Animal Adaptations Infographics

For this year's ESU 8 Elementary Science Olympiad, activities were centered around a phenomenon. Students were scientists as they explored and experienced topics with connections to that phenomenon.

During my rotation we learned about animal adaptations and how they help animals survive. Each pair of students created an infographic in Keynote on iPad to visually share their scientific knowledge with others.

To replicate in your classroom, I recommend starting with the Everyone Can Create: Drawing guide book from Apple Books. Chapter 9 is all about infographics and contains solid examples as well as planning considerations.

Everyone Can Create Drawing

We also examined this Snowy Owl infographic example to look for critical features of an infographic as referenced in the Everyone Can Create chapter.

Next student pairs each chose an animal that interested them and researched it on World Book Online Student Edition. ESU 8 provides access to this valuable resource to all our schools and it tremendously helped with efficient and responsible research for this age group of students. Older learners could use Advanced and younger grades the Kids Edition of World Book Online. We discussed how to cite and credit the article for their researched and then navigated to the media tab to choose the image to be the center piece of their infographic. Students copied their animal's image and then opened the Keynote app to begin to create.

Prior to students arriving, I used Apple Classroom to distribute a Keynote file where I had created a custom theme with different biome backgrounds set to 50% opacity and locked in the background of the slide design options. This was mostly to maximize time for students to create.

(To make your own version simply create a new Keynote, View > Edit Master Slides, delete the existing masters other than the blank one, duplicate that and add a different background image to each, name each slide master and choose 'Done'.)

Now, all students needed to do was add a new slide (blue + on bottom left) and choose the biome that most closely matched their chosen animal. They pasted their image on the slide, resized and some used instant alpha to clean up the background. (Note: If students had access to Apple Pencil, I would encourage them to trace, color, and delete the original image in order to have a truly personalized look for the visual focus of their infographic.)

Using my example of a deer and its adaptations that I created below, we continued to go back and forth (or use Split Screen view on the iPad) between World Book Web and Keynote in order to add the following components:

• Title
• Name of biome
• Map of where it lives
• at least 3 adaptations that help it survive

Keynote skills the students learned included:

• Adding and editing text
• Inserting drawings
• Using shapes, callouts, and connectors
• Recording audio (for a few early finishers)

Also during this fast-paced 45 minute lesson we discussed critical design elements including, font, color, layout (proximity & space), and contrast. 

After all the student groups had rotated through, it was easy to collect the Keynote files through Apple Classroom and send the completed infographics back to their teachers. You can view the students' creativity and scientific knowledge in this online gallery.

https://flickr.com/photos/kmorrow/albums/72157711189350588  

Coding with Keynote

Prior to teaching coding to any age of learners, it is smart to teach better communication skills. At ESU 8's recent Elementary Science Olympiad one of the student activity stations did just that. 

First we began with coding with blocks. The engineer and the builder had the exact same blocks but their workspace was separated with a divider, blocking their view of each other's creations. Instead they gave verbal "code" as instructions to each other in the attempts of replicating the exact same structure. Modifying each round with various alternations (ability for builder to ask questions, written instructions only, etc.) added additional discussion on the importance of communication in the process of science, and coding in particular. 

Activity Guide for 'Let's Communicate'

Next we moved to the computer and worked instead with digital "blocks" which were actually shapes in Apple's Keynote application on our MacBook Air laptops. Both the engineer and the builder had to pay attention to the very fine details and convey that "code" back and forth in order to replicate each other's designs. 

1. Use basic shapes to construct an image on a blank Keynote slide.

Note: The more “complicated” the shape, the more “code” will be involved.

2. Complete a “code sheet” with each shape’s details from the Inspector.

Blank “Code Sheets” for students: http://bit.ly/codesheets

3. Exchange code sheets with a partner.

No peeking at each other’s screens!

4. Using the code alone, attempt to rebuild and replicate your partner’s image on a new blank slide. Enter details into the Inspector exactly for each shape added.

5. View each other’s original slides and share feedback with your partner.

Debug your errors.

Optional Lessons:

• Add a theme to the challenge, such as flag designs, pumpkin carving, or monster creation.
• Address the importance of specific communication as discrepancies arise.
  
  
  
  
  
  
  
  
  
  
  
  
  

  Activity Guide for 'Coding with Keynote'

  
  
  
  
  
  
  
  

Everyone Can Code!

Everyone Can Code!

an ESU 8 Wednesday Webinar from Katie Morrow

Everyone Can Code is an initiative recently launched by Apple to make coding with the Swift programming language even more accessible to all. Learn about Swift Playgrounds, a free app designed for middle schoolers on up, accompanying Teacher’s Guide, and related resources to give even novices more opportunities to reach students interested in coding. 

View the webinar here

and check out the Links and Resources below:

Everyone Can Code (and Swift Playgrounds)

Wednesday Webinar 10-5-16

Katie Morrow, ESU 8

http://www.apple.com/education/everyone-can-code

Swift Playgrounds app

https://itunes.apple.com/us/app/swift-playgrounds/id908519492?mt=8

*Requires iOS 10.0 or later

Designed for Middle School Students

Swift Playgrounds Teacher Guide

https://itunes.apple.com/us/book/swift-playgrounds-learn-to/id1118578018?mt=11

App Development with Swift

https://itunes.apple.com/us/book/app-development-with-swift/id1118575552?mt=11

Designed for High School or College Students

App Development with Swift Teacher Guide

https://itunes.apple.com/us/book/app-development-with-swift/id1118577558?mt=11

Additional Resources

• NY Times article about Apple’s ‘Everyone Can Code’
• How to Learn to Code in Swift on a Chromebook - blog post by Kelly Croy, Wired Educator (and other blog posts related to Swift here)
• Swift Playgrounds video playlist from Paul Hamilton

Coding STEM kits available for check out through the ESU 8 Media Center

• Parrot Rolling Spider mini drones
• Sphero SPRKs

Tickle app (free, but requires newer iPad)

Ozobot for pre-coders

Coding for Kids blog post by Katie Morrow from last year

4th Grade Nebraska Project with HyperDuino

For as long as I can remember, the O'Neill Elementary 4th Grade Nebraska Fair is an exciting opportunity for young learners to begin to develop critical research skills and is a must-see for all parents, grandparents, and community members.  My youngest son, Drew, is a 4th grader this year and we eagerly anticipated this memorable project in his academic career.

2016 O'Neill Elementary Nebraska Fair

In the fall I heard about a Roger Wagner product called the Hyperduino from Kelly Croy's Wired Educator podcast.  The concept is a combination of a Hyperstudio's multimedia creation software and an Arduino board.  With a "Makerspace" feel, this kit allows students to explore principles of STEM with still incorporating physical creation, construction, and design.  I immediately knew that Drew would love to incorporate circuits, LEDs, and sensors into whatever physical representation of his Nebraska history project he decided to build.  We ordered a kit and eagerly waited for the time of the year that the 4th grade classes began their research.

Drew decided that his topic would be the thing about Nebraska that he loves the most--- Nebraska football-- and quickly got his topic approved by his teachers.  The students completed their research questions, fact-finding, and report writing all at school, but parents were encouraged to help students with some sort of display to accompany their project for the Nebraska Fair. This is where the Hyperduino came into play.

The physical model could literally be anything-- the kit actually comes with a small cardboard volcano model and another example video features a solar system model board. (For more ideas, visit the HyperStudio and HyperDuino Central Facebook group.) We decided that a replica of Tom Osborne Field at Memorial Stadium would give us opportunity to connect LEDs and sensors to trigger different multimedia videos that Drew would create to enhance his project.  We used a bulletin board, but any kind of cardboard, foam, or display board would work just as well.  We knew that we would need to plan and decide:

• - number of videos that would be activated by his project
• - what the triggers would be for each
• - how the LED lights would interact with the videos (when in the videos and where on the board)
• - how far apart the Hyperduino connections would stretch to allow us to connect everything to the Hyperduino 

Drew and I worked through the example volcano project with little difficulty.  We quickly discovered that we didn't even need to learn Hyperstudio to link the media-- that it all could now be done with a free Chrome web app in the Chrome browser.  He decided to create 5 videos of his own and use one on the history of Husker football that he found on YouTube. The media that you connect to the Hyperduino can be any YouTube video or website URL which really opens your options for media creation.  Drew made three videos with the Explain Everything app and filmed his live tour of Memorial Stadium with the built-in camera and edited in the iMovie app. All videos were uploaded to my YouTube channel and I added them to a playlist, simply for ease of finding later on.

Next we built the physical model of the football field.  At the predetermined places Drew and his dad poked holes for the Hyperduino cables and attached LED lights and sensors to them.  The Hyperduino is fairly small and can be awkward to access once everything is hooked up, so I used Post-it notes to label each connection with the corresponding number code from the Hyperduino. This made the programming for the Chrome app much more efficient.

We also read about a motor that comes with the kit that you can program to turn.  Drew's dad helped him rig up a small hackysack-type football that would spin once we programmed a sensor to do so.

The final, and most important step, was to create the "Playlist" in the HyperDuino for Chrome app that would run the project when launched. While we still are not experts in this, this is how we did it:

1) Loaded the desired video in YouTube.
2) Clicked the + to add new media that is currently open in your browser.

3) Chose the timecode of the video that we wanted to play.
4) Clicked the blue drop-down arrow to set inputs and actions.

This is an example of the sensor connected to the A0 port that is set to Analog mode and will respond from 0 to 255, which means that if the sensor's light is blocked, that it will trigger the playing of the video.

In this second "line of code" the same video is used, but port 9 is set to Output -- High when arriving at timecode 00:13 (light turns ON) and Output -- Low when leaving timecode 00:35 (light turns off).
You can view our final Hyperduino for Chrome Playlist here.

Through trial and error we continued to program the Hyperduino app to interact with our media. The spirit of experimentation is so crucial here. We definitely had more failures along the way than successes, but now feel equipped to build a Hyperduino experience next time that is much improved from our first project. We did figure out how to start a video with a sensor and then make an LED light up at key moments in a video. We got the football to spin (although it did begin to be less dependable after hours of demonstrating to audiences) and added some final labels to the physical project board, just to make the demonstration more self-explanatory.  You can view Drew's final project with Hyperduino interactions here:

The Nebraska Fair at O'Neill Elementary was a resounding success and Drew's project was well received by all who visited it.  For me personally, it was a great time to experience something as a learner myself, and I cannot wait to pass along the knowledge I gained to the next person who would like to try a similar project.  And even more importantly, it was great to learn something new with my 4th grade son.