Yes! We have arrived to our final post in our distance project-based learning series. It has been fun, but I'm ready to wrap it up. What better way to do that than with assessments and reflections? Makes good sense.
A newbie to project-based learning asked me this week how I test my students on content after project-based learning experiences have wrapped up. The very short and sweet answer to that question is that I don't. Testing does not improve quality of work, assess skill-development, incorporate personal and/or academic growth, or intrinsically motivate students to learn.
I understand that some educators are required to test their students, and if that is a must, then go for it. But ALSO complete project rubrics (some student-generated), provide narratives, and help learners develop project portfolios as they go. Thankfully, all of this can be done virtually using Google Apps.
My project-based learning digital resources are Google Slides that can be assigned and monitored using Google Classroom, Canvas, NearPod, and exported to Powerpoint. Unfortunately, my expertise lies in Google Classroom, so that will be the focus of this post.
I you have purchased some of my digital resources, go back and peruse the last 2-3 posts that offer step-by-step instructions and tips on assigning them using Google Classroom and communication and feedback using Google Apps.
You can also go back a bit further to look over project brainstorming, final products, community experts, and authentic presentations digitally.
How to Assess and Evaluate Project-Based Learning Experiences Digitally
So let's go over some of the project-based learning assessment strategies that I use and how to apply them virtually.
1. Project Rubrics
Self, peer, and community expert assessments are encouraged in project-based learning, and not just at the end of a project. My students use their project rubrics to self-assess throughout the project experience in order to stay on track and produce quality work.
All of my digital project-based learning resources include a generic project rubric that students can evaluate right on the slide. When peers, experts, and teachers evaluate student progress or project outcomes, students simply duplicate the rubric slide.
Students and teachers can communicate about assessments right in the Google Slides resource. Look back at last weeks post for tips on virtual communication and project feedback.
If you're only looking for project rubrics, check out my generic PBL rubric and my student-generated rubric, which works well for self-directed learning experiences of all kinds, not just PBL.
2. Project Narratives
This is an important piece of project-based learning as well. Providing a letter grade is fine, but illuminating specific strengths, challenges, and areas of growth is difficult to accomplish with a test alone. Observe students as they work. Make note of their personal accomplishments.
My students develop a personal learning plan at the beginning of the session/class. They then look back on their PLP's periodically throughout the PBL experience and again at the end of the project to reflect on whether they've met their goals, where they've improved, what they've gained from the experience, and more.
My personal learning plan is an editable Google Slides. Use this as one method of including a teacher narrative and student-reflection piece to project-based learning experiences.
3. Project Portfolio
Rather than demonstrate learning through testing, which I would argue gathers an inaccurate depiction of learning, have students add their project outcomes (evidence of skill-building, photos of final products, standards met, videos of students working with experts, project rubrics, student reflections, teacher narratives, etc. ) to their portfolio throughout the course of a class or learning session.
My (free) project-based learning assessment portfolio is an editable Google Slides that can be completed right online or printed and assembled into a binder. Subscribe to my mailing list and get this critical PBL assessment resource on the house.
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Project-based learning resources created by Experiential Learning Depot are largely self-directed, because that is the nature of experiential learning. Students design and direct their own PBL experiences. Your PBL projects do not have to be student-directed. You are welcome to design a PBL experience for your students.
The assumption is that if you're reading this, you are distance teaching. Whether you design a project for your students or they design it themselves, you will need to communicate and provide feedback to your students regularly. All of the following tips apply to self-directed PBL experiences, and most of them can be applied to teacher planned PBL experiences as well.
My digital resources are created in Google Slides. Assigning Google Slides to Google Classroom is super easy. Check out last weeks post on how to assign a digital copy to each student on Google Classroom.
The following PBL communication tips between students and instructors, then, exclusively applies to Google Classroom. Good luck!
Teacher and Student Communication and Project Feedback Using Google Slides Resources
Let's say your student is designing their project on my Google Slides mental health PBL resource that you have assigned them using Google Classroom, and that student is struggling to create goals. That student can type a question to you using the "comment" button in the upper right hand corner of their Slides. The comment/question will be sent directly to your email.
You can respond right from your email, or you can pull this student's resource up from Google Drive. Click on your "Classroom" folder. Open the resource that belongs to this particular student and reply to comments and questions directly to their resource. I like this avenue of communication because the comment is added precisely it applies in the resource, such as on the slide where the student is writing goals.
2. Teacher Approval Alerts/Sign-Offs
Another element in the project development process where you are needed is project approvals, and in some cases, the approval of student-generated rubrics. At any point that a student is ready for your approval, such as when they have completed their project design/proposal, they can send you an alert using the comment box noted in
"1. Questions/Feedback" above.
That alert will arrive in your mailbox. At that point, you will go into this student's resource through Google Drive as described above, to peruse their project plan and sign-off on their proposal. If you are not ready to sign-off, and the proposal needs more work or a few tweaks here and there, respond to their "comment", or alert, with suggestions.
3. Peer Approval Meetings
An approval meeting is basically a get together where a student presents their project design to a small group, other students in this case, and that small group offers suggestions for design improvements.
So how to coordinate approval meetings from a distance? In a classroom environment, I would have students present their project plans to the class or a small group. In the case of distance learning, you have a couple of options:
4. Project Circles
In my classroom, I would periodically have all of my students come to our large round table where we have class discussions, organize collaborations, and have project circles. A project circle is where students come together and present to each other on their project progress and they can offer each other feedback and suggestions for improvement.
In the case of remote or distance learning students could follow the same steps as they would for approval meetings mentioned above (conference calls and Classroom forums). They could also use other members of their household, such as siblings, to be a part of a project circle.
5. Self/Peer & Teacher Evaluations
My digital PBL resources include a rubric. Students can assess their own work directly into the resource. Teachers can go into the student's resource through the Classroom folder on Google Drive, make a copy of the rubric slide, and complete the rubric as well. Community experts can do this also if you are looking for additional feedback for your students.
6. Peer Evaluation Meetings
When student's are done with their projects, they could go through an evaluation meeting, similar to a project approval meeting. This offers students a chance to get pointers from their peers and go back and make final revisions. This improves project quality. Host peer evaluation meetings the same ways as you would approval meetings and project circles.
Throughout the year I have students add their project outcomes to a project-based learning e-Portfolio, also a Google Slides resource that can be shared using Google Classroom and filled by students online. You will communicate and add feedback to this resource the same way you would the others that I have mentioned so far. Grab this free Google Slides PBL e-Portfolio by subscribing to my mailing list.
If Covid has taught me anything it is that no parent or teacher needs any additional stressors, such as coming across kinks and hurdles to getting learning materials to students. When someone purchases a digital resource of mine, I want the process of getting the resource to students to be seamless. Troubleshooting is an additional task that no one needs right now, or ever for that matter.
I have had a couple of questions from buyers about how to get the digital resources that they're buying from me onto Google Classroom. I have since started adding instructions to all of my digital resources, but I wanted to add it here as well to give the visual folks out there some guidance.
One of my own project-based learning resources is used as the example in the tutorial below. However, these step-by-step instructions apply across the board. You can use the following steps to assign all pdf's that include a link to a digital resource.
My project-based learning resources (most of them) include a printable option with a link to a fillable Google Slides that can be assigned using Google Classroom. The following steps walk you through the process, from downloading the resource to sending a copy to each student on Google Classroom.
1. Purchase and download the resource!
The resource in this example is a community action project about mental health. It is a combination of project-based learning, problem-based learning, and service-learning. Check this one out, and others like it at Experiential Learning Depot on TPT.
2. Find the Link and Click!
After you have purchased one of my resources, you will download the pdf. The first page of the pdf in my resources contains a link and instructions to getting copies of the digital resource to your students. Click the link.
3. "Make a Copy" Prompt
Clicking on the link will pull up prompt that allows you to make a copy. Click the blue "Make a Copy" button.
4. Automatic Copy to Your Google Drive
Clicking the "Make a Copy" button will automatically deliver a copy of the resource to your Google Drive. The digital resource, in my case, a fillable Google Slides, will appear in a new tab.
5. Head to Google Classroom
Head to the class that will receive the resource on Google Classroom and click on the "Classwork" tab. Then click "Create".
6. Create the Assignment
Once you have clicked "Create", a list of options will pop up. You will click on "Assignment".
7. Assign a Copy of the Resource to Each Student
Write in a title and add a description of the product for your students. Click on the paper clip "add" button on the bottom left. Click on "Google Drive". I then click on "recents", where I find the resource that was added when I forced a copy earlier. Click on that resource from your drive to add it to the assignment. MAKE SURE to click on "Make a copy for each student". If you do not click this, a view-only resource will be sent to students.
Click "Assign" in the upper right hand corner when you're ready.
8. Student View
This is what your students will see from their end once you have assigned the resource. They will be able to click on that assignment, open their copy of the Google Slides resource, and type right into the text boxes to design their own PBL projects.
Next week I'll be adding tips on how teachers and students can communicate with each other about project-based learning experiences from Google Classroom. Distance project-based learning can be a challenge because in a classroom the teacher would be facilitating and offering feedback on progress and outcomes.
How do teachers oversee project-based learning experiences when they're not face-to-face with students? How do they approve projects? How do they provide feedback? Complete a rubric? Include self and peer assessments? All of these questions and more will be answered in next week's post. Stay-tuned.
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When I was teaching I would get a handful of students every year that had a deep passion for cooking. One particular student was interested in cooking, science, and travel. Together we designed a project-based learning experience that combined those three interests.
This student coordinated a fundraiser to raise money for a school trip that blended her loves of science and cooking. She learned about chemistry concepts by experimenting in the kitchen. She then created a cookbook using FlipSnack with original recipes that demonstrated chemical reactions, and sold the cookbook to friends, families, and neighbors in the community. This project inspired me to do kitchen inquiry with my own children last year, which I posted about in this blog. Check that out for fun kitchen science activities!
This student could have learned about chemical reactions, thrown some definitions and formulas onto a poster board, presented it to her class, and called it a day. Instead she applied the content to real-life and created a product that could be shared digitally.
With the onset of Covid related school closures, the means to create innovative final products is more important than ever. A while ago I published a post here with over 100 innovative end product ideas for project-based learners. Below is a list of ways to create and share each of those final product options digitally.
If you are new to project-based learning, or you are experienced but are looking for time-saving strategies, check out my project-based learning planner. Use the templates to develop unlimited PBL experiences. You can also check out my guided PBL resources, which all focus on a theme and include end product ideas, all of which have a digital option.
Project-Based Learning Digital End Product Ideas
Online Images (Ex: Canva, Photoshop):
I use Google Maps for a lot of things including student-designed tours, storytelling, and more. Check out this post with end product ideas using Google Maps. If you're looking to save time or are looking for PBL guidance, check out this high school PBL resource that uses Google Maps as an end product tool.
Interactive Presentations (Ex: Google Slides, Wick Editor):
Movie Makers (Ex: iMovie, Movie Maker, WeVideo, etc.):
Other digital movie making tools to check out: Screencast-O-Matic, PlayPosit, Green Screen by Do Ink, Animaker Class, Edpuzzle, Binumi, Adobe Spark, Touch Cast Studio
Online Books (Ex: FlipSnack, Book Creator):
All of these could be completed using a simple word processor such as Microsoft Word or Google Docs, but tools such as FlipSnack offer options to insert images and video clips.
Audio End Products (Podcasting hosts, FlipGrid, Clyp):
Other digital audio tools to check out: Anchor, Beautiful Audio Editor, StoryCorps App, Toontastic 3D storytelling app, Explain Everything, Audacity, SpeakPipe.
Blogs/Websites (Ex: Weebly, Blogger, WordPress):
I would love to know what you are doing with your students in the virtual world! Although I have a lot of experience with in-person project-based learning, I am learning about how to make PBL meaningful and impactful digitally right along with you. Tell us about the digital tools for demonstrating learning that you love the most! I would love to make this a continuous and growing catalog of digital end product possibilities.
Follow Experiential Learning Depot on Pinterest & Instagram, for more on experiential education, and check out my TpT store for experiential learning resources.
There are some aspects of project-based learning that can be daunting or intimidating. Connecting and collaborating with community members was one of those things for me at the beginning of my PBL journey. But putting that fear aside is a must for several reasons:
Those of you that have dabbled in project-based learning know that bringing an expert to your students is common practice, as is bringing your students to the expert (Ex: A research lab). Community experts come into a place of learning for many reasions such as to speak, work with students directly on their projects, offer feedback and assistance, and occasionally play a role in final evaluations.
That has changed a bit with Covid. Distance learning presents an obvious challenge to connecting experts with students face-to-face, as does classroom learning. Even those students that will be back in a classroom will be experiencing a different learning environment than before, with understandable precautions put in place.
So how do you continue to incorporate community expertise into project-based learning mid-pandemic? Technology! Thankfully we are living in a digital era where communication is not a problem. My students engaged with community experts digitally even before Covid because there are so many cool ways to do that these days.
Before moving on, click "Get in Touch" right here on this website to sign up for my email list. You will receive my free project-based learning assessment e-portfolio where students can showcase their project outcomes, including community experts/collaborations. Grab my PBL Tool Kit to help with designing projects that include community experts.
Connecting with Community Experts Virtually for Project-Based Learning Experiences
How to Utilize Community Experts for PBL During Covid:
Students should use experts to gather information about their project topics. I am a biology teacher, but I am not an expert on colony collapse disorder, for example, a topic that came up during out pollinator study. The U of M had a CCD research program at the time. I was able to bring my students to their lab to discuss their research on disappearing bees. But how could students have gathered information from this expert team without being face-to-face?
I have been able to get my hands on so many unqiue resources by connecting with the right people. My favorite of all time was a human brain. A neurology student conducting research and writing her disseration on addiction came in to speak to my students and brought with her a real human brain. She then donated sheep brains for us to dissect. Connect with these community members however you see fit! She could have shown us the human brain on a video call and sent us the sheep brains to dissect together.
Collaborate with experts! Organize experiences that are mutually beneficial to your students and your community expert. There are so many amazing online programs that offer sharing and collaborating capabilities. For example, lets say students are coordinating a fundraiser. Students collaborate with local chefs to create a cookbook filled with recipes using only local ingredients. They then sell the cookbook.
FlipSnack is an online magazine/book creator that can be shared. Canva is another example, as are Google Apps. This entire cookbook could be created by a variety of collaborators without anyone ever seeing each other face-to-face. Of course that is not ideal, but that is the situation we're in, and it's a good option considering.
Start Building Your Network:
Keep an eye out for awesome community experts, especially if you will be the one coordinating these collaborations. My students self-direct their PBL experiences, so my students often find their own experts, but it's nice for you to have a log of potential connections to offer your students. Start with these steps:
1) Brain Dump: Grab a piece a paper, pull up a Google Doc or planning program, and dump all of your ideas for connections and collaborations into it.
2) Reach Out: Connect with a few people a day. Connect with someone of interest on LinkedIn, email a few people here and there, put a post on a Facebook group or Instastory.
3) Log Connections/Develop a Network: Jot down those that you make connections with or work with. Once you have worked with them, stay connected and keep them posted so that there is potential for future collaborations.
What are some of your favorite ways to bring community collaborators into your curriculum? How about digitally? I am gradually learning about amazing educational technologies, but have a lot more to learn. Fill me in!
For more details, tips, tricks, and resources on community experts, head back to to some earlier blog posts. Try this post on using the community as a resource and keep checking back for more posts in my PBL digital series.
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If you've been following Experiential Learning Depot for a while, you know that my experience and passion lies in self-directed project-based learning, particularly when it comes to science topics (I'm a life science teacher). True student-directed learning encourages and offers ample opportunity for student choice. That includes students determining their own project topics and driving questions.
When students have the flexibility to choose project topics and driving questions for ALL of their projects over the course of a session (see self-directed learning series for details), they can get overwhelmed with possibilites. This is especially true if you are not beside them in a face-to-face learning environment.
If you're distance learning this fall, create a system for developing and organizing project topics. That system can include a digital brainstorming activity (FREE at ELD on TPT) that can be shared via Google Classroom. Another piece of this system is having students log or list project topics of interest that they can return to over the course of the session when in need of project inspiration. Once students have project ideas, they can list them out and design their projects using my digital personalized project-based learning bundle (personal learning plan and PBL tool kit). As they complete projects, they can showcase their work in my PBL assessment e-Portfolio, FREE when you subscribe to my mailing list.
True self-directed project-based learning is much easier done in flexible learning environments such as those that have support from the district, those teaching an entire course on PBL or passion projects, advisories, home schools/coops. If this is not you, PBL can still be self-directed, there just wouldn't be a need for topic brainstorming because you would be assigning a general topic for students to cover. However, students can still choose a subtopic around a broader theme, determine how they will demonstrate learning, how they will share their final product with an authentic audience, etc. Check out my guided, themed PBL resources.
If you are in a position to offer true self-directed project-based learning, check out how you can help learners brainstorm project-topics virtually!
Project-Based Learning Topic Brainstorming Activities for Distance Learning
Because self-directed project-based learning is personalized, you need to start by building a relationship with every individual student. Get to know them. That can be a little more difficult when learning is taking place virtually. Before moving onto the following virtual brainstorming activities, grab my personal learning plan. This is a great way to begin to get to know your students.
1. Look at Interests
Self-directed project-based learning is personalized, and part of that is identifying learners' interests. What do they enjoy? What are their strengths? What are their hobbies? The result of students developing projects around their interests is an intrinsic motivation to learn and a passion for learning.
How do that? Start with an interest survey, especially if you are just beginning to know your students. Check out my free interest survey that can be shared digitally via Google Classroom.
2. One-On-One Conversation
When working face-to-face with students, casual chat between us is the most effective way to determine a project topic. I go over their interest surveys with them, and/or their personal learning plan, ask them questions about their answers to those activities, and more. This almost always leads to a project topic that they can get excited about simply by allowing them to talk about themselves. But what about virtually?
I highly recommend making time to meet with students via Google Meet, Zoom, or some other video conference tool, to have this conversation. You can also provide feedback directly to their Google Slides personal learning plan and/or interest survey, as they are both shareable with Google Classroom.
3. Project "Circle"/Group Share
When we were in a classroom, my group had regular project circles, which is basically an opportunity for peer input. We would gather in a literal circle, go around and talk about projects that they are currently working on, what they may want to do next, lack of motivation and/or inspiration to start a new project, etc. The purpose of this is to get other students to add their input. It's a great big think tank rather than each student's only source of feedback coming from me. Virtually, though?
Zoom! I know Zoom is getting old. But if you're distance learning, make time for it. I suggest a project circle at least once per week, ideally more. You could also start a class forum or discussion on Google Classroom where they can offer their ideas in text format. One student might need credit in economics and is having a hard time settling on a project topic around those standards. Other students can chime in with their experiences or ideas.
Just because projects are student-led and they get to choose their topics, it is a reality that most students are required to meet specific standards/benchmarks or complete specific courses to graduate. This was the case at my school. So our students, in part, chose topics and designed their projects around standards that they need to meet. If a student needs to hit a benchmark in ecology, specifically as it relates to food webs, and they enjoy surfing, they may consider designing a project around the important role that sharks play as tertiary consumers.
Have students pull up a new Google Doc. They can add a table with two columns, one with standards that they need to meet, and the other with project topics that would help them meet those standards. The personal learning plan available in my store includes this type of organizing tool, which is also editable to fit specific needs.
This is my favorite way to inspire project topics. A "spark" is a word coined by my boss that is essentially a learning activity that gets students excited about a topic or question. Part of my job as an experiential educator at an experiential school was to plan and organize these sparks. Examples include field trips such as a visit to a museum, local park, a nearby factory, a farm, etc. The purpose is to get students asking questions that can become driving questions for a project-based learning experience. But there are many other ways to spark project topics than going on field trips, thankfully, since we are currently not in a position to be going on any.
So how can you provide sparks virtually or remotely?
There are many other options for sparks, you just have to keep your eyes and your ears open! My free project topic brainstorming activity mentioned above is all basically sparks compiled onto one document.
Let's summarize. What can you do to start self-directed project-based distance/remote learning today?
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Since schools have been closed I have been working with my young children while simultaneously working on high school experiential curriculum. My child is required to sit at his computer much of the day to work on his school assignments, so to break up the monotony, I have been adding experiential learning activities to the day. Everyday we do a hands-on, subject-integrated, activity that follows a theme for the week. I have been adding those experiences and schedules here to inspire other parents and teachers in the same situation. I have also been adding modification ideas, particularly for high school students. Click on April for Part 1.
All About Pollinators Experiential Learning Activity Schedule
This is an awesome time of year to study pollinators in my neck of the woods. It's spring in the northern United States. Some pollinators are in the middle of lengthy migrations or are just arriving. Spring flowers are blooming. On top of that, we're all feeling really cooped up by this point and are needing some hands-on learning activities to keep us going. My kids do, anyway, and so do I, frankly.
The great thing about this week's schedule is that every activity can be done from home or outdoors. Even in urban areas. Hopefully you can step into a courtyard or take stroll down the block. The only activity this week that helps to have access to some wildlife is the citizen science experience. I'll offer some modifications below. The others can be done indoors, although, I highly recommend trying to take them outside if that is an option. Good luck!
Monday: Pollinator Simulation
I chose honeybees as the pollinator for this experience with my own young children. They are three and six. I also planned the simulation. We started by observing the apple trees in our yard. They are just starting to flower so my kids were able to observe some of the reproductive parts of a plant such as the stamen and stigma. I made flower models for three separate apple trees, which is the situation on our block. My kids made bees out of cotton swabs and learned how bees cross-pollinate apple trees by carrying pollen from anther to stigma. I used the colorful sugar from Fun Dip as my pollen.
Modifications: Older students can turn this into a PBL experience by choosing a pollinator of interest, researching that pollinator, and creating their own interactive simulation on the mechanism of pollination by the pollinator that they choose to study. They could create a stop-motion animation, make a moving model, or even design and build a physical interactive simulation like I did for my own children. Check out my project-based learning tool kit to guide learners through this process.
Tuesday: Citizen Science
There are so many interesting citizen science projects out there that specifically focus on pollinators. Each citizen science project can be catered to work for a variety of ages and skill levels. My kids and I participated in Bumble Bee Watch. I wasn't sure if my kids would like it, thinking they may be do young to understand it. But my son loved the idea that his findings were sent to and used by real scientists. My daughter loved the process of finding bumble bees in nature and identifying them on the citizen science project page.
Check out iNaturalist for a variety of options. What citizen science project you do will depend on your geographical location, your access to natural areas, and time of year. For more citizen science project ideas head to my citizen science blog post.
Modifications: Consider having older students create their own citizen science projects on a pollinator of their choice. iNaturalist makes this possible. If this is not an option, consider turning citizen science into a project-based learning experience using the tool kit mentioned above. Another option is conduct experiments on pollinator behavior using my open inquiry tool kit.
Wednesday: Design a Pollinator Garden
My children and I have wanted to make a small butterfly garden on our boulevard. My son and I researched a variety of native plants that provide food and shelter for native butterflies. We spent a lot time on the University of Minnesota website perusing flowers. He chose plants that he liked and drew out a map/plan for flower placement in our blvd. He worked on research skills, reading, writing, science, and more. We ended up building this garden, but you do not have to for this to be a worth while experience. If you do not have access to a plot of land consider looking into urban gardening. Try pots and vertical gardens if you have acces to a porch or balcony.
Modifications: Turn this into a maker experience for older students. There are so many benefits to incorporating design thinking into high school curriculum. I am working on creating a maker PBL resource on this very idea and will post it here soon. In the meantime, have older students do the same project as my son. They can choose a pollinator to study, research plants that support the safety, survival, and reproduction of their chosen pollinator, and design a garden. Older students can/should consider plant placement, needed distance between plants, the amount of sunlight required, height potential for plants, and more. Check out my Pollinator Garden Design maker/pbl resource.
Thursday: Pollinator Shelter
This turned out to be a much more interesting activity than I anticipated. Last year, my son and I made a bat house. He enjoyed that so much that I thought he might also like to make one of these trendy bee "hotels" that I'm seeing all over Pinterest. As someone with a background in wildlife biology, however, I know the importance of building wildlife shelters that are safe for their residents.
After my son and I did a little research, we discovered that many of these bee hotels are not safe for bees. In fact, many of them kill bees if they are not made correctly and if they are not continuously maintained. We decided to modify a cheap, not very safe bee hotel that I got from a gardening center not long ago. We researched safe bee hotels and how to care for them. We modified the bee hotel that we already have and created a "how to take care of a bee house" guide sheet. We posted our bee hotel and care sheet on our blvd for passerby's to observe and learn from.
Modifcaitons: I have a maker PBL project on this exact experience that is geared toward high school students - Build a Wildlife Shelter. Another great option is doing community action projects. These projects are a cool mix between problem-based learning and service learning. In our research on bees we came across a pretty serious problem. Our final product, in a sense, was the result of a community action project. We identified a problem and worked toward solving the problem. Check out my community action project tool kit.
In the picture below my daughter is inserting paper straws into the tubes so that they can be removed and swapped out occassionally for cleaner straws. This reduces the chance of pathogens taking over the shelter, and causing potential harm to the bees. I've read that bamboo, which are the small tubes in this store bought bee house, are especially susceptible to problems.
Wind: Wind Pollinator STEM
This was a really fun one! I have my high school students do a cool STEM challenge on this topic to learn about adaptations. I attempted to have my own children to the same thing, but it turned into a more age appropriate activity, which was designing their own plants. My kids love to do anything that involves grabbing whatever crafting materials are around and making something out of it all. They made their own plants out of recyclables and crafting materials, each with a stamen and stigma to show the parts necessary for cross-pollination.
Modifications: My older students do the same thing, create plant models, that cross-pollinate using wind (anemophily). They design models, make a prototype, test their prototypes, make adjustments, etc. until they have a final product that effectively cross-pollinates using wind. Check out my resource - STEM Challenge: Wind Pollinator Adaptations. This resource is alined with NGSS and focuses on the concept of beneficial hertiable traits, in this case, as they pertain to plants that pollinate with wind.
Plant Science Experiential Learning Activity Schedule
Spring is such an awesome time to bring plants into any curriculum, and it is one of those topics that is experiential by nature. There are so many ways to get involved in learning when it comes to plants. Students could start and maintain a community garden, grow plants and sell them to raise funds for habitat protection, design a product that solves a gardening problem (design thinking projects), design and conduct experiments on any number of plant topics, develop a comprehensive plan to solve a local invasive plant species problem, and the list goes on.
Each of these experiences engages learners in the content, and helps them better understand and absorb the concepts because they are actively involved. These examples are all learning experiences that my high school students have undertaken, as have my own children, 3 and 5, with modifications. For the past few weeks we have been growing our own plants from seed, experimenting, baking, creating, writing, and more, all as they relate to plants. Check out the details of each activity below, try some out for yourself, and easily adapt them to a variety of ages and skill levels. Good luck!
Monday: Water Transport Demonstration
You've probably seen or tried the classic celery demo, where you place the celery in food-colored water, and observe as the celery leaves slowly take on the color of the water. The purpose of this activity is to demonstrate water transport from the stem to the leaves via xylem.
I tried this activity with my own children, but we used a variety of plants - celery, kale, a tree branch, asparagus, and a branch from a bush in our yard - which we then observed and recorded the similarities and differences between them. Try this with whatever plants you have on hand. Practice using senses to make observations. Pull out your magnifying glasses. Pair the experience by making a model of xylem and phloem using straws, toothpicks, toilet paper roles, etc. if you wish.
Modifications: This is a great opportunity for older students to conduct open-inquiry investigations. They can develop their own questions based on their observations, and design and conduct their own experiments. Click here for a self-directed scientific inquiry tool kit (printable and Google Classroom digital version included).
Tuesday: Green Sun Butter Cookies
Chlorophyll is an important plant feature. It's vital for photosynthesis. Chlorophyll (chlorogenic acid) uses light to convert water and carbon dioxide into oxygen and gluclose. My young children and I baked sun butter cookies, which are a beautiful golden brown color on the surface and green on the inside. What happened? Sunflower seeds contain chlorophyll, so when chlorogenic acid reacts with baking soda in the baking process, the green pigment of the chlorophyll emerges. For my own young children, this activity was mostly done in fun. But it is also a good way to introduce chlorophyll and it's function in a plant.
Click here for the recipe that we used.
Modifcations: Older students could take this a step further by experimenting with different ingredients. Chlorophyll isn't the only plant pigment. Others include carotenoids, anthocyanins, anthoxanthins, and betalins. Carrots, red beans, cauliflower, beets, sweet potatoes, and eggplants all have pigments in them.
Self-directed inquiry experiments are always a great option when it comes to science topics. Look for my tool kit link above. But there are many directions older students could take this concept, such as project-based learning. An example is developing unique recipes that result in fun science lessons for kids. The student could then compile those recipes onto a blog or webiste and share the link with parents and teachers. This ONE example of project-based learning. The options are endless when you have the right guiding materials for self-directed PBL. Check out my self-directed project-based learning tool kit here (printable and digital options).
Wednesday: Grow and Experiment
We sprouted dry pinto beans from the grocery store using a plastic bag and a wet paper towel (instructions). But we didnt' stop there. Once the seeds sprouted, we planted the seeds, and added a couple of experiments to the mix to hammer in plant parts and requirements for growth. One of our experiments was on different types of soil and their affect on plant growth rates. The other experiment was similar, but we changed the amount of water added to the plants vs. the types of soil. This was a good opportunity to talk about the nature of science and experimental design.
Modifications: Because my kids are so young, I setup and directed their experiments. My kids made predictions, observations, practiced taking measurments and graphing, and more. But older students could self-direct these experiences and elaborate significantly, focusing on skill and age appropriate content. For an environmental science class, for example, they might test the growth or success rates of plants using different types of fertilizers. They could then connect their results to a larger problem-based learning or community action project on water pollution.
My experiential water pollution bundle includes a scientific inquiry and problem-based learning activity on fertilizers, as well as a community action project. Each resource in this bundle can be purchased independently as well.
Thursday: Phototropism Maze
This is such a cool experience to observe directional growth of a plant toward light; otherwise known as phototropism. There are so many ways to see this phenomenon first hand, but one way is to create a maze in a box and block out all light except for one small opening at the top of the maze. Check out our pictures below. The point is to see if the plant will change direction and grow toward the light. You could do this using a cardboard box. My children and I used a cardboard doll house that we made a few weeks ago. We are still waiting for the results. I'll post on the results either when the plant reaches the roof or when it dies! Cross your fingers.
Modifications: High school students could easily turn this concept into self-directed inquiry experiments. Example investigations include how light intensity affects the rate of directional growth, the differences in phototropism rates of different plant species, the role that different parts of the plant play in phototropism, and so on. Check out my latest scientific open inquiry resource that guides students through self-directed experimentation ON the topic of phototropism.
Plants are such a integral part of the balance of nature. They are food for a variety of organisms, they provide essential natural services, and shelter. Plant communities provide habitat, which I wanted my children to see first hand. Not only that, I also wanted them to pay close attention to the dynamics and activities of nature taking place in a seemingly quiet and barren landscape. I took them to cattail marsh. We sat quietly and observed the habitat before us. We identified a variety organisms using this habitat for food, shelter, mating, and more. We then went home and made a moving model of the habitat that we visited.
Modifications: This exact experience could be done by older students. They can be given a lot more independence and autonomy, but the general idea is the same. Check out my project-based learning experience on habitats.
We currently find ourselves in a very unique situation. Never before have we been required as a society to operate entirely by computer. Of course being confined to the home is not ideal for any experiential educator, but we work with what we have. One silver-lining? The opportunity to work on 21st-century skills such as adapting and problem-solving.
As a reminder, experiential learning is doing; learning through experience. The activities are hands-on, personalized, relevant and applicable to real-life, and self-directed (click on "experiential learning" in the archives for more details). That is the key during quarantining; "student-directed". Many parents are trying to simultaneously hold down their jobs and home educate their children. What they need is for their children to be able to work independently with a little guidance here and there.
Project-based learning, inquiry, problem-based learning, and STEM all promote experiential thinking, and these are the resources I provide. I have been in the process of converting many of my resources to digital. I provide a printable and digital option for each resource. The digital option is the same as the printable, but it can be assigned, personalized (by students), and shared via Google Classroom. The resources listed below each include a digital option.
High School Experiential Learning Resources to Use with Google Apps
To fast track to all of my digital resource, click here. If you are looking for something in particular, peruse the listings below. Click on the title to get to the resources. I convert more resources to digital each day, so check back often. Scroll to the bottom for free resources.
The following tool kits provide all of the templates necessary for an unlimited number of self-directed learning experiences. Each includes printable and a Google Classroom version.
Project-Based Learning Tool Kit
Maker Project Tool Kit
Problem-Based Learning Tool Kit
Scientific Open Inquiry Tool Kit
Tool Kit Bundle
These PBL resources focus on a specific theme. The templates included help guide students through the project design process and project execution independently. For open-ended projects rather than those that already have a topic in place, check out the PBL tool kit mentioned above.
Plan a Trip Around the World
I am technically a life science and environmental science teacher, so a lot of my resources are about science. So, although a good chunk of my resources would be considered in the sciences, the following are the only two in the sciences that are currently available for use with Google Apps. I will continue to convert more over the next few weeks.
Inquiry Bingo: Earth Day
Climate Drivers Inquiry Activity
The first three freebies are great supplemental activities that go well with self-directed project-based learning, especially helpful for those that are new to the process. The last one, College Exploration, goes well with a couple of my other college and career readiness, particularly Career Exploration, which is also Google Apps compatible.
Project Topic Brainstorming Activity
Start a Project: PBL Cheat Sheet
College Exploration Activity
I hope you find some of these resources useful during this crazy time! As always, if you have any questions about experiential learning in ANY learning environment, including home/remote, reach out at experientiallearningdepot.com
Follow Experiential Learning Depot on Pinterest and Instagram for more on experiential education
Experiential Learning Activity Schedules for all Ages and Skill Levels
Welcome to distance learning, everyone! School closures across the globe have forced educators into converting their entire teaching portfolio to an online platform. Parents are trying to work from home and homeschool their kids at the same time; no easy feat.
We're all finding our way, and that's great, but sometimes it's nice to have a schedule or plan laid out for you. I have been an experiential high school educator for 12 years, and a home educator to two small children for 3 years. I have had a little of both worlds - home and school, young and old, traditional education and progressive. I have a lot of ideas in my tool belt, and want to share them with you all to attempt to make this transition run as smoothly as possible.
I will be doing at least one experiential learning activity with my children each day. They will stick to a theme for the week. I will post that schedule right here as a I go. This is simply to give you ideas and a lending hand as we continue to manage this school closure/home learning situation. All of these schedules can continue to be used in the home, in the classroom, and out in the world long after this pandemic is behind us.
Interest-Led Mad Science for All Ages
My son has been interested in science for a long time, and recently received a starter/kids chemistry set for his birthday. All he wants to do now is mix colors and random kitchen ingredients and make things "explode". So I decided to base this week's home experiential learning activities on interest-led science experiments and activities.
There are many elements of experiential learning that make it what it is, one of which is personalization. I sat with my children and asked them a couple of simple questions and made a list of their answers - "what do you like?" and "what do you wonder?" This weeks schedule of "mad science" was entirely inspired by my children's answers to these two simple questions. Doing this makes learning exciting, relevant, personal, and it promotes intrinsic motivation to learn.
My young children basically played. They understood the basic concepts behind each activity, but it was mostly just fun, exciting, and inspired a passion for science. High school students can go about this the same way but add student-directed learning experiences to go along with their interests such as designing and conducting their own experiments around the questions that they came up with, or complete student-directed projects about their interests related to "mad science". Check out my open-inquiry and project-based learning tool kits here.
The chemistry kit came with some science experiment ideas, and dancing noodles was one of them. You just add snippets of cooked spaghetti to a beaker. Add baking soda and vinegar. This is an interesting variation of your classic "volcano". My kids know at this point what happens when you combine baking soda with vinegar. So I asked them to make predictions about what might happen to the noodles if placed at the center of the reaction. My kindergartener could predict that the bubbles would cause movement.
We make hard candy every year around the winter holidays. It's always fun and is a great way to talk about evaporation. This is a fun one to do with my students, too, to see what happens if you don't give it enough time to evaporate or give it too much time. We also tried gummy candy this time. We use this hard candy recipe.
DIY Bouncy Balls
This was a fun way to make "toys", which was one of my children's interests, and to introduce polymers to older kids. I used this recipe.
Glow in the Dark "Potions"
This was a fun way to satisfy my kids interest in "potions" while providing a hands-on way to learn about density. I got ingredient ideas from this website, but didn't have my kids follow a recipe. They made observations and predictions and experimented with the various liquids placed in front of them.
My daughter wondered how dress became pink. So we looked into dye's and decided to concoct our own out of plant materials. We used avocado, beets, cabbage, onion skin and coffee grinds to dye white socks. We investigated the parts of the plants that make the color and researched how to keep the color once it's been washed.
Experiential Distance Learning Schedule: Climate Science
This week, my children and I focused on climate and how it works. I do a similar "schedule" with my high school students with added scientific open-inquiry experiments, maker projects, etc. The high school content is more difficult and the expectations are higher. Head to Experiential Learning Depot on TPT to peruse high school climate science resources. I'll be adding an inquiry resource on climate drivers this week. Stay-tuned for that. I'm working on creating an experiential learning course on the science of climate change, so check back often for new climate resources.
Update: It's here! My climate drivers inquiry-based learning activity for high school students. Printable and Google Classroom versions.
This was an interesting week to start this theme because in Minnesota we are going through a transition of seasons; winter to spring. It's still pretty chilly here right now, so some solar experiments required a little creativity, but we made it work. Check out our week and try it out with your own children or students!
Monday: DIY Weather Instruments
We made a radiometer, rain gauge, and weather vane. Watch this video for a detailed explanation. With my young kids, I used the radiometer to explain that the sun is a powerful source of energy. That's it. A weather vane is a great way to introduce the significance of wind when it comes to climate. A weather vane shows the direction that the wind is coming from, which can help make predictions about imminent weather conditions.
We made these weather instruments the first day of the week because we wanted to record the weather each day. At the end of the week we graphed our daily records and calculated average precipitation and air temperature. This started dialogue about the difference between weather and climate. The weather will be rainy and cool tomorrow (short-term) whereas the weather this week was typical of Minnesota climate in April (long-term).
Modifications: How climate works is a lot more complicated than what a radiometer or weather vane can tell you. I used these instruments to introduce the basic concepts of weather and climate to a 3 and 5-year-old. But high schoolers could grasp more advanced climate concepts such as how the coriolis effect, hadley cells, ferrel and polar cells, etc. influence atmospheric circulation. High school students can still make weather instruments, but should use it as an introduction or supplement to a more advanced activity on climate and the atmosphere. Check out my atmospheric circulation maker-stations on TPT.
Tuesday: Weather Vs. Climate Art Activity
Part of experiential learning is making it personal by identifying student interests and giving the experience personal meaning. My children both love to paint, so I had them use their love of art to demonstrate their understanding of the difference between weather and climate. They both painted a picture of each season and describe the difference between the weather tomorrow, for example, and Minnesota climate.
Modifications: Another important component of experiential learning is that it is self-directed, allowing students choice in process and outcome. I do a lot of self-directed project-based learning with my high school students, and they choose how to demonstrate learning. Allow your older students to CHOOSE how they will demonstrate their understanding of weather vs. climate. Check out my PBL task cards, a collection of end product options. These can be used for any learning experience, not just this one.
Wednesday: Energy Experiments
The Earth's surface is what heats the planet, so different surface materials heat the Earth in different ways - some absorb radiant energy and some reflect it. Albedo is the amount of energy that is reflected. I set up a lab for my kids to test albedo of different surfaces. The purpose was to see which surfaces reflect solar energy and which ones absorb it. My children chose the surface materials, made predictions, did the experiment, and discussed their results. My young kids could grasp that different materials have different temperatures. They also seemed to understand that the sun is responsible for the heat. There were a lot of valuable pieces to this experience other than the science. My kids practiced writing, addition and subtraction, reading a thermometer, problem-solving, writing, graphing, and more.
We then made our own solar ovens using Pringles jars (so many tutorials online), one wrapped in black paper, and the other in red. My son predicted that the marshmallow in the black container would cook faster because of the albedo experiment. My daughter said the red would cook faster "because the marshmallows will taste good". She's three ;)
Modifications: Solar energy is the foundation of climate science. It drives the whole system. The energy budget is a balance between the amount of incoming solar energy to Earth and outgoing energy out into space. If that budget is off, climate shifts. Older students can 1) ask their own questions and design their own experiments in relation to the energy budget, and 2) understand the implications that surface materials have on climate in real-life. Pavement, for example, would absorb more solar energy than would a marsh. How we manipulate the Earth's surface will impact the global climate.
Check out my energy budget unit bundle, which includes an open-inquiry experiment.
Thursday: Ocean Circulation Demo
This was by far my children's' favorite activity this week because they love anything that involves water. A LEGO water park was the byproduct of my thermohaline circulation demo. The ocean plays a large role in the global climate. Salinity and water temperature influence ocean circulation because salty, cold water is denser than fresh, warm water. This demo shows how the density differences put water into motion. This circulating water moves heat around the globe, moderating coastal temperatures. My kids understood that the blue water had salt in it. They also understood that it sank because it was "heavier" than the water that did not have salt in it. They loved to watch the demonstration and it inspired a lot of questions, which is always my end goal!
Modifications: My own children did not understand the bigger picture or how this concept applies to the ocean and climate, and I wouldn't expect them to. They are 3 and 5. But I would expect that high schoolers could grasp these concepts. Have students watch this demo play out in full and then move on to my ocean and climate inquiry stations resource.
Friday: Data Analysis
We did several activities this week that required recording data and figuring out what it all means. We analyzed our weather data that we recorded each day, putting the numbers into graphs and learning how to read them. We also put the results of our albedo and solar oven experiments into graphs. I set the graphs up for them, and had my kindergartener put his numbers into it, with my guidance. They were both able to read the graphs to a certain degree to draw conclusions. For example, they could see from the graph that we had the most precipitation on Monday, or that the dark surface materials were the warmest.
Modifications: As I said above, your students could do climate experiments as well, but should make their own observations, ask their own questions, and design their own experiments. For unlimited self-directed experimentation, check out my scientific inquiry tool kit (includes a printable and Google Classroom Distance Learning Option). Your older students should also design their own method of collecting data and create their own graphs entirely.
Weekly Experiential Learning Schedule: Plan a Trip
I have been a high school project-based educator for 12 years. Trip planning projects (hypothetical) are always a favorite. It is a student-directed, interest-based, multi-disciplinary learning experience, that applies to real-life and offers opportunities to gain important life skills, such as budgeting. I have several free high school trip planning activities in my TpT store and a "Plan a Trip Around the World" student-directed PBL resource in my store for purchase (printable and Google Classroom option).
My family and I were supposed to head to the Great Smoky Mountains, Asheville, Savannah, and Charleston in June. We have to postpone it due to coronavirus, but fully intend on visiting at some point. So I decided that this week's experiential learning theme would be "planning" that trip. We ended up focusing most of our attention on Charleston. If you have young kids, help them choose a destination and do the activities highlighted here. If you have older children, give them the self-directed learning resources and let them go for it. Check out what we did!
Monday: Travel Distance and Cost
The original plan for this trip to the southeast was to fly into Nashville and fly out of Charleston. Turns out that it is a lot of extra driving to fly into Nashville, and my kids struggle with driving. So, their task was to weigh the costs and benefits of different travel scenarios; to choose a fly-in and fly-out scenario that's cost-effective BUT requires the LEAST amount of total driving time. For this activity to be successful for such young kids, I had to have the scenarios ready. Before we started the activity I figured out the total number of hours on the road per scenario as well estimated flight costs. My children, then, determined which was the best case scenario by comparing prices and driving hours. This was a good way for my kindergartener to practice <=>, adding and subtracting, and decision-making.
Modifications: High school students can do the same activity. A high schooler, however, would research their own flight costs, determine possible routes on their own, and consider other variables. For example, if their goal is budget travel, they may suggest not flying at all, and take a road trip instead (in order to save money on flight and on site transportation costs). Then they would look at the cost of gas to see if that route is cost-effective and time efficient. The resources in my store (free and paid) guide this experience.
Tuesday: Lodging and Graphing
This was my children's favorite part of this week. Even though we will be traveling to the Smokies, Asheville, Charleston and Savannah, I decided that we would focus on one destination, Charleston, because my children are 5 and 3. Be realistic! I asked each of them to tell me ONE hotel feature that mattered to them. My son said "pool", my daughter said "hot pool", and I said "cost", "good reviews", and "good location". I hand-sketched a graph (see photo), hopped on Tripadvisor with the kids to scope out hotels, and the kids colored in the graph.
This activity was a great way for my kids to practice organization, decision-making, math skills, and reading graphs. I helped them understand the benefit of organizing information onto a graph. My daughter was so excited by this activity that she presented it to her dad at the end of the day. She is 3 years old.
Modifications: High schoolers, again, could do the same activity, but include more "must-haves". High schoolers can, and should, consider things like whether there is free breakfast, proximity to learning activities, if hotel parking is free, room availability, expense during travel season vs. the off season, how many travelers there will be and how many rooms will be required. Students could also compare lodging options such as Airbnb/VRBO, camping, hostels, motels/hotels, etc.
Wednesday: Plan Itinerary
My kids loved this. We referenced a variety of resources from friends that have visited or lived in Charleston, to Tripadvisor, to travel blogs, and travel guides. They researched what to do in Charleston (looked at pictures and listened to me read background info about each activity) , chose their favorites, and put together an itinerary by drawing photos and writing descriptions of each thing they wanted to do while in Charleston.
Modifications: My young children chose a few places to visit in order to learn a little history and practice drawing and writing. This isn't a real plan. High school students should approach this activity as if they will actually be taking this trip. They should have a solid itinerary scheduled out. They will have to look at activity costs, location, transportation options, etc.
Thursday: History and Culture
This activity isn't technically part of trip planning. It's just to understand the history and culture of the destination. I read "Oh, Charleston!" to my kids to teach them about the history of ragtime music and the Charleston song and dance. My kids learned how to to the dance. Sort of. My daughter likes to cook, so we made an authentic Charleson meal, which included Lady Baltimore cake (named after a book, not the city of its origin), barbecue (which, btw, is not an outdoor meal on the grill, northerners), and cornbread.
Note: The cooking part of this week's activities extended into the weekend. We were not able to put together a full meal in an afternoon.
Modifications: My high school students have done a similar thing. I work at a school that has a travel program, so sometimes these trips actually happen. We always study the history and culture of the place before we go on any school trip. Because it's project-based learning with my students, they are required to produce an innovative final product to demonstrate learning and share their new skills and knowledge with a public and relevant audience. So they might make a meal with authentic dishes from their destination and then format those recipes into a cookbook, host a dinner party, or produce video tutorials to add to Youtube. So many options!
Friday: Demonstrate Learning
At this point I had my kids compile everything they learned from the week into a "trip planner". I I put together a blank book with blank construction. They compiled their plans into the book, glued in photos, wrote captions, etc.
Modifications: There are so many interesting ways for kids to demonstrate learning that go beyond poster boards. My students create trip proposals and present their idea to the school board for approval. Hypothetical trip plans have been compiled into brochures, blog posts, websites, and more. Check my post on final product ideas: 100 End Product Ideas to Demonstrate Learning.
Experiential Learning Activity Schedule: Simple Machines
We focused on simple machines our first week. We did this because my oldest child loves building, particularly with LEGOS. This week of activities on engineering included math, science, reading, writing, technology, art, and more. Look below for details and photos of our experiences.
Tuesday: Maker Project
Maker projects start by identifying everyday problems, frustrations, or obstacles and designing a solution to that problem. My children wanted LEGO cleanup to be faster, so we each designed our own product that would solve that problem. Kids their age require a significant degree of structure and guidance. This kind of project promotes problem-solving, critical thinking, collaboration, creativity, and more.
Modifications: This exact project could be done by high school students, they just require less hand-holding. They identify problems, design solutions, build their products, test their products, make changes, try again, and so on until they have a functional solution to their defined problem. I have a Maker Project Tool Kit geared toward high school students in my TPT store, and recently added a digital version to be used with Google Apps.
Wednesday: LEGO Math
I love this one. It has little to do with machines, but but children's love for LEGOS and building is really what inspired this week's theme. I set out a white board and had my children do numbers-related activities using LEGOS. My daughter did some color matching and categorizing by size, shape, etc. My kindergartener did adding, subtracting, less than/more than, etc.
Modifications: Older students could do fractions, algebra, angles, etc.
Thursday: Stop-Motion Animation Using Simple Machines
I love this one because it combines so many concepts and skills in one activity. The idea is to make a moving stop-motion set using LEGOS and simple machines. My child created a storyboard, wrote the story, drew the illustrations, created the set using his LEGO pieces, and created a stop-motion animation. I was by his side to answer and ask questions throughout the process.
Modifications: My child's final product was what you would expect of a five-year-old and where they are at developmentally. I could easily assign the same project to a high school student, but the expectations would obviously be different. I would expect narration and sound in their final product. I would ask that their stories be more elaborate with all of the essential parts of a story, plot twists, character development, etc. They can also be given more independence than a 5-year-old. As for younger students, my toddler enjoyed observing and assisting.
Friday: Marshmallow STEM Challenge
The challenge was to get a marshmallow from the floor into a bucket using only simple machines to get it there. STEM challenges encourage mistakes, which helps kids build so many skills. You can see in the video that it didn't work the first time...or the second, third, or fourth time. When their efforts aren't successful, I ask them what they believe to be the problem and how they might fix it. They'd try something new or make an adjustment, and try it again. We went on like this until they accomplished their goal; getting the marshmallow into the bucket using simple machines.
Modifications: My toddler loved this activity. She isn't old enough to truly wrap her mind around simple machines, but her tagging along, and even observing, allowed her to work on gross motor-skills, problem-solving, teamwork, and more. Older kids could do the exact same challenge, but work more independently. You could add to the challenge by asking that they combine at least three simple machines, and make the goal more challenging, such as getting the marshmallow from the floor to the table or up a staircase.
I have a STEM challenge rubric in my store that is included in a self-directed learning rubric bundle for high school students. Check that out for unlimited STEM Challenge assessments.
Outdoor Experiential Learning Activity Schedule
Monday: Animal Inquiry and Mini-Photography Project
My kids learned about types of animals such as amphibians, mammals, birds, etc. by doing an inquiry project. They learned the basics from National Geographic Kids. Then I set them up with photos of different types of animals. Their challenge was to place each photo under the animal category that they believe fits the animal's description. Inquiry requires questions, questions, and more questions - from the students AND the instructor. You don't tell students the answer. You ask them questions that lead them toward making their own discoveries. For example, my child placed dolphins under the "fish" category for obvious reasons. Rather than tell him that a dolphin is a mammal, I asked him why he believes it's a fish, I asked him what might be different about the dolphin than a clown fish, and so on. He was able to identify that the dolphin didn't have gills, that they don't lay eggs, etc.
The second part of this activity was to head outside and take photos of the different animals types in their natural habitats and create a gallery.
Modifications: I do the same activity with my high school students, but rather than categorize animal types, they group organisms photos by relationships. They create cladograms with the photos provided. As for the photography project, I have a high school version of this, where students do a photography scavenger hunt outdoors of higher level ecology concepts such as sexual dimorphism, symbiotic relationships, k-species, etc. Check out this FREE resource.
My son's teacher asked parents specifically to focus on storytelling. This is a great way to work on reading comprehension and writing while allowing kids to get creative and learn in an interesting and fun way. All I did was have my children piggyback off the inquiry activity from the day before. They each wrote a storyboard/comic that included at least one character from each animal type. My 5-yr-old did the illustrations and the writing, and my 3-year-old helped him write the plotline.
Modifications: Older students could do the exact same project, but their expectations would be modified. You could ask that they write a poetry book, a children's book, a magazine, etc. The options are limitless. They could make physical books, but I really like FlipSnack because they can share their final product link with friends and family and/or an authentic audience. They could also create animations using a variety of free online programs.
Wednesday: Numbers in Nature
There are a lot of really cool ways to incorporate numbers in nature. We did a few activities that were age and skill level appropriate, one of which was to head outside for a nature walk and fill a bucket with nature items such as pine cones, leaves, etc. Then my kids counted the points on the leaves, measured the length of sticks, identified different geometrical shapes, etc.
I also had my children read a book called "Lifetime" by Lola M. Schaefer. I had my five-year-old create his own version by numbering pages 1-10 and drawing that number of ONE animal type on each page. For example, page 2 had two dolphin drawings, page 3 had three spider drawings, etc.
Modifications: I used to do a similar numbers in nature scavenger hunt activity with my older students, but they were out to test the validity of Fibonacci's numbers. The claim is that Fibonacci's numbers (0,1,1,2,3,5,8,13....etc.) are found in nature, so they would count the number of petals on flowers, points on leaves, rings on tree stumps, etc. Another option is measure the angles of nature items.
Thursday: Citizen Science
I'm a huge fan of citizen science. It's an awesome way to learn science concepts while giving learners a sense of accomplishment and importance. Citizen science projects use data that citizens collect and report, such as loon sightings. We went for a walk around a local lake and tried to spot loons through sight and sound. We were able to spot one. We can then head to the Common Loon Citizen Science Project to report our location. We also created a backyard bird life list, filled our bird feeders, and count birds as we see them.
Modifications: Some great citizen science projects can be found on iNaturalist, for all ages. That is my favorite citizen science site. Older students can add their own inquiry science experiments to their citizen science projects. Click here for an open-inquiry science tool kit. Older students can also create their own citizen science projects through several sites. iNaturalist is one of those. You can also head to my archives, click on "outdoor learning" and head to my post of favorite citizen science projects.
Friday: Make Your Own Compass and Get Lost!
We made our own compass by cutting a small disc from a wine cork, drawing N/S/E/W on the the cork, rubbing a sewing needle against a magnet, sliding the needle through cork parallel with N/S, dropping the contraption in a bowl of water, and letting it guide us! I literally walked 8-10 blocks directly south and my children followed their homemade compass north to get home. I kept it simple to start.
Modifications: Older students could really get creative with this. They could create a backyard or local park scavenger hunt for younger siblings. They would hide "treasures" around the yard or park, create a treasure map of the area, and have younger students use the compass to find the hidden treasures.
In the wake of the coronavirus pandemic, educators and parents are scrambling to find distance learning resources that are easy-to-implement, free, and are more or less student-directed, especially when it comes to teens. Of course there are the obvious online tools such as Khan Academy, but that can get a bit dull really quickly. If you want to mix things up, check out my collection of go-to websites for secondary students.
My background is in 9-12 life science, particularly ecology, wildlife, and conservation. I will start by adding my favorite teen life-science websites. Many of these organizations have really stepped up and are offering free memberships as long as schools are closed.
I will continue to add more online learning resources daily or as they come up. If you know of distance learning websites for middle and high school students that you'd like to share, please do so in the comments. I'd love to get a lengthy catalog going. Note: This is not a place to sell or promote your products. If you comment with a personal product it will be deleted. FREE online learning websites for teens only. Thank you!
Distance Learning: Free Educational Websites for Teens
Distance Learning: Free Life Science Websites for Teens
1) Smithsonian Learning Lab: An incredible collection of distance learning lessons and resources. https://learninglab.si.edu/distancelearning and https://www.si.edu/learn-explore
2) Cincinnati Zoo: Home Safari Facebook Live animal show and activity https://www.facebook.com/events/2996522950406952/
3) San Diego Zoo: Virtual tours and live webcams
4) Dallas Zoo: Behind the scenes and educational videos
Look for #bringthezootoyou on Instagram and Twitter
5) Shedd Aquarium: behind the scenes videos of animal care
Follow @shedd_aquarium on social media.
6) Oregon Zoo: Behind the scenes videos on social media
7) Monterey Bay Aquarium: Live webcams
8)Explore Live Webcams: webcams on animals in the wild
9)Science Mom: She posts new lessons and science demonstrations daily since schools have closed.
10) The Kid Should See This: Love this website. There are thousands of videos on a variety of topics, but the link below is specific to science.
11) National Geographic Education: 9/12 remote learning resources
13) BrainPOP: Great resources with ways to demonstrate learning like coding and making movies. Free membership during school closures.
14) Coursera partnership with American Museum of Natural History: From my understanding kids and/or educators can take up to three free classes. This link will bring you to science options.
15) Citizen Science Projects: If your students are still able to go for walks outside, citizen science projects could be a good option. There are many that could be simply be done in a backyard or courtyard. Students can also design and start their own citizen science projects on some of the websites listed below. Here are some of my favorite project catalogs:
***Checkout this post that I did a while back with more citizen science options.
16) Mel Science: She has an Instagram handle, @melscience, where you can find videos of chemistry experiments. The link I've provided below goes to her library of chemistry experiments, many of which can be done at home.
Mel Science chemistry experiment video library
Mel Science is also offering free online science classes for kids of all ages as long as schools are closed. https://melscience.com/US-en/academy/
Free Distance Learning Websites for Teens
Stages Theater Company Free Virtual Theater Activities: Specific lessons for 9-12
Skills Share! Loaded with art and design tutorials by professionals
Creative Bug: Online art and craft classes. It’s free for now.
Kutovakika Lessons: Free photography tutorials
Google Arts and Culture
Carson Ellis Quarantine Art Club: This is pretty neat with a bunch of daily art prompts posted on the blog. You can also check out the Instagram handle for videos and sharing potential @carsonellis
The Metropolitan Opera: Nightly live stream performances for as long as coronavirus closure.
Stimola Lab: Kid and young adult authors live stream about their books.
Yoga with Adrienne: Some teen-specific sessions.
Do Yoga with Me: Hundreds of free meditation, yoga, and pilates classes.
@afrocontigbo on Instagram: She streams live dance sessions
@thevibe_dancefitness: streaming on Instagram
Scholastic Learn at Home: Lots of great free resources, lessons, magazine articles, etc. https://classroommagazines.scholastic.com/support/learnathome/grades-6-12.html
Wonderopolis: Cool inquiry site. Questions asked and answered by kids.
New York Times: The Times is offering free access to high schools during this time.
Open Culture keeps a massive database of free online courses provided by University instructors from “Film” to “Intro to Bio” to “Design”. The options are endless. This would be great for kids that would otherwise qualify for PSEO.
To provide innovative educational resources for educators, parents, and students, that go beyond lecture and worksheets.
Sara Segar, experiential life-science educator and advisor, curriculum writer, and mother of two.