I’m blogging at Little eLit this week about our 4th Annual LEGO Contest and Maker Monday: LEGO, a program for young builders during which we filmed short, stop motion films using the LEGO Movie Maker app.
This summer’s Maker Monday programs (for ages 8-18) have included a variety of opportunities to explore and create. During a recent Monday, a gaggle of kids and teens joined us at the library to learn about electricity and play with some new toys. After sharing the Makey Makey with preschoolers during a storytime the previous week, I wanted to include older kids in the fun. Along with the BrushBots we made, the Makey Makey offers a perfect tool for talking about electricity in a way that makes the learning process fun and relevant.
Here’s how the program went:
We began by talking about electricity. We shared how we use electricity and its sources. I introduced them to the tiny, but powerful, world of atoms, protons, electrons, and neutrons. Our discussion included the ideas of neutrality, balance and how energy moves. The conversation also included a static electricity experiment (rubbing balloons on our hair) and the significance of the closed circuit or loop.
Need some videos to refresh your knowledge about electricity? Check out the old School House Rocks electricity video or Bill Nye’s video. Here’s a helpful information sheet that might come in handy also.
At this point, the kids were ready to put their new knowledge to work. None of them had ever seen a Makey Makey before and they were all curious to see what it could do. I showed them this brief video to get them thinking. “How do they do that?” was my favorite comment!
We then spent about 30 minutes testing the conductivity of various items and using the tool to make music and play games as a group. I encouraged the group to throw out any ideas they might have about how the Makey Makey should work. I shared with them the recent study about preschoolers and their ability to figure out tech gadgets more easily than much older college students. The researchers found that the preschoolers didn’t have preconceived ideas of how they should work, making it easier to explore how the machine works. They openly explored what was possible. Engineers and makers often do the same thing I told the group.
As we began to try out the Makey Makey we focused on the basic set up, using just the four alligator clips that turn a banana, or purple play dough, for example, into an arrow key. All the while, I reinforced the idea of the loop or closed circuit. This was the idea I picked as a take home for the group. Here are some of things we tested with the Makey Makey.
I explained that we were going to explore the Makey Makey together and then after building BrushBots whoever wanted to play with the Makey Makey again would have time for that. We began with a set of four bananas and then started switching out individual items ending up with alligator clips connected to four different objects. The coolest part of the test was creating a closed circuit with people! We got everyone to stand in a circle, with one person holding the negative (ground) and another person holding one of the positive clips. In between the two was the rest of the group. We were able to play music when we touched hands. We got a few smiles, for sure…
The materials I used for this experiment:
a Makey Makey
computer with USB for accessing video and sites (we projected the websites on the meeting room’s large monitor)
4 bananas, pencils and paper (to test the conductivity of graphite), 4 colors of play dough, large marshmallows, plants/leaves, blocks of wood (smaller the better), aluminum foil, paper clips, each other
a variety of sites for testing the Makey Makey
After playing with the Makey Makey, most of the makers needed a break. The two hour program is long enough to really play with some of these tools and ideas, but a snack helps keep everyone exploring. It worked out perfectly.
We’ve had big crowds attend our Maker Monday programs and most weeks I don’t require registration. This week, I had to change that. I only budgeted for 24 brush bots so kids could take home the bot and keep exploring. I signed up 23 makers, leaving one for an example and back up if any parts broke. I explained how to make a bot and once again talked about electricity and the importance of the close circuit. The makers divided themselves into two groups and got to work at the tables where they found the bot parts. All of the parts are easy to find separately, especially if you’re making a smaller number of bots. For this program I bought two BrushBot party packs that came with stickers and were slightly cheaper than buying them another way.
Once the BrushBots were complete, it was time to race them! One of the regulars to the Maker Monday programs started designing and building the race course out of the cut paper towel tubes I brought along. Other racers quickly jumped in to help. The bots raced on the table between the cut tubes, not inside the tubes.
What we learned: Tape must be added only on the course if it doesn’t cross the track because the bots struggle over the tape. The tubes make a nice border, keeping the bots moving forward. Also, racers should have time to modify their bots during different heats. Our race was pretty informal, but the racers definitely fiddled with their designs to see if they could make it buzz down the track straighter, for example.
24 bots (2 BrushBot Party Packs)
paper towel tubes for side rails
blue tape for finish line
During a recent Maker Monday program for ages 8-18 years, we explored the four Forces of Flight (thrust, drag, lift, weight) and made lots of machines that fly. It was a rowdy couple of hours with lots of budding engineers in one room along with balloons, paper airplanes, and hot glue. I was thankful to have two partners in crime again this week.
I’ll admit that I didn’t know a lot about the forces of flight before planning this program. I didn’t become an aeronautical engineer in the planning either. I did learn a lot though, and learned enough to inspire a large group of kids and teens to create flying machines, modify their designs to improve their flying, and have fun working in teams.
Here are some resources for learning about the forces of flight and Isaac Newton’s Laws of Motion:
Smithsonian National Air and Space Museum’s How Things Fly: Forces of Flight
Physics Classroom: Newton’s Laws of Motion
NASA LaRC Office of Education NASA Sci Files with Dr. D (another kid friendly video explaining the forces of flight from the Internet Archive, which I love)
There are also lots of good kids books about paper airplanes, motion, and rockets that discuss these concepts. I had several from our library’s collection on display in the program room.
To start things off, I showed the group this video. I did it for two reasons. First of all, the two hosts are women engineers. Not only is STEAM important for kids in general, but I think its especially valuable for girls to see women as scientists in STEAM-related programs so they know anything is possible. Secondly, the video explains the forces of flight well in a relatively short video. The kids started to get distracted part way through the video as they explained the four forces of flight, so I stopped the video and explained them in my own words. This helped reinforce the concepts and kept everyone on track. This isn’t school, so I didn’t want kids zoning out because they were getting overwhelmed. I also didn’t show the complete video because we weren’t doing the same experiment.
After the video we did our first flight test. It was a simple one. We asked the new engineers if they could predict who would be able to jump the highest. Most of the kids looked around the room and chose the tallest person, a teen. Given what we just learned about the forces of motion I asked them to look at the predicted winner again. The vote was still with him as we proceeded with the experiment.
We had kids come up to sheets of paper we hung on one of the room’s walls and we measured their heights. Then we had the kids come back up and jump as high as they could. We marked how high their head reached and compared measurements. The tallest person was not the highest flier! We talked again about the four forces and hypothesized about why a shorter person could fly the highest. Was it their thrust? Or the clothes on the tallest person creating drag?
The next experiment involved balloon rockets. This is where the program room got a little chaotic, but it was a great time to talk about Isaac Newton and his Laws of Motion. I’m pretty sure none of the kids present knew they would be learning about and understanding Newton’s Laws of Motion today, but the balloon rockets immediately demonstrated the Third Law: “ for every action, there is an equal and opposite reaction.”
The idea was to create rockets out of balloons and fly them across the room on string courses. We gave each person a balloon (we had a variety of shapes) and asked them to blow up the balloon without tying off the end. We then hung two strings from one end of the room to the other to create our courses. One end of the string was secured on a chair and the other was free so we could string the balloon and an attached straw onto the string in preparation for flying. To see the third law in action, I asked kids which direction the balloon opening should point to make the balloon fly to the other end of the string. You should have seen the lightbulbs go off! The air from inside the balloon should blow towards me, holding the string at the starting point, making the balloon fly in the opposite direction to the other end of the string. So simple.
Once the rocket was ready for launch, the designer let go of the balloon and watched it soar across the room on the string. Kids made many attempts as we tested out shapes of balloons, how much air was in the balloon, size of the straw and type of string.
balloons (various sizes and shapes)
string (various types optional)
straws (various sizes optional)
chair(s) to secure string
To calm things down a bit, we had everyone sit in small groups on the floor (we removed the large tables from the room to accommodate the large numbers of kids). Then we moved on to paper airplanes! I found three paper airplane patterns the kids could copy and build if they didn’t have a design of their own. We used the new planes to see who’s airplane could get closest to the target we created with a wire hanger pulled slightly out of shape to form a diamond. Kids took turns launching their paper crafts across the room towards the target. None of the airplanes made it into the target, but a few came close. Several kids took multiple turns and fiddled with their design to see if it could fly higher, more accurately, or further.
paper airplane patterns (books or see link above for printable designs)
paper (various weights and colors optional)
markers, pencils, crayons for decorating
paper clips (for weighting the nose of some designs)
Finally it was time for my favorite event, the soda bottle rocket (see full details at this link)! These are incredibly cool and don’t be scared off by the preparation or the fact that you are shooting bottles full of water into the air. Even my dad laughed on the first test run I did at home!
Of course you’ll want to launch these rockets outside. I took everyone out to a grassy area alongside the library for the demo. I had everyone stay back (to be extra cautious) behind a certain line during takeoff. I brought with me a plastic soda bottle filled approximately 1/3 with water. I plugged the opening with the prepared cork (repurposed bike tire valve inserted into a drilled hole in the wine cork) and laid it on the launch pad (made from scraps of wood so no one would have to hold the bottle as it is launched and get soaked in the process).
Much of the research I did on these rockets discussed specific PSI for launch, possible bottle explosion, etc. A little common sense goes along way here. The idea is that you pump air into the bottle via the bike tire valve inserted in the cork now attached to the bottle. Pretty simple. I never had any problems and I didn’t use a bike pump with a PSI indicator. It all worked well and was a perfect finale to the program. For the last 20-25 minutes kids took bottles I collected from the recycling bin at the dump and modified them with foam wings, tails and noses to see if the designs would change how the rockets flew. We launched over 25 rockets and it was a crowd pleaser every time.
empty and clean plastic soda bottles
wine cork (natural cork, not plastic)- make sure it fits into the bottle opening snuggly without falling in
bike tire valve off an old bike tire inter tube (I got a dozen for free from a local bike shop)
foam sheets or other materials to modify rockets (I had foam on hand from another program)
stand up bike pump
scraps of wood to make rocket launch pad (no design)
I did bring a second pump, but we didn’t end up using it. The hold up with this part of the program was the hot gluing of the added design features on to the rockets. I had the easy part as the rocket launcher. My co-leaders had to glue! Some kids did find a use for the other bike pump however. They came up with the fart launcher game. Pumping the pump while holding the end sounds, well, like someone farting I guess.
For the second summer, we are offering a series of maker programs for ages 8-18. While we don’t have a dedicated maker space, we do have a strong desire to convert library resources into a temporary maker space each week and amazing community experts willing to share their knowledge and craft. These programs are way to much fun to not do because of a lack of dedicated space. In fact, I’m slowly trying to make the whole library a maker space in varying degrees. Don’t tell my coworkers… Just kidding! They are maker fans, too!
Our two hour pizza making session was inspired by the book Starting From Scratch (Owlkids Books, 2014) by Sarah Elton. The book covers everything from the science of cooking, our sense of taste, cooking tools, and how to read a recipe in a friendly format for kids 10 and up. I love to cook and introduce kids to good food, so when I received the book I immediately knew we needed to make food this summer. I just wasn’t quite sure how to make it happen so I stewed on it for awhile. Then, a friend came to mind. He has a mobile wood fired oven and loves the library so I emailed him with my crazy idea- let’s make pizza at the library! He said yes, because he likes crazy ideas too, and really it wasn’t that nutty. There were nuts though.
My friend (and a couple of others) handled the oven while I focused on the science of making pizza and the how-to. The session began with a quick video showing a 7 year old doing cool tricks while tossing pizza dough. I then asked the crowd of almost 70 why could he do that? There were actually some really cool responses that had to do with the physics of tossing dough, but no one spoke up about the magic of gluten. So we spent a few minutes going over the ingredients in dough, the reactions that take place during pizza making, and what each ingredient does. The pizza dough was made beforehand, but we had all of the ingredients on hand to showhow it all works.
Have you listened to the Science Friday episode Food Failures: Knead to Know Science Behind Bread? It’s worth listening to!
After dough, we talked about toppings, what everyone likes on pizza, and the building blocks of taste. We even discussed super tasters and terroir as it relates to cheese (and chocolate, wine, coffee, etc.). Both ideas fascinated the crowd of mostly 8-14 year olds.
Then it was time to make pizza! We had a large group packed into a meeting room with two large tables. Since the room is carpeted, we laid out a big plastic tarp to avoid a long clean up. On the two tables we had a variety of ingredients (identical on each table). Each person washed their hands at the sink and were then handed a small ball of dough. They could roll out the dough with a rolling pin, use a crank my friend brought, or try the method I saw on the America’s Test Kitchen video A New Way to Work with Pizza Dough.
Next came the toppings. I challenged everyone to try something new, even if it was only on half of the pizza. Most created pizzas beyond the expected pepperoni and cheese. We only had 4 peels, so a mom quickly came up with the idea of flouring a paper plate for each person and letting them top their pizza on the plate instead of waiting for the peel. Then they could go outside to wait for the peel and their pizza’s turn in the oven.
Once outside, pizza makers waited in line for their turn. Everyone was surprisingly patient. Fortunately the weather was excellent. It didn’t hurt that everyone could watch the dough rising as the fire did its magic inside the oven. We also had sampling table so some pizzas could be cut into sharing bites. Most people ate their pizzas outside on the grass or under the entryway’s overhang not far from the oven. All of the library visitors were curious about the oven and what we were up to!
Materials: (for 50-60 personal size pizzas)
mobile wood fired oven
any pizza dough recipe
Our summer reading program starts today. Hundreds of kids, teens, and adults will read, discover and explore together now through the first of August. Like many libraries across the country, we are using the Fizz, Boom, READ theme for our kids program and the Spark a Reaction theme for our teen program. As a huge fan of integrating STEAM into storytimes and other library programs, the science oriented summer program has been fun to plan!
Behind the scenes, our theme is slightly different. I see the library as part of our community’s information web. Not only do we provide access to a plethora of resources in the library and through our website, but we connect patrons with experts and resources beyond the library. This summer we’ve expanded our community connections, integrating local artists and experts into our Maker Mondays sries, our special events, our reading log activity pages, and even our reading prizes. I want kids to know their community and discover the many mentors that might help spark new interests and help develop growing talents. Here’s what community connections we have planned for this summer.
For two hours each Monday in June and July I or a local expert will explore a new idea to help kids ages 8-18 to create with high and low tech tools. Programs include: Make Your Own Pizza (with a local mobile wood fired pizza oven), Sweater-T-shirt Chop Shop, Propulsion & Flying Machines, Electricity & Brush Bots, Multimedia Art, and 3-D Printing.
Our preschool EXPLORE storytimes during the summer include a larger ae group and could be consider family storytimes. Kids ages 3-7 hear stories, sing, dance, play and explore multiple stations run by a teen assistant and myself. We successfully redesigned our summer storytimes last summer as part of our plan to offer regular programs to all of our kids under eleven. We also continue to offer our toddler storytimes throughout the summer. Themes include: Taste & Smell, Water, Sound & Music, Simple Machines, Independence Day, Construction, Robots, and Camouflage & Colors. We’ll also welcome local naturalists for two storytimes during the program.
Throughout the summer program we’ll be hosting a variety of events featuring both community members and visiting presenters. Programs include: Dogs and Crime Science with a local K-9 Unit, Beauty and the Beast Marionette Puppet Show, Stuffed Animal Sleepover, 4th Annual LEGO Contest, a Robot Sumo/Arduino Programming Workshop, a Sci-Fi Fan Fiction Writing Contest for teens, and a second 3-D Printing Demonstration (for adults).
Other Community Connections
At our local museum, a special exhibit will be on display all summer. It focuses on the living history and Indigenous System of Knowledge of the Dena’ina people, Native Alaskans. In support of the exhibit, we have included an activity page from the exhibit in our reading log with information about the exhibit and we will welcome a Dena’ina storyteller to the library for a family program.
One of our reading prizes includes a magnifying glass. When I ordered them I intended to award them by themselves, but then I came across the nature scavenger hunt in the SRP manual. I had an idea. I bagged up the magnifying glass and a copy of the scavenger hunt in a plastic bag. When I was talking to a friend who is a local environmental educator, she told me about a nature trading post they have at their visitor center. We came up with the idea to include information about the trading post with the scavenger hunt so kids could trade any cool objects they find during their hunt. They can also return their bags and completed hunt for a prize drawing at the end of the program. And the very smart friend? She’ll be presenting about Shackleton and the Endurance to celebrate the 100th anniversary of the dramatic expedition.
For the third year, our library will host Teen Night @ the Library, as part of the National Teen Library Lock-in event. Last year almost forty libraries participated in virtual author visits, games, and challenges. Each library plans their own event and then connects with others in different ways. This year I am working with librarians and IT folks to host a Minecraft event that will allow teens at libraries across the county to explore the same Minecraft world at the same time. Want to know more? Check out Chain Reaction!
What do you have planned for this summer?