Makerspace

Second Grade

Ms. Tarr

📫 Ms. Tarr : Email

Welcome to our MakerSpace Class Portfolio! This page will act as your window into the many fantastic things happening in our classroom.

What is MakerSpace?

"MakerSpace is a place for everyone, creative and not creative to come and explore their passions using raw materials, tools, technology, repurposed items, and imagination. Students can work individually or collaboratively, using technology and/or drawing on the collective wisdom of those in the room to help achieve their goal in a makerspace."

--Thinkers and Tinkers

Our Focus

In our MakerSpace, we are focused on growing our STEM identity and mindset. This means, we are learning to become thinkers, explorers, scientists, engineers, tinkerers, creators, and makers. We learn that it's okay for something to fail, and if it does, we work to improve it. Most importantly, we are learning how to solve problems with creativity, collaboration, critical thinking, and communication.

Conversation Starters

When speaking with a young maker, it is always best practice to focus questions on the "how" rather than the final identification.

Sample Conversation starters include:

"What problem were you solving?"
"Can you tell me how you solved the problem?"
"Did you have a plan on how to solve your problem from the start? Did your plan have to change?"
"Was there anything challenging about making/solving this?"
"What are you most proud of with this make?"

If you are looking for specific pictures of your child or evidence of their work, I encourage you to check out your child's digital portfolio on Seesaw. At the start of the school year, we do our best to connect every family to their child's Seesaw using your Skyward email. If you need a code sent home or emailed to you for your child, please email Ms. Tarr!

In our K-4 makerspace classrooms, we use station-based teaching. Within a single unit, students will rotate through 3-4 different stations, each with a very important learning goal focused on developing STEM thinking in our learners. Station-based teaching allows for students to spend most of their time engaged in play-based learning. Play-based learning is exactly what it sounds like: where we allow our students the time to play and explore in their own time, with their peers, free from explicit adult direction. Through play-based learning, students are given the space and time to explore STEM concepts such as coding, engineering, circuitry, etc. which promotes critical thinking, collaboration, creativity, and most importantly, confidence! These explorations build up background knowledge on how the world works, which helps to prepare students for the small-group instruction they get from Ms. Tarr in areas of computer science, engineering, and problem solving.

2022-2023

Badging System

Throughout a student's career as a Metcalf Maker in our Hatch Maker Lab, students are building up their proficiencies with a variety of STEM maker tools. In an effort to help your child and our school staff keep track of what tools your child has proven proficiencies in, students earn badges every time they learn new tools. Our yellow badges mean that your child is able to use a given tool with supervision/help. Our green badges mean that your child is able to use a given tool independently.

Feel free to stop on by our room anytime our Hatch Maker Lab is open to check out your child's lanyard and all the cool tools they've mastered!

Badging Grade Level Introductions

First Semester

Unit 1:

I am a Maker

All About Me

As we start our journey as Metcalf Makers, it is essential that our children understand how to use Seesaw to document their learning and build their digital maker portfolio. In order to help us navigate our devices and Seesaw, as well as to help me get to know your child, we spend time as a class completing a digital activity called "All About Me"

Chromebook Introduction

Second grade is the first year that our Metcalf Makers have the responsibility of creating their own password for their device and setting up their Chromebooks for the first time. Because of this, we dedicate a few classes towards setting up our devices, creating passwords, and troubleshooting all device issues.

Standards Addressed:

Devices

K-2.CS.1 Select and operate appropriate software to perform a variety of tasks and recognize that users have different needs and preferences for the technology they use.

Hardware and Software

K-2.CS.02 Use appropriate terminology in identifying and describing the function of common physical components of computing systems (hardware).

Cybersecurity

K-2.NI.04 Explain what passwords are and why we use them and use strong passwords to protect devices and information from unauthorized access.

Safety Law and Ethics

K-2.IC.18 Keep login information private and log off of devices appropriately.

Open Creation Stations

One of the most important things that we do at the start of second grade is learn the expectations in our Hatch Maker Lab. With so many new and exciting maker tools at our disposal, there is a lot to explore. We spend time in different stations participating in open play and exploration so that we can learn how to be respectful, responsible, and safe with all of our tools.

In second grade, our open creation stations include: Lego Station, Coding Station, & Construction Station. Some tools your child has the option to explore and create with include:

Classic Legos
Duplo Legos
Lego Coding Express
Lego Dots
Code-A-Pillars
BeeBots

Sphero Indi
Coding Critters
Straw Constructors
Keva Planks
Chain Reactions
Marble Runs

K'Nex
Magnatiles
Plus-Plus blocks
Brain Flakes
Make Do
Mini-Tools/Construction kits

Unit 2:

Did Somebody Say Google?

Google Workspace

As a second grader, we are exploring the wide world of Google, with a focus on Google Workspace. While many of us had some brief experiences with Google Workspace Tools before, this is the first year where we are truly expected to use our Google Tools for creating. In small groups, your child works with me to learn how to send emails using their school Gmail, create and share Google Documents, and create presentations using Google Slides.

Lego BricQs

As we work on mastering our Chromebooks Skills, your child is presented with their first real independent build challenge. With very minimal instruction, your child is given a Lego BricQ Motion kit and directions to log into Seesaw and locate their task. This requires them to not only be able to navigate Seesaw, but also be able to visit external links and navigate a novel website (Lego.com). They are then asked to recreate a finished Lego build called "Dog Obstacle Course" which requires them to decompose a problem and think about all of the components that go into a finished product. Decomposition is an important skill for engineering and problem solving.

They are then asked to practice their computing skills by uploading a video to Seesaw of their finished creation and practice their collaboration and communication skills by sharing their creation and their thinking process in the video.

As a bonus, Lego BricQ Motion encourages students to think about physical science as they experiment with properties of motion and force. The builds your child completes with Lego BricQ help them to understand how to engineer solutions to everyday problems.

Open Creation Stations

When your child is not at the Lego or Google Station, they are engaging in open creation and play at either a Construction Station or a Coding Station. The purpose of this open play is to continue to develop your child's STEM thinking in the following areas:

- Computer Science and Algorithmic Thinking
- Problem Solving
- Spatial Awareness
- Collaboration & Communication
- Structural Engineering

Standards Addressed:

Devices

K-2.CS.1 Select and operate appropriate software to perform a variety of tasks and recognize that users have different needs and preferences for the technology they use.

Hardware and Software

K-2.CS.02 Use appropriate terminology in identifying and describing the function of common physical components of computing systems (hardware).

Troubleshooting

K-2.CS.03 Describe basic hardware and software problems using accurate terminology.

Storage

K-2.DA.05 Store, copy, search, retrieve, modify, and delete information using a computing device and define the information stored as data.

Algorithms

K-2.AP.08 Model daily processes by creating and following algorithms (sets of step-by-step instructions) to complete tasks.

Social Interactions

K-2.IC.17 Work respectfully and responsibly with others online.

Unit 3:

Let's Code!

Lego SPIKE Essentail

In 2nd grade, one of our big overall goals is learning flexible application of skills. This means that while in previous grades, we used very specific tools with very specific goals in place for sequencing, loops, etc, in 2nd grade, we expect students to be able to take everything they've learned about coding and apply it to novel situations. Through the use of our Lego SPIKE Essentials kit, we complete a mini unit called "Amazing Amusement Park." Through these lessons, students build various models for theme park needs such as fast lane electronics, amusement rides, and food stands. Each of these models requires students to follow algorithmic directions in their building, experiment with various code to create a program, and improve upon the given design to make the model run more smoothly for their Lego guests. This process helps to solidify our computing systems understanding (how hardware and software work together to form a computer system) as well as provides plenty of practice with our algorithms and programs standards.

Code.Org: Course B

In 2nd grade, one of the biggest differences in how we program is that we begin to move away from device-free programming robotics, and shift towards writing code on a Chromebook. This transition allows our students to begin practicing writing code how a software or computer engineer would. We use Code.org because they have great, step-by-step directions that allow students to practice with a coding language called Blockly before transitioning to open creation. Through this course, students will practice how to code basic actions in a video game (moving a character on command, having a character appear/disappear, having a character speak, etc.),

Extension: Students who master the main objectives and are ready for greater challenge will have the opportunity to design their own video game within code.org's software.

Standards Addressed:

Algorithms

K-2.AP.08 Model daily processes by creating and following algorithms (sets of step-bystep instructions) to complete tasks.

Variables

K-2.AP.09 Model the way programs store and manipulate data by using numbers or other symbols to represent information.

Control

K-2.AP.10 Develop programs with sequences and simple loops, to express ideas or address a problem.

Modularity

K-2.AP.11 Decompose (break down) the steps needed to solve a problem into a precise sequence of instructions.

Program Development

K-2.AP.12 Develop plans that describe a program’s sequence of events, goals, and expected outcomes.

K-2.AP.13 Give attribution when using the ideas and creations of others while developing programs.

K-2.AP.14 Debug (identify and fix) errors in an algorithm or program that includes sequences and simple loops.

K-2.AP.15 Using correct terminology, describe steps taken and choices made during the iterative process of program development.

Unit 4:

STEM Challenges

2nd Grade students spend the remainder of Quarter 2 participating in STEM challenges. A STEM challenge is where your child is presented with a specific problem to solve and given a set of constraints within which they are allowed to solve that given problem. STEM challenges are typically 1-2 day activities that place your child in a situation that requires them to use their best STEM Thinking. The goal of a STEM challenge is to promote the 4Cs of engineering design.

Collaboration: The ability to work together to reach a common goal. I am looking for learners who can actively participate in a group, share, get along, and responsibly divide up roles when appropriate so that the task gets done in the given time.

Critical Thinking: The ability to look at problems in a new way. I am looking for learners who can take everything they’ve learned both in my classroom and in outside settings, and apply that knowledge to novel situations.

Communication: The ability to share thoughts, ideas, questions, and solutions. I am looking for learners who can clearly communicate their thoughts to others in ways that can be understood. This applies both within the group they are working with, and the ability to communicate their ideas to an audience (teacher, classroom, parents, etc.)

Creativity: The ability to “think outside the box.” I am looking for learners who are able to think for themselves and come up with different, unique ideas to effectively solve a problem.

The 4Cs are something you’ll hear me talk about a lot in makerspace and will see come up in report card narratives time and time again. The 4Cs are the essential makerspace skills that transfer to all aspects of a student’s life, therefore we place great emphasis on them.

Second Semester

Unit 5:

Fairy Tale Engineering

2nd Grade students focus on civil engineering & construction as well as digital media creation in the second semester. Students have the opportunity to experience different construction tools such as drills, hammers, and cardboard cutters. They also work on iPads to explore Green Screens.

At the second grade level, we use a mix of child-friendly tools such as plastic/wood hammers, toy drills with plastic screws, and more adult tools such as box cutters and electric box cutters. The tools your child learns will differ based on their individual proficency. Students need to demonstrate mastery with child-friendly tools before being allowed to advance to adult tools.

Our big project, which takes several weeks, connects to the fairytale unit taught in their 2nd grade classrooms. Students spend a significant time in the planning stage, collaborating in small groups on how to adapt a scene from a fairytale into a movie. They then are expected to build a set piece using their cardboard techniques and film their scene, using Green Screen in the editing phase to enhance their movie. This project focuses heavily on the design process and the 4Cs, giving students ample practice with essential engineering skills that are necessary for success in both makerspace and life. Due to the multiple steps involved in this project, from training on tools, planning, creation, filming, editing, etc. this project takes us through most of 3rd quarter and into 4th quarter. Your child will be assessed on their progress with the 4Cs with special attention to the personal learning goal they created for themselves at the start of second semester.

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