PBL & Inquiry with National History Day: Year 1

National History Day. When I first heard about it, I was thinking it was a day where the government decided to recognize History teachers, or our country's history. Little did I know that not only was I wrong, but I had come across a program that inspired and influenced what I do in the classroom.

In the 2015-2016 school year we were working on IMPACT!, our project on Mount St. Helens and how it has impacted our local community in Southwest Washington, the state, and the world. I knew I wanted to try and do NHD, so I designed a project that would incorporate one of the products for the program. Students made documentaries about the the many different impacts it had on science, including how it changed what we now about how life restarts, how glaciers work, and of course how volcanoes erupt. There are many other threads that can be pulled as well, like how it personally impacted the people who lived around the mountain and how they lost everything, but gained new perspective. The students got to choose what the focus of their film would be, as they told one of these perspectives. To launch the project we took all of our 7th and 8th graders to Mount St. Helens so that they could experience first hand themselves.

As we went through IMPACT!, we partnered

with @MtStHelensNVM, @MSHInstitute, and @USGS to bring in geologists, hydrologists, biologists, authors, and forest rangers. We also had parents, and other community members come in to share how they had experienced Mount St. Helens in different ways. That year the theme for National History Day was Exploration, Encounter, and Exchange in History. I wasn't sure exactly how to implement this, so I just kept it posted in the classroom as we researched, inquired, and worked. Some of my students. Some documentary teams focused on one of these ideas, such as how we have shared what we now know about predicting volcanoes with others around the world to help prevent loss of human life. Some looked at how we have explored the mountain to see how life begins, or how some people explore and climb it to learn about perseverance and themselves.

One team, however, took on all three of the topics and we decided to take their film to the Southwest Washington Regional event. I was not exactly sure what to expect at our first NHD competition, but myself along with all of my students and parents had an absolute "blast!" The girls presented their film, and then answered questions from the judges. At the break, we found out that they had qualified for the finals for that day, and that they would present again in the afternoon. They presented again, and we waited... Finally, the awards ceremony took place. In our category, group/team documentary, the top four (4) teams would move on to the state competition to represent Southwest Washington. Low and behold, the girls placed fourth at regionals, and it was on to state!

This is where the girls really took to heart all of the skills they had learned throughout our year and, with their perseverance, put everything together yet again. The judges left the team some really nice feedback, which the girls were able to absorb and break down into usable pieces. (We work on teacher and peer feedback all the time using the Glows and Grows technique) The re-worked different sections, removed and added captions. They re-recorded with new pacing, switched out images, and really strengthened their overall product. 


The last step in our process was heading to the state competition in Auburn, Washington. The team was ecstatic and in that perfect place between nervous and confident. We decided that we would make sure to support all of the other teams that were competing in our room, so we camped out and watched all of them. And while I have  bias, I believe they knocked the presentation out of the park. When we left to wait for the finals results we were very confident that they had a top three (3) film from our room. 

While we waited for the results, we explored some of the other categories. The one that impressed us the like no other were the exhibits. As we meandered through them all, and saw the excitement and curiosity that they generated from our students and parents, I know that we would have to create some of our own for the next competition. This would become Get Up, Stand Up!, which I will detail in an upcoming post.

Unfortunately, only the top two (2) from each room move onto the state finals. The girls were grinning ear to ear after their experience and I marveled at not only what they had done, but what ALL of the students there had done. As we left that day, the parents and students thanked me for a tremendous experience. From that point on, I knew that I would not only be participating in National History Day, but I would also be advocating for it to be done in as many schools as possible.

Here is their film, Beyond the Blast!

Teaching Civics/Government Through Project-based Learning

For a long time, even in my own schooling, learning about how our government and the civic process works has been a process of memorization and not very engaging. I firmly believe that because of this, our society has become apathetic towards civic responsibility and civic engagement. I have seen firsthand people trying to get out of jury duty, people not voting, and in general not wanting to get involved for they do not understand / see the value in our civics processes. This is a problem. In order for our country to fully function we need our citizens to know and understand what is going on in their local, state, and national political arena. So how can we create an engaging way to learn about our government and how it works? Enter project-based learning and design thinking.

When this past school year began our U.S. iHistory class hit the ground running. I had the students participate in a government themed Breakout EDU event that I created as part of our project launch. Our first project, How It Works, was going to have our students learn about the branches of government by engaging them with the Constitution, having them write an explanatory essay, and then working together to create a game (board, video, or other kind) that will teach others about a governmental process. When the students figured out all of the clues and got into the Breakout box, they got a URL to our project sheet, and their very own pocket Constitution that I even covered in some faux leather to make it more appealing and lasting. These are middle schoolers, after all...

Using the DEEPdt process as my springboard I posted the following question on our whiteboard. 

"What do we need to know about _______ in order to create a _____game that teaches about ________?" 

This served as our guide throughout the project. By posing this question to the students, we were better able to focus our work and understand why we were working on certain content, criteria, and pieces during the project. When a student asked why do we need to know about the Electoral College? I pointed to the question. When they asked about Judicial Review, I pointed to the board. 

Now all of the content and concepts weren't integrated into every game, but they weren't intended to be that way either. What it did allow is for students who choose to have a game that talked about checks and balances to know how each branch of government worked with one another, and how they provide balance so that no one branch becomes too powerful. It allowed students to dive into the election process and create a portion of their game that dealt with the primaries as well as the national election. It allowed students to see how members of a jury (and local community) play a role in determining the outcome of a case that may have national implications.

I've been made into a game piece... life goal accomplished.

When it came time to design the games, we spent several days playing different board games, online games like iCivics, and card games. Now some may see this a waste of time, but in reality it was an integral part of our process. If we were to create a game of our own the students needed to understand different design element and how different parts of games did things well, or poorly for that matter. 




In the end, every team had a game that they showcased and presented to one 
another. We took turns playing them and had blast learning for them and giving feedback to the creators. I watched as the students learned from one another not only about governmental process, but also how to use the 3D printer, and laser engraver. A couple of the games will be tweaked and possibly turned into actual products that could be put up as kickstarters for other classrooms to use. 

Not only do the students have a deeper understanding of our Constitution, the branches of government, and civic/governmental processes, but they also engaged with their own learning, grew their communication skills, and had fun. 

#BreakoutEDU

About a month ago I attended a Digital Bug Washington Summit featuring Google for Education.  This was not my first time at this event as I attended one earlier in the year up in Seattle the day before NCCE's yearly conference.  This time around, however, it was right in my backyard of Vancouver, Washington.  I was asked to present at both, which is flattering, but the best part of these conferences are the connections that one makes.  I wasn't presenting at this summit until the last session, so I got to really sit back and soak in the other presenters and their amazing information.

Along with me this time, was my teaching colleague, Brad Lehman.  He and I were there to chat, have some fun, and learn some new things.  Sometimes at conferences it becomes very easy to become joined at the hip with the few people you may know.  This can be both good and bad.  It gives you a sense of security, but it also may keep you and your collegue(s) from branching out.  Brad and I did branch out on our own for a couple of the sessions, which was beneficial to us both.  However, we started the day at the same one.  He saw the name of the the session and found it intriguing.  I wasn't sure what it was about, but I had met the presenter, Brandi Snow, on a couple of other occasions and was excited to see her again.

Little did Brad and I know what Brandi had in store for us....

Brandi's session was entitled BreakoutEDU, and this is what the description said. "Have you heard of an Escape Room? This bring that experience into the classroom!! In this session we will beta test a Breakout game! Breakout is a game where a small group of educators will have 45 minutes to complete a series of challenges, reveal clues, and unlock mysteries in order to "win" the game. This can be used with all ages and all content areas!"

As we entered the room I saw some familiar faces.  We said our hellos, chatted about our summers, and talked about some of the things we were working on for this next school year.  Then, Brandi put a single box with several differnt locks on the table at the head of the room.  She said that we had 45 minutes to work together, find all of the clues, and open the locks and eventually the box.  She gave us a couple of "hint," cards and started the timer.


After some brief introduction and some stumbling around, we started to hit our stride.  We found most of the clues, and even got one of the four locks off pretty quick.  We were feeling good...  Then we got stuck.  We eventually found the last clue, and we were able to solve the puzzles to unlock the box.  We were all thoroughly impressed with the thinking, problem-solving, and teamwork that went into this event.  Brad and I immediately began thinking of how we might be able to use this in our classrooms.  Brandi showed us the menu of pre-made BreakoutEDU games and we were blown away.

To me though, my mind went to adapting the ideas to fit our school, Vancouver iTech Prep, and our project-based S.T.E.M. approach.  Needless to say, I have already created two of my own that I will be using for our project lunches for my different classes.  The first one, How It Works for U.S. History, gave clues to students that had to do with the branches of government, the Constitution, and map reading skills.  The students were engaged, collaborative, thoughtful, inquisitive, and did I mention energetic?  The best part of having it be a part of our project launch was that they were dealing with concepts and content that I want them to learn during the project.  As the "prize" for completing the event, each student got a pocket Constitution, that I made for them, and a link to our project launch sheet.

To say that I am a fan of BreakoutEDU is an understatement.

On to the next one!

#FVvr Filming Field Trip

While record rainfall has been occurring in the Pacific Northwest this winter, the sun has shown on our iTech students and #FVvr.  As we made our way to Fort Vancouver National Historic Site we had one element to deal with, the wind.  Sometimes you forget to account for certain things during projects, and this was one of those things.  When we practiced taking footage for the VR tour we accounted for many different things.  We made sure that our students weren't going to be in the images, every student knew how to operate the Theta S camera and app, and made sure to limit the footprint of our tripods.


Unfortunately, it was this last piece that led to a broken camera.  To make sure the photospheres had a minimal footprint to cover up we didn't extend the tripod's legs all the way.  This worked extremely well with the cameras that were inside away from the wind.  However, the wind blew over the camera that was capturing and we lost footage.  This could have been detrimental and really set us back, but the other teams of students worked extremely efficiently.  Since we planned out the shooting locations of the images, the other teams were ahead of schedule.  This allowed us to go back and get the footage needed to complete our tour.

The students did a remarkable job.  Everyone, including the park rangers and chaperones, were thrilled with how the students worked.  Now we have the footage that we need to make the virtual reality tour.  When we returned to the classroom, we spent our time finishing the artifact analysis scripts, sent the writing to be reviewed by rangers Tessa and Bob, and began to create the building tours using .
Holobuilder

Now, for a little relaxation during spring break...

#FVvr Scouting Field Trip & Research

Since the visit from Park Rangers Tessa Langford and Bob Cromwell of the Fort Vancouver National Historic Site came to our school, Vancouver iTech Preparatory, our students have been busy.  They have been broken down into different teams to research the different buildings and areas of the park.  To do this, we allowed students select three possible locations that they were interested in, then we were able to divide the students into teams based on research interest.  This gives the students voice and choice in the project.  Once that occurred we went on our scouting field trip.  On that trip, the students toured the entire park and then got to spend some time in the buildings that they are researching.  When they were in their buildings, they needed to select at least one artifact that they found interesting to conduct research on.

After the first trip to the park, students began their research and work.  Each team of students began looking through the resources on the Fort Vancouver National Historic Site's webpage, several publications ,such as Exploring Fort Vancouver, the Google Cultural Institute, and even emailing with Park Rangers Tessa and Bob to conduct their research.  Each student is writing a script for a narration on their artifact, and building.  This process allows the students to build their research, analysis, and summarization skills along with enhancing their speaking and collaboration skills.  

During the days before the filming field trip, the students got to work in their teams to play and practice with the technology needed to capture the 360º images for the tour.  We went over the basic operations of using the Theta S camera and how to use the iPad app to take the images so that they don't appear in the final product.  This is done not only for student privacy reasons, but also so the user gets a more authentic visual experience.  This allows the students the chance to make some mistakes and have some failure and success with the new technology before we get to the fort for the real photo shoot. 

x

Because time was limited to just over two hours for our second trip, we wanted to make sure we were efficient getting the footage that we needed.  The student teams used several different tools to make a map of their building and mark out their filming locations.  Some teams, like the one researching the Garden and outside grounds, used a screenshot of Google Maps as their base before putting the image Google Drawings to add in their filming locations.  Many teams used Google Drawings to sketch out the different rooms and artifact locations.  A couple of teams decided to build a 3D model of their building using SketchUp, while some drew theirs out by hand on graph paper.  Regardless of which medium and tools they used, they developed critical thinking skills alongside their collaboration and communication skills.
into

Stay tuned for more, including the photo shoot field trip and script narrations...

IMPACT! 1.0

     Last spring my students and I embarked on a journey to tell the stories of our community and the impact that Mount St. Helens had on them.  To me, having students conduct an oral history project is extremely important.  Not only does it allow for students to build research, reading, and writing skills, but also their communication, teamwork, and technology skills.  This process, although time consuming and messy, is an amazing experience for students to have.

     During the project the students worked in teams to explore how different people from our community experience the mountain in different ways.  The students got to film their interviews with parents, a professional photographer, geologists, ecologists, a glaciologist, volcanologists, and others who work on or around Mount St. Helens.  Then they wrote up the interview and most teams even made a short film/documentary using the interview footage.  Afterwards I have several studnets want to keep working, so they built a website dedicated to hosting their work along with their peers.

     Here is the link to the student created website, www.mtsthelensimpact.org  Please visit the site to see more about the project, aong with the amazing work that the students did.  This project was an important foundation to the work that they then get to do as Freshmen in their biology class.  This past September the same studnets get to go up to the mountain, on an overnight field trip, to conduct research on the plant life and ecosystems in the blast zone.  The interdisciplinary learning that goes on at our school leads to a more developed student and the real world experiences give them skills and memories that will last a lifetime.

Teaching Geography Through Climate Change

        This past summer I found myself exploring many different avenues as to how I would be teaching world geography for my World Studies class. I read a great article from Education Week Teacher titled Six Characteristics of a Great STEM Lesson. As a S.T.E.M. and project-based educator at my school, iTech Prep, I am always looking for ways to bring a new lens onto the topics I teach.  After reading the article and exploring the links I came across another article, Top 10 Places Already Affected by Climate Change and then the PBS video, Paradise Lost.  This fit in perfectly with the first characteristic from the article and with what I learned at my BIE training over the summer, which to focus on a real world issue/problem.  Out of these inspirations came Adaptation.  

         The project gives students a chance to learn how people have migrated and immigrated around the world, the geography of the world, what climate change is, and what places will be affected.  Then they explain how those places will be affected, and come up with a solution that they will promote by creating an advertising campaign for their solution.  It is tied directly to Common Core Standards, and allows the students to be historians, cartographers, scientists, and advertising specialists, while building 21st Century digital skills. 

         With the impact of climate change at the forefront of the news these days, I felt this topic was the perfect way to integrate social studies with S.T.E.M. and a little bit of art.  For an encompassing S.T.E.A.M. project.  Here are the materials for the project, and the requirements.  More info and lesson plans will be posted on my website.

Adaptation Project Green Sheet

Adaptation Resources

Migration History Interview

Family Tree Template

Google Maps Engine Lite

Sample Family Movement Map 

Google Tour Builder

         Being a project-based school like iTech is, it is essential to let go of what may come out of project.  An important thing to remember is that true project-based learning is not product-based learning.  There are times that you need students to practice certain skills and produce certain products, this project allows students do both.  They created some more specific products as we moved through the project and learned some new things, but at the end they were allowed to truly explore their own learning and create something meaningful to them.  Some students made posters, others pamphlets, Google Slides presentations, or even websites.  For those students that wanted to learn new technologies, and experience video making they used iPads, Green Screens, iMovie, Windows Movie Maker and Tellagami.  I have several tutorials on these that I show the students and allow them to explore them in class, but many times the students knew where to find videos that help them learn about how to use these tools.  Even though most students chose pamphlets, there was a tremendous amount to excitement around what the students created.  Here are some of the different products that were made.

Abi's Climate Change Solution 

Save the Sushi! by True