Guest Post: Libraries Connecting to Nature

For the first time, Never Shushed is featuring a guest post! Please welcome Gay Mohrbacher from WGBH, the creators of valuable digital content that supports literacy and learning for children and their families.

Libraries are active participants in the ongoing movement to get families outside and connected with nature. Many house regional natural history collections; others host kids nature clubs, offer community garden registries, loan outdoor equipment, or develop collections on sustainability themes. They also offer families programming and information about resources for outdoor learning.

A free resource that librarians and families can both use to actively explore nature comes from the PBS KIDS multimedia project, Plum Landing. The website, designed for children ages 6 to 9, stars a plum-shaped alien and her human friends who teach kids about the biodiversity of different ecosystems through games and short animated and live-action videos, but also gets them outside to investigate and experience, and then publicly share documentation from their local surroundings. 

For librarians, there are educational resources for settings like afterschool or week-long vacation programs. The free curriculum provides collections of hands-on science activities paired with media—animations, videos, games, photo apps, and more—arranged in thematic sequence and aligned to the Next Generation Science Standards.  

In an activity called Seed Spot! children learn how plants spread seeds to give their offspring the space and resources to grow. To start, kids can watch a 2.5-minute animated video about wearing fuzzy socks outdoors to collect seeds on the ground—then they head outdoors on a scavenger hunt for different kinds of plants and seeds. There are extension ideas and an online game called Seed Racer to continue the learning about how seeds are dispersed.

Librarians can:

  • Choose from a collection of children’s activities designed to support outdoor exploration. Activities range from 10 to 40 minutes long, are low cost/low prep, and can be led by any informal educator, no matter their educational background. There are short animated videos to introduce the activity, or you can skip the video and dive right in. 
  • Use the Educator Tip videos to learn tried-and-true best practices in leading outdoor science exploration. The videos are hosted by Jessie Scott, a longtime outdoor educator with the U.S. Forest Service.
  • Print out and offer any of the self-guided activities for families to do themselves—these are available in English and Spanish. For example, you could encourage families to try the Build a Watershed activity in which kids and parents build a very simple model of a landscape to see how water droplets flow and how the shape of the land helps collect water.
  • Introduce the free Outdoor Family Fun with Plum App, (available for iOS, Android, and Amazon devices), which helps families build a habit of nature exploration. Whenever they open the app, families receive new “missions” asking them to find, count, photograph, and talk about things like birds, clouds, bugs, or shadows. Each mission includes a call to action, a tool for the mission (like a counter), and tips. To encourage parents to use the app on a repeated basis, new missions and achievements unlock as families progress. In all, there are 150+ unique missions to explore the local environment.

Kids who spend time exploring outdoors feel more connected to plants and animals and come to better understand the need to take care of the planet. Research shows that regularly doing outdoor activities boosts mental and physical health. Plum Landing’s kid-tested activities make it fun and easy to explore outdoors—with very little prep and no expensive materials. Visit Plum Landing online to begin your explorations: pbskids.org/plumlanding

About the author:

Gay Mohrbacher coordinates educational outreach for the children’s environmental science initiative, PLUM LANDING, produced by WGBH, Boston’s PBS station. WGBH is recognized as a national leader in producing media-based resources to support learning and teaching. A top priority is serving under-resourced children and working with national partners and local communities to overcome barriers to educational success. 

CT and Early Literacy Activities: Making Music

Activity: Making Music with Makey Makeys

Ages: 4+

Materials/Equipment: Laptop computer (1/station), Makes Makey (1/station), 4 pieces of Play-doh, different colors (1 set/station), internet access for digital piano

CT Skill: Decomposition is the CT skill that involves breaking larger actions into smaller, easily completed steps. We do this when we sing and clap words to break then down into syllables.

In a music storytime, among other books, I shared I Got the Rhythm by Connie Schofield-Morrison and Frank Morrison which follows a young girl and her mother on a walk around their community. On the mini-adventure, the girl creates individual moves that become a dance accompanied by the music created by neighbors.

Afterwards, families visited stations that included: music-making with Makey Makeys, building rubberband kazoos or egg shakers, instrument exploration and mixing music with the app Loopimal on one of the library’s mounted iPads.

At the Makey Makey station, the computer was connected to the pieces of Play-doh with several wires, each going to a different clump of clay, via the Makey Makey. Young musicians touched a clump of Play-doh with one hand and held the “ground” with the other, creating an electrical circuit, and then a corresponding note was played on the digital piano. Once they figured out which Play-doh piece made which sound they created songs to their liking. (The Makey Makey tricks the computer into thinking the Play-doh clumps are keys and creates an electrical circuit. So if the Play-doh, which is conductive, is pressed or tapped, something happens on the screen. In this case a key on the digital piano is played.)

Both the book and making music with a Makey Makey exemplify breaking down (decomposing) music and dance into its components, but they also demonstrate how to build something back up, songs or dances, using other CT skills like pattern recognition and algorithm design.

Want to learn more about CT for you children? Paula Langsam and I will be talking more about the CT and early literacy connection at ALA Midwinter in Seattle.

#CSed Week 2018 is here!

Computer Science Education Week is December 3-8!

For the past several years I have been offering a special coding program (as part of the worldwide Hour of Code event) or another learning experience that supports Computational Thinking (CT). Why libraries? Kids and teens need CT skills, along with traditional literacy skills, to be able to effectively communicate and express themselves in the Digital Age.

Want to know more about the connection between CT and early literacy? Join Paula Langsam (DC Public Libraries) and I for a free webinar on Tuesday, December 4th called Thinking Sideways: Computational Thinking and Early Literacy. It is hosted by the Public Library Association. (Registration required.) 

Here are some of the activities I will be including in CSed Week 2018:

Looking for program ideas and other resources? The Libraries Ready to Code collection (aka toolkit) is now live!

Take the Survey! Young Children, New Media and Libraries 2018

Have you taken the Young Children, New Media and Libraries 2018 Survey yet? If not, you have until August 31 to share your thoughts about, and experiences with, new media in your library work with young children.

Using a short video about Empreror Penguins in Preschool Storytime

Who should take the survey?

Someone from each library who is able to answer questions regarding your library’s use of new media with young children. That person may be a children’s librarian, manager, director, or other staff member. The information you provide will be kept confidential and no identifiable information will be used in published findings.

What is new media?

New media is defined in the survey as: tablets (including iPads, Nabi, LeapPad), combination eReader/tablet (e.g., Kindle Fire), digital recording device (digital camera, Flip Video, GoPro), MP3 players, Projectors, AWE or Hatch stations, tangible tech (e.g., Makey Makeys, Osmo, Squishy Circuits), programmable tech (e.g., Beebots, Code-a-pillar, Cubetto), and computers of any kind.

Why should you take the survey?

Libraries continue to be at the cutting edge of incorporating different kinds of new media devices into their branches and programming, and we are examining the changing map of this landscape across the United States. We want to hear how you share technology with young children and their caregivers, your attitudes about that, and any evaluation you do of new media for young children and their caregivers. Your input will be useful for guiding future research and professional development.

Who is behind the survey?

Dr. Katie Campana (Kent State University), Liz Mills (University of Washington), Dr. Marianne Martens (Kent State University) and I are conducting the survey in partnership with the ALA’s Association for Library Service to Children.

You can find out more about the 2014 findings, and find a link to the current survey, here. 2018 survey findings will be shared widely.

Computational Thinking in Storytime with Robots

I’ve been reading and thinking A LOT about computational thinking (CT) and coding this Winter as part of my work on the Libraries Ready to Code initiative. And by A LOT, I mean A LOT, A LOT. Needless to say, that thinking has not stayed put in my coding programs for older kids and teens, like  <HPLCode>, or in the Maker Club. It has spilled over into every aspect of my work at the library, including storytime.

Storytime has always been about supporting early literacy (EL) and learning. What is so cool about computational Flyer which explains computational thinkingthinking is that it aligns so nicely with so much of what we already do at the library, even in storytime. Every time I mention CT or coding in either storytime or a family program, a grown-up speaks up and makes the connection, on their own, between traditional literacy and code or computational thinking. “Making a program (by connecting blocks of code) is like building a sentence,” for example.

The Plan

5 minutes: As families entered, I asked them to “get ready for storytime”. For regulars, this meant following a procedure they knew. For new families I broke down the “get ready for storytime” into: take off your shoes if you want to (ok at our library because of the snow, mud, etc. that is outside), hang up your coat if you brought one, choose a storytime mat, and meet me at the reading area.

5 minutes: When we were gathered in the reading area, I asked kids “what is a robot?” Kids shouted out ideas and led us to talk about what robots do, who designs them and why. I then asked the group “what is the difference between you and a robot?” and “what is similar?”

I then showed the group my code-a-pillar and pointed out the parts of the robot (power button, lights, sensors, code blocks, wheels, etc.) I told them this was my turn to play with the robot but they would all have a turn after we played and read together.

7-10 minutes: Book #1, Pete the Cat, Robo-Pete by James Dean (Harper Collins, 2015)
As with any storytime reading, this was a conversation! We talked about patterns in the story and kids tried to anticipate what might happen next based on previous occurrences in the story. We also compared Robo-Pete to what we knew about robots.

5-7 minutes: Feltboard Robots
Next we built a robot as a group on the felt board. I cut enough similar pieces of felt into recognizable shapes to make two robots. I divided the felt board into 3 sections. If you have used Scratch or other block coding platform, you will recognize the similarity of the 3 sections (the stage, scripts area and blocks palette). I built one robot beforehand and had the other identical pieces in the thin section of the board. They pieces were arranged by shape. As a group we talked about the robot’s parts and what we thought each might be used for. We then started building the new robot out of the other parts. The idea here was to support shape knowledge but also to practice the process of articulating making, doing, or building something. I asked where we should start (at the bottom, they yelled). I then asked kids to tell me the shape and color of the part they wanted me to add next and I would move the felt pieces over. We built the robot you see here. This activity also became a station for further exploration after the group time.

7-10 minutes: If You’re A Robot And You Know It by David Carter (Cartwheel Books, 2015)
Before we read (and sang and danced) to this song, I mean, book, we talked about circuit boards which is featured in the text. Kids obviously quickly identified with this familiar song and jumped up to act it out. The text of the book repeats in a similar fashion to the song and kids move different robot parts in each each verse.

Image: booksamillion.com

7-10 minutes: Robot Zot by Jon Scieszka (Simon & Schuster Books for Young Readers, 2009)
To finish off the reading portion of storytime we read a book that is just silly! Be ready to use your animated voices and be loud!

image: goodreads.com

3 minutes: Clap Your Hands by They Might be Giants
Before we moved on to the station portion of storytime, we danced together. I told them there were three actions we would do in this song: clap hands, stomp feet and jump in the air. I asked them “How do we know when do each action?” Kids answered with ideas like “until it stops!” I brought out the images of each action (5 hands clapping, 5 feet stomping, 4 jumping) to match the number of times the singer says each action and then counted as we danced and did the actions. I mentioned that the song is divided up into beats or sections (measures) so that the musicians and dancers know when changes will happen.

Stations

Code-a-pillar play
Here kids programmed the code-a-pillar to move towards a target. Some kids spent time figuring out how it worked and understanding which arrow was left or right. Kids took turns coding and even collaborated on where the robot should go (“It’s looking for something to eat.”). Grown-ups guided play at times, talking about the sequence of events that need to happen first, etc. and about directionals.

Cube Stackers
Future Coders: Cube Stackers by Alex Toys is basically a board game that involves cubes with robot parts on the different sides. Kids build robots by twisting an turning the sides based on instructions not he game cards. It is primarily for kids 5+. In the summer I have several 5+ kids that come to storytime and this was a hit with them. Whole families took time to work through this thoughtful game.

 

Aluminum Can Robots
Kids built robots by adding magnetized parts to cleaned off cans. I encouraged grown-ups to talk with kids as they built, asking open-ended questions about the robot, what is could do, etc.
To prepare, I collected and cleaned aluminum cans for the robot bodies. I hot glued small magnets to objects like big buttons, clothespins, pipe cleaners, etc. for robot parts. Parts were set out all mixed up in bins and the bodies  were laid out separately to encourage kids to create their own kind of robot.

Robot Coloring Sheets
This activity was great for kids who like to color or needed a quieter activity between other stations.

Feltboard Robots
Younger children really loved this activity and enjoyed repeating what we had done as a group.

Robot Party app on the mounted iPad
Sago Mini’s Robot Party is a giggle-inducing group activity that involves building digital robots that dance and more. Perfect for groups of two or three because the app features multi-touch so kids (or kids and grown-ups) can work together.

How it Went

Families loved this storytime for the richness of the activities and the obvious learning. They appreciated the CT and EL asides and the play ideas they could replicate at home.

When I first got a code-a-pillar I thought it would be kind of loud and garish for storytime, but not so. The sounds and lights are less intense in a group setting and the code-a-pillar moves at just the right speed for young children learning to code for the first time.