Past projects 14
Creating Virtual Reality & Experiencing Augmented Reality Worlds
Funded Nov 19, 2018There are so many great new applications of technology that serve to expand the skills and the imagination of our students. Augmented reality allows students to view and experience hard to teach, abstract concepts in a tangible way. We have used the self-sticks to peer inside the digestive system as part of our food literacy program. We also peered inside a volcano to understand how natural events are part of our ever-changing Earth systems. Finally, we looked at dinosaurs to understand the links to our flying friends that are direct descendants of these terrible lizards.
Our use of the 360-degree camera is an on-going garden project. We are collecting images of our school garden to document the great renovations we have planned for the space. Each time we accomplish a large task, like moving the heavy stones from our permanent raised bed to create a tree well, we document the changes with the camera. We are creating a sort of documentary with the pictures which are uploaded to poly.google. We can then create a Google Tour that is viewable in Google Expeditions. This way we can share the story with the school community and beyond!
Our school is in a low-income neighborhood, and many students do not have access to technology at home. The technology used for this project not only increases access to digital tools but also allows students to use them in innovative ways especially at the elementary level. The technology provided by this grant really sparked my students' imagination and they have so many great ideas for future projects.
Thank you for your support!”
With gratitude,
Ms. Salchli
This classroom project was brought to life by Verizon and 5 other donors.A Bug's Life
Funded Jan 20, 2016The resources you provided for my bug project were able to be used across all grade levels I teach from Kindergarten to 5th grade. Many grade levels begin their investigations of animals by observing the structures of the animals, watching how they move and learning about their habitats. Upper grades start off with these observations and delve deeper into the individual adaptations of these animals that make them well suited to survive and thrive.
It is really interesting to watch students react to live insects, because it varies over the grade levels. Kindergarteners are almost always fearless and the first thing they wish to do is pick up the Bess beetles, roly polies, millipedes and beetles. They squeal with delight and their short attention spans seem to disappear. Nature is really a great attention getter. Older grade students are more hesitant. If one student yells out "eww" I need to refocus the group and try to find out what the "eww" is about. More often then not, this feeling disappears as they observe the creatures more closely and start generating questions. I love the moment when the "eww" turns into resounding WOWS, which is what usually happens. A fascination and appreciation for the smallest creatures we find in NYC is the way to grow naturalists and conservationist. We need to ignite this fascination early.
Although my stars of the invertebrate museum do not last long-the Bess Beetles are my favorites--some will go through their life cycle stages and reproduce. The grain beetle, roly polies and sow bugs will have a happy home with me over the summer to return to the lab next year. The hermit crabs have a life span of about 1 1/2 years, so they will have a summer home as well. They will continue to have a good home and to inspire my students through the next school year.”
With gratitude,
Ms. Salchli
Please Bug Us!
Funded Nov 16, 2010I am writing to send my heartfelt thanks for your support of my "Please Bug Us!" Project.
With your help I was able to purchase materials for an invertebrate museum in the science lab of my elementary school. The area is clearly designated in the classroom, and as you may imagine, students are constantly checking out the movements of the many critters.
Thus far, I have used the materials in Grade 1 to bolster the Animal Diversity unit. Students were able to observe and touch the pill bugs, roly polies, Bess beetles, millipedes, grain beetles and mealworms. However, the students are mostly enchanted by the hermit crabs and their ability to hide inside their "apartment" shell that they rent for free. The first graders constantly ask me if hermit crabs have moved to a new "apartment" when they enter the lab. They really would love to see the soft spot on the hermit crab belly.
In the 4th grade, I was able to greatly enhance the unit on Animals and Plants in Their Environment. We used the ants to elucidate the concept of life span, since the ants in captivity last for just a brief time without a queen. We were able to witness the 4 stages of the grain beetle life cycle, build a habitat with all necessary requirements for the pill bugs, and watch the termites instinctually follow the scent trail left by a ball point pen. The life in a rotting log kit continues to assist in bringing meaning to the word decomposer, as we have few trees in our very urban area, and fallen trees are removed immediately. For fun, we tested the strength of the mighty Bess beetles by having "chariot races". The Bess beetles were humanely put to test to pull a Petri dish full of paperclips. So far the strongest Bess Beetle carried 8 large paperclips—not too shabby!!
In addition, I will be able to use the materials in instruction for both 3rd graders and 5th graders at the end of the year. The 3rd graders study Plant and Animal Adaptations, and the 5th Grade unit Exploring Ecosystems will both make good use of the invertebrates. Needless to say, these two grade levels greatly anticipate the end of the year. They can't wait to make closer observations.
The living materials not only serve to enhance my teaching of the state standards and curriculum, but they are also extremely motivational. In fact, I have inadvertently assembled a core group of students who come to me during their lunch to assist in caring for the animals and maintaining their habitats. These students actually seek out the chance to clean up, and their assistance has made these tasks much more manageable for me. Further, one student has emerged as a true scientist. His sense of wonder, his curiosity, and the time spent making observations and researching far surpassed anything I expected of my students. In fact, I don't even have his class for science, yet he visits the animals daily and I can count on him to check in if I am out sick. I cherish the thought that this invertebrate museum will push him one step further into the field of science, where we so desperately need young, inquisitive minds. Many thanks for your support of my students and their sense of wonder.”
With gratitude,
Ms. Salchli
This classroom project was brought to life by Disney's Planet Challenge and 5 other donors.Bringing the Brazilian Rainforest to New York
Funded Nov 28, 2008This is the time of year to give thanks for all of the good in our lives-our family and friends, our health and good fortune. I was super excited to sit at my computer today, the day after Thanksgiving, and find that my request for a terrarium had been fulfilled. Teaching science sparks interest and holds the attention of students, especially students who may not otherwise excel in reading and writing. The ability to use and closely observe real, living things affords students with experience, which is how learning in science occurs. A teacher drawing, a colored photo and a video can't compare to holding a real plant in your hand. Also, the school is in an urban area, so there are few experiences to be had with nature in this neighborhood.
Many thanks for your support, and I know the students will be able to put the terrarium to good use for many years”
With gratitude,
Ms. Salchli
This classroom project was brought to life by Wells Fargo and 3 other donors.