Paper Airplanes and STEM: Getting Started

   

 Looking for a fun lesson set that incorporates STEM, writing, reading, and data collection? Try a paper airplane challenge! I'm on my third iteration of this project, and each time it just gets better and better. It's a perfect way to get rid of the winter blues and do something fun and filled with learning.

The challenge

     This year, I set up the challenge like this: Aeronautics216 is looking for a paper gliders that can travel 15 meters indoors AND outdoors. Teams are asked to submit three airplanes for testing.
     ...that's it. I don't even set up a huge competition or offer a prize, because the actual activity is so engaging and awesome that it doesn't need anything else to prop it up.

Groups and Budget

     I used a Google form to get input from students as I set up the groups, assigning students to be lead engineer, graphic designer, writer, accountant, and materials manager. Groups of 4 and 5 work best, especially at a time of year when absences are frequent. If two people are missing from a group of 5 the remaining stude
nts can get on with the work. Two missing from a group of 3 leaves a pretty lonely student!
    In my first two attempts at this project, I wanted groups to have plenty of money. This time, their margins are pretty slim. I also used actual bills this time instead of just paper accounts by printing out $100 and $500 bills from Classroom Economy.
     Students may use as much recycled paper as they want for prototypes, but they must purchase the paper for submission planes at the price of $500/sheet. They also have to pay for extra testing sessions, marker rental, storage, and so forth. You can find the complete budget here.
     Most students don't realize at first just how far 15 meters is. They read it as "15 feet" and it only slowly dawns on them that the task is a lot harder than they thought.

Flight Rules

     An important rule that keeps this from devolving into chaos: Planes can't be tested at school until the official testing day.
     I had to fine groups $200 for breaking this rule on the first day, and it was remarkably effective. Since that initial problem, I've had no issues.
     Kids ask, "Can we take them home and test them there?" What they're really asking, of course, is "Can I do extra homework?" But I don't tell them this, and I say reluctantly that sure, if their parents are okay with it, they can make and test planes at home.

Working in groups

     In the first two sessions, students work pretty intensively on creating group names, logos, and airplane prototypes. Everyone knows how to build the standard airplane, but those are unlikely to fly 15 meters. So students use the sets of directions that I have available to try to build other versions.
     I make the video directions more costly than the printed directions because I want students to feel that struggle of reading procedural text. Airplane directions are a great equalizer, because some students who are great readers have trouble with the folding, while other students who may struggle with reading find the layout and structure of airplane directions to be a piece of cake.
     You can find plenty of paper airplane directions online, although the best source that we've found is the Klutz Paper Airplane Book.
     When there are issues in groups, I offer my (paid) services as mediator. I also give ratings sheets so that group members may rate each other on cooperation and responsibility. Once this happens, groups tend to pull together. (I admit that dealing with the inner workings of groups is my least favorite part of this activity, and that I treat it as my own area for personal growth!)

Initial testing

     Before the first testing session, groups need to make their own data collection sheets. Most of my students haven't made tables before, so I showed them this video from GCF LearnFree about creating tables in Google Docs. (Why tables instead of spreadsheets? Students are handwriting information into printed sheets, so I thought the table would give them more options.)
     I had two students who were finished with other tasks set up our testing zone in the hallway by marking out meters with masking tape. Two groups tested at a time, following a strict protocol that meant that the hallway was clear before airplanes flew. Groups had 6 minutes for testing, which seems like a short time but was adequate if they got straight to work and didn't play around.
     I recommended that groups have at least 5 planes for testing, but of course some groups did not. That's part of the process! Most of the planes went only 5-6 meters. The best performing plane went 13 meters.
     Looks like the groups will have to do some rethinking when we return to school next week! I'm hoping that they think to ask the group with the farthest flying airplane which model they used (the Hammer) and build more prototypes along those lines.

Looking forward

     In the week to come, I'll collect the data from initial testing so that we can practice finding landmarks of data like mean, median, range, and mode. This will help students to contextualize their results. Students will be busy building for their second round of testing!

Procedural Text: Following Directions vs. Answering Questions

I love procedural texts...and so do kids! Procedural texts guide us into learning new skills and making things. My kids at home pore carefully over the Lego guides to put together complicated structures. (Six bags of Legos! What a task!)

Why is it that the same kids who love to read and follow procedural texts struggle with questions about procedural text on standardized tests? 

As it happens, readers read differently depending on their purpose. A study of skilled readers found that reading directions with a goal of performance leads to better outcomes than reading directions with a goal of answering questions (Geiger and Millis, 2004).

Let me say that again--readers show better comprehension when they read directions with the goal of actually doing them, not just answering questions about them. Well, of course they do! Reading with the goal of just answering questions isn't kid's idea of a good time. 

Sadly, of course, their reading comprehension (and our skill as teachers) is measured by students' ability to answer questions. Here are some things that we can do to beat the odds and help readers succeed with both answering questions and performing tasks.

Helping students to read procedural texts goes beyond just assembling items in the classroom. Because our students will need to be able to answer questions about procedural texts, we have to help readers to go more deeply into the texts to answer questions.

Reference
Geiger, John, and Millis, Keith. 2004. “Assessing the Impact of Reading Goals and Text Structures on Comprehension.” Reading Psychology 25 93-110.

*Okay, the study gets even more interesting. When readers had to read to perform tasks, they actually showed the best comprehension with the narrative style directions--totally the opposite of the way that most directions are written! This sounds weird, but actually makes sense when you consider research that texts with low cohesion and out-of-order ideas actually seem to improve learning for skilled readers. 

You can find the fairy bread text here.

Understanding Procedural Text

Procedural text looks so easy, doesn't it? Short sentences, nice numbered steps...it seems like it shouldn't pose any comprehension problems.

But as anyone who has ever tried to follow directions written by a state department of education knows, easy looks can be deceiving. And helping students to understand procedural text isn't always easy, either.

What do we know about procedural text? Reading to perform a task often results in more developed comprehension than reading with the goal of answering questions or writing a summary (Geiger and Millis, 2004).  This isn't surprising to those who have tried to commit a set of directions to memory--when you know that you'll have to follow directions, you're much more likely to put forth the mental effort to visualize and understand each step. However, think about how this impacts students when they read on standardized tests. They know that they won't be following these directions...and reading procedural text without the goal of making or doing is really dull.

For the classroom, this means that we need to give students opportunities to read and follow directions in procedural texts. Once students have strong representations of what a reader needs to understand to follow directions, then we can slide this understanding over to reading for inauthentic purposes. Here are some things that I keep in mind to help students work with procedural texts.

Write directions for classroom activities
This is an easy classroom management tool. When I explain directions, I write them on the whiteboard or a chart. Then, as I circulate around the room, I ask students which step they are on. (This is effective for dealing with misbehavior too--"Which step are you on? Hm, you don't know? What needs to change right now?")

At first, I always used numbered lists. But now I vary the styles to mirror what kids are likely to see in other contexts. Sometimes I use bullets, and sometimes I even write the directions as a narrative. (First, you will....Then, remember to...)  Kids do critique me on my steps, and sometimes suggest that I add or change things. ("You forgot to put in where we have to find our partners") I love it when this happens!

Try out different kinds of procedural texts
One of my favorite winter activities is gathering various directions for making paper snowflakes, and then reading and trying to follow them. It's so interesting to look at how different authors have dealt with explaining a set of difficult directions. Other interesting directions to look at include making ice cream in a zip-top bag, making book covers, and sprouting avocado pits.

Share with students the procedural texts that you use every day
Students like to see behind the curtain of teaching. When I teach new games from directions or try out something new, I show students the procedural texts that I am using and talk through my frustrations. (This was especially fun when I was learning to use my new Promethean board!) Even something as simple as the directions for how to line up for class photos can be a teaching tool. And, when I've shared the directions with the students, I'm more likely to remember them myself.

Don't fall into the "explaining" trap
I once had a principal who said, "I never want to walk into a classroom and see a teacher reading directions to students." His point was simple--the kids can read the directions. We need to give them the chance. When students are reading procedural texts, it's hard for me to keep from stepping in and giving them hints and helps. But they need to be able to do this on their own. When they ask for help, I try to send questions back their way:

-What have you tried already?
-Can you find the specific word that you don't understand?
-Which step is a problem for you?
-What comes before ___?
-What do you think you should do next?

I've realized that I am more likely to become an explainer if I'm worried about materials. If I have enough materials for kids to start over if they mess up, then I can be comfortable with letting them feel their way through the directions.

Learn from mistakes
I could write down all of the times that I have failed at following procedural text...but I don't think there is enough room. We've all made mistakes, whether it's not looking at the list of directions, skipping steps, forgetting ingredients, or misinterpreting a step. I have learned so much from my mistakes with procedural texts! In the classroom, I can sometimes feel frustrated when students haven't followed directions. But I've learned to push back that frustration (not always easy!). Epic and funny mistakes become part of our classroom lore. When a student making ice cream accidentally added the salt to the milk, this became a class cautionary tale, a story that the student enjoyed telling.

Visualize following directions
Once we all have lots of experience with following procedural text to perform a task, it's time to look at some isolated texts. I pair this with the reading strategy of visualizing. Even though we won't be making or doing what is explained in the text, I tell students that they can picture themselves following the directions. This helps to keep them grounded in the text and reading each step. We also try to find the most difficult step, the easiest step, and how to mess things up. (This keeps it fun!)