Curriculum
1st Grade Learn to Program Procedures
Students learn the value of creating procedures in their codes in this offline activity. Coding begins in Kindergarten at TSC because it activates the brain's language centers, science-like thinking, and problem-solving. In other words, coding activities align well with science and mathematic disciplines. In addition, these offline activities allow students to PLAY while exercising high-level thinking skills in a low-stakes, low-entry activity. Shh! Don't tell them they are learning!
IMG_4054.MOVTwo Students Try Their Program
Proc Pizza
Hop 3 Times
3 Jumping Jacks
Proc Turtle
Jump Onces
Sit Down
Program
Pizza
Pizza
Turtle
Turtle
Pizza
Turtle
Programming.m4vProgramming
Students learn to use measurement and estimation while working in collaborative teams using an iterative approach to solving problems and testing ideas through coding. Using their personally assigned worldwide web-accessible code.org accounts, students learn how patterns are used to create algorithms to solve puzzles and mazes. Creating loops, sequences and variables allow students to develop critical thinking and problem-solving skills; a skill set that we hope transfers to all their disciplines.
Levers 1B201718a.movSimple Machines Chain React.m4vCardboard Construction & Simple Machines
What better introduction to machines than with simple machines? Simple machines are machines that have no moving parts and yet, make work easier for people. Children organically feel empathy for others, and building simple machines is a pathway to understanding how design can be for good. Students are introduced to cardboard construction through the simple machine unit, reproducing each simple machine of their own design. Students build ramps and levers, and other structures during this constructivist unit, testing their hypothesis on how architects use geometry to build reliable structures. Transferable skills cutting, scoring, creating different shapes and sculptures and building reliable structures.
2C Maker Rules.PDF2nd Grade Maker Space
In each Primary Division grade, children are Makers. In Grade 2, students decide the best practices for using real-world tools. Before tools are introduced, such as glue guns, I ask the students what do you think should be the ways we behave around these objects. The students can offer and explain their contributions with clarity and kindness. Also, they suggest consequences for the classmate that can't follow the agreed-upon ways of behaving around these tools. Why would children ever do that? Because they constructed the rules, they know that these ideas are about safety. The values they include are put in place to give a child a chance to pause and rethink their actions and successfully participate in the activity. My students also learn that adults trust that they have valuable knowledge to contribute to our classroom norms.
Houses.m4v2nd Grade Reconstructs Their Ideal Neighborhood
An Integrated Project with Social Studies, Technology and Art!
Second Grade is immersed in the year-long theme of Community, focusing on structure and expression. For this integrated project, children investigate the wants and needs in a community. Using the design process, students worked in small groups to design their ideal community. Students investigated essential questions: How are structures built and organized? How can a structure help? When is (a) structure needed? What material is the right one for the purpose? How can we make changes to or adapt structures?
As students engaged in this inquiry, I worked with Ms. O'Hare, the art teacher, to create a unit that would include architecture, design, and maker elements. During our neighborhood iBlock, the students focused on the following questions: What materials are used to build our neighborhood structures? What shapes do you notice? What function do you think the materials and shapes serve? Why did the architects and designers make the choices that they made? What design elements went into making these structures sturdy and reliable?
Students selected which structures to create, deciding on those that addressed neighborhood needs. In the meantime, Ms. O'Hare exposed them to a variety of art materials. At the same time, they learned best practices for using Maker tools and investigated how to use geometric shapes to create sturdy structures.
Design.m4vCrafting and Design
At TSC, crafting is a gateway to design. Crafting, making, or art helps children gain self-confidence through self-expression. In addition to exercising the creativity muscle, sewing and design are enjoyable activities for developing fine motor skills and making neural connections, engaging all our senses.
By sewing in every grade, we get in front of limiting misconceptions and biases that constrict gender and identity expression. Students get to try on different identities and see what fits best. Fashion, creativity, and art are for everyone. Students thrive when they are in an environment that celebrates not only who they are, but who they can become!
Makers.m4vMaking
The School at Columbia University interweaves Making into the curriculum. Wearable Technology, 3D Printing, Shop Class, Sewing, Crafting are all activities that stretch cognitive functions, centering problem-solving into an enjoyable context. As James Paul Gee asks, "How do you get someone to learn something long, hard, and complex and yet enjoy it?" By offering a diversity of Making options, students will choose the path where they see themselves reflected, inevitably making an enduring commitment. Also, we give the children a chance to collaborate and use technology to interact and collaborate while making and maintaining friendships. Finally, we provide the safe-waled for risk-taking and customization. You can see the pride in all of the children's images and videos. That's not manufactured!