02/01/18:  STEAM Fiction: Ideas for Connecting Literature to STEAM

02/01/18: STEAM Fiction: Ideas for Connecting Literature to STEAM


Blumberg:
Good morning, everyone. My name is Aaron Blumberg, and I am SWFLN’s continuing
education coordinator, and I would like to welcome you
all to today’s webinar, “S.T.E.A.M. Fiction: Ideas For Connecting Literature
to S.T.E.A.M.” And I would also like
to introduce you to today’s presenters, Ryan and Hilary Shore
of Full S.T.E.A.M. Ahead. Full S.T.E.A.M. Ahead
is an enrichment program that integrates the arts
and sciences through high-quality,
engaging instruction with cutting-edge technology. Learning is hands-on,
project-based and very fun. They will help students
become creative, fearless problem solvers
possessing the skills to confidently
tackle the future. Please welcome Ryan and Hilary, and enjoy their webinar
this morning. Hilary: Good morning,
everybody! Ryan: Good morning. I hope this Thursday morning
finds you all well and healthy. If you guys are
anything like us, the flu epidemic
and the cold epidemic has been ravaging the nation,
but we’re doing all right. Hilary: We stayed away
from the flu, thank goodness. Ryan: Knock on wood.
Hilary: Uh-oh. Why did I say it? Anyway, thank you very much
for joining us this morning. We’ve got a very fun
presentation prepared for you. We hope you enjoy it. Today we are going to be
discussing S.T.E.A.M. and literature and some
activities to combine them. Ryan: One quick note —
even though it’s called “S.T.E.A.M. Fiction,” we’re not
limited to fiction here. We’re exploring all literature
and nonfiction, fiction and how to connect
those things through S.T.E.A.M. We’ll be talking a lot
about S.T.R.E.A.M., of course,
if you’ve heard of that. I’m sure you’ve heard
that acronym before. So our goals today,
we’re going to give you guys, our participants,
ideas on planning and implementing
your own S.T.E.A.M. activities through literature. We also want to empower you
to create your own projects and create new ideas because, you know, we’re going
to present you with a lot of ideas
in this PowerPoint. Some of them will be feasible. Some of them won’t
for everybody, but we want to equip you
with the tools to create your own ideas that can link S.T.E.A.M.
and literature. We also want to advocate
the need for S.T.E.A.M. in nontraditional
learning environments. You know, kids don’t get
a lot of opportunities to do this kind of stuff, so they need us in order
to do it a lot of times. And finally, we want to start,
or if you already have one, I want to add to our own
personal S.T.E.A.M. ToolBox, just our list of resources
and ideas and skills that allow us to make
S.T.E.A.M. successful. Hilary: So who are we? Well, to begin with, we are
Full S.T.E.A.M. Ahead. We’re an extracurricular
enrichment program focusing on the arts
and sciences. We do after-school enrichment
for the children, as well as camps when there’s
no school and summer camps and things like that, all that
link the arts and sciences. Ryan: One thing to that end
is that, you know, we are the S.T.E.A.M. people. I was a fourth
and fifth grade teacher. I taught reading for 7 years. I taught writing for 11 years. Taught writing for 7 years
as well. But, you know, ultimately,
we are the S.T.E.A.M. people. That’s our area of expertise, and you are the
literature experts here. You are the experts on books
and those topics, so we’re hoping that,
as we go through this, you’re willing to share
or at least willing to think about some of the many, many, many books
that you’re aware of, the titles that you know
that may create great links to what we’re already
talking about. So the more you can lend
your expertise as well, the better off we’ll all be. Hilary: Mm-hmm. So I will introduce
my husband, Ryan. He is the cofounder and
S.T.E.M. guru at Full S.T.E.A.M. Ahead. As he mentioned, he’s a 7-year
veteran public education, and he taught fourth and
fifth grade math and science. He won Golden Apple in 2014, and he does a lot
with the S.T.E.A.M. curriculum and program design. He is the one who fixes things
and solves problems and creates, you know, great applications
for the kids to teach them how to fearlessly dive into all these
S.T.E.A.M. issues. Ryan: Thank you. But really it pales in
comparison to my wife, Hilary. She’s the cofounder here, music
guru at Full S.T.E.A.M. Ahead. She’s got a year of experience
in public education, and we’ve been doing
the S.T.E.A.M. thing for about 3 years now,
so those numbers you see there, you can add 3 more years
to our experience. And, you know,
while my recognition was on the local level,
Hilary, on the state level, has been a leader
in music education. She’s been to many state-wide
and even national conferences that, you know,
have really helped shape what music education
in Florida is today. Here at Full S.T.E.A.M.
Ahead, she specializes in designing
our music curriculum and instruction as well. Hilary: Thank you. Now I did want to mention
just before we go on, as there are two of us here,
if anyone has any questions, feel free to use the chat box. While someone is typing,
the other one of us can address questions that you might have, you know, so feel free to take
advantage of that, and then also, you know,
we like to be interactive and have a lot of fun. It’s really the only way
we know how to do things. Ryan: We’re teachers. That’s the only way
we know how to operate. Hilary: We’re just goofy. So, you know, all those little
buttons on the top of the screen where you can agree
and disagree and share and ask a question
and things like that, we love when people
do that and participate. I think it makes everything
much more enjoyable. Ryan: And the chat box, of
course, too, use that all day. So what is S.T.E.A.M.? You’ve probably heard about
it — science, technology, engineering, art
and music or math. It usually is math. We like to throw in music
because obviously we have a strong representation
from the music side. But S.T.E.A.M. is so much
more than that, and we’re going to be talking
a lot about this today. It’s not just the content. It’s the way that S.T.E.A.M.
combines multiple disciplines that encourages and builds
creativity, problem-solving, critical thinking, perseverance,
confidence and knowledge, and that’s what we’re going
to be focusing on a lot today is how S.T.E.A.M. is so much
more than just content. Hilary: Yeah, it definitely
gives kids a chance to try new things, just like that little
box in the bottom. That’s very important to us. Oh, can’t hear us?
Like, at all? Ryan: There’s a sound delay? How bad a sound delay? Do we need to catch up here? Okay, we’re all clear?
Hilary: Yeah? Ryan: Sorry about that,
everybody. It wouldn’t be… Hilary: Sound is coming
in and out. Hmm. Ryan: There always seems
to be a minute where this happens
in the beginning. Hilary: Yeah, and then
it evens out. Okay. Ryan: Everybody is okay now?
Hilary: All right. I guess we’ll keep on going, and tell us right away
if there’s any issues, and we’ll figure it out. Okay, so S.T.E.A.M. gives kids
the chance to try new things and to figure out what they’re
good at and explore other things without a fear of failing, and I think we see that a lot
in our kids in our program. You know, we just need
to teach them to get out of
their own way and dive in so they can really learn. Ryan: All right.
So surely you’ve heard, being in the library world, that S.T.E.M. has
turned into S.T.E.A.M., which has turned
into S.T.R.E.A.M., and the S.T.R.E.A.M. you’re
probably most familiar with, I’m sure, is science,
technology, reading, engineering,
arts and math, and that’s what we’re
going to be talking about for the most part today, but I did find
kind of some other interesting interpretations
of S.T.R.E.A.M., and we were actually talking
about one of these the other day because our programs are hosted
out of a church right now, so one is science, technology, religion, engineering,
arts and math, which, you know, if anybody
out there is into that, that’s kind of a cool way
to incorporate it, too, and also this one
I really like — science, technology, research,
engineering, arts and math. Research is always
a huge part of what I’m trying
to encourage kids to do, and we’ll talk about
how we can use research to bring in literature
and reading skills into any S.T.E.A.M.
activity as well, so that will be a big part of what we’re trying
to accomplish today. So we want to get a sense for,
you know, the audience here and what your
expertise level is. We want to know not
just how many S.T.R.E.A.M. activities
have you done, but how many S.T.R.E.A.M.
activities have you created? And what we’re going to do is, we’re going to enable
the Draw function, so I’m going to click
on Draw up here, which means now
you should be able to see a little marker
on the side of the screen, and you can click and put
a little “X” or a check box along the line
where you fall, so I’m going to put
mine way up there. I’m writing in black, which is
probably not the best color. Hey!
Hilary: Oh, sorry. I moved your mouse. Yeah, so why don’t we
give it a try? If that’s not your thing,
you can always type it in the chat box as well. That’s fine. So I’ve got none yet,
less than five, IDK, I don’t know, like, 20. Ryan: I just enabled drawing.
Sorry about that. You should be able to draw.
Hilary: Oh, there we go. Ryan: Yeah, I had it enabled. Then it went away.
Hilary: Sorry. Ryan: Hi!
Hilary: Hello! Ryan: Oh, you guys are
having too much fun. I like this crowd already.
Hilary: Uh-huh. Ryan: Good, good, good.
All right. So we’ve got people really
all over the spectrum. This is perfect,
and we’re going to be kind of playing all over
this spectrum here as well. Hilary: Okay, so there’s
a good number of people who have done a lot. There’s some in the middle. All right. Cool.
Ryan: Good, good, good. So, really, I mean,
this is ideal. We’ve got people
just starting out, and we’ve got people
who are experts, and, again, like I said,
we’re drawing hearts. It’s almost Valentine’s Day. Like I said, we’re going to be
all over the spectrum. Fun crowd today, good.
Hilary: Yeah. All right. Awesome. So now moving on, focus on traits versus
focusing on content. Ryan, I’m going to
toss this one to you. Ryan: So this was always
something I took exception to when I was in public
schools teaching science is that we spent so much time
teaching content, and really, I mean,
literally the standards are called the
content standards. It’s about what exactly
the kids need to know. You know, we spend almost
all of our time in schools teaching them specific
content knowledge. We spend almost no
time specifically teaching them
skills or traits, and this is what S.T.E.A.M.
allows us to do or S.T.R.E.A.M. allows us to do. It allows us to really
teach creativity. It allows us to teach
problem-solving skills, critical thinking
and all these other traits that we talked about early on. The perfect example
of this is, you know, when I taught science
for all those years, I spent so much time,
because I had to, teaching kids the steps
to the scientific method. You know, first you ask
a question or do research. Second, you come up
with a hypothesis and so on and so forth. Until I figured this out,
we spent almost no time ever, and most teachers spend
no time ever having kids designing their own experiments, and that is just such
a vastly different skill set, and if you don’t
give kids instruction or at least time and opportunity
to do those kind of things, then, you know, they’re not
going to learn how to do that, or at least the vast
majority of them, so that’s why it’s
so important for us as, you know,
nontraditional educators, to be able to give these kids
these opportunities, and we’re going to be
helping you today to show you how to do that. Hilary: Yeah, it’s important
to give them the time. There’s not a lot of time in the
school system in the school day, and that’s not
the teachers’ fault. It’s just the way things are,
so, you know, I think we really
need to focus on capitalizing
on that for the kids. Ryan: So we’re going to spend
a little bit of time talking about how to actually
make S.T.R.E.A.M. work. So in your library or whatever
setting that you’re in, there’s a lot of
different ways that we can incorporate
S.T.R.E.A.M. activities. There’s a lot of different
models we can use. We’re going to take you through,
you know, five of our ideas, five of the ways that we do this
on a somewhat regular basis. Hilary: So one way
that you can do it is through some book clubs. Have children read
a book independently, and then the meet
together to discuss and work through
some activities. And a lot of the lessons
that we’re going to present for you today would fall into this, that they’ll have a chance
to go through the activities. This is particularly
useful for novels, for longer reads or higher
levels of education and older students because you can really
go deeper with this. Also, they can do it digitally,
so that’s a big benefit. Ryan: Yeah, you don’t actually
have to have people there. So another way we can do this, and this is probably one
of the most common ways is to… Well, model 2, I should say, is to start with
a S.T.E.A.M. activity. Plan a read-aloud
with a S.T.E.A.M. activity to preview the topic
or frontload the knowledge. That’s really important
for our younger students especially or a lot of kids with
learning disabilities or kids who speak English
as a second language. Frontloading their knowledge so they have enough
understanding of the text or the book that they’re about
to read or have read to them. It is really, really important, and so starting with
a S.T.E.A.M. activity to do that can pay off
in a big way. This is great
for nonfiction books. Children’s books work well, too, but really any level of student
can benefit this for sure, and as I mentioned,
it helps struggling readers, and it’s a great
engagement tool. Hilary: Okay, or you can do it
the other way around, where you end
with S.T.E.A.M. You can plan a read-aloud and then follow it up
with an activity. So this is great for nonfiction
or shorter children’s books and really any level of student
this will work for, and it ties together a lot of, you know, different areas
of knowledge for the kids where
they experience the book, and they get the concept
that you’re going for, and then they apply
it to something, and in our experience,
that’s where the magic happens, where they’re finally
putting together the point of what
you’re talking about in a very real,
hands-on way, and it, you know, becomes
more meaningful for them. Ryan: It’s that whole synthesize
piece where they have time to actually make sense
of that information and do something with it. Hilary: Mm-hmm. Ryan: Another cool way
to operate is to just kind of
sprinkle in S.T.E.A.M. over the course
of a longer book. So if you plan
a longer read-aloud, even over the course
of a few days or a few weeks, you can break it up
with S.T.E.A.M. activities strategically placed
throughout the book. We will show you an example
where we just kind of sprinkle it in the middle
a little bit later, but, you know, this works well with medium
to longer-length books, you know, that allow for
a kind of a natural breakup. It allows kids time
to process information, breaks up a longer book and can be used just
about any age as well. Finally, this is really
one of my favorites, and, you know,
this is a great way. It’s not tied to specific
literature. This is a lot of giving the kids
the choice and freedom, but using research, and I showed you
the S.T.R.E.A.M. model that included research. I mean, research in a huge way
is reading and is using their
critical-thinking skills to determine which information
is going to be the most useful. So I use research as a way
to engage students in text or online resources. When I was in the classroom, I would choose
a selection of books and say, “Hey, we’re going to do
a project based on blank. Here’s some resources
to give you some ideas, some background
knowledge. Go nuts.” And this is a process… Kids don’t do this well
from a young age, and actually they don’t
do this well at an old age unless they’re taught
how to do it. This is actually how I won
the Golden Apple was teaching kids to debate and teaching kids to do research
and form opinions. So this is near
and dear to my heart and just an amazing way to get kids to think
and read critically. Hilary: And I think
this also… Just to add something… This is also important for their
sense of ownership of something. They get a chance to take
control of what they’re doing and what they’re learning, and we see a great success
in the kids when they do this. How many kids per program? Well, you know, we keep
our class size around 12, a 12-to-1 student/teacher ratio. We find that that lets us
work, you know, individually with the kids, but, you know, it’s big enough
that they can make friends and learn from each other,
but, you know, it’s small enough that we can specialize
their instruction. Ryan: Absolutely, and it also
doesn’t put as much of a strain on resources. You can have three
or four of something and work in small groups and be successful with it, so, yeah, that 12 is kind of
our ideal number, but again, that can be
way higher or way lower depending on your setting. Hilary: So today’s format
and how we’re going to present these different books to you is going to be, we first were going to,
you know, showcase a book. This one is quite cool,
“Mechanica.” We’ll give you a lesson
highlight, where we tell you just a quick little, you know,
blurb about the lesson, and then a summary of the book so you kind of know
what you’re working with, materials that you’ll need
and a S.T.E.A.M. link, how it connects
to content and skills, and then we will expand
on selective lessons and go into greater detail. Ryan: Yeah, some of these
are just going to be drive-bys, just ideas that you can choose
to expand on or not, and then, you know,
we don’t want to go through every single lesson in detail, otherwise I’m sure you’d be
bored out of your mind by the end of this,
so we’ll choose a few that are particularly
interesting and fun and ones that
we’ve had success with. Hilary: All right. Cool.
Ryan: So the other thing we’re going to be building
into this presentation as we get into the meat
of our content here is the S.T.E.A.M. ToolBox, and frankly, the more tools
you have in your tool box, the easier it is
to plan S.T.E.A.M. and create new
S.T.E.A.M. lessons. After each lesson
we expanded on, we’re going to add something
to our S.T.E.A.M. ToolBox. We’ll explain that resource
in greater detail. This is something
that takes time. I mean, I’ve been doing it
for over 10 years now, and I’m still expanding my
S.T.E.A.M. ToolBox every day, learning new tech, learning
new resources and new tools and something
that’s important, too — And this will speak
to a lot of you — You should have both high-tech
and low-tech tools. Not everybody has access
to high-tech. We can all get low-tech. We can all work towards
high-tech as we go. Hilary: All right. So we’re going to break these up
for you in science, technology, engineering, art and music and then a little bit
of our culture piece at the end with some books
on each of them, so first, we will
start with science. So there’s a really cool book
called “Newton’s Rainbow,” and, you know,
basically it tells the story of young Isaac Newton and how reading, questioning
and deep thinking really just made him who he is. So now the lesson that I would
suggest to go along with this pulls
from a BrainPOP. I don’t know if anyone has ever,
you know, used BrainPOP in any of their lessons before. It’s a very, very cool site. It comes with a short
video clip. It really gets to the point in
a really fun and engaging way, and then it has games
and applications and lots of other ways that kids
can synthesize their knowledge, so there’s a great
BrainPOP lesson that’s linked on the bottom — Don’t click it now, but
afterwards you can access it — where they play
a game called Impulse where they can reinforce
what they’ve learned about the laws
of gravity and motion. So, you know, really
all you need for that is a computer or device
and some headphones, and it links fabulously
to S.T.E.A.M., obviously, because of the science link, but it’s really
about the curiosity and inquiry piece that we like to focus on. So that’s for lower elementary. Ryan: And as we move up
to upper elementary, even into middle-school range, we found this really cool
book about Phineas Gage. It’s a gruesome but true story
about brain science, and a quick disclaimer
about this one… Actually, one of the more
interesting moments in my teaching career — We were talking about
the science of the brain, and we were talking about
the neural networks and the myelin sheath
that surrounds them, and we were getting
kind of technical, and there was one
really smart kid who just…
that was his sensitive button. He literally fainted
in the middle of my classroom. So that is by far
the exception to the rule, but, you know, use a little bit
of caution when you’re… Kids do like gross things, but, you know, of course,
exercise caution. Hilary: Know your audience.
Ryan: Yeah. So the highlight of
this book is, basically, a man suffers a brain injury,
seemingly recovers, but then there’s just
all kinds of really cool things that happen, and it just becomes
a very fascinating study into brain science. Hilary: He essentially turns
into, like, a different person and really not the kind,
gentle person that he was, and it’s just
a fascinating story. I definitely recommend reading
it and applying it. Ryan: And so tying
together the science, the art and the literature here,
we would recommend this — to have kids make a model
of a brain or a brain neuron using Styrofoam
or Play-Doh, et cetera. We’re going to be using — We’ll show you how to use
Play-Doh a little bit later. Hilary: Yeah, we’re actually
going to touch on this one and expand
on this lesson in a minute. Ryan: So, yeah, we’ll come back
to this in just a minute because this is our focus
lesson for this group. Hilary: Yeah, “The Immortal Life
Of Henrietta Lacks,” awesome. Ryan: So cool. Hilary: Yes, so there
was a woman. She was a poor
Southern tobacco farmer whose cells were immortal, and, you know, basically, they were taken
without her knowledge, and they became just this
incredible tool in science. Everything from, you know,
using her cells in in vitro to development
of vaccines and just tremendous research,
yet no one knows of her. No one knows of her family.
Her family wasn’t compensated, so this is the story of kind
of all of that being unveiled and just the whole thing,
and it’s fascinating. Now, you can turn this
into a lesson by making a 3-D model
of a cell using gelatin. Now, we have a link down there
to, you know, a more, like, hands-on,
tactile lesson where they can make
a model of gelatin or a model of a cell
using gelatin, but you can link it
to S.T.E.A.M. and make it a 3-D model
using Tinkercad. Tinkercad is an online software where you can design
something 3-D. Ryan uses it a lot
in our 3-D printing classes, and you can build
something and design it and even 3-D print it if you, you know, if you have access
to one of those cool machines. Ryan: And any time you’re using
food, kids are going to love it. There’s actually
a really cool podcast. “Radiolab,” I think,
does a podcast on this, and it’s just fascinating story. It’s really, really cool. Hilary: And when you’re
interested in things, kids are interested in things,
so show your passion, and they will just
latch onto it. Ryan: So to expand on the lesson
we showed you earlier, here is what this
would look like, right? So we’ve got the Phineas Gage, the book there,
what we would do is, you know, we’d start with the
read-aloud of the Phineas Gage book with the students
to kind of get them engaged, get them curious about
how the brain works and what the parts
of the brain are. Then we would discuss
and highlight parts of the brain that are mentioned in the book. You know, the things that
were specifically damaged and how that affected
the person’s personality, and then we’d challenge
those students to create a model of the brain
or parts of the brain, like neurons
and neural networks, using Play-Doh. One of the extensions
you could do with this is to have, you know,
like you see on the right there, you can have the kids
work together to create different
sections of the brain. They could label them with what
those sections of the brain are used for, and using clay,
using Play-Doh, it really lends itself
to lots of different things, and so we’re going to flip over
to the next slide here because this is part of
our S.T.E.A.M. ToolBox today. Play-Doh is our first item
we’re adding in there. Play-Doh, you know,
obviously can be used for this Phineas Gage book, but Play-Doh can be used
from Pre-K all the way up through
12th grade and way beyond, and almost anything can
be represented using Play-Doh. It’s just such a versatile
S.T.E.A.M. material. Kids of all ages love
to play with Play-Doh. Even if you’re in high school,
you pretend you won’t like it, but you will certainly
have a ton of fun doing it. Hilary: I like it. Ryan: It has great ties to art, and so the whole sculpture piece
comes to mind right away, and my favorite part, it really forces kids to think
analytically by breaking larger objects into smaller,
manageable pieces. It’s also really easy to find. You can get massive
quantities of Play-Doh for not a lot of money. Hilary: A quick note
about Play-Doh — Two things that come to mind
just to keep there are, Play-Doh is actually a great
conductor of electricity, so if you’ve ever done anything
with the Makey Makey, like Mary was talking
about the circuits… It smells good.
Ryan: It does. It has a very distinctive smell. Hilary: It does.
Ryan: It smells like childhood. Hilary: This is true. But if you hook the
Makey Makey up to some Play-Doh, and you touch the Play-Doh, without really getting into
to how it all works, you can make some
really cool things with these little
circuits and Play-Doh. Another thing I just did… Ryan: Yay!
Hilary: Yes. [ Indistinct audio ] Another thing that I just did
a week or so ago with a group of my younger kids, who I decided needed
some work on perseverance but also on some
fine motor skills, is we just took
a bird’s-eye view, kind of an outline, of a piano, and we made that with Play-Doh, kind of rolling out
one long piece just to be, like,
the border of each key, and just the thinking that you
need to put in to make smaller, manageable pieces and the craftsmanship of getting it
exactly how you need it, it was very, very valuable
and useful for the kids. So don’t underestimate Play-Doh,
lots of uses. Ryan: It’s one of those
illuminating tools where you really realize
what skills kids need, like the patience
and perseverance and the craftsmanship. Hilary: Yeah, and, you know,
I think you’re doing the kids a great service by letting them have
the time to get into that. Technology. How are we doing, everyone? Are we awake here? So we’re going to get
into technology. Ryan: Woo!
Hilary: Yeah. This picture here is of Ozobots and some 3-D-printed
bowling pins that we made. Still awake. Awesome.
Okay. So “The Most Magnificent Thing,”
this is a lower elementary, adorable story basically just of
a young inventor who perseveres and pushes through
her frustration. So a lesson link for this one, learn to code these little mini
robots, like the Ozobots, by designing and
completing incrementally more complex bowling alleys. So the materials you would use
for this are some Ozobots, where those are
the little robots in that picture right there, and they have light
sensors on them. They follow lines. Has anyone used them? And they follow these lines, and then they can knock
over some bowling pins, and so other things
you would use for this is paper, marker
and bowling pins, and this teaches perseverance. So “The Most Magnificent Thing.” Ryan: And actually, we… I said Ozobot there,
and I always do this. I always put in Ozobot
when I mean Sphero Mini. We’re going to be focusing
on Sphero Mini, as well. Ozobot is a great tool,
and I’m going to talk to you a little more about Sphero Mini, which can be used the exact same
way with this lesson, so… Hilary: Perfect. And then an upper
elementary book, “Inventions That Could Have
Changed The World But Didn’t.” This is a story that shows a lot
of inventions and inventors, and then where
they all came from. Ryan: Sphero, I love Sphero.
Yeah. We’re going to be talking
about Sphero later. The lesson highlight, this is
one of my favorite activities, one of the kids’
favorite activities. It’s great because
you can kind of use what you have sitting around,
what’s available to you. We call it the
multi-material build-off, and basically, you’re
going to challenge kids… And it’s all about
idea generation, coming up with an idea
quickly, on the spot, and then acting on it… challenging kids
to build a random object using a randomized
building material in a short amount of time. For example, we’d have groups
of kids working together, so I’d have maybe
six groups of kids and five or six
building materials, and my six building materials can be anything
that you see below — Legos, TinkerToys, K’NEX,
Minecraft, Tinkercad, Styrofoam, cardboard, paper,
beads, whatever you want. Those building materials
would then be randomly assigned
to each group. So group number one,
you get to use Tinkercad. Group number two, you get
to use Legos, et cetera, et cetera. Then, we randomly choose
a object to build, so everyone is going to be using
a different building material, but they’re all going to be
building the same object, and then you set
a time limit on it, so a 10-minute timer. So you’ve got 10 minutes
to build a dinosaur out of Tinkercad. You’ve got 10 minutes to build
a dinosaur out of TinkerToys. You’ve got 10 minutes to build
a dinosaur in Minecraft, and this really
has kids think quickly to come up with a lot
of ideas really quickly. It’s a lot of fun. Hilary: And then,
the middle/high selection we have for you
is this “Team Moon” book, and it talks about how
astronauts made it to the moon, and so basically, we have a lesson about
the Saturn Five rockets, and they create
a 3-D model of it. So we use Tinkercad, which is
something we mentioned before, and they learn craftsmanship
and technology, 3-D printing skills where
they design a model rocket, and that was a big hit. Then we even had
a Minecraft world where they were on the moon
and very, very popular. Ryan: And one quick note —
We use Tinkercad all the time. We have several 3-D printers,
but you don’t need to 3-D print. 3-D modeling is a very
cool skill in and of itself, so if you don’t have access
to a 3-D printer, that’s not a limiting factor. Also, I added
Shapeways in there. Shapeways is one of the few ways that you can 3-D print models
without a 3-D printer. Essentially, you pay a flat fee for the size
that you want printed, and they’ll send it to you,
the 3-D printed one. Hilary: Mm-hmm. Cool, yeah. We’re talking just a little bit
about the Spheros and using them
to make robot art, and how they can
paint on paper. We’ve also done, like,
painting using iPads and the camera
and the slow shutter. Lots and lots of ways
you can do this. We will get into the Spheros.
Ryan: Yeah. And, of course, I’ve played
with the Kerbal Space Program. That’s an awesome program.
It’s a lot of fun. We’ve done that
with the kids before. It is fun. So coding, focusing
on that book, “The Most Magnificent Thing.” Here’s how it might look when you do a coding
lesson with Sphero. And “The Most Magnificent Thing”
focuses on perseverance, so we’d start by reading
that book aloud with them, “The Most Magnificent Thing,” and we’d really discuss
the value of perseverance and grit in S.T.E.A.M. If you haven’t familiarized
yourself with the term grit, it’s very popular
in education these days, although nobody seems
to want to teach it, so that’s why we’re
going to do it. Teaching grit is all about
teaching kids to be perseverant and to keep going
when they fail and when things
don’t go their way. So we’re going to
simply pair that with learning
to code a robot and learning to code
a robot very precisely because it takes perseverance. It takes grit, so what I do
with this activity is, I have them create
a little bowling alley, and I just have them draw it
or make it using LEGOs or any obstacles they want. Sometimes…They don’t have
to be a straight bowling alley. I like to put obstacles in mine. And then they’re going
to use the Sphero app in order to…
Here it is over here. This is the Sphero, in order
to code their Sphero Mini. Coding the Sphero Mini
is really easy to start doing, but to code it precisely
takes a lot of perseverance. It basically takes
a lot of iteration. They have to code it and then
test it and then code it again and then test it and then
code it again and then… So having the kids
go through this process… Kids have this instant
gratification syndrome where everything is
supposed to be easy the first time they try it, and pairing
“The Most Magnificent Thing” book with an activity like this
can really help us emphasize how important it is to stick
with something long enough to actually get good at it. Hilary: I find that a lot
in music as well. Ryan: Yeah. I think it’s true
across the board. Hilary: Mm-hmm.
Ryan: Oh, it’s a tough one, too. Hilary: Yeah. All right.
Ryan: So our… Like I said, our ToolBox that
we’re going to be adding to, our S.T.E.A.M. ToolBox,
is going to be the Sphero Mini. The Sphero Mini is
a super cool little robot. Sphero is the full-sized one. It costs, like, 100
and something bucks, maybe… There’s an older
version that’s 90 bucks. The Sphero Mini,
they’re 45 bucks retail. I found them for, like,
$27 on eBay, brand-new. I bought six of them. They work perfectly. So if you do a little searching,
I think you can find the Sphero Minis
for pretty cheap, and they really have
all the capability of much, much, much more
expensive robots. They’re small.
They’re cute. They’re fun. They’re affordable,
which is why I love them, as far as robots go. I think Chris was saying
that they use them, or maybe Jeremy was saying
that they use them, they app control them
and drive them through paint. I like that
they’re app-controlled. I like even more that
they’re programmable. I won’t even call something a
robot if it’s not programmable. There’s a lot of robots I
haven’t bought because of that. Hilary: Mm-hmm. Ryan: Because if I’m going
to use a robot in my classroom, I want my kids
to learn to code. These are endless fun. We’ve done very
similar activities with Sphero mini golf, Sphero bowling. We’ve done Sphero
light painting, and there’s tons of resources. There’s great support out there
for Sphero Mini, so if you can, get your hand
on some of these, and there’s a lot
of lessons we can tie, lots of literature
we can tie to this. Hilary: Mm-hmm. So then moving on
to engineering. We have “Rosie Revere,
Engineer.” This is a book about a brilliant
young girl who is an inventor, and in this book, she learns
that the only way to fail is if you quit, so it’s another one
of those perseverance books. Building
a Popsicle-stick bridge, and we’re going to
come back to that. That’s going to be our lesson
focus for engineering, but, you know, in short, it teaches
fearless problem solving. It teaches research, and craftsmanship is something
that we, you know… We’re actually focusing
a lot on these days, not just doing something, but doing it well, and paying
attention to the detail, and not just rushing past it
to say we got it done. You know, this is
a very important skill within engineering, so more about
this one in a minute. Ryan: And this one
is actually based… Rosie Revere is
the granddaughter of Rosie the Riveter, and I don’t know if you guys
have seen the news, but Rosie the Riveter,
the original Rosie the Riveter, passed away I think a week
or 2 ago at 96 years old, so… Hilary: 96 is
pretty solid, though. Ryan: 96 is a good run. Hilary: That’d be great. Upper elementary,
“Robot Army Rampage,” so Nick and his sister Tesla set out to defeat
criminals, and… Ryan: Great names, by the way. Hilary: …and
their army of robots. Ryan wants a Tesla. I don’t know if that’s
going to happen for us. Ryan: One day. Hilary: I was going to…
In the process, what’s very cool
about this book is, in the process
throughout this story, they include how to, like, step-by-step instructions
on building the robots, which I love,
so it, you know, just links something hands-on with the story by nature of it. So the lesson that we’ve linked
for you here is, plan a mission for a robot
to complete in outer space and design and build that robot. There are a lot of ways
that you can do this. You can use LEGOs. You can use other stuff,
if you want to go, you know, low-budget,
DIY-style here, too, you can design robots
using recycled materials, PVC pipes, cardboard, all sorts
of things, so you can really, you know, tailor this lesson
to what you might want, but idea generation,
engineering, coding, these are all things that this
lesson will reinforce for you. Ryan: All right.
Hilary: School stick bridges. Ryan: So this is really…
I mean, it’s a classic lesson. Surely you’ve either built or seen Popsicle-stick
bridges built, and it pairs really well with
“Rosie Revere, Engineer,” and the way we’re going to
present this and this idea is, you know,
before reading the book, we’re going to give students
access to information about how to make the best
Popsicle-stick bridge. We’re going to let them
do their own research. When I kind of…Depending on
the age of the kids, you might need to give them
three resources and say, “Okay, these are
your three resources that you need to look through, and you can make
a decision based on that.” With older students,
upper elementary, middle school, high school students,
you can say, “Here is Google, or here is
a section of our library. I want you to do the research and figure out
what’s the best way to build these
Popsicle-stick bridges.” You know, I like giving students
plenty of time to do this, although you have to be careful because, you know,
not every student is going to be super interested
in doing the research, but I like giving them lots of
time to research the solutions, and then they work in teams
to start building the bridges with the goal of supporting
the most weight. Now, if you’ve ever
done this before… Hilary: Uh-oh.
Ryan: Oh. Hilary: No.
Ryan: Are we back? Hilary: I hope. Are we…You’re back.
Ryan: We’re back. Yay! Hilary: Woo! Okay.
Thank you, everyone. Ryan: So we were somewhere
around researching… Hilary: Repeat
the last 30 seconds. Ryan: Did you guys hear
about researching the… or setting kids up to research? Did we do that part?
Hilary: Well… Okay, go. Ryan: So basically,
you’re going to, depending on the age
level of the kids, you’re going to either
give them some research… So then we’re going to start
building Popsicle-stick bridges down here, right.
We put them in teams. They start building
their Popsicle-stick bridges. And then, this is
a difficult process. It’s time-consuming.
It’s difficult. They have to have a lot
of attention to details, so after 30
to 60 minutes of building, you’ll start to notice
the fatigue setting in, right? This is when I’m going to pull
the group back together, and that’s when we’re going
to hit them with the read-aloud
about Rosie Revere, who shows perseverance and grit. That’s when we’re going to
bring in the book, in the middle of the lesson,
so we can kind of show them… We can show them, you know,
the importance of perseverance and the important
of grit in engineering, and how it’s going to
take a sustained effort to make sure that
we’re successful. Then, after reading the book,
then we give them more time to finish up with their
renewed confidence and energy, so that’s the goal that
sometimes works that way. Hilary: And I really like
this Rosie Revere book because you can use this
whether you’re, you know,
doing a Popsicle-stick bridge, or whether you’re doing music or
really just anything difficult, you know, in that point
where you see them starting to lose their interest
or their focus because it’s getting tough. That’s when, you know, you need
to have the little secret weapon to pull out
to bring them back, and that’s…
This is a really great, inspiring book to do that. Ryan: Well said. So Popsicle sticks, next item
for the S.T.E.A.M. ToolBox. They are cheap. They’re…You can get
literally 10,000 in one purchase,
which is really nice. And there are so many things
you can do with Popsicle sticks. If you’ve done any
S.T.E.A.M. activities, you’ve probably used
Popsicle sticks at some point, so it’s great to have
a bunch of these on hand. It is perfect to use these with a million
different applications, or you can use them
by themselves. So Popsicle sticks, S.T.E.A.M.
ToolBox, match made in heaven. Hilary: They’re great
to make ribbons, too. You can, like,
draw out the ribbons. Anyway, it’s a lesson
for another day. Art. Okay, so getting into the
lower elementary art lesson, this book called
“Find the Dots”… Ryan: Such a cool book. Hilary: It’s going to be
an inspiration to make your own
masterpieces in origami. So Ryan is going to… We’re going to go into a little
bit of detail on this lesson, but, you know,
for right now, it’s very cleverly
engineered book. It’s about counting,
but it’s more than that. It’s… You count, and then you have
to do something different to count it different,
then phrase it another way. It just…It always
keeps you on your toes. It reaches all, you know,
many, many ages. Very challenging,
more so than you might think. Ryan: Yeah. And we’re going to come back to
this one in just a little bit. We’ll put a little
more detail into this. Hilary: Okay, our upper
elementary book, “van Gogh and the Sunflowers.” So, you know,
once you use this book, it tells the story
of the life of van Gogh, and specifically how
he was touched by a child, and how that inspired him, and the lesson
you can relate to it, there’s a link there
on the bottom, where they practice
their math skills using his sunflowers
and sunflower seeds. So basically in this lesson, you measure how tall
the sunflower is, and then for every
inch of height, one sunflower seed goes into it, so, you know, between
the process of, you know, you break them into groups, and then you measure
the sunflower, and then you give them seeds,
and then they pick a seed, and they count them. It practices, you know, a lot
of skills there, mathematical, and then they can create
their own sunflowers, so some materials
you’ll need for that, basically sunflower
seeds and sunflowers, also a picture of them… Oops, typo…
of van Gogh’s “Sunflowers,” and glue, crayons, rulers,
construction paper. And then once you
give them the information, you set them free, and they
create some beautiful art. Ryan: So the “Find
the Dots” book, coming back to that one
for just a second, looking at origami, this is…
It’s such a cool book. It’s just, the way it is made, it’s really
engineered very well. We actually have a book
that we read. We have a “Wheels on the Bus”
book we read to our little —
Ollie’s 3 years old now. His birthday was yesterday. But we read to our 3-year-old
and our 1-year-old, and it’s the same kind of thing. Some of these books are
just so well engineered. It’s so cool.
Hilary: Mm-hmm. Ryan: So using that as an
inspiration for an art project to get into origami. Origami has become so
much easier in recent years due to the Internet because we can see
different people and different ideas
being built. It was really difficult
to follow origami steps when you’re not seeing it
actually animated, and it’s just made it
so much easier, so I’m going to read aloud “Find the Dots”
with a small group of kids and then have a discussion
about how the book was designed and actually engineered,
what skills were necessary. Then, I would give the kids
the freedom, the choice, to select and create
origami pieces using online tutorials. I put on the earlier slide
the Craft TV by Jessica. It is one of many tutorial
YouTube channels that you can use, and, of course,
the kids love YouTube, so it’s a high interest, and they really enjoy creating these little things out of seemingly nothing, and using the book
as a launching pad into this is a cool way to link
literature and art. This is one of our little guys
over there on the right. He turned some of our S.T.E.A.M.
sense into a shirt and tie. I’m using that exact website. It was pretty cool. Hilary: And, you know,
one other little piece to this. Following directions
and folding papers into very specific shapes, matching up the points
and the edges, it’s difficult, especially with some
of the younger kids. Making snowflakes was
a good example of this. It took a lot of attention
to detail and a lot of time to really
get them to do it right, but again, worth it
in the end for, you know, for the skills that they
acquired through the process. Ryan: All right. Next S.T.E.A.M. ToolBox,
often overlooked, paper. Paper is such a great
engineering material. You can make so many things out
of paper besides just origami. Paper is obviously cheap. It’s abundant.
It’s recyclable, so that means you can just use
old paper that’s laying around, and it’s really
easy to work with. It’s easy to cut. It’s easy to rip, but it can
also be really strong if you use it right. We built some pretty amazing
constructions out of just paper. We built paper roller coasters, origami obviously, paper towers,
just a fun challenge. Hilary: 3-D playgrounds. Ryan: Uh-oh, no sound. Hilary: Oh, come back. Ryan: Oh.
Hilary: Hello. Hello! Ryan: Internet
goes away over there. Hilary: Oh, we’re back.
Goodness, okay. Okay. Ryan: So as I
was saying, paper… We built so many
cool things, paper roller coasters,
origami, paper towers. We have a common
challenge that we do. It takes 15 minutes, 10 minutes, and you give kids one, two,
three sheets of paper, however many you feel like
dealing with, and say, “Okay. Use this to build
the tallest tower you can,” and that’s all you give them. And they have to
figure out how to use just paper to create
a construction, a great building or a tower. It really is such a great
and useful material that can be used in
so many different ways. Hilary: [email protected]! Music [email protected]! All right. So one of my very,
very favorite books, I think it’s between
teaching in the classroom and then our own
little children, I think I say this book
many times a day, “Jazz Fly.” Basically, it’s a story
of a little jazz-musician fly who gets lost as he’s trying
to get to his gig, and as he is on his way, he meets a whole bunch
of different animals, and he takes those experiences
and uses it to create new music. Idea generation, that’s one of the take-home
points with this link. But what you can do
with this story is, it comes with a CD,
which is fabulous, so if you’re not the musical
type, you can play the CD, and as you’re holding up
the book for the kids, but so they keep the beat on
their legs as the story happens, whether you’re reading it
or playing the CD, and then you can extend this by allowing the kids
to take turns acting like the animals
that the fly encounters, and, you know, for when
they meet the frog, and the frog goes,
“Ribbit. Ribbit,” you can take some rhythm sticks and they tap, ribbit, ribbit. And it just teaches them
to learn how to listen and to play and to match sounds. There’s a lot of, you know,
musical skills and concepts that this reinforces, but, you know,
the kids love it, and then, you know, one group
is the frog one time, and then the other two kids
are the pig the next, and it just…There’s a lot of
ways that you can extend this. So materials, rhythm sticks
and “Jazz Fly” CD. Ryan: And I can speak
to how popular this book is in our household. And it’s not necessarily because Hilary here
is a music teacher. Our little guys, they love it. Yeah.
Hilary: Anyway, I could go on. Ryan: One of our 1-year-old’s
first words was, “Zzz.” Hilary: “Zzz.” Word?
Ryan: Sounds. Hilary: Anyway.
Ryan: “The Jazz Fly.” Hilary: Upper elementary,
“The Way to Stay in Destiny.” It’s a story about a town, and
as well as a musical adventure and a mystery and a boy
and his friend, and, you know, obviously,
it’s with his piano talent and what he does with music, but my link here is, use a virtual piano app
on iPads for piano exploration. Keyboarding is something
that you can actually use a ton of in your library
setting, headphones. Headphones and just
a little bit of guidance, and, you know,
you can kind of simulate a keyboard lab
for the kids, and they’re making noise and
in these keyboards and apps, there are drum sounds
and instrument sounds. You can teach an entire
music class through this without making a sound
with the kids totally engaged, and there’s a lot of app you know, that you
can utilize for this. The middle/high lesson is…
You know, that… This is a story
about the power of music to uplift the soul
and finding endurance and peace. This is a beautiful,
beautiful novel. I definitely recommend it
for upper, you know, middle and high children. Thanks.
Yes. Piano on a computer… Yes, absolutely, and actually
in my next slide, I’m going to give you
a link for that, but you can do
a group piano lesson on an iPad or on a computer, and I have a link to a book. I’ll show you now. Here we go.
So this is virtual piano. This is something that you can
turn your computer keyboard into a piano. Then these here…
These are the books that I… Where’s my arrow?
There we go. These are the books
that I like using, the “Alfred’s Premier
Piano Course.” I could go on about why I like
this one over the next, but, you know, I like the way it
presents the material in short. So, you know, you get a device,
and you explore on the piano, and if you have
a book like this, a methods book
to follow through, it walks you through even
if you’re not a musician. It walks you through
everything you need to know to get a child
starting to play piano. Like, you could
pick up this book, even if you don’t play,
and make it happen. So, you know, it really puts
the power back into your hands in a way that you can
get music to these kids, even if you don’t
have the, you know, the knowledge
on your own, and if you do, go nuts. You can have
a lot of fun here. JustPlay is a great…
You know, that’s a great app. A couple other ones that
I wanted to tell you about here is just saying,
for our S.T.E.A.M. ToolBox, using headphones gives
children the opportunity to really have a whole
music class and an orchestra, just going straight
into their ears. Simply Piano is an app. It’s available on iTunes
as well as Android, where they…
I like this one a lot. This one is not
a headphones app. This one is one where the app
actually listens to what a child is playing on
a keyboard or a piano, and then it hears what
they play and matches it up. I included it just because
I love it so much. It might not be
the option for you, but this one, Piano
and GarageBand and NoteWorks, this one in particular,
that’s what the picture is, it turns their app
into a piano where, you know, they learn
finger placement and note reading
and chords and games, and it’s really engaging
and a lot of fun. GarageBand is similar. You can do the same kind
of stuff in GarageBand, plus so much more. You know, you can create
songs and loops and just huge pieces. Very, very awesome app. And NoteWorks is a game that
practices line and space notes, and it has little notes
that go across the staff, and then you have
to identify the note, either just by the letter
or on the piano, and, you know, you have
to do it faster, or you don’t get
as many points. Anyway, very cool and very… I think, very apropos
and very feasible. All right. Now, our last little
section for you here is getting into
the S.T.E.A.M. mind-set. Ryan: We talked about this
at the beginning, too, how, you know, we don’t
have to teach content with everything that we do. Teaching the S.T.E.A.M. mind-set
and giving kids opportunities to just read and interact
and discuss books that reinforce the S.T.E.A.M.
mind-set is so important for kids at every level. This is a really neat book,
“What Do You Do With a Problem?” And, you know, essentially, a child finds the courage
to face a problem and learns that the
possibilities that come from it, so using a book by itself
to teach S.T.E.A.M. concepts is absolutely something
that we would encourage. You know, you don’t
have to necessarily have to do something…
Hilary: Hands-on. Ryan: …hands-on or have
to do something that brings another resource. Now, of course,
when you can, great, but that’s not always an option,
not always possible. Hilary: There’s a lot
to be said for having a heart-to-heart
with the kids, and, you know, these books, there’s “What Do You Do
With a Problem?”, “What Do You Do
With an Idea?” and “What Do You Do
With a Chance?” And they’re all very,
very useful and tie into, I think, the bigger picture of what we’re trying
to accomplish here. Upper elementary lesson,
this is a very, very fun one. So Kandinsky is an artist
who makes abstract art, and this book is
kind of his story, and it shows perseverance. His art wasn’t
accepted at first, and, you know, he pushed through
and now is rather popular, and there’s lots of links
to lessons for kids with him. He also has synesthesia. Check it out if you
don’t know about it. I have it.
It’s cool. Anyway, but, you know,
so for this one, we’ll go back to this
one in a minute, but this, we use
the Chrome Music Lab, which I’ll tell you
about real fast… Ryan: So cool.
Hilary: …where you can explore his, you know,
his whole art thing. So the middle and high book
that I wanted to include here is called “Out Of My Mind.” It’s a young girl with cerebral
palsy who can’t speak or walk, but she finds a way
for her voice to be heard and faces
hardship with grace. It’s a very, very touching,
very moving book, and, you know,
the link for a lesson that we have here
uses little bits, and, I mean, also some
better building materials, but it shows that, you know, finding the impact
of your life on the world, and then how to solve
bigger world issues. Fearless problem solving
is definitely something here that we can highlight. Chrome Music Lab, I told you
we’d come back to this. Sorry, Ryan doesn’t
like my arrows. I think they’re good. So the rhythm game in the…
It’s basically… It’s one…It’s a link that
you find on Google Chrome. It’s an extension, and it is… There’s a lot of different
kind of games that you can play on it. There’s a rhythm game
where you can just program in different sounds,
tapping on beats, and then a bunch of these little
bands will play them for you. Sound spectrum where
you can sing into it, and you see different
colors of your voice, sound waves where you play
a note on the piano, and then these dots here
represent the air molecules and how they bump
into each other and thus create the sound waves, and as they move, you see them
bumping into each other, really cool. An oscillator,
it generates sound waves. Now here’s the Kandinsky
pitch painting, and I’ll go onto the next
slide to show you here, but with this, you can make
little drawings like that, and it has sound matched
right up to it, and it’s… The sound plays, and so in your
S.T.E.A.M. ToolBox Chrome Lab, I would definitely,
definitely check this one out. As you can see, there are about
12 different things that you can do with this. Ryan: And it seems
to keep growing, too. They keep adding to it.
Hilary: Mm-hmm. Ryan: It’s a really neat tool
to link art and sound and… Hilary: Science.
Ryan: …S.T.E.M. and science. Hilary: Yeah. Mm-hmm.
Ryan: Yeah. It’s pretty cool,
and it’s totally free. It has a lot of different
built-in functionality, and it’s accessible
on really any computer. Hilary: Yep. So in review,
S.T.E.A.M. ToolBox. Ryan: So we added a lot
of things to our S.T.E.A.M. ToolBox today,
and again, as we talked about
in the beginning, the more tools you have
in your S.T.E.A.M. ToolBox, the easier it becomes
to plan S.T.E.A.M. lessons, and Rome wasn’t built in a day,
so if you’re just starting out, I would start with really
just choosing one, maybe two, of these things, and getting as much mileage
as you can out of that, but as you add things
to your S.T.E.A.M. ToolBox, it becomes so much easier
to pick up any book and say… Hilary: “I can use this.”
Ryan: Yeah. “I can do this
through this. I can do that.” And so, you know, Play-Doh,
Sphero Mini, Popsicle sticks, paper, Chrome Music Lab,
we talked about, we highlighted. We also mentioned littleBits
and LEGOs and K’NEX. These are all different great
things just to have on hand, and again, you may have
all these things already. You may not have
any of these things, but you got to start somewhere, and these are great
places to start. Hilary: So in review, the S.T.R.E.A.M. links
are easy to find if you know where to look, and really think
about the process and thinking traits
just as much as content. It’s, you know, it’s the bigger
picture of what we’re going for. Ryan: And with a well-rounded
S.T.R.E.A.M. ToolBox, just about any book
is a S.T.R.E.A.M. book, and it’s not hard to find
those links once your S.T.E.A.M.
ToolBox is big enough. Hilary: And a great
S.T.R.E.A.M. lesson can be presented in many,
many different ways. Find what you’re good at. Find what you’re
passionate about and what you like
and present that to the kids, and, you know, they will
just follow and love it, so thank you so much. Ryan: Mary, thank you.
This was a very fast hour. I can’t believe we flew
through that already. We had so much to say. Thank you guys
for sitting with us, and we hope you have
lots and lots of things. I think, Vinny, you said you have a lot
of summer program plans. That’s awesome.
Thank you guys so much. That’s the best thing
we can hear, is that, you know, our suggestions, our ideas are being put
to use and helping kids. Thank you so much, guys. Blumberg: And thank you,
Ryan and Hilary, for a wonderful webinar. Attendees, if you enjoyed this
webinar and are able to travel, we encourage you to come
next month on March 6th for two half-day programs
that Ryan and Hilary will be putting on for us. The first one
is S.T.E.A.M. Games, Teaching S.T.E.M.
Through Games, and the afternoon will be
S.T.E.A.M. Games Part Two, Teaching Art and Music
Through Games. They will also be returning
in May of 2018 for another two
half-day workshops, “Rise of the Machines,
Teaching S.T.E.M. Through Robotics and Coding”
and “Teaching Arts and Music Through Robotics and Coding.” We hope you’ll keep an eye on the continuing
education calendar on the SWFLN website. Look for your message from
the various library LISTSERVs, or just look for your message from the SWFLN
distribution list. Thank you everyone
attending again, and have a wonderful
rest of your day and rest of your week.

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