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Hello all! I am interested in developing MakerSpaces for the K-3 buildings in my district. I've obtained bins of all sizes, and have a parent donation letter ready to go. Do any of you have tips, articles, or other information that might be helpful in getting started? Thanks!
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Hi Laura,
We have created Maker Spaces in our classrooms and library. A few months back we were asked to write a guest blog on Maker Spaces for Angela Watson's Cornerstone site . In our guest blog we shared lots of ideas and resources for setting up a Maker Space.
http://thecornerstoneforteachers.com/2015/09/makerspaces.html
We post ideas on a regular basis on Maker Spaces on our Instagram, Pinterest and Facebook pages as well.
Hope this helps.
Wendy
GetCaughtEngineering.com
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Thanks so much Wendy! Exactly what I was looking for!
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Hi-
I have a makerspace Pinterest board that might have some ideas from you, https://www.pinterest.com/shareitscience/makerspace/ particularly if you scroll down towards the bottom- more "starting a makerspace" type pins, including these that might be helpful:
5 Tips for Starting a Makerspace on a Budget: http://renovatedlearning.com/2014/11/26/5-tips-for-starting-a-makerspace-on-a-budget/
Maker Bookshelf (book suggestions for makerspaces): http://www.teenlibrariantoolbox.com/2015/06/maker-bookshelf-the-next-step-in-our-maker-journey-at-the-public-library-of-mount-vernon-and-knox-county/
Kids love to build with recyclables- they will be a good, free supply to begin collecting!
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I'm wondering about the "maker space" Is anyone integrating "Making" into science instruction? This is of real interest to me. I feel we need to provide students with the opportunity to be creative within the classroom curriculum. I would love to hear others thoughts.
kathy
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I think integration makes a ton of sense. I have had students build, engineer and make items used in elementary science classes. Giving them time to build always takes extra class time, and I was fortunate in the school I taught at to have some flexibility there.
Some examples:
Given a variety of supplies, design a windmill or turbine (weather unit)
Design a marble run with recyclables (forces and motion unit)
Design a Rube Goldberg machine to accomplish a specific task (simple machine unit)
etc.
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In our school we have a maker space, but only 5th graders were allowed to
use it, and it was unrelated in a direct way to science.
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What was a typical class schedule like during a building time? How often
dod students get a building time?
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Look for the asterisks (*) in the NGSS. These are all the required engineering designs. I have co-opted the entire Maker Movement into our curriculum, but making the designs very open ended and without one specific answer. It all comes down to iteration. Even after students complete a build, they always have to say how they would improve upon it even if they don't get a chance to do it.
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Look for the asterisks (*) in the NGSS. These are all the required engineering designs. I have co-opted the entire Maker Movement into our curriculum, but making the designs very open ended and without one specific answer. It all comes down to iteration. Even after students complete a build, they always have to say how they would improve upon it even if they don't get a chance to do it.
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Sarah,
I am so glad to hear it. I really believe in the integration piece. Are you implementing the Next Generation Science Standards? We are here in Vermont. In my transfer of energy unit I ask students to build a house and provide evidence that energy can be transferred from place to place by sound, heat, light and electrical currents. This performance assessment along with the students written explanation really demonstrates whether a student is proficient in the standard or not. Or maybe the student meets part of the standard but we need to go back and do some more work around heat for example.
Kathy
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I was not aligning to the NGSS at the time (I'm no longer in that teaching position) it was an independent school and I had designed my curriculum with the Framework for K-12 Science Education in mind, which was a precursor to NGSS. I think integration is important and makes a lot of sense. It brings a real-world context to concepts, just as the house activity you describe does.
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Thanks so much Sarah. I have a unique position in my district, and I'm in the process of trying to set up MakerSpaces in 4 different schools and encourage teachers to bring their students. I'm taking baby steps right now but I'd rather dive in! :) The resources you shared are really helpful!
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I am also starting a Maker Space in the classroom and love this thread. Although new to this, I would recommend looking into Sparkfun.com and also looking into the circuit making ideas that use LED lights. That was a huge presence at this year's STEM conference in Denver. Copper tape, batteries, and LED lights are something that advanced 2nd and 3rd graders might enjoy!
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All,
Thanks for the great resources. We have lunched a very simple makerspace; utilizing recycled and donated materials. Focusing on connecting to NGSS this year. Appreciate your suggestions.
Debbie
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I'm doing some research on how maker kits can be used as a bridge between 5E Instructional Model and NGSS. Is anyone else out there looking at integration in this way?
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We currently rotate our 3rd-5th graders through our makerspace. We currently have items for students to use to create, Osmos, circuits, Legos, and many other activities.
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