Tag Archives: learning centers

“I Built It!” ~ Construction Centers for Elementary Classrooms

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Construction tasks provide many benefits for students of all ages. (c) eyeliam, 2008 via Creative Commons

“Bob the Builder” and Other Construction Fun

When I was a classroom teacher, my mother used to scavenge tag sales, eBay and other bargain places and purchase things for my classroom. They would end up arriving in the mail, a brown-paper-wrappered surprise, like Christmas in March. Over the years, I received stickers, little plastic bottles, egg cartons, felt scraps and bags and bags of paperback books. My whole family would gather ’round to see what Grandma sent this time.

One of the treasures most “treasured” was a big mesh bag (about 10 lbs) full of wood scraps. The bag included all kinds of discarded “seconds” from furniture manufacturing, including misshapen dresser knobs, pieces of wood trim and dowels of all sizes. I found a big Rubbermaid tub that you use to store sweaters under your bed, and dumped the blocks in, figuring that I could store the flat box on a shelf in my classroom.

I liked to make a big deal out of all new additions to my classroom, so I scheduled a time during morning meeting to share the newest material for our centers. When I opened the tub, my third graders oohed and aahed and asked when they could use the blocks. They leaned over the tub and breathed in the wood smell, and tapped the dowels together to make music.

The blocks became ramps for Hot Wheels, were painted for a city scape, and sorted for a center on attributes. The best activity, however, was the construction center we set up.

I pulled out my set of goggles from the science kit, and talked about eye safety. We talked about how to hammer to get the best leverage, and how to set a nail before we drove it into a board. We talked about where to put your hands so you didn’t hammer your fingers, and how to hold the wood for a friend, so he could hammer easily. Then we set up an area with nails, hammers, wood and an adult volunteer, and began hammering.

I have a vivid image in my mind, ten years later, of Angel, one of my “newcomers,” so seriously hammering a nail into a chunk of 2″x4″, helmet on his head, goggles on his face, sweat on his brow, saying, “Look, Miss — I’m ‘Bob the Builder!'” I had the busiest group of children in the whole building. More than a few teachers stopped in to see what was going on in my classroom. At first, the visits were inquisitive. Then, I realized that, despite being the last classroom at the end of the hall, our construction center was more than a little too noisy for our upper elementary wing. So we moved shop to the blacktop outside the back door of my room.

I wish I could tell you that I had a specific, scientific purpose for this center back then. I didn’t. But what I did learn about children, science, and inquiry with that bucket full of scrap material has stayed with me for the rest of my career as a science teacher and instructional coach. And I had questions:

  1. What made this activity so engaging for all students?
  2. What important things were students learning and practicing in this activity?
  3. How can I do more hands-on activities like this in my classroom?
  4. How do I articulate to others the importance of tasks like this?
  5. How do I get other teachers to “step out” and transform their own teaching to include more activities like this?

In this article, I will teach you how to incorporate a construction center into your classroom. I will show you why a construction center is important for all ages (not just pre-K), and the important skills and concepts that it reinforces. I will share some suggested materials for your new center, and three different levels of construction center, depending on the space and resources you have available.

Why Should I Have a Construction Center?

Construction, the art, work, job, or business of combining, forming, or putting together materials to make a structure, is an important part of early learning, but can be an excellent addition to instruction for students of all ages. A construction center can easily address skills in many areas:

  • Mathematics
  • Literacy
  • Motor Skills
  • Social Skills
  • Science

Construction and mathematical thinking

Young children learn about numeracy by working with real objects in real-life settings: setting the table for snack, passing out pencils, drawing a hopscotch board with sidewalk chalk on the playground. Children should be able to demonstrate their mathematical thinking in four ways: by acting out math problems; by building math problems with objects; by drawing solutions to problems; and by using numbers to show their mathematical thinking. A construction center can help students move from concrete understanding (acting out and building) to representational (drawing plans) to abstract (calculating with numbers), in one task.

Construction and comprehension

The addition of miniature figures, such as plastic animals, action figures, or cars, to a construction center causes children to spontaneously make up and act out stories that involve their constructions. This replica play is an important step in enhancing students’ later reading comprehension, and helps spark ideas for construction.

construction and physical well-being

My third graders lived in multifamily high-rise apartment buildings, often without a yard, and didn’t have many opportunities for physical play outside of school. In addition, many had baby siblings, so their own access to play materials that weren’t “baby-friendly” (such as nails, scissors, paint) was often limited, in an effort to baby-proof the home.

Besides these factors, we know that young, typically developing children need to develop large and small muscle strength, stamina and coordination in their early years. And our classrooms today will likely include some students who have very specific needs for physical activities. A construction center provides opportunities for both gross and fine motor practice, as well as visual planning, for all students.

Construction and socialization

Constructivism holds that learning is a social activity, that classrooms with conversation yield greater learning than silent, compliant ones. When I added novel building materials to my centers, the level of engagement, the amount and quality of student-to-student discourse, and the level of cooperative work increased (as did the noise level),  but behavior problems disappeared and the level of thinking took off. By talking things over, students also increase their comprehension, and practice important language skills, at the same time.

Construction and engineering

Most of us probably don’t associate preschoolers or first-graders with the word, “engineer.” Contrary to this view, little ones are engaged in engineering design problems whenever they say, “Hey! I know! Let’s build a fence to keep the [toy] cows in!”

When students identify a problem (“The cows are going to get out.”), then propose a solution (“I know! We can use blocks to make a fence!”) and then construct the project with classroom objects, they are using the engineering design process. Giving students real problems to solve by building a solution gives them real-life experience with problem-solving. We will focus more on this last area, in the next part of this article.

 

 

Creating a Construction Center for Older Students

While the idea of younger children using blocks and other construction items in a free play kind of way makes sense to most of us, we probably haven’t stopped to consider how to use all that’s good about construction play in a classroom for older students, to reinforce the engineering design process. Take a look at the diagram, below, showing one example of a construction center suitable for elementary students.

 

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One example of an elementary construction center. (c) Simple Science Strategies, 2013.

 

In the above example, you will notice several important components of this center:

  1. A poster of the steps in the Engineering Design Process.
  2. Notebooks for writing in science – for documenting student’s thinking.
  3. Supporting literature (in this case, fiction: The Magic Tree House and The Swiss Family Robinson).
  4. Critical vocabulary.
  5. Models of the item to be created (here, in the form of posters).
  6. Appropriate choice of construction materials (here, logs, bricks and string).

In the example shown, a section of bulletin board or wall space is included, in addition to counter or table space. The center can be scaled down or up as space and student needs dictate. {Click on the link for a diagram and complete list of materials for this center}.

This center can be varied by changing the design “challenge:”

  • Packing crate for an irregularly shaped object
  • Small-scale replica of a famous building (e.g. Eiffel Tower)
  • Oversize replica of a small object (e.g., stapler)
  • Wall to surround a doll house, complete with a gate
  • Model of a playground
  • New classroom furniture arrangement
  • Proposal for a butterfly garden for the schoolyard

It is important to post the steps of the Engineering Design Process as part of this center, to show students that building is only one step of engineering. The table, below, compares the Engineering Design Process for Grades PK-4 and Grades 5-12. You will likely find various versions of the process, but the essential steps (brainstorm ~ design ~ review) remain the same.

 

http://simplesciencestrategies.com construction

Teach Engineering has more resources for use when designing lessons to support engineering design activities.

Construction Materials – a (Partial) List

The kinds of materials to include in a construction center can only be limited by your imagination and their availability. The list here includes some tried-and-true items that most classroom teachers (or parents!) have and are familiar with, but I have also included other items when I happened to have them or find them: the perforated tear strips from old-fashioned printer paper; paper egg cartons; well-rinsed milk cartons; food boxes and containers; rocks and sand; graham crackers and frosting. Don’t be afraid to try something, just because you don’t see it here.

Common Construction materials

  • LEGOs / Mega Blocks
  • Duplos
  • Lincoln Logs
  • Bristle Blocks
  • Unifix cubes
  • Plastic links
  • Wooden blocks
  • Scrap wood
  • Cardboard
  • Clay
  • Packing foam
  • Natural objects (sticks)

Your First Construction Center

You can have a construction center, no matter what your budget or the amount of space available.

starting small…

You can begin with nothing more than a plastic shoebox full of LEGOs. My friend, Mary Prathers, teaches a homeschool coop class using LEGOs, where every student gets a small container full of exactly the same number and type of LEGOs. She has many ideas for incorporating LEGOs into your instruction at LEGO Learning at Homegrown Learners.

 

http://simplesciencestrategies.com construction

LEGO Deluxe Brick Box, 704 pieces, $49.95 at Barnes & Noble. Click image for ordering information.

 

Full construction center

Perhaps you have a chunk of classroom that you can dedicate to construction. Early Life Foundations has some excellent photographs of different types of “interest centers” containing construction materials to include in medium-sized early childhood construction centers. You will see that some are only the size of a desk top, while others include bulletin board space or even several tables, depending on the size you need.

 

Lab or workshop room

Some of you may be fortunate enough to be teaching in a STEM or science-themed charter or magnet school, and have access to a lab or dedicated science room, or be homeschoolers with a finished playroom or basement to use as a classroom.  Craftmanspace has many free plans and ideas for incorporating woodworking and other construction activities into your curriculum, especially if you have a space that can be permanently set up for construction.

http://simplesciencestrategies.com construction

Woodshop for Kids: 52 Woodworking Projects Kids Can Build. $17.07 at Barnes & Noble. Click on image for ordering information.

Community Construction Projects

Getting kids involved in a community project involving construction is a great way to connect your construction center work to the real world. See how one teacher used her construction center to help a local hospital.

Community Builds Homes for the Holidays

For More Construction Ideas…

For more science ideas, see Simple Science on Pinterest, or click on the Pinterest button in the side bar of this blog.

 

 

 

 

 

 

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Comparing Nests: The “Same and Different” Center

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Similarities and Differences

Research-based Strategies for Teaching and Learning

Over the past several years, researchers have studied thousands of teaching and learning strategies, to determine which ones yielded the best increases in student performance (Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement presents one meta-analysis of these strategies).

The type of learning task that led to the greatest learning in students involved comparing two things to determine how they were alike and how they were different from one another. This shouldn’t surprise us, when we consider that all of us learn new things by comparing the new with the known, in order to better “file” the information in our brains.

This article explains a simple center that you can create to compare any two objects (related to your theme or content), in an interactive bulletin board display. We will use a squirrel’s nest and the nest of a Northern oriole, to accompany our November studies of autumn nature finds.

Materials

  • Index cards (three colors)
  • Markers
  • Colored yarn
  • A stapler
  • A large photograph of a squirrel’s nest
  • An oriole nest (or large photo)
  • Bulletin board space
  • Sentence strip (2 foot-long pieces)
  • Scissors
  • Field guides or other non-fiction resources on nests

Procedure:

[NOTE: This is designed to be an independent learning center. The assumption is made that students have already been introduced to, and know how to work with, both the bubble map and double bubble map, described in early posts.]

Provide materials on a counter below a bulletin board (cover the bulletin board with whatever covering you’d like — I used to buy fabric remnants on theme, and kept them folded in the box with the other unit materials, to use year after year).

Students use the photos or actual nests, and the non-fiction resources, to generate characteristics or descriptions of the two nests. In the diagram below, blue index cards are used for the characteristics of the squirrel’s nest, yellow cards for the oriole’s nest, and white cards for descriptors that can be used for both nests. Cards are stapled to the bulletin board, and attached to the appropriate header and/or photo with string (I opted for brightly colored yarn).

Leave the bulletin board up for interactive work for the duration of the unit.

science centers comparing nests

A simple, interactive bulletin board becomes a powerful tool for comparing two nests during independent learning time. Image credit: (c) Kim M. Bennett, 2012.

Assessment

Make the assessment part of the student work, inviting students to question one another and revise one another’s work. For example, I have used a small, simple “o” on interactive bulletin board work, to indicate an “opportunity” for other students to revise a piece of information. When the information is updated successfully, I simply cover the “o” with a small, round sticker.

Periodically use the collaborative display in response work, having students summarize the learning, to date. Refer to the work during whole class instruction, as well.

Classroom routines

Once students have used this center, you can use the routine to compare all sorts of things: two books on a theme or topic; two closely related vocabulary words (e.g., blissful, ecstatic); two geometric figures (e.g., rectangle, trapezoid); two biological processes (e.g., photosynthesis, respiration).

In my elementary classroom, interactive bulletin boards were a staple among my learning centers — they fostered conversation and collaboration, were hands-on, and created a healthy “buzz” of learning. The differentiation is built into the task, allowing multiple “entry points” for the content. And the routine of revisiting the work reinforces to students that the classroom displays are meant to be resources for the students to use daily.

Additional lesson ideas

Burgess Animal Book for Children

For more instructional activities to use in conjunction with this learning center, please see “New e-Book: Nests, Nests, Nests!”,  a 25-page e-Book perfect for the elementary classroom or homeschool science class ($1.95 from Simple Science Strategies).

This set includes both primary and regular-ruled science journaling pages focusing on animal nests, as well as a variety of framed pages for thematic writing, note-taking or nature study. Organizers for studying and comparing nests of different animal orders, coloring and copywork pages, and game cards for sorting and classification tasks make this set versatile, perfect for direct instruction or independent learning tasks. Also included with this e-Book is a summary of ten lesson ideas with linked resources, enough for a great integrated unit on animal nests.

Animal taxonomy studies

One of our favorite animal study books…

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