Adaptable Habitats: Integrating Curriculum into 2nd Grade Making

The 2nd graders at Lighthouse are spending the next few weeks learning about habitats of the Bay area and how animals adapt to live in them. Since we have a weekly making time, we decided to do an integrated curriculum making project.  The kids (in groups of two) will build one of the four habitats they are studying, including the plants and animals found in those habitats- paying special attention to the adaptations they have that allow them to there.

We started the project with shoe boxes (generously donated by Payless) and fabric (also donated), combining the materials to create the backdrop for our habitats.

Prep Tips

  • Place the fabric into the shoe boxes before the kids see them and pair up the kids, allow each group to choose from 2 boxes (open the lids so they can see the fabric)- this way they get a choice of fabric, have to make a team decision, and the process moves smoothly.
  • Small baskets work great for organizing supplies for each table.  For day one of habitats I gave the kids white glue, glue sticks, scissors, black markers (and pastels for the darker fabrics since black wont show up).
  • Create a finished example (demo) for the kids, use an extra shoe box to demonstrate how to cover two sides of the box.
  • Break the process into 3 steps: TRACE (showing how to use the corners of the fabric so you only have to cut 2 sides, CUT (allowing them to choose from big or little scissors and how to troubleshoot when the fabric is hard to cut by having your partner hold/pull the fabric tight), and GLUE (letting them choose their type of glue, demonstrating how much glue stick or white glue to apply, emphasizing the importance of gluing the edges down).

photoYou can see from the pictures below that some kids finished early and I encouraged them to think about how they could use their extra fabric, and to discuss with their partner what they wanted to include in their habitat.  Some groups got very specific, hence the request list the kids drew up for me — which I love because it shows me they are engaged and thinking about making!

The gallery below provides a pseudo outline of our habitat kick-off.

Answering the Call for Makers: Applying to Maker Faire


This past week, students in the high school ‘making’ elective took time away from their projects to focus on another important task: submitting an application to Bay Area Maker Faire. At Lighthouse, the adults coordinating the school’s Maker Faire entry believe that going through the application process will help students to see themselves as makers.

Working on laptops, each project group appointed one person to register their email address with This person will be responsible for checking and following up on email related to the Maker Faire application. Once registered, groups began to access and start filling out the four page application, which asks questions ranging from project name to exhibit lighting preferences to whether groups will be soliciting crowdfunding. Five adults were on hand to assist the groups in answering these questions and help them submit their application before the February 23rd deadline.

Color-Coded Clean Up: Organizing Your Makerspace

During the holiday break the Creativity Lab decided to take advantage of the student-free time by transforming the already awesome makerspace we’ve built, to an even more student-friendly place.  The golden rule in organization is this: in the end everything has a place, within the place it functions.


To break this down a little, here are a few things to ponder when organizing your space:

(1) Everything should have a place.

What do we have?  How much of it is there?  How much space will that need?  What else does it need to go with?

(2) Try to arrange things by process or within in a place where it functions.  

Are stations necessary?  Do you have enough space to pull it off?  Can the Kindergartners reach their scissors if we have them on the second shelf?

(3) Adjust as you go.  

Are things working?  Are the soldering machines too far from the outlets?

Draft a little plan, do a sketch, talk to other teachers that use the space and go for it.  Pull everything, and I do mean everything out, section by section and begin to break things down by category.

Excellent things to have on hand during the process:

  • Plastic Storage Bins – Large and Small
  • Labels (I love and swear by Post-it Label Rolls, 1” wide) OR Tape and Index Cards, anything to help you sort
  • Multicolored Duct Tape (see our pictures, I found Duck Brand to be the brand with the most variety)
  • Measuring Tape

Other great options, but not required:

  • Magnetic Siding
  • Magnetic Spice Holders for smaller materials
  • Movable Carts
  • Peg-hole Board

DSC_0137At Lighthouse we decided to color code our materials in small (shoe-box sized) plastic bins.  Placed on metal, adjustable shelving, they are easy to access and organized thinking of not only how the materials are used, but also by whom.  Some of the top shelf items included electronics, glitter, and sewing equipment, while building materials line the bottom shelves, making them accessible to any age.  The middle of the shelves hold attaching materials (glue, clips, rubber bands, etc.), tools (rulers, pencils, scissors, etc.), and decorative items (feathers, felt, etc.).  The middle shelves are staggered in height by who needs to access them, K-5 is low and 6-12 is higher.

Note:  be thoughtful about the heaviness of your boxes the further up they are placed.  


Mr. Howard, the After-school Making Instructor started a trend of using index cards to label the materials, illustrating the material and writing it out, adhering one to either side of the box so it can always be seen.

In its entirety the re-organization took about a week to complete and it’s been well worth it.  That is not to say glitches have not arisen.  Tweaks will always be an ongoing part of organization.  Finding out what works best for your space is important and should be reflected upon from time to time.

The best way to test your new organization is by releasing it to the kids (or whomever the user of the space is).  We briefly introduced the kids to the new space and then let them explore.  At the end of that first class, and then the second and third, it became quite clear that teal and baby-blue look too much alike when kids are rushing to clean up.

Problem Solving an Organizational Crisis: What to do when the system fails

Crisis:  Are thekids confusing the colored labels because they are too similar?

Problem:  We don’t have any other colors of duct tape!

Solution:  Just add white stripes to the teal ones.

Test:  Success!  Plus we found out that other colors of duct tape were available on amazon – phew!


No, that is not groundbreaking, or particularly helpful.  However, it illustrates my philosophy on organizing artist spaces and makerspaces alike.  Know who is using the space and how they are using it.

Get creative, make you space inviting and inspiring.  Make the right materials accessible to the right kids.  Put your glitter up high and lock up the cutting tools.

One last thing, please feel free to share your wisdom, tips, or tricks by commenting below.  

Preparing for Maker Faire

image source:

photo credit: Jarelly Martin

As I walk into Ed Crandall’s classroom on a Tuesday afternoon, it’s hard to find a clear focal point, a single place to direct my attention. Students are stationed around tables throughout the room, most in small groups, working to build physical objects of their own design.

Ed is the instructor for the ‘making’ course, an elective available to high school students at Lighthouse. Observing his class for the first time, I am not sure what to expect. Shortly after I enter the room, Ed gives me a quick rundown of his students’ projects, ushering me to each group’s work area as he talks. One group is working on a mind-controlled robot, another is creating a cardboard prototype of a miniature city, and yet another is building a prototype of a tricycle out of PVC pipe. All groups are working on a project that they hope to exhibit at this year’s Bay Area Maker Faire, to be held in San Mateo on May 17 & 18. After chatting for a few minutes with Steve, a retired computer programmer and classroom volunteer, I begin making my way around the room to talk with each group individually.

I ask a few groups about how they came up with the idea for their project. One student, part of a team of two working on a foam model of an aircraft, tells me that he likes airplanes and wanted to make something that would fly. Another student, who had just finished 3D-printing propeller guards for a  quadcopter, tells me that he wanted to make something remote-controlled. One student making a prototype of an LED-embellished scarf with a partner chose her project because she liked to wear scarves.

3D-printing propeller guards

3D-printing propeller guards

That one class could accommodate such a wide variety of student interests was impressive to say the least. The ‘making’ elective seems to provide students with a personalized learning experience that goes beyond instruction at an individualized pace. Students are given the opportunity to develop skills in areas of interest to them, through projects of their own choosing, and as an observer, I saw many students who seemed engaged in the process of bringing their ideas to life. One student working on the mind-controlled robot project is building on her prior programming experience, while another who learned to knit a scarf from her project partner is developing a new skill. While both students are learning skills in different subject areas, both are engaged in experiences that hold educational value for them.

And while students in the ‘making’ elective hope to get a chance to exhibit their work at Maker Faire in May, they are already using the internet to share projects ideas. Using a tumblr account set up for the class, students have begun to post personal bios, photos, and project descriptions.  The tumblr gives students a space to document their work while also providing an opportunity to practice communicating their ideas to a wider audience. Learn more about what these students are working on at the ‘making’ elective blog.

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ING Unsung Heroes – Supporting Creativity

Over the past two days, I had the pleasure of meeting an inspiring group of educators and financial service providers.  Yep – you read right, financial service providers; I was attending the ING Advisor Insight meeting in Las Vegas.  The educators in the group were fellow award winners and members of ING’s Educator Advisory Board , the group that selects the winners for the ING Unsung Heroes award program.

You may still be wondering why I was there.  This fall I was amazed to learn that the Lighthouse Creativity Lab, our making program, won 3rd place in the Unsung Heroes program.  Around Thanksgiving I received a call from Randy James, the Chairman of the Unsung Heroes Award Program asking me to attend this conference so that I could talk with their staff about our design and making program.  One thing I found interesting is that all three of our projects involved significant making.Unsung Hero Nametag

The first place winner, Allison Butler, integrated her art curriculum with Physics.  The interesting thing is, since her students are attending a bio-medical magnet program, they weren’t expecting to take an art class.  She is using the concept of hard-fun to help her students see themselves not only as scientists, but as extremely capable artists.  She has students using mannequins and combining artistic media to study motion and using recycled books to create self-portraits and poetry.   With her award, she is planning to integrate photography and technology into the curriculum all with a focus on deepening her students’ understanding of art and physics.

Eric Songer, who won second place has been bringing the School of Rock mentality to his music classroom.  He asked himself how he could involve more students in music education and realized that giving students a choice of the genre of music would get more students interested in studying music.  His students are now performing in many student bands (garage band, mariachi, hip-hop to name a few) and producing the shows as well!  With his award, Eric has purchased musical equipment to create a more professional musical environment for his students to learn in.

With our funding, the Creativity Lab, is helping our elementary students learn to program.  We purchased Lego WeDo kits earlier this year and have started to use them in our 2nd grade class.  In fact, the same day I was giving a talk in Vegas, our 2nd graders were programming their Lego lions for the first time.


Building with Lego WeDo

Finally, it was a pleasure to meet the people behind the Unsung Heroes award. Education Advisory Board members are teachers or administrators who are extremely knowledgeable about education as they have spent their entire careers working to improve it.  It was also great to find that the group is really a family and it was extremely comfortable for us to join them over the two days and have discussions about education and about our lives outside of school.  Finally, it was also nice to hear from some of the ING folks.  With all the bad press the financial services sector has been receiving recently, it was refreshing to talk to people who clearly care about helping their customers plan for a comfortable retirement and who see the work teachers do as vital to our futures.Vegas1If you are interested in applying visit the ING Unsung Heroes information page!

Life Academy Makes

Life Academy recently finished their first round of making projects as part of our collaboration.

Chair Project

Chair Project

This project gives students the opportunity to express themselves and create

IMG_0310 - Version 2


And now, onto soldering

Learning to Solder

Learning to Solder

The Three Little Pigs and Their Lesson on Material Properties

What’s the best way to get kindergartners thinking about material engineers and what they do?  One strategy that’s worked for me came in the form of a fable: The Three Little Pigs.  After an introductory discussion of materials and material qualities (i.e. a spoon is made of metal; and metal is hard, shiny, and heavy), my class of kindergartners watched a version of the story.  I recommend Walt Disney’s Silly Symphonies version; the kids loved the song and dance, and luckily, they didn’t notice the portrait of dear ol’ dad, pictured towards the end as sausage links.

photo 4Prior to watching, I asked students to think about the material each of the three little pigs chose to use for their house.  I also wanted them to think about the qualities of each, prompting them with questions: Is straw light or heavy?  Is wood shiny?  Are bricks soft?  We giggled our way through the eight minute cartoon, and though kids were begging to see it again, I turned our lights back on and our technology off so that I could see if kindergartners had been thinking about materials and their properties.  They were eager and overjoyed to answer my questions: when I asked if someone could tell me what straw was like, hands shot up all over the room, some of them begging to be picked to answer; when I asked about wood and brick, I got the same lively response.

photo 2Then came our fun and frightening design challenge: I broke the class up into four teams, each at their own table, and I told them that each team would get a different material and that they would have a few minutes of building time before the big, bad wolf (aka me) came around the room, huffing and puffing, trying to blow their houses down.  I didn’t have any straw on hand, so one team was given cotton balls and loads of plush stuffing.  The other teams received either scrap paper, popsicle sticks, or wooden blocks.  The “easiest,” and most prized building material, were the wooden blocks–kindergartners all recognized that they were the closest to brick of what had been provided.  All the other teams struggled, but everyone got wide-eyed with excitement when I called time on their building session and crept from table to table, blowing down all of their structures, even some of those made of the heavier wood blocks.

photo 2Kids switched tables and were given an opportunity to try their hand with each of the four materials.  Each time, I gave them a little more than five minutes to build, and each time, I came around as the wolf, huffing and puffing, blowing houses down, given students of this age a way to think about the engineered structures that make up a part of the world we live in.


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Expanding Possibility: the Transformative Nature of Scribble Machines

The Creativity Lab at Lighthouse Winter Expo by Jessica Gray SchippWednesday, December 18 was not only my birthday, but also the Lighthouse Community Charter School Winter Expo.  Parents are required to attend three events each school year and the Winter Expo is one of them.

My mind goes to the single parent, exhausted from a 12-hour workday, having then to trek across Bay Area rush hour traffic – our kids commute from all over Oakland just to get here.  And it goes to the teachers, staying well over 12 hours on these days, on top of the enormous stress of preparing for the Expo.  Creating displays, activities to engage the families, and frantically trying to pull it together, all while worrying about the kid whose parents won’t show up- it’s no easy feat.

I watched as the tired faces of the parents turned soft and warm the moment they experienced the wonder of making a scribble machine.  The spectacular excitement alone exuding from their child, was enough to force a smile for most.

Lighthouse Creativity Lab By Jessica Gray SchippLighthouse Creativity Lab By Jessica Gray SchippLighthouse Creativity Lab By Jessica Gray Schipp

For the teachers it’s a work night, yet it is one that warms the heart several times throughout the evening, making it worth the extra energy.  Teaching has been described as the second most private act in which adults engage (Dufour, 1991).  It is important to see the reach of our impact every once in a while.   The Expo nights at Lighthouse feed not only the teachers, but the students and parents as well.  Parents are able to catch a glimpse of how critical and inspiring our teachers are, not to mention the relief they get knowing their child is in good hands, simultaneously reducing the inevitable guilt of parenthood brought on by constraints of time and space.

Scribble Machines 

A recipe for connection, engagement, and the kick of curiosity.

  • four markers,
  • a piece of a glue stick (about an inch long),
  • a cherry tomato container,
  • a little tape (any kind will do),
  • a motor, and
  • a battery wrapped in a rubber band

Mix the supplies thoroughly and unleash on any paper covered (or it doesn’t matter if it stains or not) surface.

Lighthouse Creativity Lab By Jessica Gray Schipp

Scribble Machine

Lighthouse Creativity Lab By Jessica Gray Schipp

Scribble Machine Station

Lighthouse Creativity Lab By Jessica Gray Schipp

Making Scribble Machines

At Lighthouse every December and June, Expo is a chance for 720ish students to display their work to the entire school (K-12), to family, and to the outside community.

A lighthouse serves to guide ships to safety when it is dark or foggy.

Lighthouse is a community of people working together to guide students to the safety and security of getting an excellent education.

– LCCS Student/Family Handbook

Expo is one of the special ways we guide our kids at Lighthouse.  The collaborative nature of bringing together accomplishments, artifacts, students, parents, and teachers provides a breeding ground for rapid growth and possibility.

It is only after we make our first scribble machine that we can truly imagine the possibilities that lay ahead.

The Scribble Machine Reinvented Lighthouse Creativity Lab By Jessica Gray Schipp

The Scribble Machine Reinvented

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Making Puppeteers

Three instructions were given to our 2nd graders this week as they set out to construct puppets out of felt.

2nd Grade Puppet Project 1. Draw our favorite design BIG

2. Cut out paper

3. Cut puppet out of felt – two times

Working from a design they’d finalized during the last class, they were asked to transfer their design to a piece of paper, making it large enough for their hand to fit inside.

2nd Grade Puppet Project After a short demonstration, the kids, uneasy about the open-endedness of the project, and not quite sure about how to begin, started to ask questions.  With a little encouragement from their teacher, “be creative, it’s what you think – that’s why there are less instructions,” the kids got to work.

Encouraging 2nd graders to believe in their own abilities, practice imagination, and to make choices on their own significantly encourages the development of self-reliance.  Self-doubt seems to seep into the classroom around this age.  The kids are comparing themselves to one another, beginning to see the differences and similarities to their peers.  Helping them embrace their individuality can be a great practice in the classroom.

2nd Grade Puppet Project As the teacher or as a helper in a making classroom environment, it might be helpful to throw on an apron with pockets when students are working on projects.  That way, scissors, markers, tape, sewing needles, and extra thread – anything that you might need during class is on hand when you need it.

Making choices (buttons, fabric, patterns, designs, how to stitch, asking for help) was exciting and scary, depending on whom you asked.  However, as an observer, I saw nothing but engaged and eager learners.

Image2nd Grade Puppet Project Threading the needle was a struggle for some.  Which brought up a question that I think many of us struggle with, when should we intervene when a student is struggling?  And how should we intervene?  Best practices for threading a needle would probably be letting the student struggle for 10 minutes tops, giving them tips – wet the end of the string and twist it, or cut the end off and then try again.  If we let them struggle for too long, their frustration will turn them off from the project as a whole and that is definitely not the goal.

DSC_0295For others, choosing which beads and buttons they wanted to add was the learning opportunity.  Some elaborately went at seImagewing and embellishing their puppets while others really took some time to consider their options.   It is in making that we often see the kids who struggle, excel.  One little girl told me that she’d been sewing for a couple of years now, having been taught by her grandmother in Mexico – she became a great resource to her peers who needed help.

Every 2nd grader ended the class asking when we would be finishing the puppets, it was a hit.  A project like this definitely needs to be broken down over classes to allow time for the technical growth, without rushing.  Just have the kids toss their puppets, patterns, and materials into a Ziploc bag that can be tucked away.

Sometimes the best lessons come from intrinsic questions, and sometimes the best learning happens amidst what might feel like chaos.  Yes, buttons, and needles, and thread, and felt can get messy – but it is totally worth it to see the excitement and accomplishment run across the faces of second graders as they design, make, thread, and sew!

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Embracing Failure Through Bridge Building

IMG_2971Primary school students in the Creativity Lab are learning what engineering bridges is all about.  From kindergarten to 4th grade, kids are taking on the role of civil engineering.  They’ve looked at models, they’ve compared and discussed designs, and now, they’re using different building materials to span vast distances.  Grade by grade, they have been tasked with design challenges that ask them to consider bridge components such as piers and abutments, and of course, spans.  Grade by grade, they are learning the differences between arch bridges, truss bridges, beam bridges, and suspension bridges.  Grade by grade, they are battling against gravity, struggling through the trials and tribulations of creating a bridge that holds the most weight.

IMG_3326Kindergartners used wooden building blocks to construct piers and simple beam bridges spanning a three-inch wide, paper river.  First graders, in teams of three, were asked to span a six-foot distance between tables using only paper and tape and chairs.  Second graders were asked to resist the urge to eat their building materials before they managed to complete five-inch spans using gumdrops and toothpicks.  Third graders partnered up, and worked with paper and tape to design truss bridges spanning a minimum of fifteen inches; they also tracked how much paper and tape they used, hoping to construct the strongest bridge using the least amount of material.  After the holidays, 4th graders will be joining Lighthouse’s Civil Engineers Corp, when they design, build, and test their very own balsa wood bridges.

IMG_3312Though bridge building is fairly standard fare in engineering design challenges, it makes for a superb hands-on experience in making classrooms.  For starters, there’s the versatility illustrated above: the variety of different materials that can be utilized, and the ways in which challenges can be altered, tweaked either slightly or rather drastically, in order to age-grade for differing grade levels.  Besides that, bridges can be fun to design and to build, and the science behind these marvels of engineering can be conveyed to students cogently and succinctly.

IMG_3355For me, the most important feature of this particular design challenge is found in bridge building’s unique relationship to failure.  You don’t build a bridge without testing a bridge, and regardless of age, all my students tested their bridges until they failed, until the paper or the wood or the gumdrops crumpled and collapsed beneath the weight of too heavy a mass.  Failure is built into the process of making bridges.  A student can’t build a better bridge, can’t recognize faults in their design, without seeing their designs tested.  To see their own work fall apart this way means that children must be able to embrace failure as part of the learning process.

IMG_3357_2Our Creativity Lab engineers are struggling with failure and frustration in the same way that professional engineers struggle with failed prototypes and with projects marred by frustration.  If things continue according to plan, those balsa wood bridges we build in the Creativity Lab will topple and fall, but those failures will be some of the first steps to getting our kids to being tomorrow’s engineers.  Who knows, by then, we might need another new Bay Bridge, so why not have them on the design team?

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