complete the assignment given by the sub they can have a brain break at the end of class!)

 

Some of the ideas are simple (or even common), but I find that by having a set of ready-to-go brain breaks on a ring I am more likely to flip through the cards and actually USE them on a daily basis. And that's the point, right?

What other ways do YOU find to incorporate movement into your lessons?

Differentiated Instruction in the STEM Classroom {w/ iTeachSTEM}

Most teachers agree that differentiated instruction is essential in helping students to master concepts, but the reality is that implementation can be challenging when faced with a class of students with a variety of needs and abilities.

In my classroom, most of my instruction is done whole group. There is very little time - nor is it always appropriate - for small group instruction. As a STEM teacher, I rely on three main methods of differentiating my instruction to meet the needs of all students in my room.

1. INQUIRY
I strive to include many opportunities for students to experience the information. They complete various exploratory activities - often before any formal instruction - allowing them to develop a common experience to draw from as we move through the content.  Students work alone, with partners, and in small groups to make observations and discuss their findings.

2. MULTIPLE APPROACHES
Not every student learns the same way. I think we all agree on this. My goal is to deliver the essential content ideas in as many different ways as possible. I include lecture, video clips, music, close reading passages, hands-on activities, vocabulary study, simulations, and more. I even have students become experts on a small portion of the content and "teach" the class. By addressing big ideas from multiple perspectives and through engaging activities, I am able to reach more students than if I stuck to one approach.

3. CHOICE
When students are working on a STEM Challenge, they are given the opportunity to approach the problem in ways they select. While I do give a basic set of constraints, students are allowed the freedom of choice in how they develop and present their solution. Even though everyone in class is working to solve the same problem, the way that they are working on the problem may not be the same. By asking open-ended questions, teachers can guide students through various problem based learning experiences. This real-world connection and opportunity to collaborate with their peers (with teacher guidance) is an essential skill that must be developed in our students.

As teachers, it is essential that we have a solid understanding of the big ideas, core concepts and overall learning expectations in order to assist students as they build a basis of understanding for themselves. We must be mindful of the purpose behind a certain learning activity or task in order to direct students toward a common goal of content mastery. Teachers can adjust resources, groupings and instructional methods to target specific skills leading to a classroom of students who are challenged and engaged in the learning process.

Word Study in an Upper Elementary STEM Class {w/ iTeachSTEM}

What does word study look like in an upper elementary science classroom? Content vocabulary and root words. Breaking down words and making connections through visuals and common experiences enables students to better understand the meaning of complex science words.

VISUAL VOCABULARY CARDS:
At the beginning of each unit, I hang a set of related "visual vocabulary cards" on my cabinets. This gives students a reference for the most important terms to be used in the upcoming weeks. What I love about these cards is that each one has a picture to help students make a connection. (This is especially helpful for my SPED and ELL students.)

I recently started hanging them on the cabinet doors because it's super easy to hide them in the case of a pop quiz or test. Just open the cabinets!

FOCUSED HIGHLIGHTING:
Another strategy I use when teaching vocabulary is to have students highlight parts of the word and/or definition as they are recording it in their journals. I find that looking at each word and the meaning of its root helps students to better remember the meaning. For example, students struggle to understand what "binomial nomenclature" means, so I have them highlight and note the meaning of each part of the terms. I sometimes have to tweak the meaning to fit better in what we are learning without adding more confusion.

Another unit where I do a lot of highlighting during vocabulary instruction is when teaching students about the types of symbiotic relationships in an ecosystem. For each term, we highlighted a part of the word and then the portion of the definition that showed the meaning of the root or prefix. We also drew silly faces (#emojisareawholelanguagenow) to help students remember the subtle differences in each type of relationship.

Because these terms cause so much confusion for my students each year, I also have them come up with their own "mini-poster" to illustrate the meaning of each word. I love how this student included such well-mannered organisms in his examples. Not only does drawing pictures help students learn and remember the meanings, but they ENJOY it too!

SONGS AND VIDEOS:
Another way I try to help my students when studying new vocabulary terms is through music.
We actually just listened to this song about heat transfer today. My hubby stopped by to bring me lunch and commented that my classroom was "killing music" one cheesy rap song at a time. Hey - the kids loved it and I figure whatever works is worth it!

Now, to be fair, I CANNOT sing well. And my rapping leaves something to be desired. But, YouTube has some really great channels with so many fun songs to help students learn science concepts. I've got a bunch of them saved to this board on Pinterest.

SYMBOLS AND DIAGRAMS:
Sometimes during notetaking I realize that students would benefit from some "silliness" that actually helps them along the way. Last week I was trying to define "heat conductor" in a way that would stick with them. It's so close to the holidays so I started talking about how I love watching the movie The Polar Express. In it there is a train conductor whose job is to get the children from their homes to the North Pole to see Santa as quickly as possible.

I connected this to heat conductors whose job is to move heat more quickly from one object or location to another. After trying to make the connection I started doodling in my journal and drew a train. My students started giggling and whispering "Are we supposed to be drawing that too?" So I wrote the letters H-E-A-T in the train cars to represent heat being transferred quickly from one place to another by a conductor. They laughed and a few of them have even referred to that drawing in later discussions.

Teaching Then and Now {w/ iTeachSTEM}

Times have changed. Even in the eleven years I've been teaching, I've noticed BIG differences in how I plan and teach my lessons. Despite teaching fifth grade all eleven years, I have found that the way I deliver instruction and the way I check for understanding have not only changed but improved!

As I sat down to type this, I started to think back to when I was in high school. I always loved science. It was the class where I was able to talk to my friends, work in groups, and do experiments. I did well in those classes and when I had the opportunity I would sign up for extra science classes. So why was science more interesting? Because I was actually a PART of the learning process. I was engaged in what I was learning. I was applying the content during experiments. I was communicating with my peers.

When I first started teaching, my lessons came directly from the adopted textbook. I taught each lesson in order. I assessed using the provided tests. My lesson planning was super easy, though. I just wrote down the page numbers in the teacher's manual and moved on. But to tell you the truth, I usually spent my lunch and planning times stressed because I was trying to re-read and understand what on earth I was trying to get my students to do that day. Let's be honest. I was in survival mode - trying to teach all subjects every day to a group of fifth grade students who were almost as tall as me!

The problems was, students were rarely excited about my lessons. They listened, mostly. They practiced what I asked. They did homework. And they performed decently on tests. But they were B-O-R-E-D. And so was I! Let's be honest, reading a chapter and answering questions get old pretty quickly. For both students AND their teachers.

My teacher manual sits on a shelf behind my teaching station (nope, I don't even have a desk anymore). I think the last time I grabbed it was to show students a diagram in the book so they wouldn't have to dig for their own textbooks (that they rarely use). I plan each lesson using various resources. I include multiple learning styles and hands-on strategies. I spend time looking for ideas on Pinterest, TeachersPayTeachers, and Google that will enhance the lessons I already have developed. I have been able to take ownership of each lesson that I teach. Which means I am NOT spending my lunch stressing, but EATING (novel idea, I know).

But change wasn't easy. Letting go of a provided curriculum took a leap of faith and (gasp) a lot of work on my end. I needed to be sure that what I was teaching the students helped them to be prepared for those end of the year tests we all love (dripping with sarcasm). But, here's the thing. When students make connections to the content they are more likely to remember what they have learned and be able to apply their knowledge in various situations. It's a win-win situation.

Here are some tips for moving away from the teacher manual and moving toward more engaging lessons that will not only capture your students' attention but allow you to cater to their learning styles and personal interests. 

My first year of teaching I was the ONLY fifth grade teacher at a very small school. While I did my best to ask for help and work with other teachers, I was basically on my own. Not only was it lonely, but it was hard. I didn't really have anyone to bounce ideas off of or ask for input. I'm lucky that now I work with a great team of teachers. However, I am still the ONLY fifth grade STEM teacher. So I've had to get creative with how I collaborate. I have joined several Facebook groups where we can share ideas and resources. I also get together with other STEM teachers in my district on occasion to plan and develop activities.

Let's be honest, some of the PD classes are downright boring. We are just like our kids. If we can't see a direct connection between the content and our lives, we disengage. So choose your professional development activities wisely. Is there a new piece of technology you'd really like to integrate? Look for a class that focuses on that. Do you need a chance to meet with other teachers to develop lessons? See if your administrator will let you spend a half day collaboratively planning. Would watching another teacher help you improve your own lesson delivery? Find someone willing to let you observe them once or twice. Have you come across a great teacher's blog who has ideas that you'd like to incorporate into your own classroom? Read what has been written. Comment or even email the teacher with questions. You'll be surprised at how much you can learn from someone you've never even met in person!

And don't be afraid to share your OWN expertise. I just took a leap out of my comfort zone and led a session on interactive notebooks last summer. Not only was it a great opportunity to share my ideas, but it was amazing how many other approaches were shared that I have begun to integrate into my own classroom.

Good teachers do this automatically. We think about what went well and what didn't work as well as we had hoped. The key is to make changes based on your reflections. Since I'm the only science teacher in my grade level, I often share how things went with my husband. (Poor guy.) I tell him about the day and what I wish I had done differently. Sometimes just saying it out loud - even to a non-teacher like my husband - helps me to come up with ways to improve the activity.

The planning process has actually gotten much quicker for me over the years. Mostly because I take the time to reflect on my lessons and write notes to myself. I keep a journal for each of my classes, and save one from each year to use as a resource the following year.

When I am reflecting on each activity or unit, I jot notes to myself on Post-its and stick them right in the journal. That way when I open up to the pages, I am reminded of what I wanted to change and how I could improve the lesson. It's almost like a teaching diary!

Don't get me wrong. This is not easy. In eleven years of teaching, I still get bogged down and want to give up - at least once a week if not more. But then I remind myself that my students are learning and that the process is just as important as the end result. I also spend a lot of time in my teaching partner's room venting and bouncing ideas off of her. She's great for that!

Activity-Based Assessment {w/ iTeachSTEM}

What exactly IS assessment?
Assessment doesn't always mean a written exam. Assessment should be ongoing throughout every lesson. Simple checks for understanding using white boards, turn and talk, hands-on activities and quick writes.

Cramming It All In {w/ iTeachSTEM}

Teachers are experts at fitting a TON of content into every little minute of the day. We have to be. With growing class sizes, challenging standards, and increasing demands on our time, it's necessary to be a master of manipulating time. Cramming learning into every possible activity.

With that being said, I will admit. I struggle BIG TIME with this. I have sooooooooo many awesome ideas. I have sooooooooooo little time to teach each class. This leads to soooooooooooo much rushing throughout the day. My poor fifth graders hear me say, "We have so much to do and not enough time to do it!" almost every single day.

So what can a teacher do?
How can we compete with the increasing demands on our time without giving up what really matters? Teaching our students. Not just the content standards, but how to be responsible. Kind. Courageous. Honest. Caring. Adventurous. Trusting. Wise. Careful. The list really goes on and on and on.

I've found that the best way to squeeze more time out of the day is to be sure to set up specific routines early in the year. This may seem like a no-brainer, but I swear that as a new teacher ten years ago I had no CLUE how important this was. I actually assumed my 10-year-old students would kind of figure it out. HA!

Over the years I have tried so many strategies. And let's face it - there is NOT a one size fits all answer. As a fifth grade teacher who is responsible for instructing four class periods each day as well as lunch, recess, specials, assemblies, etc. I have had to be creative with my time. Here are three ways I have found to help "cram it all in" each day.

I know that a lot of teachers swear by "morning work" and I can totally see how this would be an awesome use of time. However, at my school students are provided with breakfast to eat in the classroom each morning and some students don't arrive until a few minutes before the bell rings. Also, since I only have my homeroom class for those 15-20 minutes, my other three classes would miss out on that morning work time - especially since I would want to use class time to review what had been done.

Since my schedule runs more like a middle school, with students rotating every 70 minutes, I find that doing a quick bell-ringer type activity works much better. Students are trained to answer various types of questions on their white boards (quickly) and flash their answers on my signal. This is a great way to start class since it gives students a moment to get organized and join in as soon as they are ready. It also allows me to assess their understanding of the subject matter before jumping into the lesson. (I kinda love that one student also wrote "Mrs. Coker is awesome" on her board.)

This year, a new law was passed in Tennessee. Students MUST be given a certain number of minutes of physical activity per day. Recess and PE are great, but we needed to add a bit more into each day. As a teacher who already struggles to "fit it all in", I wasn't too sure how I would be able to include more free movement each day. Don't get me wrong, I know the importance of physical activity and even agree with the idea of adding an extra recess each day. But HOW could I give up precious instructional time without falling behind quickly?

I decided to do some brain breaks throughout my lessons - especially on days when they are more "lecture intensive" and students are required to listen and take notes for the majority of the class. And you know what? I haven't been running out of time! Students seem to be better able to focus after a quick break. I still get through my lessons. And I am in compliance with the new law. Win-win-win!

If you teach older students like I do, you're probably thinking that so many of those cute little brain breaks all over Pinterest just wouldn't get your kiddos up and excited. Yeah. You're right. I tried a few and they flopped. Mostly my students wanted a chance to talk, walk about, giggle a bit, and stretch. But if I just gave them "free time" I would likely never get them refocused. So I use a lot of science "rap" songs from YouTube during my lessons. Students are allowed to dance, sing, or tap out a beat while the song is playing. BUT, when it finishes, they are responsible for answering some questions related to the content of the song. I love this compromise. If you teach science, feel free to check out this Pinterest board where I collect my favorite science (and a few math) songs.

Some days I just don't have a good song, so I grab my stack of brain break cards and challenge the students to something silly like writing their names on the air using the end of their nose. Not only does this get the kids laughing and relaxed, but it's so much fun watching them. (Teachers need a quick brain break too!)

If you're interested, check out my Brain Breaks for Bigger Kids on TpT. Or click on the picture above.

I used to dread "the timer" as a kid. My parents would set the kitchen timer when I refused to finish my dinner. (Sweet and sour chicken - the worst!) I would watch the timer count down while I tried to swallow one bite at a time. Somehow I would manage to get finished eating before the timer rang.

Now I LOVE my timer. I use it as much for me as for the kids. Let's face it. I get so caught up in an activity that I tend to lose complete track of time. I have been known to forget to take my students to lunch on occasion. Yikes! It's also a great way to teach students to budget their time wisely. As a teacher in the upper grades, I am stuck preparing students for those dreaded end-of-the-year standardized tests. Those tests are timed. And I'm not allowed to tell them to hurry up during the tests. So if I train them to be aware of the time and how much is remaining, I believe they will be better prepared for a timed assessment.

One of my teaching partners ordered this timer for everyone on our team a couple years ago, and I ADORE it. It's simple to use and very visual for kids. I display it on my document camera when I give my students a set amount of time to complete a task or exam.

Students have a very visual cue as to how much time is remaining. I still remind them when time is almost up, but this allows them to be a bit more independent. And saves me rushing students to lunch ten minutes late just because I was having too much fun discussing the process of photosynthesis.

Purchase one of these timers on Amazon.com here:

We have a saying at our school:
"Every second, every minute, every hour of every day for every Pirate."
How do YOU make every bit of the school day count for YOUR students?

What I wish I knew my first year teaching (with iTeachSTEM)

When I graduated in 2006 and started looking for my first teaching job, I had no real understanding of what was required of a teacher. Oh, I could rattle off a bunch of buzz words and "talk a good game", but until I actually got into my first classroom and started teaching I had NO CLUE. 

It seemed like all the other teachers had it together, and I was the only one scrambling day after day to stay above water. I felt like everything I had learned in college had been a waste of time. Great in theory, but totally useless in the real world!

Did anyone else feel this way? 

Surely I can't be the only one...

So as I began my 10th year of teaching last fall,

I started to think of all of the things I wish I had known my first year. And as I begin my 11th year, each and every one is STILL just as relevant.

You can't do it all.

Period.

You've GOT to take some time to prioritize what you can/want to accomplish. 

My first year I signed up for every volunteer event, helped on numerous committees, created most of my lessons from scratch, gave cute little gifts to my students for every national and obscure holiday, called parents daily, rearranged the seating charts every month, and NEVER SLEPT.

A person can't keep going like that.

Physically, mentally, or emotionally.

Your "planning time" isn't really yours.

It's really a time for meetings with administration, parents, and other teachers.

You're lucky if you get a few minutes to use the bathroom!

And on the rare occasion that you don't have something scheduled, something will come up making it impossible to get anything done on your to-do list.

Student teaching is pretty much NOTHING like having your own classroom!

Day one I welcomed my students into the room and felt panic rising to my chest as I realized that I had to figure out what to do with them for the entire day and had NO ONE ELSE to pick up the slack! Nobody gave me any guidelines for what to do and when. What worked in my student teaching placement didn't work with this new set of kids. 

Planning is important, but be prepared to change your your plans more often than not.

I was terrible at guessing how long an activity or lesson would take. I would end up with too much time left over or not nearly enough time to get what I needed done.

This takes practice and experience. There is no way around it. 

It used to take me 8-10 hours to plan my week. Sometimes more.

I STILL over plan to be sure I use each and every possible teaching minute productively, but I also realize that most of my plans will be put off to the next day/week depending on how that first day goes.

Find other teachers who you admire and ask them for advice.

Someone once told me that the best way to make a friend is to ask a person for a small favor.

It breaks the ice and lets them feel helpful.

And who knows?

You just might learn a few useful tricks!

But remember, YOU have ideas and experiences to share as well. Don't be afraid to share and collaborate with others.

Students do not instinctively know how to do things. 

It is VERY important to explicitly teach and model the routines and procedures you want in your classroom. This needs to include all those little things you don't often think about because they seem obvious to an adult.

TEACH THEM EVERYTHING.

I promise that it will save you time, energy, and your sanity.

Talk less.

I still struggle with this one.

But kids need to express their ideas, collaborate and struggle a bit, think for themselves.

During a typical period, I try to keep my talking time to a minimum.

Yes, there are days when it's gonna be a straight lecture/take notes type of day.

But those are my least favorite lessons.

The kids are less engaged. And I get bored.

Give your students a challenge or even the opportunity to construct knowledge on their own.

You should act as the facilitator as they work together to build their understanding during hands-on activities related to the content you want them to learn.

Let the students teach each other!

Be kind but firm.

I always wanted to make sure the students liked me. I would give chance after chance after chance until I was so frustrated that I lost my temper and started yelling.

I really HATE being "that teacher".

I learned that setting clear expectations and having specific and consistent consequences led to much better behavior overall. And less yelling.

You'll never be able to live on a teaching salary alone.

At least independently.

Plan to have a second source of income.

You'll need it to support your growing addiction to school supplies and classroom decorations.

I used to work at summer camps until my own kids got older.

Now I own a paint your own pottery studio, sell hand-built ceramic monsters, and create digital resources at Teachers Pay Teachers.

Or you could marry someone rich. (I'm just sayin'.)

Give yourself a break.

Nobody is perfect.

Teaching is really hard.

You will learn, grow and improve.

But there will always be another chance.

Another lesson.

Another student.

What else do you wish YOU had known when you first started teaching?